(H)our History Lesson: Hanford Site Workers in Tri-Cities, Washington

Photo 2: Women workers at the Hanford site distributing employee newsletters. Newsletters by and for workers were common in war industries across the country. Women's participation shows their larger participation in the workforce.

Washington State University Tri-Cities, Department of Energy

About this Lesson

This lesson is part of a series teaching about the World War II home front, with Tri-Cities, Washington as an American World War II Heritage City. Kennewick, Richland, and Pasco, Washington, comprises the “Tri-Cities.” The lesson contains one secondary background reading about workers at the Hanford Site, and then two primary source readings. There is a focus on the role of women at the Hanford Site and how their contributions, and perceptions of these, changed over time. An optional activity supports students in researching the impact of the Hanford Site on the environment and community over time.

Objectives:

1. Analyze sources to describe how workers contributed to the success of the Hanford Site.

2. Develop a deeper understanding of the changing perceptions of women in the workforce during the war era, such as in Tri-Cities, Washington.

3. Reflect on the impact of the Hanford Site’s involvement in producing the atomic bomb for the Manhattan Project.

4. Optional: Conduct research to understand the long-term consequences of the Hanford site's operations beyond the war period.

Materials for Students:

1. Photos 1- 6 (can be displayed digitally)

2. Readings 1 – 3 (one secondary for background; two primary)

3. Recommended: map of the Tri-Cities region

4. Extension: The Hanford Site and the Environment Today

Getting Started: Essential Question

How did diverse groups of workers at the Hanford Site contribute to the success of the Manhattan Project?

Reading to Connect

Teacher Tip: For another lesson on women at Hanford, see Boxed In: The Women of Hanford, Washington. It is recommended that students complete this reading in partnership with the readings in Lesson 2 to have more information about the segregated Hanford workforce. 

Reading 1: Workers at the Hanford Site

By Sarah Nestor Lane 

Workers came from all over the country to Hanford, Washington. However, it's important to know that much of the work at Hanford was shrouded in secrecy, and many workers didn't fully understand the project's purpose in the Manhattan Project, or its long-term consequences. The combined efforts of all the workers at Hanford made it a busy place during the war, and their hard work contributed to the success of the project, which had a significant impact on ending the war. 

Building the site involved construction workers who built the reactors, plants, and storage facilities needed for the plutonium production at the Hanford Site. They faced tough conditions like bad weather and tight deadlines. There were segregated labor units, and African American men were often restricted to construction or custodial work. 

There were a variety of opportunities for women from office work to patrolwomen and more (see Reading 2). Hanford also had about sixteen to twenty-four WACs (Womens Army Corps). This was the smallest number among the three Manhattan Project sites (Oak Ridge and Los Alamos are the other two). However, African American women also had to work in segregated positions such as custodians. 

Scientists and engineers were responsible for designing and overseeing how the reactors and plants worked. These scientists were doing cutting-edge research in nuclear science and engineering. There was only one female physicist working on the project: Leona (Woods) Marshall Libby, a 24-year-old who moved to Richland with her husband and baby. She was the only woman working at the B reactor. (A women’s bathroom was even constructed just for her!) Leona was there on September 26, 1944, when the B reactor turned on for the first time but failed. She helped them reach the solution. Eight months later, the U.S. dropped an atomic bomb on Nagasaki, Japan. This bomb contained plutonium from the Hanford Site. The bomb caused mass devastation, killing and wounding thousands of Japanese civilians. Six days after, the war ended. 

Reading 2: Women in “The Sage Sentinel”

Friday, October 20, 1944 Edition [“The Sage Sentinel” was published by and for employees of Hanford Engineer Works (H.E.W.)  in Richland.] 

Excerpt 1: “To the Women”  

Throw away those old cliches about the weaker sex—stop them there wolf-calls—take off that shiney [sic] hard-hat: it’s time to pay tribute to the war-time women—H.E.W. model.  

War worker or war wife, she lives in a man’s construction world -- “unwept, unhonored and unsung.” She’s hard-working, uncomplaining—keeps up her own morale and that of her fellowmen. She’s a proud and efficient worker – fitting her skills into whatever job she’s called on to do. And she’s pretty and attractive besides. 

These and many more are the virtues of the composite woman of H.E.W. An orchid to every one of them on the job—whatever they may do.  

To them, this issue of The Sage Sentinel is dedicated. To the women—yes!” 

Excerpt 2: “Woman’s Place at H.E.W. is In a Variety of Skilled Jobs” 

It was during the last war that the office-wife had her inception. And the yeomanettes were born, remember? But it was long before either of these that the ‘emancipation’ of women started. There was a gal named Amelia Bloomer who had ideas and displayed them to all and sundry, amid the cat-calls and hoots of the superior males. There was nothing of the two-tone ‘wolf-call’ of the present in the howls that followed her trousered legs down the street. It was the Bronx cheer, of an early vintage. Little did they know. And Carrie Nation, and Frances Willard and Clara Barton. And before them all, Florence Nightingale, who tucked up her skirts and fought infection and male prejudice through the Crimean war. And won. …  

The daughters of these pioneering ladies, daughters of the ones who had no ‘head for business’ are serving in such capacities on this project that, without them, there would be no project! Why, we’ve even got women patrolmen—does that read funny? Yet it’s true. They drive shuttle busses, are in the fingerprint division, serve as trainers in J.I.T., are junior supervisors, investigators and have invaded man’s last holy precinct, the ‘field’ where they serve quite competently.  

Our lady workmen serve as counselors, nurses, dieticians, telephone operators—everywhere. And then there are the WACs. These girls, the lady soldiers, are doing a job that have the old-time ‘line’ officers mumbling in their beards in wonderment at the delivery given by their pink-nailed fingers, and the thought that emanates from behind their pertly-plucked brows. There is no job that calls for finesse, detail or dexterity at which the women can’t match the men. They are working as draftsmen and turn out beautifully accurate work. As mail-clerks, in the restricted photographic darkrooms—and it’s a lady you must see before crossing the threshold of the supervisors. Trust in them is unbounded.  

“No head for business!” Whoever coined that one certainly was a screw-ball. It’s probably a lady who hands you your pay-check—certainly one who figures it. In the service departments around the reservation, women are everywhere. Mix your drinks at the fountains, take your laundry, weigh your groceries, bank your money, sell you bonds, answer your questions at the Information Desks, serve you beer, and, if you’re lucky, give you a date. . . . 

Sometime, look at the lady who serves you in the mess halls, look and think where she’s from and why she is in Hanford, doing her untrained best for her country. And generally you’ll find character writ on her face, and if asked she may release a torrent of reasons why she is serving an essential workman. It is from such strong, firm hearts as these that comes from the strength that manifests itself on the battlefields of France and the South Pacific. These little ladies with the gray coming in are great soldiers! 

On our project there are ladies who are as widely diversified in their beliefs as they are in their work, yet all have a single aim. Each plays her individual role in winning this war. And that, of course, is democracy! 

Reading 3: “ ‘Eleven Ghosts’ Left at Hanford; Richland Folk Still Won’t Talk Much”

The Spokane Chronicle, August 7, 1945, pp. 1-2 

RICHLAND, Wash., Aug. 7. (United Press) 

  . . . Completion of the Hanford atomic bomb materials plant, 26 miles north of this headquarters city, was achieved exactly on schedule on February 10, 1945, army engineers revealed today.  

‘That date marked the close of one of the greatest construction jobs of our time,’ Lt. Col. Benjamin T. Rogers, 52, chief of construction, declared. He said not 1 percent of the people employed here had any idea of what was going on.  

“It’s atomic bombs.” That was the boxcar headline in the little Richland weekly newspaper yesterday that broke the big news to the 17,000 residents of this village who work at the Hanford engineering project where the previously top-secret weapon is made.  

But the habit of secrecy was so strong among them that some 40 newsmen who arrived last night even had difficulty getting street directions. 

Richland residents, even though they knew little about the nature of their own jobs, had been warned repeatedly against discussing the project and elaborate typewritten instructions to visiting newsmen officially forbade interviews with them. So thorough was the cooperation that the night clerk in the town’s transient quarters where reporters were billeted refused to give even his last name. His first name is Dell, but that’s all he would say. ‘I’ve been secretive for two years,” he said. ‘Why should I change now?” … The news was received here with enthusiasm, but residents seemed to feel that some of the excitement of living here was gone with the secret.  

Before the army moved in three years ago, Richland was a peaceful wide spot in the road with 250 inhabitants. A general store and a service station – and not much else. Now it has neat streets, comfortable homes, a bright Neonlighted shopping district and 68 times more people. . . .” 

By the numbers:

• Of the 179,000 recruited for the atomic bomb project, 80,000 were for the Hanford site. - Statistics shared in the Spokane Chronicle, August 7, 1945 (p.2)

• 40,000 employees lived in Hanford barracks; the rest lived in the surrounding Tri-Cities area.

• 8 mess halls, each the size of a football field, served employees. 6,500 eggs were served at Sunday breakfasts, and a total of 120 tons of potatoes were eaten daily.

• More than 50,000 local workers, including workers from Naval Air Station Pasco, contributed to the purchase of a B-17 heavy bomber, named “Day’s Pay,” by donating a day’s pay to the project.

Quotations to consider:

“[The women] are doing one of the finest acts of the war, for without those girls taking the place of the men, boy, you wouldn’t even start this job. If you want to give the bosses a nightmare, just mention working under present-day conditions without ‘em.’”

- Charles DeVon, Hanford employee quoted in “The Sage Sentinel” (October 20, 1944)

“This is the view of officials trying to evaluate the possible effects of the terrifying new weapon – both on bringing this war to an early end on shaping the world of tomorrow.”

- Spokane Daily Chronicle, August 7, 1945, in “Defense Plans Likely to Be Revolutionized”

Photo 6: “Don’t Open the Book with Careless Conversation,” a poster for Hanford employees. Compare this poster with Reading 3 and the optional newsletter reading below. What does this messaging about secrecy tell you?

Washington State Historical Society

Student Activities

Questions for Readings 1 and 2, Photos 1-3

1. In what ways did workers at Hanford contribute to the war effort, and how did their combined efforts impact the project's success?
2. How were African American workers treated differently?
3. What are some of the roles and jobs women were doing at Hanford during World War II?
4. How did the perception of women's abilities and roles change over time, as described in Reading 2?
5. What is the overall message the author is trying to convey about the importance of women's contributions to the war effort in Reading 2?
6. Optional: Research the women named in the first paragraph of Reading 2. What do these women have in common?

Hanford Engineer Works employees produced an internal newsletter that shared war news, company stories, and, like the story in the bottom right, reminded workers about the importance of secrecy.

Hanford History Project.

Questions for Reading 3, Photos 4-6

1. When was the completion of the Hanford atomic bomb materials plant achieved, and what significance does this date hold?
2. How did some residents of Richland react to the news about the atomic bombs being made at the Hanford engineering project?
3. How has the town of Richland transformed over the past three years, and what were some of the changes brought about by the construction of the Hanford Site?
4. Optional: Connect and compare this reading on secrecy to an additional one that was employee-facing at Hanford.

The newsletter The Sage Sentinel was produced by and for Hanford Engineering Works employees. The newsletter is pictured to the right and the transcript of the article, “Safeguarding information is important” on page 1 of “The Sage Setinenal.” (January 28, 1944), is available below.

Optional Reading: The Sage Sentinal Excerpt

Transcript: “Safeguarding Information is Important.” The Sage Sentinel. January 28, 1944.  

Employees of the Hanford Engineer Works are again cautioned as to the importance of safeguarding information.  

Every little rumor you repeat is destructive—every guess, every story about ‘what happened at work today,’ regardless of how trivial it may seem to you. 

Remember that in this war, enemy agents work by a “bits and pieces” system of assembling important information, from many scraps of what appear to be harmless facts. 

Each one of us can take genuine pride in having passed the intensive investigation necessary in order to be a Hartford employee. No good American would intentionally betray that trust but a careless one might do it without realizing the harm he was causing. 

Help safeguard information in every way. Protect your badge; the loss of it might enable someone to gain entrance here who should not be admitted. Obey the rules which have been set up on your job to prevent disclosure of information to those who are not entitled to it. Report anything suspicious to your superior, or to the military intelligence office, and not to anyone else. 

Victory depends on the trustworthiness of those in the armed services and those working on war projects. Don’t jeopardize it by thoughtlessness.  

Extension Activities: 

Depending on time, teachers may have students look at or use the following additional resources. 

Videos

The following videos connect to the workers’ experiences at the Hanford site, and can be used to supplement the readings: 

• "Hanford Made" (U.S. National Park Service) (14:26) 

• "A Day's Pay" (U.S. National Park Service) (2:11) 

• "Calutron Girls" (U.S. National Park Service) (2:20) 

• “Ranger in your Pocket” Virtual Tour videos (Atomic Heritage Foundation) 

The Hanford Site and the Environment Today

Consider the impacts of history and scientific development on the community today: What effect did the site have on the surrounding environment? How is the site used today? 

1. Read this excerpt from “Up River Residents Not to be Required to Move as Soon as was First thought Necessary.” It was published March 18, 1943 in the Kennewick Courier-Herald. 

“Rumors that the federal government has condemned large additional tracts of land in South Central Washington, were today proven false by a statement from the office of Lt. Col. Franklin T. Matthias, area engineer in Pasco, for the U.S. Army Engineers. Col. Matthias declared that this project would require only the release of certain additional land and except for a few isolated instances no land would be condemned.  

But notice was given that the acreage for which condemnation proceedings have already been filed is virtually all the land the government planned to purchase for the project scheduled in the area of the small farming community of Richland, Hanford and White Bluffs.”  

2. Research the short- and long-term environmental impacts of the Hanford Site. Here are some potential resources to get started: 

• Hanford Nuclear Site | Hazardous Waste | Damage Assessment, Remediation, and Restoration Program (noaa.gov) 
• Hanford cleanup - Washington State Department of Ecology 
• Karen Dorn Steele (U.S. National Park Service) (nps.gov)  
• A tale of three cities…and a river runs through it | Daniel Noonan | TEDxYakimaSalon - YouTube 

3. Create an informational pamphlet, poster, or social media post to share about the long-term impacts of the Hanford Site projects, and what can be done to support environmental progress.  

This lesson was written by Sarah Nestor Lane, an educator and consultant with the Cultural Resources Office of Interpretation and Education, funded by the National Council on Public History's cooperative agreement with the National Park Service.