Atomic Bomb Decision

Introduction

For more than 60 years, historians have debated President Truman's decision to drop atomic bombs on Hiroshima and Nagasaki in August 1945.

We have concluded our narrative nonfiction book, Bomb: The Race to Build and Steal the World's Most Dangerous Weapon.

As a historian you will examine the following primary and secondary source documents with either the military perspective, moral perspective, or political perspective:

  • letters and diary entries written by Truman
  • an interview with Truman
  • a White House press release,
  • excerpts from a Truman advisory committee report that recommended dropping the atomic bombs
  • a report from the U.S. military issued shortly after the war that casts doubt on necessity of using the atomic bomb to defeat Japan.
  • contemporary newspaper articles that cast light on Truman's thinking at the time and his decision making process.

In addition to these documents, use your knowledge from our class texts, Bomb and Green Glass Sea, from your perspective (military, moral, political) to decide whether you agree or disagree with the following statement:

Truman's decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

Task

As a historian you will examine the following primary and secondary source documents with either the military perspective, moral perspective, or political perspective:

  • letters and diary entries written by Truman
  • an interview with Truman
  • a White House press release,
  • excerpts from a Truman advisory committee report that recommended dropping the atomic bombs
  • a report from the U.S. military issued shortly after the war that casts doubt on necessity of using the atomic bomb to defeat Japan.
  • contemporary newspaper articles that cast light on Truman's thinking at the time and his decision making process.

In addition to these documents, use your knowledge from our class texts, Bomb and Green Glass Sea, from your perspective (military, moral, political) to decide whether you agree or disagree with the following statement:

Truman's decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

 

Process

Military historians,

You will analyze the following documents:

As you analyze these documents keep in mind this statement:

Truman's decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

Will you agree or disagree with this statement after analyzing the documents?

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Political historians,

You will analyze the following documents:

As you analyze these documents keep in mind this statement:

Truman's decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

Will you agree or disagree with this statement after analyzing the documents?

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Moral historians,

You will analyze the following documents:

As you analyze these documents keep in mind this statement:

Truman's decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

Will you agree or disagree with this statement after analyzing the documents?

Evaluation

Your evaluation will be based on your collaborative discussion with the historians from the two other historian perspectives. After you have gathered the information from the process and created your outline and decision found in the conlcusion, you will have a collaborative discussion with the other historian perspectives. After this discussion you will evaluate whether your decision changes or stays the same based on the information you received from the other historians.

Collaborative Discussion Scoring Rubric

The following rubric illustrates three levels of group (or partner) participation that will be used to determine your collective group participation grade when you work with a group. Depending on the lesson, either you or your teacher will use this rubric to determine your grade.  Please review the rubric each time you work with a group/partner, as your effort while working in a group contributes to your class work grade each quarter.

10 pts 8 pts 7 pts 0 pts
  • every member is prepared and  discussion stays completely on topic

 

  • balanced participation by every member to reach a solid, logical conclusion

 

  • members consistently  provide and listen to comments/ideas

 

  • members consistently respond to all other members with respect
  • most members are prepared and generally stay on topic

• the conversation is somewhat balanced and reaches a logical answer

 • members mostly listen to each others’ comments with little response

• the group/pair is often distracted or off topic

• only some members’ discussion is on topic

 

• the conversation is one-sided and members are not prepared with a logical response

 

• members rarely take turns or encourage further discussion

•  member(s) refuse to work together or are completely off topic

CCSS Speaking and Listening Standard 1: 

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

partners on grade  topics, texts, and issues, building on others’ ideas and expressing their own clearly.          

Conclusion

This is the conclusion of your provided documents. Please complete the outline below (electronically or print/handwrite) in preparation for tomorrow's collaborative discussion.

Perspective Decision Outline-1.docx

Name:

My Perspective:

Statement:         Truman’s decision to authorize the use of the atomic bombs to end the war against Japan was necessary and appropriate given the military and political considerations.

My Position:       (Circle one)                                   Agree                                    Disagree

Use this outline to help you prepare for tomorrow’s collaborative discussion.

 

 

Reason 1:

 

 

Evidence (sources):

 

 

Reason 2:

 

 

Evidence (sources):

 

 

Reason 3:

 

 

 

Evidence (sources):

After hearing the other perspectives, how does your viewpoint change? What information from the other perspectives caused your viewpoint to change or stay the same?

Credits

Sheinkin, Steve, and Jay Colvin. Bomb: The Race to Build--and Steal--the World's Most Dangerous Weapon. New York: Roaring Book, 2012. Print.

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