Social Studies DBQ American Studies II / - PowerPoint Presentation

Social Studies DBQAmerican Studies II / World War IIAtomic Bomb DBQ Unit 7/2015-2016

Introduction This packet contains documents, vocabulary, questions for analysis, and an essay topic based on a critical question from your social studies curriculum. Primary and secondary documents are included to help you construct and support an answer to the critical question. Your main task will be to write an essay in support of an argument that you determine based on studying the documents and your background knowledge. You should demonstrate that you understand the authors’ point of view for each source. Follow the teacher’s directions regarding document analysis, understanding point of view, writing an argument, providing evidence of support, and expressing your position.

Use Your Reading Skills Use pre-reading strategies– Skim, scan, read captions and bold headings. Review the entire packet before you begin. Take special note of the critical question . Use active reading strategies– Ask questions, make connections, check for understanding and comprehension while you are working. Use post-reading strategies– Check understanding, reread , analyze, and apply new information.

Writing Review the scoring rubric which defines the expectations for quality writing. Your argument must be clearly supported by factual evidence and analysis. Use the evidence to provide an e xplanation for your argument. Take the opposing view into account (a counter claim ) and demonstrate the strength of your position.

Directions: Use the table below to organize your notes/thoughts for each document Doc. Answer(s )/Summary/Description/Notes 1   2   3   4   5   6   7   8   9 10

QuestionsFocus Question:  How did the efforts of the U.S. during World War II initiate a new role in world affairs ? Essay Question :   Was the United States justified in dropping the atomic bombs on Japan?

Historical ContextThe war in Europe ended on May 8, 1945 with the death of Adolf Hitler and the unconditional surrender of the Nazi German government. The liberation of eastern Europe by the advancing Red Army further strained the already eroding alliance between the United States and Russia. Joseph Stalin, the Soviet Union's dictator, ignored his earlier pledges for free elections and was busy installing communist ­-dominated governments. President Truman and some members of his administration were becoming alarmed over what they saw as Stalin's increasing defiance of United States ­-British demands for Eastern Europe . …

Document Reading / Analysis DirectionsStudy the documents on the following pages as you are directed on page one and by your teacher. Notes or follow-up or guiding questions for each document have been provided to help your thinking, learning, and note taking (the Student Packet ). Your teacher may also assist your class with additional questions or activities. You may need more space than is provided; use the back of the sheet or additional paper, as directed by your teacher.

Prepare your argument Plan, organize and write an essay which includes information from the documents you have read and the notes you took and any outside information you might be able to use to address the following topic. Remember to write a well-developed thesis that addresses the topic directly and takes a position.    TOPIC Was the United States justified in dropping the atomic bombs on Japan ? How did the efforts of the U.S. during WWII initiate a new role? What reasons did the U.S. have for using the A-bomb?

The Japanese attack on Pearl Harbor began just before 8AM on Sunday, December 7, 1941. Within a short time, five of eight battleships at Pearl Harbor were sunk or sinking, with the rest damaged . Several other ships and most Hawaii­based combat planes were also knocked out, and over 2,400 Americans were dead. The USS Arizona burned for two days after the Japanese attack on the American naval base at Pearl Harbor . The wreckage of the Arizona remains at the bottom of Pearl Harbor, where it still leaks a quart of oil daily. Document 1 Was the devastation of Pearl Harbor a result of American unpreparedness, or of superior Japanese planning? Explain your answer . [1 point] Answer questions in the student packet.

DBQ Analysis Groups A B C D E Jasper J Sarah M Zoey L/ Josh H Kevin V Anthony C Zach S Rachel S Colby S Trey F Gabby M Taylor PEric GWes CElihana ETy SImani PBlake WEJ PErika LHenry E ABCDEFIzzy BJaylen WAnthony GKaren MEric SLataira WZarah WShania CHimani PShaq TKayla GTaylor CHaley DHunter CJordan BMatt HSpencer FBrittany BNick NMalik PAmanda NErin CJohn LEmily TCamryn BBrian ZJustin KJenn SBev B/AllyTAlex C ABCDEFDani AMatt DRyan KLauren MMason BDominic GRachel HNick DLetecia AChris PChance JOchieng OThomas EKyle RAmy JMutale MSai PZafir DAnthony BAvery QJaden GLillian NMatt GJulio OIsaiah WBrooke FDiego MNatalie KCortae WSteph S 2nd 3rd 4th

Directions: Use the table below to organize your notes/thoughts for each document Doc. Answer(s )/Summary/Description/Notes 1   2   3   4   5   6   7   8   9 10

The Japanese attack on Pearl Harbor began just before 8AM on Sunday, December 7, 1941. Within a short time, five of eight battleships at Pearl Harbor were sunk or sinking, with the rest damaged . Several other ships and most Hawaii­based combat planes were also knocked out, and over 2,400 Americans were dead. The USS Arizona burned for two days after the Japanese attack on the American naval base at Pearl Harbor . The wreckage of the Arizona remains at the bottom of Pearl Harbor, where it still leaks a quart of oil daily. Document 1 Was the devastation of Pearl Harbor a result of American unpreparedness, or of superior Japanese planning? Explain your answer . [1 point] Answer questions in the student packet.

How is the Japanese soldier depicted in this poster? What effect do you think this poster had on its intended audience in the United States? Document 2 U.S. propaganda poster depicting the Bataan “Death March” in the Philippines.

How does this picture illustrate the ideological differences regarding the value of human life between Japan and the United States? Document 3 A Japanese kamikaze aircraft explodes after crashing into USS Essex's flight deck amidships on 25 November 1944. Japanese Kamikaze Attacks on U.S. Ships in the Pacific Theater.

Document 4 Approximately 500,000 Purple Heart medals (awarded to those wounded or killed while serving with the US military) were manufactured in anticipation of the invasion. However , nobody knows for sure how many Allied or Japanese casualties an invasion would have resulted in. There have been many estimates over the years (some of the estimates below do not include losses at sea ). . . .

Document 4 Estimate US/Allied Casualties Japanese Casualties Joint Chiefs of Staff (April 1945) Olympic Wounded: 347,000 Olympic Dead/Missing: 109,000 Coronet Wounded: 744,000 Coronet Dead/Missing: 158,000 TOTAL: 1,200,000 N/A Admiral Nimitz's Staff (May 1945) First 30 Days: 49,000 N/A General MacArthur's Staff (June 1945) First 120 Days: 125,000 N/A N/A General MacArthur's Staff (Revised Estimate) First 120 Days: 105,000N/AGeneral Marshall70,000?Admiral Leahy 268,000? Admiral King 31,000 to 41,000?William ShockleyWounded: 1,300,000 to 3,200,000Dead: 400,000 to 800,000Total: 1,700,000 to 4,000,000Dead: 5,000,000 to 10,000,00Kyle PalmerDead: 500,000 to 1,000,000?Harry S. TrumanDead: 500,000 to 1,000,000?The following are the estimates of casualties, made by US military personnel, in the invasion of Japan.

Document 4 Estimate US/Allied Casualties Japanese Casualties Joint Chiefs of Staff (April 1945) Olympic Wounded: 347,000 Olympic Dead/Missing: 109,000 Coronet Wounded: 744,000 Coronet Dead/Missing: 158,000 TOTAL: 1,200,000 N/A Admiral Nimitz's Staff (May 1945) First 30 Days: 49,000 N/A General MacArthur's Staff (June 1945) First 120 Days: 125,000 N/A N/A General MacArthur's Staff (Revised Estimate) First 120 Days: 105,000N/AGeneral Marshall70,000?Admiral Leahy 268,000? Admiral King 31,000 to 41,000?William ShockleyWounded: 1,300,000 to 3,200,000Dead: 400,000 to 800,000Total: 1,700,000 to 4,000,000Dead: 5,000,000 to 10,000,00Kyle PalmerDead: 500,000 to 1,000,000?Harry S. TrumanDead: 500,000 to 1,000,000?The following are the estimates of casualties, made by US military personnel, in the invasion of Japan.How many casualties did Harry S Truman believe would occur in an invasion of Japan?How would this influence his decision to drop the atomic bomb on Japanese cities?

This is the mushroom cloud rising over Hiroshima, Japan. The city of Hiroshima was the target of the world’s first atomic bomb attack at 8:16 a.m. on August 6, 1945. The cloud rose to over 60,000 feet in about ten minutes. About 30 seconds after the explosion, the Enola Gay circled in order to get a better look at what was happening. By that time, although the plane was flying at 30,000 feet, the mushroom cloud had risen above them. The city itself was completely engulfed in a thick black smoke . After the detonation and the subsequent destruction of Hiroshima, one of the crewmembers of the Enola Gay muttered, “Good God, how could anyone survive that down there ?” Document 5 From an altitude of over 40,000 feet, how immense must the destruction of Hiroshima been for the Enola Gay’s crew to have been able to see it? The Atomic Bombing of Hiroshima

Document 6 Protection of Civilian Populations Against Bombing From the Air in Case of War, League of Nations, September 30, 1938 Unanimous resolution of the League of Nations Assembly… The Assembly, Considering that on numerous occasions public opinion has expressed through the most authoritative channels its horror of the bombing of civilian populations; Considering that this practice, for which there is no military necessity and which, as experience shows , only causes needless suffering, is condemned under the recognised principles of international law;... I . Recognizes the following principles as a necessary basis for any subsequent regulations: 1 ) The intentional bombing of civilian populations is illegal;2) Objectives aimed at from the air must be legitimate military objectives and must be identifiable; 3) Any attack on legitimate military objectives must be carried out in such a way that civilian populations in the neighbourhood are not bombed through negligence;What is the date of this document? What international organization passed this law? Identify one way the attacks on Hiroshima and Nagasaki were illegal according to this law.

Document 7 “ It is my opinion that the use of this barbarous weapon at Hiroshima and Nagasaki was of no material assistance in our war against Japan. The Japanese were already defeated and ready to surrender because of the effective sea blockade and the successful bombing with conventional weapons...My own feeling was that being the first to use [the atomic bomb], we adopted an ethical standard common to the barbarians of the Dark Ages. I was not taught to make wars in that fashion, and that wars cannot be won by destroying women and children ” The following excerpt comes from ­Admiral William D. Leahy, President Truman’s Chief of Staff, in his memoir “I Was There” (Whittlesey, 1950) For what reasons does Admiral Leahy criticize President Truman’s decision to use the atomic bomb?

Document 8 “...The Japanese began the war from the air at Pearl Harbor. They have been repaid many fold. And the end is not yet. With this bomb we have now added a new and revolutionary increase in destruction to supplement the growing power of our armed forces. In their present form these bombs are now in production and even more powerful forms are in development... We are now prepared to obliterate more rapidly and completely every productive enterprise the Japanese have above ground in any city. We shall destroy their docks, their factories, and their communications . Let there be no mistake; we shall completely destroy Japan's power to make war ... It was to spare the Japanese people from utter destruction that the ultimatum of July 26 was issued at Potsdam. Their leaders promptly rejected that ultimatum. If they do not now accept our terms they may expect a rain of ruin from the air, the like of which has never been seen on this earth.” “ We have used it against those who attacked without warning at Pearl Harbor, against those who have abandoned the pretense of obeying international laws of warfare. We have used it to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans.”Excerpt from President Harry S. Truman’s Press Release Announcing the Atomic Bombing of Hiroshima on August 6, 1945 and Statement Defending the Use of Atomic Weapons.According to President Truman, for what reason(s) was the atomic bomb used on Japan?

Document 9 How can a human being with any claim to a sense of moral responsibility deliberately let instrument of destruction which can at one stroke annihilate an appalling segment of mankind ? This is not war; this is not even murder; this is pure nihilism. This is a crime against God and humanity which strikes at the very basis of moral existence. What meaning is there in any international law, in any rule of human conduct, in any concept of right and wrong, if the very foundations of morality are to be overthrown as the use of this instrument of total destruction threatens to do? The crime of the Americans stands out in ghastly repulsiveness all the more for the ironic contradiction it affords to their lying pretensions. But where its own actions are concerned, the United States seems to see no inconsistency in committing on an unimaginably vast scale the very same crime it had falsely accused others of committing. This hypocritical character of the Americans had already been amply demonstrated in the previous bombings of Japanese cities. … The following excerpt was published in the Nippon Times (Tokyo, Japan) on August 10, 1945 For what reasons does the Nippon Times refer to the United States as “the arch enemy of humanity?”

Document 10 Hiroshima Nagasaki Pre­-raid Population 255,000 195,000 Dead 66,000 39,000 Injured 69,000 25,000 Total Casualties 135,000 64,000 Effects of Atomic Attacks on Hiroshima and Nagasaki The following are visuals and a graph of the after­effects of the attacks. What was the Pre­raid Population of Hiroshima? What was the number of Total Casualties for Hiroshima?

Prepare your argument Plan, organize and write an essay which includes information from the documents you have read and the notes you took and any outside information you might be able to use to address the following topic. Remember to write a well-developed thesis that addresses the topic directly and takes a position.    TOPIC Was the United States justified in dropping the atomic bombs on Japan ? How did the efforts of the U.S. during WWII initiate a new role? What reasons did the U.S. have for using the A-bomb?

Directions: Use the table below to organize your notes/thoughts for each document Doc. Answer(s )/Summary/Description/Notes 1   2   3   4   5   6   7   8   9 10

Helpful Hints Organize your answers into an essay that has an introduction , body , and conclusion .As you write your essay, be sure to: Introduce your topic and state your argument. state your counter claims and why they are wrong (were the interventions necessary or not), support your facts/statements with evidence from the sources (documents) and additional historical examples use logical reasoning, use words, phrases and clauses to create a cohesive argument (not a summary), maintain a formal style, and write a conclusion that follows from and supports the argument you presented . You may begin planning and writing your essay now. … But wait, let’s organize our ideas first.

Point-by-PointArgument Graphic Organizer Topic Sentence/Thesis Statement: Point/Claim 1: Support/Evidence: Point/Claim 2: Support/Evidence: Point/Claim 3: Support/Evidence: Counterclaim or Argument Against: Rebuttal of Counterclaim: Conclusion

Organizational Model Outline / Title of the Essay: Introduction What is the topic or issue of this essay? What are some important points you will make in this essay? Body First topic, claim or issue: Support/Evidence Second topic, claim or issue: Support/Evidence Third topic, claim or issue:Support/Evidence Counterclaim or Argument Against:Rebuttal of Counterclaim:ConclusionBriefly restate the issue/topic. Use a few of the best pieces of evidence to support your argument.

Prepare your argument Plan, organize and write an essay which includes information from the documents you have read and the notes you took and any outside information you might be able to use to address the following topic. Remember to write a well-developed thesis that addresses the topic directly and takes a position.    TOPIC Was the United States justified in dropping the atomic bombs on Japan ? How did the efforts of the U.S. during WWII initiate a new role? What reasons did the U.S. have for using the A-bomb?

Atomic Bomb – Values Survey SUPPOSE YOU FOUND THAT JUSTIFIED NOT The US warned the Japanese to surrender or be wiped out by the bombs. The US dropped the bombs to end the war quickly and save many lives in the long run. The US dropped the bombs primarily to scare the Russians and make them give in to our demands in Europe. Although the Japanese leaders were thinking about surrendering, they had conditions (limits) to surrender, one of which would have allowed Japan to keep their emperor Hirohito. The US dropped the bombs to end the war before the Russians could attack Japan and Manchuria. Otherwise the Russians would have gained control of parts of Japan and China. The US could have demonstrated the bomb to the Japanese leaders on an uninhabited island. The head US military leaders in 1945 were opposed to dropping the atomic bombs on Japanese cities. The US had spent a lot of time and money on the bombs and wanted to see how they worked. The US dropped the bombs as revenge for the Japanese attack on Pearl Harbor Suppose you found the following information. Check whether you think each would justify or not justify the United States dropping the atomic bombs on Japan in August 1945. Name:_______________

Sample IntroThe use of the atomic bomb on Hiroshima was a horrible and vicious act but also a necessary evil that, ironically , may have saved thousands of lives, both American and Japanese. In dropping the atomic bomb on Hiroshima the United States not only violated their own moral standards and international law, but declared the United States the “arch enemy of humanity.”

Criteria 5 – 100% 4 – 85% 3 – 75% 2 – 65% 1 – 50% 0 Score Answers question / thesis Identifies and develops a comprehensive thesis that directly responds to the question and addresses all parts of the task.   Identifies and develops a coherent thesis that responds to the question and addresses all parts of the task. Identifies and develops a thesis that responds to the question and addresses most parts of the task. Attempts to identify a thesis that is limited or partially developed, but may not directly respond to the question. Addresses some parts of the task. Lacks a thesis or the thesis does not address the question. Few parts of the task are addressed. No answer, or response that is not relevant or original   Use of sources as evidence (documents, etc.) Uses, cites, and analyzes all of the sources completely and accurately. Exemplary analysis of point of view. Uses, cites, and analyzes most of the sources accurately. Ample analysis of point of view. Uses, cites and analyzes some sources accurately. Moderate analysis of point of view. Uses, cites and analyzes few sources accurately.Limited analysis of point of view.Uses, cites and analyzes no sources accurately.No analysis of point of view.Ignores or misuses the sources    Use of outside knowledge to defend thesisCites considerable, relevant information from outside knowledge to support thesis.Cites ample relevant information from outside knowledge.Cites moderate relevant outside knowledge to support answer.Includes little relevant information from outside knowledge.Does not use relevant information from outside knowledge.Includes no information beyond the documents Thinking skillsDisplays a thorough understanding of the topic with the use of higher level thinking skills and inferences that is more analytical than descriptive.Displays an accurate understanding of the topic with the use of some higher level thinking skills and inferences. Displays a moderate understanding of the topic with moderate use of higher level thinking skills.  Displays a basic understanding of the topic with limited use of thinking skills. Displays little to no understanding of the topic and poor use of thinking skills Shows no understanding of the topic.   Mechanics (Grammar, spelling and usage)Superior mechanics; no errors in grammar, spelling or usage.  Good mechanics; minimal errors in grammar, spelling or usage, does not detract from overall content or meaning. Moderate mechanics; few errors in grammar, spelling or usage, barely detracting from overall content or meaning. Fair mechanics; some errors in grammar, spelling or usage that reduces understanding of the overall content or meaning. Poor mechanics; many errors in grammar, spelling or usage that cause difficulty in understanding overall content or meaning. Response is illegible or incoherent.   Organization Effective organization including a strong introduction, comprehensive argument and meaningful conclusion, that logically and convincingly supports the thesis. Clear organization including a strong introduction, detailed argument, and conclusion that logically supports the thesis. Moderate organization including an introduction, argument, and conclusion that goes beyond a restatement of the thesis. Limited organization that attempts an introduction, argument, conclusion, and minimal support of the thesis. Ineffective organization that may lack an introduction, argument or conclusion. May fail to provide or support the thesis. No organization to the response.           Scoring based on rubric points: 30-27 points = 5 26-21 points = 4 20-15 points = 3 14-9 points = 2 8-3 points = 1 2-0 points = 0   DBQ scoring in TAC 5.0 = 100 4.5 = 95 4.0 = 85 3.5 = 80 3.0 = 75 2.5 = 70 2.0 = 65 1.5 = 60 1.0 = 50 0.5 = 25 0.0 = 0   Total   DBQ Teacher Rubric

Post Assessment Task: Thinking About This Test Agree Disagree N/A Explain why 1. I understood the materials we were to read. 2. Working with someone helped me to understand the documents. 3. The information I read helped me to better understand the unit. 4. Using the documents helped me to write the essay. 5. Using the documents made it easier to form an argument. 6. I understood what the question – topic wanted me to write about. 7. My teacher shared an organizational model with us that made organizing easier. 8. Doing this packet helped me to learn more about history. 9. This activity made me think.