Harry S. Truman: Presidential Decision-Making of the Atomic Bomb
By Justin Behrend

Overview

Should the United States have dropped atomic bombs on the Japanese in World War II?  After more than 50 years this question still remains controversial, stirring up heated debate and feelings.  In the "New World Order" of our time, when the nuclear threat no longer seems as immediate, the debate continues.  This lesson asks students to address this controversial topic.  The ultimate decision was in the hands of President Truman.  However, he did not make his decision in a vacuum, but sought the advice of many experts.  The lesson is designed to replicate the decision making process by using contemporary historical figures.  Each student will role play a figure and present an argument for the use of the atomic bomb.  A basic understanding of World War II is necessary.  Because of the details of this historical situation, this lesson would work best with grades 11 and 12.  However the ethical issue involved is one that any secondary student could address, thus this lesson, with supplemental background information provided, could be adapted for lower grade levels.

Objectives

Students will:

• Research and become familiar with the events leading up to August 1945.
• Become "experts" on their historical characters, learning the arguments for and against the dropping of the bomb.
• Prepare advisory memos to the President taking a position on this decision.
• Question the President's decision in a press conference format.
• Write essays taking and defending postions on the final class President's decision.

• Internet access to the American President Website biography of Woodrow Wilson and other Internet resources.
• Role description cards or sheets
• Name cards
• "Happenstance" video and show overview
• Harry Truman biography

Initial Motivation

Several ideas may spark student interest, depending on the level of the class.  After studying World War II, one way is to describe the 1996 controversy regarding the Smithsonian Institution's exhibit on the dropping of the atomic bomb on Hiroshima and Nagasaki.  The Smithsonian exhibit designers wanted to include some information and historical documents and other contemporary accounts that were critical of the decision to drop the bomb.  This provoked so much criticism by veterans groups and some political leaders that the exhibitors decided to almost completely abandon the exhibit.  The result was an exhibit about the restoration of the plane that dropped the bomb, the Enola Gay.  There was almost no mention of the decision to drop the bomb made in the scaled down exhibit and certainly no evidence that the decision was at all controversial.

Another suggestion is to show a short video on the bombing of Hiroshima or read a selection from John Hersey's Hiroshima.  (This idea fits nicely with making this an interdisciplinary activity as suggested below.)

The question of whether the dropping of the atomic bomb on Japan was the right thing to do is still one of the most highly debated topics among Americans.  An initial discussion could focus on the moral issue.  The issues surrounding this decision touch on core values of each individual.  Should there be moral rules in war?  What constitutes a violation of those rules?  Who should decide what the moral boundaries are?  Ask students why this controversy still rages on.

Procedures

1.  View the American President video "Happenstance" section on Harry Truman.  Ask students if they thought Truman's had a hard time making the decision to use the bomb.  Ask if they think that this was a controversial decision at the time from what they saw?  Tell them that they are about to participate in making that decision to help them understand the arguments on both sides.  Describe the role playing activity they are about to engage in including the essay that they will need to write after the class makes it's decision.

2.  Students should select someone to play the role of President Truman.  This can be done by majority vote or some other method the teacher deems appropriate.  Special attention should be given to the selection of the role of president.  If this student takes the role seriously, then most of the other students should follow suit.

3.  Write the roles on the board, or pass out a sheet of paper with the roles listed, and allow students to choose which person they would like to be.  NOTE:  since only sixteen role cards are provided, if you have a larger class you have several options:

1. You can create two large groups.  At the end of the activity, you can compare the decisions from each of the presidents. Comparing different presidents' decisions could lead into a discussion of what influences leadership decisions: personal background, friends and peers, individual values, etc., or
2. Some students can be assigned the role of news reporters whose job would be to interview the participants as they discuss this decision and to report on the proceedings, as well as take the lead in asking questions at the press conference
3. Additional role cards could be created emphasizing other people who were not necessarily part of Truman's inner circle, but nonetheless could provide valuable advice.  Examples could include average soldiers (GIs), U.S. citizens, Japanese citizens, etc.

4.  Once they have chosen their roles, pass out the role descriptions (if not already done).  Students should create name cards to identify their role throughout the simulation.

5. Divide the class into 4 groups as described below, and have them share each of their positions. 

• President Truman
• Political Appointees - Byrnes, Stimson, Bard, Conant, Bush
• Scientists - Oppenheimer, Compton, Teller, Szilard, Franck
• Generals - Marshall, Leahy, Eisenhower, Groves, Arnold

6.  Each group should debate the various options coming up with a recommended plan of action for the President.  Each participant must either sign onto the plan or write his or her own dissenting viewpoint.  The question to be decided is, "Should President Truman drop the atomic bomb on Japan and why?"  The groups should debate other alternatives and feel free to offer them such as, "Would a demonstration explosion or a specific warning be useful?"  Three reasons should be given for the final decision that the group comes up with.

7.  In a meeting of all members under the direction of the decision maker, President Truman, group leaders will present their plan to the President.  Dissenters will have an opportunity to express their dissenting viewpoints.  The President should feel free to have other members question a specific group's plan.

8.  Time should be given for the President to come up with his/her decision.

9.  The President presents the decision in a news conference detailing what he or she has decided to do and why.  This should mirror as close as possible an actual press briefing.  The President should have a statement prepared and then answer questions from the rest of the students who will now act as reporters.  The President should be prepared to explain why he rejected alternative plans.

Assessment

Circulating among the groups as they are putting together their decisions, the teacher can get a clear idea of the level of participation and seriousness of each student.  Each group will turn in their proposal to the president for his final decision-making presentation.  To end the activity, each student will write an essay taking a position on the class president's decision and reasoning, including what he or she thinks would happen after the president's decision is implemented.  Students should address the arguments against their position in this persuasive essay.

Suggested Essay Topic:
What would you have done if you were in President Truman's shoes?  Include specific, historical examples to support your point of view.

Additional Resources

Internet Resources
Truman's Decision to Drop the Atomic Bomb - http://scrtec.org/track/tracks/f00719.html

Atomic Bomb: Decision - http://www.dannen.com/decision/index.html

Hiroshima Bibliography - http://www.he.net/~douglong/bibliog.htm

Cyber Exhibit:  Enola Gay and the Atomic Bomb - http://www.nhk.or.jp/nuclear/e/text/sumiso.htm

The Decision to Drop the Atomic Bomb - http://www.whistlestop.org/study_collections/bomb/large/bomb.htm

Print Resources
Alperovitz, Gar.  The Decision To Use the Atomic Bomb, and the Architecture of an American Myth.  New York:  Alfred A. Knopf, 1995.

Fogelman, Edwin, ed.  Hiroshima:  The Decision To Use the A-bomb.  New York:  Charles Scribner's Sons, 1964.

Griffith, Robert, ed.  Major Problems in American History Since 1945.  Lexington, Massachusetts:  D. C. Heath and Company, 1992.

Interdisciplinary Connections

An excellent activity for Ethics Courses as well as Political Science classes.  It can easily be coordinated with a Language Arts class reading of John Hersey's Hiroshima and the essay used for both courses.  This activity would be a good jumping off point into the role of science in policy making and world affairs, as well as for the beginning of the effects of the bomb on the residents of Hiroshima and Nagasaki.  It also sets the stage for a study of the Cold War.

Justin Behrend teaches AP U.S. History, American government, and Economics at the Village Christian High School in Sun Valley, California.

ROLE CARDS
President Harry S TrumanThe atomic bomb is a terrible weapon that must only be used on military targets.  The most important thing for you is to end the war as quickly as possible.  However to make a good decision, you need to carefully evaluate all of the advice before you.

James F. Byrnes, Secretary of State
You favor the immediate use of the atomic bomb on Japan.  A warning would not be wise because it may give time for the Japanese to move American prisoners of war to the target site.  Also, an air dropped atomic bomb had never been tested.  If we announced a test and then a test failed, then we would look foolish to the Japanese, and it might encourage them to continue their fighting.

Henry L. Stimson, Secretary of War
You have been involved in the program to develop the atomic bomb for a number of years now.  It is your opinion that the atomic bomb should be used to make a profound psychological impact on the Japanese people.  If the bomb can speed up the end the war then it should be used.  A city with many war factories should be bombed, but not the capital.

George C. Marshall, Army Chief of Staff
You have long advocated a plan to force Japan to surrender.  Diplomacy has produced results but not to the extent of ending the war.  Using the atomic bomb is one way to force an "unconditional surrender."  If the President believes that this is the best way to end the war, then you support the use of the bomb.

Dwight D. Eisenhower, General of the U.S. Army
It is your understanding that Japan is already defeated, thus an atomic attack is completely unnecessary.  Furthermore, the U.S. should not shock the world with such a weapon.  A surprise use of the bomb would damage the respect that we have built up in the world community.

William D. Leahy, Chief of Staff to the President and Fleet Admiral
It is your opinion that the atomic bomb is of no military use because the Japanese are already defeated and ready to surrender.  If the U.S. becomes the first to use the weapon then we will have adopted the ethical standard of barbarians.  Atomic weapons are similar to poison gas-both are barbaric.

Henry Arnold, Commanding General, U.S. Army Air Forces
The current bombing campaign against Japan has brought the country just about to its knees.  The atomic bomb will not push the Japanese to surrender any faster than the thousands of regular bombs that we are dropping on them daily.

Leslie R. Groves, Commanding General of the Manhattan Project
In order to defeat Japan, we must use the bomb.  The sudden shock and surprise of the bomb will force Japan to surrender.  Furthermore as the director of the atomic bomb building project, you want to see the weapon used.  It was one of the most expensive projects in military history, and you want to make sure that the atomic bomb makes a contribution to the war.

J. Robert Oppenheimer, Director of the Manhattan Project's Research Laboratory
As the chief scientist on the production of the atomic bomb, you believe that it has important military uses.  A demonstration of the bomb would not be enough to cause Japan to surrender.  By using the bomb, you hope to avoid a costly invasion of the island.

James B. Conant, Chairman of the National Defense Research Committee
At first you advocated a demonstration strike, but as you researched the situation you came out in support for a real-world use of the bomb.  A city with many war factories should be the target.  However you believe that caution should be used with such a weapon.  The atomic bomb is so dangerous that international control should be placed on the technology.  No one country should have a monopoly on its use. 

Leo Szilard, physicist
You originally persuaded President Roosevelt to approve a plan to develop an atomic bomb.  But your original intention was to create an A-bomb before Germany did.  Because of the Holocaust, it was necessary to use such a destructive weapon.  After Germany was defeated on May 8, 1945, there was no need to use the atomic bomb.  In addition, the use of such a weapon could lead to a proliferation of similar weapons that would threaten future generations.  To use it now would be an international crime.

Edward Teller, Manhattan Project physicist
The atomic bomb is an astounding achievement of American science.  It's potential, as a tool of power, should not be restrained.  It gives the U.S. the advantage over every other country.  We should not be afraid to use it.  Nor should we stop with production.  An arsenal of nuclear weapons will ensure a long and stable peace.

Ralph Bard, Under Secretary of the Navy
As a member of the Interim Committee commissioned by President Truman to decide how to use the bomb, you have been highly involved in the discussions.  You feel that Japan may be searching for an opportunity to end the war.  This possibility should be given a chance.  Furthermore, you think that a warning should be given before the bomb is dropped.  A two to three day warning would demonstrate that the United States is a humanitarian nation.

Arthur Holly Compton, physicist and scientific advisor to President Truman
You believe that the atomic bomb can be used for military use.  A demonstration can not be made to work, however you have sympathy for the views of Leo Szilard.  You believe that he raises good questions that must be addressed.

James Franck, physicist
You head a committee of scientists protesting the use of the atomic bomb as a military weapon.  The development of nuclear power is dangerous.  A demonstration should take place to show the nations of the world the power that the U.S. has harnessed.  Also, an international agreement should follow the demonstration so that an arms race does not develop.  The last thing we need is a world filled with thousands of atomic bombs.

Dr. Vannevar Bush, Director of the Office of Scientific Research and Development
Your initial thoughts were that a demonstration should take place either on enemy territory or in the U.S.  However when considering the current situation, you believe that the atomic bomb will create a powerful psychological shock to the people of Japan, such that they will want to surrender immediately.