The Atomic Bomb Primary Source Analysis
Stephanie's History Store- PDF
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Stephanie's History StoreAlso included in
- This WW2 (WWII) bundle has 60+ activities, projects, primary source analysis resources, timelines, and power points covering: Pearl Harbor, D-Day, the Holocaust, the Atlantic Charter, Navajo Code Talkers, the atomic bomb, appeasement, Tuskegee Airmen, V-E Day, V-J Day, the Bataan Death March, the Do$140.00$203.75Save $63.75
- This WW2 (WWII) primary source analysis bundle has 19 resources covering a variety of wartime events, perspectives, speeches, and people (V-E Day, Pearl Harbor, D-Day, concentration camps, battles, key speeches from FDR, etc). Some include creative tasks and image analysis, others have reflection a$49.00$63.25Save $14.25
- This mega bundle for World History covers Imperialism through the Cold War and 9/11. It includes power points, primary source activities, maps, timelines, image analysis, graphic organizers, gallery walks, review games, DBQs, image and caption matching resources, creative review activities, one pag$530.00$775.00Save $245.00
- This mega bundle for American History covers the Gilded Age through the Cold War. It It includes power points, primary source analysis resources, maps, timelines, image analysis, DBQs, graphic organizers, review activities and games, presidential "interviews," academic reviews, tests/final exams (m$620.00$1024.75Save $404.75
Description
Students read an account of the Trinity Test from the Manhattan Project, a Japanese account of the atomic bomb being dropped on Hiroshima, answer 18 questions, and complete a creative task. This can work for US or World History. The answers are included where appropriate and would be great for a sub! ***Updated to include a description and 6 student samples of an alternate point of view/summary activity.*** See the preview for a closer look!
Sample questions include:
--Why were there trepidations in the days leading up to the test detonation?
--Why do you think Groves and Farrell had the "rule" about not being together where there was danger?
--Identify and explain 2 examples of the "awful potentialities" Farrell could have been referring to.
-- In what ways do you think this bomb could have been used for good, per the second to last paragraph of the first account?
--How does an event like this affect people differently? Why do some rise to whatever challenge needs to be met or goal accomplished and why do others succumb to fear and confusion?
--Could the scientists have predicted the actual, real life effect of the blast on civilians, why or why not? If yes, why did they move forward with the Manhattan Project?
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