Discusses Herbert York's book "The Advisors/Oppenheimer, Teller & The Superbomb," which is an account of the decisions involved in making the American hydrogen bomb. (Author/IRT)

Analyzes the decision to drop the atomic bomb from a rhetorical point of view, arguing that the bombs were launched because of an American commitment to a particular rhetoric that focused on the propaganda slogan "unconditional surrender." (PD)

The superpowers are making decisions about tactical and nuclear weapons which may be immutable for Europe for the next 20 years. The maintenance of arsenals for tactical and nuclear weapons should be discussed by more than just the closed circle of professional strategists-by journalists, politicians, philosophers and thoughtful citizens. (BT)

A historian looks back at the dropping of the atomic bomb; in hindsight the political and moral consequences are plain, but at the time the decision reflected an overwhelming American consensus. (BT)

Fear of nuclear energy, nuclear weapons, and nuclear was is widespread among the peoples of the world. However, to what extent do the fears (both rational and irrational) of policy-making elites and political masses produce actual effects upon the behavior of governments (who, after all, control the use of nuclear weapons)? (Author/RK)

The Nuclear Disarmament Project involving Catholic churches and schools in San Francisco used Freirean codifications, with photographs as codes, to develop discussions on the moral issues of nuclear arms. Group discussions led to concrete action in the cause of peace and social justice. (SK)

Points out that policy decisions about nuclear weapons evolve from politics, bureaucracy, and technology, indicating that intelligent people can learn enough about technology to make judgments about policy issues. Suggests, however, that much more thinking is necessary to arrive at a coherent perspective about what constitutes nuclear weapons…

Appropriate for secondary school social studies, this booklet outlines approaches for dealing with the threat of nuclear warfare in six sections. The first section, "Learning to Live with Nuclear Weapons," introduces the topic and considers what can be done to decrease the risk of nuclear warfare without jeopardizing the nation's security. "Arms…

Explores how historical empathy can give students a richer understanding of the past, focusing on the development of the students' historical understanding through an analysis of 18 documents on President Truman's decision to use the atomic bomb against Japan. (CMK)

By focusing on the question of whether it was right or wrong to drop the atomic bomb on Hiroshima, this social studies unit seeks to illuminate the political, military, scientific, and moral complexities involved in making far-reaching decisions today. Sections of the unit use primary materials from American, Japanese, and English sources to…

These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can…

This unit presents students with dilemmas faced by U.S. policymakers with three distinct options for U.S. policy toward Japan. Background readings provide students with information on the U.S. decision to drop the atomic bomb on Japan in 1945. By exploring a spectrum of alternatives, students gain a deeper understanding of the values underlying…