Objectives

    教学目标
    Students will

    学生将

• 深入探究二战中太平洋战场上的关键事件；以及research in depth the key events of World War II in the Pacific; and
• 辩论以核弹结束战争是否最佳。debate whether dropping the nuclear bomb was the best way to end the war.

    Materials

    材料

• 纸与铅笔Paper and pencils
• 电脑与互联网接口Computer with Internet access
• 有关二战太平洋战场的书面材料（有用，但非必需）Print resources about World War II in the Pacific (helpful, but not required)

    Procedures

    教学过程

1. 考察学生对二战太平洋战场的所知。询问他们是否有亲人曾在太平洋作战。如果是的话，请他们叙述他们可能听过的相关的故事。经过简短的讨论之后，告诉学生太平洋战场对于美国及其盟友而言血腥、艰难。Find out what students know about World War II in the Pacific. Ask if they have any relatives who fought in the Pacific. If so, ask them to recount any relevant stories they may have heard. After a brief discussion, tell students that the fighting in the Pacific was very brutal and difficult for the United States and its Allies.
    
2. 展示录像片段。观看重要战斗的场景以及听美国老兵的叙述会帮助学生开始了解二战中的这一部分到底有多艰难。Show a few segments from the videotape. Watching scenes from pivotal battles and listening to the American veterans speak will help students begin to understand how difficult an experience this part of World War II was.
    
3. 询问学生是否知道这场太平洋战争是如何结束的。然后告诉他们美国在广岛和长崎各丢下了一枚核弹。向学生解释他们将辩论投掷核弹对于结束战争而言是否需要而且是最佳方案。Ask students if they know how the war in the Pacific ended. Then tell them that the United States dropped a nuclear bomb on Hiroshima and Nagasaki. Explain to students that they are going to debate whether the bombing was necessary and the best way to end the war.
    
4. 将学生分成两个团队。其中之一的立场是投掷核弹是结束战争的最好办法，另一个则持相反观点。Divide students into two groups. One group will take the position that dropping the bomb was the best way to end the war. The second group will take the opposing position.
    
5. 给学生在课堂中足够的时间来进一步了解太平洋战争。下列网址提供了关键战役的信息，当然都是从美国人的立场上写的。学生也应当考虑到日本人的世界观（他们认为自己是武士、或者战士），包括马来半岛之战、巴丹死亡行军以及日裔美国人的羁押和中途岛战役。当学生开始调查的时候，告诉他们辩论并没有明确的答案。提醒他们注意阅读比较具有思想性和批判性的材料。Give students enough time in class to learn more about the war in the Pacific. The Web sites below have information about key battles, as well as the thoughts of respected Americans. Students should consider the world view of the Japanese (they thought of themselves as samurai, or warriors), the Battle in Malaya and the Death March of Bataan, as well as the internment of Japanese-Americans and the Battle of Midway. As students do their research, tell them that the debate question is difficult and has no clear-cut answers. Remind them to read all material critically and thoughtfully.
   • http://www.powtaiwan.org/singapore.html
   • http://www.geocities.com/Pentagon/Quarters/6991/usmc.htm
   • http://home.pacbell.net/fbaldie/In_Retrospect.html
   • http://www.doug-long.com/hiroshim.htm
   • http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_capture.html
   • http://www.britain-at-war.org.uk/Malaya_and_Singapore/body_index.htm
6. 在学生完成资料搜索之后，安排他们辩论的时间。确认每一方都写了开放的论点并且准备好向对手提问，并且准备了最后进行反驳。After students have completed their research, schedule a time to hold the debate. Make sure each side has written an opening argument and is prepared to ask the opponents questions, and to give a rebuttal at the end.
    
7. 注意学生在辩论过程中对事件的想法。是否多数学生认为投掷核弹是最佳选择？如此，为什么？他们是否体会到日本遭受的核辐射的痛苦？他们相信有很多次结果都证明了手段的正当吗？告诉他们当他们假设自己扮演成年的领导者的话，这些是很重要的问题。Following the debate, discuss with students their thoughts about the event. Did most students think that dropping the bomb was the best solution? If so, why? How do they feel about the fallout the Japanese suffered? Do they believe that there are times when the ends justify the means? Conclude by telling students that these are important questions they will have to consider as they assume leadership roles as adults.