Phase:  After/Explain/Elaborate 
Activity:  As a culminating activity to a lesson on how the Pacific side of World War II was concluded with the dropping of atomic weapons on Japan, students will now participate in an engaging problemsolving activity in which they will weigh the reasons and consequences for using such weaponry, determining their own decisions on the matter. Before the problemsolving activity, set a timer for three minutes and have students, either individually or with a partner, list out as many reasons and consequences they can think of for using the atomic bomb. (A simple Tchart could be created for this informal process.) Once the time is up, the students can either share some of their reasons, or they can simply save their work and use the lists to help them throughout the problemsolving process. Now that the students have begun thinking about potential consequences and reasons for using the atomic bomb, the teacher will introduce the Six Thinking Hats problemsolving technique. The teacher could print this reference image for each student or have it up on the board for a visual while explaining the technique: https://goo.gl/images/jxxrpL. Once the students understand what this technique is and how it helps solve problems, the teacher can then divide up the students into six groups and assign each group a particular “hat”, or perspective, in which to view the decision of dropping the atomic bomb. Allow students approximately five minutes to discuss their perspective with their group, then bring the students to a whole group. For example, the group with the "white hat" will spend five minutes making a list and discussing as many facts as they can that they know to be true about what was going on at this time during the war. A delegate from each “hat” will be given time to share his/her group’s perspective with the class. While each group is sharing, the class will be listening to their thoughts on the decision to drop the atomic bomb, shedding new light on their perspective on why this decision was made. After each group has had a chance to share, the teacher can have the students write a quick reflection piece on the conversation answering the following:

Assessment Strategies:  Formative Assessments:

Advanced Preparation: 

Variation Tips (optional):  Differentiation can occur when assigning particular students particular “hats”. For example, the “blue hat” is the “Meta hat” in which the students in that group are actively looking for trends and analyzing the conversation. This hat requires a deeper understanding than, for example, the “White hat” which simply presents facts. While each "hat" in the problemsolving process is different, they all hold an important job in the process. Students do not have to be split into six even groups. There are many variations on how to utilize De Bono's Six Thinking Hats to get students to think critically and problem solve including:

Notes or Recommendations (optional):  De Bono's Six Thinking Hats is a way to scaffold the problemsolving process in a way that is easily broken down for students to understand and utilize. Each "hat" represents a different phase of the problemsolving process. As found on https://www.cls.utk.edu/pdf/ls/Week3_Lesson21.pdf, the problemsolving process is presented in six simple steps. In the following, I have illustrated which of the "Six Thinking Hats" aligns with its corresponding problemsolving step: STEP 1 Identify the problem (White, Red hats) STEP 2 Analyze the problem (Yellow, Black hats) STEP 3 Create potential solutions (Green hat) STEP 4 Plan solution (Green hat) STEP 5 Implement solution STEP 6 Evaluate solution (Blue hat)

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