The Manhattan Project, a government funded project, is the name for the scientific race to achieve atomic military technology. From the initiation to the aftermath of the destruction of Hiroshima, the Manhattan project was a pivotal historical turning point for human kind. International scientists, such as Albert Einstein, J. Robert Oppenheimer, and Gregory Breit, gathered together in the time of potential war to create an atomic weapon which not only generated controversy but also the strongest humanitarian movement ever.
Ominous rumors of German nuclear abilities perpetuated fear and uncertainty about the fate of World War II. In times of war, scientists face conflicting morals and responsibilities between their nation and their fellow humans. The race to build the bomb was influenced by scientific curiosity, government funds, nationalism, and the potential destruction of the United States.
The Manhattan project is a prime example of real life scientists, who face responsibility issues in times of war. Judging the scientists based on morals is not an easy task. Whether an individual categorizes these scientists as bad or not could vary in light of the several influences that the scientists faced. By evaluating the Manhattan Project, students will be able to discuss current issues in the world that affect effect everyone. In addition there should be discussion about the scientist's responsibilities towards his/her nation and/or humanity.
http://www.pugwash.org/about/manifesto.htm. The Russell--Einstein Manifesto. Einstein, Albert and Russell Bertrand. 9 July 1955.
http://hypertextbook.com/eworld/einstein.shtml#mirror. Einstein's First Letter to Roosevelt. Einstein, Albert. 02 August 1939
VanDeMark, Brian. Pandora's Keepers: Nine Men and the Atomic Bomb. Back Bay Books: New York. 2003.
Herzenberg, Caroline L. and Ruth H. Howes. Their Day in the Sun: Women of the Manhattan Project. Temple University Press: Philadelphia. 1999.
The topic allows an individual to contrast the media portrayal of the fictional scientist with nonfictional scientists. Students would also be able to judge whether or not the scientist fulfilled their responsibilities at the right time (were they too late in showing responsibility? or did they show responsibility? etc.). In addition, based on responsibilities, ultimately students could categorize the several scientists based on morality--were the scientists moral, amoral, or immoral?