February 11, 2002

NUCLEAR REACTIONS
Exploring the History of Nuclear Weapons and the Current Consideration of Their Inclusion in the United States' Military Planning

Grades:  6-8,9-12

Subjects:  American History, Current Events, Global History, Social Studies

Related New York Times Article
"U.S. Nuclear Plan Sees New Weapons and New Targets, By MICHAEL R. GORDON", March 11, 2002

Overview of Lesson Plan: In this lesson, students explore current military planning policies involving nuclear weapons, develop an understanding of the history of nuclear energy and weapons, and express their opinions about the use of nuclear weapons as part of the United States' military planning.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

1. Define and describe nuclear weapons and their use based on their prior knowledge of the subject.
2. Examine the issues behind the Pentagon's current military planning strategy and the role of nuclear weapons in it by reading and discussing "U.S. Nuclear Plan Sees New Weapons and New Targets."
3. Consider the history of nuclear energy development and nuclear weapons through group research of various decades in the 20th century.
4. Develop presentations of their findings; present to the class; share their well-informed opinions regarding to what extent should nuclear weapons be used as part of the United States' military planning.

RESOURCES / MATERIALS:

• student journals
• pens/pencils
• paper
• classroom blackboard
• copies of "U.S. Nuclear Plan Sees New Weapons and New Targets" (one per student)
• copies of the "Nuclear Age Timeline" (one per student; available online at http://www.nuclearfiles.org/chron/)
• resources about military defense reform in the United States, history of United States relations with other countries (including Russia, Cuba, North Korea, Iraq, Iran and Syria) and related information (history textbooks, computers with Internet access, current periodicals, library resources)
• poster board (eight pieces)
• markers

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Students respond to the following prompt in their journals (written on the board prior to class): "What do you know about nuclear weapons? What do you think about nuclear weapons being a part of a nation's military plan?" After a few minutes, allow students to share their responses and discuss the following questions as a class: Why were nuclear weapons developed? How do different countries view the possession of this type of military weapon? Why would countries want to obtain and stockpile this type of weaponry, even if it is never used?
2. As a class, read and discuss the article "U.S. Nuclear Plan Sees New Weapons and New Targets," focusing on the following questions:
   1. What is the Nuclear Posture Review?
   2. What types of weapons does the Pentagon believe to be important, and why?
   3. Which countries are named as potential military enemies of the United States, and why?
   4. What is the goal of the United States' plan of action?
   5. What problems do critics have with the report? Why?
   6. What is the new role of nuclear weapons, as stated by the plan?
   7. What do all of the potential enemies of the United States have in common?
   8. What is the Nuclear Nonproliferation Treaty?
   9. What could the possession of nuclear weapons prevent from happening?
   10. Who are potential nuclear enemies? Why?
   11. How will the nuclear weapons in the United States be reduced?
   12. What types of weapons are needed to destroy underground hiding places?
   13. For what else could nuclear weapons be used?
   14. What is the Bush administration's position on nuclear testing?
3. Divide students into eight groups, and distribute copies of the Nuclear Age Timeline (http://www.nuclearfiles.org/chron/). Explain that each group will be assigned a different decade on the timeline to examine through their own brainstorming and through any necessary research, and then they will be responsible for presenting their findings to the class. Assign each group a decade represented on the timeline. Students should first use the timelines to discover answers to the research questions, and then use all available classroom resources to supplement their ideas. (written on the board for easier student access):
   • Who are the key players or countries during this decade, and why?
   • What technologies or technological advances were invented or developed in this decade?
   • What were the consequences of the use or development of nuclear weapons in this decade?
4. WRAP-UP/HOMEWORK: Each group develops a presentation to teach the class about the nuclear developments and issues in their assigned decade. Groups should include any information that will help the class understand which countries were affected by nuclear weapons in military planning and how this affected the United States. Presentations should all include a poster that presents their findings using both thoughtfully-written text and illustrations. In a future class, each group should present their information to the class in chronological order and similarlydisplay their posters on a wall of the classroom. After presentations, the class should describe any patterns found in the history of nuclear weapons as they are used for military planning. To synthesize their learning, each student writes a brief (one to two page) response to the following prompt: "To what extent should nuclear weapons be used as part of the United States' military planning? Support your answer with factual information drawn from the timeline, the Nuclear Nonproliferation Treaty and the Nuclear Posture Review. Propose alternative resolutions to military conflicts involving nuclear weapons."

DISCUSSION QUESTIONS:

• Why do you think governments believe military planning should include nuclear weapons?
• Do you think countries should stockpile nuclear arms as part of a military plan? Why or why not?
• Could nuclear weapons be used to support military planning in a positive way? Why or why not?
• Should military weapons actually be used or kept just as a threat to our enemies?

EVALUATION / ASSESSMENT:
Students will be evaluated based on written journal entries, participation in class and group discussions, thoughtful completion and presentation of nuclear timeline history, and thoughtful completion of a written response evaluating the United States government's decision to use nuclear weapons in its military plan.

VOCABULARY:
overhaul, suited, comprehensive, blueprint, deploy, arsenal, penetrating, fortify, bunker, contingency, foe, capability, deter, status, unforeseen, pronouncement, reinvigorating, axis, ambitious, coup, distinction, chronic, harbor, vastly, formidable, revise, strategic, compress, adaptive, yield, threshold, binding, augment, infrastructure, fiscal, moratorium, ratify

EXTENSION ACTIVITIES:

1. It is difficult to understand the history of nuclear weapons in military operations without researching world politics. Create an illustrated report focusing on the relationship the United States has with one of the countries mentioned in the article.What is the history of the relationship between the United States and this country? What is the current relationship? How do nuclear weapons or military planning play a role in this relationship?
2. Conduct a debate on whether conflicts using nuclear weapons can be avoided. Support your views with specific statistics, examples and facts. Consider the history of the United Nations as an international mediator.
3. Research how the government develops its military plans. What are the components of military planning? What organizations in the United States governments are responsible for this? What are the relationships between these organizations? (For example, what is the role of the Pentagon? What is the Pentagon's relationship to the United States Armed Forces? How do each of these organizations connect to the executive branch of government?) Create a guide to understanding the country's military planning.

INTERDISCIPLINARY CONNECTIONS:
Economics- What is the price of protection? In the year 2001, the United States spent $310.6 billion in this area. Who controls the military budget, and how does this get allocated? Write a report on your findings.

Language Arts- Read "Hiroshima" by John Hersey or "Hiroshima: Why America Dropped the Bomb" by Ronald Takaki. What were the moral and ethical questions posed in these books? How does what happened in 1945 fit in with President Bush's ideas for using nuclear weapons for military planning? Is protection worth the amount of destruction that these weapons can cause? Write a book review that incorporates your answers to these questions.

Media Studies- Watch "The Day After"(1983). What were the moral and ethical questions posed in this film? How does the situation in Missouri fit in with President Bush's ideas for using nuclear weapons for military planning? Is protection worth the amount of destruction that these weapons can cause? Write or film an epilogue to the movie.

Science- What is the scientific history behind nuclear weapons? How is nuclear energy created? Explain the difference between fission and fusion, as well as the effects of radiation. Create a diagram showing how nuclear energy is created.

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Copyright 2002
The New York Times Company