American History Teachers' Collaborative Lesson Plans: Dropping of the Atomic Bombs in World War II

Dropping of the Atomic Bombs in World War II

Jesse Guzman

AHTC Summer Institute 2007

Abstract

This lesson has two main objectives. First, students will know how the United States ended the war with Japan. Second, students will decide for themselves whether the dropping of the atomic bombs was necessary to end the war with Japan. Students use a thinkquest to learn about the bombings and about a Hiroshima survivor. Student will also evaluate an interview with one of the U.S. pilots who dropped the atomic bomb on Hiroshima, which is from a local source. As a result, students will then be asked to form an opinion on the bombing. Was it necessary? Students will have the opportunity to review other websites dedicated to the bombings. This leads to the activity of philosophical chairs. Students debate the question: Should the atomic bombs have been dropped? The final assessment is a one page reflective paper.

Essential Questions:

1. What is the purpose of war?

a. What did the United States do to end the war with Japan?

b. Was the dropping of the atomic bombs necessary to end the war with Japan?

Duration: 3 days (45 min. class periods)

Assessment:

The one page reflective paper at the end of the lesson is the primary assessment. It requires students answer the questions. What did you learn about atomic bombs, Hiroshima, and Nagasaki? Should the atomic bombs have been used to end the conflict with Japan? The point of view sheet is another assignment that could be collected and assessed. Finally, the philosophical chairs activity could also be used to assess student knowledge.

Setting the purpose:

The lesson begins with requiring students to think about the Pacific front of World War II. This will lead students to be introduced to the atomic bombings of Hiroshima and Nagasaki. Students will then be asked to conclude whether or not the atomic bombs should have been dropped. Students will critically review primary sources, websites, and participate in a philosophical chairs debate in order to maximize learning of the key concepts.

Procedure: Day 1

- Introduction Activity/ Warm-up: Have students answer the question, “Describe how the war in the Pacific was progressing for the United States?” Discuss the question as a class.

- Next, have students answer the questions, “What is an atomic bomb?” and “What do you know about the history of atomic bombs?” Either have students write a response, discuss them as a class, or both.

- Present the Thinkquest to the students either as a class using a LCD projector or have students review the site individually in a computer lab. Require students to take notes on the Thinkquest. The site contains information on the history, a comparison chart to Nagasaki, pictures, and links to other sites. http://library.thinkquest.org/CR0214502/index.html

- Concluding Activity: Have students write a reflective paragraph on what they learned today. Focus question: “What did you learn about the atomic bombing of Hiroshima and Nagasaki?”

Day 2 (schedule a day in your school’s computer lab or reserve laptops)

- Introduction Activity: Have students answer the question: “Is it fair to attack civilians in war?” Discuss the question as a class.

- Students will evaluate two accounts of the dropping of atomic bombs on Hiroshima. Students can use the primary source evaluation form attached or any other form best suited for your class. Students can review sources individually or in pairs.

o First, article is an account from a survivor at Hiroshima. http://www.coara.or.jp/~ryoji/abomb/a-bomb1.html

o Second, article is from a pilot who dropped the first atomic bomb. Stress the local connection with this source. “First A-bomb Dropped Recalled” (AbombPilot – WWII CD)

- After giving the students time to evaluate the primary sources and filling out the evaluation forms, review them as a class.

- Inform students that tomorrow’s activity will be philosophical chairs. It is a debate. A question is presented to the students. They decide on a response by moving to a corner of the room. Typically, it is agree or disagree. Students will then debate their decisions. If a student decides to change his position, he can move to the other corner. The question is “Should the atomic bombs have been dropped on Hiroshima and Nagasaki?”

- Pass out the Point of view sheet and have students fill it out. (Reasons for dropping the atomic bombs and against dropping the atomic bombs) Inform students this will be collected for a grade. Collect it after philosophical chairs activity.

- Give the students the rest of the period to research on the computer. Bookmark the following websites:

o http://www.dannen.com/decision/index.html

§ Site contains documents on the decision to drop the atomic bomb.

o http://library.thinkquest.org/J0111041/

§ Site has pictures of destruction of atomic bombs and timeline of dropping of atomic bombs on Hiroshima and Nagasaki.

o http://www.csi.ad.jp/ABOMB/

§ Site has basic information, pictures, and interviews with survivors of the atomic bombings. (Ensure students know this is the Japanese point of view.)

- (Homework) At the end of class remind students to finish filling out the point of view sheet and be prepared to discuss the philosophical chairs question.

Day 3

- Start philosophical chairs. Indicate to students which corner of the room is should have dropped the atomic bombs and should not have dropped the atomic bombs. Have students pick a corner. Again, the question is: “Should the atomic bombs have been dropped on Hiroshima and Nagasaki?”

- Allow students to argue their reasoning. One student speaks at a time. One student speaks for and then against taking turns. Students should also raise their hand if they want to speak. Teacher is moderator and picks students to speak and ensures the debate is respectful. Allow students to change corners at any time. This should take anywhere from half to the entire period.

- Collect point of view sheet after activity.

- Final activity, have students complete a one page reflective paper answering the following questions: What did you learn about atomic bombs, Hiroshima, and Nagasaki? Should the atomic bombs have been used to end the conflict with Japan? Give students the reminder of the class to work on the paper. It could either be homework or give students an additional day to complete the paper.

Analysis of Local Primary Sources:

Students will evaluate the article “First A-bomb Dropped Recalled.” (AbombPilot – WWII CD)

Ties in National Primary Sources:

Students will evaluate several websites dedicated to the atomic bombings of Hiroshima and Nagasaki.

http://library.thinkquest.org/CR0214502/index.html Atom Bomb

http://www.coara.or.jp/~ryoji/abomb/a-bomb1.html A Personal Record of Hiroshima

http://www.dannen.com/decision/index.html Atomic Bomb: Decision

http://library.thinkquest.org/J0111041/ The Atomic Bomb

http://www.csi.ad.jp/ABOMB/ A-bomb WWW Museum

Annotated List of Materials and Resources:

“First A-bomb Dropped Recalled.” Unknown source (AbombPilot – WWII CD)

http://library.thinkquest.org/CR0214502/index.html Atom Bomb