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World War II: Atomic Bombings

Lesson in the Japanese Perspective

By Kayla Kolean

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WHAT DO YOU KNOW ABOUT THE ATOMIC BOMBINGS?

Which countries made the bombs?
What country were they dropped on?
Where were they dropped?
When were they dropped?
How were they dropped?
What were some effects of the droppings?

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Share What You Know

Share with Partner or in Breakout Rooms

In 5-10 minutes, we will return to share as a group

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Changing American Textbook Perspective

Now

NOV

OCT

SEP

AUG

JUL

2000s

MAY

APR

MAR

FEB

1990s

End of the War
Dropped to save lives
First nuclear weapon attack
Start of the Cold War

Dissenting voices of U.S. officials
Bombing victims’ stories
Should the bombs have been used?

Any changes?

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OTHER COUNTRIES’ PERSPECTIVES TAUGHT IN SCHOOLS

Taught in Japanese Language Class, focused on loss of lives

Consequences and power of atomic bombs

Second bomb was unnessesary and U.S was the villian

WWII ended with the bombs

Debate whether bombs should be dropped, use primary sources

Dropping the bombs provided our country the opportunity to gain independence

https://www.washingtonpost.com/news/worldviews/wp/2015/08/06/how-the-hiroshima-bombing-is-taught-around-the-world/

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Taught in Japan

Timeline of what happened
Destruction of the Bomb
Why nuclear weapons should be banned

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Hiroshima Peace �Park and Memorial

Teaching about the timeline, why Hiroshima and Nagasaki were selected, the science of the bombs, and stories of the victims and survivors.

Museum Pamphlet

Virtual Tour of Hiroshima Memorial Museum’s Victims’ Stories

(contains graphic images of victims of nuclear weapons At times: 2:55-3:02, 3:58-4:04, 7:46-7:54, 8:30-8:33 )

Origami Cranes at Peace Park

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Sugoroku: Teaching Through Games

During and after World War II, some Japanese print media companies used this “Chutes and Ladder” type of game to teach various topics.
They had one that taught readers and gamers about the Atomic Bomb.
Let’s give it a look!

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�Sugoroku�Game Board:��go.osu.edu/AtomicSugoroku

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See the Japanese Perspective at This Time

What do you notice about the game board?
What do you think about its use of Japanese?
What impressions do you get from the artwork?

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The Game Characters

Who are these 4 characters? Read the katakana on the left.
How does their orientation in the image on the right look compared to an atom?
Translations here

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The Game Characters’ Kanji

Look at the kanji names chosen for each part

of the atom.

Which kanji do you recognize?
How can these kanji reflect the roles of the parts of the atom? Think about their placement

in the cell and their characteristics.

Translations here
Role translations here

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Winning Last Block (上り)

What does 上り mean? Answer
Reading the katakana on the right, who is this scientist? Answer
What role did both these scientists have in nuclear research? Answer
Why might these two people be on this game (along with the other scientists listed below in pink, yellow, gray, and orange)?

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Final Thoughts

What do you think of the different perspectives of teaching about this event? What are the benefits or drawbacks of teaching the American or Japanese ways?
What do you think about learning via games? Is this an engaging way to learn? Did you learn anything while looking over the game?