Hiroshima and Nagasaki Essay

We are coming down to our last part of the unit for WWII. We have discussed the bombings in
Hiroshima and Nagasaki, you guys are now experts on the subject. What I want you guys to do
now is write an essay using primary source accounts of survivors of the bombings in WWII and
explain in detail how their lives have been affected then and until now. How did the bombings
affect their daily lives, jobs, family, but also how did the Japanese culture get affected by it? I
also want you to answer whether you think Japan should have been bombed or not, but also what
do people in this present time think about the bombings of WWII?
1. Requirements:
Essay should be 3-4 pages long, double spaced, times new roman, 12 font.
Must include citations in Chicago style.
This is a good site that contains primary accounts you may use :
http://www.hiroshima-remembered.com/history/hiroshima/page14.html
You must search for the primary accounts but I must approve of them first so I
would like a copy of them first.
2. Structure:
Essay must contain an introduction with a little history background of Hiroshima
and Nagasaki as well as background of the war. (I expect for you to use your
notes or book for this).
A thesis should be included within the introduction and should be clear and
concise.
The essay should contain evidence from the primary sources and be included into
the essay properly in the body paragraphs.
A conclusion should be included to wrap up your essay and ideas.
3. Other information:
If you need help with citing check out Purdue Owl:
https://owl.english.purdue.edu/owl/
You will have 2 weeks to work on this essay. I will give you time in class to go to
the library/computer lab to begin doing research starting Monday.
Do not hesitate to ask for help if you have any questions I am here to help.
Rubric:

Thesis
Structure

4
Stated clearly.
Evident,
understandable,
appropriate for
thesis. Excellent
transitions from

3
Promising, but a little
unclear at times.
Generally clear and
appropriate, though
may wander
occasionally. May have
a few unclear

2
Difficult to
identity.
Unclear, often
because thesis is
weak or nonexistent. Transition
s confusing and

1
No thesis.
No
evidence
structure or
organizatio
n.

Use of
primary
source
accounts

Supportin
g
argument
s of
primary
source
Sentence
structure /
Word
choice

point to
point. Paragraphs
support solid topic
sentences.
Primary source
information
incorporated to
buttress every
point. Examples
support thesis and
fit within
paragraph. Excelle
nt integration of
quoted material
into
sentences. Factual
information is
incorporated
All ideas flow
logically; the
argument is
identifiable,
reasonable, and
sound.
Full sentences. No
spelling grammar,
proper use or
words.

transitions, or a few
paragraphs without
strong topic sentences.

unclear. Few topic

sentences.

Examples used to
support most
points. Some evidence
does not support point
or may appear where
inappropriate. Quotatio
ns are integrated well
into sentences. Some
factual information is
incorporated.

Very few or weak

examples and
factual
information. Gener
al failure to
support statements,
or evidence seems
to support no
particular point.

No attempt
has been
made to
incorporate
factual
information
or interpret
primary
sources.

Argument is clear and

usually flows logically
and make senses.
Occasional insightful
connections to evidence
are made.
Few spelling grammars,
a couple run on
sentences.

Ideas do not flow

at all, usually
because there is no
argument to
support.

Too
incoherent
to
determine.

A lot of spelling
grammars, unclear
sentences.

Many
spelling
errors, no
sentence
structure.