DEBATE LESSON PLAN

By Paul Wallace
“Effective history instruction requires students to become involved in the process of
historical inquiry. Historical inquiry requires locating and interpreting primary sources in the
support of an argument. Locating and supporting these historical arguments and claims are
the true essence and practice of the historical discipline. This lesson plan contains several
examples of thousands of available primary documents on the subject of the WWII pacific
theatre. These documents are the building blocks and evidence of history. The process of
building a significant argument for the purpose of debate will be both demanding and
rewarding. The following activities and procedures may challenge conventional classroom
activities, but are essential for the full understanding of an event with the significance and
controversy of the atomic bombings of Japan. The student’s final goal will be to utilize the
information and evidence they have found in the primary sources in a two-sided debate.
Successful completion of this goal will require research skill, critical reading, organization,
and collaboration; the skills that are essential to successful learning.”
I. Introduction to Classroom Debate

II. Presentation of key terms / vocabulary

III. Locating and Primary Sources

IV. Primary Sources Interpretation Worksheets

V. Class Debate
 INTRODUCTION
For this lesson plan the teacher will separate the students off the class into two

debate groups. One group will argue that the U.S. was justified in dropping the
atomic bomb on Japan while the other will argue that the U.S. was unjust and
wrong in deciding to use the atom bomb. These groups may be instructor or
student selected, although student selected groups have the ability to form
more passionate debate. Before the debate begins make sure the students
have sufficient background information on the Pacific theatre of WWII as well
as an overview of the atomic bombing itself. The instructor may utilize the
official text to convey these basic facts or they may choose to lecture from
their own notes on the subject.
Question for Debate:

 Did the United States need to drop the

atomic bomb on Japan in order to
end World War II?
 GROUP RESEARCH
In this step the teacher will give each group time to research and provide
evidence for their claims. Time allotted to this research depends on individual
classroom time restraints and limitations. However, the instructor should
evaluate the general knowledge of the class before the debate by utilizing a
short quiz covering the section devoted to Hiroshima and Nagasaki in the
text. In order for the students to support their debate arguments they must
investigate into the materials of history to develop and organize evidence.
Primary documents that support both sides of the Hiroshima/Nagasaki
bombing controversy are provided in this lesson plan and are readily
accessible around the internet. These sources include declassified
government documents, eyewitness accounts, and photographs. Group
success with the academic research method will be apparent through the
quality of their argument in the classroom debate.
 Hiroshima:
Hiroshima is a major city on the western side of Japan’s largest island, Honshu.

During World War II, the Second Army and Chugoku Regional Army were
headquartered in Hiroshima. The city also had large depots of military supplies,
and was a key center for shipping. On Monday, August 6, 1945, the nuclear
weapon “Little Boy” was dropped on Hiroshima by the crew of the American B-29
bomber Enola Gay, directly killing an estimated 80,000 people. By the end of the
year, injury and radiation brought total casualties to 90,000-140,000.
Approximately 69% of the city's buildings were completely destroyed. Hiroshima
is the first city ever to be subjected to nuclear war.
 Nagasaki:
On 9 August 1945, Nagasaki was the target of the world's second atomic bomb
attack at 11:02 a.m., when the north of the city was destroyed and an estimated
40,000 people were killed. According to statistics given at the Nagasaki Peace
Park, the dead totaled 73,884, the injured 74,909 and diseased several hundred
thousand.

 “Little Boy”:
Atomic bomb dropped on the Japanese city of Hiroshima

 “Fat Man”:
Atomic bomb dropped on the Japanese city of Nagasaki

Photo courtesy of GWU

 President Harry S. Truman:
Truman was the 33rd president of the United States (1945–53), who led his nation

through the final stages of World War II and through the early years of the Cold
War, vigorously opposing Soviet expansionism in Europe and sending U.S. forces
to turn back a communist invasion of South Korea. Truman attended the
Potsdam conference and made the final decision to use the atomic bomb on
Japan.

*Photo courtesy of the Truman Library

 Secretary of State Henry Stimson:

Stimson was chief adviser on atomic policy to President Roosevelt and, later,
to Pres. Harry S. Truman. To President Truman he recommended that atom
bombs be dropped on Japanese cities of military importance. He later
justified the bombing of Hiroshima and Nagasaki on humanitarian grounds,
arguing that use of the bomb accelerated the surrender of Japan and thus
saved more lives than it cost.

*Photo courtesy of the Truman Library

 Potsdam Conference:
(July 17–Aug. 2, 1945), Allied conference of World War II held at Potsdam, a

suburb of Berlin. The chief participants were U.S. President Harry S. Truman,
British Prime Minister Winston Churchill (or Clement Attlee, who became prime
minister during the conference), and Soviet Premier Stalin. While in Potsdam,
Truman told Stalin about the United States' “new weapon” (the atomic bomb)
that it intended to use against Japan. On July 26 an ultimatum was issued from
the conference to Japan demanding unconditional surrender and threatening
heavier air attacks otherwise. After Japan had rejected this ultimatum, the United
States dropped atomic bombs on Hiroshima and Nagasaki.
 Albert Einstein, Leo Szilard, Dr. Robert J.
Oppenheimer:
After the invasion of Poland by Nazi Germany in 1939, the physicists Albert Einstein

and Leo Szilard warned the U.S. government of the danger threatening all of
humanity if the Nazis should be the first to make a nuclear bomb. Oppenheimer then
began to seek a process for the separation of uranium-235 from natural uranium and
to determine the critical mass of uranium required to make such a bomb. In August
1942 the U.S. Army was given the responsibility of organizing the efforts of British and
U.S. physicists to seek a way to harness nuclear energy for military purposes, an effort
that became known as the Manhattan Project.
 The Manhattan Project:
The U.S. government research project (1942–45) that produced the world’s first

atomic bombs. Started by FDR and realized by Harry Truman.

 Enola Gay:

Enola Gay was the name of the Boeing B-29 Super-fortress bomber that dropped
the atomic bomb on Hiroshima. Enola Gay was the name of the pilot Paul
Tibbets’ mother.
*Photo courtesy of the Truman Library
 Emperor Showa:
Also referred to by his personal name, Hirohito, Emperor Showa aided in the
transformation of a rural and agricultural Japan to an industrialized
militaristic empire in the 1930’s. These actions eventually lead to Japan’s
involvement in WWII, which resulted in the complete devastation of Japan.
During the occupation of Japan following the war he saw rise to the rebirth of
a highly urbanized modern Japan.
 Second Sino-Japanese War:
Imperial Japan invaded China in 1937, creating a war between themselves
and the Chinese Communists and Nationalists. This war which is often
forgotten in the U.S. perspective was extremely deadly and fierce. The
Japanese committed infamous atrocities on the civilian population of China.
Some estimates claim that up to 20 million Chinese were killed during WWII.
Chinese Nationalist and Communist forces eventually formed an alliance
against the Japanese. The infamous “Rape of Nanking” claimed 300,00
Chinese as the Imperial Japanese army swept through Manchuria.
There are literally millions of primary historical documents available
surrounding the event of the atomic bomb and the Pacific Theater of
WWII. The examples included in this lesson plan constitute a mere
fraction of the available historical evidence on the topic. The following
documents include government orders, telegrams, eyewitness accounts,
personal diaries, memorandums, photographs, declassified material,
petitions, and more. Professional historians locate and utilize these
sources in order to interpret them and thereby form a claim that conveys
significance. While asking students to create original and unfounded
historical claims may be asking too much, they can learn a great deal
from using primary sources in the classroom. By using a classroom debate
to teach and encourage the use of primary documents the students will
better understand how interpret information for evidence.
The following is a student document evaluation activity of Atomic
Bomb Truman Press-Release on August 6th, 1945 by the
Truman Library
www.trumanlibrary.org

 Source : Whitehouse Press Release August 6, 1945

Question: Read the press release from President Truman on August 6, 1945
following the dropping of the atomic bomb noting important details
about its production and the rhetoric used.

*Continue to Document Analysis

Distribute copies of the document to each student to read. Ask
students to answer the following questions:

 Who wrote this document?

 What is the purpose of this document?
 What date was this document issued?
 Why is the name of the city left out?
 Why does the atomic bomb's power have to be explained?
 Look at the last paragraph of the second page of the press release. What
were Truman's plans for ending the war? Did he accomplish those goals
in dropping the atomic bomb on Hiroshima and Nagasaki? Why or why
not?
 On page three, Truman advocates the use of atomic power for world
peace. How does he propose to fulfill this goal?
 What reasons does President Truman use to justify dropping the bomb?
Consider some of these questions with your class.

 What are the moral implications of the atomic bomb?

 Why would President Truman be against sharing the secret of the atomic bomb
with the world? Why would he support sharing atomic technology with Great
Britain and only divulge minor details to the Soviets?

 To what extent did the decision to drop the atomic bomb and subsequent
postwar foreign policy decisions of the Truman administration lead to the Cold
War?

 General Douglas MacArthur, one time commander of United Nations armed

forces during the Korean War, in a 1954 interview stated that he had wanted to
drop "between thirty and fifty atomic bombs" on enemy bases before laying
radioactive waste material across the northern edge of North Korea during the
war. Why did Truman decide not to use the atomic bomb in the Korean War of
1950. How did this precedent dictate warfare in subsequent presidencies?
 There a many useful resources on the internet for finding historical documents. Many of
these documents will be sourced from the National Achieves and security databases,
therefore obtaining permission to use these documents should not present a serious
problem. In addition, many university history departments have excellent links to PDF files
of primary documents with supplementary explanations and background information. Below
are a few examples of useful primary source databases.

 George Washington University:

http://www.gwu.edu/~nsarchiv/NSAEBB/index.html
National Security Archive Electronic Briefing Book No. 162

This university historical database contains a very detailed collection of primary

documents focusing on the atomic bomb and the end of World War II. Each individual
document is supplemented by a brief description of the purpose of the document and
the circumstances that supported its creation.
 PBS “The American Experience”:
http://www.pbs.org/wgbh/amex/truman/psources/index.html
Speeches, letters, and official documents from the Truman era
PBS Online 1999-2000

The PBS special “the American Experience” on President Harry Truman, and
his unprecedented decision, is extremely useful as for understanding the
United States government at the end of World War II. This website contains
information about the PBS film, a timeline, photograph gallery, primary
sources, and teacher guides.

 The Truman Library:

http://www.trumanlibrary.org/index.php

Extensive database of primary documents involving all aspects and

perspectives dropping the atomic bomb on Japan. The Truman library
contains a truly impressive amount of late World War II documents, photos,
and other resources for the motivated history teacher to take advantage of.
 DOCUMENT DIRECTIONS

The Historical Primary Documents folder contains

historical documents and included descriptions,
courtesy of George Washington University and the
Truman Library, to be utilized for student evaluation
and interpretation for debate evidence.

*Documents sourced from gwu.edu and trumanlibrary.org

 PHOTO DIRECTIONS:

The Hiroshima Nagasaki Historical

Photographs folder contains historical
photographs to be utilized for student
evaluation and interpretation for debate
evidence.

*Images are sourced from the Truman Library and the National
Security Archives
 This translation of a leaflet dropped
on Hiroshima on August, 6 1945 is
an excellent example of an
extremely useful and relevant
primary document

 Declassified government
documents such as this are not only
plentiful but very helpful for
forming a historical argument and
debate

 Remember interpretation and

perspective are at the heart of
debate
 Students will utilize Truman Library primary
source worksheets to evaluate and interpret
primary sources to use for evidence. Each
student should be expected to contribute at
least five evaluation sheets to their group.

 Document Analysis Worksheets

These worksheets guide students to analyze the following
types of primary sources: documents and photographs

http://www.trumanlibrary.org/psource.htm
 How do the destruction of the bomb and its aftereffects make you feel about America?
Have your sentiments about patriotism changed? Explain.
 Do you feel that the bomb was a necessary or appropriate punishment for Japanese
cruelty to Chinese civilians and multinational prisoners of war?
 Do you believe that the use of the atomic bomb on Japan was necessary to avoid the
projected mass casualties of an invasion? Site specific evidence.
 If you were in the position to make an executive government order to use the atomic bomb,
how might you have reacted? The same? Differently?
 Evaluate the charge that the bomb was utilized to intimidate the Soviets, who were to
enter the Pacific theatre shortly after the U.S. deployed the bomb. Site evidence for both
sides of the argument and form your own opinion.
 Does a country like the U.S. “the arsenal of democracy” have the right or the wisdom to
make ethical decisions about using nuclear weapons? Support your argument with
evidence.
 Were the Japanese ready to surrender before the U.S. dropped the atomic bombs? Site
evidence.
 How might of have the U.S. use of the atomic bomb changed its image to other nations
around the world? (free thinking question)
 Was there opposition to the use of the bomb within the government? By whom? Cite
specific cases.
 Evaluate a picture of the aftermath of the bombing. (use worksheet)
 Evaluate each document. (use worksheet)
 What future implications does this initial use of nuclear weapons hold for society?
 What would you have done if you were in Harry Truman’s position?
 Do you feel that the Japanese civilians had fair warning?

 Do you believe that the United States is “the arsenal of democracy? ”

 In order to form a purposeful and successful argument, evidence must be
organized in a strategized method that is both clear and supportive of one’s
claim. To encourage preparation and effective debate the teacher may
consider the following:

 To aide in debate group organization the teacher may suggest that students
create a debate outline to organize their thoughts and evidence

 Stress to students the importance of organization in coherently proving a point

 Suggest that students consider assigning evidence detail, organization, opening

statements, rebuttals, and other components of debate to certain group
members

 Require debate groups to hold an intergroup discussion regarding the upcoming

debate to encourage communication and preparation
 DEBATE
Once each debate group has had sufficient time to research and organize

their arguments and counter-attacks the class debate may begin. The
instructor, acting as the moderator of the debate, will state the topic of
the debate, “was the United States justified in using the atomic bomb on
Japan?” After the topic is formally introduced the debate may begin. If
the debate becomes inactive at anytime the teacher may be free to
interject with perspective questions to stimulate class discussion and
participation.
For the assessment of classroom debate consider the following:

 Student contribution to the group

 Organization of argument
 Extent of evident preparation
 Quality of opening statement / rebuttals
 Student evaluation of group member performance
 Professionalism / effort
 Clarity of voice / overall presentation
 Debate performance rubric

 Link to example of debate rubric courtesy of Greece Central School District, NY

http://www.greece.k12.ny.us/instruction/ela/6-
12/Rubrics/Debate%20Rubric.doc
“The purpose of this lesson plan was to create inspiration and
provide resources for the active teaching and learning of
history. Classroom debate as the final product and goal of this
lesson plan offers a fine exercise for evaluating the academic
research and collaborative skills of students. This lesson plan
may be used as a supplement to the teacher or students for the
implementation of active historical learning. This type of
learning is essential for the full comprehension of the material
and the process of historical fact formation. Issues as
controversial and painful as the atomic bombings of Hiroshima
and Nagasaki must be fully understood and evaluated so that
future generations of students will be able to use sophisticated
historical and academic thought processes to critically
examine the issues surrounding the event.”
 George Washington University: www.gwu.edu

 The Harry S. Truman Library: trumanlibrary.org

 Greece Central School District: greece.k12.ny.us

 Nanking Atrocities Organization: nankingatrocities.org

 Britannica Encyclopedia: britannica.com