The Atomic Bombings Of Hiroshima And Nagasaki

History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).

Intense moral justification was needed in order to make the decision to drop the bombs on Hiroshima and Nagasaki however, President Truman was ultimately the man who made the final decision to launch ‘Little Boy’ and destroy Hiroshima, Nagasaki and their civilians, thus forcing an end to the war. Although there were many alternatives presented to President Truman, it is unknown as to whether they would have actually succeeded in ending the war or producing less casualties. Truman made the decision to drop these bombs in the heat of war but his justification of having a military target appeared extremely unrealistic, as both cities were full of innocent civilians. The morality of the bombs have been debated over the years, however the publication of the actual damage to civilian life caused a strong voice opposed to the usage in the 60 years following the action.

Teachers tend to skim over the end of textbooks, which contain more recent events, maybe because there is not enough time in the year to finish teaching the entire book, but also teacher tend to just touch on these subjects because they can be controversial especially if it happened in or around their lifetime. Surveying the books, it shows that more recent decades in our textbooks contain less than half the amount of pages than a chapter taking place in the 1930’s; however, it is possible that these chapters are shorter because there has been less time spent studying current events. Studying more recent events in classrooms seems like a good topic for discussion considering the students and teachers could understand different opinions about a topic they or someone they know have lived through, hopefully giving a better understanding. Not going into more detail about current events leaves us continuing to

There are a great number of things that can create problems for students in regards to their academics. One such issue is misunderstandings. There are some that are more common than others and will be identified in order to recognize potential problem areas and solutions. In addition, there are some misconceptions that are associated with particular content areas. One content area that will be under scrutiny will be the Social Studies classroom. These potentially problematic instances will be identified and methods will be devised using the “Backward Design” (Wiggins, & McTighe, 2005) approach in an attempt to reduce issues the teacher may face.

It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013). Therefore it is important to prepare children for more challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p.72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p.72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult

        August 6, 1945 defines a pivotal moment in world history. At 8:15am, the United States

On August 8th 1945 the first atomic weapon, a fission bomb, was dropped on the city of Hiroshima in an attempt to force the Japanese to surrender in World War II (Bombing of Hiroshima and Nagasaki, 2009). This event exposed the danger of nuclear energy. This massive explosion demolished 90 percent of the city and immediately killed 80,000 people. This was only the beginning though, tens of thousands of innocent people died due to the aftermath of radiation exposure for another generation (Rosenberg, n.d). This day marks one of the most controversial in history. While some argue that Truman’s decision to drop the bomb was in America’s best interest, others question the ethics of dropping the most destructive weapon in the history of war on a city filled with innocent civilians (Pavlik 1995).

The horrific atom bombing of Hiroshima and Nagasaki, Japan on August 6th and 9th of 1945 brought about several reactions in the United States. Starting with the controversial events leading up to the atomic with the Potsdam Proclamation, many Americans began to wonder whether the total destruction of these two cities were necessary. However, immediate American responses and reactions to the bombs were contrary to what they became later on. Americans slowly stopped being ignorant of what had happened in Japan and began to question the actions of their government; although, this questioning of such events was popular at first, they slowly accelerated to stronger beliefs today. Finally, the atomic bombing of Hiroshima and Nagasaki in 1945 has had major effects on America from the day of the bombing to present day United States

One of the most argued topics in all of history is the atomic bombings of Japan in August of 1945. Many argued that we should have done exactly as we did, they would argue it was the only way to get Japan to surrender and to not lose any more American lives. Others believe that it was very unethical in dropping the atomic bombs. The director of Nuclear Studies Institute at American University in Washington D.C, Peter Kuznick, was against the whole idea, stating that “Truman knew he was beginning the process of annihilation of the species. It was not just a war crime; it was a crime against humanity.”

There is no way to justify killing people, simply, because it is wrong and immoral, but what if it’s done to protect your own people? Would it be justified then? President Truman thought so. In 1945, during the heightened onslaught of World War II with Japan, Harry S. Truman was faced with a difficult decision that would determine the future of the War and the future of our nation. Before Franklin D. Roosevelt passed away, he had been working on a secret, powerful, nuclear weapon that not even his Vice President knew about. This weapon was geared up and ready to end the War, but it came at a price. The radioactive material inside the bomb was only about the size of an orange, but it could wipe out an entire population. On August 6th, 1945 Truman makes the difficult decision to drop the first atomic bomb on Hiroshima, Japan. The bomb killed 140,000 people and destroyed 80% of the buildings in the city. This was the beginning of a new age. Three days later Truman dropped the second bomb on Japan killing 70,000 people. Emperor Hirohito of Japan was forced to surrender on August 14th, 1945, in order to salvage the rest of his country. Although there was massive devastation in Japan, I believe President Harry Trumans’ actions were justified because the dropping of the atomic bomb gave Japans leadership the final jolt it needed to surrender and it saved lives on, not only the American side, but also the Japanese side of the war.

Throughout the years people of debated about the droppings of the atom bombs on Hiroshima and Nagasaki. Some of the arguments against was that it was inhumane. Others have claimed the reason that the United States have dropped those bombs was to show the Soviet Union the power they had. I, however, disagree with both of those statements. It’s not because I do not care for the Japanese life, it’s because I believe this was the only way to end the war as soon as possible with less casualties. Yes, I realize it sounds a bit cruel and odd but I believe that the Japanese would not have stopped until they were relatively near genocide. Also to think that the American’s were trying to flex their muscle for the Soviets is a bit preposterous.

Also the provincial government is taking steps to standardize the level of education received by students in Ontario. Programs like standardized testing for teachers and students as well as the standardization of the curriculum were implemented. These programs are intended to provide all students regardless of race or economic standing in any area of the province and equal opportunity to succeed. These initiatives are part and parcel of increased demand by the Federal government to have Canadian students rise to "levels equivalent to those achieved by students in Asia and Europe." (Lightbody, pg. 265) These steps however pay little heed to other cultures in the education system. All courses on history or culture at the high school level are aimed to familiarize students with the traditions, philosophy, literature and history of the western world. Proponents argue that this action is appropriate since our country is based on a democracy founded in European ideals of government. It is also claimed that there would not be enough time in the current school year to educate students on every culture that has contributed to the construction of our society. Proponents for centralization seem to prefer the "middle of the road approach" when making decisions on curriculum. It is argued that trying to push the subject of multiculturalism too far would actually be a hindrance. Over emphasis of multiculturalism may interfere with a student’s

The atomic bombing of Japan was an unjustified decision that many considered was inhumane. Through the use of atomic bombs, many innocents were harmed in one way or another. Berger described the atomic bombing of Hiroshima as "a terrorist act" and that it was "evil". While Berger 's argument was extreme, the U.S. still remains unjustified because they did not know exactly how much damage the bomb would actually cause. Bombing Japan, the U.S. harmed thousands of civilians and displayed the effectiveness of the atomic bomb despite having other options to end the war.

The panel presentation that I will be reflecting and be debating on is the development of nuclear weapons and the bombing of Hiroshima. The origin of the nuclear age started with the scientific discovery of nuclear fission by German chemists Otto Hahn and Fritz Strassmann in 1938, and theorists Lise Meitner and Otto Frisch made the development of an atomic bomb a theoretical possibility. Nuclear Fission was the theory that if a neutron was fired at an atom of radioactive isotopes, such as uranium or plutonium, it would split the atom causing a chain reaction which releases massive amounts of energy and heat. A few years before the discovery of nuclear fission, A Hungarian physicists Leó Szilárd patented the idea of the world 's first

Would you kill a thousand to save millions? Well the drastic actions taken by the United States did save millions. There were two actions that had to occur to save the millions and end the war, the dropping of the two atomic bombs being the first of their kind were to be the most powerful bomb ever invented using atomic and nuclear forces so create it and packed over 20,000 tons of TNT and was about ten feet long. The bomber that transported and dropped them was called the 'Enola Gay’. The two Japanese cities’ that were struck by such creations were Hiroshima and Nagasaki. In this essay I will be discussing on how the actions taken by the United States of America were completely justified in dropping the two bombs as is established a future power image, saved millions, ended the war and ended the axis of evil.