Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
by Steve Sheinkin/
A Nonfiction Book Study Unit for
Grades 6-8
by Linda Lee
Copyright © 2013 Linda Lee
All rights reserved by author.
Permission to copy is granted to the original purchaser
of this document for the purchaser's classroom use only.
Electronic distribution limited to single classroom only.
Licenses for additional classrooms may be purchased at www.teacherspayteachers.com
Not for public display.
Cover Photo: Trinity Bomb Site. Los Alamos National Laboratory. U.S. Dept. of Energy.
Table of Contents
Teacher's Page
pages 3-6
A Synopsis of Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
page 7
Oral Reading and Discussion Guide
pages 8-26
Questions for Students
pages 27-32
Glossary
page 33
Vocabulary Crossword Puzzle with Key
pages 34-35
Vocabulary Review with Answer Key
pages 36-37
Vocabulary Test with Answer Key
pages 38-41
Personnel File Activity and Sample Answer
page 42-43
Find the Details Q&A with Answer Key
pages 44-49
Comprehension Test with Answer Key
pages50-57
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Teacher's Page
This nonfiction book study unit is designed for teachers of students in grades 6-8
reading Bomb: The Race to Build and Steal the World's Most Dangerous Weapon by Steve
Sheinkin (Roaring Brook Press, 2012, 266 p.). Bomb is a nonfiction account of the
development of the atomic bomb during World War II. This book study unit was created as
a whole class activity but could be easily adapted for reading circles, a read-aloud by
the teacher, or independent study. Bomb is a highly acclaimed book having won the 2013
Robert F. Sibert Informational Book Medal given by the American Library Services for
Children (a branch of the American Library Association) and the 2013 Young Adult Library
Services Association Award for Nonfiction. It was a finalist for the National Book Award
for Young People's Literature in 2012 and was a Newbery Honor Book in 2013. For fans of
Accelerated Reader, this book is leveled at 6.9 and is valued at ten points.
Oral Reading and Discussion Guide (p. 8-26)
Designed for the teacher's use, the Oral Reading and Discussion Guide gives a brief
summary and one or more comprehension questions for each chapter as well as the
definition for any vocabulary words from the glossary that are used in that chapter. I
recommend reading the entire book aloud in the fewest number of days possible and then
using a few days to do the activities to review and expand on the students' understanding
of the narrative.
Comprehension questions are listed at the end of each chapter. Use these to
evaluate the students' understanding of the events but not to the point that they impede
the pace of the reading. You want the students to enjoy the reading as well as improve
their reading skills while learning about the development of the atomic bomb. The same
comprehension questions are listed without the answers on another page, "Questions for
Students Reading Bomb: The Race to Build and Steal the World's Most Dangerous Weapon".
Adjust the guide to work with your scheduling situation. Avoid interrupting the
flow of the narrative as much as possible. Some students will read ahead of the oral
reading going on in class around them. I usually ignore that behavior except to
privately caution the fast readers not to spoil the reading for the rest of us by telling
others what they have read!
You may prefer to read the book aloud to your students, or you might want to
assign chapters to be read aloud by individual students allowing them time to practice
reading with accuracy and appropriate expression. The photo gallery described below will
be useful in focusing the students' attention.
Questions for Students Reading Bomb: The Race to Build and
Steal the World's Most Dangerous Weapon (p. 27-32)
This handout lists all of the same comprehension questions that appear on the
teacher's Oral Reading and Discussion Guide. This can be used as an independent reading
activity or as a review for the test.
Vocabulary (p. 33-37)
This packet includes a glossary with 20 words from the book.
worksheets and one vocabulary test are included.
Two vocabulary
Personnel File (p. 42-43)
The Personnel File gives the students an opportunity to research one of the scientists
working at Los Alamos. The student is the "investigator" and completes as much
information as possible on the personnel file sheet, as of July 1945. Students may use
the book Bomb or online resources and should document their sources according to the
method used in your classroom. Each student should choose one scientist from this list:
Robert Oppenheimer
Enrico Fermi
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 3
Theodore Hall
Robert Serber
Richard Feynman
Klaus Fuchs
George Kistiakowsky
Otto Frisch
Luis Walter Alvarez
Robert Bacher
A completed sample form is on page 43.
Finding the Details Q&A (p. 44-49)
Bomb Find the Details Q&A is a list of 35 questions about the book. Students
working in groups of three or four can finish this in a timely manner. Of course, this
should be done with a copy of the book in hand.
Online Resources about the Atomic Bomb
http://www.lanl.gov/history/story.php?story_id=13 Los Alamos National Laboratory's
history site gives text and photos of its history.
At http://energy.gov/management/timeline-events-1938-1950, you will find a timeline of
events in the development of the atomic bomb from December of 1938 through October 9,
1950.
Go to http://energy.gov/management/downloads/gosling-manhattan-project-making-atomic-bomb
to download the government publication "The Manhattan Project: Making of the Atomic
Bomb." This 110 page document is a detailed account of the Manhattan Project with a 38
page photo gallery of Oak Ridge, Tennessee, Hanford, Washington, and Los Alamos, New
Mexico.
http://www.manhattanprojectvoices.org/ This website contains video interviews with
several of the employees at Los Alamos as well as other information about living
conditions there. Most of the interviews last an hour or longer, but they might be
useful for your own preparation of the study of this book.
Online Resources about Steven Sheinkin and the Book Bomb
http://www.nationalbook.org/nba2012_ypl_sheinkin.html#.UTZBDjdkm8A
Steve Sheinkin reads aloud the Prologue of his book, p. 1-3. What a great way to begin
reading this book with the author reading the first chapter aloud for you on video!
http://stevesheinkin.com/
Steve Sheinkin's Home page includes information about Bomb and about his previous books.
On the School Library Journal page http://www.slj.com/2012/09/books-media/authorinterview/cc_september2012_interview/#_ there is transcript of Steve Sheinkin with Daryl
Grabarek on Sept. 2012.
http://www.teachingbooks.net/book_reading.cgi?id=8116&a=1 "Meet-the-Author Book Reading"
at TeachingBooks.net has a 1.52 minute audio with Sheinkin talking about his research for
the book and reading aloud p. 22-23 from the book.
http://www.hbook.com/2012/11/authors-illustrators/interviews/five-questions-for-stevesheinkin/ The Horn Book presents "Five Questions for Steve Sheinkin", by Martha V.
Parravano, Nov. 11, 2012, with a transcript of the interview.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 4
http://www.yalsa.ala.org/thehub/2013/01/25/an-interview-with-yalsa-nonfiction-awardfinalist-steve-sheinkin/ An interview with Steve Sheinkin published by YALSA (Young Adult
Library Services Association, a branch of the American Library Association).
Photo Gallery
The photo gallery contains 24 links to photographs in the public domain that relate
to the history of the atomic bomb as told in Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon. All of these photos are in the public domain in the United
States either because they were produced by a U.S. government agency, and were never
under copyright, or the copyright has expired. These can be used in presentations.
Document your source and the photographer, if known.
This is the site for Staff Badge Photos at Los Alamos during World War II. Badges are in
alphabetical order by last name. http://www.lanl.gov/history/wartime/staff.shtml
* * * * *
Here are the specific addresses for photos of Los Alamos employees who figure prominently
in the book Bomb:
J.R. Oppenheimer. Los Alamos National Laboratory Identification Badge photo, U.S.
Department of Energy. (This photo is also available at www.kued.org, but be warned that
the color picture at the kued site is David Strathairn portraying Oppenheimer in "The
Trial of J. Robert Oppenheimer", an episode of American Experience on PBS.)
http://www.lanl.gov/history/wartime/images/ProjectYBadges/o/oppenheimer-j_r.gif
Leo Szilard. U.S. Department of Energy.
http://www.doedigitalarchive.doe.gov/ImageDetailView.cfm?ImageID=2017774&page=search&page
id=thumb
General Leslie Groves. U.S. Department of Energy. Photo was taken at Oak Ridge, TN.
http://www.doedigitalarchive.doe.gov/ImageDetailView.cfm?ImageID=2020208&page=search
Otto Frisch. Los Alamos Identification Badge. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/f/frisch-otto_r.gif
Robert Serber. Los Alamos Identification Badge. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/s/serber-robert.gif
Dorothy McKibbin. Los Alamos Identification Badge. U.S. Department of Energy. (In the
book Bomb, her last name is spelled McKibben.)
http://www.lanl.gov/history/wartime/images/ProjectYBadges/m/mckibbin-dorothy_s.gif
Klaus Fuchs. Identification badge, Los Alamos. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/f/fuchs-k_e_j.gif
Theodore Hall. Identification badge, Los Alamos. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/h/hall-theodore_a.gif
Enrico Fermi. U.S. Department of Energy, Office of Public Affairs, 1943-1949.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/f/fermi-enrico.gif
Richard Feyman. Identification badge, Los Alamos. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/f/feynman-richard_p.gif
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 5
George Kistiakowsky. Identification badge, Los Alamos. U. S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/k/kistiakowsky-george_b.gif
Luis Alvarez. Identification badge, Los Alamos. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/a/alvarez-luis.gif
Robert Bacher. Identification badge, Los Alamos. U.S. Department of Energy.
http://www.lanl.gov/history/wartime/images/ProjectYBadges/b/bacher-robert.gif
* * * * *
The Chicago Pile Team: Scientists who worked on the Stagg Field experiment creating and
controlling a nuclear chain reaction. U.S. Department of Energy.
http://www.lanl.gov/history/people/staffbios.shtml
Eugene Wigner. Nobel Foundation, 1953.
http://www.nobelprize.org/nobel_prizes/physics/laureates/1963/wigner.html
Albert Einstein. Photo by Owen Jack Turner. Copyright 1947. Copyright not renewed.
Source: Library of Congress. http://www.loc.gov/pictures/resource/cph.3b46036/
These pictures can be found in a PDF file downloadable from the Franklin D. Roosevelt
Presidential Library and Museum at
http://www.fdrlibrary.marist.edu/education/resources/pictures.html. This includes
pictures of Roosevelt, Churchill, and Stalin.
Publicity photo of Knut Haukelid as himself in the Norwegian movie “Kampen om
Tungtvannet,” 1948. http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=9743671
Photograph of Vemork Hydroelectric Plant 1935 at Rjukan, Norway. In the front building
was the Norsk Hydro Hydrogen plant. Photograph by Anders Beer Wilse, Aug. 12, 1935.
Galleri Nor. Tilvekstnummer NF.WF 00570 Internnr. NBR 9204:00618.
http://commons.wikimedia.org/wiki/File:Vemork_Hydroelectric_Plant_1935.jpg
D/F Hydro ferry that operated as a railway ferry and was sunk by Knut Haukelid in 1944.
Photograph by Anders Beer Wilse/Norwegian Museum of Cultural History.
http://commons.wikimedia.org/wiki/File:DF_Hydro_at_M%C3%A6l.jpeg
Trinity Site. Nine seconds after the explosion. U. S. Department of Energy.
http://www.lanl.gov/history/photo.php?photo_id=952&story_id=13&page_num=1&row_num=0&photo
_num=19
Only color photo of the Trinity bomb test, taken by Jack W. Aeby. U.S. Department of
Energy. http://images.google.com/hosted/life/96ad5a9a5c94664e.html
Oppenheimer and Groves look at remains of the tower after the test. Los Alamos National
Laboratory, U.S. Department of Energy.
http://www.lanl.gov/history/gallery.php?story_id=13&page_num=1&row_num=0&photo_id=
Assessment (p. 50-57)
The comprehension test has 25 questions, including matching, multiple choice, and
open response questions. A key is provided.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 6
A Synopsis of
Bomb: The Race to Build and Steal
The World's Most Dangerous Weapon
by Steve Sheinkin
The story of the development of the uranium and plutonium bombs by scientists at
Los Alamos, New Mexico, begins with the discovery of fission by German physicist Otto
Hahn working in Berlin who proved that energy is released when an atom is split. The
news spread worldwide, starting a race among Nazi Germany, the United States, and the
Soviet Union to be the first country to build an atomic weapon.
Robert Oppenheimer, a physics professor at the University of California at
Berkeley, was chosen to head a team of scientists working at Los Alamos, New Mexico to
create an atomic weapon (The Manhattan Project). In 1945, Oppenheimer and his team
developed the uranium bomb that was dropped on Hiroshima and the plutonium bomb that was
dropped on Nagasaki, Japan, ending World War II.
The book covers the German physicists who worked toward building a bomb but were
hampered by the destruction of their heavy water supply in Norway and fell short of
creating a workable bomb for the Nazis. At the same time, the Soviet Union was trying to
develop a bomb. They used KGB agents in the United States to make contact with American
scientists to acquire information that would help the Soviets build a nuclear weapon of
their own.
The military, political, and scientific aspects of the arms race are interwoven in
this detailed study of the development of the atomic bomb and its consequences. The
epilogue gives additional information about several of the people involved in the
development of the bomb and the surrounding intrigue.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Oral Reading and Discussion Guide
Front pages:
Point out these features of the book:
Cover
Title page and illustration:
"The Gadget" atomic bomb
Contents
*********************************************************************************
Prologue:
May 22, 1950
p. 1-3
Summary
FBI agents Scott Miller and Richard Brennan arrest Harry Gold at his home in
Philadelphia. The incriminating evidence found by the agents was a map of Santa Fe with
an X marked at the Castillo Street Bridge where Gold was to meet his informant. Gold
confesses that he has given secret information to Soviet agents.
Questions
1. Where did Harry Gold live?
and brother.
Gold lived in Philadelphia in the house with his father
2. What was Harry Gold destroying?
spies.
Gold destroyed papers that would connect him with
3. Why did Harry Gold confess?
He was exhausted from living a double life for
seventeen years. He did not want to make the situation worse for his family and friends.
*********************************************************************************
PART 1:
Three-way Race
p. 4-5
Summary
People shown in the illustrations for Part 1:
Knut Haukelid; Franklin D. Roosevelt; Harry Gold; Leo Sziland; Eugene Wigner; Albert
Einstein; Otto Hahn; Lise Meitner
*********************************************************************************
Skinny Superhero p. 6-12
Illustration:
photo of Oppenheimer at Princeton University, December 17, 1947
Summary
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 8
This chapter introduces Robert Oppenheimer, physicist at the University of California at
Berkeley, chronicles his childhood and educational experiences, and gives insights into
his personality.
Questions
1. What do you know about Oppenheimer's childhood? He was sickly, a poor athlete, an
obsessive reader. He liked poetry and looking for minerals. He was attacked by other
campers at summer camp. He never fought back or answered his tormentors. His nickname
was "Cutie."
2. Why did his students think that Oppenheimer was crazy? He would spend hours helping
students find the answer to a question. He yelled out in other professors' lectures
things like, "We all know that!" He chained smoked cigarettes during class. He talked
fast and filled the chalkboard with equations.
3. What did Oppenheimer tell his brother that showed how much he loved physics?
said, "I need physics more than friends."
He
4. Why did Oppenheimer become politically active in 1936? He was concerned about the
economic depression's effect on his students, and he was concerned about the safety of
Jews in Nazi Germany and gave money to help them escape.
*********************************************************************************
The U Business p. 13-17
Vocabulary
fission (16): a nuclear reaction in which the nucleus of an atom splits into fragments
(usually two) and releases energy
Summary
In December 1938, in Berlin, Germany, Otto Hahn experimented with uranium and found that
neutrons would be released from a radioactive element and could hit adjoining uranium
atoms causing the uranium atoms to split in two. Hahn consulted with Lise Meitner. Otto
Frisch and Meitner discussed Hahn's experiment and the theories of Neils Bohr. Meitner
sketched out how an atom could be split by the force of neutrons, and she and Frisch
calculated how much energy could be released by the split atoms. Frisch talked to Neils
Bohr who took the idea to a conference of physicists in Washington DC in January of 1939.
Luis Alvary tells his colleague Robert Oppenheimer about an article he read about Bohr
and the splitting of atoms. The scientists realized the potential danger of an atomic
weapon.
Questions
1. Why did Otto Hahn choose to use uranium in his atomic experiments?
element with the largest atom having 238 protons and neutrons.
Uranium is the
2. Why was this a dangerous time for the development of an atomic weapon? The Nazis in
power in Germany wanted to invade the countries surrounding them. (The Nazis invaded
Poland on September 1, 1939, beginning World War II.)
*********************************************************************************
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
Page 9
Finding Einstein
p. 18-21
Summary
At the request of Leo Szilard and Eugene Wigner (and with Szilard's help), Albert
Einstein wrote a letter to President Franklin Roosevelt warning him about the possibility
of the Germans developing an atomic bomb. Einstein thought the United States should
develop an atomic bomb so the United States could prevent Hitler from using an atomic
bomb. The letter was delivered to Roosevelt on October 11, 1939, and he immediately
realized that the situation required action.
Questions
1. Why do you think Szilard and Wigner chose Albert Einstein to write the letter?
Possible answers: He was a well-known scientist and had a good reputation. He
understood how destructive an atomic bomb would be. He was convinced it would be
dangerous for the world if the Germans were the only country that had an atomic weapon.
*********************************************************************************
Tradecraft p. 22-28
Summary
Harry Gold was out of work in 1933. Tom Black found him a job in a soap factory in New
Jersey. Later, Black asked Gold to give him trade secrets from the Pennsylvania Sugar
Company. Gold did not want to give secrets to Black because he knew Black was a
communist, but he felt indebted to Black for getting him a job, so he stole the
information and gave it to Black. Gold was never a communist himself and he did not
support Stalin. In 1941, Gold was blackmailed into giving the Russians defense secrets.
Questions
1. What did Tom Black do to help Harry Gold?
Depression after Gold lost his job.
Black found a job for Gold during the
2. What did Black expect in return from Gold? Black expected Gold to give him trade
secrets from the Pennsylvania Sugar Company, which Black would relay to the Soviets.
3. What kinds of documents interested Tom?
industrial chemicals.
Tom wanted plans and formulas for making
4. What was Gold's job with the KGB when he was working with Sam? He became a courier,
carrying information from informants working in factories to Sam, his KGB agent. In
1941, he began bringing the Soviets defense secrets.
*********************************************************************************
Rapid Rupture p. 29-24
Summary
KGB agents Semyon Semyonov (known as "Sam") and Alexander Feklisov stole technology
secrets from America. At the same time, the FBI was watching Americans including
Oppenheimer.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 10
Oppenheimer was named to Roosevelt's Uranium Committee.
He was excited about building
an atomic bomb. After the attack on Pearl Harbor, Oppenheimer asked Robert Serber to
join him at Berkeley to work on the project.
Questions
1. Why did the FBI open a file on Oppenheimer? He had visited a friend, Haakon
Chevalier, who was a member of the Communist Party (a legally recognized political party
in the U. S.).
2. How did Oppenheimer know Robert Serber?
students.
Serber had been one of Oppenheimer's
3. Where was Oppenheimer conducting his research? Oppenheimer's office at the University
of California at Berkeley
*********************************************************************************
Norway Connection p. 35-37
Vocabulary
concoct (36):
to create or invent something using skill and intelligence
fatigue (36):
extreme physical or mental tiredness from overwork or exhausting activity
Gestapo (37): the German secret police under the Nazis who were known for terroristic
methods used against those suspected of treason or disloyalty.
Summary
In 1940, Knut Haukelid, a 29 year-old Norwegian who
of young men working against the Nazi occupation of
resistance group and worked as a radio operator and
Haukelid escaped into Sweden and was taken by plane
was born in New York, joined a group
their country. He joined a secret
spy. When discovered by the Nazis,
to Great Britain.
Questions
1. How did Haukelid's work as a radio operator help the resistance? He sent information
about German military movements to British intelligence officers in London.
2. How did Haukelid's mother react when the Nazi secret police, the Gestapo, entered her
house? She refused to cooperate with them. When asked what Haukelid was doing in
Britain, she replied, "You will find out when he comes back."
*********************************************************************************
Enormoz p. 38-41
Summary
In 1942, Russian physicist Georgi Flerov noticed there was no research about uranium
fission in the U.S. scientific journals. He concluded that the studies were classified
top secret. When the Soviet Union was attacked by the Germany Army, their leaders were
anxious to develop a nuclear weapon quickly. The KGB agents in the U.S. were instructed
to steal information about the uranium bomb. "Enormoz" was the Soviet codeword for their
project.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 11
Columbia University chemist Clarence Hisky told Zalmond Franklin, a KGB courier, that he
was working on developing a bomb. Vasily Zarabin, the top KGB agent in New York City,
sent a report to Moscow. Zarabin was sent a list of questions to ask Hisky if he could
talk with him alone, but he had no chance to question him before Hisky transferred to the
University of Chicago. After Hisky was seen with a KGB agent in Chicago, he was drafted
into the U.S. Army and stationed in Northwest Territory, Canada.
The Soviets made a list of the top U.S. scientists who, they thought, were working on the
bomb and who also had communist sympathies before the war. Robert Oppenheimer was first
on their list.
Questions
1. Why were the United States and the Soviet Union allies?
enemies.
2. Why were the
were working on
allies with the
than the Soviet
They were fighting common
Soviets interested in building an atomic bomb? They knew the Germans
a bomb and the Soviets were being invaded by the German army. They were
United States, but did not want the U.S. to have a weapon more powerful
weapons.
*********************************************************************************
PART 2:
Chain Reactions
Opening illustrations:
The Chicago Pile Team; Klaus Fuchs (rhymes with "books"); Vemork Hydroelectric; Carl
Eifler; Leslie Groves; Robert Oppenheimer; Jens Poulsson; Enrico Fermi; The Gunnerside
Team
*********************************************************************************
On the Cliff p. 44-50
Illustration of Winston Churchill and Franklin D. Roosevelt at Hyde Park, NY
Summary
On June 19, 1942, Churchill visited Roosevelt at Hyde Park, NY, to discuss the progress
of the atomic bomb. They agreed to share information with each other but not with the
Soviet Union. In September 1942, U. S. Army Col. Leslie Groves was put in charge of the
project. Groves met with the Uranium Committee and began choosing scientists for the
Manhattan Project. On October 8, 1942, Groves met with Oppenheimer.
Questions
1. How did Groves feel about his appointment as head of the Manhattan project? Groves
was disappointed because he wanted to command combat troops, but he was confident of his
ability to oversee the construction of the atomic bomb.
2. What good qualities did Groves see in Oppenheimer? Oppenheimer was smart, had broad
knowledge, could talk on many subjects, and was born in the United States.
3. What potential problems did Groves see in Oppenheimer? Oppenheimer was absentminded
and had no experience in directing a large group of people. The FBI investigation showed
he had past associations with communists, and he failed the Army physical examination.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 12
*********************************************************************************
International Gangster School p. 52-54
Summary
The S.O.E. (Special Operations Executive), a British organization for sabotage behind
enemy lines, sent Knut Haukelid to Special Training School No. 3, called International
Gangster School by the Germans. He was trained to parachute from airplanes. In
training, he accidentally shot himself in the sole of his foot, so he was unable to go on
the mission in Norway against Vemork Hydroelectric. Jens Poulsson, who had grown up near
the location of the heavy water plant, was the leader of the group of Norwegians that
would parachute into the Hardanger Plateau of Norway and destroy the Vemork plant.
Questions
1.
What is heavy water?
See page 53, paragraph 5.
2. Why were the Norwegians determined to destroy Vemork? The Vemork Hydroelectric
manufactured heavy water that the Germans were using to develop an atomic bomb.
*********************************************************************************
Gliders Down p. 55-60
Summary
In October of 1942, Norwegian Jens Poulsson along with Knut Haugland, Arne Kjelstrup, and
Claus Helberg parachuted into Norway, along with crates of supplies provided by the
British. With much effort, the group secured the supplies, set up camp, and contacted
London. Ten days later thirty-four British were brought to Norway in gliders. Both
crashed in Norway. The survivors were tortured and killed by the Germans.
Questions
1. How did the British intelligence officers make sure that Knut Haugland was the one
sending them the coded message? The officer asked Haugland a prearranged security
question, and Haugland gave them the correct answer.
2. Why did Haugland's telegraph message sound odd?
the cold weather.
His fingers were frozen stiff from
*********************************************************************************
Quiet Fellow p. 60-65
Summary
Ruth Werner, a spy for the KGB, was living in Banbury, England, disguised as a German
refugee. She communicated with the KGB in Moscow by radio.
Klaus Fuchs (rhymes with "books"), a German who hated the Nazis, was working with British
scientists to develop an atomic bomb. He gave information about the bomb to Werner who
sent the information on to Moscow.
In the United States, Semyonov asked Harry Gold to look for information about an atomic
weapon. Peter Ivanov, a KGB agent in San Francisco, tried to recruit Oppenheimer as a spy
for the Soviets. Ivanov contacted chemical engineer George Eltenton, who said he did not
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 13
know Oppenheimer well enough to contact him. Eltenton said he should ask Haakon
Chevalier, a French literature professor at Berkeley, to interview Oppenheimer.
When
Chevalier approached him, Oppenheimer said that giving information to the Soviets would
be treason. Oppenheimer never reported the conversation with Chevalier to General
Groves.
Questions
1. Should Oppenheimer have reported to General Groves about his conversation with
Chevalier? Why might Oppenheimer have regretted his decision? Answers will vary.
*********************************************************************************
Disappearing Scientists p. 66-69
Summary
On November 16, 1942, in New Mexico, Oppenheimer and Groves looked for a location for the
atomic bomb lab. The war department bought Los Alamos Ranch School. A number of
scientists were recruited for the Manhattan Project including Donald Hornig, Stanislaw
Ulam, Robert Marshank, Bob Wilson, and Richard Feynman. All of these scientists were
"disappearing" from their homes and relocating at Los Alamos.
Questions
1. What were the requirements for the site of the atomic bomb lab? It must be remote,
close to a railroad track, and have some buildings already in place.
*********************************************************************************
Chicago Pile p. 70-74
Summary
On December 2, 1942, at the University of Chicago, Enrico Fermi, an Italian physicist,
and Leona Woods, a graduate student, plus 14 other scientists and students, conducted an
experiment showing the controlled release of atomic power using blocks of graphite, small
pieces of uranium, and long wooden poles wrapped in cadmium.
Questions
1. How much energy was produced by Fermi's experiment?
energy to power a small light bulb.
The experiment produced enough
*********************************************************************************
Operation Gunnerside p. 75-80
Summary
On February 17, 1943, Knut Haukelid and five Norwegian volunteers flew from Britain to
Norway to blow up the Vemork hydroelectric plant. Each man carried a cyanide capsule to
use if captured by the Nazis. Haukelid's group joined with Jens Poulsson's group, who
they found with some difficulty after parachuting into the Hardanger Plateau. They
divided into two parties. Five men were on the demolition party led by Joachim
Ronneberg, and five men were on the covering party led by Haukelid.
Questions
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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1. Why did the group parachuting into the Hardanger Plateau have so much trouble finding
Poulsson's group? Haukelid's group was supposed to parachute to the frozen lake, but
they missed the lake so they had to go on skis to find Poulsson. This was difficult
because of stormy weather, including a five-day blizzard.
*********************************************************************************
High Concentration p. 81-87
Vocabulary
inaccessible (81):
remote or impossible to reach
precipice (81): an overhanging or extremely steep mass of rock, such as the face of a
cliff
saboteur (87): a person who uses the destruction of property and other treacherous
actions to defeat an enemy
Summary
On February 27, 1943, the teams skied to Vemork. Wearing British uniforms, they climbed
the six-hundred foot rock face of the gorge where the hydroelectric plant was located.
The covering team opened the gate, while the demolition team looked for an unlocked door.
They went in through an air vent. Ronneberg wrapped the 18 heavy water machines with
explosive charges and lit the fuse. Their mission was successful. Eight of the saboteurs
skied to Sweden. Haukelid and Arne Kjelstrup stayed in Norway to help the resistance
fighters.
Questions
1. Why did the teams dress as British soldiers? They wanted the Nazis to think the
mission was done by British soldiers and not by local citizens who might be punished by
the Nazis for the strike against the heavy water plant.
*********************************************************************************
PART 3: How to Build an Atomic Bomb p. 88-89
Illustrations:
Dorothy McKibben; Robert Oppenheimer; Werner Heisenberg; Richard Feynman; The Hydro; Igor
Kurchatov; Robert Serber; Theodore Hall; Harry Truman
*********************************************************************************
The Gatekeeper p. 90-96
Illustration:
Main Gate at Los Alamos
Vocabulary
expectancy (92):
the act of looking forward to something likely to occur or appear
Summary
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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In last March 1943, Dorothy McKibben was hired as a secretary and "gatekeeper" at Los
Alamos. Because of all the rumors going around Santa Fe, Oppenheimer asked his assistant
Robert Serber to spread the rumor that they were building an electronic rocket at Los
Alamos. The rumor did not catch on.
Questions
1. What changes in their community made the people of Santa Fe curious about what was
going on at Lost Alamos? There were men with German accents in their town, and there
were long lines of army trucks going to Los Alamos. When the locals tried to apply for
jobs at Dorothy McKibben's office in Santa Fe, they were told that there were no jobs,
despite the obvious activity going on at Los Alamos.
*********************************************************************************
The Gadget p. 97-102
Vocabulary
critical mass (99):
the amount of material needed to start a chain reaction
surveillance (101): close observation of a person or group of people, especially when
the person is under suspicion by the authorities.
Summary
On April 15, 1943, forty scientists met together at Los Alamos. Their purpose was to
build a bomb powered by fast neutron chain reactions. With his knowledge of everything
that had been discovered by Oppenheimer's group in the past year, Serber explained the
physics of an atomic bomb to the group of scientists. To avoid using the word "bomb,"
they called it "the gadget." Over the course of two weeks, Serber gave five lectures
describing how the gadget might work.
The Army Counter-Intelligence Corps (CIC) began constant surveillance of Oppenheimer.
Questions
1. What two problems confronted the scientist designing the Gadget? It must cause a
chain reaction fast acting enough to create a massive explosion, and it must be light
enough to be transported by airplane.
2. What three things did General Groves request that Oppenheimer NOT do? Groves
requested that Oppenheimer not fly in an airplane, drive an automobile more than a few
miles, or drive in town (Santa Fe) without a guard.
*********************************************************************************
Laboratory Number 2 p. 103-107
Summary
Early in 1943, the Soviets were fighting the Germans, but both Churchill and Roosevelt
wanted to keep the atomic bomb secret from the Soviets. The CIC suspected that
Oppenheimer was giving information to the Soviets, but General Groves defended him.
There was no evidence that Oppenheimer was ever anything but loyal to the United States.
The Soviet bomb program, located outside of Moscow, was headed by Igor Kurchatov who was
receiving secret information from Klaus Fuchs who was working on the British project.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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When Oppenheimer had difficulty finding scientists for the Manhattan Project, the British
government sent a group of scientists including Fuchs. Harry Gold was told to drop
industrial spying and put all his efforts into getting information about the Manhattan
Project.
Questions
1. How was the arrival of the British scientists in America both good and bad for the
United States? It added scientists to the workforce, but it also brought a spy, Klaus
Fuchs, who had been giving information to the Soviets.
*********************************************************************************
Ferry Job p. 108-114
Vocabulary
bilge (112):
the lowest inner part of a ship's hull
Summary
The Germans rebuilt the Vemork heavy water plant. United States Air Force bombers
attacked the plant. Although the plant was not destroyed, the Germans realized it was
vulnerable and decided to move the heavy water to Germany. Knut Haukelid, Rolf Sörlie,
and Knut Lier-Hansen sank the ferry carrying the heavy water across Lake Tinn.
Questions
1. How did Haukelid insure that the heavy water would be destroyed when the ferry sank?
He timed the explosion to occur when the ferry reached the deepest part of Lake Tinn
insuring that the barrels could not be salvaged.
*********************************************************************************
Dirty Work p. 115-119
Summary
General Groves plotted the kidnapping of Werner Heisenberg. The Office of Strategic
Services (OSS) chose Colonel Carl Eifler to do the job, which would involve kidnapping
Heisenberg in Germany then smuggling him into Switzerland where he would be flown to the
United States.
Questions
1. Who called this mission "dirty work" and wanted to know nothing about it?
George Marshall
2. What military experience did Eifler have?
Asia behind Japanese lines.
General
He was working for the OSS in southeast
*********************************************************************************
Secret Cities p. 120-125
Summary
Richard Feynman was sent to Oak Ridge, Tennessee, to instruct the workers there how to
handle uranium safely. Their job was to convert Uranium-238 to Uranium-235. Another
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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plant in Hanford, Washington, was changing U-238 into plutonium. The Manhattan Project
employed 300,000 people and cost the government hundreds of millions of dollars, but
Congress knew nothing about it.
Questions
1. What did workers at Los Alamos do on Sundays? They had the day off.
climbed mountains. Oppenheimer rode his horse Chico.
Some fished or
*********************************************************************************
Man with Four Gloves p. 126-130
Summary
February 5, 1944, on the Lower East Side of New York City, Harry Gold made contact with
British physicist Klaus Fuchs, who fed him information about Los Alamos to give to the
KGB. They met several times between March and June. In late July 1944, Fuchs failed to
appear for a scheduled meeting with Gold.
Questions
1. What did Harry Gold do with the information he received from Fuchs? Gold gave the
information to Anatoly Yatzkov, a KGB agent, who sent the information to KGB headquarters
in Moscow.
*********************************************************************************
Born Rebel p. 131-135
Summary
In 1944, Ted Hall, a recent physics graduate at Harvard, was recruited to work in the
Manhattan Project at Los Alamos. At eighteen, Hall was the youngest scientist there.
Experiments at Los Alamos showed that the gun barrel assembly method would not work with
plutonium as it had with the uranium bomb. The plutonium chain reaction was much quicker
than the uranium chain reaction. When Hall was approached by the Soviets, he was unsure
what to do. He came to the conclusion that no country should have a monopoly on the
atomic bomb, which led him to contact the Soviets with information about the bomb.
Questions
1. Why did Hall think that the world would be safer if a second major country also had
the atomic bomb? A country would be less likely to use the bomb knowing they would
probably have an atomic bomb used against them.
*********************************************************************************
Two Inside p. 136-141
Summary
In mid-October of 1944, Ted Hall took a two-week leave of absence from work to make
contact with Sergei Kurnakov, a journalist and spy in New York City. He turned over
information that explained the principles of the atomic bomb.
Still in search of Klaus Fuchs, Harry Gold visited his sister in Cambridge and found out
that Fuchs had been transferred to the Southwest, but he would be in Cambridge in
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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December. At Los Alamos, Fuchs was pleasant and helpful with the work, but he kept his
mission secret from everyone there.
Questions
1. How did Hall suggest that Kurnakov could prove that he had given Kurnakov accurate
information about the bomb? Kurnakov could show the report to any physicist and he would
know what it was.
*********************************************************************************
Part 4:
Final Assembly p. 142-143
Illustrations:
Paul Tibbets and crew of the Enola Gay; David Greenglass; Lona Cohen; George
Kistiakowsky; Harry Truman; Moe Berg; Trinity Test Site
*********************************************************************************
The Pilot p. 144-148
Illustration:
Paul Tibbets and the Enola Gay
Summary
Paul Tibbets was a twenty-nine year old pilot in the United States Air Force. He was the
leader of the 509th Composite Group formed December 17, 1944 at Wendover, Utah. Their
mission was to plan a strategy for dropping the atomic bomb from an airplane and escape
without killing the occupants of the airplane.
Questions
1. Why did Tibbets choose Wendover for the site of the project? It was an isolated area
where his men would be unlikely to get into trouble or to leak information.
*********************************************************************************
Swiss Deal
p. 149-153
Summary
OSS Director General William Donovan told Carl Eifler that the plot to kidnap Werner
Heisenberg was off and that Eifler would be sent to an area of Korea controlled by the
Japanese. In truth, the mission had been changed. Now Moe Berg, a former baseball player
and lawyer, was assigned to Operation Alsos, a secret operation in which he would follow
the Allied forces in Europe looking for information about the German atomic bomb project.
In December of 1944, Berg found out that Heisenberg was traveling to Switzerland for a
conference. Berg followed him there and heard Heisenberg say that Germany would
surrender soon, so he took no action against Heisenberg.
Questions
1. Why did Moe Berg make a good spy? Berge was a world traveler, he studied many
languages, and he had a dark complexion which gave him the ability to look like a number
of nationalities.
*********************************************************************************
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Implosion p. 154-159
Summary
In late December of 1944, Ted Hall arranged to meet Saville Sax using a "book code."
They met in Albuquerque, New Mexico, where Hall gave Sax two pages of handwritten notes
containing everything Hall knew about the plutonium bomb.
In 1945, the U. S. Army crossed the Rhine River and entered Germany.
found that Heisenberg was in Haigerloch, Germany.
The Alsos team
At Los Alamos, the team was working on an implosion bomb, blasting pieces of plutonium
together using explosives and setting off a chain reaction. It was George Kistiakowsky's
job to design a perfectly symmetrical explosion.
Ted Hall worked on researching what happened when a ball of metal was surrounded by
explosives and blown inward. The Soviets doubted that Hall's information was reliable,
so they used Harry Gold to get info from Klaus Fuchs.
Questions
1. Why did the Soviets try to get information about the experiments at Los Alamos from
two different informants (Hall and Fuchs)? The Soviets were trying to be sure that the
information was accurate by checking to see that both informants gave them the same
information.
*********************************************************************************
Falling Stars
p. 160-164
Summary
On April 12, 1945, President Roosevelt died and Harry Truman became President. The
Secretary of War told Truman about the atomic bomb project. On April 23, the Alsos squad
went to Heisenberg's lab in Haiguloch, Germany. They found that the Germans were two
years behind the United States in the development of a bomb. The Nazis' supply of
uranium was found buried in a nearby field. The uranium was shipped to America. Otto
Hahn, Heisenberg, and the other German scientists were taken to Great Britain.
Questions
1. Why were the Americans so quick to remove the German scientists from Germany? The
Americans did not want the German scientists to be captured by the Soviets and be forced
to help the Soviets build a bomb.
*********************************************************************************
Land of Enchantment p. 165-170
Summary
Harry Gold and Anatoly Yatzkov discussed Gold's trip to Santa Fe to meet with Klaus
Fuchs. Yatzkov also wanted Gold to go to Albuquerque to meet another informant to
confirm Fuchs's information. The Germans had surrendered, but the work on the bomb
continued. It could be used against Japan.
Oppenheimer wanted to test the plutonium bomb. The team worked to set up a test site in
the desert near Alamogordo Air Force Base. They named the site Trinity. On June 2,
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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1945, Harry Gold and Karl Fuchs met in Santa Fe. Fuchs gave Gold a packet
about the design of the plutonium bomb. Gold also went to Albuquerque and
Greenglass who worked in a machine shop making molds for the explosives to
Trinity. Greenglass gave Gold ten pages of information and sketches. Gold
to Yatzkov who sent it on to Moscow.
of information
met David
be used at
gave the info
Questions
1. What did Gold do to prove his identity to David Greenglass? Gold and Greenglass
matched two torn halves of a Jell-O box, one-half that Yatzkov had given Gold and the
other half which Mrs. Greenglass had in her purse.
*********************************************************************************
Trinity p. 171-177
Summary
During the hot, dry month of June, Oppenheimer's crew worked night and day to prepare for
the testing of the bomb. On July 2, George Kistiakowsky discovered air pockets in the
plastic explosives. He made a quick repair. The test must be done before Truman went to
Potsdam in just a few days to meet with Stalin and Churchill. The test was set for July
16 at 4 a.m. The night before was a stormy night with rain, high winds, and lightning.
Groves and Oppenheimer would check the weather at 1 a.m. to decide whether to proceed
with the test.
Questions
1. How did George Kistiakowsky repair the air holes that were in the plastic explosives?
He drilled holes in the casings to reach the air hole and filled them up with liquid
explosives.
2. Why was President Truman anxious to have the bomb test before he left for Potsdam?
Truman wanted to stun Stalin with the news that the United States had created an atomic
weapon.
3.
What was each man's role in preparing for the atomic bomb test?
Philip Morrison--He removed the plutonium bomb core from a vault in the Los Alamos Tech
Area and packed the pieces into two padded suitcases. There were thermometers on the
suitcases to detect if a chain reaction had begun. He and a driver took the core to
Trinity. It took five hours. Morrison also steadied the plutonium core as it was lowered
into a metal tamper inside the ball of explosives.
George Kistiakowsky-He made the plastic explosives and repaired the air holes in the
explosives.
Robert Bacher--Along with eight other scientists, Bacher put together the bomb's
plutonium core. Then Bacher drove the plutonium to the tower.
Donald Hornig--He spent the night before the test on top of the tower sitting in a
folding chair beside the bomb inside the three-sided metal shack in the midst of a
thunderstorm.
*********************************************************************************
Test Shot p. 178-185
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Vocabulary
meteorologist (180):
one who reports and forecasts weather conditions
Summary
Ninety witnesses traveled by bus from Los Alamos to Compaña Hill about twenty miles away
from the tower. Groves and Oppenheimer met at 1:00 a.m. It was still raining. The head
meteorologist said the best chance of clear skies was between 5:00 a.m. and 6:00 a.m.
They set the blast time for 5:30.
Oppenheimer's bomb shelter was six miles from the blast site. When the bomb went off,
everything was lit by a light as bright and as hot as the midday sun. An enormous ball
of fire rose and rolled and twisted itself into a mushroom shape. About thirty seconds
later, came the rumbling boom of the bomb.
Questions
1.
What did Oppenheimer say after the explosion?
It worked.
2. How was the explosion described? Possible answers: A blinding light, hot like
opening an oven, a great ball of fire, a big orange ball, glowing dark purple cloud, a
loud rumbling sound.
3. What was the chill that was felt by the scientists? The chill was their realization
that they had created the most dangerous weapon in the world. Because of the bomb, the
world would never be the same.
4. The author recounts the impressions of the explosion as told by several of the
participants. Which person's description did you find helpful in visualizing the
explosion and why was it helpful to you? Answers will vary.
*********************************************************************************
Little Boy p. 186-192
Summary
To create a cover story for the Alamogordo explosion, it was reported that the explosives
dump at the air force base had blown up.
The gun assembly for the uranium bomb was loaded on the USS Indianapolis. Also on board
were Major Furman and Captain Noland and the lead bucket of uranium. It took ten days
for the ship to reach Tinian. Groves sent a message to Truman describing the explosion.
On July 26, Truman and Churchill issued the Potsdam Declaration demanding that Japan
surrender. Japan refused. On August 6, Paul Tibbets and eleven crewmembers were in the
Enola Gay headed for Japan.
Questions
1. Why was Hiroshima chosen?
were best for visibility.
Hiroshima was chosen because the weather conditions there
*********************************************************************************
Hiroshima p. 193-197
Summary
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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The crew aimed the bomb toward Aioi Bridge located in the center of
was released from the plane and exploded forty-three seconds later.
ground to over 5,000 degrees. There was a sudden darkness caused by
thrown into the air by the blast. Buildings were on fire. The crew
could see the mushroom cloud rise three miles above their airplane.
Hiroshima. The bomb
The blast heated the
the dust and debris
of the Enola Gay
Questions
1. How did Paul Tibbets feel after the explosion? He felt relief that the mission was
over and hoped it would bring about the end of the war, but he also felt the atomic bomb
had made war more horrible than ever.
*********************************************************************************
Reaction Begins p. 198-206
Vocabulary
enterprise (199):
ghoulish (200):
a business or industrial activity
disgusting or gruesome
obliterate (199):
to do away with completely so that no trace remains
radiation poisoning (204): illness caused by exposure to radiation ranging from nausea,
vomiting, and diarrhea to loss of hair and teeth, low red and white blood cell counts,
and death.
Summary
Groves congratulated Oppenheimer. On his voyage back to the United States, Truman
received news about the attack on Hiroshima. The White House released a prepared
statement from Truman. The attack was announced at Los Alamos over the public address
system.
Otto Hahn felt personally responsible for the destruction because he had discovered
fission. Stalin was furious and ordered his scientists to develop an atom bomb. The
Japanese debated surrender, but they decided against it.
On August 9, the plutonium bomb called "Fat Man" was dropped on Nagasaki.
Charles Sweeney.
The pilot was
The military leaders of Japan were unwilling to surrender, but the emperor made the
decision. Japan surrendered on August 15.
Questions
1. Why did Emperor Hirohito think surrender was the right decision? He did not wish his
people to suffer any longer and there would certainly be more suffering if more atomic
bombs were dropped on their country.
*********************************************************************************
End Game p. 207-212
Vocabulary
awestricken (209):
showing mixed feelings of reverence, respect, wonder, and dread
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Summary
World War II was over, but the Soviets were still after the secrets of the atomic bomb.
Lona Cohen arrived in Las Vegas, New Mexico and traveled to Albuquerque to meet Ted Hall.
Hall gave her a report about the bomb.
Klaus Fuchs met Harry Gold in Santa Fe and gave
him a report about "Little Boy." Both Cohen and Gold gave their papers to Anatoly
Yatzkov. The Soviets' first atomic bomb was an exact replica of the Americans' plutonium
bomb.
Questions
1. Where did Lona Cohen hide the papers Ted hall had given her?
box of tissues.
She hid the papers in a
2. How did the papers that Hall and Fuchs turn over give the Soviets an advantage over
the Americans? The Soviets were able to build a plutonium bomb in less time and with
less expense because they could avoid the problems that the Americans had faced.
*********************************************************************************
Father of the Bomb p. 213-217
Vocabulary
imminent (215):
about to occur
Summary
Oppenheimer was famous now, but he was also terrified of the power of the atomic bomb.
He wanted a ban on atomic weapons. He predicted an arms race between the United States
and the Soviet Union. Oppenheimer resigned from his job as director of Los Alamos on
October 16, 1945.
Oppenheimer talked with Secretary of State James Byrnes and to President Truman about the
potential for destruction and the need for an international agreement to prevent the
manufacture of more bombs. Truman was confident that the Soviets would never get an
atomic bomb and was completely unsympathetic with Oppenheimer's concerns.
Questions
1. In what ironic position did Oppenheimer find himself at the end of the war? He was
the father of the atomic bomb, but he had no control over how the bomb would be used.
*********************************************************************************
Fallout p. 218-225
Summary
In 1948, Harry Gold wanted to marry but feared being exposed as a spy. His past life as
a spy was ruining his future. On August 29, 1949, the Soviets tested their first atomic
bomb in Kazakhstan. The United States became aware of it because of radiation in the air
detected by a U. S. Air Force weather plane flying over the western Pacific Ocean. Truman
was shocked that the Soviets had built a bomb so quickly.
In 1949, the American code breakers cracked the code that Soviet agents in the United
States used to send messages to Moscow during the war. By 1949, Karl Fuchs was head of
the theoretical physics division at the main atomic research center in Britain. Fuchs
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was questioned by William Skardon repeatedly. Finally, on January 22, 1950, Fuchs asked
to meet with Skardon and confessed to giving the design of the bomb to the Soviets.
On May 15, 1950, FBI agents questioned Harry Gold. They questioned him and kept him
under surveillance for a week, until they found the map in Gold's room and he made a full
confession.
Questions
1. What effect did spying have on Harry Gold's life? Because of his fear of exposure as
a spy, Gold was unmarried and living with his father and brother.
*********************************************************************************
Epilogue:
Scorpions in a Bottle p. 226-236
Vocabulary
annihilation (232):
escalate (236):
complete destruction
to increase, enlarge, or intensify
Summary
The post war activities of these individuals are summarized:
Ted Hall, and Robert Oppenheimer.
Klaus Fuchs, Harry Gold,
Questions
1. Why was Oppenheimer's security clearance revoked? It was a plot by Lewis Strauss,
the chairman of the Atomic Energy Commission, to dishonor Oppenheimer and keep him from
having any role in government.
2. How does the author feel about the status of the atomic bomb today? The author
thinks it is unlikely that the United States and Russia will attack each other with
atomic weapons, but there is the possibility that a terrorist group, the unbalanced
leader of a country, or countries that are historically enemies might use a nuclear
weapon.
*********************************************************************************
Race to Trinity 237-238
Illustrations:
Page 238-239:
Letter from Albert Einstein to Franklin Roosevelt, August 2, 1939
Page 240:
Fermi's atomic pile, November 1942
Bomb core carried to waiting vehicle, July 1945
100-foot tower at Los Alamos
Core of Bomb ready for insertion
Page 241:
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Fully assembled bomb being raised on a pulley
Gadget ready for test at top of tower
Trinity explosion at 0.006 seconds after detonation
Trinity explosion at 0.127 seconds after detonation
Page 242:
Mushroom cloud
Aerial view of crater created by Trinity test
Sept 9, 1945:
Oppenheimer and Groves look at remains of test tower
*********************************************************************************
Source Notes, p. 243-248
Quotation Notes, p. 249-259
Acknowledgments, p. 260-261
Photo Credits, p. 261
Index, p. 262-266
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Name ______________________
Questions for Students Reading
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Directions: After reading each section of the book, write your answers to
the questions in complete sentences on notebook paper.
Prologue:
May 22, 1950
p. 1-3
1.
Where did Harry Gold live?
2.
What was Harry Gold destroying?
3.
Why did Harry Gold confess?
*********************************************************************************
Skinny Superhero p. 6-12
4.
What do you know about Oppenheimer's childhood?
5.
Why did his students think that Oppenheimer was crazy?
6.
What did Oppenheimer tell his brother that showed how much he loved physics?
7.
Why did Oppenheimer become politically active in 1936?
*********************************************************************************
The U Business p. 13-17
8.
Why did Otto Hahn choose to use uranium in his atomic experiments?
9.
Why was this a dangerous time for the development of an atomic weapon?
*********************************************************************************
Finding Einstein
p. 18-21
10. Why do you think Szilard and Wigner chose Albert Einstein to write the
letter?
*********************************************************************************
Tradecraft p. 22-28
11.
What did Tom Black do to help Harry Gold?
12.
What did Black expect in return from Gold?
13.
What kinds of documents interested Gold?
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14.
What was Gold's job with the KGB when he was working with Sam?
*********************************************************************************
Rapid Rupture p. 29-24
15.
Why did the FBI open a file on Oppenheimer?
16.
How did Oppenheimer know Robert Serber?
17.
Where was Oppenheimer conducting his research?
*********************************************************************************
Norway Connection p. 35-37
18.
How did Haukelid's work as a radio operator help the resistance?
19. How did Haukelid's mother react when the Nazi secret police, the Gestapo,
entered her house?
*********************************************************************************
Enormoz p. 38-41
20.
Why were the United States and the Soviet Union allies?
21.
Why were the Soviets interested in building an atomic bomb?
*********************************************************************************
On the Cliff p. 44-50
22.
How did Groves feel about his appointment as head of the Manhattan project?
23.
What good qualities did Groves see in Oppenheimer?
24.
What potential problems did Groves see in Oppenheimer?
*********************************************************************************
International Gangster School p. 52-54
25.
What is heavy water?
26.
Why were the Norwegians determined to destroy Vemork?
*********************************************************************************
Gliders Down p. 55-60
27. How did the British intelligence officers make sure that Knut Haugland was
the one sending them the coded message?
28.
Why did Haugland's telegraph message sound odd?
*********************************************************************************
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 28
Quiet Fellow p. 60-65
29. Should Oppenheimer have reported to General Groves about his conversation
with Chevalier? Why might Oppenheimer have regretted his decision?
*********************************************************************************
Disappearing Scientists p. 66-69
30.
What were the requirements for the site of the atomic bomb lab?
*********************************************************************************
Chicago Pile p. 70-74
31.
How much energy was produced by Fermi's experiment?
*********************************************************************************
Operation Gunnerside p. 75-80
32. Why did the group parachuting into the Hardanger Plateau have so much
trouble finding Poulsson's group?
*********************************************************************************
High Concentration p. 81-87
33.
Why did the teams dress as British soldiers?
*********************************************************************************
The Gatekeeper p. 90-96
34. What changes in their community made the people of Santa Fe curious about
what was going on at Lost Alamos?
*********************************************************************************
The Gadget p. 97-102
35.
What two problems confronted the scientist designing the Gadget?
36.
What three things did General Groves request that Oppenheimer NOT do?
*********************************************************************************
Laboratory Number 2 p. 103-107
37. How was the arrival of the British scientists in America both good and bad
for the United States?
*********************************************************************************
Ferry Job p. 108-114
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 29
38. How did Haukelid insure that the heavy water would be destroyed when the
ferry sank?
*********************************************************************************
Dirty Work p. 115-119
39.
Who called this mission "dirty work" and wanted to know nothing about it?
40.
What experience did Eifler have?
*********************************************************************************
Secret Cities
41.
p. 120-125
What did workers at Los Alamos do on Sundays?
*********************************************************************************
Man with Four Gloves p. 126-130
42. What did Harry Gold do with the information he received from Fuchs?
*********************************************************************************
Born Rebel p. 131-135
43. Why did Hall think that the world would be safer if a second major country
also had the atomic bomb?
*********************************************************************************
Two Inside p. 136-141
44. How did Hall suggest that Kurnakov could prove that he had given Kurnakov
accurate information about the bomb?
*********************************************************************************
The Pilot p. 144-148
45. Why did Tibbets choose Wendover for the site of the project?
*********************************************************************************
Swiss Deal
46.
p. 149-153
Why did Moe Berg make a good spy?
*********************************************************************************
Implosion p. 154-159
47. Why did the Soviets try to get information about the experiments at Los
Alamos from two different informants (Hall and Fuchs)?
*********************************************************************************
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 30
Falling Stars
p. 160-164
48. Why were the Americans so quick to remove the German scientists from
Germany?
*********************************************************************************
Land of Enchantment p. 165-170
49.
What did Gold do to prove his identity to David Greenglass?
*********************************************************************************
Trinity p. 171-177
50. How did George Kistiakowsky repair the air holes that were in the plastic
explosives?
51. Why was President Truman anxious to have the bomb test before he left for
Potsdam?
52.
What was each man's role in preparing for the atomic bomb test?
Philip Morrison
George Kistiakowsky
Robert Bacher
Donald Hornig
*********************************************************************************
Test Shot p. 178-185
53.
What did Oppenheimer say after the explosion?
54.
How was the explosion described?
55.
What was the chill that was felt by the scientists?
56. The author recounts the impressions of the explosion as told by several of
the participants. Which person's description did you find helpful in visualizing
the explosion and why was it helpful to you?
*********************************************************************************
Little Boy p. 186-192
57.
Why was Hiroshima chosen?
*********************************************************************************
Hiroshima p. 193-197
58.
How did Paul Tibbets feel after the explosion?
*********************************************************************************
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 31
Reaction Begins p. 198-206
59.
Why did Emperor Hirohito think surrender was the right decision?
*********************************************************************************
End Game p. 207-212
60.
Where did Lona Cohen hide the papers Ted hall had given her?
61. How did the papers that Hall and Fuchs turn over give the Soviets an
advantage over the Americans?
*********************************************************************************
Father of the Bomb p. 213-217
62.
In what ironic position did Oppenheimer find himself at the end of the war?
*********************************************************************************
Fallout p. 218-225
63.
What effect did spying have on Harry Gold's life?
*********************************************************************************
Epilogue:
Scorpions in a Bottle p. 226-236
64.
Why was Oppenheimer's security clearance revoked?
65.
How does the author feel about the status of the atomic bomb today?
*********************************************************************************
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 32
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon Glossary
annihilation (p. 232):
awestricken (209):
and dread
bilge (112):
complete destruction
showing mixed feelings of reverence, respect, wonder,
the lowest inner part of a ship's hull
concoct (36):
to create or invent something using skill and intelligence
critical mass (99):
reaction
enterprise (199):
escalate (236):
the amount of material needed to start a chain
a business or industrial activity
to increase, enlarge, or intensify
expectancy (92):
or appear
the act of looking forward to something likely to occur
fatigue (36): extreme physical or mental tiredness from overwork or
exhausting activity
fission (16): a nuclear reaction in which the nucleus of an atom splits
into fragments (usually two) and releases energy
Gestapo (37): the German secret police under the Nazis who were known for
terroristic methods used against those suspected of treason or disloyalty.
ghoulish (200):
disgusting or gruesome
imminent (215):
about to occur
inaccessible (81):
remote or impossible to reach
meteorologist (180):
obliterate (199):
one who reports and forecasts weather conditions
to do away with completely so that no trace remains
precipice (81): an overhanging or extremely steep mass of rock, such as
the face of a cliff
radiation poisoning (204): illness caused by exposure to radiation
ranging from nausea, vomiting, and diarrhea to loss of hair and teeth, low
red and white blood cell counts, and death.
saboteur (87): a person who uses the destruction of property and other
treacherous actions to defeat an enemy
surveillance (101): close watch or observation of a person or group of
people, especially when the person is under suspicion by the authorities.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 33
Name ________________________
Bomb: The Race to Build and Steal the World's Most Dangerous
Weapon Vocabulary Puzzle
1.
2.
3.
4.
5.
6.
7.
7.
8.
9.
10
11
12
13
14
15
16
17
18
19
DOWN:
1. _____ mass
4. complete destruction
5. about to occur
2. the lowest inner part of
a ship's hull
6. an overhanging or
extremely steep mass of
rock,
7. a person who uses
treacherous actions to
defeat an enemy
3. to create or invent
something using skill and
intelligence
ACROSS:
7. close
watch of a
person or
group
8. extreme
tiredness
11.
looking
forward to
something
12.
showing
mixed
feelings
of
reverence,
respect,
wonder,
and dread
14. remote
or
impossible
to reach
16. German
secret
police
under the
Nazis
17. to do
away with
completely
18.
disgusting
or
gruesome
19.
business
or
industrial
activity.
9. _______ poisoning
10. a person who forecasts
the weather
13. a nuclear reaction in
which the nucleus of an atom
splits
15. to increase, enlarge, or
intensify
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 34
Name ___ANSWER KEY________
Bomb: The Race to Build and Steal the World's Most Dangerous
Weapon Vocabulary Puzzle
7.
7.
S
U
1.
2.
3.
4.
5.
6.
C
B
C
A
I
P
R
I
O
N
M
N
M
R
V
E
I
L
L
A
N
C
E
A
E
T
G
C
I
I
B
C
I
E
O
H
N
O
I
C
C
T
P
A
T
E
I
L
U
C
R
11
E
X
P
E
C
T
8.
F
A
T
14
A
W
E
S
T
R
G
E
A
10
R
T
M
I
E
O
T
N
E
A
N
C
Y
I
C
K
E
N
A
O
F
T
R
I
N
A
C
C
E
S
S
S
T
A
P
O
I
B
L
E
O
B
L
I
T
E
R
A
15
O
O
E
L
N
S
O
C
G
A
I
T
N
E
18
G
H
O
U
L
A
E
N
9.
I
17
U
13
S
16
G
L
D
12
I
I
S
T
H
T
T
19
E
N
T
E
R
P
R
I
S
E
ACROSS:
7. the act
of
watching a
person or
a group
8. extreme
tiredness
11.
looking
forward to
something
12.
showing
mixed
feelings
of
reverence,
respect,
wonder,
and dread
14. remote
or
impossible
to reach
16. German
secret
police
under the
Nazis
17. to do
away with
completely
18.
disgusting
or
gruesome
19.
business
or
industrial
activity.
DOWN:
1.
_____ mass
2. the lowest inner part of
a ship's hull
3. to create or invent
something using skill and
intelligence
4. complete destruction
5. about to occur
6. an overhanging or
extremely steep mass of
rock,
7. a person who uses
treacherous actions to
defeat an enemy
9. _______ poisoning
10. a person who forecasts
the weather
13. a nuclear reaction in
which the nucleus of an atom
splits
15. to increase, enlarge, or
intensify
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 35
Name _______________________
Bomb: The Race to Build and Steal the World's
Most Dangerous Weapon Vocabulary Review
Directions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Use your glossary to fill in the missing words.
___________________ 1. Many people feared the atomic bomb would
cause the _____ of the world.
___________________ 2. The _____ arrested people in Germany for
disloyalty to the Nazi party.
___________________ 3. An _____ site was chosen for Trinity base
so that bystanders would not interfere with
the bomb test.
___________________ 4. Scientists arrived in Santa Fe with a
feeling of _____ about their new lives in New
Mexico.
___________________ 5. Many _____ sights were caused by the
explosion of the bomb over Hiroshima.
___________________ 6. In Hiroshima, _____ poisoning caused many
deaths.
___________________ 7. Oppenheimer was under _____ by the FBI.
___________________ 8. Two pieces of uranium collided, forming a
_____ mass that caused a chain reaction.
___________________ 9. After the explosion of the plutonium bomb,
the scientists were _____ by its effects.
___________________ 10. The scientists felt _____ after many long
hours of work.
___________________ 11. The _____ of uranium atoms started the
chain reaction.
___________________ 12. After the attack on Nagasaki, the end of
World War II was _____.
___________________ 13. The _____ forecast clear skies between
5:00 and 6:00 a.m.
___________________ 14. The atomic bomb was powerful enough to
_____ most buildings in Nagasaki.
___________________ 15. The scientists used their knowledge of
physics to _____ an atomic bomb.
___________________ 16. My uncles started a new _____, a computer
technology company.
___________________ 17. Knut climbed the _____ above Vemork to
reach the hydroelectric plant.
___________________ 18. The Norwegian was a _____ is his own
country, destroying the factories that were
run by the Germans.
___________________ 19. Knut put a bomb in the _____ of the
ferry, the Hydro.
___________________ 20. For many years, the race for atomic bombs
would _____ between the United States and the
Soviet Union.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 36
Name _____Answer Key_________
Bomb: The Race to Build and Steal the World's
Most Dangerous Weapon Vocabulary Review
Directions:
Use your glossary to fill in the missing words.
1.
annihilation
2.
Gestapo
3.
inaccessible
4.
expectancy
5.
ghoulish
6.
radiation
7.
surveillance
8.
critical
9.
awestricken
10.
fatigue
11.
fission
12.
imminent
13.
meteorologist
14.
obliterate
15.
concoct
16.
enterprise
17.
precipice
18.
saboteur
19.
bilge
20.
escalate
1. Many people feared the atomic bomb would
cause the _____ of the world.
2. The _____ arrested people in Germany for
disloyalty to the Nazi party.
3. An _____ site was chosen for Trinity base
so that bystanders would not interfere with
the bomb test.
4. Scientists arrived in Santa Fe with a
feeling of _____ about their new lives in New
Mexico.
5. Many _____ sights were caused by the
explosion of the bomb over Hiroshima.
6. In Hiroshima, _____ poisoning caused many
deaths.
7. Oppenheimer was under _____ by the FBI.
8. Two pieces of uranium collided, forming a
_____ mass that caused a chain reaction.
9. After the explosion of the plutonium bomb,
the scientists were _____ by its effects.
10. The scientists felt _____ after many long
hours of work.
11. The _____ of uranium atoms started the
chain reaction.
12. After the attack on Nagasaki, the end of
World War II was _____.
13. The _____ forecast clear skies between
5:00 and 6:00 a.m.
14. The atomic bomb was powerful enough to
_____ most buildings in Nagasaki.
15. The scientists used their knowledge of
physics to _____ an atomic bomb.
16. My uncles started a new _____, a computer
technology company.
17. Knut climbed the _____ above Vemork to
reach the hydroelectric plant.
18. The Norwegian was a _____ is his own
country, destroying the factories that were
run by the Germans.
19. Knut put a bomb in the _____ of the
ferry, the Hydro.
20. For many years, the race for atomic bombs
would _____ between the United States and the
Soviet Union.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 37
Name ___________________________
Bomb: The Race to Build and Steal the World's
Most Dangerous Weapon Vocabulary Test
Directions: Match each word and definition by writing the letter on the blank.
Neatly PRINT your answers in CAPITAL letters.
______1. escalate
A. close observation of a person or group
______2. Gestapo
B. extreme tiredness
______3. obliterate
C.
______4. fatigue
______5. surveillance
D. showing mixed feelings of reverence,
respect, wonder, and dread
E. remote or impossible to reach
______6. expectancy
F.
German secret police under the Nazis
______7. awestricken
G.
to do away with completely
______8. enterprise
H.
disgusting or gruesome
______9. ghoulish
I. business or industrial activity
_____10. inaccessible
J. to increase, enlarge, or intensify
looking forward to something
**************************************************************************
_____11. fission
A ._____ mass
_____12. annihilation
B. the lowest inner part of a ship's hull
_____13. concoct
_____14. precipice
C. to create or invent something using
skill and intelligence
D. complete destruction
_____15. saboteur
E. about to occur
_____16. bilge
_____18. critical
F.
of
G.
to
H.
_____19. radiation
I. a person who forecasts the weather
_____20. imminent
J. a nuclear reaction in which the nucleus
of an atom splits
_____17. meteorologist
an overhanging or extremely steep mass
rock
a person who uses treacherous actions
defeat an enemy
_______ poisoning
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 38
Name __________________________________________
Directions:
Write one vocabulary word on each blank to make the story complete.
The development of an atomic bomb was important to America's victory in
World War II.
People worldwide were ____________________ with the power
of atomic energy.
The Germans were hoping to make a hydrogen bomb using
heavy water, but the Norwegian ____________________ (s) climbed the
____________________ of the cliffs at Vemork and destroyed the heavy water
factory there.
When the Germans planned to move the heavy water supply
from Norway to Germany, Knut Haukelid planted a bomb in the
____________________ of the ferry, which sank the ferry in Lake Tinn.
After physicist Otto Hahn discovered ____________________ and Enrico Fermi
used uranium to form a ____________________ that started a chain reaction
of atomic energy, the scientists at Los Alamos worked to
_____________________ an atomic weapon that would help end World War II.
This ____________________ required hard work and secrecy. They chose the
Trinity site to test the bomb because it was ____________________.
During the work at Los Alamos, the FBI kept Oppenheimer under
____________________.
At the same time, the ____________________, or
secret police, were watching the German physicists at work on an atomic
bomb in Berlin.
As the date of the atomic bomb test at the Trinity site neared, the
scientists' ____________________ began to ____________________.
Despite
their ____________________, the crew worked diligently to prepare for the
____________________ event.
On July 16, the ____________________ Jack
Hubbard predicted clear skies.
The test was a success.
On August 6, 1945, the bomb was dropped over Hiroshima, Japan, leaving a
____________________ landscape of burned bodies and destroyed buildings.
Many people were harmed by ____________________.
The atomic bomb
contained the power to ____________________ cities and bring
____________________ to the Japanese Empire.
After the bombing of
Nagasaki, the Japanese surrendered to the Allied Forces.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 39
Name _____ANSWER KEY_____________
Bomb: The Race to Build and Steal the World's
Most Dangerous Weapon Vocabulary Test
Directions: Match each word and definition by writing the letter on the blank.
Neatly PRINT your answers in CAPITAL letters.
J______1. escalate
A. close observation of a person or group
F______2. Gestapo
B. extreme tiredness
G______3. obliterate
C.
B______4. fatigue
A______5. surveillance
D. showing mixed feelings of reverence,
respect, wonder, and dread
E. remote or impossible to reach
C______6. expectancy
F.
German secret police under the Nazis
D______7. awestricken
G.
to do away with completely
I______8. enterprise
H.
disgusting or gruesome
H______9. ghoulish
I. business or industrial activity
E_____10. inaccessible
J. to increase, enlarge, or intensify
looking forward to something
**************************************************************************
J_____11. fission
A. _____ mass
D_____12. annihilation
B. the lowest inner part of a ship's hull
C_____13. concoct
F_____14. precipice
C. to create or invent something using
skill and intelligence
D. complete destruction
G_____15. saboteur
E. about to occur
B_____16. bilge
A_____18. critical
F.
of
G.
to
H.
H_____19. radiation
I. a person who forecasts the weather
E_____20. imminent
J. a nuclear reaction in which the nucleus
of an atom splits
I_____17. meteorologist
an overhanging or extremely steep mass
rock
a person who uses treacherous actions
defeat an enemy
_______ poisoning
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 40
Name __________________________________________
Directions:
Write a vocabulary word on each blank to make the story complete.
The development of an atomic bomb was important to America's victory in
World War II.
atomic energy.
People worldwide were _awestricken_______ with the power of
The Germans were hoping to make a hydrogen bomb using
heavy water, but the Norwegian _saboteur_____________ (s) climbed the
__precipice_________ of the cliffs at Vemork and destroyed the heavy water
factory there.
When the Germans planned to move the heavy water supply
from Norway to Germany, Knut Haukelid planted a bomb in the
___bilge____________ of the ferry, which sank the ferry in Lake Tinn.
After physicist Otto Hahn discovered __fission___________ and Enrico Fermi
used uranium to form a _critical mass_____ that started a chain reaction
of atomic energy, the scientists at Los Alamos worked to
___concoct___________ an atomic weapon that would help end World War II.
This _enterprise________ required hard work and secrecy. They chose the
Trinity site to test the bomb because it was _inaccessible_______.
During the work at Los Alamos, the FBI kept Oppenheimer under
_surveillance______.
At the same time, the __Gestapo___________, or
secret police, were watching the German physicists at work on an atomic
bomb in Berlin.
As the date of the atomic bomb test at the Trinity site neared, the
scientists' _expectancy_________ began to __escalate_________.
Despite
their __fatigue___________, the crew worked diligently to prepare for the
___imminent_________ event.
On July 16, the __meteorologist______ Jack
Hubbard predicted clear skies.
The test was a success.
On August 6, 1945, the bomb was dropped over Hiroshima, Japan, leaving a
__ghoulish_________ landscape of burned bodies and destroyed buildings.
Many people were harmed by __radiation poisoning_.
The atomic bomb
contained the power to __obliterate________ cities and bring
__annihilation_________ to the Japanese Empire. After the bombing of
Nagasaki, the Japanese surrendered to the Allied Forces.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 41
United States Department of Energy
Los Alamos Scientific Laboratory
Los Alamos, New Mexico
July 1945
Personnel File
Name of subject:
_____________________________________________
Date of birth: ________________________________________________
Country of birth:______________________________________________
Physical description:__________________________________________
_______________________________________________________________
Education: ____________________________________________________
_______________________________________________________________
Residences:
__________________________________________________
_______________________________________________________________
Job history: __________________________________________________
_______________________________________________________________
_______________________________________________________________
Other:
_______________________________________________________
_______________________________________________________________
_______________________________________________________________
Sources of information: _______________________________________
_______________________________________________________________
_______________________________________________________________
Signed ____________________________
Investigator
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 42
United States Department of Energy
Los Alamos Scientific Laboratory
Los Alamos, New Mexico
July 1945
Personnel File
Name of subject:
Klaus Fuchs
Date of birth: Dec. 29, 1911
Country of birth: Germany
Physical description: thin, balding, five-foot-ten, pale
complexion
Education: studied physics and mathematics at University of
Leipzig, Germany; Scotland
Residences: Russelsheim, Germany; Scotland; Birmingham,
England; Los Alamos, New Mexico
Job history: physicist at Birmingham University, England;
physicist at Los Alamos Laboratory, New Mexico
Other: quiet, good listener, talks very little, gentle,
generous, babysits for children of employees, listens to
classical music, gives people rides in his blue Buick,
industrious
Sources of information: Bomb; "Klaus Fuchs." Spartacus
Educational. March 7, 2013.
http://www.spartacus.schoolnet.co.uk/USAfuchs.htm
Signed ____Sample____________________
Investigator
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 43
Name ____________________________
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Find the Details Q&A
Directions: Find the answers to these questions by reading the book.
Write your answers in the blank boxes.
Question:
Answer:
1.
Who was the director of the
Manhattan Project?
2.
At what university did
Oppenheimer teach in the 1930s?
3.
Who discovered fission (that an
atom could be split and release
energy)?
4.
What was the significance of
Einstein's letter to Roosevelt about
the atomic bomb?
5.
Why did Harry Gold give trade
secrets to Tom Black?
6.
Why did the FBI open a file on
Oppenheimer?
7.
What important committee was
Oppenheimer appointed to in 1941?
8.
When did the Japanese attack
Pearl Harbor?
9.
What event caused Oppenheimer to
concentrate on building a bomb that
would defeat Hitler?
10. Why did the Germans need heavy
water?
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 44
11. Who led the two teams that blew
up the heavy water plant at Vemork?
12. Who was chosen to be the military
leader of the Manhattan Project?
13. How did Klaus Fuchs, a Germanborn scientist in Britain, help the
Soviets?
14. What site did Oppenheimer and
Groves choose for the Manhattan Project
in New Mexico?
15. What was the significance of
Enrico Fermi's experiment with the
"Chicago pile?"
16. What kind of bombs were the first
two bombs dropped on Japan?
17. Why did Lt. Col. Boris Pash think
Oppenheimer should be taken off the
Manhattan Project?
18. How did Haukelid plan to destroy
the heavy water that was being shipped
to Germany?
19. Why did Oppenheimer send Richard
Feynman to Oak Ridge?
20. Why did Klaus Fuchs meet with
Harry Gold?
21. Who was the youngest scientist at
Los Alamos?
22. What was the name of the location
where the uranium bomb was first
tested?
23. Why didn't Moe Berg kill Werner
Heisenberg?
24. In what way did Harry Gold's
handler break KGB rules?
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 45
25. How was the atomic bomb
transported to Japan?
26. What two Japanese cities were
destroyed by atomic bombs?
27. What Japanese government official
made the decision to surrender to the
Allied Forces?
28. Why did Oppenheimer want to meet
with Truman?
29. Why did the workers at Los Alamos
have feelings of "pride and horror"
after the atomic bomb was dropped?
30. During most of World War II, who
was the leader of the United States?
31. During World War II, who was the
leader of the Soviet Union?
32. During World War II, who was the
leader of Japan?
33. During World War II, who was the
leader of Great Britain?
34. During World War II, who was the
leader of Germany?
35. Which type of bombs developed in
the Manhattan Project--uranium,
plutonium, or hydrogen--was the most
powerful?
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Name ______Answer Key__
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Find the Details Q&A
Question:
1. Who was the director of the
Manhattan Project?
Answer:
Robert Oppenheimer
2. At what university did
Oppenheimer teach in the 1930s?
University of California at Berkeley
3. Who discovered fission (that an
atom could be split and release
energy)?
Otto Hahn
4. What was the significance of
Einstein's letter to Roosevelt
about the atomic bomb?
Einstein's letter helped Roosevelt
realize the urgency of developing an
atomic bomb before the Germans did
5. Why did Harry Gold give trade
secrets to Tom Black?
He felt obligated to Black for finding
him a job.
6. Why did the FBI open a file on
Oppenheimer?
He was friends with Haakon Chevalier.
7. What important committee was
Oppenheimer appointed to in 1941?
Roosevelt appointed Oppenheimer to the
Uranium Committee, which was
researching how to build an atomic
bomb.
December 7, 1941
8. When did the Japanese attack
Pearl Harbor?
9. What event caused Oppenheimer to
concentrate on building a bomb
that would defeat Hitler?
The attack on Pearl Harbor
10.
Why did the Germans need
heavy water?
They were using heavy water in their
experiments to develop a hydrogen bomb.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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11.
Who led the two teams that
blew up the heavy water plant at
Vemork?
Knut Haukelid and Joachim Ronneberg
12.
Who was chosen to be the
military leader of the Manhattan
Project?
General Leslie Groves
13.
How did Klaus Fuchs, a
German-born scientist in Britain,
help the Soviets?
Through KGB contacts, Fuchs gave the
Soviets the design of the atomic bomb.
14.
What site did Oppenheimer
and Groves choose for the
Manhattan Project in New Mexico?
They chose the Los Alamos Ranch School,
which was purchased by the war
department.
15.
What was the significance of
Enrico Fermi's experiment with
the "Chicago pile?"
It showed the controlled release of
atomic power by producing a chain
reaction then stopping it.
16.
What kind of bombs were the
first two bombs developed at Los
Alamos?
The first one, "Little Boy" was a
uranium bomb, and the second "Fat Man"
was a plutonium bomb.
17.
Why did Lt. Col. Boris Pash
think Oppenheimer should be taken
off the Manhattan Project?
Oppenheimer had friends who were
communists.
18.
How did Haukelid plan to
destroy the heavy water that was
being shipped to Germany?
Haukelid set an explosion in the bilge
of the ferry that would take the
barrels across Lake Tinn sinking it at
the deepest part of the lake
He went to teach the workers there how
to handle uranium safely.
19.
Why did Oppenheimer send
Richard Feynman to Oak Ridge?
20.
Why did Klaus Fuchs meet
with Harry Gold?
Fuchs met with Gold to give him
information about the Manhattan Project
to pass on to Soviet agents.
21.
Who was the youngest
scientist at Los Alamos?
Ted Hall was 18 years old.
22.
What was the name of the
location where the uranium bomb
was first tested?
The site was named Trinity. It was
near Alamogordo Air Force Base.
23.
Why didn't Moe Berg kill
Werner Heisenberg?
Berg was sure that Werner Heisenberg
was no threat to the Allies.
24.
In what way did Harry Gold's
handler break KGB rules?
He sent Gold to New Mexico to meet with
Fuchs and with David Greenglass who was
working for a different network of
spies.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 48
25.
How was the atomic bomb
transported to Japan?
26.
What two Japanese cities
were destroyed by atomic bombs?
It was carried by train, then aboard
the USS Indianapolis to Tinian where it
was put on the B-29 bomber, the Enola
Gay.
Hiroshima and Nagasaki
27.
What Japanese government
official made the decision to
surrender to the Allied Forces?
The Emperor of Japan made the decision
to surrender after the attack on
Nagasaki.
28.
Why did Oppenheimer want to
meet with Truman?
Oppenheimer wanted to explain his plan
to prevent an arms race.
29.
Why did the workers at Los
Alamos have feelings of "pride
and horror" after the atomic bomb
was dropped?
30.
During most of World War II,
who was the leader of the United
States?
They were proud of their work, but they
were also horrified that so many lives
were taken in the attack.
31.
During World War II, who was
the leader of the Soviet Union?
Joseph Stalin
32.
During World War II, who was
the leader of Japan?
Hirohito
33.
During World War II, who was
the leader of Great Britain?
Winston Churchill (prime minister)
34.
During World War II, who was
the leader of Germany?
Adolph Hitler
35.
Which type of bombs
developed in the Manhattan
Project--uranium, plutonium, or
hydrogen--was the most powerful?
The most powerful was the hydrogen
bomb, then the plutonium bomb. The
uranium bomb was the weakest.
Franklin Roosevelt
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 49
Name
_____________________________
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Comprehension Test
Matching: Match each leader during World War II with his country.
the letter on the line.
______1.
Franklin Roosevelt
A.
Great Britain
_____ 2.
Joseph Stalin
B.
Japan
______3.
Hirohito
C.
Russia
______4.
Adolph Hitler
D.
United States
______5.
Winston Churchill
E.
Germany
Write
**************************************************************************
Multiple Choice: Choose the correct answer.
letter on the line.
Write its corresponding
_____6.
A.
C.
Who was the director of the Manhattan Project?
Robert Oppenheimer
B. Klaus Fuchs
Robert Serber
D. Enrico Fermi
_____7.
A.
C.
Which scientist discovered that an atom could be split?
Enrico Fermi
B. Otto Hahn
Ted Hall
D. Klaus Fuchs
_____8.
Project?
A.
B.
C.
D.
At what college did Oppenheimer work before joining the Manhattan
_____9.
Norway?
A.
B.
C.
D.
What was the importance of destroying the Vemork Hydroelectric in
____10.
A.
C.
Which Japanese city was attacked with the first atomic bomb?
Hiroshima
B. Tokyo
Osaka
D. Yokohama
University of California at Berkeley
Columbia University in New York City
Harvard University in Massachusetts
University of New Mexico at Santa Fe
It would knock out
The Germans needed
It would cause the
It would cause the
all the electricity in Norway.
the heavy water to build a bomb.
Germans to surrender.
United States to enter the war.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 50
____11. Which of these statements is true?
A. Oppenheimer was a communist.
B. Oppenheimer had friends who were communists.
C. Oppenheimer gave information to the communists.
D. All of the above statements are false.
____12.
A.
B.
C.
D.
What was the purpose of the Uranium Committee?
To build an atomic bomb the Allies could use in World War II.
To improve the conditions of miners working in uranium mines.
To find more uses for uranium.
To plan the Allied invasion of Europe.
_____13. What were the code names for the two bombs that were dropped
over Japan?
A. Little Girl and Fat Woman
B. Little Boy and Fat Man
C. Fat Woman and Fat Man
D. The Giant and the Gnat
_____14. Which of these people gave information to the Soviets about the
development of the atomic bomb?
A. Robert Serber
B. Robert Oppenheimer
C. Klaus Fuchs
D. Dorothy McKibben
_____15. Which of these people gave information to the Soviets about the
development of the atomic bomb?
A. Enrico Fermi
B. Ted Hall
C. Leslie Groves
D. Albert Einstein
_____16. What was the name of the ship that carried the atomic bomb from
the United States to the island of Tinian?
A. USS Memphis
B. USS Indianapolis
C. USS San Diego
D. USS Milwaukee
_____17. What was the name of the B-29 bomber that carried the first
atomic bomb to Japan?
A. Enola Gay
B. Glamorous Glennis
C. Beautiful Betty
D. Sweet Sue
_____18. Which of these spies for the KGB did not spend time in prison?
A. Harry Gold
B. Klaus Fuchs
C. Ted Hall
D. All three went to prison.
_____19. Oppenheimer compared the United States and the Soviet Union to
A. two scorpions in a bottle
B. two spoiled children
C. Ghengis Khan and Attila the Hun
D. Superman and Lex Luthor
_____20. List the three atomic bombs in order from most powerful to least
powerful.
A. the hydrogen bomb, the plutonium bomb, the uranium bomb
B. the hydrogen bomb, the uranium bomb, the plutonium bomb
C. the uranium bomb, the plutonium bomb, the hydrogen bomb
D. the plutonium bomb, the uranium bomb, the hydrogen bomb
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
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Open Response Questions: Write your answers in complete sentences on the
lines provided.
21. What was the significance of Einstein's letter to Roosevelt about the
atomic bomb?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
22. How did Tom Black persuade Harry Gold to pass information to the KGB?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 52
23. After the invasion of Germany, why did the Allies take the German
physicists to Great Britain?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
24. Explain how the bravery of Knut Haukelid, Joachim Ronneberg and the
other Norwegians affected the outcome of World War II.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
25. Why did the workers at Los Alamos have feelings of "pride and horror"
after the atomic bomb was dropped?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 53
Name
___ANSWER KEY_________________
Bomb: The Race to Build and Steal the
World's Most Dangerous Weapon
Comprehension Test
Matching: Match each leader during World War II with his country.
the letter on the line.
D______1.
Franklin Roosevelt
A.
Great Britain
C_____ 2.
Joseph Stalin
B.
Japan
B______3.
Hirohito
C.
Russia
E______4.
Adolph Hitler
D.
United States
A______5.
Winston Churchill
E.
Germany
Write
**************************************************************************
Multiple Choice: Choose the correct answer.
letter on the line.
Write its corresponding
A____6.
A.
C.
Who was the director of the Manhattan Project?
Robert Oppenheimer
B. Klaus Fuchs
Robert Serber
D. Enrico Fermi
B____7.
A.
C.
Which scientist discovered that an atom could be split?
Enrico Fermi
B. Otto Hahn
Ted Hall
D. Klaus Fuchs
A____8.
Project?
A.
B.
C.
D.
At what college did Oppenheimer work before joining the Manhattan
B____9.
Norway?
A.
B.
C.
D.
What was the importance of destroying the Vemork Hydroelectric in
A___10.
A.
C.
Which Japanese city was attacked with the first atomic bomb?
Hiroshima
B. Tokyo
Osaka
D. Yokohama
University of California at Berkeley
Columbia University in New York City
Harvard University in Massachusetts
University of New Mexico at Santa Fe
It would knock out all the electricity in Norway.
The Germans needed the heavy water to build a bomb.
It would cause the Germans to bomb Norway.
The United States would enter the war.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 54
B___11. Which of these statements is true?
A. Oppenheimer was a communist.
B. Oppenheimer had friends who were communists.
C. Oppenheimer gave information to the communists.
D. All of the above statements are false.
A___12.
A.
B.
C.
D.
What was the purpose of the Uranium Committee?
To build an atomic bomb the Allies could use in World War II.
To improve the conditions of miners working in uranium mines.
To find more uses for uranium.
To plan the Allied invasion of Europe.
B____13. What were the code names for the two bombs that were dropped
over Japan?
A. Little Girl and Fat Woman
B. Little Boy and Fat Man
C. Fat Woman and Fat Man
D. The Giant and the Gnat
C____14. Which of these people gave information to the Soviets about the
development of the atomic bomb?
A. Robert Serber
B. Robert Oppenheimer
C. Klaus Fuchs
D. Dorothy McKibben
B____15. Which of these people gave information to the Soviets about the
development of the atomic bomb?
A. Enrico Fermi
B. Ted Hall
C. Leslie Groves
D. Albert Einstein
B____16. What was the name of the ship that carried the atomic bomb from
the United States to the island of Tinian?
A. USS Memphis
B. USS Indianapolis
C. USS San Diego
D. USS Milwaukee
A____17. What was the name of the B-29 bomber that carried the first
atomic bomb to Japan?
A. Enola Gay
B. Glamorous Glennis
C. Beautiful Betty
D. Sweet Sue
C____18. Which of these spies for the KGB did not spend time in prison?
A. Harry Gold
B. Klaus Fuchs
C. Ted Hall
D. All three went to prison.
A____19. Oppenheimer compared the United States and the Soviet Union to
A. two scorpions in a bottle
B. two spoiled children
C. Ghengis Khan and Attila the Hun
D. Superman and Lex Luthor
A____20. List the three atomic bombs in order from most powerful to least
powerful.
A. the hydrogen bomb, the plutonium bomb, the uranium bomb
B. the hydrogen bomb, the uranium bomb, the plutonium bomb
C. the uranium bomb, the plutonium bomb, the hydrogen bomb
D. the plutonium bomb, the uranium bomb, the hydrogen bomb
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 55
Open Response Questions: Write your answers in complete sentences on the
lines provided.
21. What was the significance of Einstein's letter to Roosevelt about the
atomic bomb?
__Possible Answer: Einstein convinced Roosevelt that the Germans were
developing a bomb and the United States would be at a great disadvantage
if it did not have a bomb, too.
22. How did Tom Black persuade Harry Gold to pass information to the KGB?
_____Possible answer:
During the Depression when Gold was out of work,
Black found him a job in New Jersey.
Because Black was a good friend,
Gold was willing to get information for him as a favor.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 56
23. After the invasion of Germany, why did the Allies take the German
physicists to Great Britain?
_____Possible answer:
The United States government and the British
government did not want the German physicists to fall into the hands of
the Soviets where they might develop an atomic bomb for the Soviets who
might use it against America and Great Britain.
24. Explain how the bravery of Knut Haukelid, Joachim Ronneberg and the
other Norwegians affected the outcome of World War II.
__Possible answer:
Destroying the heavy water plant in Norway and later
destroying the barrels of heavy water that were being shipped to Germany
prevented the Germans from acquiring enough heavy water to use in their
experiments to make an atomic bomb with hydrogen.
25. Why did the workers at Los Alamos have feelings of "pride and horror"
after the atomic bomb was dropped?
__The workers at Los Alamos were proud of the accomplishment of building
an atomic bomb, but they felt horror at the destruction of life and
property that it caused.
Bomb: The Race to Build and Steal the World's Most Dangerous Weapon/A Nonfiction Book Study Unit for Grades 6-8 by Linda Lee ©2013
P a g e 57
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