Created by Mr.
K. Saint
M.S. 321, New
York City
An Historical
Dilemma: The Dropping of the Atomic Bomb 1945
Introduction:
INTRODUCTION
With the surrender of Nazi
Germany in June 1945, the United States and the Allied Powers were left with
only one powerful enemy to defeat and end WWII, the Japanese Empire. However, the United States was torn about
which way we should end the war. World
War II was taking to long to end. The United States was in a dilemma. How could the war be
ended quickly yet lives be saved? There were many opinions and statistics. Some
generals feared that over 1 million American lives might be lost through an
invasion of the Japanese mainland. After all, look at the battles at Iwo Jima
and Okinawa!
During the course of WWII,
the United States developed a program called the Manhattan
Project, which would eventually produce the atomic bomb. No one knew the effects of this weapon since
it had never been used in war. However, there were several other strategies
that could be equally considered as effective means by which to end the war
with Japan successfully. What should we
do? It will be your job, in this web quest, to decide whether the dropping of
the atomic bomb was the right decision for the United States to make in order
to end the war! This could act as an example for future actions! Good Luck!
§ Working with your partner,
you will create a billboard or a poster which will explain your historical
point of view. You will evaluate President Truman’s decision in this
poster. Our poster will contain the four
steps of the AHPPA
which will be described in the process.
POSTER BOARD
EXAMPLE
§ You will create a typed DBQ essay, with a length
minimum of 2 pages using Microsoft Word, size 12 font. The essay will analyzes
the various options available to the United States following the surrender of
Germany to end the war with Japan. Was
the United States decision to use the atomic bomb the right decision? Explain!
All documents must be included and properly cited as you explain your position.
Each step of the AHPPA must be included in the essay.
§ You and your partner are to prepare for a class wide debate on the decision to use the
atomic bomb against Japan in August 1945. Bring note cards. Make sure you are
well prepared to speak either in favor of or against the decision. You
will not be told of which side you will present until D-Day (Debate Day)
Process: 
1. You are going to work in
groups of 2 to complete the task.
2. You will use the four
steps of the AHPPA as an outline for the poster board that will present your opinion.
AMERICAN HISTORY PUBLIC POLICY ANALYST
a) http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html
b) http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
c) http://www2.maxwell.syr.edu/plegal/ppa/usppadc1.html
d) http://www2.maxwell.syr.edu/plegal/ppa/usppaep1.html
3. You will use the worksheets
as resource materials in order to express your opinion and complete the poster
board.
4. You will use the internet
resources and the provided primary source documents to complete the worksheets.
5. You poster board will have a
Project title and a title for each stage of the AHPPA format.
Resources: 
You are to use the following texts as a starting point for your research on this topic. In addition, we will be viewing a video, which helps to reinforce evidence for both sides in the debate and the essay, but only to a limited extent. In addition to each reading, there will be some guided reading questions to help you focus on some of the key points in the readings.
Document A
The Morning of the 500-Ton Bomb
On the morning of
august 6, 1945, an American B-29 bomber dropped a single atomic bomb on the
Japanese city of Hiroshima. Much of the city was leveled, and 80,000
people—about a quarter of the city’s total population—were killed instantly.
Michihiko Hachiya was a doctor at a Hiroshima hospital during World War II, and
on that fateful morning he was resting after a long night of duty as an air warden.
In the excerpt below from Hiroshima
Diary, he describes the first few minutes
after the dropping of the bomb. As you read the excerpt, consider whether the
use of such weapons as the atomic bomb is ever justified.
|
The hour was early; the morning still, warm, and
beautiful. Shimmering leaves, reflecting sunlight from a cloudless sky, made
a pleasant contrast with shadows in my garden as I gazed absently through
wide-flung doors open to the south. Clad in drawers and undershirt, I
was sprawled on the living room floor exhausted because I had just spent a
sleepless night on duty as an air warden in my hospital. Suddenly, a strong flash of light
startled me—and then another. So well does one recall little things that I
remember vividly how a stone lantern in the garden became brilliantly lit and
I debated whether this light was caused by a magnesium flare or sparks from a
passing trolley. Garden shadows disappeared. The view
where a moment before all had been so bright and sunny was now dark and
hazy. Through swirling dust I could
barely discern a wooden column that had supported one corner of my house. It
was leaning crazily and the roof sagged dangerously. Moving instinctively, I tried to
escape, but rubble and fallen timbers barred the way. By picking my way
cautiously I managed to reach the roka and stepped down into my
garden. A profound weakness overcame me, so I stopped to regain my strength.
To my surprise I discovered that I was completely naked. How odd! Where were
my drawers and undershirt? What had happened? All over the right side of my body I
was cut and bleeding. A large splinter was protruding from a mangled wound in
my thigh, and something warm trickled into my mouth. My cheek was torn, I
discovered as I felt gingerly, with the lower lip laid wide open. Embedded in
my neck was a sizeable fragment of glass which I matter-of-factly dislodged,
and with the detachment of one stunned and shocked I studied it and my blood
stained hand. Where was my wife? Suddenly thoroughly alarmed, I began to yell for
her: “Yaeko-san! Yaeko-san! Where are you?” Blood began to spurt. Had my carotid artery been
cut? Would I bleed to death? Frightened and irrational, I called out again:
“It’s a five-hundred-ton bomb! Yaeko-san, where are you? A five-hundred-ton bomb
has fallen!” Yaeko-san, pale and frightened, her clothes torn and
blood-stained, emerged from the ruins of our house holding her elbow. Seeing
her, I was reassured. My own panic assuaged, I tried to reassure her. “We’ll be alright,” I exclaimed. “Only let’s get out
of here as fast as we can.” She nodded, and I motioned for her to follow me… We stood in the street, uncertain and afraid, until
a house across from us began to sway and then with a rending motion fell
almost at our feet. Our own house began to sway, and in a minute it, too,
collapsed in a cloud of dust. Other buildings caved in or toppled. Fires
sprang up and whipped by a vicious wind began to spread. It finally dawned on us that we could not stay there
in the street, so we turned our steps towards the hospital. Our home was
gone; we were wounded and needed treatment; and after all, it was my duty to
be with my staff. This latter was an irrational thought—what good could I be
to anyone, hurt as I was. We started out, but after twenty or thirty steps I
had to stop. My breath became short, my heart pounded, and my legs gave way
under me. An overpowering thirst seized me and I begged Yaeko-san to find me
some water. But there was no water to be found. After a little my strength
somewhat returned and we were able to go on… Our progress towards the hospital was interminably
slow, until finally, my legs, stiff from drying blood, refused to carry me
farther. The strength, even the will, to go on deserted me, so I told my
wife, who was almost as badly hurt as I to go on alone… All who could were moving in the direction of the
hospital. I joined in the dismal parade when my strength was somewhat
recovered, and at last reached the gates of the Communications Bureau. Familiar surroundings, familiar faces. There was Mr.
Iguchi and Mr. Yoshihiro and my old friend, Mr. Sera, the head of the
business office. They hastened to give me a hand, their expressions of
pleasure changing to alarm when they saw that I was hurt. I was too happy to
see them to share their concern. No time was lost over greetings. They eased me onto
a stretcher and carried me into the Communications Bureau, ignoring my
protests that I could walk. Later, I learned that the hospital was so overrun
that the Communications Bureau had to used as an emergency hospital. The room
and corridors were crowded with people, many of whom I recognized as
neighbors. To me it seemed the whole community was there. My friends passed me through an open window into a
janitor’s room recently converted into an emergency first-aid station. The
room was a shambles; fallen plaster, broken furniture, and debris littered
the floor; the walls were cracked; and a heavy steel window casement was
twisted and almost wrenched from its seating. What a place to dress the
wounds of the injured. To my great surprise who should appear but my
private nurse, Miss Kado…[She] set about examining my wounds without speaking
a word. No one spoke…why was everyone so quiet? Miss Kado finished the examination, and in a moment
it felt as if my chest was on fire. She had begun to paint my wounds with
iodine and no amount of entreaty would make her stop. With no alternative but
to endure the iodine, I tried to divert myself by looking out the window. The hospital lay directly opposite with part of the
roof and the third floor sunroom in plain view, and as I looked up, I
witnessed a sight which made me forget my smarting wounds. Smoke was pouring
out of the sunroom windows. The hospital was afire!… Fires sprang up on every side as violent winds fanned
flames from one building to another. Soon, we were surrounded…As the flames
came closer the heat became more intense, and if someone in our group had not
the presence of mind to drench us with water from a fire hose, I doubt if
anyone could have survived. Hot as it was, I began to shiver. The drenching was
too much. My heart pounded; things began to whirl until all before me
blurred. “Kurushii,” I murmured weakly. “I am done.” |
Source: Readings in World History, Harcourt, Brace, and Company.
SCAFFOLDING IDEAS
1. What in the excerpt suggests that casualties from the
bomb were very heavy?
2. Do you think the Allies were justified in dropping the
bomb on Hiroshima? Why or why not?
DOCUMENT
B
From Harry S. Truman’s Memoirs
(1955)
While he served as
Franklin Delano Roosevelt’s Vice President, Harry S. Truman was told nothing
about the U.S. development of the atomic bomb. Only after he became President
in April 1945 did he learn of this powerful new weapon. The war in Europe ended
that May. During the summer of 1945, the United States sent a proposal to the
Japanese asking for unconditional surrender. Japan’s civil government wanted to
agree, but its military leaders refused. Thus the war in the Pacific continued.
Allied military experts predicted then that it would take a year to defeat
Japan. The reading below describes how Truman arrived at the decision to drop
two atomic bombs on Japan in August 1945. It is taken from Truman’s Memoir’s published in 1955.
|
…It was their [committee
of presidential advisers’] recommendation that the bomb be used against the
enemy as soon as it could be done. They recommended further that it should be
used without specific warning, and against a target that would clearly show
its devastating strength. I had realized, of course, that an atomic bomb
explosion would inflict damage and casualties beyond imagination. On the
other hand, the scientific advisers of the committee reported, “We can
propose no technical demonstration likely to bring an end to the war; we see
no acceptable alternative to direct military use.” It was their conclusion
that no technical demonstration they might propose, such as over a deserted
island, would be likely to bring the war to an end. It had to be used against
an enemy target. The final decision of where and when
to use the atomic bomb was up to me. Let there be no mistake about it. I
regarded the bomb as a military weapon, and never had any doubt that it
should be used. The top military advisers to the President recommended its
use, and when I spoke to Churchill, he unhesitatingly told me that he favored
the use of the atomic bomb if it might aid to end the war. In deciding to use this bomb, I
wanted to make sure that it would be used as a weapon of war in the manner
prescribed [decreed] by target. I had told Stimson [the Secretary of War]
that the bomb should be dropped as nearly as possible upon a war production
center of prime military importance… Four cities were finally recommended as targets:
Hiroshima, Kokura, Niigata, and Nagasaki. They were listed in that order as
targets for the first attack. The order of selection was in accordance with
the military importance of these cities, but allowance would be given for
weather conditions at the time of the bombing. |
Source: U.S. History and
Government: Readings and Documents, AMSCO Publications, 2003
SCAFFOLDING IDEAS
3. Although the civilian leaders of Japan wanted to
surrender in the summer of 1945, the military leaders did not. What does this
tell us as to who controlled Japan?
4. How did U.S. leaders decide upon the targets for
destruction by the atomic bomb?
5. Do you think the Allies were justified in dropping the
bomb on Hiroshima and Nagasaki? Why or why not?
DOCUMENT C
|
The principal political,
social, and military objective of the United States in the summer of 1945 was
the prompt and complete surrender of Japan. Only the complete destruction of
her military power could open the way to lasting peace… In the middle of July,
1945, the intelligence section of the War Department General Staff estimated
Japanese military strength as follows: in the home islands, slightly under
2,000,000; in Korea, Manchuria, China proper, and Formosa, slightly over
2,000,000; in French Indo-China, Thailand, and Burma, over 200,000; in the
East Indies area, including the Philippines, over 500,000; in the bypassed
Pacific islands, over 100,000. The total strength of the Japanese Army was
estimated at about 5,000,000 men. These estimates later proved to be in very
close agreement with official Japanese figures… As we understood it in
July, there was a very strong possibility that the Japanese government might
determine upon resistance to the end, in all the areas of the Far East under
its control. In such an event the Allies would be faced with the enormous
task of destroying an armed force of five million men and five thousand
suicide aircraft, belonging to a race, which has already amply demonstrated
its ability to fight literally to the death. The strategic plans of
our armed forces for the defeat of Japan, as they stood in July, had been
prepared without reliance upon the atomic bomb, which had not yet been tested
in New Mexico. We were planning an intensified sea and air blockade, and
greatly intensified strategic air bombing, through the summer and early fall,
to be followed on November 1 by an invasion of the southern island of Kyushu.
This would be followed in turn by an invasion of the main island of Honshu in
the spring of 1946. The total U.S. military and naval force involved in this
grand design was of the order of 5,000,000 men; if all those indirectly
concerned are included, it was larger still. We estimated that if we
should be forced to carry this plan to its conclusion, the major fighting
would not end until the latter part of 1946, at the earliest. I was informed that such operations might
be expected to cost over a million casualties to American forces alone. |
Source: Memoirs of Secretary of War Henry L. Stimson
(1947)
SCAFFOLDING IDEAS
6. What alternatives to using the atomic bomb was the War
Department considering during the spring of 1945?
7. Do you think the Allies were justified in dropping the
bomb on Hiroshima and Nagasaki? Why or why not?
DOCUMENT D
|
The surrender of Japan
was not entirely the result of the two atomic bombs. We had hit some 60
Japanese cities with our regular H.E. (High Explosive) and incendiary bombs
and, as a result of our raids, about 241, 000 people had been killed, 313,000
wounded, and about 2,333,000 homes destroyed. Our B-29’s had destroyed most
of the Japanese industries and, with the laying of mines, which prevented the
arrival of incoming cargoes of critical items, had made it impossible for
Japan to carry on a large-scale war…Accordingly, it always appeared to us
that, atomic bomb or no atomic bomb, the Japanese were already on the verge
of collapse |
Source: Memoirs of General H.H. Arnold, Commander of
the American Army Air Force in the Second World War (1949)
SCAFFOLDING IDEAS
8. In light of what General Arnold states here, do you
think the Allies were justified in dropping the bomb on Hiroshima and Nagasaki?
Why or why not?
DOCUMENT E
|
Another item on which I
ventured to advise President Truman involved the Soviet’s intention to enter
the Japanese war. I told him that since reports indicated the imminence of
Japan’s collapse, I deprecated the Red Army’s engaging in that war. I foresaw
certain difficulties arising out of such participation and suggested that, at
the very least, we ought not to put ourselves in the position of requesting
or begging for Soviet aid. It was my personal opinion that no power on earth
could keep the Red Army out of that war unless victory came before they could
get in. |
Source: Dwight D. Eisenhower, recollections of a July
1945 meeting with President Harry S. Truman (1948)
SCAFFOLDING IDEAS
9. What concerns did Eisenhower have regarding the Soviet
Union entering the Japanese war?
10.
To what extent
did this possibly influence America’s decision to use the atomic bomb against
Japan?
DOCUMENT F
|
On July 17 world-shaking
news had arrived… The atomic bomb is a reality…Here
then was a speedy end to the Second World War, and perhaps to much else
besides…Up to this moment we had shaped our ideas towards an assault upon the
homeland of Japan by terrific air bombing and by the invasion of very large
armies… Now all this nightmare
picture had vanished. In its place was the vision—fair and bright indeed it
seemed—of the end of the whole war in one or two violent shocks… Moreover, we should not
need the Russians. The end of the Japanese war no longer depended upon the pouring
in of their armies for the final and perhaps protracted slaughter. We had no
need to ask favours of them. A few days later I mentioned to Mr. Eden: “It is
quite clear that the United States do not at the present time desire Russian
participation in the war against Japan.” The array of European problems could
therefore be faced on their merits and according to the broad principles of
the United Nations. We seemed suddenly to have become possessed of a merciful
abridgement of the slaughter in the East and of a far happier prospect in
Europe. I have no doubt that these thoughts were present in the minds of my
American friends. |
Source: British Prime Minister Winston Churchill’s
recollections of news received during the Potsdam Conference, July 1945 (1953)
SCAFFOLDING IDEAS
11.
Why did Churchill
support the use of the atomic bomb against Japan?
DOCUMENT G
|
The question of whether
the bomb should be used in the war against Japan came up for a discussion.
Mr. Byrnes did not argue that it was necessary to use the bomb against the
cities of Japan in order to win the war. He knew at that time, as the rest of
the Government knew, that Japan was essentially defeated and that we could
win the war in another six months. At that time Mr. Byrnes’ concern about
Russia I fully shared, but his view that our possessing and demonstrating the
bomb would make Russia more manageable in Europe I was not able to
share. Indeed I could hardly imagine
any premise more false and disastrous upon which to base our policy, and I
was dismayed when a few weeks later I learned that he was to be our Secretary
of State. |
Source: Nuclear physicist Leo Szilard’s recollection
of a 1945 meeting between James Byrnes and a group of concerned atomic
scientists (1949)
SCAFFOLDING IDEAS
12.
Do you think
these scientists supported using the atomic bomb as a deterrent against the
Soviet Union from entering the Japanese war? Why or why not?
13.
Do you think
these scientists supported would have dropping the bomb on Hiroshima and
Nagasaki? Why or why not?
DOCUMENT
H
|
The opinions of our
scientific colleagues on the initial use of these weapons are not unanimous:
they range from the proposal of a purely technical demonstration to that of
the military application best designed to induce surrender. Those who advocate
a purely technical demonstration would wish to outlaw the use of atomic
weapons, and have feared that if we use the weapons now our position in
future negotiations will be prejudiced. Others emphasize the opportunity of
saving American lives by immediate military use, and believe that such use
will improve the international prospects, in that they are more concerned
with the prevention of war than with the elimination of this special weapon. |
Source: Report of a
Scientific Panel (composed of nuclear physicists A.H. Compton, Enrico Fermi,
E.O. Lawrence and J.R. Oppenheimer) to the Secretary of War (June 16, 1945)
SCAFFOLDING IDEAS
14.
Do you think
these scientists supported using the atomic bomb as a deterrent against the
Soviet Union from entering the Japanese war? Why or why not?
15.
Do you think
these scientists supported would have dropping the bomb on Hiroshima and
Nagasaki? Why or why not?
DOCUMENT
I
|
I realize the tragic
significance of the atomic bomb. Its production and its
use were not lightly undertaken by this Government. But we knew that our
enemies were on the search for it. We know now how close they were to finding
it. And we know the disaster, which would come to this nation, and to all
peaceful nations, to all civilizations, if they had found it first. That is why we felt
compelled to undertake the long and uncertain and costly labor of discovery
and production. We won the race of
discovery against the Germans. Having found the bomb, we
have used it. We have used it against those who attacked us without warning
at Pearl Harbor, against those who have starved and beaten and executed
American prisoners of war, against those who have abandoned the pretense of
obeying international laws of warfare. We have used it in order to shorten
the agony of war, in order to save the lives of thousands and thousands of
young Americans. We shall continue to use
it until we completely destroy Japan’s power to make war. Only a Japanese
surrender will stop us. |
Source: Harry S. Truman, radio address (August 1945)
SCAFFOLDING IDEAS
16.
Do you agree with
President Truman’s decision to use the atomic bomb against Japan? Why or why
not?
DOCUMENT
J
|
“ATTENTION JAPANESE PEOPLE” EVACUATE YOUR CITIES “Because
your military leaders have rejected the thirteen part surrender declaration,
two momentous events have occurred in the last few days. The
Soviet Union, because of this rejection on the part of the military has
notified your Ambassador Sato that it has declared war on your nation. Thus
all powerful countries of the world are now against you. Also,
because of your leaders’ refusal to accept the surrender declaration that
would enable Japan to honorably end this useless war, we have employed our
atomic bomb. A
single one of our newly developed Atomic bombs is actually the equivalent in
explosive power to what 2000 of our giant B-29’s could have carried on a
single mission. Radio Tokyo has told you that with the first use of this
weapon of total destruction, Hiroshima was virtually destroyed. Before
we use this bomb again and again to destroy every resource of the military by
which they are prolonging this useless war, petition the Emperor now to end
the war. Our President has outlined for you the thirteen consequences of an
honorable surrender. We urge that you accept these consequences and begin the
work of building a new, better, and peace loving Japan. Act
at once or we shall resolutely employ this bomb and all our other superior
weapons to promptly and forcefully end the war.” EVACUATE
YOUR CITIES |
Source: Leaflets dropped
throughout Japan following the dropping of the atomic bomb on Hiroshima on
August 6, 1945.
Hiroshima at the
epicenter of the first atomic bombing on August 6, 1945
Suggested DBQ Essay Graphic
Organizer
|
Essay Focus |
Specific Documentary
Evidence |
Specific Outside
Information |
|
Why the United States made
the correct decision in dropping the atomic bomb against Japan |
|
|
|
What other legitimate
options the United States could, or should have pursued rather than, or at
least prior to, using the atomic bombs |
|
|
EVALUATION
Topic: Should the United States have used the atomic bomb? Score: _______
Rubric Criteria: POSTER BOARD
|
4 |
3 |
2 |
1 |
|
Exceeds Standard |
Meets Standard |
Approaches Standard |
Below Standard |
|
Follows
assigned format |
Follows
most of the assigned format |
Follows
some of the components of the assigned format |
Does
not follow the assigned format |
|
Graphic
representations are included that strongly support ideas and opinions |
Graphic
representations are included that generally support ideas and opinions |
Some
inaccuracies and irrelevant graphics used |
Extraneous
and inaccurate graphics with little relevance or no graphics |
|
Shows
much evidence of research and conclusions drawn |
Shows
evidence of research and conclusions drawn |
Shows
little or some evidence of research and conclusions drawn |
Shows
little or no evidence of research and conclusions drawn |
|
Reflects
a deep understanding of the topic: essential question/ideas are clearly
addressed |
Reflects
a deep understanding of the topic: essential question/ideas are slightly
vague |
Reflects
a beginning understanding of the topic: essential question/ideas are unclear |
Reflects
no understanding of the topic: no attempt to answer the essential question |
|
Graphics
are organized and shown in a logical, sequential manner |
Display
is mostly organized and shown in a logical, sequential manner |
Graphics
are somewhat organized |
Graphics
are poorly organized and difficult to understand |
|
All
of the graphics are typed and printed clearly |
Most
of the graphics are typed and printed clearly |
Some
of the graphics are typed printed clearly; mostly handwritten |
None
of the graphics are typed; all handwritten |
|
Graphics
are effectively used in oral presentation |
Graphics
are used in oral presentation |
Graphics
are hardly used in oral presentation |
Graphics
are not used in oral presentation |
Topic: Should the United States have used the atomic bomb? Score: _______
Rubric Criteria: ESSAY
|
4 |
3 |
2 |
1 |
|
Exceeds Standard |
Meets Standard |
Approaches Standard |
Below Standard |
|
Follows
assigned format |
Follows
most of the assigned format |
Follows
some of the components of the assigned format |
Does
not follow the assigned format |
|
Documents
are all utilized in a manner that
strongly support ideas and opinions |
More
than half of the documents are utilized in a manner that generally support
ideas and opinions |
Approximately
half of the documents are utilized in a manner that generally support ideas
and opinions |
Less
than half of the documents are utilized and/or the documents are not properly
utilized in a manner that supports your ideas or opinions |
|
Shows
much evidence of research and conclusions drawn |
Shows
evidence of research and conclusions drawn |
Shows some evidence of research and conclusions
drawn |
Shows
little or no evidence of research and conclusions drawn |
|
Reflects
a deep understanding of the topic: essential question/ideas are clearly
addressed |
Reflects
a good understanding of the topic: essential question/ideas are slightly
vague |
Reflects
a basic understanding of the topic: answers to the essay question and/or your
ideas are unclear |
Reflects
no clear understanding of the topic: no attempt to answer the essay question |
|
Ideas
are organized and shown in a logical, sequential manner |
Essay
is mostly organized and shown in a logical, sequential manner |
Essay’s
train of thought is challenging to
follow |
Essay
ideas are poorly organized and difficult to understand |
|
The
essay is typed and printed clearly |
The
essay typed and printed clearly |
The
essay typed and printed clearly |
The
essay is not typed; all handwritten |
|
All
of the written portions are typed and printed clearly with NO spelling and/or
grammatical errors |
All
of the written portions are typed and printed clearly but may have up to TWO
spelling and/or grammatical errors |
All
of the written portions are typed and printed clearly but may have a THREE or
FOUR number of spelling and/or
grammatical errors |
The
essay is not typed AND/OR contains more than FOUR grammatical and/or spelling
errors make the paper too difficult to follow. |
Topic: Should the United States have used the atomic bomb? Score: _______
Rubric Criteria: DEBATE
|
4 |
3 |
2 |
1 |
|
Exceeds Standard |
Meets Standard |
Approaches Standard |
Below Standard |
|
Presenters
followed the assigned debate format discussed in class |
Presenters
followed most of the assigned debate
format discussed in class |
Presenters
followed some of the components of the assigned debate format discussed in
class |
Presenters
failed to follow the assigned debate format discussed in class |
|
Presenters
demonstrated a clear usage of Accountable Talk during the debate |
Presenters
demonstrated a good usage of Accountable Talk during the debate |
Presenters
demonstrated a some usage of Accountable Talk during the debate |
Presenters
demonstrated no usage of Accountable Talk during the debate |
|
Presenters
respected their opponents ideas, while challenging their validity |
Presenters
generally respected their opponents
ideas, while challenging their validity |
Presenters
somewhat respected their opponents ideas, while challenging their validity |
Presenters
failed to respect their opponents ideas, while challenging their validity |
|
Presenters
body language demonstrated that they were serious about presenting well |
Presenters
body language demonstrated that they were generally concerned about
presenting well |
Presenters
body language demonstrated that they were somewhat concerned about presenting
well |
Presenters
body language demonstrated that they were not serious about presenting well |
|
Presenters
were highly knowledgeable regarding their subject materials |
Presenters
were knowledgeable regarding their subject materials |
Presenters
were fairly knowledgeable regarding their subject materials |
Presenters
were hardly knowledgeable regarding their subject materials |
|
Documentary
evidence was strongly used in oral
presentation |
Documentary
evidence was effectively used in oral presentation |
Documentary
evidence was fairly well used in oral presentation |
Documentary
evidence was hardly used, if at all, in oral presentation |
From this web quest you should have learned that the
decision to utilize the atomic bomb in the summer of 1945 was not a simple
decision. President Truman was offered several different strategies to end
World War II quickly, yet at a minimum cost to American lives. You should have
also come to clearly understand why President Truman chose to use the bomb in
August 1945. You also have experienced the role of the public policy historian.
This social scientist analyzes past policy decisions and uses them to improve
current political decision.
You also should have also learned how to effectively
create a DBQ essay. Lastly, you should have learned how to hold a worthwhile
classroom debate on a controversial
historical event. Debate is the foundation for democracy.
STANDARDS
Social studies
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Arts English Language
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views.