The Manhattan Project (NCSS8)

Transcription

1 The Manhattan Project (NCSS8) I. General Information Subject: US History Teacher: Sarah Hendren Unit: World War II Grade: 11 Lesson: The Manhattan Project # of Students: 24 II. Big Question For Today s Lesson: What role did the Manhattan Project play in bringing about an end to World War II? III. Content Narrative / Rationale: While this social studies class cannot go into the great complications involved with nuclear fission, it is the responsibility of the social studies classroom to document and teach the efforts of American scientists across time. This lesson seeks to connect science to the end of World War II by examining the ultrasecret Manhattan Project. Students will become familiar with the efforts of Albert Einstein, see the race against the Nazi s, and finally learn some key content knowledge about the two bombs dropped. The students should also be encouraged to consider the ethical implications inherent in such mass destruction. The homework assignment that goes along with this lesson plan will help the students move in this direction. IV. Goal: The student will be able to (TSWBAT), Analyze, evaluate, and synthezie a document about the Manhattan Project and Truman s decision to drop in order to explore both content knowledge as well as ethical implications. V. How does this lesson fit into the unit? In the previous lesson students have explored the battles of the Pacific front during World War II. Today they are expected to examine the scientists and events that lead to the development and use of the world s first weapon of mass destruction through the very secretive Manhattan Project. The students will also explore the aftermath of nuclear war and will touch upon ethical considerations. Tomorrow s lesson will explore the aftermath of the war including the peace treaty and the detriment (economical, social, and scientific) done to the Japanese people. VI. Lesson Objectives: Obj 1 1. TSWBAT recall the bombing of Pearl Harbor and the battles of the Pacific. (Knowledge)

2 Obj 2 2. TSWBAT analyze and evaluate a document that contains information about the Manhattan Project and Truman s decision to drop the bombs. (Analysis and Synthesis) Obj 3 3. TSWBAT construct more information about the project and the decision by filling in the blanks of the document. (Synthesis) Obj 4 4. TSWBAT reflect upon the ethical implications of the bomb by writing a persuasive essay that highlights their position for dropping or against. (Synthesis) VII. NCSS Themes with Indicators: Science and Technology NCSS VIII 1. TSWBAT: identify the implications of science and technology in 1940s society to bring about an end to the war in the Pacific. (This begins with the Lesson Activity and continues throughout the entire lesson.) Global Connections NCSS IX 1. TSWBAT: recognize the impact that the race to nuclear arms had at this early juncture in scientific history. (This is seen in the worksheet as Einstein s letter discusses that Germany is also trying to build nuclear warheads.) Civic Ideals and Practices NCSS X 1. TSWBAT: contribute meaningful opinions and thoughts on the ethical ideals and practices involved with Truman s decision to drop the Atomic Bomb. (This is seen in the homework assignment that can be begun in class.) VIII. Standards of Learning Virginia and United States History SOL: 11 Skills VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to e) communicate findings orally and in analytical essays and/or comprehensive papers; f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled; Conflict: The World at War: 1939 to 1945 VUS.10 The student will demonstrate knowledge of World War II by b) describing Truman s decision to use the atomic bomb to force the surrender of Japan; IX. Essential Understandings, Knowledge, and Skills 1) Most importantly the students will gain the ability to identify the aspects of the Manhattan project that enabled Truman to force the surrender of Japan. (US.10 b) 2) Work to present their own opinion in a persuasive, analytical essay. (US.1 e and f) X. Prerequisite Skills

3 Being able to read and construct a document that has wholes is the main prerequisite for this activity. Additionally students should be able to see and understand various ethical implications. Other than that there are no prerequisite skills. XI. Lesson Format Objectives Method / Activity Time Lesson Introduction 10 minutes Obj 1 JUST DO IT: The teacher will ask the students to reflect upon all the atrocities that the students have studied thus far that occurred on the Pacific front of World War II. Of all these battles which was the most catastrophic or meaningful to you. Give me a couple sentences about why you thought this was the most interesting, catastrophic, or turning point of the war in the Pacific. From this Just Do It the students will largely write about Iwo Jima and Pearl Harbor. Both of these, if studied alone, provide excellent insight into American feelings near the end of the war. Americans wanted retribution, and with the Manhattan Project and President Truman they were about to get it. NCSS VIII (this Lesson Activity 5 minutes begins here and continues throughout the entire lesson) NCSS IX Obj 2 Obj 3 Directions: The students will be given a worksheet that outlines the Manhattan Project and Truman s decision to drop the Atomic Bomb and bring an end to the war in the Pacific. The students will be instructed to work alone, with their textbooks if need be to fill in the blanks that are missing from this secret document. NCSS X Activity: The students will be given an opportunity to work on the assignment on their own. When they are finished they may begin working on their homework assignment (to be projected on the 15 minutes NCSS X Obj 4 overhead- Materials) as they wait for the rest of the class to finish. Closure Once the entire class has finished the worksheet the teacher will go over the sheet with the class and write in the correct words as well as acknowledge words that would also fit in the blank and not change the meaning of the sentence. Students will not be given a grade for having the perfectly correct words, but will hand in the sheet to receive a participation grade. The class should also discuss the implications of what they have just read/written. They should consider the ethical questions that arise from a decision to drop a nuclear bomb on a nation at war. This will lead nicely into the student s homework. The students 10 minutes

4 should be allowed to being the homework if time allows Lesson Assessment Formative Assessment: The teacher will assign a participation grade for completing the worksheet and handing it in. The teacher will also watch/be attentive to students as they work to fill out the worksheet and attend to students who need assistance. Summative Assessment: The final test in this unit will have content based questions that are largely derived from the worksheet. Questions may involve the Manhattan Project or Truman s decision to drop the bomb. Total: 45 minutes XII. Lesson Modification This lesson can be modified and adjusted to fit the needs of any Special Education students in the class. Specifically fewer blanks can be put in the worksheet and a teacher can work one-on-one with students who show extreme difficulty. The writing assignment that is accomplished as homework can also be shortened to one opinion with two arguments for students who need special attention. XIII. Materials and Equipment All of the following materials are provided in Section XIII. 24 copies of the Atomic Bomb Worksheet Overhead Projector Overhead copy of Homework Assignment

5 Name: The Atomic Bomb Directions: The Manhattan Project was the ultra-top secret program that was responsible for developing the world s first Atomic Bomb. Below you will find out everything you need to know about the Project but of course, because it s so top secret, every tenth word is missing. Read the document and fill in the blanks to the best of your ability. You may use your text if you find it absolutely necessary, but do not rely on your neighbors. This is individual work! Even before its entrance into the war, the United had become very concerned with the threat of the powers. Franklin D. Roosevelt received letter from Albert Einstein August 2, 1939, which he paid special attention to. In his letter, Einstein said that a new field physics had opened up the possibility of, "the construction bombs... extremely powerful bombs of a new type." Atomic would be capable of inflicting massive damage on an installation. Einstein also said that, "Germany had actually stopped sale of uranium from Czechoslovakian mines" and "in Berlin... of the American work on uranium is being repeated. last statements were of the most concern to Roosevelt led him to create a committee to investigate the of designing and building atomic weapons. On March 9,, Vannevar Bush reported to the President in a letter the bomb would be more powerful and more easily to a target. He also emphasized that the US would become involved a race with its enemies in development of this weapon. Concern over Germany developing the atomic bomb before US was also reflected in the scientific community. These are best illustrated in Oppenheimer's autobiographical sketch where he, "(w)e [scientists] were aware of what it might mean they [Germans] beat us to the draw in the of the atomic bombs. Roosevelt responded to Bush's letter decided to pursue this project with full speed and the utmost secrecy. The fact that Germany had been atomic weapons was enough to get the project started, it going, and have it placed under the utmost. Decision to Drop: Nazi Germany surrendered unconditionally at 2:41 a.m., May 7, World War II in Europe. At midnight May 8, guns stopped firing. The Pacific war with Japan, who Germany's ally, continued. U. S. President Harry S. Truman, English Prime Minister Churchill, and Soviet Premier Joseph Stalin met in Potsdam, Germany July 17 and August 2, 1945, to discuss strategies end the war in the Pacific. Truman decided to the atomic bomb that had been tested in Los under the direction of the Manhattan Project. Little Boy the first nuclear weapon used in warfare. It exploded 1,800 feet over Hiroshima, Japan, on the morning of 6, 1945, with a force equal to 13,000 tons TNT. Immediate deaths were between 70,000 to 130,000. Little was dropped from a B-29 bomber piloted by U.S. Army Force Col. Paul W. Tibbets. Tibbets had named the Enola Gay after his mother, who had supported his to become a pilot, the night before the atomic. Fat Man was the second nuclear weapon used in. Dropped on Nagasaki, Japan, on August 9, 1945, Fat devastated more than two square miles of the city caused approximately 45,000 immediate deaths.

6 The Manhattan Project (Answer Key) Directions: The Manhattan Project was the ultra-top secret program that was responsible for developing the world s first Atomic Bomb. Below you will find out everything you need to know about the Project but of course, because it s so top secret, every tenth word is missing. Read the document and fill in the blanks to the best of your ability. You may use your text if you find it absolutely necessary, but do not rely on your neighbors. This is individual work! Even before its entrance into the war, the United States had become very concerned with the threat of the Axis powers. Franklin D. Roosevelt received a letter from Albert Einstein on August 2, 1939, which he paid special attention to it. In his letter, Einstein said that a new field of physics had opened up the possibility of, "the construction of bombs... extremely powerful bombs of a new type. Atomic bombs would be capable of inflicting massive damage on an enemy installation. Einstein also said that, "Germany had actually stopped the sale of uranium from Czechoslovakian mines" and "in Berlin...some of the American work on uranium is being repeated. Einstein's last statements were of the most concern to Roosevelt and led him to create a committee to investigate the feasibility of designing and building atomic weapons. On March 9, 1942, Vannevar Bush reported to the President in a letter that the bomb would be more powerful and more easily delivered to a target. He also emphasized that the US would become involved in a race with its enemies in development of this new weapon. Concern over Germany developing the atomic bomb before the US was also reflected in the scientific community. These concerns are best illustrated in Oppenheimer's autobiographical sketch where he states, "(w)e [scientists] were aware of what it might mean if they [Germans] beat us to the draw in the development of the atomic bombs. Roosevelt responded to Bush's letter and decided to pursue this project with full speed and with the utmost secrecy. The fact that Germany had been pursuing atomic weapons was enough to get the project started, keep it going, and have it placed under the utmost secrecy. Decision to Drop: Nazi Germany surrendered unconditionally at 2:41 a.m., May 7, ending World War II in Europe. At midnight May 8, the guns stopped firing. The Pacific war with Japan, who was Germany's ally, continued. U. S. President Harry S. Truman, English Prime Minister Winston Churchill, and Soviet Premier Joseph Stalin met in Potsdam, Germany between July 17 and August 2, 1945, to discuss strategies to end the war in the Pacific. Truman decided to use the atomic bomb that had been tested in Los Alamose under the direction of the Manhattan Project. Little Boy was the first nuclear weapon used in warfare. It exploded approximately 1,800 feet over Hiroshima, Japan, on the morning of August 6, 1945, with a force equal to 13,000 tons of TNT. Immediate deaths were between 70,000 to 130,000. Little Boy was dropped from a B-29 bomber piloted by U.S. Army Air Force Col. Paul W. Tibbets. Tibbets had named the plane Enola Gay after his mother the night before the atomic attack. Fat Man was the second nuclear weapon used in warfare. Dropped on Nagasaki, Japan, on August 9, 1945, Fat Man devastated more than two square miles of the city and caused approximately 45,000 immediate deaths.

7 After the bomb was dropped, Tibbets said: "Would I do it again? Give me conditions and circumstances similar to those that prevailed in 1945, and I would not hesitate. I feel that, at that point in time, it was the only thing to do. I am convinced that the use of the two weapons prevented an invasion that would have cost more Japanese lives than did the bombs, not to mention the American lives or the added billions of dollars that would have been expended." Your Homework Assignment: Do you agree or disagree with Tibbets? Write a persuasive essay to the rest of your class that explains what you think some of the ethical debates for or against the use of the Atomic bomb might be. Please take one stand and supply four arguments for that one opinion.