Bomb: The Race to Build—and Steal—the World's Most Dangerous Weapon

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. World War II, which took place between 1939 and 1945, was the largest conflict in history; as many as 80 million people died, mainly in Europe and East Asia. What do you know about the war? Why was it fought? What stories have you heard?

Teaching Suggestion: Though the book describes The Race to Build a Bomb during wartime, the war itself gets only brief mentions. It might be useful for students to understand more about why the combatants were fighting and how much pressure each country was under at the time. In answering, students can consider what they have learned in history classes, from historical movies and books, and perhaps through family history.

• Encyclopedia Britannica’s “World War II Summary” briefly summarizes the causes, the war, and the outcomes.
• This timeline highlights important events of the war.

2. What is an atomic bomb? What effect did the bomb have on World War II and later? What do nuclear weapons mean to us today?

Teaching Suggestion: Nuclear bombs, and their effects on the world, are a big topic. The book Bomb discusses these concepts in depth, but it may be useful for students to have some basic understanding of the weapons and their place in recent history before they begin reading. Students might utilize some investigation and research time before, during, or after answering this question.

• “Types of Nuclear Bombs” provides an overview of the basic varieties of nuclear weapons, including those used in WWII.   

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the book.

Several key figures in Bomb feel torn between their loyalties to two countries, and some betray one nation for another. Have you ever felt loyal to someone who asked you to do something you felt was wrong? How did that situation feel? How did you feel about the outcome?

Teaching Suggestion: This exercise can help students understand the motives and feelings of some of the book’s key figures. It’s important that they not feel obligated to share confidences or make confessions, but only that they think about what such dilemmas feel like.

• “Talking to Kids About the Tricky Trait of Loyalty”: A US News health report with some tips on how to talk to kids about loyalty and doing the right thing.