Students explore the role of Navajo Code Talkers in the Manhattan Project. Submitted by Coby Muckelroy.
Materials:
- Lecture notes and related materials from previous lessons about the Manhattan Project and the Navajo Code Talkers during World War II unit.
Assignment:
- Review the use of the atomic bomb to end WWII and the role of the Navajo Code Talkers during WWII.
- Evaluate the importance of the atomic bomb and the Navajo Code Talkers to determine which was more important in ending World War II.
Procedure:
- Anticipatory Set: List/describe three facts about the dropping of the atomic bomb and three facts about the Navajo Code Talkers.
- Call on non-volunteers to share the facts they selected for the anticipatory set exercise. Discuss/clarify statements as necessary.
- Remind students that they have already completed several lessons on World War II, including the importance of both the Manhattan Project and the Navajo Code Talkers in assisting the Allies defeat the Japanese in the Pacific Theater. Review key points/facts in lecture notes and related materials from previous lessons about the Manhattan Project and the Navajo Code Talkers during World War II.
- Review the expectations/requirements for a standard five-paragraph persuasive essay. Hand out model of a five-paragraph essay with criteria for completing a proper one.
- Explain to students that they are to write a persuasive essay as to whether the Manhattan Project or the Navajo Code Talkers was/were more important in ending WWII. Specify that they are not saying that the other is not important, but they are selecting between two important contributions to give their opinion as to which was more important.
- Students individually work on their persuasive essay. This is timed and must be completed by the end of class.
- During the next class period, selected essays from each side will be read to the class.