Explore the scientific, technological, and political factors related to the building of the atomic bomb; analyze President Harry Truman’s decision to drop atomic bombs and the consequences of the decision; understand the internment of Japanese Americans; identify the human costs of war.

During World War II, scientists worked with the government and military to make the United States the dominant world power. The U.S. government funded the Manhattan Project, in which lead scientist Robert Oppenheimer, along with over 100 scientists, created a prototype for the ultimate weapon that would end WWII—a nuclear bomb. After a successful test on July 16, 1945, many atomic scientists were concerned about the bomb’s effects. However, President Harry S. Truman chose to end the war and save American lives. When the United States dropped the first atomic bomb on Hiroshima on August 6,1945, 80,000 Japanese were dead. When a second bomb was dropped on Nagasaki three days later, the death toll climbed to 140,000 and Japan surrendered. No one could have predicted the extent of the devastation caused by the bombs, or the legacy of nuclear capability that would forever change the world.

• CA  10.8: 6; 11.7: 7 Historical Interpretation: 3
• TX  113.32(6): b; 113.33(9): a
• FL  SS.A.3.4: 9; SS.A.5.4: 5; SS.C.2.4: 7
• NCSS  I (HS): f; II (HS): e; VIII (HS): c

2 class periods

• Activity Sheet, The Atomic Bomb Ends WWII
• Graphic Organizer, Cause and Effect Chart
• Analytical Essay Rubric

Use the instructions below to guide students in writing an Analytical Essay.

What factors influenced the building and use of the atomic bomb?

Analyze Students will write an Analytical Essay in which they explore the factors which influenced the creation of a nuclear bomb, as well as President Truman’s decision to drop the atomic bomb to end World War II.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer as they read the articles.

The H-Bomb mushroom cloud developed due to the blast and radiation fallout.

To start students thinking about the United States government’s desire to develop an atomic bomb and to use that bomb to end WWII, have them examine the photograph.

Key questions students should answer are:

• In what way does the mushroom cloud symbolize the atomic bomb?
• What moral concerns might be important to consider when dealing with weaponry of this magnitude?

Distribute the Student Activity sheet. Tell students that they will research the following topics.

• Relationship Between Science and Government
• Racial Prejudice against Japanese
• President Truman’s Responsibility to Save American Lives
• Unknown Effects of the Atomic Bomb
• Scientists’ Concern
• American Public’s Desire to End the War
• 1930s Japanese Goal to Rid the Pacific of Americans
• Totalitarianism of Japan

Remind students to consider the opinions and expertise of concerned scientists, and the pressures on President Truman to end the war. Students should also take into account the U.S.’s previous experience with the Japanese, and American racial prejudice against Japanese

Use the Analytical Essay Rubric to assess students’ performance

Have students reflect on their performance and use the list of expectations to judge how well they met the criteria

Ask students: Which factors do you think were most influential in President Truman’s decision to drop the atomic bomb?

Panel Discussion Have students use Daily Life through History to hold a Panel Discussion on nuclear armament.

Critical Thinking: Evaluate