Summary: In a three-day lesson, students will research, role-play, and assess the momentous decision to drop the atomic bomb on Japan. Before the lesson, students in groups of 2-4 should research cabinet positions in the Truman administration. Each group will represent one cabinet official and their staff. Then, on Day One, students role-play a cabinet meeting advising President Harry S. Truman on the decision to drop the bomb. At the end of the class the student playing President Truman comes to a decision. On Day Two, students form groups of three and discuss and write a bullet point critique of the President’s decision (as role-played in class), followed by class debate and discussion. Finally, on Day Three, .Students view the last 30-35 minutes of “Victory in the Pacific” (see supplemental link 1). The teacher facilitates a discussion and writes potential options for the President’s decision on the board. As a culminating assessment. Students write a persuasive essay explaining their decision on how to end WWII. This essay will be due two days after the last class. As an alternative culminating assessment, students may do an “Take a Stand” continuum activity (See supplemental link 2).
Overarching Questions:
- CIVICS: Have individuals and groups influenced public policy during this time period? If so, how and what has been the impact?
NJ Student Learning Standards:
- 6.1.12.HistoryCC.11.a: Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.
- 6.1.12.HistoryCC.11.b: Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of World War II.
Link to Lesson: The Decision to Drop the Atomic Bombs | Harry S. Truman (trumanlibrary.gov)
Supplemental Link: Victory in the Pacific (youtube.com) Note: Over an hour long