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MARSHALL LEGACY SERIES: WEAPONS of WAR Suggested Reading List
MARSHALL LEGACY SERIES: WEAPONS OF WAR Suggested Reading List WEAPONS • Couffer, Jack. Bat Bomb: World War II’s Other Secret Weapon. Austin: University of Texas Press, 1992. • Lockwood, Jeffrey. Six-Legged Soldiers: Using Insects as Weapons of War. Oxford: Oxford University Press, 2008. • O’Connell, Robert L. Of Arms and Men: A History of War, Weapons, and Aggression. Oxford: Oxford University Press, 1990. PROPAGANDA • Balfour, Michael. Propaganda in War 1939-1945. London: Routledge and Kegan, 1979. • Darracott, Joseph. The First World War in Posters: From the Imperial War Museum. New York: Dover Publications, 1974 • Dewar, Michael Colonel. The Art of Deception in Warfare. New York: Sterling Publishing, 1989. • Dipaolo, Marc. War, Politics and Superheroes: Ethics and Propaganda in Comics and Film. North Carolina: McFarland, 2011. • Ellul, Jacques. Propaganda: The Formation of Men’s Attitudes. New York: Alfred A. Knopf, 1965. • Fyne, Robert. The Hollywood Propaganda of World War II. Maryland: Scarecrow Press, 2008. • Gregory, G.H. Posters of World War II. New York: Gramercy Books, 1993. • Hertzstein, Robert Edwin. The War that Hitler Won: The Most Infamous Propaganda Campaign in History. New York: Putnam, 1978. • Laswell, Harold. Propaganda Techniques in World War I. Cambridge: M.I.T. Press, 1971. • Laurie, Clayton. The Propaganda Warriors: America’s Crusade Against Nazi Germany. Kansas: University Press of Kansas, 1996. • Rendell, Kenneth W. With Weapons and Wits. Lincolnshire: Overlord Press, 1992. • Rhodes, Anthony. Propaganda: The Art of Persuasion World War II. Minneapolis: Book Sales, 1988. • Rutherford, Ward. Hitler’s Propaganda Machine. New York: Grosset and Dunlop, 1978. • Stanley, Peter. What Did You Do in the War, Daddy? A Visual History of Propaganda Posters. -
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 Making of an Atomic Bomb
(Image: Courtesy of United States Government, public domain.) INTRODUCTORY ESSAY "DESTROYER OF WORLDS": THE MAKING OF AN ATOMIC BOMB At 5:29 a.m. (MST), the world’s first atomic bomb detonated in the New Mexican desert, releasing a level of destructive power unknown in the existence of humanity. Emitting as much energy as 21,000 tons of TNT and creating a fireball that measured roughly 2,000 feet in diameter, the first successful test of an atomic bomb, known as the Trinity Test, forever changed the history of the world. The road to Trinity may have begun before the start of World War II, but the war brought the creation of atomic weaponry to fruition. The harnessing of atomic energy may have come as a result of World War II, but it also helped bring the conflict to an end. How did humanity come to construct and wield such a devastating weapon? 1 | THE MANHATTAN PROJECT Models of Fat Man and Little Boy on display at the Bradbury Science Museum. (Image: Courtesy of Los Alamos National Laboratory.) WE WAITED UNTIL THE BLAST HAD PASSED, WALKED OUT OF THE SHELTER AND THEN IT WAS ENTIRELY SOLEMN. WE KNEW THE WORLD WOULD NOT BE THE SAME. A FEW PEOPLE LAUGHED, A FEW PEOPLE CRIED. MOST PEOPLE WERE SILENT. J. ROBERT OPPENHEIMER EARLY NUCLEAR RESEARCH GERMAN DISCOVERY OF FISSION Achieving the monumental goal of splitting the nucleus The 1930s saw further development in the field. Hungarian- of an atom, known as nuclear fission, came through the German physicist Leo Szilard conceived the possibility of self- development of scientific discoveries that stretched over several sustaining nuclear fission reactions, or a nuclear chain reaction, centuries. -
Wahlen, R. K. History of 100-B Area
WHC-EP-0273 History of 100-B Area R. K. Wahlen Date Published October 1989 Prepared for the U.S. Department of Energy Assistant Secretary for Management and Administration w Westinghouse P.O. Box 1970 0- Hanford mpany Richland, Washington &I352 Hanford Operations and Engineering Contractor for the U.S. Department of Energy under Contract DE-ACO6-87RLlOg30 WHC-EP-0273 EXECUTIVE SUMMARY In August 1939, Albert Einstein wrote a letter to President Roosevelt that informed him of the work that had been done by Enrico Fermi and L. Szilard on converting energy from the element uranium. He also informed President Roosevelt that there was strong evidence that the Germans were also working on this same development. This letter initiated a program by the United States to develop an atomic bomb. The U.S. Army Corps of Engineers, under the Department of Defense, was assigned the task. The program, which involved several locations in the United States, was given the code name, Manhattan Project. E. I. du Pont de Nemours & Company (Du Pont) was contracted to build and operate the reactors and chemical separations plants for the production of plutonium. On December 14, 1942, officials of Du Pont met in Wilmington, Delaware, to develop a set of criteria for the selection of a site for the reactors and separations plants. The basic criteria specified four requirements: (1) a large supply of clean water, (2) a large supply of electricity, (3) a large area with low population density, and (4) an area that would cover at least 12 by 16 mi. -
The Hanford Laboratories and the Growth of Environmental Research in the Pacific Northwest
AN ABSTRACT OF THE THESIS OF D. Erik Ellis for the degree of Master of Science in History of Science, presented on December 17,2002. Title: The Hanford Laboratories and the Growth of Environmental Research in the Pacific Northwest. 1943 to 1965. Redacted for privacy Abstract approved: William G. Robbins The scientific endeavors that took place at Hanford Engineer Works, beginning in World War II and continuing thereafter, are often overlooked in the literature on the Manhattan Project, the Atomic Energy Commission, and in regional histories. To historians of science, Hanford is described as an industrial facility that illustrates the perceived differences between academic scientists on the one hand and industrial scientists and engineers on the other. To historians of the West such as Gerald Nash, Richard White, and Patricia Limerick, Hanford has functioned as an example of the West's transformation during in World War II, the role of science in this transformation, and the recurring impacts of industrialization on the western landscape. This thesis describes the establishment and gradual expansion of a multi-disciplinary research program at Hanford whose purpose was to assess and manage the biological and environmental effects of plutonium production. By drawing attention to biological research, an area in which Hanford scientists gained distinction by the mid 1950s, this study explains the relative obscurity of Hanford's scientific research in relation to the prominent, physics- dominated national laboratories of the Atomic Energy Commission. By the mid 1960s, with growing public concern over radiation exposure and changes in the government's funding patterns for science, Hanford's ecologically relevant research provided a recognizable and valuable identity for the newly independent, regionally-based research laboratory. -
Hanford B Reactor and Beyond
How DOE and the Tri Cities Community are Working to Redefine Hanford’s Post‐Cleanup Future Colleen French DOE Richland Operations Office Government Programs Manager Hanford • Hanford was created in 1943 as part of the top secret Manhattan Project • 586 square miles • Production of plutonium increased during Cold War (peaking between 1959‐1965) • Hanford produced 2/3 of the nation’s plutonium between 1945‐1985 • Home to the first full‐scale nuclear producon reactor ― B Reactor Complex during operations (1940s‐1960s) the B Reactor, now a National Historic Landmark 2 The Hanford Site • Fuel fabrication and irradiation in nuclear reactors along the Columbia River • Chemical separations in canyon facilities to dissolve fuel and extract plutonium in the Central Plateau • Liquid and solid wastes disposed of in Central Plateau • Eventually, 9 reactors were built and Hanford operated for defense production through 1988 3 Hanford Cleanup Overview Two Department of Energy Offices Office of River Protection • Tank Waste Richland Operations Office • River Corridor • Central Plateau Cleanup Work • Treat contaminated groundwater • Demolish facilities • Move buried waste, contaminated soil away from Columbia River • Isolate contamination from environment on Central Plateau • Treat underground tank waste Workforce • 8,500 total Department of Energy and contractor employees 4 www.em.doe.gov HANFORD SITE CLEANUP 859 waste sites BY THE NUMBERS have been remediated SIX of Hanford’s nine reactors have been “cocooned” 12K cubic meters of underground waste have been removed more reactors will be TWO cocooned in the coming years 49K visitors have toured the B Reactor percent of the site’s spent National Historic fuel has been moved to dry Landmark 100 storage 10 billion gallons of buildings have been demolished contaminated 743 groundwater have been treated 5 What are Hanford’s “Assets”? 6 Hanford Site Post 2015 Cleanup Controlled Access Vision for Access and Use to Some of the Cleaned-up River Shoreline Natural Resource Preservation 1. -
Hanford Site Cleanup Hanford Site Employment*
The U.S. Department of Energy is responsible for one of the largest nuclear Hanford Site Cleanup cleanup efforts in the world, managing the Examples of Before Cleanup Began (1989) legacy of five decades of nuclear weapons Cleanup Work Completed production. At its peak, this national 586-square-mile footprint of • 82-square-mile footprint of active weapons complex consisted of 16 major active cleanup cleanup remaining facilities, including vast reservations of land in the States of Idaho, Nevada, South 2,300 tons of spent nuclear fuel • COMPLETED: Moved all spent fuel Carolina, Tennessee, and Washington. stored near the Columbia River to dry storage Nowhere in the DOE Complex is cleanup more challenging than at the Hanford Site 20 tons of leftover plutonium in • COMPLETED: Stabilized and in southeastern Washington. Hanford the Plutonium Finishing Plant shipped plutonium off-site made more than 20 million pieces of uranium metal fuel for nine nuclear •977 waste sites remediated, reactors along the Columbia River. Five 1,012 waste sites, 522 facilities, 428 facilities demolished, 18 million tons soil/debris removed huge plants in the center of the Hanford 9 plutonium production reactors Site processed 110,000 tons of fuel from near the Columbia River • 6 reactors cocooned (associated the reactors, discharging an estimated 450 facilities demolished) billion gallons of liquids to soil disposal 1 preserved sites and 56 million gallons of radioactive waste to 177 large underground tanks. More than 100 square miles of • 15.6 billion gallons treated, 306 Plutonium production ended in the late groundwater contaminated tons contamination removed 1980s. Hanford cleanup began in 1989, when a • Pumpable liquids and 2 million landmark agreement was reached between 56 million gallons of waste in 177 gallons of solids transferred to DOE, the U.S. -
Junior Ranger Book Is for All Ages
National Park Service Manhattan Project U.S. Department of the Interior National Historical Park NM, TN, WA Manhattan Project National Historical Park JUNIORat Hanford, RANGERWashington Turn the page to accept this mission Welcome friends! My name is Atom U235 Fission. I will be your guide as we explore the Hanford site of the Manhattan JR JR RANGER Manhattan a Project N Project National Historical Park G SITE, WA ER together. This project was So big it changed the world! How to earn points This junior ranger book is for all ages. You may find some activities harder than others. That’s okay. You choose what activities to complete by earning enough points for your age. 4 points —— ages 6-8 Points needed 6 points —— ages 9-11 to earn a badge 8 points —— ages 12-14 10 points —— ages 15 and older ACTIVITIES POINT VALUE YOUR POINTS Complete activities in 1 activity = the Junior Ranger Book. 1 pt Join a docent tour or 1 pt ranger program. Total: Watch a park film. 1 pt Download the park’s app. Learn about our other locations. 1 pt This QR code will take you to the free National Park Service app. Once you have the app, search for the Manhattan Project to explore the entire park including sites in New Mexico, Tennessee, and Washington. WHEN FINISHED: Return your book to the visitor center and be sworn in as an official junior ranger. PARENTS: Participate with your aspiring junior ranger to learn about this park as a family. NEED MORE TIME? Mail your book to Manhattan Project National Historical Park, 2000 Logston Blvd. -
Trivia Questions
TRIVIA QUESTIONS Submitted by: ANS Savannah River - A. Bryson, D. Hanson, B. Lenz, M. Mewborn 1. What was the code name used for the first U.S. test of a dry fuel hydrogen bomb? Castle Bravo 2. What was the name of world’s first artificial nuclear reactor to achieve criticality? Chicago Pile-1 (CP-1), I also seem to recall seeing/hearing them referred to as “number one,” “number two,” etc. 3. How much time elapsed between the first known sustained nuclear chain reaction at the University of Chicago and the _____ Option 1: {first use of this new technology as a weapon} or Option 2: {dropping of the atomic bomb in Hiroshima} A3) First chain reaction = December 2nd 1942, First bomb-drop = August 6th 1945 4. Some sort of question drawing info from the below tables. For example, “what were the names of the other aircraft that accompanied the Enola Gay (one point for each correct aircraft name)?” Another example, “What was the common word in the call sign of the pilots who flew the Japanese bombing missions?” A4) Screenshots of tables from the Wikipedia page “Atomic bombings of Hiroshima and Nagasaki” Savannah River Trivia / Page 1 of 18 5. True or False: Richard Feynman’s name is on the patent for a nuclear powered airplane? (True) 6. What is the Insectary of Bobo-Dioulasso doing to reduce the spread of sleeping sickness and wasting diseases that affect cattle using a nuclear technique? (Sterilizing tsetse flies; IAEA.org) 7. What was the name of the organization that studied that radiological effects on people after the atomic bombings? Atomic Bomb Casualty Commission 8. -
Weapon Physics Division
-!! Chapter XV WEAPON PHYSICS DIVISION Introduction 15.1 At the time of its organization in August 1944, the Weapon Physics or G Division (G for gadget, code for weapon) was given a directive to carry out experiments on the critical assembly of active materials, to de- vise methods for the study of the implosion, and to exploit these methods to gain information about the implosion. In April 1945, the G Division directive was extended to fnclude the responsibility for the design and procurement of the hnplosion tamper, as well as the active core. In addition to its primary work with critical assemblies and implosion studies, G Division undertook the design and testing of an implosion initiator and of electric detonators for the high explosive. The Electronics Group was transferred from the Experi- mental Physics Division to G Division, and the Photographic Section of the Ordnance Division became G Divisionts Photographic Group. 15.2 The initial organization of the division, unchanged during the year which this account covers, was as follows: G-1 Critical Assemblies O. R. Frisch G-2 The X-Ray Method L. W. Parratt G-3 The Magnetic Method E. W. McMillan G-4 Electronics W. A. Higginbotham G-5 The Betatron Method S. H. Neddermeyer G-6 The RaLa Method B. ROSSi G-7 Electric Detonators L. W. Alvarez G-8 The Electric Method D. K. Froman G-9 (Absorbed in Group G-1) G-10 Initiator Group C. L. Critchfield G-n Optics J. E. Mack - 228 - 15.3 For the work of G Division a large new laboratory building was constructed, Gamma Building. -
―Basically a True Story:‖ the Beginning Or the End, Fat Man and Little Boy, and American Remembrance of the Atomic Bomb
―Basically a True Story:‖ The Beginning or the End, Fat Man and Little Boy, and American Remembrance of the Atomic Bomb By Theresa Lynn Verstreater B.A. in History, December 2008, Southern Illinois University Edwardsville A Thesis submitted to The Faculty of The Columbian College of Arts and Sciences of the George Washington University in partial satisfaction of the requirements for the degree of Master of Arts January 31, 2015 Thesis directed by Charles Thomas Long Assistant Professor of History Abstract of Thesis ―Basically a True Story:‖ The Beginning or the End, Fat Man and Little Boy, and American Remembrance of the Atomic Bomb The impact of film as a vehicle for dissolution of information should not be discounted because it allows the viewer to experience the story alongside the characters and makes historical moments more relatable when presented through the modern medium. This, however, can be a double-edged sword as it relates to the creation of collective memory. This thesis examines two films from different eras of the post-atomic world, The Beginning or the End (1947) and Fat Man and Little Boy (1989), to discover their strengths and weaknesses both cinematically and as historical films. Studied in this way, the films reveal a leniency toward what professional historians might consider to be historical ―truth‖ while emphasizing moral ambiguity about the bomb and the complex relationships among the men and women responsible for its creation. While neither film boasts outstanding filmmaking, each attempts to educate the viewer while maintaining entertainment value through romantic subplots and impressive special effects. -
Activity 7: Can the Bombings of Hiroshima and Nagasaki Be Justified?
Activity 7: Instructions World War II Activity 7: Can the bombings of Hiroshima and Nagasaki be justified? Purpose To examine historic evidence to draw conclusions and reach informed opinions. Curriculum Focus History - Understand the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies, identify and explain change and continuity within and across periods of history identify, select and use a range of historical sources, evaluate the sources used in order to reach reasoned conclusions, present and organise accounts and explanations about the past that are coherent, structured and substantiated, use chronological conventions and historical vocabulary. Communication – Oracy, reading, writing. ICT - Structure, refine and communicate information, produce a presentation. Thinking Skills - Identify the problem and set the questions to resolve it, suggest a range of options as to where and how to find relevant information and ideas, ask probing questions, build on existing skills, knowledge and understanding, evaluate options, use prior knowledge to explain links between cause and effect and justify inferences/ predictions, identify and assess bias and reliability, consider others’ views to inform opinions and decisions, determine success criteria and give some justification for choice. P4C – Feeling empathy. Materials Included in this pack: Activity sheet 7a – Student introduction Activity sheet 7b – Hiroshima before and after the bombing Activity sheet 7c – Detonations of the atomic bombs Activity sheet 7d – The effects of the atomic bombs (Warning: Contains graphic images of survivors of the bombings) Activity sheet 7e – Enola Gay and Bockscar Activity sheet 7f – Statistics Activity sheet 7g – Eyewitness accounts You will also need: Internet access, rope Groupings Whole class, four or five ©Imaginative Minds Ltd.