6 Things to Know About the Atomic Bomb

1. Set Focus
Pose this essential question: In what ways does war test the ethical principles of a nation?

2. List Vocabulary
Share some of the challenging vocabulary words in the article (see below). Encourage students to use context to infer meanings as they read.

• harness
• pacifist
• censoring
• cease
• immoral
• escalations

3. Engage
Ask: Is there such a thing as a weapon that is too powerful and should never be used in war? If so, what might that weapon be? Why shouldn’t it be used? If not, why not?

4. Read and Discuss
Ask students to read the Upfront article about the atomic bomb. Review why the article is a secondary source. (It was written by someone who didn’t personally experience or witness the events.) Then pose these critical-thinking questions::

• What was the Manhattan Project? How did it begin? How was its outcome different from its planned goal? (The Manhattan Project was a U.S.-led effort to develop a nuclear weapon. The project began in 1939 out of concern that Nazi Germany was developing its own atomic bomb that it might use to win World War II. However, Nazi Germany failed to produce a nuclear weapon and surrendered without threat of nuclear attack from the Allied nations. The U.S. instead dropped two atomic bombs on Japan.) 

• The author says “The U.S. was faced with some particularly dark math.” What does the author mean? What other options—if any—did the U.S. have?
  (The author means that the U.S. had to compare the total number of civilians that might be killed by dropping atomic bombs on Japan to end the war with the total number of soldiers who might die if the war continued in a traditional way. Responses for other options will vary, but may include withdrawing troops and ending participation in the war.)

• Why did the U.S. censor reports from Japan about the atomic bombings? Do you think censoring the reports was an appropriate action for a democracy? Explain.  (The U.S. censored reports about the horrific effects of the bombings out of fear that it might look bad and “squander its hard-earned moral victory” against Nazi Germany and Japan. Evaluations of the action will vary.)

• What percentage of Americans polled in 2015 thought the use of atomic weapons on Japan was justified? Do you think that it was justified? Why or why not? If not, can you imagine a scenario when using atomic bombs would ever be justified? Explain. (In 2015, 56 percent of Americans thought the use was justified. Responses to the other questions will vary, but students should cite evidence.)

5. Use the Primary Source
Project or distribute the PDF ‘A Living Hell’ (or assign it in Google Classroom), which features excerpts from an oral history by Akiko Takakura about what she experienced during the atomic bombing of Hiroshima, Japan. Discuss what makes the oral history a primary source.  (It provides firsthand evidence concerning the topic.) Have students read the excerpts and answer the questions below (which appear on the PDF without answers)).

• How would you describe the tone and purpose of these excerpts from Takakura’s oral history? (The tone can be described as solemn and grim. The purpose is to help people understand the extreme devastation caused by atomic bombs and the impact on the people of Hiroshima.)

• What main ideas about the bombing does Takakura convey through her oral history? (One main idea Takakura conveys is that the bombing created a horrific situation unlike any she had ever experienced before. She describes a whirlwind of fire and summarizes the situation as “a living hell.” Another main idea is that she, and likely others, were in a state of shock in the aftermath. She was burned yet didn’t realize it in the moment. She and others attempted to drink the black rain—but if they hadn’t been in shock, they might have recognized that the raindrops were filled with ash and shouldn’t be consumed.)

• What reactions did Takakura have to seeing the burning bodies? (One reaction she had was that of horror at learning that bodies could burn by starting with the fingertips catching on fire. Another reaction she had was that of emotional pain from thinking about the lives the dead people once had—holding babies and turning the pages of books.)

• What inferences can you make about the bombing’s impact on Takakura based on the last paragraph?
  (In the last paragraph, Takakura explains that, after the bombing, if she got near a fire, she would immediately recall the intense heat of the atomic blaze and “how hard it was to breathe the hot air.” The descriptions of these sensory memories allow you to infer that the bombing had a deep, long-lasting, and terrorizing impact on Takakura.)

• Based on the Upfront article and the excerpts from Takakura’s oral history, do you agree with President Harry S. Truman’s decision to transfer control of nuclear weapons from the military to the president’s office? Why or why not? (Responses will vary, but students should cite text evidence.)

6. Writing Prompt
What is your reaction to the nicknames given to the atomic bombs dropped on Hiroshima and Nagasaki? Why do you feel this way? When relevant, strengthen your points with evidence from the article or your own knowledge.

7. Quiz
Use the Test Your Knowledge quiz to assess comprehension.

8. Classroom Debate
Will nuclear weapons ever be abolished around the world?

9. Art Connection
Display Thirsty Woman Catching Black Rain in Her Mouth (hpmmuseum.jp) by Akiko Takakura (of the primary source). Ask: What does this image add to your understanding of how the bombing affected Takakura? Have students create their own drawings that reflect an idea in the article.