Civil defense manual : Georgia schools

/

/

I

J
L
/

J
I
1
I

CIVIL DEFENSE
MANUAL
for GEORGIA SCHOOLS
~REPARATION REVENTS ANIC

M. D. COLLINS State Supt. Schools
4

r

..,

FOREWORD
This bulletin on Civil Defense issued jointly by the State Department of Education and the State Office of Civil Defense is directed to the personnel of the public schools of Georgia. We believe that all superintendents, all supervisors, all principals, and all teachers should have a copy of the bulletin. We deplore the world situation which makes us conscious of the need for Civil Defense, and we pray God that we will never need Civil Defense because of war. However, we believe that we dare not take any course but that of preparedness.
If we knew beyond any doubt (which we do not) that there would never be any need for Civil Defense because of war we sincerely believe
that thereare values in Civil Defense which have long been a cherished
tradition of the American people as (1) Self-protection; (2) Family protection; (3) Neighborhood protection; (4) mutual aid between communities. Our pioneer forefathers practiced this kind of Civil Defense in a society much less complex than the one we have today. The slogan self-help, neighbor-help is the very essence of Civil Defense but in the complexity of, our present day society it becomes increasingly important that we organize ourselves in order to be able to survive any kind of disaster. Therefore we recommend most highly that each school become a part of the Civil Defense organization of its community and that each school organize, within its organization, its faculty, curriculum, and all its resources in whatever manner is necessary to best fit into the over-all pattern of Civil Defense. It has been said that Civil Defense will become a part of the pattern of the American way of life. The schools of Georgia have always demonstrated in a very fine way their ability to meet the needs of children in war or peace and we know that in this period of so-called cold war will still meet their full responsibility to the youth of this state.
M. D. COLLINS State Supt. Schools

L

~ ______ ...J ~ REPARATION I REVENTS I ANIC

5

the prospects before us ...
"WAR in our own backyard"

Civil Defense could spell the difference between defeat with slavery for our people and victory in a war thr.ust upon us.-U. S. Civil Defense

Ernest Vandiver, Georgia's Civil Defense Director

GEORGIA'S CIVIL DEFENSE DIRECTOR SAYS:

"Our problem is now to give the people of Georgia the information and
I training they need to cope with a war on the home front. This must be done
without delay.

"The very concept of war in our own backyard is a shocking one for free Americans. We have long depended upon two oceans for protection and the armed forces to do our fighting. Now our civil defense program has become equally important-under certain conditions perhaps even more important.

Ours is a strong country, but even a giant can be taken unawares.1

No citizen is immune from civil defense duties today... Those wlio live in critical target areas are already on the firing line. Those who live in small towns or in the country may find themselves involved at any moment.

I A great reservoir of courage and fortitude is to be found in a real democ-

racy.

..

Victory-should war come-may be won or lost on the home front. We civilians must fight with caution, courage, and foresight... Everyone of us
I would be affected in some personal way if there was a major attack on any
part "of the United States.

Together, we free people must prepare to meet this potential danger.

6

INTRODUCTION
In view of the fact that the president of the United States has declared that we are in the state of a National Emergency and the Congress of the United States has passed an act creating a Civil Defense Commission calling on the several states of the Union to pass similar legislation concerning organization for Civil Defense within the states, Dr. M. D. Collins, State Superintendent of Schools, and a member of the State Civil Defense Council, appointed an advisory committee' on Civil Defense for schools.

~
The Committee made the basic assumption that public education has tremendous responsibility in the program of Civil Defense.

Upon this assumption, two objectives were stated dealing with the immediate and urgent need for education for Civil Defense and with the long range program of education for Civil Defense.

1

To teach children and adults how to protect themselves and how to recover from an atomic attack.

2 To plan and develop school curriculums which provide knowledges, skills, understandings,

etc., needed for living in an atomic age.

The Committee made the following recommendations in regard to the accomplishment of objective one: To teach children and adults how to protect themselves and how to recover from an atomic attack.
1 That public schools in every community in Georgia accept the responsibility for developing
a school program for Civil Defense in cooperation with the local Civil Defense director.

2.

That the public schools accept the responsibility for giving community leadership in developing programs of Civil Defense where needed.

3.

That the program of education for Civil Defense be developed through democratic leadership principIes.

4. That school administrators utilize the learning experiences provided by a Civil Defense Pro-

gram as a part of the school curriculum.

5. That school administrators direct some attention toward providing assemblies of public school

children with pr"O-grams about Civil Defense with appropriate classroom follow-up.

The Committee also recommended that the State Department of Education and the Office of Civil De-

fense prepare a bulletin on Civil Defense for use in the public schools of the state. It is hoped that the

schools will find this bulletin useful in a suggestive manner in planning and organizing for Civil De-

fense in local schools.

I

ADVISORY COMMITTEE ON CIVIL DEFENSE, EDUCATION SECTION

Mrs. Fred Knight, Sr.,

State Civil Defense Advisory Committee

Cartersville, Georgia

*Miss Louise Reeves,

Supervisor, Newton County Schools, Covington

Miss Grace Lee,

Visiting Teacher, Douglas County Schools, Douglasville, Ga.

*Miss Reba Burnham,

College of Education, University of Georgia,

Athens

.

Mr. Sid Scarborough,

Mr. Harold L. Smith, Chamblee High School,
Chamblee, Ga. Mr. K. J. Harris,
Principal, Manchester High School,
Manchester, Ga. Dr. Frank Jenkins,
230 Spring Street, (Red Cross),
Atlanta Miss Inez Wallace,
State Department of Education,
Atlanta Mrs. Blanche Hobbs,

Atlanta Public Schools, Atlanta

P.T.A., 26 Cain St., N.W., Atlanta

Mr. C.. D. Scheley,

Mrs. Ivella K. Mills,

Principal John Milledge School, Augusta, Ga. Mr. E. A. Crudup,
Superintendent, Griffn Public Schools, Griffn, Georgia Mr. J. M. Gooden,
State Department of Education, Atlanta, Ga.
Mr. Hugh Mills, Jr.,
Principal, Piedmont School, Rockmart, Ga. *Mrs. Bernice McCullough, Milledgeville'

G.E.A., 704 Walton Bldg., Atlanta Brig. Gen. Frank A. Kopf *Mr. Jerry Cauble, Area Director, Civil Defense, State of Georgia,
Atlanta Mr. Trum:>rt G. Benedict . Federal Civil Defense Adm.
Miss Floride Moore, University of Georgia, Peabody Hall,
Athens *H. S. Shearou.~e, Director Curriculum Development,
State Department of Education

I

*Material in this manual prepared by these people.

7

Preparation I
Prevents Panic
GEORGIA IS A PEACEFUL PLACE
but it may not always be. There in your school, your teachers and students are busy with classroom
learning and campus activities. War seems unreal and far away. Yet experts say that it may come. Georgia cities and towns may be bomb-
ed. "Enemy planes can get through our best defenses," reports ,the Air Force. "The best we can expect is the destruction of 30% of an attacking bomber force. Eight out of ten could get through and drop their loads on our cities."
The best thing that we in our schools can do is to prepare wisely and quietly for such an emergency. We must get ourselves and our students ready so that all will know exactly what to do if a bomb falls. Preparation prevents panic.
"Many experts believe," says the Federal Civil Defense Bulletin Civil Defense in Outline, "that in event of enemy attack, casualties can be reduced by more than one-half if the American people have been schooled in the techniques of civil defense and are prepared to act intelligently in time of crisis."
The schools have a great responsibility in doing this. "But won't talk of atom bombs and possible war give our children nervous jitters and create fears and tensions?" somebody asks.
GEORGIA CIVIL DEFENSE
8

"What do you want to be when you are grown?" a man in bombed Britain asked a little. boy. "Alive," said the child.

The answer is simple.
Fire drills - now routine in every good school plan - do not cause the students to worry or to think constantly of the danger of fire. On the contrary, it gives them the assurance of knowing that they know exactly what to do for the utmost safety and protection of their lives if fire should come. The atom bomb is just another danger which must be faced in the sort of world in which they live. If we face the issue calmly and intelligently, so will they. -Fear is a communicable disease, but calmness and quiet handling of a potential danger is communicable, too.
You are busy. You have a full schedule. Every school administrator and teacher does. Scores of immediate problems press. How can time be found for defense training?
It must be found-because if a bomb falls, all these other activities, vital though they seem now, would give way before the tremendous importance of survival.
That makes Civil Defense a top priority item in our planning. This bulletin contains suggestions through which you may make your own plans for training your youngsters to save their lives.

~REPARATION PREPARATION PREVENTS PANIC

REVENTS ANIC

9

~WHENYOUR TEACHERS ,MEET TOGETHER
In our democratic schools, things like this are planned by faculty and students together. But before the teachers can be wise counsellors for their students, they will want to know about the Civil Defense program themselves.
A faculty meeting to talk it all through seems a wise plan just at this juncture, after the principal has talked with the Defense chairman and has read the background of the plan for himself.
It is possible that the group will want to name a Defense Chairman for the school, to save the principal time. They may decide upon a committee, which will of course include members from all parts of the school, high school, elementary school, etc.
You may wish to ask the president of the Student Council to sit in on this first meeting. Many schools fin that he whole defense program can be well handled by the students themselves with the teachers acting in an advisory capacity. But whatever course you decide upon, it should be a group decision.
The main concern at this first meeting is to present the problem of defense and its urgency to your staff, to let them get defense-minded. They may even decide that it would be a good thing-after the first meeting-to give them all a week to read booklets, magazine articles, and other material about the defense program and come together again a week later with more information and sounder ideas about the wisest course to follow with the students.
Don't just make the defense idea a footnote to a regular faculty meeting. It is important enough and urgent enough for a special meeting.
This is the meeting at which you should invite the local Defense Chairman to sit in.
Since the PTA has taken-the responsibility for making the community at large aware of the need for defense, you would do well to invite the local PTA president to meet with you in this also.
10

The necessity for a prepared, well-organized Civil Defense in the National Security is evident. The war potential of the United States must be secure from any possibility of disintegration. The Federal Civil Defense Agency will deal directly with the States in all matters pertaining to Civil Defense. The responsibility of the State Government is to provide leadership and supervision in all planning for Civil Defense and direction of supporting operations in an emergency. It is recognized that no community in itself is sufficiently strong in resources to cope with disaster of major proportion. Therefore, it is planned to utilize the resources of other communities to assist the stricken area. Such assistance requires an adequate State plan. In order to be practical, such a plan must be simple, flexible, completely comprehensive, based on sound principle and be kept up to date as planning factors change. Plans that are overly complex, too rigid, based upon fallacious concepts or allowed to become out of date are worthless. In order to achieve the necessary flexibility and simplicity, Civil Defense planning for the State of Georgia will be published in several forms:
The general plan, which will outline planning factors and assign areas of responsibility. This plan will contain three parts:
A. State Organization B. Critical Target Area Organization C. Community Organization Detailed information concerning various phases of the plan will be published periodically,. as necessary, in six different forms: A. General Orders, which deal with operational directions and plans, basic
changes in organization involving structure, etc. B. Bulletins, which deal with organizational policy and similar matters, such as
insignia, etc. C. Informational Letters, which are issued to clarify a situation and provide
information explanatory in character. D. Training Bulletins, which are divided into various training subjects, such as
lire, police, communications. Each service shall be assigned consecutive training bulletin numbers, such -as Police Training Bulletin No. 1. E. Memoranda, which covers miscellaneous material. F. Information on Civil Defense published in "The Georgia Alert." In this manner data can be revised and brought up to date as needed without revising the complete plan.
11

GEORGIA CIVIL DEFENSE STAFF

Herman E. Talmadge

.. ...

Deputy Director . .

Assistant Deputy Director .

Engineer Chief..

.

Communications Chief .

Coordinator Air Force GOC

Coordinator Woman's Affairs

LAW ENFORCEMENT

Director.

HEALTH SERVICES

Director. . .

Deputy Director .

..

Public Health Services Branch

Special Weapons Defense Branch.

Health Supplies Branch .

Medical Services Branch

Ernest Vandiver, Jr. Frank A. Kopf. .
Charles T. White . Wm. R. Kerns . R.. W. Finley . . Maj. E. F. Shaheen
Mrs. John G. Lewis

. Alpine 2273
Dixie 2471 Dixie 2471 Dixie 2471 Dixie 2471 Dixie 2471

DEPARTMENT OF PUBLIC SAFETY Col. George Wilson

Dixie 3531

DEPARTMENT OF PUBLIC HEALTH Dr. T. F. Sellers Dr. L. M. Petrie Dr. Cliff Rutland Dr. W. J. Murphy Dr. C. D. Bowdoin. Dr. Edgar M. Dunstan

Main 4033 Main 4033 Main 4033 Main 4033 Main 4033 Lamar 1341

AVIATION SERVICES
Director.

AVIATION FOR CIVIL DEFENSE Lt. Col. Tom Daniel, Jr.

Walnut 0749

WELFARE SERVICES
Director. Assistant Director
TRANSPORTATION AND UTILITIES
Chairman Commissioner
ENGINEERING AND RESCUE
Chairman Assistant.

DEPARTMENT OF PUBLIC WELFARE

Allan Kemper

Walnut 8710

Phil Cawthon.

Walnut 8710

PUBLIC SERVICE COMMISSION Matt L. McWhorter Walter McDonald

Main 7772 Main 7772

STATE HIGHWAY BOARD Jim L. Gillis. Col. Thomas D. House

Main 5201 Main 5201, Ext. 264

TRAINING AND EDUCATION SERVICE

Superintendent of Schools Deputy

DEPARTMENT OF EDUCATION M. D. Collins H. S. Shearouse .

VETERINARY AND AGRICULTURE SERVICE

Commissioner .

DEPARTMENT OF AGRICULTURE Tom Linder

Main 2390 Walnut 5934

FIRE SERVICE

Marshal..

.

Assistant Marshal.

STATE FIRE MARSHAL F. E. Robinson Fred P. Reinero

Walnut 6650, Ext. 15 Crescent 5112

12

Commissioner Assistant.

-

Director. North Georgia.

Central Georgia Southwest Georgia Southeast Georgia.

DEPARTMENT OF LABOR

Ben T. Huiet

.

Marion Williamson.

Walnut 8764 Walnut 8764

DEPARTMENT OF PUBLIC SAFETY Col. George Wilson

Dixie 3531

Gerald D. Cauble

Dixie 5722-23 Evergreen 7842

1562 Medlock Road, Decatur, Ga.

M. L. Leggett 3882 Vineville Ave., Macon, Ga.

Harry U. Jackson, Cuthbert, Ga.

Hoyle Yandle, Lyons, Ga.

t REPARATION REVENTS ANIC

A-North Georgia Area B-Central Georgia Area

C-Southwest Georgia Area D-Southeast Georgia Area

13

SUGGESTED ORGANIZATION FOR SELFPROTECTION IN SCHOOLS
Jt'

SCHOOLS CIVIL DEFENSE COMMITTEE

CHIEF WARDEN SERVICE

CHIEF POLICE SERVICES

CHIEF ENGINEERING SERVo

CHIEF FIRE SERVICES

DIRECTOR HEALTH SERVICES

DIRECTOR WELFARE SERVo

14

THE S-POINT PLAN
Here is a 5-point objective approved by Georgia Civil Defense Leaders:
. .. 1. At least one Red Cross first-aid worker in each home, and extra cots and supplies.. .. .. tI
2. In each block or neighborhood at least one fully equipped first-aid station, and one person trained in nurses'
aid work *
3. Each school building organized as an emergency hos-
pital to be staffed by the local PTA. * .'. _
4. Churches prepared to handle emergency welfare work, civic centers, including American Legion Posts and Country Clubs or other community centers, to be ready for use as non-casualty evacuation centers _
5. All citizens to become familiar with the essential facts about atomic bombs, the books "Survival Under Atomic Attack" and other Civil Defense booklets in-
cluding those on chemical and germ warfare *
15

INSl'ltJelIGI' jN8 DRillS FOR StUDENTS
A. Instructions
The school principal and the school civil defense director should instruct and familiarize all personnel with the building plan for exacuation to shelters or evacuation from the building. They should also have definite and distinct signals for drills distinguishable from other signals. They should work in cooperation with local civil defense authorities to determine exact procedures as to warnings, all-clear signals and evacuation from the school building. Drills should be held at regular intervals similar to those held in cooperation with the fire department.
(The drills and commands herein outlined are not mandatory. In many of the schools and in the classes students may be taught to react without teacher commands. They should, of course, be instructed as to procedure in the event the teacher is not present or is unable to take charge.)
B. Drills for students
1. Drill when alert is sounded. (Advance warning) Teacher commands:
a. "Rise." All students rise and stand by desks those at blackboards remain standing there. b. "Monitors Fall Out." Monitors proceed to assigned duties. c. "Forward March." According to pre-arranged plan pupils move by single file, led by designated
pupil or the teacher to the alert shelter where the teacher lines them against the wall or in prearranged order. The next command is Sit." Monitors who have duties to perform fall in at the end of the column when leaving the classroom.
2. Drill when there is no alert "immediate attack or explosion." Teacher commands"Bomb" or "Duck."
a. Pupils drop to the floor. b. Crawl under desks or tables. c. Keep face down, eyes closed, curl arms around head. d. Count to 20. e. Obey instructions of teacher. f. When desks or tables are missing drop or fall close to the wall.
3. Drill when outside'the school building. Teacher commands "Bomb" or "Duck" (older students should be able to judge a bright flash or determine an attack without a command order). At this command:
a. Pupils drop to ground face down. b. Curl arms around head and face. c. Count to 20. d. If there is a low place in the ground, a gutter ,or some cover within 3 steps, fall or crawl into it. e. Under no circumstances get up and run to another place until you have counted 20 after' an ex-
plosion has been heard. f. If walking to or from school, or if on the school grounds and a teacher is not present, use the
"drop to the ground cover" method of protection.
16

Classroom Instruction in Civil Defense ..
The knowledge, skills, and understandings necessary for survival in face of the new disaster possibilities described in this manual, it 'is believed, can best be acquired through the regular program of studies now outlined in the Oregon Elementary and Secondary Guides rather than by introducing new courses into the curriculum. Including instruction about the effects of atomic, biological, and chemical warfare, and carrying on such precautionary activities as air-raid drills in close relationship with the regular studies should reduce the possibility of unwarranted fear or hysteria.
It will be found that some of the needs requested by the Civil Defense Program are already being met. In some phases of this instruction it may be necessary merely to shift emphasis; in other instances entirely new learning experiences will be required. In elementary schools much of the material is for teacher-use alone, but such facts as can be safely divulged as far as mental health is concerned are contained in the outline for grades one to eight. Most of this material should be added to whatever is now available in texts and, while defense information is important and essential, it should come to children along with other instruction as a matter of course.
The section of the outline for grades nine to twelve presents instructional areas with which this new work may be related in order to achieve the objectives of civil defense education and contains suggestions as to how this may be accomplished. Reference to units denotes those outlined in the Guide to the Program of Studies in the Secondary Schools of Oregon.
SCHOOL PLAN
17

CIVIL DEFENSE IN THE CURRICULUM
Curriculum may be defined as all experiences that occur under the guidance of the school. The content of the curriculum should consist of the everyday problems of learn~rs in the light of the persistent life situations of which they are a part. These situations of everyday living take the place of "subjects."
Since the main purpose of the schools is education for living in a modern world, and since Civil Defense is an important factor in modern living, schools need to expand their curriculum to include Civil Defense problems. Civil Defense should not be added as a new subject. It must be an integral part of the curriculum. School leaders need to remember that civil defense and education are both concerned with the development of good citizenship.
In the civil defense program, pupils must be given opportunities to participate in the over-all civil defense program of the community.
Special effort should be made for pupils to participate in action projects or service projects that will involve pupils and community groups. This "action" concept will help to prevent panic and fear.
In the development of emotional stability in this time of crisis the maturity level of children must be recognized and the est known principles of child growth and development be applied. Since the whole school influences the whole child, content and methods throughout the curriculum must be geared to produce emotional stability.
In a democratic school it is necessary that all pupils have an opportunity to develop their abilities to carryon reflective thinking both as individuals and as interacting individu::lIs in a group. This means developing skill in analyzing and defining problems, gathering and evaluating data, advancing hypotheses, drawing- conclusions and carrying conclusions into action. This does not mean that every group learning experience has to follow the problem-solving pattern but some group problem solving should be a significant part of every child's education. In the study of Civil Defense, some "units" should be problem-solving type units while others may be straight topic-study experiences.
1. Decide when defense drills are to be held.
2. Set up shelter area in school (interior halls, away from windows, and where structural support is strongest in building)
3. Make sure everybody understands warning and all-clear signals. The teacher's role in the problem-solving process is fourfold:
I. To help pupils to become sensitive to and concerned about problems in the community.
II. To help pupils to identify and select problems in the community.
18

III. To help pupils work out solutions to the problems. IV. To help pupils to evaluate procedures and results. A fundamental concept of democracy is that those affected by a decision of a program shall have an opportunity to share in making the decision or program. The State Department of Education in Georgia takes the position that in a democracy the schools belong to the people, that public education should be planned to meet the needs of all the people, that a total program of education for all the people should be planned, that such a program can be arrived at only by cooperative planning on the part of all persons concerned at the local level. The needs of the individual school should be the primary consideration in planning to implement civil defense concepts in the school. Civil Defense should begin withan information and readiness program for teachers, parents and pupils. The objectives of the Civil Defense Program in the school should be: 1. To provide facts, knowledge ana skills to further self-protection. 2. To develop healthy citizens. 3. To develop an inter-dependence in identifying and promoting school and commu-
nity activities. 4. To develop an understanding of techniques and scientific facts of the Atomic Age. 5. To develop an understanding of American Democracy in contrast to other ideolo-
gies as ways of life. 6. To develop democratic leadership and initiative in meeting individual and group
needs. The following tables include: 1. The four major problems of the teacher in planning a Civil Defense Program. 2. Suggested activities for helping pupils to reach the objectives defined above. This list is not meant to be a complete or comprehensive one, but merely illustrative. No attempt has been made to identify the grade level or the subject matter area in which the activity may be carried out. These matters should be decided by the local school personnel.
19

III. To help pupils work out solutions to the problems.

IV. To help pupils to evaluate procedures and results.

A fundamental concept of democracy is that those affected by a decision of a program shall have an opportunity to share in making the decision or program. The State Department of Education in Georgia takes the position that in a democracy the schools belong to the people, that public education should be planned to meet the needs of all the people, that a total program of education for all the people should be planned, that such a program can be arrived at only by cooperative planning on the part of all persons concerned at the local level.

The needs of the individual school should be the primary consideration in planning to

implement civil defense concepts in the school.

7

Civil Defense should begin with an information and readiness program for teachers, parents and pupils.
- The objectives of the Civil Defense Program in the school should be: ~-
1. To provide facts, knowledge and skills to further self-protection.
2. To develop healthy citizens.
3. To develop an inter-dependence in identifying and promoting school and community activities.
4. To develop an understanding of techniques and scientific facts of the Atomic Age.
5. To develop an understanding of American Democracy irt contrast to other ideologies as ways of life.
6. To develop democratic leadership and initiative in meeting individual and group needs.

The following tables include:

1. The four major problems of the teacher in planning a Civil Defense Program. 2. Suggested activities for helping pupils to reach the objectives defined above.

This list is not meant to be a complete or comprehensive one, but merely illustrative.

No attempt has been made to identify the grade level or the subject matter area in which the activity may be carried out. These matters should be decided by the local school personnel.

19

PROBLEM No. ,1
HELPING PUPILS TO BECOME SENSITIVE TO AND CONCERNED ABOUT THE NEED FOR CIVIL DEFENSE 1. How can this be done without creating fear?
2. How can the teacher reach all pupils? 3. How can Civil Defense become a part of the total instructional program? 4. In what ways can other community agencies be utilized in solving these
problems?
5. What techniques of good teaching may be utilized in the study of Civil Defense? 6. How can the teacher plan with pupils, members of the faculty and community
groups in the wise use of materials available for the study of Civil Defense?
20

,DIGESTED A(;TIVITES FOR PUPILS

10 Discuss the present emergency, the effects of atomic blast and protection from the
atomic blast.

20 IJisplay on bulletin board information dealing with the atom bomb, nuclear energy
and other related matters.

30 Prepare blackboard illustration of atom to illustrate blast and heat of an atomic ex-
plosion.

40 Work with ground observation post supervisor In your area. Contact Air Defense people for information.

50 Discuss causes of panic and how to prevent panic.

60 Conduct a poll among the adults and high school youth to discover their attitudes to-

ward Civil Defense.

'.

'r~. ,
70 See films depicting effects of atomic explosions.

80 Invite local Civil Defense Director to talk to your class.

90 Read President Truman's Proclamation on National Emergency, December, 1950 and the National and State Laws.

100 Collect bulletins, letters, circulars, pamphlets dealing with emergency problems.
Interview persons who have seen the result of an atomic blast.

21

PROBLEM No.2
HELPING PUPILS TO IDENTIFY AND SELECT CIVIL DEFENSE PROBLEMS IN THE COMMUNITY
DEFENSE COORDINATOR
I
22

UGGESTED ACTIVITES FOR PUPILS
1. Rate yourself on automatic responses to emergency problems at home, in school and on the street.
(A) Participate in air-raid drills. (B) Understand warning system. (C) Understand need for immediate obedience. (D) Cooperate in carrying out plans.
2. Make an inventory of safety areas, fire-fighting equipment and first-aid supplies in the school building.
3. Conduct symposiums, panel discussions or group discussions on such questions as:
(A) Can America be attacked (B) Can we defend ourselves? (C) What would be the greatest danger if atomic bomb fell on your city? (D) What could happen without civil defense? (E) What are the biggest civil defense problems? (F) How have the Red Cross and other agencies given mutual aid and
mobile support in times of emergency?
4. Take field trip to observe community preparedness for emergency.
(A) Observation post (B) Shelter
5. Invite a local person to talk with you about:
(A) Biological and chemical warfare. (B) Radar and other electronic devices. (C) Preservation of food and water during contamination periods. (D) Cost of wars. (E) Power as a resource.
6. Interview four or five people in each of the following occupations and ask them what they think the effects of an uncontrolled atomic armament race is likely to have on people in their respective line of work: merchandising, real estate, the ministry, mechanics, newspaper work, salesmanship, scientists, utilities work and teachers.
7. Study the historical development of attempts at international cooperation to date. This should include the H.ague Conference, the League of Nations, the Kellogg Plan, the International Food Conference, Bretton Woods, UNRRA, UN, UNESCO.
8. Survey community to determine effectiveness of local means of communication, transportation, etc., in meeting an emergency. Discover whether human resources have been recruited for rescue, police, warden services.
23

PROBLEM No.3
HELPING PUPILS TO WORK OUT SOLUTIONS TO THE PROBLEM ...
24

1. Develop shelter area into reading den, art room or recreation room.
2. Plan activities for use during shelter period.
(A) Singing (8) Games
3. Use shelter area for activities planned in Nos. 1 and 2 other than during emergency periods.
4. Prepare, duplicate, and distribute charts indicating shelter areas in the school building. Post copies of chart in school building for information of group meetings outside regular school hours. Place copies on file in the Civil Defense Office, the local fire station and the Red Cross Chapter House.
5. Prepare charts and posters showing important things to remember in an attack.
6. Collect photographs and statistics and make graphs or charts showing the difference in explosive power and cost between the conventional and the atom bomb.
7. Make a group or individual scrapbook of current information (articles, editorials, pamphlets, photographs, cartoons, etc.) concerning the atom bomb, nuclear energy and other related matters.
8. Enroll in a Standard First Aid Course or a Junior Red Cross Course.
9. Plan for simple first-aid demonstrations.
10. Prepare a take-home handbook which tells parents what the school is doing about civil defense and list community-provided emergenc services.
11. Involve parents in home projects as attic-cleanup campaigns. Designate the shelter area in the home.
12. Participate in experiences that will help to provide training in basic defense skills (industrial arts, physical education, first aid, home nursing) and operational technics (volunteer fire-fighting, reserve, work, communications.)
13. Prepare card file of human resources that are available in the community and indicate amount and type of training.
14. Participate in community activities:
(A) Surveys, diagrams, charts. (8) Typing for other organizations. (e) Messenger service. (D) Collection of emergency food and clothing. (E) Training for canteen work for mass feeding, etc. (F) Training for assistance in rescue and demolition. (G) Radio or television program. (H) Participating in Ground Observation.
15. Study through reading, discussion and taking field trips, modern developments in transportation, communication and other utility services.
16. Prepare a directory of organized groups in the community that have contributions to make to the Civil Defense Program.
17. Make inventory of materials useful for defense work (stretchers, blankets, cots, tools, rope, flashlights, ladders, portable battery radio, etc.).
18. Make inventory of school personnel resources (nurses, clerks, cafeteria workers, custodian, engineers, etc.).
19. Coordinate the activities of school patrol, fire wardens, etc., with plans for Civil Defense.
20. Plan menus for school lunchroom, school picnics, day camps, etc. 25

HELPING PUPILS TO EVALUATE PROCEDURES AND RESULTS .
26

1. Prepare a glossary of "atomic terms" in pupil-formulated definitions.
2. Make a "Who's Who" booklet containing biographies of leading nuclear scientists.
3. Prepare reports outlining what various organizations and individuals are doing to prevent an atomic war. Read and discuss the press and other criticism of the work of these organizations and individuals.
4. Participate in experiences that will help to develop democratic leadership.
(A) Serve on adult and youth committees in school and community. (B) Serve as team captain in Civil Defense Activities. (C) Serve on student council or committees. (D) Accept delegated responsibilities such as school patrol, monitor duties, etc.
5. Present a program on local radio station from time to time concerning problems of living in the Atomic Age.
6. Arrange for an exhibit space in the window of the public library, a store, newspaper office, etc., for display of materials bearing on Civil Defense problems.
7. Prepare murals to show how the study of Civil Defense has brought about a closer coordination of community services.
8. Make slides to show how various schools in the community have utilized the Civil Defense Program as a means of enriching the curriculum.
..
27

GLOSSARY
In order to prevent any misunderstanding of unfamiliar terms, the following are defined and discussed at the outset:
CIVIL DEFENSE is defined as the protection of the home front in time of war by civilians acting under civilian control in order to minimize war damage and casualties, to maintain war production, to preserve the maximum civilian support of the war effort, and to restore stricken communities to normal activity as soon as possible. Civil Defense in future warfare will therefore be directed toward the maintenance of our war production at our maximum possible capacity as well as the protection of the lives and health of our citizens. Civil Defense rests upon the principle of self protection by the individual extended to include mutual self-protection on the part by groups and communities.
CRITICAL TARGET AREAS are areas designated by the Federal Government as more likely to be attacked than others, not as a firm prediction but as a sound basis for nation-wide Civil Defense planning. These critical target areas will be industrial-metropolitan areas which support concentrations of industry and populations essential to the war effort.
MUTUAL AID is the voluntary exchange of assistance among communities in and immediately adjacent to critical target areas during an emergency based upon pre-arranged, practical plans and authorized by formal legal agreements. Mutual aid zones should be established around all critical target areas.
MOBILE SUPPORT is 1he use of protective services or parts and combinations of such services together with such other volunteer services as are necessary, organized as teams which, upon command of higher authority, are dispatched to neighboring or distant areas of operations. The assistance furnished under terms of mobile support is under the direction of State authority. The personnel and equipment of mobile support teams are drawn from the various cities, towns, and communities according to their ability to contribute.
INTER-STATE PACTS are formal, legal agreements entered between States covering all matters of inter-state cooperation, including mutual aid, out of state mobile support, mutual recognition of out of state professional li-
28

censes, settlement of expenses and compensation for out of state Civil Defense forces.
MUTUAL AID PACTS are formal, legal agreements established jointly by communities on their own initiative. Such pacts will in the main be negotiated by communities within a critical target area and should be coordinated with the State Director of Civil Defense.
EVACUATION AND DISPERSION are defined as the removal of population groups from an area or community either before or after an attack. Evacuation refers to a displacement of population of a permanent or semi-permanent nature. Dispersion, on the other hand, refers to the removal of groups temporarily and only for a limited distance with the understanding that dispersed individuals intend to return to their places of abode as soon as possible.
Evacuation may be selective and contemplate the removal of segments of the population such as the aged, infirm, children, etc. Both evacuation and dispersion may be either voluntary or compulsory. Any evacuation and dispersion will be carried out under State-wide plans which will avoid serious compromise of war production.
FEDERAL AID-FEDERAL CIVIL DEFENSE ADMINISTRATION. For some purposes the Federal Government will match local Civil Defense organization funds as specified in the F.C.D.A. Bulletin.
THE GROUND OBSERVER CORPS. The Ground Observer Corps is an organization of civilians who volunteer, on a part-time basis, to report on the movement of aircraft. These volunteers perform the duty of observers at the observation posts or as plotters, filterers, and teller, at the filter centers.

Many Interesting Publications May Be Obtained by Writing Georgia Civil Defense Division.

THE GEORGIA
@ALERT~

J\~ 1hI "1ll

c. D. IS BACKED
BY SCHOOl --

BOMB DISPOSAL f' ASSES SOON

L

Emergency Traffic Contro: Signs have been erected or major highways.

STUDENT COUNCIL ..
Chapel programs, to get everybody defense-minded, may well be handled by this organization. (See suggestions in this bulletin for such a program.)
Sponsoring of an Honor Roll, to post names of rooms that have put up defense poster on wall, or students who have posted defense instructions on wall at home, will lend prestige and dignity to student achievement toward defense.
SCHOOL PAPER
Editor and staff can be particularly helpful in writing and publishing articles about the defense program in general, and special achievements of grades or individual students. Editor should get regularly copy of ALERT, the Georgia defense publication. Send editor's name to the State office.
31

SUGGESTIONS FOR HIGH SCHOOL GROUPS:
LIBRARY ..
The librarian and her staff can be invaluable in displaying interesting and informative books, pamphlets, magazine articles, etc. for faculty and students. Many librarians call attention at chapel or faculty meetings to special articles appearing in the latest magazines about the defense program.
ART DEPARTMENT ...
There is nothing more powerful than eye-taking posters and bulletin boards to arouse interest in the defense program. Recognition in chapel for the best defense posters, for the most appealing bulletin board, for illustrations of stick figures and other drawing that may be used in letters to parents and other defense publications of the school, will encourage art-minded, talented students to contribute much of great value to defense efforts.
SCIENCE CLASSES
Study of atomic warfare (see bibliography for helpful pamphlets), chemical warfare and biologic warfare will give students an insight into the present dangerous situation. Boys in the vocational agriculture classes will be especially interested in biologic warfare,
32

which constitutes a special threat to Georgia agriculture. Stress many things already being done (getting rid of rats and other vermin, sanitary disposal of garbage, reporting of any crop failures or animal diseases, learning about gases, poisons, etc.) that will stand community in good stead in emergency.
PHYSICAL EDUCATION It is possible that the physical education instructor may be in
charge of the defense drills, and organizing the schools to get students and teachers into safety shelters. Older boys and girls should be given much of responsibility for this.
Recreation: Britain found that it is vital for youngsters to have morale preserved during times of danger. Training older boys and girls to help with simple games, stories, songs, etc., for smaller children, is good idea.
Mental health will be a big part of this general health program under this area. Every student and teachers should be aware of these general things:
Don't start rumors - don't believe wild stories. Radiation sickness does not always cause death. Most diseases spread slowly. Germ warfare vYill not knock out entire cities. Poisons cannot kill millions, and no mystery germs can cause panic-rousing epidemics. People who have mild exposures to nerve gases will usually recover.
Technical bulletins easily available, and chapters in most modern texts offer endless possibilities for fact replacing rumor and fear in the cultivation of both physical and mental fear for our people in daily life and in emergency.
...
33

SUGGESTIONS FOR
RODAS: (1o IIGH\(I <},,> ~Hee . . , j
HOMEMAKING CLASSES ..
Girls and boys in these classes can strengthen the defense program by doing a good job of many things already on their activity list: first aid, home health, nutrition, child care and development, harmonious family living, good cooking, growing and preserving foods, etc.
. . . BUSINESS DEPARTMENTS
Schools will be used in most instances for hospitals in case of emergency. Forms will be sent for filling out so that health authorities can find out what space is available, floor plans, etc. The commercial students can be of help here. They could also take over the responsibility for making records of local resource people, who can drive cars, who has had first aid courses, who knows about fire fighting, which homes could accommodate refugees or have extra rooms or cots, etc.
These are by no means suggestions for all classes. Each will think up ways to help. No more revealing situation can be imagined to find out who is really emotionally mature and who is sensitive, easily hurt, unco-operative, than in the defense planning. The fine, mature teacher or student will quickly fall in line, find ways to be useful, and lend his unique talents and abilities to building a sound school program. These are also the ones you can count on in emergencies. They are good to have around!
Other schools - and your state office - would be genuinely appreciative for any new ideas you have or any ways you have found particularly good that will help others to do a good job of getting Georgia schools ready to take their full responsibilities in a crisis which all of us devoutly hope will never arise. But remember.
PREPARATION PREVENTS PANIC. BE PREPARED I
34

SUGGESTIONS FOR A*CHAP,L PRqeRAM
It is possible that your teachers will decide that a general meeting of all the students and teachers would be a fine way to get the school defense-minded.
A chapel program, well-planned, may be the answer. Perhaps it should be entirely in charge of the students themselves. It IS nearly always more effective that way.
A SAMPLE PROGRAM MAY BE THIS PRESIDING:
Bill Jones, Student Council President Pledge to the flag: Song, Star Spangled Banner, Lord's Prayer. He explains the need for defense, probably quoting a national defense leader. The English or speech teacher can help with the planning of this talk. He introduces the principal, who says a few words about the plans, and in
..
turn introduces the local Defense Chairman.
35

SUGGESTIONS FOR
~A C.,APEt PROGR~M

O>'ilO" _ _::;:;:

_

GfORGIA CIVil
DfFfNSf

Then, the students have a series of five minute talks on how the various age groups can help by knowing more about defense and getting their school organized to help. They will think of many ideas. Here are a few sample suggestions:
Gir' homemaking student: "We are learning about nursing in our classes. There will be need to care for the wounded."
Boy, who has taken first aid: "Many of us have had the Red Cross first-aid course. Another class is starting, etc."
High Schoo' Gir': "We know from our child guidance classes in the 12th grade Family Living Program how to care for small children. We could take over their care, keep them calm, tell them stories, etc."
Lunchroom helper: "There will be need to feed masses of people. We can get mass-feeding menus from the medical and health divisions, and plan for such emergency."
Boy: "I understand the schools will be taken as hospitals. We can draw diagrams and make graphs showing how many cots can be placed in our halls, etc."
Seventh Grade Group: "Weare going to read to you something that looks like a comic book. But it is more important than any comic book you ever bought. It is called "If An A-Bomb Falls." Each one of you will be given one, and we hope you will read it. But right now we are going to read it to you." (Group reads this pamphlet.) A Teacher could write a skit around this little phase of the program.)
Fourth Grade Student: (holding up smaJJ poster on Air Raid Instructions) "I can take this home and tack it up on the wall of my home. You can do the same thing. You should also read it to your folkS. Our grade is in charge of seeing that every room in school has this posted. But unless you learn it by heart, it will not do you much good. It tells what to do if you hear an A-Bomb siren." (He reads. Or this may have five children with each one teJJirig one thing to do.)
Farm Boy: "I need to know about biological warfare for the experts say the enemy will use that on my livestock and on my farm crops."
Presiding Officer: "This program has been planned to make you see that defense is important. We do not want to frighten you. We want to learn what to do so that we can save our lives and other lives in an emergency. You see, that's what we have fire drills for. The bomb is just another danger in the sort of world we live in. We have to get ready for it. Each grade is going to work out a plan of its own and in a few weeks, we will have another program to find out how much we have accomplished."
Song: God Bless America.
36

Students of the Junior and Senior grades in the High Schools of the State of Georgia will find training and performance as "aircraft spotters" for the Ground Observer Corps Program to be a most interesting project. In addition to the point of interest, members participating will be rendering a great and noble service to their country's defenses. Conditions in the world today make the Ground Observer Corps an absolute necessity. We do not know when or where we might be attacked by enemy ai,rcraft.
It is suggested that groups, either formal or informal be organized for the purpose of training together for positions as observers for Ground Observer Posts, or if in the cities of Atlanta or Savannah, as plotters, tellers, and filterers for the Filter Centers. These can be in the form of Aircraft Spotter Clubs or some other designation. Assistance and training for these groups can be arranged through the Office of The Air Force Coordinator, Ground Observer Corps, Georgia Department of Civil Defense, 959 Confederate Avenue S. E., Atlanta. Because of the number of posts now under organization, and their location eight miles apart, every interested student can be assured of an opportunity to participate in the program. Within a few miles of every home in the State of Georgia, there will be a Ground Observer Post that will eventually have to be manned 24 hours around the clock!
37

SUGGESTIONS FOR GROUND OBSERVER PROGRAf,\
The purpose of the Corps is to fill in all the blind spots of the radar screen -that portion of the area that comes under the line of sight capabilities of radar. Blind spots are caused by the topography of the terrain. Only those points designated will take part in the Ground Observer Corps.
The Corps provide information to our Air Defense Control Centers via a very simple system. First, a civilian volunteer reports by telephone from his assigned observation post, all the aircraft he sees or hears. Secondly, a Filter Center takes the information from the observers, establishes the speed and direction of the airplanes, which means that they have established a track, and passes the information on to the Air Defense Control Center.
Filter Centers are located in cities best equipped for prompt reception of the observers' telephone calls. The Filter Center is also manned by civilian volunteers. A typical Filter Center occupies a large room containing a horizontal plotting board on which the aircraft traffic is plotted, and a platform surrounding that board on which tellers pass the plotted information on to other Filter Centers and Air Force stations.
The actual organization and recruiting of the Ground Observer Corps is the responsibility of the Georgia Department of Civil Defense. Training is carried out by .:'"; United States Air Force with mobile training teams located at each Filter Center. The Air Force has assigned an Officer to each state organizing the Ground Observer Corps within their borders for the express purpose of coordination.
38

",I
I
~INGLE-ENGINE e e e
"MUSTANG" U. S. AIR FORCE F-51

"CORSAIR" U. S. NAVY F4U-4

"THUNDERBOLT" U. S. AJR FORCE F-47

Square-tipped, toper ed wing and toil plane. Lorge air scoop under fuselage. Lorge pro peller spinner.

Tubular nose. "Gull wings"; tall rudder; long, nor row tail plane.

JET FIGHTERS e e e
"SHOOTING STAR" U. S. AIR FORCE F-80

Heavy fuselage; tubular nose. Trailing edge of wing is curved; triangular rudder. Butterflylike tail plalle.
"THUNDERJET" U. S. AIR FORCE F-84E

Tapered wing. Air scoops on both sides of fuselage. Tall, rounded rudder. Wing-tip tanks suspended below wings.

Lang, narrow fuselage, with bulge be neath rudder. Wing.tip tanks have fin on outer side.

"SABRE" U. S. AIR FORCE F-86
Sharply sweplback wing and tail plane. Tall, slanting, narrow rudder. Snoutlike nose.

"PANTHER" U. S. NAVY F9F-2
Tall rudder extends i fuse loge, slopes for forwara. Fuselage flares inlo wings. Air scoops at leading edge of wings. Wing. tip lanks.
39

JET BOMBERS ...
"TORNADO" U. S. AIR FORCE 8-45C

"STRATOJET" U. S. AIR FORCE 8-47

Twin jet engines encased in one nacelle in each wing. Toll, squared rudder. Wing, fip tanks with fins on nose ond toil. Plexiglass nose com partment.
TWIN-ENGINE.
"PACKET" U. S. AIR FORCE C-119

Sharply swepfback wing and toil plane slender body. Six jet pods suspended unde; wings. Slanting, angular rudder.

8EECHCRAFT "EXPEDITER" U. S. AIR FORCE C-45

"MITCH ELL" U. S. AIR FORCE 8-2

Short, boxlike fuselage; twin rud ders, Toil plane carried on twin booms.

Twin rudders. Engines and nose nearly in sfraight line in front. large propeller spin. ners.

CIVIL AfRLlNER DC-3 U. S. AIR FORCE C-47

Twin rudders. Plexiglass nose com partment. large engine nacelles project beyond trdlling edge of wing.
CIVIL AIRLINER "CONVAIR" U. S. AIR FORCE T-29

leading edge of wing is swept bock; trailing edge is straight. Brood rudder. Toil wheel visible in flight.

Narrow, tapered wing with engine nacelles projecting beyond trailing edge. Toll rudder slopes fo brood bose.

40

1
.fOUR-ENGINE
U. S. AIR FORCE C-97 "STRATOFREIGHTER"

U. S. AIR FORCE C-S4, C-118

Top 01 fuselage Is straight along elltire length. Hall of wing's trailing edge Is straight. Indented, doubledeck fuselage; blunt nose. Air scoops on lower part 01 each engine nacelle.
Crosssection of fuselage

The OC-4 and the OC-6 appear almost alike to the ground observer. N<:trrow wing tapers front and hack, with engines projecting for beyond leading edge.
The OC-6, a larger plane, has a toller, squared rudder, square windows, engine nacelles with air scoops.

U. S. AIR FORCE C-121
Three rudders. Gracefully curved fuselage; slim, to pered nose. Pointed wing tips. large propeller spinners.

"SUPER'ORTRESS/ U. S. AIR FORCE 8-29, 8-50
long, cigar.shaped fuselage. Small gun turrets, top and bottom. Rounded rudder is tall, has wide base. Two engine nacelles of 8-29 project beyond straight trailing edge of wing. All four engine nacelles of 8-50 project beyond trailing edge of wing, have oir scoops on under side. 850 has considerably taller rudder.

GLOBAL BOMBER B-36D
, ong, cigarshaped fuselage. leading edge of wing is swept bock; trailing edge is ~troight. Six pusher engines below wings projectcbeyond trailing edge. Two jet en-
ines suspended in pods underneath each wing, near wing tip. Air scoops visible at leading edge. Plexiglass nose comportment.
41

STATE OFFICE BUILDING ATLANTA 3, GA.

FILMS AVAILABLE TO THE PUBLIC SCHOOLS ONLY

Individual Teachers Should Contact Their Local Film . Coordinators To Make Requests From New Film Catalogue.

Contact Regional Library:

1. ATLANTA 3. TIFTON

2. COLLEGEBORO 4. MACON

42

NEW FILMS FOR PUBLIC SCHOOLS ONLY

ATOMIC ALERT, el-jh-sh

541

IVa reels

Authentically but calmly explains for children the effects of an atomic bomb explosion, and demonstrates protective measures to be taken. What to do in an air raid alert and in an atomic bomb raid are .eonvincinglY dramatized. Designed to create realistic but calm attitudes, the film combines action scenes with clear animated drawings to achieve desirable attitudes and responses. EBF

ATOMIC BOMB-Right or Wrong?, jh-sh

4188

2 reels

Described as "... the best film yet produced on the subject," by the Atomic Energy Commission. Retraces the events leading to-and following-the use of the bomb. The Association of Scientists for Atomic Education say this film "... has universality demanded by its subject and this age."-Ideal

ATOMIC ENERGY, jh-sh

370

reel

Shows by means of animation how nuclear synthesis is accomplished, how radiant energy is released and how nuclear fission and the chain reaction are affected. It is a pure science film. EBF

ATOMIC POWER,jh-sh

4044

2 re.els

The film takes you to the early beginning and unfolds for you the story of atomic power. It not only gives you the facts and figures but in each of the re-enacted scenes you will find the actual scientists who performed the original experiments.-MOT

ATOM, THE, jh-sh

3298

1 reel

What are atoms? What are molecules? They are invisible, but we have a well substantiated theory about their structure. By means of motion picture animation, we penetrate the breathtaking world of molecules and atoms, increased, for the sake of visua.lization, to the size of II Cathedral, The splitting of the atom is climaxed by a demonstration of the Bikini atomic explosions and how atomic energy may be harnessed for man's good. Almanac

BEGINNING OR THE END, THE, jh-sh

1948

3 reels

Excerpted from the feature photoplay of the same title, this classroom version traces the development
of the atom bomb to the destruction of Hiroshima. A dramatic but historically accurate presentation
is made of the personalities and events. The following world figures are portrayed: Franklin D. Roose-
velt, Alexander Einstein, General Leslie R. Groves, J. Robert Oppenheimer, Vannevar Bush, and 'Enrico
Ferni. TFC

SURVIVAL UNDER ATOMIC AnACK, jh-sh

1272

1 reel

Explains the blast, heat, and radiation effects of atomic air, ground, and water burst.. Provides instructions for what to do with or ~ithout advanced warning in an atomic attack-while at home, at work,
and out-doors walking or driving. Reveals six basic survival secrets. Castle

YAlE OF TWO CinES

3276

1 reel

Documentary record of the effects of the atomic bombing of Hiroshima and Nagasaki. USOE

43

OTHER SOURCES FOR CIVIL DEFENSE FILMS: AND INFORMATION

1. Georgia Civil Defense Division 959 E. Confederate Ave. Atlanta, Ga.
2. Third Army Signal Corps Film Library Fort McPherson, Ga.
3. State Department of Education Garland Bagley, Film Librarian Atlanta, Georgia

4. General Extension Division E. A. Lowe, Director University of Georgia Athens, Georgia
5. Agricultural Extension Service Aubrey Smith, Film Librarian Athens, Georgia
Other Films and Equipment, See Commercial Sources, Atlanta.

Civil Defense Films Available Through Area Directors

North Georgia Area-Jerry Cauble . Central Georgia Area-M. L. Leggett Southwest Georgia Area-Harry V. Jackson. Southeast Georgia Area-Hoyle Yandle

1562 Medlock Rd., Decatur, Ga. 3882 VineviIle Ave., Macon, Ga.
Cuthbert, Ga. Lyons, Ga.

1. Tale of Two Cities: B & W 10 min.

7. Target U.S.A.-color-20 min.

2. Survival Under Atom Attacks: OHW 10 min. 8. Radiation Selective B & W 20 min.

3. The Atom Strikes B & W 35 min.

9. Self Preservation B & W 20 min.

4. You Can Beat the 'A' Bomb B&W 10 min.

10. Operations Cross Roads B & W 30 min.

5. Atomic Alert B & W 10 min.

11. And A Voice Should Be Heard B&W 20 min.

6. Pattern for Survival-color-20 min.

12. Eyes Aloft-B & W 16 min.

13. Air Defense-B & W 27 min.


FILMS ON THE FEDERAL CIVIL DEFENSE ADMINISTRATION APPROVED LIST

Duck and Cover. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.
firefighting for Householders. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.

Inside the Atom. 1948. 10 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) National Film Board of Canada, 1270 Avenue of the Americas, New York 20, N. Y.; 400 W. Madison Street, Chicago, Illinois.
I Was a fireman. 1942. 39 min., black and white, sound. $100.00 (Purchase) $5.00 (Rental) British Information Services, 30 Rockefeller Plaza, New York 20, N. Y.

44

NEW FILMS FOR PUBLIC SCHOOLS ONLY

ATOMIC ALERT, el-jh-sh

541

1% reels

Authentically but calmly explains for children the effects of an atomic bomb explosion, and demonstrates protective measures to be taken. What to do in an air raid alert and in an atomic bomb raid are .convincingly dramatized. Designed to create realistic but calm attitudes, the film combines action scenes with clear animated drawings to achieve desirable attitudes and responses. EBF

ATOMIC BOMB-Right or Wrong', jh-sh

4188

2 reels

Described as "... the best film yet produced on the subject," by the Atomic Energy Commission. Retraces the events leading to-and following-the use of the bomb. The Association of Scientists for Atomic Education say this film "... has universality demanded by its subject and this age."-Ideal

ATOMIC ENERGY, jh-sh

370

1 reel

Shows by means of animation how nuclear synthesis is accomplished,. how radiant energy is released and how nuclear fission and the chain reaction are affected. It is a pure science film. EBF

ATOMIC POWER, jh-sh

4044

2 re.els

The film takes you to the early beginning and unfolds for you the story of atomic power. It not only gives you the facts and figures but in each of the re-enacted scenes you will find the actual scientists who performed the original experiments.-MOT

ATOM, THE, jh-sh

3298

1 reel

What are atoms? What are molecules? They are invisible, but we have a well substantiated theory about their structure. By means of motion picture animation, we penetrate the breathtaking world of molecules and atoms, increased, for the sake of visualization, to the size of a Cathedral, The splitting of the atom is climaxed by a demonstration of the Bikini atomic explosions and ho.vr atomic energy may be harnessed for man's good. Almanac

BEGINNING OR THE END, THE, jh-sh

1948

3 reels

Excerpted from the feature photoplay of the same title, this classroom version traces the development
of the atom bomb to the destruction of Hiroshima. A dramatic but historically accurate presentation
is made of the personalities and events. The following world figures are portrayed: Franklin D. Roose-
velt, Alexander Einstein, General Leslie R. Groves, J. Robert Oppenheimer, Vannevar Bush, and Enrico
Ferni. TFC

SURVIVAL UNDER ATOMIC AnACK, jh-sh

1272

1 reel

Explains the blast, heat, and radiation effects of atomic air, ground, and water burst. Provides instructions for what to do wi.th or without advanced warning in an atomic attack-wpile at home, at work, and out-doors walking or driving. Reveals six basic survival secrets. Castle

'IA1E OF TWO CITIES

3276

1 reel

Documentary record of the effects of the atomic bombing of Hiroshima and Nagasaki. USOE

43

OTHER SOURCES FOR CIVIL DEFENSE FILMS: AND INFORMATION

1. Georgia Civil Defense Division 959 E. Confederate Ave. Atlanta, Ga.
2. Third Army Signal Corps Film Library Fort McPherson, Ga.
3. State Department of Education Garland Bagley, Film Librarian Atlanta, Georgia

4. General Extension Division E. A. Lowe, Director University of Georgia Athens, Georgia
5. Agricultural Extension Service Aubrey Smith, Film Librarian Athens, Georgia
Other Films and Equipment, See Commercial Sources, Atlanta.

Civil Defense Films Available Through Area Directors

North Georgia Area-Jerry Cauble . Central Georgia Area-M. L. Leggett Southwest Georgia Area-Harry V. Jackson. Southeast Georgia Area-Hoyle Yandle

1562 Medlock Rd., Decatur, Ga. 3882 Vineville Ave., Macon, Ga.
Cuthbert, Ga. Lyons, Ga.

1. Tale of Two Cities: B & W 10 min.

7. Target U.S.A.-color-20 min.

2. Survival Under Atom Attacks: OHW 10 min. 8. Radiation Selective B & W 20 min.

3. The Atom Strikes B & W 35 min.

9. Self Preservation B & W 20 min.

4. You Can Beat the 'A' Bomb B&W 10 min.

10. Operations Cross Roads B & W 30 min.

5. Atomic Alert B&W 10 min.

11. AndAVoiceShouldBeHeard B&W 20min.

6. Pattern for Survival-color-20 min.

12. Eyes Aloft-B & W 16 min.

13. Air Defense-B & W 27 min.


FILMS ON THE FEDERAL CIVIL DEFENSE ADMINISTRATION APPROVED LIST

Duck and Cover. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.
Firefighting for Householders. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.

Inside the Atom. 1948. 10 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) National Film Board of Canada, 1270 Avenue of the Americas, New York 20, N. Y.; 400 W. Madison Street, Chicago, Illinois.
I Was a Fireman. 1942. 39 min., black and white, sound. $100.00 (Purchase) $5.00 (Rental) British Information Services, 30 Rockefeller Plaza, New York 20, N. Y.

44

Our Cities Must Fight. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.
Survival Under Atomic Attack. 1951. 10 min., black and white, sound, $17.50 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.

London Can Take It. 1942. 10 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.
London Fire Raids. 1940. 12 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.

What You Should Know About Biological Warfare. 1951. 10 min., black and white, sound. $17.50 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. Colonial Films, Atlanta.

Medical Aspects of Nuclear Radiation. 1951. 20 min., color, sound. $93.64 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Army Film Libraries as MISC7897.*

Atomic Medical Cases, Japan, World War II. 1949. 37 min., black and white, sound. (Purchase) $44.69. United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Army Film Libraries as PMF5143.*
Bomb Blast and Burns. 1943. 13 min., color, sound. $63.84 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Navy Film Libraries as MN836-C.**
Chemistry of Fire. 1943. 46 min., black and white, sound. $54.00 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Navy Film Libraries, MN61-a.**
Control Room. 1944. 23 min., black and white, sound. $55.00 (Purchase) $2.50 (Rental) British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.
Decontamination of Streets. 17 min., black and white, sound. $57.50 (Purchase) $2.50 (Rental) British Information Service, 30 Rockefeller Plaza, New, York 20, N. Y.
Fire's the Enemy. 1951. 11 min., black and white, sound $32.50 (Purchase) $1.50 (Rental) British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.
Film Tactics. 1945. 22 min., black and white, sound. $28.56 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Navy Film Libraries as MN3731.':'*
First Aid in the Prevention of Shock. 1950. 26 min., black and white, sound. $32.27 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Army Film Libraries as TF8-1659.*
Guarding Against Sabotage. 1943. 45 min., black and white, sound. $54.17 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Army Film Libraries, TF19-2032.*

Medical Effects of the Atomic Bomb-Part II. 1950. 37 min., color, sound. $168.04 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Army Film Libraries as PMF5148.*
A New Fire Bomb. 1943. 9 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) British Information Service, 30 Rockefeller Plaza, New York 20, N. Y.
Operation Sandstone. 1948. 18 min., color, sound. $83.43 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y. For loan from Public Information Service, U.S.A.E.C., 1901 Constitution Avenue, Washington, D. C.
They Also Serve. 1949. 17 min., black and white, sound. $28.06 (Purchase), also loan from Committee on Medical Motion Pictures, American Association, 535 North Dearborn Street, Chicago 10, Illinois.
Using Visual Aids in Training. 1944. 14 min., black and white, sound. $25.71 (Purchase) United World Films, Inc., 1445 Park Avenue, New York 29, N. Y.
VI Bomb. 9 min., black and white, sound. $30.00 (Purchase) $1.50 (Rental) British Information Service, 30 Rockefeller P!aza, New York 20, N. Y.
Pattern for Survival. Junior high, high school, college. 20 min., color. Film emphasizes civil delense work in the home. It demonstrates successful response in the use of all situations in the home. Colonial Films, Atlanta, Ga.
U. S. Navy film libraries should be contacted via District Public Information Officers in Boston, Mass.; Norfolk, Va.; San Francisco, Calif.; Great Lakes Training Center, Ill.; Balboa, Canal Zone: New York, N. Y.; Charleston, S. C.; San Juan, Puerto Rico; Seattle, Wash.; Kodiak, Alaska; Philadelphia, Pa.; New Orleans, La.; San Diego, Calif.; Pearl Harbor, T. H.; Washington, D. C.
The above prices are quoted as of January 1952 and are, of course, subject to change.

45

OFFICIAL CIVIL DEFENSE PUBLICATION
The following Federal Civil Defense Administration publications are on sale by the Superintendent of Documents, Washington 25, D. C.:
1. United States Civil Defense, 1950, 25 cents, 168 pp. The national plan for organizing the civil defense of the United States.
ADMINISTRATIVE GUIDES
1. Civil Defense in Industry and Institutions, Pub. AG-16-1, 1.951, 25 cents, 64 pp. Plans for organizing and administering civil defense self-protection programs for the Nation's industrial plants, office and apartment buildings, and other institutions.
"2. The Clergy in Civil Defense, Pub. AG-25-1, 1951, 10 cents, 12 pp. Guide for the clergy of all faiths for determining their place and functi~~s in civil defense.
3. Emergency Welfare Services, Pub. AG-12-1, 1952,20 cents, 62 pp. Guide for developing a program to meet the multiple welfare problems that would arise from enemy attack.
4. Engineering Services, Pub. AG-13-1, 1952, 15 cents, 25 pp. Assists State and local civil defense directors in planning and establishing their engineering services.
5. Fire Services, Pub. AG-9-1, 15 cents, 27 pp. Basic guide to assist States and communities in planning, organizing, staffing, and operat~ng an expanded fire-fighting service during periods of war emergency.
6. Health Services and Special Weapons Defense, Pub. AG-ll-1, 1950, 60 cents, 264 pp. Methods for organizing of all basic health and special weapons defense (atomic, biological, and chemical warfare) for State and local civil defense programs.
7. Police Services, Pub. AG-10-1, 1951, 20 cents! 48pp. Basic guide for State and local civil defense officials in organizing and directing police civil defense services.
8. Principles of Civil Defense Operations, Pub. AG-8-1, 1951,20 cents, 48 pp. Basic guide in planning and organizing for mutual aid and mobile support operations.
9. The Rescue Service, Pub. AG-14-1, 1951, 15 cents, 32 pp. Basic guide for State and local civil defense officials in organizing rescue services and training rescue teams.
10. The Warden Service, Pub. AG-7-1, 1951, 20 cents, 48 pp. Basic guide for civil defense directors and supervisory wardens in selecting, organizing, training, and equipping the warden service.
PUBLIC BOOKLETS
1. Duck and Cover, Pub. PA-6, 1951, 5 cents, 14 pp. Cartoon instruction for children on what to do in case of atomic attack.
2. Emergency Action to Save Lives, Pub. PA-5, 1951,5 cents, 32 pp. Practical instructions for the untrained person on the emergency care of injured people.
3. Fire Fighting for Householders, Pub. PA-4, 1951, 5 cents, 32 pp. Basic information for the householder on how fires start, how they can be prevented, and how to fight fires.
4. This Is Civil Defense, Pub. PA-3, 10 cents, 32 pp. Highlights of the national civil defense program and the part the volunteer must play to make civil defense a success.
5. What You Should Know About Biological Welfare, Pub. PA-2, 1951, 10 cents, 32 pp. Techniques of personal survival under biological warfare attacks.
6. Survival Under A.tomic Attacl:!~ 1950, 10 cents, 32 pp. Techniques of personal survival under atomic bomb attacks..' . - .-' ." - '-', ,
"-I
46

TECHNICAL MANUALS
1. Organization and Operation of Civil Defense Casualty Services-Part III-Medical Records for Casualties, Pub. TM-1l-3, 1951, 15 cents, 36 pp. Recommends medical records and forms for uniform use by all States in the handling of casualties resulting from enemy attack.
2. Outdoor Warning Device Systems, Pub. TM-4-1, 1951, 15 cents, 36 pp. Data for planning, procuring, and installing public warning devise systems for civil defense.
3. Radiological Decontamination in Civil Defense, Pub. TM-1l-6, 1952, 15 cents, 31 pp. Provides information for all radiological defense personnel and serves as an operations manual for decontamination crews.
4. Shelter from Atomic Attack in Existing Buildings, Part I-Method for Determining Shelter Needs and Shelter Areas, Pub. TM-5-1, 1952, 20 cents, 53 pp. Instructions, forms and recommendations for use of civil defense directors, survey teams and their supervisors, and technically qualified personnel in conducting a shelter survey.
5. Water Supplies for Wartime Fire Fighting, Pub. TM-9-1, 1951, 10 cents, 16 pp. Program for increasing available water supplies to meet the needs of emergency water-supply operations during wartime.
OTHER PUBLICATIONS
1. Annotated Civil Defense Bibliography for Teachers, Pub. TEB-3-2, 1951,20 cents, 28 pp. Aid for teachers in locating publications for use in civil defense planning and instruction in schools.
2. Civil Defense Against Atomic Warfare, 1950, 10 cents, 24 pp. Lists sources of unclassified scientific and technical data useful as background information in planning civil defense against atomic bombing.
3. Civil Defense and National Organizations, 10 cents, 15 pages. Outlines the need for civil defense and informs national organizations how they can participate in the program.
4. Civil Defense in Outline, 1951, 25 cents, 41 pp. Guide for the use of organizations in their national and State civil defense programs.
5. Civil Defense Nursing Needs, Pub. VM-2, 1952, 15 cetUs, 20 pp. Outlines program for increasing nursing services to insure an adequate supply of nurse power in the event of attack or disaster.
6. Damage from.A tomic Explosions and Design of Protective Structures, 1950, 15 cents, 32 pp. Damage from blast to various types of structures and buildings and design of building construction to resist these effects.
7. Fire Effects of Bombinl{ Attacks, Doc. 130, 1950, 15 cents, 48 pp. Summarizes data on World War II bombing attacks and suggests a method of appraising fire susceptibility of cities to minimize the effects of mass fires.
8. Interim Civil Defense Instructions for Schools and CoJJeges, Pub. TEB3-1, 1951, 30 cents, 32 pp. Guide for 'educational administrators in planning immediate civil defense training and education programs.
9. Medical Aspects of Atomic Weapons, 1950, 10 cents, 24 pp. Medical and biological aspects of injuries resulting from atomic bomb explosions and their treatment.
10. The Warden's Handbook, Pub. H-7-1, 1951, 15 cents, 34 pp. Basic reference aid for the block warden.
11. Emerl{ency Recreation Services in Civil Defense, National Recreation Association, Inc., 315 Fourth Ave., New York 10, N. Y.

POST
one of these on every school room wall. Ask every child to post one on wall at home.
They may be obtained from State Civil Defense Office, 9S9 East Confederate Ave., Atlanta, Ga.

IUMEMIU THESE

(D

WARNING SIGNALS

RED ALERT
EXPECT AN ATTACK ANY MOMENT

SIRENS, HORNS OR WHISTLES

ONE 3-MINUTE WARBLING SIGNAL OR SERIES OF SHORT BLASTS

FOLLOW OfFICIAL INSTRUCTIONS ONLY
All-CLEAR SIGNAL
ENEMY AIRCRAFT NO LONGER IN THE AREA

THREE I-MINUTE BLASTS TWO MINUTES OF SILENCE BETWEEN
PUILISHED IY THE FEDERAL CiVIL DEFENH ADMINISTRATION

Drop to floor and try to get under desk or bench.
Drop to floor and bury face in arms. Get out ofline with windows.
Drop to ground. If cover is clO6e by. dive for it. Bury face in arms.

But words on a wall are not enough every child in school and every teacher should KNOW these directions.

IIlf an A-Bomb Falls,1I a booklet printed in the colors of and format of the comic books which children like, has been prepared for you. If you have not already distributed these to your children, consult your local Defense Director about getting them.

---
GEORGIA
CIVIL DEFENSE
Preparation Prevents Panic