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Science and Public Policy:
Dawn of the Atomic Age and Nuclear Proliferation
Teacher's Student Activities
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MIDDLE SCHOOL
This structure outlines activities useful in preparing students for the program and in providing post-program enrichment activities. Individual teachers and teams are encouraged to select activities from this matrix to suit their needs.
LANGUAGE ARTS
After a discussion of the positive and negative consequences of nuclear weaponry, ask students to write a variety of poems (haiku, limerick, free-verse, sonnets, etc.) illustrating the double-edged nature of the nuclear issue. Lead an in-class discussion regarding what type of poetic format lends itself most readily to this content.
ARTS
Ask students to identify symbols we use to portray power sources. Examples include lightning bolts, light bulbs, the sun, splitting atoms, etc. Challenge students to create an original design of a new and futuristic power source. Have students present their designs to the class and explain the basis for their design decisions.
SOCIAL STUDIES
Ask students to predict ways in which the job market may be impacted by the continued growth of the nuclear industry. What careers are available now, what might be available in the future? What possibilities does/will the international market hold for those interested in the nuclear industry? Have students support their predictions by data research.
MATH
Ask a local power company representative to visit your class to discuss the cost of various types of energy sources. Have students work in small groups to determine the economic feasibility of different energy sources and to create a graphic depiction of their findings.
TECHNOLOGY
Ask students to conduct a data search over the Internet. Log on to the Library of Congress Marvel System and Online System to locate articles and books related to atomic energy. Use these findings to create an information resource pool to be utilized as references in pre-and post-program activities.
LANGUAGE ARTS
Divide students into small groups and challenge each group to explore oxymorons related to the issue of nuclear power, nuclear medicine, and nuclear arms. An example may be deadly energy. Once each group determines an oxymoron, have them use the term as a basis for a limerick to be shared with the class.
ARTS
Ask students to visualize imaginary uses for nuclear energy. Encourage students to come up with far-fetched ideas and create 3-dimensional models of their product. Students should be prepared to present their product to the class and give an advertising pitch on how the product may be sold.
SOCIAL STUDIES
Ask students to think about how their community might be affected by a nearby nuclear reactor meltdown. Lead a discussion relative to the impact on the economy, transportation, education, the government, etc. Explore with your local government what plans are in force to react to this kind of emergency.
MATH
In small groups, have students create a wall-sized flowchart that illustrates your local government response plans to a major emergency (see social studies post-program activity). Use standard flowcharting techniques that include different geometric shapes for facts, decisions, and data input/output. Use arrows to allow the viewer to follow the process easily.
TECHNOLOGY
Assist students in writing and producing a 3-5 minute video documentary that speaks to the issue of atomic energy and how it has changed the world. For visual effect, include products produced by students in the pre- and post-program activities.
DISCUSSION QUESTIONS:
How has atomic power changed our country?
In what ways is it a double-edged sword?
What visual symbols are used to portray nuclear power?
What are the advantages of nuclear power plants?
What are the concerns?
SECONDARY SCHOOL
This structure outlines activities useful in preparing students for the program and in providing post-program enrichment activities. Individual teachers and teams are encouraged to select activities from this matrix to suit their needs.
LANGUAGE ARTS
Request students collect political cartoons related to the issue of nuclear power, nuclear war, and nuclear proliferation. Discuss the different points of view evident in each cartoon. Have students create their own political cartoon taking on a specific issue and perspective.
ARTS
As a class project, have students investigate the Mexican muralists of the 40's and 50's whose work focused on the dangers of technology. Consider David Siqueros, Jose Orozco, and/or Diego Rivera. Encourage a class discussion on the role of the artist in making social commentary.
SOCIAL STUDIES
Divide students into small groups and assign each group a different decade in this century. Members of the group should create a large timeline outlining events associated with the nuclear age in their assigned decade. Bridge all the timelines together in sequential order, post in the classroom, and utilize as a reference source.
MATH
Ask a local power company representative to visit your class to discuss the cost of various types of energy sources. Have students work in small groups to determine the economic feasibility of different energy sources and to create a graphic depiction of their findings.
TECHNOLOGY
Ask students to conduct a data search over the Internet. Log on to the Library of Congress Marvel System and Online System to locate articles and books related to atomic energy. Use these findings to create an information resource pool to be utilized as references in pre-and post-program activities.
LANGUAGE ARTS
Ask students to develop a newspaper headline and write a feature article announcing a new technological invention that makes it possible for the U.S., at its own discretion, to protect any country in the world from nuclear attack. Have students write editorial responses to the article by taking a position on the ethical use of the invention.
ARTS
Work with students to write and perform a short skit in which historical characters meet over dinner to discuss the impact of atomic discoveries on the future. Guests may include: Albert Einstein, Harry Truman, Golda Meir, Eleanor Roosevelt, Joseph Stalin, etc.
SOCIAL STUDIES
Divide your class into several groups and assign each group a different country to represent within the United Nations. Hold a mock U.N. assembly to discuss and write a document providing the world with guidelines for the ethical use of atomic technology.
MATH
Explore with your local government what plans are in force to react to a local nuclear emergency. In small groups, have students create a wall-sized flowchart that illustrates your local government emergency response plans. Use standard flowcharting techniques that include different geometric shapes for facts, decisions, and data input/output. Use arrows to allow the viewer to follow the process easily.
TECHNOLOGY
Using computer-driven simulations such as Sim-City (see electronic resource lists), challenge students to explore the economical and socio-political ramifications of decision-making related to various scientific topics (nuclear power would be a good initial investigation).
DISCUSSION QUESTIONS:
How has atomic power changed our country?
In what ways is it a double-edged sword?
What visual symbols are used to portray nuclear power?
What are the advantages of nuclear power plants?
What are the concerns?
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