Download Debating the Use of the Atomic Bomb

9th Grade Advanced – WWII Unit
Debating the Use of the Atomic Bomb
Objective: The debate over whether the United States was justified in using the atomic
bomb on the cities of Hiroshima and Nagasaki in August of 1945 has been one of the
most hotly debated topics among Historians. Today, the debate continues as both sides
continue to unearth information that supports their view. Our goal is to understand the
differing views on this subject, develop our own opinion and be able to support our
personal stance.
Essential Question: (this is the focus of our debate.)
Was the United States decision to drop the atomic bombs on Japan justified?
Follow-Up Questions: (should time permit, we will address these additional questions.)
1) Who does the responsibility of the use of these weapons fall to?
Politicians? Military? Scientists? Japanese?
2) Did the United States have other reasons for wanting to drop the atomic bomb?
What were they?
3) Is it fair for civilians to be targeted in times of war?
4) Why has the opinion on whether or not to drop the bombs changed so much since
the end of World War II to present day?
5) Was unconditional surrender necessary?
6) Were any of the options better in terms of ending the war in a timely manner?
Why or Why not?
7) Was and should the decision be a moral decision or a military decision?
Characters: During the debate, students will represent these four groups.
These are the four perspectives that will be represented:
1) a scientist involved with the Manhattan Project
2) a senior civilian diplomatic or political advisor to President Truman
3) a senior U.S. military leader
4) a Japanese survivor of the bombing
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9th Grade Advanced – WWII Unit
Procedures: (this is a timeline leading up to the debate)
1) Previous to Debate  Each student will receive the same reading that provides
background and presents both sides of the issue.
a. Every student will be expected to complete a graphic organizer that goes
along with the background.
b. Every student will also represent one of the four characters and be
expected to do research (using the web resources provided or any other
reputable sources that you find) on that character.
2) Day of Debate  Each student will be assigned one character/perspective to
argue in favor of.
a. Every student will be expected to answer each of the essential questions
that are provided for the debate (using the debate organizer).
b. Every student will also be expected to represent their side during the
debate and participate in the debate (present their argument and respond to
all of the prompts)
3) Day after Debate  Each student will then have to write a personal stance on the
issue after the debate has been completed (1+ page typed).
a. The day after the debate will be spent reviewing some of the major points
presented the previous day and examining our own perspectives on the
issue.
Grading Rubric: Total of 50 points
Each student must complete the common source graphic organizer and the debate
organizer.   Total – 10 points
Each student must participate during the course of the debate: You will be assessed
on the following categories.   Total – 20 points
1) The number of times you participate
2) The depth of argument as well as accurate historical information
3) The representation of your character’s view / opinion
Each student will also have a post-class write up. In it, the students should provide:
- Background on the issue
- Your personal argument
- Reasons why you side with your argument and historical information to
support it.
- Why is this discussion of any value?
  Total – 20 points
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9th Grade Advanced – WWII Unit
Historical Background to the Bomb - Student Handout #1
In 1939, Albert Einstein and other scientists wrote a letter to President Franklin
Roosevelt informing him that it was theoretically possible to split the atom to release vast
amounts of energy. This letter warned President Roosevelt that Germany under Adolf
Hitler was working to develop an atomic bomb. Alarmed, Roosevelt ordered the creation
of a top-secret project to develop an atomic bomb. This was called the Manhattan Project,
and it drew on the top nuclear physicists from America and around the world.
Manhattan Project scientists worked in complete secrecy around the clock in a
secret lab in Los Alamos, New Mexico, and in labs in Hanford, Washington, and Oak
Ridge, Tennessee to design, build, and test a bomb before the Germans did. This 2 billion
dollar project was put under the direction of the Department of the Army and headed by
General Leslie R. Groves. The leader of the scientists at Los Alamos was the brilliant Dr.
J. Robert Oppenheimer.
In April 1945, President Roosevelt died suddenly as work on the bomb neared
completion. Vice President Harry S. Truman succeeded Roosevelt and learned about the
top-secret bomb (called S-1) for the first time. In May of 1945, the Germans surrendered.
World War II in Europe was over, and Japan was almost defeated. Now the Allies (the
US, Great Britain, Soviet Union, China, France) had to deal with how to finish the war
against the Japanese and what shape the post-war world should take. President Truman
had to meet with Soviet leader Stalin at Potsdam, Germany, in July of 1945 to decide
how much territory and influence the Soviets should have in Europe and Asia and how
much the Western Allies should have. Truman and his advisors were anxious to know
whether the bomb worked or not because he thought it would give him leverage over
Stalin in the negotiations. On July 16, 1945, while at Potsdam, President Truman
received word that the atomic bomb had been tested successfully in the desert of New
Mexico. He issued the Potsdam Declaration, calling on Japan to surrender
unconditionally or face utter destruction. When Japan refused, he ordered that the atomic
bomb be used.
On August 6, 1945, a lone B-29 bomber called the Enola Gay flew toward
Hiroshima, an important industrial and military center in southwestern Japan. Reaching
the target, the Enola Gay released the single atomic bomb it carried. The bomb exploded
about 2,000 feet above the city. It flattened about 4 square miles of Hiroshima, and killed
about 80,000 people. Many thousands more would die in the weeks and months ahead
from radiation. When Japan did not surrender, a second atomic bomb was dropped on
Nagasaki on August 9. The next day, August 10, Japan's emperor, Hirohito, ordered that
his country surrender. Japan formally surrendered on September 2, 1945.
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9th Grade Advanced – WWII Unit
Annotated Web Resources Needed:
General Resources on the Bomb Decision
“Pro/Con on Dropping of the Bomb” – *** A Good Starting Point ***
http://seattletimes.nwsource.com/trinity/supplement/procon.html
This article by Bill Dietrich of the Seattle Times gives a good summary of the pro/con
arguments to dropping the bomb:
“Debate over the Atomic Bombings of Hiroshima and Nagasaki”: Wikipedia
http://en.wikipedia.org/wiki/Debate_over_the_atomic_bombings_of_Hiroshima_and_Nagasaki
While typically I am anti-Wikipedia, they do a nice job outlining the major arguments
on both sides of the debate, use buzzwords for the debate, and have a substantial
number of links.
Hiroshima: Who’s Who and What’d They Do - http://www.doug-long.com/who.htm
An introduction to the key players in the decision to use the bomb.
“Bomb History Still Bears Bitterness” http://seattletimes.nwsource.com/trinity/articles/closer1.html
This article in the Seattle Times gives an overview of different survivor, veteran, and
scientific perspectives on the dropping of the atomic bomb. It is a good introduction to
the controversy about the atomic bomb decision.
Atomic Bomb: Decision - http://www.dannen.com/decision/index.html
Atomic Bomb: Decision has some of the best primary source documents on the decision
to drop the bomb. It includes documents by scientists, military leaders, political
advisors, a Soviet general, and President Truman. It was created to show how
Manhattan Project physicist Leo Szilard attempted to stop the use of the atomic bomb
against Japan. Other Manhattan Project physicists, however, supported the use of the
bomb against Japan.
The Enola Gay Museum: A Study of the Atomic Bomb and World War II http://www.theenolagay.com/study.html
A large collection of primary source material covering varying perspectives on the
debate over the use of the bomb.
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9th Grade Advanced – WWII Unit
Japanese Leaders and Survivors Resources
Japanese Minister of War Korechika Anami - http://www.doug-long.com/anami.htm
General Anami favored Japan’s fighting to the end.
A-Bomb World War II Museum - http://www.csi.ad.jp/ABOMB/index.html
This Web-based project has information about the effects of the atomic bombing of
Hiroshima and interviews with survivors.
The Radiation Effects Research Foundation (RERF) - http://www.rerf.or.jp/index_e.html
This joint US-Japanese organization “conducts research and studies--for peaceful
purposes--on the effects of radiation exposure on humans with a view toward
contributing to the maintenance of the health and welfare of atomic-bomb survivors
and to the enhancement of the health of all people.”
Scientific Data of the Nagasaki Atomic Bomb Disaster
http://www-sdc.med.nagasaki-u.ac.jp/n50/index.html
This site presents information on the atomic bombing of Nagasaki.
“My Experience of the Nagasaki Atomic Bombing and An Outline of the Damages Caused by
the Explosion,” by Dr. Raisuke Shirabe
http://www-sdc.med.nagasaki-u.ac.jp/n50/shirabe/contents-E.html
This Japanese doctor writes about his experience of the atomic bombing of Nagasaki.
John Hershey Accounts in the New Yorker, “Hiroshima” - http://herseyhiroshima.com/hiro.php
This site provides an overview of Hershey’s article / book that was originally published
in the New Yorker magazine. In addition, the author provides background on Hershey
as well as the historical impact and reaction to his work.
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9th Grade Advanced – WWII Unit
Manhattan Project Scientific Perspectives
The Franck Report, June 11, 1945 - http://www.dannen.com/decision/franck.html
This report urged that the bomb be demonstrated first on a desert island before its being
used in combat.
Scientific Panel, June 16, 1945 - http://www.dannen.com/decision/scipanel.html
This panel found no alternative to using the bomb.
Albert Einstein - http://www.doug-long.com/einstein.htm
While integral to the development of atomic energy (not the development of the actual
bomb), Einstein was against the use of any such weapon.
Szilard Petition, Final Version, July 17, 1945 http://www.dannen.com/decision/45-07-17.html
Physicist Leo Szilard created a petition to be given to President Truman urging that the
atomic bomb not be used against Japan before Japan be given a chance to surrender.
J. Robert Oppenheimer - http://www.doug-long.com/oppie.htm
Physicist J. Robert Oppenheimer chaired the scientific panel that supported the use of
the atomic bomb. After the war, however, he had regrets about the use of the bomb.
Advisors to President Truman
Secretary of War Henry Stimson’s Diaries - http://www.doug-long.com/
This site has Secretary of War Henry Stimson’s diary entries and papers. Stimson urged
that Japan be given reassurance that they could keep their Emperor and surrender. But
he was also a key supporter of the atomic bombing of Japan.
Secretary of State James F. Brynes - http://www.doug-long.com/byrnes.htm
Perhaps Truman’s most influential advisor, Brynes wanted to end the war as quickly as
possible to keep the Russians from invading Japan. He saw the atomic bomb as a tool
the US could use in negotiations with the Russians.
President Truman’s Diary -http://www.doug-long.com/
President Truman ordered that the bomb be used on a purely military target, not against
women and children. He worried about the moral and ethical implications of its use.
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9th Grade Advanced – WWII Unit
Bard Memorandum - http://www.doug-long.com/bard.htm
Ralph Bard was Under Secretary of the Navy. He advocated warning Japan before
using the bomb against them.
John J. McCloy - http://www.doug-long.com/mccloy.htm
Assistant Secretary of War John J. McCloy felt that the Japanese would have
surrendered without the use of the atomic bomb if the US had let them keep their
emperor.
Harry S. Truman Library http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/index.php
A thorough collection of letters and memorandums send to President Truman in the
months and days leading up to the use of the atomic bomb as well as after the bomb
was dropped.
Military Advisors
General George C. Marshall - http://www.doug-long.com/stimson4.htm
General Marshall believed that the bomb should be used first against military then
against manufacturing centers.
Admiral William Leahy - http://www.doug-long.com/leahy.htm
Admiral Leahy was chief of staff to Presidents Roosevelt and Truman. He felt Japan
would have surrendered even without the dropping of the bomb.
Collection of Military Views - http://www.colorado.edu/AmStudies/lewis/2010/atomicdec.htm
From the University of Colorado, this site provides the views of military leaders who
urged President Truman to not use the atomic bomb on Japan.
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9th Grade Advanced – WWII Unit
Name: _________________
Debating the Use of the Atomic Bomb:
Student Debate Organizer
Debate Organizer:
For each of the questions, write down notes for your responses so that they are organized
for the day of the debate. Include specific historical content to aid you in the debate.
Was the United States decision to drop the atomic bombs on Japan justified?
Pro Arguments
Con Arguments
Who does the responsibility of the use of these weapons fall to?
Politicians? Military? Scientists? Japanese?
Did the United States have other reasons for wanting to drop the atomic bomb? What
were they?
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9th Grade Advanced – WWII Unit
Is it fair for civilians to be targeted in times of war?
Why has the opinion on whether or not to drop the bombs changed so much since the
end of World War II to present day?
Was unconditional surrender necessary?
Were any of the options better in terms of ending the war in a timely manner? Why or
Why not?
Was and should the decision be a moral decision or a military decision?
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9th Grade Advanced – WWII Unit
Tips for More Effective Debates:
1. Refer to the text when needed during the discussion. A debate / seminar is not a test
of memory. You are not "learning a subject"; your goal is to understand the ideas,
issues, and values reflected in your research.
2. It's OK to "pass" when asked to contribute, but you should be prepared to contribute
during the debate.
3. If you are confused; Ask for clarification.
4. Stick to the point currently under discussion; make notes about ideas you want to
come back to.
5. Listen carefully.
6. Speak up so that all can hear you.
7. Talk to each other, not just to the leader or teacher.
8. Discuss ideas rather than each other's opinions.
9. You are responsible for the discussion, That is why it is important to prepare ahead of
time.
10. Write down other participants ideas so that you can build off of them or make notes in
order to make a counter-point
11. Never insult another participant; make points to rebut their ideas, not the person.
12. Have passion in your argument.
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