BOMBS OVER BIKINI: TEACHER’S GUIDE ALIGNED TO THE COMMON CORE STATE STANDARDS & NEXT GENERATION SCIENCE STANDARDS TABLE OF CONTENTS 1. ABOUT THE BOOK 2. PRE-­‐READING ACTIVITIES a. ACTIVATE PRIOR KNOWLEDGE: PICTURE WALK* b. ACTIVATE PRIOR KNOWLEDGE: DISCUSSION c. DIG DEEPER 3. VOCABULARY a. PICTURE DICTIONARY 4. DISCUSSION / COMPREHENSION QUESTIONS* 5. POST-­‐READING ACTIVITIES a.
b.
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WRITING RESPONSES TIMELINE MAP ETHICAL DEBATE: TO TEST OR NOT TO TEST?* COMPARE & CONTRAST: THE BOMBS RAP SUPERNOVA BALL FISSION DEMONSTRATION DOMINO FISSION DEMONSTRATION MOUSTRAP AND PING PONG BALL DEMONSTRATION FISSION AND FUSION DEMONSTRATION SKITS NOMADS 6. COMMON CORE LESSON PLANS a. PRE-­‐READING: PICTURE WALK b. DURING READING: BOOK DISCUSSION / SETTING c. POST READING: ETHICAL DEBATE 7. COMMON CORE ALIGNMENT GUIDE 8. ABOUT THE AUTHORS *ACTIVITIES ALSO SEEN IN LESSON PLAN Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 2 ABOUT THE BOOK In 1946, as part of the Cold War arms race, the US military launched a program to test nuclear bombs in the Marshall Islands of the Pacific Ocean. From 1946 until 1958, the military detonated sixty-­‐seven nuclear Bombs over the region’s Bikini and Enewetak Atolls. The twelfth bomb, called Bravo, sent a toxic cloud of radiation over Rongelap Atoll and other nearby inhabited islands. The testing was intended to advance scientific knowledge about nuclear bombs and radiation, but it had much more far-­‐reaching effects. Some of the islanders suffered burns, cancers, birth defects, and other medical tragedies as a result of radiation poisoning. Many of the Marshallese were resettled on other Pacific Islands or in the United States. They and their descendants cannot yet return to Bikini, which remains contaminated by radiation. And while the United States claims it is now safe to resettle Rongelap, only a few construction workers live there on a temporary basis. For Bombs over Bikini, author Connie Goldsmith researched government documents, military film footage, and other primary source documents to tell the story of the world’s first nuclear disaster. You’ll meet the people who planned the test operations, the Marshall Islanders who lost their homes and suffered from radiation illnesses, and those who have worked to hold the US government accountable for catastrophically poor planning. Was the new knowledge about nuclear bombs and radiation worth the cost in human suffering? You decide. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 3 PRE-­‐READING ACTIVITIES ACTIVATE PRIOR KNOWLEDGE: PICTURE WALK Post posters around the room with photos from the book or other relevant subjects: nuclear bomb mushroom clouds, post-­‐explosion photos, effects of bombs on people, etc. It helps to have one poster per category. Divide students into groups of 4-­‐5. Each student or group has a marker. Let groups silently observe poster for 1 minute. Then ask students to write their thoughts, questions, and observations about the photos on the poster. After a few minutes, ask groups to switch posters. Repeat until each group has visited every poster. Conclude by asking students to share something they wrote on a poster or something that really stood out for them. ACTIVATE PRIOR KNOWLEDGE: DISCUSSION Ask students what they know about nuclear bombs. Give students 1 minute to write down everything they know about the topic, then give them 1 minute to share their ideas with a partner. Once both partners have shared their thoughts, ask students to share something they or their partner said with the class. Record answers on the board. Create a KWL chart about nuclear bombs and the bombing in the Marshall Islands. Draw a table on the board with a column for What I Know, What I Want to Know, and What I Learned. The first two columns can be filled out before reading, and the third column can be filled out after reading. Create a ML chart (“misconceptions” and “learned”). Draw a table on the board for What I Know. Fill it out before reading. Fill out the What I Learned column after reading, and label any misconceptions students had before reading with an M, or change the column to Misconceptions We Had. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 4 Name Date K What I KNOW KWL Chart W What I WANT to Know L What I LEARNED Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 5 Name Date Misconceptions/Learned Chart Write What you know in the Know/Misconceptions column. After you read, determine if what you knew was the truth or a misconception (mark an ‘x’ in the appropriate column. Then write what you learned in the Learned column. KM Mis-­‐
L Truth? What I Know / Misconceptions conception? What I Learned DIG DEEPER Ask students more about their knowledge of nuclear bombs: Why were they invented? Why were they dropped? What is the difference between an atomic and a hydrogen bomb? What do you think the effect of a nuclear bomb is? What problems or challenges do you think nuclear bombs have created for people? Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 6 VOCABULARY PICTURE DICTIONARY Many words in Bombs over Bikini may be new to students. Before reading, have students make a picture dictionary, or create a place in a reading journal for new vocabulary. For each word, students should: Define the word, identify the part of speech and the pronunciation Find synonyms and antonyms Use the word in a sentence that shows the meaning of the word Draw a picture illustrating the sentence Students may find unfamiliar vocabulary as they read and add to their dictionary. Here are some examples of words to know: Atoll Atomic bomb Fallout Fission Fusion Geiger counter Hydrogen bomb Lagoon Nuclear bomb Radiation Shock wave Uranium Find more vocabulary words in the glossary on page 80. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 7 Use this template to create a picture dictionary for new vocabulary and terms. Write the word, definition, how it is used in the book, a sentence of your own, synonyms and antonyms, and a picture. Word: Definition: Context in book: Synonyms: Antonyms: My Sentence: Picture: Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 8 DISCUSSION / COMPREHENSION QUESTIONS Invite students to discuss these questions after reading in small groups or as a class. Students may take notes on and respond to what others say. Ask students to support their thoughts and opinions with evidence from the text. (For a more intimate setting, try using the Harkness method: https://www.exeter.edu/admissions/109_1220.aspx. This requires practice and classroom norms and routines.) Introduction: Toxic Snowfall Goldsmith begins her book by comparing nuclear ash to snowfall – a beautiful image. Why does she choose to start the book this way? Why is it powerful? Chapter One: A Good Place for a Bomb How did the Marshall Islands form? Why were the Marshall Islands chosen as an ideal place for nuclear testing? Where else might the military have tested the bombs? President Truman said that the nuclear testing site had to “permit accomplishment of the tests with acceptable risk and minimum hazard.” Do you think the Marshall Islands fit this requirement? Why or why not? Was this an acceptable requirement? Why were the Bikinians so compliant about the move? Would you have been based on what their knowledge was at the time? Chapter Two: Able: The First Bomb “In the context of the Cold War arms race, Operation Crossroads was viewed as a necessary effort to keep up with the Soviets” (pg. 18). Do you agree with this now? Would you have agreed with this statement at the time? Why did the military include animals in their nuclear testing? What did they discover about the effect of radiation on animals? Why did the military lie about using animals? Did they have reason to? Do you agree or disagree with their choices? Why? Was it worth it? Chapter Three: Baker: The Water Bomb Why was there so much more radioactive contamination from Baker than there was from Able? Why do you think the Navy exploded Baker under water? There was debate. Why did Admiral Blandy order it? Navy workers were shown on film wearing little or no protection from radiation. Why do you think they did this? Do you think there are hazards that we are unknowingly Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 9 exposing ourselves to today? Compare/contrast this to a scene you might have seen on television or in a movie where workers wear hazmat suits. Why do you think the scientists felt that the military was downplaying the dangers? What examples can you find that prove that they were? Why was Charlie cancelled? Do you think that was a good idea or not? After reading this chapter, what kind of reaction do you have to the photo of Blandy and his wife cutting the mushroom cloud cake? Chapter Four: Bravo: the Big Bomb What is the difference between fission and fusion? Why did the US military decide to test a fusion bomb? Do you think it was important to stay on top of the arms race and “not let the Soviets surge ahead” (42)? Do you think the two countries went too far? Why or why not? Why didn’t the US government evacuate the people of Rongelap? Chapter Five: Rongelap’s Radiation Refugees What effect did the radiation have on the people of Rongelap? Why do you think the Rongelap leaders chose to move to Mejatto? Why did they choose not to tell the US nor Marshallese governments? What would you have done? Chapter Six: Bikini’s Nuclear Nomads How was the radiation getting into the food that the people were eating on Bikini? What reason do you think the US had for moving the Bikinians so many times? Was it justifiable? Why do you think the U.S. moved the people back to Bikini before it was safe? Chapter Seven: A Brighter Future? What knowledge did scientists gain from the nuclear tests in the Marshall Islands? What price did the people on the Bikini and Rongelap atolls pay? Do you think that the end justifies the means in the case of nuclear testing? Why or why not? What kind of efforts have been successful in reducing the amounts of radioactivity on Rongelap and Bikini? These are beautiful, tropical islands with palm trees, beautiful weather, and sandy beaches. Would you want to live on one of these islands today? Why or why not? The US government owes the people of Bikini and Rongelap money in compensation. Is there any amount of money you would accept to have you and your home used for nuclear testing? Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 10 In General Goldsmith highlights the players and events in this story through sidebars: Woodrow P. Swancutt, the bomber (pg. 20); William H.P. Blandy, the man in charge (pg. 30); the scientists trapped in the bunker (pg. 44); the Lucky Dragon, the unfortunate fishing vessel (pg. 53); John Anjain, the mayor of Rongelap (pg. 56); the Bikini National Anthem (pg. 65); the payments owed to the people of the Marshall Islands (pg. 70); and the formation of a World Heritage Site (pg. 73). What do these people and events have in common? How are they different? Why did the author choose to separate them from the main text of the story? Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 11 POST-­‐READING ACTIVITIES WRITING RESPONSES 1. Summary: Summarize the main idea and details of each chapter as if you were explaining it to your younger brother or sister. 2. Author’s Purpose: Why did Connie Goldsmith write this book? What was her purpose in writing it? Was she successful? How did her purpose affect the tone and information presented in the book? Do you think she included enough unbiased information in the book? 3. Compare and Contrast: Goldsmith cites additional sources of information on page 84. Encourage students to read another of these books and compare and contrast the two stories as well as the way the authors each present the information. Students may also use another source of information about the same topic, such as the videos and films listed on page 85. 4. Point of View / Character: Choose one of the characters in the book. Re-­‐write a section of the book or an event from that person’s point of view. Be sure to include relevant evidence that that person would include. Students may use the book, resources they find in their research, and resources listed at the back of the book. Challenge students to write as military, scientists, and locals. Include what characters thought, felt, said and did. 5. Setting: What is the setting of the book? Where does it take place? When does it take place? Look at the picture on page 8. Imagine you are there. Describe what you see. Look at the picture on page 33. Imagine you are there. Describe what you see. Challenge students to think about both place and time. Write a paragraph describing how the project would have been different if it had taken place in the middle of the US. What if it was in major city in the US? How would that change the story? How would the project have been different if it had taken place in a different time? What would happen if scientists suggested the project today? How does the setting (time and place) influence and affect the story that Goldsmith tells?
PERSUADE: Cut out the topics on the next page. There are some extra blank cards for your own topics. Give students a topic. It may be one that they believe in or not. Ask them to write a 5-­‐paragraph persuasive essay with three strong reasons supporting their argument. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 12 The US navy should have conducted nuclear testing in the Marshall Islands.
The US navy should not have conducted nuclear testing in the Marshall Islands.
The US navy should have tested the effects of nuclear radiation on animals.
The US navy should not have tested the effects of nuclear testing on animals.
The US navy owes the people of the Marshall Islands compensation. The US navy does not owe the people of the Marshall Islands compensation. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 13 TIMELINE Ask students to create a timeline of the major events in the book. You may challenge them to find events on their own or ask them to include the events on the following page. You may also cut out events, have students place them in the order that they think happened, then have students look up actual dates. Discuss and compare what students thought should have happened with what really happened. For an extra challenge, ask students to research other important events happening at that time. Have students write events from the book in one color above the line and events from outside the book in another color below the line. Cut out these events, find the dates, and list them in order. What other events do you think are important to add to a Marshall Islands timeline? WWII (pg. 6) Trinity (pg. 6) Cold War (pg. 12) Hiroshima (pg. 6) Manhattan Project (pg. 6) Nagasaki (pg. 6) Detonation & Events of Able (pg. 6, 21) Detonation & Events of Bravo (pg. 5, 43) Settlement & “Discovery” of Marshall Islands (pg. 11) Bikini Evacuation & Movements (pg. 17, 63) Decontamination Project (pg. 63) Detonation & Events of Baker (pg. 29) Ben Wyatt’s Meeting (pg. 14) Rongelap Evacuation (pg. 51) Compensation (pg. 69-­‐70) Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 14 MAP Ask students to draw a map of the Marshall Islands. o Label all places important to the book. o Explain why the places are important (why Bikini was ideal for a bomb, why people moved to/away from a place, etc.). © Laura Westlund/Independent Picture Service. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 15 ETHICAL DEBATE: TO TEST OR NOT TO TEST? Assign students characters/people from the story—both Marshall Islanders and US military personnel. Ask students to: o Write a mini-­‐biography on their character based on facts and imagination. o Determine the character’s feelings about nuclear testing (was the knowledge about nuclear bombs and radiation worth the cost in human suffering?) o Cite evidence and reasons their character would feel that way. o Create a “persona” (how does their character walk, talk, dress, etc.?) Hold a “town meeting” including all of the characters. Each person is allowed to state their opinions. People may question and debate speakers. Have a series of questions (you may use the Discussion/Comprehension questions or have students write their own questions beforehand) that will be asked or discussed by a mediator. Let the debate begin! Name: Picture: Hobbies: CHARACTER PROFILE Likes: Dislikes: Job/Life: Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 16 Stance on Nuclear Testing: Reasons : DEBATE QUESTIONS Why were the Marshall Islands chosen as an ideal place for nuclear testing? Where else might the military have tested the bombs? President Truman said that the nuclear testing site had to “permit accomplishment of the tests with acceptable risk and minimum hazard.” Do you think the Marshall Islands fit this requirement? Why or why not? Was this an acceptable requirement? Why were the Bikinians so compliant about the move? “In the context of the Cold War arms race, Operation Crossroads was viewed as a necessary effort to keep up with the Soviets” (pg. 18). Do you agree with this? Why or why not? Why did the military include animals in their nuclear testing? Was it ethical? Why did the military lie about using animals? Did they have reason to? Do you agree or disagree with their choices? Why? Was it worth it? Why did they detonate Baker under water? Why did Admiral Blandy order it? Navy workers were shown on film wearing little or no protection from radiation. Why do you think they did this? Was it safe? Why did scientists feel that the military was downplaying the dangers? What are some examples? Why was Charlie cancelled? Do you think that was a good idea or not? Why did the US military decide to test a fusion bomb? Do you think it was important to stay on top of the arms race and “not let the Soviets surge ahead” (42)? Do you think the two countries went too far? Why or why not? Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 17 Why did the US government choose not to evacuate the people of Rongelap? What were the human effects on the natural environment and resources in the Marshall Islands? What effect did the radiation have on the people of Rongelap? Why do you think the Rongelap leaders chose to move to Mejatto? Why did they choose not to tell the US nor Marshallese governments? What reason do you think the US had for moving the Bikinians so many times? Was it justifiable? Why do you think the U.S. moved the people back to Bikini before it was safe? What knowledge did scientists gain from the nuclear tests in the Marshall Islands? What price did the people on the Bikini and Rongelap atolls pay? Do you think that the end justifies the means in the case of nuclear testing? Why? The US government owes the people of Bikini and Rongelap money in compensation. Do you agree that they should pay or not? Is there any amount of money you would accept to have you and your home used for nuclear testing? Should the US Navy have used the Marshall Islands for nuclear testing? Where else could they have tested? Is there a way they could have done it better? COMPARE & CONTRAST: THE BOMBS Ask students to compare and contrast the bombs, Able, Baker, and Bravo. How were they designed and built similarly and differently? How was their planning similar and different? How were their detonations similar and different? How were their effects similar and different? o Students may use a graphic organizer such as a Venn diagram to organize their thoughts and ideas. Ask students to turn their comparisons into a rap or song about nuclear testing. o Recording the rap with video or voice recorder can be a fun project! Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 18 COMPARE & CONTRAST VENN DIAGRAM Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 19 SUPERNOVA BALL FISSION DEMONSTRATION To explain how fission can cause such immense amounts of energy, use a supernova ball demonstration. Find a video at: o http://www.youtube.com/watch?v=e-­‐91PbbaKI8 Ask students how this relates to nuclear fission. Have students brainstorm ideas for experiments with a supernova ball that might help them better understand the transfer of energy. DOMINO FISSION DEMONSTRATION After explaining the concept of fission, ask students to brainstorm ways they might demonstrate the concept using everyday items. (Of course, nuclear fission cannot be replicated in a classroom!) Ask students to build a model with dominoes to show how fission works. You may also build your own model with large dominoes and ask the question: Can this one tiny domino knock over ___ (insert large object here)? o Construct a series of larger and larger dominoes that, once knocked over in order, will knock over a much larger object. o Explain that with fission, one tiny neutron can cause a chain reaction that releases immense amounts of energy. MOUSTRAP AND PING PONG BALL DEMONSTRATION Examples of how fission works using mouse traps and ping pong balls: o http://www.youtube.com/watch?v=0v8i4v1mieU&feature=player_embedded o http://sciencedemonstrations.fas.harvard.edu FISSION AND FUSION DEMONSTRATION SKITS Discuss the difference between fusion and fission on pages 40-­‐41 of the book. You may also watch YouTube videos explaining the two reactions: o Crash Course (more information than you need, but entertaining)  http://www.youtube.com/watch?v=FU6y1XIADdg o Nuclear Fission  http://www.youtube.com/watch?v=N7C14UIKuv8 o Fission & Fusion Claymation  http://www.youtube.com/watch?v=0B69RHqAfj8 o Fission & Fusion  http://www.youtube.com/watch?v=mBdVK4cqiFs  http://www.youtube.com/watch?v=Cb8NX3HiS4U  http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atoms_radiation/
nuclearact.shtml Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 20 o
Interactive Fission & Fusion  http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atoms_radiation/
nuclearact.shtml OR, depending on the ability and level of your students, have students research the two reactions independently with their groups. Divide students into two groups. Assign one group fusion and the other fission. Give students 5-­‐
10 minutes to come up with a human demonstration / skit of the fusion and fission processes. You may ask students to create labels for themselves and the various stages of each process. NOMADS Ask students to create a timeline (shown on the following page for Bikini and Rongelap) of events or make a map outlining the path of the Bikinians over time. How do you think this affected the Bikinians? Have students create a similar map in relation to where they live. What would it be like to be constantly uprooted? Break up your class into sections. Start with students at their desks, or their “home” of Bikini. About ten minutes in, tell them it is time to move to an uninhabited space—either a hallway or a classroom (must be smaller and have not enough chairs). They have 30 seconds to pack their bags and come with you. Four minutes after they are settled, let them know the classroom is no longer safe. Tell them you’ve brought a snack (but there isn’t enough to go around). A few minutes later, tell students this place is too small and we are moving to a different classroom. But it is already occupied. The class must go back to the hallway. About two minutes after they are settled, because this place is still bad, you have to move again. This time, move students outside, near a road (be careful!) or a busy hallway with no privacy and lots of noise. About six minutes later, inform the students they are moving again. This time, take them to a VERY small space—a closet or tiny office. A minute later, inform them that the classroom is now safe and move the class back in. About three minutes after you have arrived, let students know that it is actually not safe to be in the classroom because the air is still poisoned. So they must move again. They may choose where to go, but they cannot all go to the same place. They will be compensated with money. But they will never get the money. Ask students to reflect in a journal about how this exercise felt. How did they feel every time they were told they had to move again? Did they ever feel comfortable? Remind them that the Bikinians lived this way for over 30 years. How did it compare to the way the Bikinians were treated? Do they have a different view or understanding after this exercise? Once they have written silently and independently, ask students to share their feelings and journal with a partner. Reflect on the exercise as a class. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 21 Rongelap Timeline 1944
The United States gains control
of the Marshall Islands from
Japan during World War II.
May 1946
U.S. evacuates Rongelap
Atoll temporarily while testing
atomic bombs on Bikini.
March 1, 1954
U.S. detonates Bravo, its
largest bomb ever, on Bikini
without evacuating Rongelap
Atoll.
March 3, 1954
Rongelap people suffer
The
two days of heavy radioactive
fallout
before the U.S. moves
them to Kwajalein for medical
care and study.
June 1954
U.S. moves the Rongelapese
to Ejit, an island in the Majuro
Atoll because Rongelap is too
radioactive to live on.
1957 to 1985
Tests show high levels of
radioactivity among Rongelapese
who experience radiation-related
illnesses. The U.S. says Rongelap is
safe, and despite repeated requests,
declines to assist in relocation.
May 1985
Greenpeace moves the
Rongelap people to
Mejatto, a small island
in the Kwajalein atoll.
July 1957
U.S. announces that Rongelap
is safe for habitation and
moves the Rongelapese back
to their home.
2014 (present)
The people of Rongelap and
their descendants remain
scattered in the Marshall
Islands, the U.S., and other
countries. They look forward
to returning home one day
soon.
Bikini Timeline 1944
The United States gains control
of Marshall Islands from Japan
during World War II.
November 1948
U.S. moves Bikinians from
Kwajalein to the tiny island
of Kili where they again face
chronic food shortages.
March 1946
U.S. moves Bikinians to
Rongerik in preparation
for nuclear testing on
Bikini Atoll.
October 1969
U.S. declares Bikini to be
safe with virtually no
radiation left. Over next few
years a few Bikini families
move from Kili back to Bikini.
March 1948
U.S. temporarily moves Bikinians,
on verge of starvation, from
Rongerik to airfield on Kwajalein.
September 1978
U.S. announces Bikini is more
radioactive than previously
believed and Bikinians living
there are again evacuated.
Many return to Kili.
2014 (present)
The people of Bikini and their
descendants remain scattered in
the Marshall Islands, the U.S.,
and other countries. They still
hope to return home one day.
Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 22 COMMON CORE LESSON PLANS Activate Prior Knowledge – Picture Walk CCSS: CCSS.ELA-­‐Literacy.RST.6-­‐8.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. CCSS.ELA-­‐Literacy.RH.6-­‐8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Essential Question: How can I better understand a new topic? What questions and observations do I have before reading Bombs over Bikini?
Learning Objective: Students will activate prior knowledge to better understand the reading. Materials: 5-­‐6 poster-­‐sized papers, each with a printed photo of a relevant subject (nuclear bomb mushroom clouds, pre-­‐explosion photos, post-­‐explosion photos, effects of bombs on people, etc.) pasted in the center. Photos may be copied from the book. For larger classes, you may print two copies/posters per photo. Colored pens or markers, one per student Timer Student Journals Time Activity Materials Intro: Introduce the activity by giving instructions: Written 5 min. instructions You will be divided up into # groups. There are # posters around the room. Each group will start at one poster. You will have 1 minute to silently observe the poster. After I say ‘go,’ you will have 4 minutes to make more observations and write them on the poster in the margins. Observations can be anything: a thought, a question, an observation, a fact, etc. Each group member must write at least one observation on each poster. After the 4 minutes are up, I will give the signal for groups to rotate clockwise. We will repeat this process with all # posters! Allow ~2 minutes for questions. Divide the students into # groups. Activity: Guide students to their first station. Set the timer for one Timer Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 23 30 min. Close: 5 min. Share: 5 min. Reflect: 5 min. minute while students silently observe the poster. After one minute, give the signal to start marking the poster. Students will write their observations on the poster. As they do this, circulate to check in on observations students are making. Ask open-­‐ended questions: What do you see? How does it make you feel? What does it remind you of? What do you wonder? Once the 4 minutes of observation are up, signal groups to rotate clockwise. Repeat the process for the total number of posters. Call students back to their seats. Give students one minute to silently think to themselves: what really stood out to you? After one minute, ask students to turn to a shoulder partner and share for 2 minutes. Circulate to listen in. Ask students to share what stood out to them or their partner with the class. Students will write a short reflective paragraph in their journals about what they observed, questions and feelings they have, and general impressions of the book/topic so far. Posters Markers Student Journals Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 24 CCSS Book Discussion: Setting CCSS.ELA-­‐Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-­‐Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-­‐Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Essential Question How is the setting of Bombs over Bikini important to the story? Learning Objective Students will discuss and analyze why the U.S. government decided the Marshall Islands were a good setting for the nuclear testing program. Materials Bombs over Bikini Cut out quotes List of questions Map of Marshall Islands Time Activity Materials Intro. Place cut out quotes on the tables. When students Cut out quotes 10 min. enter the room, ask them to pick a quote and find it in Bombs over Bikini the text. What does the quote mean? What do you think/feel about it? Ask students to share with a partner, then the class. Research Form groups of 3-­‐5 students. List of Questions 10 min. Bombs over Bikini Students will answer/discuss questions together. Maps Give students a copy of the map activity. Map Activity 20 min. Instructions Students will draw a map of the Marshall Islands and places listed in the book. They will label all important places and explain their significance. Another spin: Students will draw a map of what they think to be an ideal place for nuclear testing. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 25 Important places will be labeled as well as the significance: why they would be important for nuclear testing. Discussion/ Students will share their maps with the class and Reflection answer any questions. 20 min. As a class, discuss the questions regarding setting in the context of the maps. Students may write a final journal reflection to answer a question about setting: How does the setting affect the story in Bombs over Bikini? Maps Questions Journals Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 26 DISCUSSION QUOTES “The Marshalls are tropical islands, warm and humid most of the year.” (9) “I began to feel a fine powder falling all over my body and into my eyes. The coconuts had changed color. By now all the trees were white, as well as my entire body.” (5) “I didn’t believe this was dangerous. The powder fell all day and night over the entire atoll of Rongelap.” (5) “The radioactive powder drifted into food and houses. Some islanders who had been to the movies thought it was snow. Children played in it.” (5) “People brushed the powder off their arms and legs, wiped it from their eyes, and spit it from their mouths.” (5) “Within hours, the Rongelap people fell ill with nausea, headaches and stomachaches, and irritated eyes and skin.” (5) “The Americans did not tell the men about the dangers of radiation. Instead, they left them – and all the inhabitants of Rongelap – where they were, covered in toxic fallout.” (6) “Able’s explosion became the most photographed event up to that point in history.” (7) “White sand beaches circle sparkling lagoons. Fish flash through brilliant coral reefs. Turtles crawl ashore to lay their eggs. Turtles scuttle along the seafloor, and the occasional shark glides through the water looking for prey.” (9) “It was important that the local population [of the test site] be small and cooperative so they could be moved to a new location with a minimum of trouble.” (13) “And the site had to be far away from the United States to protect Americans from the radioactive fallout of the testing.” (13) “Navy officials told US reporters that Rongerik had more trees that it was richer in food supplies, and that the coconuts were bigger there. In reality, Rongerik was much smaller than Bikini and had far fewer resources…they left the Bikinians alone on Rongerik with fresh water and a month’s supply of food.” (16-­‐17.) Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 27 ETHICAL DEBATE: TO TEST OR NOT TO TEST? CCSS CCSS.ELA-­‐Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-­‐Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-­‐Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-­‐Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CCSS.ELA-­‐Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-­‐Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-­‐Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-­‐Literacy.W.8.7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Essential Question What was the reasoning behind the testing in the Marshall Islands? Was the testing ethical? Learning Objective Students will an opinion or point of view and cite reasons to support a stance.
Materials List of Characters Instructions sheet Bombs over Bikini Other print or online sources about the Marshall Islands nuclear testing Character profile sheet List of questions Costumes (optional) Time Activity Materials Intro Introduce the activity by giving the instructions. You List of Characters 5 min. may pass out a print copy as well: Instructions sheet You will do research on a person assigned to you from the book. Based on that research and your imagination, you will write a mini-­‐biography on that character. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 28 Research 30+min. Debate 30+ min. Determine the character’s feelings about nuclear testing (was the knowledge about nuclear bombs and radiation worth the cost in human suffering?) Cite evidence and reasons your character would feel that way. Create a “persona” (how does their character walk, talk, dress, etc.?) We will hold a “town meeting” in which every person will state an opinion about nuclear testing in the Marshall Islands. You may ask questions and debate the speakers. Assign students characters from the List of Characters. Invite students to use the book, online sources, and other print sources to complete their research. Students will fill out the Character Profile and complete the Debate Questions worksheet in preparation for the debate. Circulate as students research to answer questions and check in on progress. Bombs over Bikini Computers Other sources Character Profile Sheet Debate Questions Character Profiles Debate Questions Once students have completed their research, or the next class period, let the debate begin! Sit students in a circle. The US Navy and scientists may start with letting the islanders know that the testing is going to happen. Islanders may respond with their questions and concerns. Help facilitate the debate. If students are shy, let them take turns answering questions. You may require each student to contradict an opposing opinion. Reflection Once the debate is complete, ask students to reflect Journals 15 min. on the activity in their journals. As your character, how do you feel after the debate? Did the other side convince you? Why or why not? In real life, the people of the Marshall Islands did not have much say in what was happening. How do you think that felt? Why? Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 29 Why is it important to look at both sides of an issue? How can this skill help you later in life? Wrap up by letting students share their entries with one another or the class as a whole. To access more information about the Common Core State Standards or the Next Generation Science Standards, please visit: http://www.corestandards.org/ http://www.nextgenscience.org/ Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 30 BOMBS OVER BIKINI: TEACHER’S GUIDE SIXTH GRADE COMMON CORE LITERACY ALIGNMENT X X NOMADS X COMPARE & CONTRAST: The Bombs Rap ETHICAL DEBATE: To test or not to test? MAP X TIMELINE WRITING RESPONSES SIXTH GRADE STANDARDS CCSS.ELA-­‐Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-­‐Literacy.RST.6-­‐8.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. CCSS.ELA-­‐Literacy.RH.6-­‐8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-­‐Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐
one, in groups, and teacher-­‐led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-­‐Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-­‐Literacy.RI.6.6 Determine an author’s point of view or purpose and explain how it is conveyed in the text. CCSS.ELA-­‐Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-­‐Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.ELA-­‐Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). CCSS.ELA-­‐Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-­‐Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. DISCUSSION: Questions LESSONS & ACTIVITIES FOUND IN THE BOOK → COMMON CORE STANDARDS ↓ VOCABULARY: Picture Dictionary X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 31 SEVENTH GRADE COMMON CORE LITERACY ALIGNMENT NOMADS COMPARE & CONTRAST: The Bombs Rap ETHICAL DEBATE: To test or not to test? MAP TIMELINE WRITING RESPONSES SEVENTH GRADE STANDARDS CCSS.ELA-­‐Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS.ELA-­‐Literacy.RST.6-­‐8.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. CCSS.ELA-­‐Literacy.RH.6-­‐8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-­‐Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐
one, in groups, and teacher-­‐led) on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-­‐Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-­‐Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-­‐Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. CCSS.ELA-­‐Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CCSS.ELA-­‐Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims CCSS.ELA-­‐Literacy.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. CCSS.ELA-­‐Literacy.RL.7.3 Analyze how particular elements of a story or drama interact. CCSS.ELA-­‐Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-­‐Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. DISCUSSION: Questions LESSONS & ACTIVITIES FOUND IN THE BOOK → COMMON CORE STANDARDS ↓ VOCABULARY: Picture Dictionary X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 32 SEVENTH GRADE COMMON CORE LITERACY ALIGNMENT NOMADS COMPARE & CONTRAST: The Bombs Rap ETHICAL DEBATE: To test or not to test? MAP TIMELINE EIGHTH GRADE STANDARDS CCSS.ELA-­‐Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐
one, in groups, and teacher-­‐led) on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. th
8 CCSS.ELA-­‐Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-­‐Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-­‐Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-­‐Literacy.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoint. CCSS.ELA-­‐Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-­‐Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. CCSS.ELA-­‐Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-­‐Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-­‐Literacy.W.8.7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WRITING RESPONSES CCSS.ELA-­‐Literacy.RH.6-­‐8.4 Determine the meaning of words and phrases as they are used in a text, including vocab specific to domains related to history/social studies. DISCUSSION: Questions CCSS.ELA-­‐Literacy.RST.6-­‐8.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. VOCABULARY: Picture Dictionary LESSONS & ACTIVITIES FOUND IN THE BOOK → COMMON CORE STANDARDS ↓ X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 33 NEXT GENERATION SCIENCE STANDARDS ALIGNMENT FISSION & FUSION: Skits MOUSTRAPS & PING PONG: Demo NEXT GENERATION SCIENCE STANDARDS MS-­‐PS1-­‐1 Develop models to describe the atomic composition of simple molecules and extended structures. MP.4 Model with mathematics. MS-­‐PS3-­‐5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. DOMINOES: Fission Demo LESSONS & ACTIVITIES FOUND IN THE BOOK → NEXT GENERATION SCIENCE STANDARDS ↓ SUPERNOVA BALLS: Fission Demo X X X X X X X X x X X X Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com 34 ABOUT THE AUTHORS CONNIE GOLDSMITH Connie Goldsmith writes about history, health and science for children and adults. As an RN with a master's degree in healthcare administration, Connie also writes continuing education articles for nurses on a wide variety of topics, and has written for other healthcare professionals as well. She writes a pediatric health column for a regional parenting magazine. She has had articles published in the children's magazines Cricket and Highlights, among others, and has written for the SCBWI Bulletin, Children's Writer, and Children's Writer's and Illustrator's Market. Connie is a member of the Authors Guild and an active member of the Society of Children’s Book Writers and Illustrators. She serves as Conference Coordinator for the SCBWI California North/Central Region. She lives near Sacramento, California where she hikes along the American River, sweats out the miles on her treadmill, and visits with family and friends between bouts of frenzied research and writing. Currently, she is working on several nonfiction and fiction projects. "Bombs over Bikini" was named a Junior Literary Guild selection for 2014. Her books have been highly praised by the American Association for the Advancement of Science, the National Science Teachers Association, California Readers, the Children's Book Committee (Bank Street College of Education), the Children's Book Council, and the Society of School Librarians International. Check out her websites at: www.conniegoldsmith.com www.bombsoverbikini.com ERIN DEES Erin Dees is a teacher currently residing in Kigali, Rwanda. She has also taught in Mississippi and Oregon. Her hobbies include theatre, design, waterskiing, hiking, and adventuring! She hopes you find this guide both fun and helpful. Copyright © 2014 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com