Activity Overview
The use of the atomic bomb on Japan to end World War II remains one of the most controversial decision in world history. The arguments for and against its use are a perfect introduction to debate for your history class, and examining both sides is also a great way for students to understand the views of the people during the mid to late 1940s.
For this activity, students will research both sides of the argument to and not to use the atomic bomb on Japan. Students should create a T-Chart that examines each argument and the points they make. For each argument, students should include the title of the argument, a visualization of the central aspect of the argument, and a written description that summarizes the focal point of the argument.
Extended Activity
Students will use their research from the initial activity to take part in a classroom debate about whether President Truman and the United States government were justified in the use of atomic weapons on Hiroshima and Nagasaki in August of 1945. Teachers should either assign the “team” that the student will be on or let them decide for themselves. For students that argue that Truman should not have dropped the Atomic Bomb, have them decide what he should have done instead. Students should use their previously created storyboards to help the class understand while they present their arguments to the class. Depending on teacher’s decision, they may score the debate as it unfolds, have the students vote on which side won, or if another class is available, you can have the other class serve as the un-biased voters.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard outlining arguments for and against the use of the atomic bomb during World War II.
- Click "Start Assignment".
- In one column, identify the arguments for the use of the atomic bomb. Write a summary for each argument.
- In the other column, do the same for the argument against using the atomic bomb.
- Create illustrations using appropriate scenes, images, characters, or images from Photos for Class.
- Save and exit when you're done.
Lesson Plan Reference
Activity Overview
The use of the atomic bomb on Japan to end World War II remains one of the most controversial decision in world history. The arguments for and against its use are a perfect introduction to debate for your history class, and examining both sides is also a great way for students to understand the views of the people during the mid to late 1940s.
For this activity, students will research both sides of the argument to and not to use the atomic bomb on Japan. Students should create a T-Chart that examines each argument and the points they make. For each argument, students should include the title of the argument, a visualization of the central aspect of the argument, and a written description that summarizes the focal point of the argument.
Extended Activity
Students will use their research from the initial activity to take part in a classroom debate about whether President Truman and the United States government were justified in the use of atomic weapons on Hiroshima and Nagasaki in August of 1945. Teachers should either assign the “team” that the student will be on or let them decide for themselves. For students that argue that Truman should not have dropped the Atomic Bomb, have them decide what he should have done instead. Students should use their previously created storyboards to help the class understand while they present their arguments to the class. Depending on teacher’s decision, they may score the debate as it unfolds, have the students vote on which side won, or if another class is available, you can have the other class serve as the un-biased voters.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard outlining arguments for and against the use of the atomic bomb during World War II.
- Click "Start Assignment".
- In one column, identify the arguments for the use of the atomic bomb. Write a summary for each argument.
- In the other column, do the same for the argument against using the atomic bomb.
- Create illustrations using appropriate scenes, images, characters, or images from Photos for Class.
- Save and exit when you're done.
Lesson Plan Reference
How Tos about Atomic Bomb Debate
How to facilitate respectful and productive debates about controversial historical events
Encourage students to listen actively and respectfully to opposing viewpoints. Remind students that understanding different perspectives is key to learning. Model respectful language and set clear ground rules for discussion, such as no interruptions and focusing on ideas, not individuals.
Establish clear debate roles and responsibilities
Assign specific roles such as moderator, timekeeper, and debaters. Explain each role’s importance to ensure everyone is engaged and the debate stays organized. This helps students take ownership and keeps the debate running smoothly.
Guide students in developing evidence-based arguments
Show students how to support their points with facts, quotes, and reliable sources. Encourage them to reference primary sources or historical documents to strengthen their arguments and demonstrate critical thinking.
Create a structured format for presenting and rebutting arguments
Set time limits for opening statements, rebuttals, and closing remarks. Teach students to take notes and prepare counterarguments. This structure ensures everyone has a voice and that the debate remains focused and equitable.
Reflect and debrief after the debate to build critical thinking
Lead a class discussion on what students learned and how their views may have changed. Encourage them to share what strategies worked well and how they can apply respectful debate skills in other subjects or real-life situations.
Frequently Asked Questions about Atomic Bomb Debate
What are the main arguments for and against using the atomic bomb on Japan during World War II?
The main arguments for using the atomic bomb include ending the war quickly, saving lives by avoiding a land invasion, and demonstrating power to deter future conflicts. Arguments against focus on the massive civilian casualties, ethical concerns, and the belief that Japan was close to surrendering without its use.
How can I structure a classroom debate on the atomic bomb decision?
Start by dividing students into teams representing both sides of the atomic bomb debate. Have them research arguments, create T-Charts, and prepare storyboards. Each team presents their case, followed by rebuttals. You can score the debate, have students vote, or involve another class as impartial judges.
What is a T-Chart and how can it help students analyze the atomic bomb debate?
A T-Chart is a graphic organizer with two columns, allowing students to list and compare arguments for and against a topic. In the atomic bomb debate, it helps students organize evidence and visualize the strengths and weaknesses of each side.
How do I help students understand both perspectives about dropping the atomic bomb?
Encourage students to research historical sources from the 1940s, analyze primary documents, and create summaries of each viewpoint. Using storyboards and class debates helps them engage with and empathize with both perspectives.
What alternative actions could have been taken instead of dropping the atomic bomb?
Alternatives included continuing conventional warfare, enforcing a naval blockade, waiting for Soviet entry into the war, or negotiating conditional surrender terms. Each option had its own risks and potential consequences.
More Storyboard That Activities
World War II: (1942-1945)
This Activity is Part of Many Teacher Guides
- Mennonite World Conference Assembly 7, Kitchener, Ontario, 1962 • Mennonite Church USA Archives • License No known copyright restrictions (http://flickr.com/commons/usage/)
- Radiation • illustir • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Radioactive • bburky • License Attribution (http://creativecommons.org/licenses/by/2.0/)
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
