Lesson Plan African Americans And The Manhattan Project
Lesson PlanAfrican Americans and the Manhattan ProjectLeft: Manhattan Project Emblem, courtesy of Wikimedia Commons.Right: Lawrence Howland Knox, one of the African American scientists who worked on the ManhattanProject. Image reproduced with permission of the Edmund S. Muskie Archives and Special CollectionsLibrary.Grade Level(s): 9-12Subject(s): History, PhysicsIn-Class Time: 60-90 minPrep Time: 10-15 minMaterials Manhattan Project Scientist Profiles (Reproduced with permission from BlackPast.org, seeSupplemental Materials)Photocopies of the Discussion Questions, found in the Supplemental MaterialsInternet access and A/V equipment to stream a short video that introduces nuclear fission (linkfound in Required Readings).Some type of soft balls. Quantity: twice the total number of students. Balls should be lightweight and small. Example: ping pong balls, small foam balls, or marshmallows.One stopwatchPrepared by the Center for History of Physics at AIP1
ObjectiveStudents will learn about the role of African Americans in the Manhattan Project as scientists,technicians, and workers. They will examine fourteen scientists and technicians who contributed to theManhattan Project. They will read biographies of these individuals and share their findings with theclass. As an elaboration exercise, students will gain a better understanding of critical mass and how anuclear reaction can become sustained. Students will be able to visualize what is meant by subcritical,critical, and supercritical masses. Note: This lesson plan works extremely well alongside the AIPTeacher’s Guide: African Americans and Life in a Secret City, which has students use oral histories andhistorical photographs to explore the living and working conditions for African Americans at Hanford,one of the sites of the Manhattan Project.IntroductionThe Manhattan ProjectIn August 1939, famous physicists Albert Einstein and Leo Szilard wrote a letter to then PresidentFranklin Roosevelt warning him of German attempts to create “extremely powerful bombs of a newtype” and recommending that the United States counter these efforts by producing the bomb first.Thus began what was called the Manhattan Project, one of the largest scientific undertakings in UnitedStates history, lasting from 1941-1946. The Project entailed the building of three completely new andsecret cities in Oak Ridge, Tennesse, Los Alamos, New Mexico and Hanford, Washington and the work ofscientists at University of Chicago, University of California, and Columbia University. In all, over 400,000individuals worked on the Manhattan Project but only a handful of those people knew what they wereworking toward: the construction of the atomic bomb.African American Scientists and Technicians of the Manhattan ProjectJim Crow segregation and racial discrimination meant that the vast majority of African Americans werenot able to work on the Project as scientists or technicians. Despite the tremendous barriers, a smallgroup of African American scientists worked with white scientists towards the creation of the atomicbomb. A list of a few of these individuals has been provided below (and in the Supplemental Materialsas a handout):Scientists:1. William Jacob Knox2. Lawrence A. Knox3. Samuel Proctor Massie4. Moddie Daniel Taylor5. J. Ernest Wilkins6. Lloyd A. QuartermanTechnicians:1. Harold Delaney2. Harold Evans3. Ralph Gardner-Chavis4. Jasper Brown Jeffries5. Robert Johnson Omohundro6. George Warren Reed7. Edwin Roberts Russell8. Benjamin Franklin ScottThe African American community took great pride in the work of these scientists, and their work waspublicized in national newspapers such as the Chicago Defender and the Afro-American. One articlestated, “Under the general direction of Dr. John R. Dunning, assistant professor of the PhysicsDepartment, and Dr. Enrico Fermi, Nobel Prize winner of Italy these able colored men worked sidePrepared by the Center for History of Physics at AIP2
by side in perfect scientific comradeship with white scientists to produce the greatest feat in history.” 1Among the names of scientists are some amazing figures in the history of African Americans in science.William and Lawrence Knox were brothers from New Bedford, Massachusetts. Remarkably, bothbrothers earned Ph.Ds. in Chemistry in 1935 and 1940 respectively. This made them part of a group ofonly 30 African Americans who had received their Ph.D. in Chemistry since 1916. William Knox acted assupervisor of the group of scientists. Another remarkable figure was J. Ernest Wilkins, who received hisPh.D. at University of Chicago at the age of 19.Elaboration: Chain Reaction ActivityNuclear fission refers to the process by which a massive nucleus splitsinto two fragments that each have a smaller mass than the original. Thefission process often results in the production of free neutrons andphotos and releases a great amount of energy. A typical example ofnuclear fission is the splitting of the nucleus of uranium-235, an isotopeof uranium. This is the process behind nuclear reactors which are usedto generate electricity. When U-235 is bombarded by neutrons (thesmall blue circles in the image to the left), it splits and produces Barium,Krypton, and more neutrons. The fission of one atom of U-235produces 202.5 MeV 3.24 x 10-11 Joules of energy. (Image on leftshows nuclear fission of U-235, courtesy of Wikimedia Commons)The uranium-235 fission reaction produces two or three neutrons whichcan then be used to initiate a series of fission reactions. Each neutronreleased can initiate another fission event, resulting in the emission ofmore neutrons, followed by more fission events, and so on. This is whynuclear fission is referred to as a chain reaction – the first event triggers several others, which in turntrigger more events, and so on. If a chain reaction will sustain itself, it is called “critical,” and the mass ofthe U-235 needed to produce a critical condition is called the “critical mass.” In order to create criticalmass there are two important factors: the number of atoms and the spacing of the atoms. In a nuclearpower plant the chain reaction is controlled by restricting the number of neutrons available to collidewith the uranium. In an uncontrolled chain reaction (such as an atom bomb explosion) there is nothingto control the number of neutrons being released, so the rate of the chain reaction increasesdramatically.In the elaborate section of this lesson plan, each student will represent a single uranium atom inside of anuclear reactor. Once hit with a neutron, each uranium atom will release two neutrons in the nuclearfission process. The more students that participate, the better the demonstration will be.George S. Schuyler, “Negro Scientists Played Important Role in Development of Atomic Bomb: Knox Heads Groupat Columbia,” The Pittsburgh Courier, August 18, 1945, p. 17, accessed through ProQuest Historical Newspapers:Pittsburgh Courier (1911-2002).1Prepared by the Center for History of Physics at AIP3
Instructions/ActivitiesEngage: 5-10 MinutesTeachers will introduce students to World War II and the Manhattan Project by fostering a shortdiscussion. They will ensure that students recognize how some African American scientiststranscended racial barriers and obstacles to work as professionals on the project.What is the teacher doing?What are the students doing?Ask students to explain why and how theIf known, explain how the Manhattan ProjectManhattan Project emerged during WWII. Askemerged, and who is typically associated with thethem to name who they typically associate withcreation of the atomic bomb.the development of the bomb (likely responseswill be Oppenheimer and other white, maleUnderstand that African American scientists werescientists).also crucial contributors to the success of theManhattan Project.Explain that African American scientists alsocontributed to the project, despite the legality ofsegregation in America during this time.Explore: 25-30 MinutesStudents will divide into small groups and each will select an African American scientist or technicianfrom the provided list. Each group will research their selected individual and create a presentation,incorporating the included Discussion Questions (found below and in the Supplemental Materials).What is the teacher doing?What are the students doing?Divide students into small groups of two or three. Divide into groups of two to three. Each groupProvide each group with the included list ofwill select a scientist or technician from the listAfrican American scientists and technicians thatprovided by the teacher. Groups will conductworked on the Manhattan Project (seeresearch on their chosen scientist, noting howSupplemental Materials)historical forces (such as the Great Migration orthe desegregation of the U.S. military forHave each group select an individual from the list example) made an impact in their lives.and conduct biographical research on thisindividual (there are biographies provided forReceive the Discussion Questions from theeach scientist in the Supplemental Materials).teacher, answer them, and incorporate them intoProvide students with the Discussion Questionspresentations for the class.to answer and guide their research (found belowand in the Supplemental Materials).Have students create presentations (individuallyor in groups) based on their research.Explain: 20-30 MinutesStudents will present their research findings to the class, incorporating Discussion Questions. Eachpresentation should be two or three minutes in length. Afterward, students will reconvene as a classand discuss similarities and differences among the stories of the black scientists and technicians thatwere researched.Prepared by the Center for History of Physics at AIP4
What is the teacher doing?Observe (and if desired, evaluate) studentpresentations. Be sure that students haveaddressed the Discussion Questions in thereports.Have students exit small groups and reconvene asa class. Lead a discussion in which studentscompare and contrast the stories of theindividuals that were presented. Have themconsider the Discussion Question: What did thesescientists have in common? In what ways didthey differ?What are the students doing?Present research findings to the class in a two orthree-minute presentation. Incorporate answersto the Discussion Questions into thepresentations.Exit small groups and reconvene as a larger class.Together, discuss the similarities and differencesbetween the stories of the black technicians andscientists. Answer how and why theseexperiences may have been similar or different.Elaborate: 10-20 MinutesTeachers will introduce students to nuclear fission through a short lecture or video (link found in theRequired/Recommended Reading and Resources). Then students will partake in an activity using ballsthat will demonstrate the process of nuclear fission. The activity will consist of three trials.What is the teacher doing?What are the students doing?Explain nuclear physics to students through a very Observe lecture or video introducing the processbrief lecture.of nuclear fission.Or:Have the class watch the short video: “FissionReaction” (1 min. 6 sec.) Link provided below inRequired/Recommended Reading and Resources1. Give each student two balls and take a1. Each student receives two balls, andball for yourself. Tell the students thatholds one ball in each hand.each ball represents a neutron and they2. One student should volunteer to timeare each a uranium atom inside a nuclearthe nuclear reaction (this student canreactor.alternate with each repetition). Thetimer should start the stopwatch when2. One student should volunteer to time thethe first ball is thrown and stop the clock“nuclear reaction” (this student canwhen the last ball is thrown. Record thealternate with each repetition). Thetimes on the board.timer should start the stopwatch when3. Stand in a large square, each studentthe first ball is thrown and stop the clockapproximately three feet apart.when the last ball is thrown. Record the4. The teacher will begin by tossing a balltimes on the board.into the air or towards a student. If a3. For the first trial, have students stand in astudent is hit by a ball, they throw theirsquare approximately 3 feet apart.balls up into the air without aiming4. To begin, throw your ball up into the airdirectly at fellow students. Studentsor at a student (gently). Any student thatmust not throw their balls unless theyis hit with this ball throws their two ballsare hit by a ball. This “reaction” shouldstraight up into the air. Any student hitcontinue until there are no more balls toby these balls then throws their balls intobe tossed, or no student is hit by a toss.the air. Continue the reaction until thereTimekeeper should record the time thisare no more balls to throw or no studentis forced to throw their balls. The firstPrepared by the Center for History of Physics at AIP5
time, the reaction will probably die outquickly. Explain how this is calleda subcritical reaction.5. For trial two, have the students stand 1foot apart and repeat the process. Thistime, the reaction should be selfsustaining. Explain how this represents acritical reaction.6. Have the students stand close togetherwithout any space between them. Thistime, there should be lots of balls in theair at one time. Explain how thisrepresents a supercritical reaction.7. Collect balls and stopwatch.took. Listen to how the teacher identifiesthis type of reaction.5. Reset, each student reacquiring two ballsapiece, with one per hand. Now,students should form a square with eachstudent approximately one foot apart.Repeat the reaction process, timekeeperrecording the new time. Listen to howthe teacher identifies this type ofreaction.6. Reset again, and form a square withminimal space between students. Repeatthe reaction process again, timekeeperrecording new time again. Listen to howthe teacher identifies this type ofreaction.7. Return balls and stopwatch to theteacher.Evaluate:Evaluation during this lesson is possible during the exploration/explanation sections. Teachers willevaluate student presentations. Teachers may also collect students’ reports on their selectedindividual, which would necessitate evaluating whether they included answers to the DiscussionQuestions.Required/Recommended Reading and Resources Manhattan Project Scientists Biographies (Reproduced with permission of BlackPast.org, seeSupplemental Materials)Video: “Fission Reaction,” CLI Production Team, May 18, 2011,https://www.youtube.com/watch?v kHXMiYsFSrU (1 min. 6 sec.)Discussion QuestionsDiscussion Questions can be found as a Handout with a corresponding Answer Key in the SupplementalMaterials to this lesson plan.1. Where did the scientist or technician work on the Manhattan Project?2. What did the scientist or technician work on during the Manhattan Project?3. What historical forces were at work in the process of these individuals becoming involved in theManhattan Project?4. What did these scientists do after leaving the Manhattan Project?5. What did these scientists have in common? In what ways did they differ?Prepared by the Center for History of Physics at AIP6
Further Reading and Additional ResourcesFurther Reading: Sanger, S.L and Wollner, Craig. Working on the Bomb: An Oral History of WWII Hanford.Portland: Portland State University Continuing Education Press, 1995. Brown, Anthony Cave and MacDonald, Charles B., ed. The Secret History of the Atomic Bomb.New York: Dial Press, 1977. Kelly, Cynthia C., ed. Remembering the Manhattan Project: Perspectives on Making the AtomicBomb and its Legacy. Singapore & Hackensack, NJ: World Scientific, 2004.Other Resources: The National World War II Museum has an interactive timeline on the history of the ManhattanProject that includes many primary sources such as Einstein’s 1939 letter to line.html. Sites of the Manhattan Project, Manhattan Voices s/. The Manhattan Voices Project has created aninteractive map documenting the locations of various sites of the Manhattan Project. American Institute of Physics, “The Discovery of Fission Teachers ssion2/fission-teachersguide.pdf. A teacher’s guidewhich accompanies an exhibit created by the American Institute of Physics on the discovery ofnuclear fission.ExtensionsRelated AIP Teacher’s Guides on Women and Minorities in the Physical Sciences: African Americans and Life in a Secret City Women and the Manhattan Project Case Studies of Women Physicists: Lise Meitner (1878-1968), Austrian Nuclear PhysicistThe chain reaction activity was adapted from the “Energy Production: Critical Mass” Teacher resource,hosted by the American Nuclear Society, Center for Nuclear Science and Technology Information. Forextensions and further information, visit y.Common Core StandardsFor more information on Common Core Standards, visit http://www.corestandards.org/.Speaking & Y.SL.9-10.4Initiate and participate effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diversepartners on grades 9-10 topics, texts, and issues, building onothers' ideas and expressing their own clearly and persuasively.Present information, findings, and supporting evidence clearly,concisely, and logically such that listeners can follow the line ofreasoning and the organization, development, substance, and styleare appropriate to purpose, audience, and task.Prepared by the Center for History of Physics at AIP7
1-12.4History/Social LA-LITERACY.RH.11-12.9Science & Technical ACY.RST.1112.2Subject CY.WHST.910.4CCSS.ELA-LITERACY.WHST.910.9Initiate and participate effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diversepartners on grades 11-12 topics, texts, and issues, building onothers' ideas and expressing their own clearly and persuasively.Present information, findings, and supporting evidence, conveyinga clear and distinct perspective, such that listeners can follow theline of reasoning, alternative or opposing perspectives areaddressed, and the organization, development, substance, andstyle are appropriate to purpose, audience, and a range of formaland informal tasks.Cite specific textual evidence to support analysis of primary andsecondary sources, attending to such features as the date andorigin of the information.Determine the central ideas or information of a primary orsecondary source; provide an accurate summary of how keyevents or ideas develop over the course of the text.Compare and contrast treatments of the same topic in severalprimary and secondary sources.Cite specific textual evidence to support analysis of primary andsecondary sources, connecting insights gained from specific detailsto an understanding of the text as a whole.Determine the central ideas or information of a primary orsecondary source; provide an accurate summary that makes clearthe relationships among the key details and ideas.Integrate information from diverse sources, both primary andsecondary, into a coherent understanding of an idea or event,noting discrepancies among sources.Determine the central ideas or conclusions of a text; trace thetext's explanation or depiction of a complex process,phenomenon, or concept; provide an accurate summary of thetext.Determine the central ideas or conclusions of a text; summarizecomplex conce
nuclear fission is the splitting of the nucleus ofuranium-235, an isotope of uranium. This is the process behind nuclear reactors which are used to generate electricity. When U-235 is bombarded by neutrons (the small blue circles in the image to the left), it splits and produces Barium, Krypton, and more neutrons. The fission of one atom of U-235
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Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
