Teaching Hiroshima and Nagasaki Trough Active History

DEBATE LESSON PLAN

By Paul Wallace

NOTE TO TEACHER:

“Effective history instruction requires students to become involved in the

process of historical inquiry. Historical inquiry requires locating and

interpreting primary sources in the support of an argument. Locating and

supporting these historical arguments and claims are the true essence and

practice of the historical discipline. This lesson plan contains several examples

of thousands of available primary documents on the subject of the WWII

pacific theatre. These documents are the building blocks and evidence of

history. The process of building a significant argument for the purpose of

debate will be both demanding and rewarding. The following activities and

procedures may challenge conventional classroom activities, but are essential

for the full understanding of an event with the significance and controversy of

the atomic bombings of Japan. The student’s final goal will be to utilize the

information and evidence they have found in the primary sources in a two-

sided debate. Successful completion of this goal will require research skill,

critical reading, organization, and collaboration; the skills that are essential to

successful learning.”

LESSON PLAN OVERVIEW

I. Introduction to Classroom Debate

II. Presentation of key terms / vocabulary

III. Locating and Primary Sources

IV. Primary Sources Interpretation Worksheets

V. Class Debate

I. Hiroshima Classroom Debate INTRODUCTION

For this lesson plan the teacher will separate the students off the class into

two debate groups. One group will argue that the U.S. was justified in

dropping the atomic bomb on Japan while the other will argue that the U.S.

was unjust and wrong in deciding to use the atom bomb. These groups

may be instructor or student selected, although student selected groups

have the ability to form more passionate debate. Before the debate begins

make sure the students have sufficient background information on the

Pacific theatre of WWII as well as an overview of the atomic bombing itself.

The instructor may utilize the official text to convey these basic facts or

they may choose to lecture from their own notes on the subject.

THE HIROSHIMA DEBATE

Question for Debate:

Did the United States need to drop the atomic bomb on Japan in order to end World War II?

Hiroshima Classroom Debate

GROUP RESEARCH In this step the teacher will give each group time to research and provide evidence for their claims. Time allotted to this research depends on individual classroom time restraints and limitations. However, the instructor should evaluate the general knowledge of the class before the debate by utilizing a short quiz covering the section devoted to Hiroshima and Nagasaki in the text. In order for the students to support their debate arguments they must investigate into the materials of history to develop and organize evidence. Primary documents that support both sides of the Hiroshima/Nagasaki bombing controversy are provided in this lesson plan and are readily accessible around the internet. These sources include declassified government documents, eyewitness accounts, and photographs. Group success with the academic research method will be apparent through the quality of their argument in the classroom debate.

II. Important key terms / vocabulary

Hiroshima:

Hiroshima is a major city on the western side of Japan’s largest island,

Honshu. During World War II, the Second Army and Chugoku Regional

Army were headquartered in Hiroshima. The city also had large depots of

military supplies, and was a key center for shipping. On Monday, August

6, 1945, the nuclear weapon “Little Boy” was dropped on Hiroshima by

the crew of the American B-29 bomber Enola Gay, directly killing an

estimated 80,000 people. By the end of the year, injury and radiation

brought total casualties to 90,000-140,000. Approximately 69% of the

city's buildings were completely destroyed. Hiroshima is the first city

ever to be subjected to nuclear war.

Key Terms and Vocabulary

Nagasaki:On 9 August 1945, Nagasaki was the target of the world's

second atomic bomb attack at 11:02 a.m., when the north of the

city was destroyed and an estimated 40,000 people were killed.

According to statistics given at the Nagasaki Peace Park, the dead

totaled 73,884, the injured 74,909 and diseased several hundred

thousand.

“Little Boy”:Atomic bomb dropped on the Japanese city of Hiroshima

  “Fat Man”:

Atomic bomb dropped on the Japanese city of Nagasaki

Photo courtesy of

GWU

Key Terms and Vocabulary

President Harry S. Truman:

Truman was the 33rd president of the United States (1945–53),

who led his nation through the final stages of World War II and

through the early years of the Cold War, vigorously opposing

Soviet expansionism in Europe and sending U.S. forces to turn

back a communist invasion of South Korea. Truman attended the

Potsdam conference and made the final decision to use the

atomic bomb on Japan.

*Photo courtesy of the Truman Library

Key Terms and Vocabulary

Secretary of State Henry Stimson:

Stimson was chief adviser on atomic policy to President

Roosevelt and, later, to Pres. Harry S. Truman. To President

Truman he recommended that atom bombs be dropped on

Japanese cities of military importance. He later justified the

bombing of Hiroshima and Nagasaki on humanitarian grounds,

arguing that use of the bomb accelerated the surrender of

Japan and thus saved more lives than it cost.

*Photo courtesy of the Truman Library

Key Terms and VocabularyPotsdam Conference:

(July 17–Aug. 2, 1945), Allied conference of World War II held at Potsdam,

a suburb of Berlin. The chief participants were U.S. President

Harry S. Truman, British Prime Minister Winston Churchill (or

Clement Attlee, who became prime minister during the conference), and

Soviet Premier Stalin. While in Potsdam, Truman told Stalin about the

United States' “new weapon” (the atomic bomb) that it intended to use

against Japan. On July 26 an ultimatum was issued from the conference

to Japan demanding unconditional surrender and threatening heavier air

attacks otherwise. After Japan had rejected this ultimatum, the United

States dropped atomic bombs on Hiroshima and Nagasaki.

Key Terms and Vocabulary Albert Einstein, Leo Szilard, Dr.

Robert J. Oppenheimer:

After the invasion of Poland by Nazi Germany in 1939, the physicists

Albert Einstein and Leo Szilard warned the U.S. government of the danger

threatening all of humanity if the Nazis should be the first to make a

nuclear bomb. Oppenheimer then began to seek a process for the

separation of uranium-235 from natural uranium and to determine the

critical mass of uranium required to make such a bomb. In August 1942

the U.S. Army was given the responsibility of organizing the efforts of

British and U.S. physicists to seek a way to harness nuclear energy for

military purposes, an effort that became known as the Manhattan Project.

Key Terms and Vocabulary

The Manhattan Project:

The U.S. government research project (1942–45) that produced

the world’s first atomic bombs. Started by FDR and realized by

Harry Truman.

Enola Gay:

Enola Gay was the name of the Boeing B-29 Super-fortress

bomber that dropped the atomic bomb on Hiroshima. Enola Gay

was the name of the pilot Paul Tibbets’ mother.

*Photo courtesy of the

Truman Library

Key Terms and VocabularyEmperor Showa:

Also referred to by his personal name, Hirohito, Emperor Showa aided in the transformation of a rural and agricultural Japan to an industrialized militaristic empire in the 1930’s. These actions eventually lead to Japan’s involvement in WWII, which resulted in the complete devastation of Japan. During the occupation of Japan following the war he saw rise to the rebirth of a highly urbanized modern Japan.

Second Sino-Japanese War:Imperial Japan invaded China in 1937, creating a war between themselves and the Chinese Communists and Nationalists. This war which is often forgotten in the U.S. perspective was extremely deadly and fierce. The Japanese committed infamous atrocities on the civilian population of China. Some estimates claim that up to 20 million Chinese were killed during WWII. Chinese Nationalist and Communist forces eventually formed an alliance against the Japanese. The infamous “Rape of Nanking” claimed 300,00 Chinese as the Imperial Japanese army swept through Manchuria.

A Word on Primary Documents…

There are literally millions of primary historical documents available

surrounding the event of the atomic bomb and the Pacific Theater of

WWII. The examples included in this lesson plan constitute a mere

fraction of the available historical evidence on the topic. The

following documents include government orders, telegrams,

eyewitness accounts, personal diaries, memorandums, photographs,

declassified material, petitions, and more. Professional historians

locate and utilize these sources in order to interpret them and

thereby form a claim that conveys significance. While asking

students to create original and unfounded historical claims may be

asking too much, they can learn a great deal from using primary

sources in the classroom. By using a classroom debate to teach and

encourage the use of primary documents the students will better

understand how interpret information for evidence.

Example: Document AnalysisThe following is a student document evaluation

activity of Atomic Bomb Truman Press-Release on August 6th, 1945 by the Truman Library

www.trumanlibrary.org

Source : Whitehouse Press Release August 6, 1945

Question: Read the press release from President Truman on August 6, 1945 following the dropping of the atomic bomb noting important details about its production and the rhetoric used.

*Continue to Document Analysis

EXAMPLE: DOCUMENT ANALYSIS

Distribute copies of the document to each student to read. Ask students to answer the following questions:

Who wrote this document? What is the purpose of this document? What date was this document issued? Why is the name of the city left out? Why does the atomic bomb's power have to be explained? Look at the last paragraph of the second page of the press

release. What were Truman's plans for ending the war? Did he accomplish those goals in dropping the atomic bomb on Hiroshima and Nagasaki? Why or why not?

On page three, Truman advocates the use of atomic power for world peace. How does he propose to fulfill this goal?

What reasons does President Truman use to justify dropping the bomb?

EXAMPLE: ISSUES FOR DISCUSSIONConsider some of these questions with your class.

What are the moral implications of the atomic bomb?

Why would President Truman be against sharing the secret of the atomic bomb with the world? Why would he support sharing atomic technology with Great Britain and only divulge minor details to the Soviets?

To what extent did the decision to drop the atomic bomb and subsequent postwar foreign policy decisions of the Truman administration lead to the Cold War?

General Douglas MacArthur, one time commander of United Nations armed forces during the Korean War, in a 1954 interview stated that he had wanted to drop "between thirty and fifty atomic bombs" on enemy bases before laying radioactive waste material across the northern edge of North Korea during the war. Why did Truman decide not to use the atomic bomb in the Korean War of 1950. How did this precedent dictate warfare in subsequent presidencies?

III. LOCATING PRIMARY RESOURCES

There a many useful resources on the internet for finding historical

documents. Many of these documents will be sourced from the National

Achieves and security databases, therefore obtaining permission to use

these documents should not present a serious problem. In addition, many

university history departments have excellent links to PDF files of primary

documents with supplementary explanations and background information.

Below are a few examples of useful primary source databases.

George Washington University:

http://www.gwu.edu/~nsarchiv/NSAEBB/index.htmlNational Security Archive Electronic Briefing Book No. 162

This university historical database contains a very detailed collection of primary documents focusing on the atomic bomb and the end of World War II. Each individual document is supplemented by a brief description of the purpose of the document and the circumstances that supported its creation.

 

Internet Resources

PBS “The American Experience”:http://www.pbs.org/wgbh/amex/truman/psources/index.htmlSpeeches, letters, and official documents from the Truman eraPBS Online 1999-2000

The PBS special “the American Experience” on President Harry Truman, and his unprecedented decision, is extremely useful as for understanding the United States government at the end of World War II. This website contains information about the PBS film, a timeline, photograph gallery, primary sources, and teacher guides.

The Truman Library:http://www.trumanlibrary.org/index.php

Extensive database of primary documents involving all aspects and perspectives dropping the atomic bomb on Japan. The Truman library contains a truly impressive amount of late World War II documents, photos, and other resources for the motivated history teacher to take advantage of.

PRIMARY DOCUMENTS

DOCUMENT DIRECTIONS

The Historical Primary Documents folder contains historical documents and included descriptions, courtesy of George Washington University and the Truman Library, to be utilized for student evaluation and interpretation for debate evidence.

*Documents sourced from gwu.edu and trumanlibrary.org

HISTORICAL PHOTOGRAPHS

PHOTO DIRECTIONS:

The Hiroshima Nagasaki Historical Photographs folder contains historical photographs to be utilized for student evaluation and interpretation for debate evidence.

*Images are sourced from the Truman Library and the National Security Archives

HIROSHIMA PRIMARY DOCUMENTS This translation of a leaflet

dropped on Hiroshima on August, 6 1945 is an excellent example of an extremely useful and relevant primary document

Declassified government documents such as this are not only plentiful but very helpful for forming a historical argument and debate

Remember interpretation and perspective are at the heart of debate

IV. PRIMARY SOURCE INTERPRETATION

Students will utilize Truman Library primary source worksheets to evaluate and interpret primary sources to use for evidence. Each student should be expected to contribute at least five evaluation sheets to their group.

Document Analysis Worksheets

These worksheets guide students to analyze the following types of primary sources: documents and photographs

http://www.trumanlibrary.org/psource.htm

Perspective Questions for Student Consideration

How do the destruction of the bomb and its aftereffects make you feel

about America? Have your sentiments about patriotism changed? Explain.

Do you feel that the bomb was a necessary or appropriate punishment for

Japanese cruelty to Chinese civilians and multinational prisoners of war?

Do you believe that the use of the atomic bomb on Japan was necessary to

avoid the projected mass casualties of an invasion? Site specific evidence.

If you were in the position to make an executive government order to use

the atomic bomb, how might you have reacted? The same? Differently?

Evaluate the charge that the bomb was utilized to intimidate the Soviets,

who were to enter the Pacific theatre shortly after the U.S. deployed the

bomb. Site evidence for both sides of the argument and form your own

opinion.

Does a country like the U.S. “the arsenal of democracy” have the right or

the wisdom to make ethical decisions about using nuclear weapons?

Support your argument with evidence.

Perspective Questions Continued

Were the Japanese ready to surrender before the U.S. dropped the atomic

bombs? Site evidence.

How might of have the U.S. use of the atomic bomb changed its image to

other nations around the world? (free thinking question)

Was there opposition to the use of the bomb within the government? By

whom? Cite specific cases.

Evaluate a picture of the aftermath of the bombing. (use worksheet)

Evaluate each document. (use worksheet)

What future implications does this initial use of nuclear weapons hold for

society?

What would you have done if you were in Harry Truman’s position?

Do you feel that the Japanese civilians had fair warning?

Do you believe that the United States is “the arsenal of democracy?”

Organization of an Argument

In order to form a purposeful and successful argument, evidence must be organized in a strategized method that is both clear and supportive of one’s claim. To encourage preparation and effective debate the teacher may consider the following:

To aide in debate group organization the teacher may suggest that students create a debate outline to organize their thoughts and evidence

Stress to students the importance of organization in coherently proving a point

Suggest that students consider assigning evidence detail, organization, opening statements, rebuttals, and other components of debate to certain group members

Require debate groups to hold an intergroup discussion regarding the upcoming debate to encourage communication and preparation

V. CLASSROOM DEBATE

DEBATE

Once each debate group has had sufficient time to

research and organize their arguments and counter-attacks

the class debate may begin. The instructor, acting as the

moderator of the debate, will state the topic of the debate,

“was the United States justified in using the atomic bomb

on Japan?” After the topic is formally introduced the debate

may begin. If the debate becomes inactive at anytime the

teacher may be free to interject with perspective questions

to stimulate class discussion and participation.

ASSESSMENT

For the assessment of classroom debate consider the following:

Student contribution to the group Organization of argument Extent of evident preparation Quality of opening statement / rebuttals Student evaluation of group member performance Professionalism / effort Clarity of voice / overall presentation Debate performance rubric

Link to example of debate rubric courtesy of Greece Central School District, NY

http://www.greece.k12.ny.us/instruction/ela/6-12/Rubrics/Debate%20Rubric.doc

Conclusion

“The purpose of this lesson plan was to create inspiration and provide resources for the active teaching and learning of history. Classroom debate as the final product and goal of this lesson plan offers a fine exercise for evaluating the academic research and collaborative skills of students. This lesson plan may be used as a supplement to the teacher or students for the implementation of active historical learning. This type of learning is essential for the full comprehension of the material and the process of historical fact formation. Issues as controversial and painful as the atomic bombings of Hiroshima and Nagasaki must be fully understood and evaluated so that future generations of students will be able to use sophisticated historical and academic thought processes to critically examine the issues surrounding the event.”

SOURCES

George Washington University: www.gwu.edu

The Harry S. Truman Library: trumanlibrary.org

Greece Central School District: greece.k12.ny.us

Nanking Atrocities Organization: nankingatrocities.org

Britannica Encyclopedia: britannica.com