BOMB DROPPED on HIROSHIMA Biographies, Discussion Questions, Suggested Activities and More NUCLEAR WEAPONS Setting the Stage
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The Smithsonian and the Enola Gay: the Crew
AFA’s Enola Gay Controversy Archive Collection www.airforcemag.com The Smithsonian and the Enola Gay From the Air Force Association’s Enola Gay Controversy archive collection Online at www.airforcemag.com The Crew The Commander Paul Warfield Tibbets was born in Quincy, Ill., Feb. 23, 1915. He joined the Army in 1937, became an aviation cadet, and earned his wings and commission in 1938. In the early years of World War II, Tibbets was an outstanding B-17 pilot and squadron commander in Europe. He was chosen to be a test pilot for the B-29, then in development. In September 1944, Lt. Col. Tibbets was picked to organize and train a unit to deliver the atomic bomb. He was promoted to colonel in January 1945. In May 1945, Tibbets took his unit, the 509th Composite Group, to Tinian, from where it flew the atomic bomb missions against Japan in August. After the war, Tibbets stayed in the Air Force. One of his assignments was heading the bomber requirements branch at the Pentagon during the development of the B-47 jet bomber. He retired as a brigadier general in 1966. In civilian life, he rose to chairman of the board of Executive Jet Aviation in Columbus, Ohio, retiring from that post in 1986. At the dedication of the National Air and Space Museum’s Udvar- Hazy Center in December 2003, the 88-year-old Tibbets stood in front of the restored Enola Gay, shaking hands and receiving the high regard of visitors. (Col. Paul Tibbets in front of the Enola Gay—US Air Force photo) The Enola Gay Crew Airplane Crew Col. -
The Manhattan Project and Its Legacy
Transforming the Relationship between Science and Society: The Manhattan Project and Its Legacy Report on the workshop funded by the National Science Foundation held on February 14 and 15, 2013 in Washington, DC Table of Contents Executive Summary iii Introduction 1 The Workshop 2 Two Motifs 4 Core Session Discussions 6 Scientific Responsibility 6 The Culture of Secrecy and the National Security State 9 The Decision to Drop the Bomb 13 Aftermath 15 Next Steps 18 Conclusion 21 Appendix: Participant List and Biographies 22 Copyright © 2013 by the Atomic Heritage Foundation. All rights reserved. No part of this book, either text or illustration, may be reproduced or transmit- ted in any form by any means, electronic or mechanical, including photocopying, reporting, or by any information storage or retrieval system without written persmission from the publisher. Report prepared by Carla Borden. Design and layout by Alexandra Levy. Executive Summary The story of the Manhattan Project—the effort to develop and build the first atomic bomb—is epic, and it continues to unfold. The decision by the United States to use the bomb against Japan in August 1945 to end World War II is still being mythologized, argued, dissected, and researched. The moral responsibility of scientists, then and now, also has remained a live issue. Secrecy and security practices deemed necessary for the Manhattan Project have spread through the govern- ment, sometimes conflicting with notions of democracy. From the Manhattan Project, the scientific enterprise has grown enormously, to include research into the human genome, for example, and what became the Internet. Nuclear power plants provide needed electricity yet are controversial for many people. -
Brig Gen. Paul W. Tibbets Jr. K4ZVZ *1915-2007
rig Gen. Paul W. Tibbets Jr. K4ZVZ *1915-2007* Born in Quincy IL to Enola Gay Haggard B Tibbets and Paul Warfield Tibbets. Our subject, the son of a prosperous business man. The family moving to Florida early in his life. This aviator, lecturer and business man carried out probably one the most important duties during the entire Pacific World War Two, directed by our Commander in Chief. Officer Tibbets knew the personal terror and torture of war with his 25 missions over the European Theater in the B-17 Flying Fortress., then into Algeria leading the first bombardment missions in support of the North African invasion. March of 1943 he returned to the USA to test the combat capability of Boeing’s new Super Fortress B-29. Many are unaware that General Tibbets was one of us, a ham operator. Licensed in the period of the 1950s - Paul in recent years was not able to operate radio because of his hearing deficiencies, yet he was very proficient with the Morse code. He allowed his General Class ticket to expire with a Florida address and was not renewed in 1998. Most of us older types are familiar with the Enola Gay, named after Paul’s mother - This era was forth coming in September of 1944, Paul was briefed on the Manhattan Project. If he was denied anything needed for the Manhattan project, he would be instructed to use the code word “Silverplate” and his request would be honored without question. Paul requisitioned 15 new B-29s and specified they be stripped of turrets and armor plating except for the tail gunner position. -
Potsdam Declaration from Lisa Bastien
TEACHING AMERICAN HISTORY PROJECT Lesson Title - Potsdam Declaration From Lisa Bastien Grade: 9-12 Length of class period: 86 minute block period Inquiry: (What essential question are students answering, what problem are they solving, or what decision are they making?) Why would the terms of the Potsdam Declaration deter the Japanese from giving an unconditional surrender? Objectives: (What content and skills do you expect students to learn from this lesson?) Students will be able to: • explain the events leading up to the dropping of the atomic bombs • provide examples as to why Japan refused to except the unconditional surrender presented to them prior to the use of the atomic bombs Students will: • analyze a primary source to use as support in response to a given question Materials: (What primary sources or local resources are the basis for this lesson?) Potsdam Declaration (see attached) Activities: (What will you and your students do during the lesson to promote learning?) • Start class by doing a class lecture/discussion on the war in the Pacific (WWII) including specifics on: the Philippines, the battle of Midway, Island Hopping, Guadalcanal, Kamikazes, Iwo Jima, Okinawa and ultimately the Manhattan Project. • Ask the class "what are some ways the US could have warned the Japanese of the nuclear bomb and/or it’s affects without dropping it on a city?" (students may make many suggestions including staging a demonstration so that Japan could understand what the bomb was capable of doing.) • Discuss with the students that staging a demonstration was a consideration that was made. Have them analyze through discussion why it was decided against. -
JUDGEMENT of the International Peoples' Tribunal on the Dropping
JUDGEMENT Of The International Peoples' Tribunal On the Dropping of Atomic Bombs On Hiroshima and Nagasaki July 16, 2007 Judges Lennox S. Hinds Carlos Vargas IE Masaji Prosecutors Mr. ADACHI Shuichi Mr. INOUE Masanobu Ms. SHIMONAKA Nami Mr. AKIMOTO Masahiro Mr. CHE Bong Tae Amicus Curiae Mr. OHKUBO Kenichi 1 PLAINTIFFS A-Bomb Survivors Citizens of Hiroshima Citizens of Nagasaki Any Other Supporters of A-Bomb Survivors DEFENDANTS UNITED STATES OF AMERICA US. President, Franklin D. Roosevelt U.S. President, Harry S. Truman James F. Byrnes, Secretary of State Henry L. Stimson, Secretary of War George C. Marshall, Army Chief of Staff Thomas T. Handy, Army Acting Chief of Staff Henrry H. Arnold, Commander of the Army Air Forces Carl A. Spaatz, Commander of the US Strategic Air Force Curtis E. LeMay, Commander of the 20th Bomber Command Paul W. Tibbets, Pilot of B-29 “Enola Gay” William S. Parsons, Weaponeer of B-29 “Enola Gay” Charles W. Sweeny, Pilot of B-29 “Book s Car” Frederick L. Ashworth, Weaponeer of B-29 “Bocks Car” Leslie R. Groves, Head of the Manhattan Project J. Robert Oppenheimer, Director of the Los Alamos Laboratory REGISTRY TSUBOI Sunao, SASAKI Takeya, TANAKA Yuki, FUNAHASHI Yoshie YOKOHARA Yukio, TOSHIMOTO Katsumi, OKUHARA Hiromi KUNO Naruaki, HINADA Seishi 2 A: Universal Jurisdiction of the Court 1. In accordance with Article 2 paragraph (1) of the Charter of the International Peoples' Tribunal on the Dropping of Atomic Bombs on Hiroshima and Nagasaki, the Tribunal has jurisdiction over crimes committed against the citizens of Hiroshima and Nagasaki and the victims of the atomic bombs dropped on Hiroshima and Nagasaki on August 6 and August 9, 1945, respectively. -
Manchuria Documents to Examine
Source 1 Source Information: The Legacy of the Soviet Union Offensives of August 1945 https://amti.csis.org/the-legacy-of-the-soviet-offensives-of-august-1945/ ____________________________________________________________________________ THE LEGACY OF THE SOVIET OFFENSIVES OF AUGUST 1945 BY JEFF MANKOFF | AUGUST 13, 2015 JAPAN, RUSSIA, UNITED STATES The Second World War was an unparalleled calamity for the Soviet Union. As many as 27 million Soviet soldiers and civilians died as a result of the conflict that started with the German invasion of Poland in September 1939 and ended with the Japanese surrender in August 1945. Consumed by this existential struggle along its western border, the Soviet Union was a comparatively minor factor in the Pacific War until the very end. Yet Moscow’s timely intervention in the war against Japan allowed it to expand its influence along the Pacific Rim. With the breakdown of Allied unity soon heralding the onset of the Cold War, Soviet gains in Asia also left a legacy of division and confrontation, some of which endure into the present. By the 1930s, Stalin’s Soviet Union and Imperial Japan both viewed themselves as rising powers with ambitions to extend their territorial holdings. In addition to a strategic rivalry dating back to the 19th century, they now nursed an ideological enmity born of the Bolshevik Revolution and the ultraconservative military’s growing hold on Japanese politics. In 1935, Japan signed the AntiComintern Pact with Hitler’s Germany, laying the foundation for the creation of the Axis (Fascist Italy would join the following year). The two militaries engaged in a series of skirmishes along the frontier between Soviet Siberia and Japanese-occupied Manchuria (Manchukuo) during the late 1930s. -
Primary Source Document with Questions (Dbqs) the POTSDAM DECLARATION (JULY 26, 1945) Introduction the Dropping of the Atomic Bo
Primary Source Document with Questions (DBQs) THE POTSDAM DECLARATION (JULY 26, 1945) Introduction The dropping of the atomic bombs on Hiroshima and Nagasaki remains among the most controversial events in modern history. Historians have actively debated whether the bombings were necessary, what effect they had on bringing the war in the Pacific to an expeditious end, and what other options were available to the United States. These very same questions were also contentious at the time, as American policymakers struggled with how to use a phenomenally powerful new technology and what the long-term impact of atomic weaponry might be, not just on the Japanese, but on domestic politics, America’s international relations, and the budding Cold War with the Soviet Union. In retrospect, it is clear that the reasons for dropping the atomic bombs on Japan, just like the later impact of nuclear technology on world politics, were complex and intertwined with a variety of issues that went far beyond the simple goal of bringing World War II to a rapid close. The Potsdam Declaration was issued on July 26, 1945 by U.S. President Harry Truman, British Prime Minister Winston Churchill, and President Chiang Kai-shek of the Republic of China, who were meeting in Potsdam, Germany to consider war strategy and post-war policy. Soviet leader Joseph Stalin also attended the Potsdam Conference but did not sign the Declaration, since the Soviet Union did not enter the war against Japan until August 8, 1945. Document Excerpts with Questions From Japan’s Decision to Surrender, by Robert J.C. -
Smithsonian and the Enola
An Air Force Association Special Report The Smithsonian and the Enola Gay The Air Force Association The Air Force Association (AFA) is an independent, nonprofit civilian organiza- tion promoting public understanding of aerospace power and the pivotal role it plays in the security of the nation. AFA publishes Air Force Magazine, sponsors national symposia, and disseminates infor- mation through outreach programs of its affiliate, the Aerospace Education Founda- tion. Learn more about AFA by visiting us on the Web at www.afa.org. The Aerospace Education Foundation The Aerospace Education Foundation (AEF) is dedicated to ensuring America’s aerospace excellence through education, scholarships, grants, awards, and public awareness programs. The Foundation also publishes a series of studies and forums on aerospace and national security. The Eaker Institute is the public policy and research arm of AEF. AEF works through a network of thou- sands of Air Force Association members and more than 200 chapters to distrib- ute educational material to schools and concerned citizens. An example of this includes “Visions of Exploration,” an AEF/USA Today multi-disciplinary sci- ence, math, and social studies program. To find out how you can support aerospace excellence visit us on the Web at www. aef.org. © 2004 The Air Force Association Published 2004 by Aerospace Education Foundation 1501 Lee Highway Arlington VA 22209-1198 Tel: (703) 247-5839 Produced by the staff of Air Force Magazine Fax: (703) 247-5853 Design by Guy Aceto, Art Director An Air Force Association Special Report The Smithsonian and the Enola Gay By John T. Correll April 2004 Front cover: The huge B-29 bomber Enola Gay, which dropped an atomic bomb on Japan, is one of the world’s most famous airplanes. -
The Atomic Bombs and the Soviet Invasion: What Drove Japan's Decision to Surrender?
Volume 5 | Issue 8 | Article ID 2501 | Aug 01, 2007 The Asia-Pacific Journal | Japan Focus The Atomic Bombs and the Soviet Invasion: What Drove Japan's Decision to Surrender? Tsuyoshi Hasegawa The Atomic Bombs and the SovietFrank, have recently confronted this issue Invasion: What Drove Japan’s Decision to head-on, arguing that the atomic bombing of Surrender? Hiroshima had a more decisive effect on Japan’s decision to surrender than did Soviet Tsuyoshi HASEGAWA entry into the war.[4] This essay challenges that view. It argues that (1) the atomic Almost immediately following the end of World bombing of Nagasaki did not have much effect War II, Americans began to question the use of on Japan’s decision; (2) of the two factors—the the atomic bomb and the circumstances atomic bombing of Hiroshima and Soviet entry surrounding the end of the Pacific War. More into the war—the Soviet invasion had a more than half a century later, books and articles on important effect on Japan’s decision to the atomic bomb still provoke storms of debate surrender; (3) nevertheless, neither the atomic among readers and the use of atomic weapons bombs nor Soviet entry into the war served as remains a sharply contested subject.[1] As the “a knock-out punch” that had a direct, decisive, 1995 controversy over the Enola Gay exhibit at and immediate effect on Japan’s decision to the Smithsonian’s National Air and Space surrender; (4) the most important, immediate Museum revealed, the issues connected with cause behind Japan’s decision to surrender the dropping of the bombs on Hiroshima and were the emperor’s “sacred decision” to do so, Nagasaki continue to touch a sensitive nerve in engineered by a small group of the Japanese Americans. -
Bob Farquhar
1 2 Created by Bob Farquhar For and dedicated to my grandchildren, their children, and all humanity. This is Copyright material 3 Table of Contents Preface 4 Conclusions 6 Gadget 8 Making Bombs Tick 15 ‘Little Boy’ 25 ‘Fat Man’ 40 Effectiveness 49 Death By Radiation 52 Crossroads 55 Atomic Bomb Targets 66 Acheson–Lilienthal Report & Baruch Plan 68 The Tests 71 Guinea Pigs 92 Atomic Animals 96 Downwinders 100 The H-Bomb 109 Nukes in Space 119 Going Underground 124 Leaks and Vents 132 Turning Swords Into Plowshares 135 Nuclear Detonations by Other Countries 147 Cessation of Testing 159 Building Bombs 161 Delivering Bombs 178 Strategic Bombers 181 Nuclear Capable Tactical Aircraft 188 Missiles and MIRV’s 193 Naval Delivery 211 Stand-Off & Cruise Missiles 219 U.S. Nuclear Arsenal 229 Enduring Stockpile 246 Nuclear Treaties 251 Duck and Cover 255 Let’s Nuke Des Moines! 265 Conclusion 270 Lest We Forget 274 The Beginning or The End? 280 Update: 7/1/12 Copyright © 2012 rbf 4 Preface 5 Hey there, I’m Ralph. That’s my dog Spot over there. Welcome to the not-so-wonderful world of nuclear weaponry. This book is a journey from 1945 when the first atomic bomb was detonated in the New Mexico desert to where we are today. It’s an interesting and sometimes bizarre journey. It can also be horribly frightening. Today, there are enough nuclear weapons to destroy the civilized world several times over. Over 23,000. “Enough to make the rubble bounce,” Winston Churchill said. The United States alone has over 10,000 warheads in what’s called the ‘enduring stockpile.’ In my time, we took care of things Mano-a-Mano. -
Foundation Document Manhattan Project National Historical Park Tennessee, New Mexico, Washington January 2017 Foundation Document
NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Manhattan Project National Historical Park Tennessee, New Mexico, Washington January 2017 Foundation Document MANHATTAN PROJECT NATIONAL HISTORICAL PARK Hanford Washington ! Los Alamos Oak Ridge New Mexico Tennessee ! ! North 0 700 Kilometers 0 700 Miles More detailed maps of each park location are provided in Appendix E. Manhattan Project National Historical Park Contents Mission of the National Park Service 1 Mission of the Department of Energy 2 Introduction 3 Part 1: Core Components 4 Brief Description of the Park. 4 Oak Ridge, Tennessee. 5 Los Alamos, New Mexico . 6 Hanford, Washington. 7 Park Management . 8 Visitor Access. 8 Brief History of the Manhattan Project . 8 Introduction . 8 Neutrons, Fission, and Chain Reactions . 8 The Atomic Bomb and the Manhattan Project . 9 Bomb Design . 11 The Trinity Test . 11 Hiroshima and Nagasaki, Japan . 12 From the Second World War to the Cold War. 13 Legacy . 14 Park Purpose . 15 Park Signifcance . 16 Fundamental Resources and Values . 18 Related Resources . 22 Interpretive Themes . 26 Part 2: Dynamic Components 27 Special Mandates and Administrative Commitments . 27 Special Mandates . 27 Administrative Commitments . 27 Assessment of Planning and Data Needs . 28 Analysis of Fundamental Resources and Values . 28 Identifcation of Key Issues and Associated Planning and Data Needs . 28 Planning and Data Needs . 31 Part 3: Contributors 36 Appendixes 38 Appendix A: Enabling Legislation for Manhattan Project National Historical Park. 38 Appendix B: Inventory of Administrative Commitments . 43 Appendix C: Fundamental Resources and Values Analysis Tables. 48 Appendix D: Traditionally Associated Tribes . 87 Appendix E: Department of Energy Sites within Manhattan Project National Historical Park . -
The Issues of War with Japan Coverage in the Presidential Project «Fundamental Multi-Volume Work» the Great Patriotic War of 1941 - 1945 «»
Vyatcheslav Zimonin Captain (Russia NAVY) Doctor of Historical Sciences, Professor of Military University, Honored Scientist Of The Russian Federation and Academy of Natural Sciences The issues of war with Japan coverage in the Presidential project «Fundamental multi-volume work» The Great Patriotic War of 1941 - 1945 «» Fundamental multi-volume work «The Great Patriotic War of 1941-1945» is being developed in accordance with the Decree № 240-рп of May 5, 2008 of the President of the Russian Federation. The work is developed under the organizational leadership of the main drafting committee headed by the Minister of Defense of the Russian Federation Army General Sergey Shoigu. Major General V.A. Zolotarev, well-known Russian scientist, Doctor of Historical and Legal Sciences, Professor, Academician of the Academy of Natural Sciences, State Councilor of the Russian Federation Deputy Chairman of the GRK is appointed as scientific director of the multi-volume work. Fundamental structure of a multivolume work: Volume 1 - «The main facts of the war,» Volume 2 - «The origin and the beginning of the war» Volume 3 - «Battles and actions that changed the course of the war,» Volume 4 - «Freeing of the USSR, 1944 « Volume 5 - «The final victory. Final operations of World War II in Europe. War with Japan « Volume 6 - «The Secret War. Intelligence and counterintelligence in the Great Patriotic War « Volume 7 - «Economy and weapons of war» Volume 8 - «Foreign policy and diplomacy of the Soviet Union during the war» Volume 9 - «Allies of the USSR in the war» Volume 10 - «The power, society and war» Volume 11 - «Policy and Strategy of Victory.