The Decision to Drop the Atomic Bomb

Subject and Overview:
This lesson plan involves students directly in research on the subject of the decision among policy makers in the United States in 1945 whether -- and when, and how, and where -- to drop the first atomic bombs.  Student research into this subject will be conducted using online resources.

Grade Level: High School, U.S. History survey.

Learning Standards addressed: In the Massachusetts State Frameworks (see Examples here) this lesson addresses the following Study Strands and Learning Standards for History: Learning Standard 1: Chronology and Cause; Learning Standard 2:Historical Understanding, and Learning Standard 3: Research, Evidence and Point of View.  

Objectives:

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Students will study a complex historical event and form their own conclusions about what happened and why.

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Students will form conclusions as to what they would have done had they been consulted in the decision-making process.

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Students will read opposing viewpoints presented by many parties: contemporary actors and participants in the decisions, and recent commentary by historians.

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Students will research the issues using a variety of sources: primary documents, commentary from contemporary observers, and subsequent analysis by historians.

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Students will become familiar with the ethical and moral questions raised by the development and use of the first atomic bombs.

Prior Knowledge Required: This lesson is designed to fit in the U.S. History survey.  Students should have a working knowledge of the background and progress of World War II, U.S.-Japanese relations in the 20th Century, and the technology and people involved in the Manhattan Project.

Project length: Two to three hours for the basic activities.  Extended activities -- deeper research, a simulation, an essay -- will require more time.

 

Materials: Internet sites. The core site is "Fifty Years From Trinity,".  For historical perspective, see the opinions of four historians writing in the 1990s.

Procedure: Students should start at http://www.seattletimes.com/trinity/supplement/chronology.html and familiarize themselves with the chronology of the end of the war with Japan. They should then go to http://www.seattletimes.com/trinity/supplement/quotes.html and read the quotes by Togo, Eisenhower and Churchill. Also use http://www.dannen.com/decision/potsdam.html

Questions:

·        What does "unconditional surrender" mean?

·        Who attended the meeting at Potsdam, and what was the result of the meeting?

·        Notice the timing of the Potsdam meeting and the date of the first test of the atomic bomb in New Mexico: how is that timing significant? Use the following source for deeper research on this question: http://www.dannen.com/decision/testdate.html

·        Do you think that it was wise for the Allies to insist on unconditional surrender? What alternatives to this policy, if any, might you have considered had you been an advisor to President Truman at the time?

·        Why do you think that Stalin reacted so mildly to Truman’s "news" at Potsdam? For help with this and the next question, refer to http://www.dannen.com/decision/potsdam.html .

·        Read the last paragraph of Marshal Zhukov’s remarks. Do you agree with his characterization of a. the aims of the United States, and b. his use of the word "peaceful?" Explain your answer, making reference to the statements of other scientists and statesmen.

Go next to http://www.seattletimes.com/trinity/supplement/procon.html.

Questions:

·        What does "firebomb" mean?

·        What cities (Japanese or otherwise) had been firebombed, and with what results?

·        What is meant by a "demonstration" of the atomic bomb?

·        Do you think that such a demonstration would have been effective? Support your answer with specific reasons why or why not.

·        After having read the pros and cons carefully, briefly (one paragraph) state what you would have done in August 1945, if you had had the power of decision.

Next go to http://www.seattletimes.com/trinity/supplement/radiate.html and fill in the form on that page. Then go to http://www.seattletimes.com/trinity/supplement/quiz.html and answer questions 1-4 and 12.

Extended Activity: At http://www.dannen.com/decision/index.html you will find an index to primary documents written by people who were involved in the building of and use of the first atomic bombs, or "gadgets." Familiarize yourself with the Franck report, the opinions of Szilard (and Eisenhower, from above), the Target Committee, Bard, Oppenheimer, Groves, and other key players. Also use the analyses of four current historians writing in 1995.  The question that you will address in a 5-page (1500 words) paper is the following: If you were President Truman in August 1945, what would you have done? You have at your disposal not only the advice of your advisors at the time, but also the advantage of more than fifty years' worth of foresight. Use both types of sources in your answer. Be sure to consider the use of the first and second atomic bombs separately.

A second suggested extended activity is a classroom simulation of the decision.  In this activity, roles of the people involved in the decision (Truman, Stimpson, the Target Committee), those who worked on the bomb (Groves, Oppenheimer, Szilard) and those affected (Stalin, Churchill, Tojo, Hirohito) will be assumed by students.  The teacher will then lead, supervise, and assess a classroom discussion lasting one or two periods.

Assessment: A conventional test has its place here: students should know and be held accountable for the chronology and people and issues involved in the decision to drop the atomic bombs on Hiroshima and Nagasaki.  Teachers might also consider assigning the essay described just above.  A third alternative is to ask students to post their findings and opinions to an online forum, such as Boardhost.com; student writing can be evaluated by the teacher there.  

Additional Resources: