<p>We address the commitment of scientists to societal needs and the concern regarding the use and outcomes of the knowledge they produce, aspects that are understood through the social responsibilities of scientists. This is applied within the context of the Manhattan Project, which serves as a significant historical example to explore ethical implications and social responsibilities in physics education. We highlight the relevance of the Manhattan Project as a point of reflection on the impact of scientific innovations on social and political relations, as well as the development of the concept of social responsibility by scientists during the second half of the twentieth century. We advocate for the incorporation of the History, Philosophy, and Sociology of Science as a methodology in physics education, aiming to promote a critical understanding of the ethical dilemmas faced by scientists and to encourage students to consider the social responsibilities of scientific research. Finally, we propose a new perspective on the teaching of the Manhattan Project, centered on the social responsibilities of scientists. We argue that by bringing the history of the Manhattan Project into the classroom, we can contribute to the formation of citizens capable of critically evaluating the social impacts of scientific knowledge.</p>