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Reasons For and Against Using the Atomic Bomb in World War II DBQ

Rated 4.92 out of 5, based on 44 reviews
4.9 (44 ratings)
;
Grade Levels
8th - 12th
Resource Type
Standards
Formats Included
  • PDF
Pages
7 pages
$3.95
$3.95
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Easel Activity Included
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What educators are saying

Great resource. Really good way to get students thinking about the justifications around the bomb and led a great conversation about it.
This was a great resource to help my students to think critically . We had great discussions about this topic.
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Description

This DBQ argues for and against using the atomic bomb against Japan during World War II through 6 primary source documents with constructed response questions followed by an essay question using all the documents.

The DBQ has a total possible 7 points and has an answer key plus additional ideas for student discussion.

If you want this DBQ, you can make it as part of my Build a Bundle - 3 DBQs for $9. Spend just $5.00 more and get 2 more DBQs!

I created this DBQ for my Global History IV course, and could be used for a U.S. History II course and as a review for the New York State Global History and Geography Regents and U.S. History and Government Regents exams. It does take considerable time to create these but I do know that they provide a strong outlet to apply the particular lesson involved. I hope you find them useful as well! Please leave feedback on your students’ ability to complete the tasks involved in this DBQ.

SAVE MONEY! This DBQ is included in my Document Based Question Pack: The Cold War.


This DBQ addresses the Common Core State Standards. It has been updated with a page outlining the English Language Arts/History/Social Studies grades 9-10 as outlined at http://www.corestandards.org/ELA-Literacy/RH/9-10 and http://www.corestandards.org/ELA-Literacy/RH/11-12.

The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


This product is the work of All Things History Lesson Plans. It is intended to support the implementation of the CCSS. No approval by, nor association with, the creators of the CCSS is intended or implied.

All the images I've used are in the public domain, credited or created by myself. If you would like an editable version of the DBQ, please send me an email to the address in the PDF.

Stay in touch and follow me on Facebook and Pinterest.

Total Pages
7 pages
Answer Key
Included
Teaching Duration
45 minutes
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Standards

to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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