Objectives:
- Evaluate the impact of the atomic bombs on the course of World War II.
- Analyze the moral aspects of atomic and non-conventional weapons.
Scene 1 — Engage
Student Activity
Students are introduced to the historical context of the atomic bombings and the lesson objectives. They examine a historic photograph of a nuclear mushroom cloud and use a drawing tool to write a caption describing the image and identifying its subject, using prior knowledge or imagination. After learning that the image shows the atomic bombing of Nagasaki, they post to a class wall explaining what they think or feel when they look at the photograph.
Teacher Moves
Present the lesson overview and objectives. Clarify that the photo shows the mushroom cloud from the atomic bombing of Nagasaki and briefly explain that Hiroshima was bombed first. Emphasize that all caption responses are acceptable as this activity is about building knowledge, not testing prior knowledge. Share factual details about the Nagasaki bombing and then give students time to discuss and reflect on their emotional reactions to the image.
Scene 2 — Explore
Student Activity
Students view images of the devastation in Hiroshima and read background text about Japan’s continued fighting after Germany’s surrender and the U.S. decision to drop atomic bombs on Hiroshima and Nagasaki. They use The Manhattan Project, The Decision to Drop the Bomb, and related summaries, along with the videos The Atomic Bombing of Hiroshima and Atomic bombing of Nagasaki, to learn how nuclear weapons were developed and deployed and to explore different perspectives on these events. They then complete a graphic organizer summarizing three reasons that may explain the decision to drop atomic bombs on Japan in August 1945.
Teacher Moves
Support students as they work with the texts and videos to understand the events leading up to the decision to deploy nuclear weapons. Prompt them to identify and clearly state three distinct justifications in their graphic organizer, ensuring they connect each reason to evidence from the resources.
Scene 3 — Explain
Student Activity
Students read text describing the long-standing debate over whether using the atomic bomb against Japan was justified and are introduced to “traditionalist” and “revisionist” interpretations. They watch the video The Debate over the Decision to Drop the Atomic Bomb on Japan to learn about two main views on the issue and read excerpts summarizing historian Richard Frank’s use of newly declassified evidence, including intercepted Japanese radio messages. Drawing on this and any additional reading of Frank’s article Why Truman Dropped the Bomb, they post to a class wall explaining how historical interpretation may change as new information is uncovered, citing evidence from the atomic bomb case or another historical event.
Teacher Moves
Encourage students to consider how newly released sources, such as intercepted Japanese radio messages, can shift historians’ interpretations of Truman’s decision. Share an interesting or exemplary student response with the class to spark discussion, and explain that Frank’s analysis of the radio intelligence suggests Japan did not intend to surrender, which may support the argument that the bombings hastened the end of the war.
Scene 4 — Elaborate
Student Activity
Students examine multiple eyewitness perspectives on the Hiroshima and Nagasaki bombings using resources such as Eyewitness Accounts of Hiroshima/Nagasaki Survivors, The Bombing of Hiroshima, 1945, Seeing the Horror of Hiroshima, Pilot of Enola Gay Had No Regrets for Hiroshima, and General Paul Tibbets – Reflections on Hiroshima. They then choose one role—a family member of a pilot, a Manhattan Project staff member, a resident on the outskirts of Hiroshima, or a Japanese soldier—and write a diary entry reflecting that person’s experience during the bombings. After posting, they review classmates’ diary entries and respond to at least two with a question or a positive comment.
Teacher Moves
Allow time for students to process the emotional and ethical dimensions of the eyewitness accounts and their diary writing. Monitor the discussion to ensure respectful, thoughtful interaction as students comment on one another’s posts.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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