xt718911rp1j https://exploreuk.uky.edu/dips/xt718911rp1j/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1958-08 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A Civil Defense Curriculum Guide for Kentucky Schools", vol. XXVI, no. 8, August 1958 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "A Civil Defense Curriculum Guide for Kentucky Schools", vol. XXVI, no. 8, August 1958 1958 1958-08 2022 true xt718911rp1j section xt718911rp1j - .- . ‘.-.—_. w 3....-.“ 2 .4 é':‘:xw:4:?-V‘
,n4;!";(""““..‘P?‘?€“91“Y€7‘"‘T"1‘:’31'i:€'f§v‘,‘!'g'r‘vjfwﬁl!3?§€:rf’ﬂ‘f‘v . k, T.» n .JA 4 'rH t ~

0 Commonwealth bf Kentucky 0

EDIIIIMTINA BIIILLETII

A CIVIL DEFENSE
CURRICULUM GUIDE FOR
KENTUCKY SCHOOLS

Published by
DEPARTMENT OF EDUCATION

ROBERT R. MARTIN
Superintendent of Public Instruction

Entered ISSUED ' MONTHLY
as second class matter March 21, 1933 at the post office at

Frankfort K
P0 , entucky under the Act of August 24 1912.
STMASTER: send notices of changes of address on ’form 3579.

VOL. XXVI AUGUST 1958 NO. 8

- Jigs"?

FOREWORD

A short time ago my office distributed to all schools in the
Commonwealth the publication “A Survival Plan for Kentucky
Schools.” That plan emphasized that the nuclear age places new
responsibilities upon our schools in instructing children in effective
survival behavior. To meet these responsibilities, it called for the
integration of civil defense education into the curriculum at all
levels of instruction.

We do not suggest that a new “packaged 1.)r0gram” of Civil
Defense be superimposed on an already crowded curriculum, but
rather that it be appropriately included at many points in the exist-
ing curriculum where its application might reinforce or extend the
intended educational concepts.

Iknow that all our teachers are aware of the difficulties of our
task in these times of world tension and fear. Certainly we have the
responsibility of preparing a generation which can help to achieve
and maintain peace in the world. However, at the same time we
Illust teach in the world of today, and we must prepare children for
liVing and staying alive in today’s world. Both aspects of this

“ ) - . . . .
teacher s dilemma” must receive their proper emphaSis 1n the class-
room.

This bulletin contains sample lesson plans, instructor’s guides,
mi Other education aids designed to facilitate the introduction of
(”"11 defense education at elementary, secondary, and college levels.
I? Was organized and prepared by Mr. Norbert Rechtin, Special As-
lint '50 the Superintendent of Public Instruction for Civil. De~
SchOZisaIild it is hoped that this material will be of real value to our
for nucln meeting the challenge of adequately equipping our youth
. ear age surVival. To ignore our responsibility in this regard

lS ' ' . .
t01111136111 the safety of our children and endanger our American
Way of life.

ROBERT R. MARTlN
Superintendent of Public Instruction

74']

INTRODUCTION

\Ve live in one of the most promising ages of civilization; but,
at the same time, one which is fraught with fears, dangers and
tensions. We have developed and harnessed undreamed—of sources of
energy capable of contributing untold benefits to mankind; but,
paradoxically, sources which, misused, can plunge us to the very
depths of destruction. And here we educators stand—scanning the
future for some assurance that tomorrow’s world will be free of war
that we might interpret for our youth, shining horizons of peace
and human progress. But alas, such assurance is not easy to find.
Rather, we observe the dismal, yet necessary prospect of perhaps
years of military preparedness in efforts to maintain a balance of
power in this nuclear age. Being realistic, we face up to the incon-
trovertible conclusion that while we are dedicated to the task of
preparing children for the full life for war-free tomorrows, We must
not neglect the basic instruction in how a child might better stay
alive in this time of the super—bomb, of the guided inisssile, of the
atomic submarine.

ThTOUghOUt the years since XVorld War II—a period that we
have known as “The Cold ‘vVar”~it has been made abundantly clear
to us that our responsibility as educators is to teach the meanshf
survival as an integral part of preparing children for effective citi—
zenship in this nuclear age. \Ve have no other choice. Paraphrasmg
the thought- expressed by a teen-age boy who had been reprimanded
for disturbing a class in a London school at the height of the World
\Var lI blitz bombings, “The time might well have arrived when
life is as important as ‘Latin’.”

748

In pr(
lied upon :
body of tl
acknowled
Civil Defe:

ciaton
Civil Defe:

lum P

Civil Defe:
necticw

Civil Defej
Comm
tion, X

Civil Defe;
burg, .

Civil Defei

tratior

Civil Defel
Lansin

Curriculum
Texas

Defense ﬂ
00111113)
Education
25, D_
Organizing
Cation,
The Parent

letin 1\‘
cation,

>11; but,
3rs and
lrces of
d; but,
me very
ing the
of war
f peace
to find.
perhaps
ancc of
a incon-
task of
we must
.er stay
, of the

:hat we
1y clear
cans of
ive citi-
hrasing
manded
5 World

i when

ACKNOWLEDGEMENTS

In preparing this work a number of publications have been re-
lied upon for ideas, techniques, or subject matter. References in the
body of the work have been made in several instances, but special
acknowledgement is hereby given the following publications:

Civil Defense and Vocational Education, American Vocational Asso—
ciaton, Washington 5, D. C.

Civil Defense Curriculum Guide, Milawukee Public School Curricu-
lum Planning Council, Milwaukee, Wisconsin.

Civil Defense Education, Connecticut Pilot Project, Hartford, Con-
necticut.

Civil Defense Education thru Elementary and Secondary Schools,
Commission on Safety Education, National Education Associa—
tion, Washington 6, D. C.

Civil Defense for Schools, State Council of Civil Defense, Harris-
burg, Pennsylvania.

CiVil Defense in Schools, TM-16—1, Federal Civil Defense Adminis-
tration, Battle Creek, Michigan.

Clvil Defense in the Classroom, Department of Public Instruction,
Lansmg, Michigan.

Curriculum Guide for Civil Defense and Disaster Relief Education,
Texas Educational Agency, Austin, Texas.

Defense for Survival, Roesland District #92 Schools, Johnson
County, Mission, Kansas.

duCZaStugl 1:301“ Natlonal Surv1val, Office of Education, Washington

0 u I
Tganlzdng Colorado Schools for Civil Defense, Department Of Edu-
cation, Denver, Colorado.

Th . . .
e Parent~Teacher Assomation 1n Civil Defense, Educational Bul-

l .
C221; Number 7, August, 1957, Kentucky Department of Edu-
n.

749

CONTENTS

PAGE
Chapter I General Suggestions To Teachers ............... 751
Chapter II Curriculum Extensions and Adaptations ......... 754
Chapter III Lesson Plans ................................. 760
Lesson 1—The Why, Who and \Vhat of Civil Defense ...... 761
Lesson 2—Communications ............................. 764
Lesson 3—Care of the Injured .......................... 767
Lesson 4——Care of the Injured (Cont’d) .................. 772
Lesson 5—Protective Measures—Sanitation ............... 779
Lesson 6——Family Welfare .............................. 783
Lesson 7—The Survival of Plants, Animals, and Man ....... 787
Chapter IV Instructor’s Guides ........................... 794
Instructor’s Guide No. 1—Limitations of Nuclear
Weapons .......................................... 795
Instructor’s Guide No. Z—Radioactive Fallout—Its
Nature and Our Defense Against It. . . . . . . . . . . . . . . . .801
Chapter V Agricultural, Industrial Arts, Home Economics;
and Trades Education .................................. 808
Chapter VI Civil Defense Education at the College Level. . . .813
Chapter VII Extra-Curricular Areas ....................... 814
Skit N0. l—First Aid
Skit No. 2—Methods of Water Purification
Skit N o. 3—Planning a Home Shelter
Skit No. 4—Planning What To Do Now
Chapter VIII Suggested Recreational Activities for 828
Shelter Areas ............................... t ...........
4
Chapter IX Selected Books for Elementary Grades ........ 83
. - 39
Chapter X Selected Films on Civ11 Defense Topics ......... 8
842

Chapter XI Checklist for Instructors .....................

750

a
I

. Famili

Vive n‘
Kentm
Public
Defens
comple
lar grc
questic
State (

. Someti

war or
Versati
fear, e1
two we
Second
tect th‘
confide

- A poss:

and in:
mediatt
Of this
yet act
approat
Ousness
Whelme

- At the

inform:
Copies
actiVe j
cations,
Other 0
State 1:
these tc
home.

?AGE
. .751

. .754

..760
..761
..764
..767
...772
, . .779
..783
..787

..794

..795

..801

. .808
. .813
. .814

. .828
. .834
. .839
. .842

CHAPTER I
GENERAL SUGGESTIONS TO TEACHERS

. Familiarize yourself with all available literature on how to sur-

vive nuclear attack. (See bibliography in “A Survival Plan for
Kentucky Schools” released by Office of Superintendent of
Public Instruction in March, 1958 or write Division of Civil
Defense, P.O. Box 656, Cherokee Station, Louisville 5, Ky., for
complete bibliography). Adapt this information to the particu-
lar group of children with which you are working. If there are

questions you cannot answer, contact either your local or your
State Civil Defense officials.

. Sometimes children are troubled or worried by stories about

war or bombings. They hear of such possibilities in the con-
versation of adults or over the radio or TV. If they express
fear, encourage them to talk. By so doing you can help them in
two ways: first, merely expressing fears helps reduce “tensions”.
Second, you can give them correct information on how to pro—

tect themselves from nuclear attack and thereby increase their
confidence.

- A possible method of presenting the subject of nuclear bombs

and instructions concerning safety procedures is outlined im-
mediately following these comments. The proper presentation
Of this material is most vital. Children must not be frightened,
yet actual dangers must not be minimized. By a calm, realistic
approach on your part, children will be impressed with the seri-

Ousness of the instruction without being emotionally over-
Whelmed by it.

' At the end of each day’s lesson, review with the children the

metmation they should talk over that night with their parents.
002163 0f informational pamphlets on the H-bomb, on radio-
athVe fallout, on fighting small fires, on emergency communi-
Ca1310115011 survival kits, on first aid kits, and on a number of
gther Clyil defense subjects are presently available free at the
t1:::::31V1sion of Civil Defense. You will want to give some of
home OSthe children for their own information and to be taken

' 01118 materials may be duplicated by the school; or,

751

older children may take notes and summarize them under the
direction of the teachers.

Encourage children to discuss with their parents all materials
taken home, and then to keep them for later reference. Also
encourage the children and their parents to bring to the school
any questions they may have after home discussion of the ma-
terials.

From time to time, review essential information with the chil-
dren. Immediately following a school disaster drill might be a
favorable time to reemphasize key safety points.

Explain to children that their parents also will know these pro-
tection rules, and will follow the same ones wherever they may
be. In this way, you may relieve a child’s anxieties about his
parents’ safety, and reinforce his own interest in learning the
rules and procedures.

A Sample Presentation—Kindergarten to Grade Three

. . 1 ' ‘
“How many of you have ever seen the telev1s1on shows qulil

Wonders’ or ‘The Zoo Parade”! \Vhat have you learned about the
ways in which plants and animals protect themselves t”

“How have the people in our country had to protect themselves

in days gone by from Indian attacks, storms, floods, etc. i?”

“Vt’hat dangers do we face every day from automobiles fir”

and on the playground?”

“What are some of the things we have already learned about

taking care of ourselves?”

Likely answers include: (list on blackboard)

a)
b)
e)
d)

We walk through a building, we do not run.

We stop at the red light when we are walking to school.
W‘Ve watch for the policeman’s signal before crossing streets.
I11 a fire drill, we walk quickly and quietly.

. - ROY
“How many of you like to see cowboy mov1es, or “Wall

Rogers and the Lone Ranger on television?”

. . ‘ ion 0f
“Have you seen any pictures, in the paper or on teleVlS I

soldiers fighting in Korea 5!”

cowboy pictures?”

. 7 in
“How is the fighting in Korea different from the k111d Wu see

4
1

In the
ably be m(
bomb. (It
used in kn
kindergart
rules and :

“011 t'
They mak<
they do ye
be hurt. r
loud noise
fall on 0111
enough ab
fall.”

“First
not to be
cracker. V
never had
take care ‘
bombs; we
Care of our
the best p1
building q]
places insi1
building.)

Make :
Stood by t}
a) When
and LISTE
b) We mi
0) We mu
(1) We nu

Lder the

laterials
so. Also
e school
the ma-

bhe chil-
g‘ht be a

lCSE pm-
my may
bout his
ling the

; ‘Liviug
oout the
amselVeS

es, fires.

3d about

reets.
,tch ROY
risioa Of

011 See ill

In the discussion which follows, the kinds of weapons will prob—
ably be mentioned. This should lead to some reference to the atomic
bomb. (It may be that the last two questions above should not be
used in kindergarten classes. Perhaps the most we should expect of
kindergarten children is that they understand the necessary safety
rules and follow them.)

“On the Fourth of July, you have seen or heard firecrackers.
They make a loud noise and a bright flash. If you are not too close,
they do you no harm. But if you are even a little careless, you can
be hurt. A bomb is something like a big firecracker. It makes a
loud noise and a very bright flash. \Ve hope that a bomb may never
fall on our town or on any part of our country. But let’s find out

enough about bombs to learn to take care of ourselves should they
fall.”

“First of all, the best way to protect ourselves from bombs is
not to be too close to them when they go Off—just like the fire-
cracker. We have been practicing fire drills even though we have
never had a School fire here. But we have needed to learn how to
take care of ourselves if a fire ever started. The same way with
bombs; we are going to have some new drills to learn how to take
care of ourselves if a bomb were ever to drop. Not being too close is
the. best Protection, so some drills will teach us how to leave the
bullding quickly and quietly. Other drills will take us to special
Places inside our building (or, for some schools, inside a nearby
building.) Let us plan now how to go quickly and quietly.”

Make a chart of the following, being sure all points are under—
stood by the children:

a) When we hear the signal, we must STOP, LOOK at the teacher,
and LISTEN.

b) We must FOLLOW THE INSTRUCTIONS at once.

0) We lnust GO QUIETLY.

l , '

t) We must NOT PUSH against each other as we walk in line.

753

CHAPTER II
CURRICULUM EXTENSIONS AND ADAPTATIONS

Many areas of the curriculum can be modified or extended to
include civil defense education. And the areas are to be found at the
elementary as well as at the secondary school level.

The elementary school curriculum is designed primarily to train
children in the habits of orderly thinking and help them to become
mentally alert, observant, and emotionally balanced. What the child
experiences during these early, impressionable school years, usually
remains in his consciousness through life. It is here, then, that the
roots of civil defense education must carefully be planted, and, in the
middle and upper elementary grades, it can be effectively introduced
as an extension or expansion of existing instructional concepts In
citizenship, science, health and physical education fields.

Secondary school students are more mature and their courses are
more highly specialized. Thus they can learn more about civ1l de-
fense, even to participating in responsible roles in school and com-
munity protection programs. The social studies, science, mathe-
matics, health and physical education fields; all represent secondary
school areas wherein civil defense education can be approprlately
introduced.

In the table which follows, a number of civil defense educational
activities are presented. Rather than attempt to delineate the cur-
riculum area wherein each activity might best be integrated, “7": have
preferred to show appropriate grade leveIS, leaving the curricular
points of departure to the ingenuity and judgment of the teacher-

The suggestions included are grouped around five concepts dll
signed to develop gradually and effectively proper civil defense-51:1 :
and attitudes in grades one through twelve: 1) An understandmg 0r
the skills necessary for living in emergency situations. 2) A bett;
understanding of the hazards we face in time of natural and ms-
made disasters. 3) A better understanding of the protective meare
ures which have been developed for dealing with disasters. MAE)“
complete recognition of the individual’s relationship to (16:110.
against disaster. 5) An understanding of world issues and tel:
logical developments as they influence disaster defense Plannmu‘

754

' The
levels. If
them we 5

CONCEPT
(Goal or
objective)
1. An under- ‘
standing of
the skills
necessary
for living
in emer-
gency sit-
nations.

:nded to
.d at the

to train
become
he child
usually
that the
d, in the
:rodueed
.eepts in

uses are
civil de-
lnd com-
, mathe-
econdal‘)’
)priately

icational
the 0111“
we have
urrieular
teacher.

cepts de-
nse skills
tﬂdlng Of
A better
md man-
.ve meas-
l) A more
defeiise
i technO'
uning‘

The suggestions are arbitrarily divided according to grade
levels. If you find a more acceptable way of dividing or classifying
them we suggest that you use it and let others know that it works.

CONCEPT
(Goal or GRADE SUGGESTIONS FOR CLASSROOM ACTIVITIES“
objective) LEVEL

An under- Kinder- 1. Teach children to know their names, addresses, and
standing of garten; parents’ name, and Why they must identify them»
the skills Grades selves in times of emergency.
necessary 1 & 2 2. Teach youngsters the necessity of following instruc-
tor liVing tions during an emergency.
in emer- 3. Discuss the procedures developed by the school for
gency Sit- fire, natural disasters and emergency wartime emer-
nations. gencies.

4. Acquaint pupils with school emergency signals.

5. Teach students games and other recreational activi-

ties which can be enjoyed in small areas with little
confusion. (See Suggested Recreational Activities
for Shelter Areas on pages 828-833.)

Use Safety Patrol as example of responsible au-
thority which exists for the good of all.

Acquaint students with school and community emer-
gency signals.

Give students an understanding of the different
types of fires and how they are extinguished.
Introduce students to radiation from heat; common
sources of thermal radiation.

Help students to develop the skills necessary to live
without modern conveniences.

Introduce students to the rules of First Aid.

Grades Provide youngsters with outdoor education experi—
7—9 ences or discuss ways to live with the resources of

nature.

Discuss the Survival Plan of the community.

Discuss Civil Defense preparations in the home.

Introdiice students to sources of radiation other than

norma .

Grades
3—6

2‘5"!“9’F’!‘

P93.“

Grades

10‘” Provide students with the Red Cross and First Aid

Course.

Provide students with home nursing instruction in—
cluding disaster situations.

Train students for leadership in recreational activi-
ties with small children.

Analyze the steps a family can take to prepare for
disaster.

Develop menus which could be used during emer—
gencies. Bring nutrition and health into the study.
Discuss the psychology of panic and how it affects
people during a disaster.

Provide students with survivals skills for outdoor
liVing. Include emergency shelter, food, water and
sanitation.

5‘99”!“59933"

is o ‘ -

Pilot #:(Igéitls. an amended form of a similar outline published by the Connecticut
mutation, 1n CiVil Defense Education in cooperation with the U. S. Office of

755

2. A better un-

derstanding
of the haz-
ards we face
in time of
natural and
man-made
disasters,

Kinder—
garten;
Grades

1 & 2

l m

. Help youngsters identify the meaning of emergency, ' derstanding

‘ of the pro-
tective meas-
ures which
have been
developed
for dealing
with dis-

Grades
3—6

\
. Analyze the disasters which have been faced by the asters.

students and their community or in neighboring
communities.

. Acquaint students with the origin of disasters and ‘

their effects on people and other resources.

. Introduce students to the emergencies which can‘

occur during wartime and natural disasters.

Grades

. Make a survey of the local community locating r9-

. Study the growth of local industries and the dangers _

r“

9090.49.01

sources available for emergency purposes and poten- f

tial hazards.

. Make a large map of the community indicating the J

essential centers in community life.

they face in emergency situations. . , '
Acquaint pupils with the principles of atomic energt .
and the effects of nuclear weapons. (See Instructois
Gude “Limitatons of Nuclear Weapons”, page 79il
Prepare maps of the State indicating target area
and their resources. . . d »
Explore the development of aircraft, missﬂcs, an '
atomic—powered vehicles during the past 376315, to
Analyze the effect of the loss of power or water
the community.

Construct graphs of H—bomb damage ZQHES- the;
Study the effects of radioactive material upon
human body.

Grades
10—12

5°9°~1FDSHPP°P°H

HH
HO

Develop projects dealing with fires, ﬂPOdSv hurrl

canes, tornados, explosions, and epidemics. the\'
Study the needs of the human body and hOW - .
can be satisfied during an emergenCY- ti and
Make a study of the resources of our coufn in
how they can be depleted by the actions 0 (in (asce-

Study atomic energy showing its wartime an F l

time uses d
' . . . . - , 5 an

Secure radiological monitoring instii'uifilglt

demonstrate their use in recording ra lahen'its re- ‘

Study the effect on our community W
sources are cut off. . . facing the
Study the weather and climate conditions i
Southeastern part of the United States. d their ef.
Study the causes of natural disaster an -
fects on our resources. “ties in the
Indicate the reasons Why the larger Cl

State are considered critical target arealsé icalwar'
Study the potential of chemical and blo g ; \
fare. ssociatEd \

. Report on past experiments and tests a .

with atom and hydrogen bombs. «

756

i 3. A better un-

’f emergency. derstanding
‘ of the pro-
tective meas-
; ures which
have been
developed
for dealing
____. \ with dis-
faced by the asters.
neighboring
disasters and
erES. 3
s which can
Stirs-I
' locating re

es and poten- f
ndicating the V,
i the dangers .

(
tomic energy .

e Instructors
”, page 799.)
target areas
missiles, and '
;t years.
7 or water to
ones. »
ial upon the ’
_/
'loods, hurri-
llCS.
nd how they .
country and
15 of man
1e and peace- y
.uments and
;ation. ,
When its re- ,
ns faCing the ,
ind their ef' .
cities in the
as.
ological W31" ,

ts associated k

/ ’

Kinder-

garten;

Grades
1 & 2

$9399!“

Acquaint pupils with civil defense signals as well as
other emergency warnings.

Introduce students to policemen, firemen, civil de-
fense and Red Cross workers.

Make frequent use of fire drills with pupil partici-
pation in leadership.

Learn what to do to protect eyes, ears, face, etc.,
from bomb blasts.

Grades
3—6

Study the functions of government during a disaster,
e.g., civil defense functions of police, firemen, health
officers, etc.

Acquaint students with protective equipment devel-
oped for emergency purposes: fire extinguishers,
first aid kits, rescue equipment, devices for detect—
ing radiation.

Teach youngsters to appreciate the advantages of
shelter and evacuation during emergencies.

Make a study of the disaster agencies of a com-
munity.

Indicate how civil defense is structured in the local
community.

Acquaint students with the disaster plans of the
school.

{Gigglain reason for dialing radio stations at 640 and
Learn precautions that can reduce fires due to bomb
blasts.

Discuss and make a survival kit.

Grades

9".“

HSDPOF‘959"!P.°°

Acquaint students with emergency equipment used
by civil defense organizations.

Acquaint students with the disaster plans of the
school and community.

Prepare maps showing roads, parks, schools, hospi-
tals, municipal buildings, civil defense stations, and
water resources.

Know what tests to apply before using water or food
after an air attack.

Grades
10—12

955119.“

Investigate the radar systems being developed in
North America. What are their strengths and weak-
nesses.

Analyze the evacuation and reception plans of the
State Civil Defense Office, identifying the role re-
ception and evacuation will play during a wartime
attack.

Analyze the protection plans of the school and de-
velop an information procedure for other students.
Analyze the civil defense plans developed for a com-
munity and discuss the problems being faced.
Study the functions of local, state, and federal gov-
ernments in civil defense planning.

Prepare a community booklet to give families a re-
source for emergency preparation and action.

757

4. A more com-

plete recog-
nition of the
individual’s
relationship
to defense
against dis-
aster.

Kinder-

garten;

Grades
1 & 2

Grades
3—6

Help youngsters to understand how their parents

and neighbors bear major civil defense responsi-

bilities.

Discover and understand responsibilities which can
be assumed by children of this age.

Talk about relatives and friends who are in the
service, going into service, or who have been in
the service.

Have students check the fire hazards in their com- ,

munity. . .
Discuss the responsibilities of young children during
a disaster.

Study the defense activities of the pioneer and how .

we face similar problems today. . ’
Use children as leaders in fire and evacuation drills.

Grades

PEPWNT‘

Make a study of the individual responsibility within
the family in preparation for disaster. .
Discuss reasons for rationing of food, clothing, and
petroleum products under emergency conditions.

Grades
10—12

>1 F” PF?” “1“

Discuss the feelings of people toward civil defense. ;

Explore the responsibilities which can be shouldered
by youth during an emergency. .

Study the actions of people during a disaster.
Develop a model family plan for emergency.
Study the effects of wartime disaster on other peD‘
ples of the world.

Practice various activities of the school survwal .

plan to attain skill and confidence in execution.
Impress importance of several alternates for eac
place of leadership in a disaster plan.

5. An under-

standing of
world issues
and techno-
logical de—
velopments
as they in-
ﬂuence dis—
aster defense
planning.

Kinder—
garten;
Grades

1 & 2

Help youngsters to understand the effect newklﬁi
ventions have had on our way of life. (Cars
people, planes bring us closer together, etc. ther
Study the interdependence of people and 0
nations as close neighbors. h' king
Help children understand need for alert t In
and acting.

Grades
3-6

Discuss examples of friendliness and the 31619535
this quality in associations With other P6 P
nations.

Grades
7—9

Grades
10—12

“59°F“?

99°F.“

[Setudy' the air routes to Europe, A513, and Lam
merica. '
Prepare a display of our means of transp‘irtgggnfe.
Analyze the problems faced by 10081 peop e
sult of world issues. _ . . state and
Analyze causes of death and inJurY 1“ our
Nation. h
Eiscuss the present world situatlnotnvandlc e
ein followed b our governme -_ our
Studéy the civil yliberties and baSIC. tenets 0f
government in relation to other natlon.5'n faced by
Study the problems of civilian PTPteCtlo
other nations and earlier ciVilizatlons. the rise and
Show through a study of World History h wartime
decline of earlier civilizations throng
activity.

policies

758

air parents

3 responsl- ‘
which can

are in the

we been in

Grades
10-12
vcont’d

their con ‘

lren during

er and how ,

ation drills.
ility within

othing, and
nditions.

Vil defense. '

shouldered
saster.
ncy.
other 1390'
01 survival
acution.

as for each '

/ .

act new 19'
(Cars kill

etc.
an)d other

rt thinking ‘

few
people and

portation.
tple 35 a re-

1r State and

nets of our ’

Em faced by

- d
he use .3“
:h wartime

Develop an understanding of the cultural patterns
of other nations of the world.

Study the geography of the world and its effects on
people and world issues.

Analyze the materials used in a community which
are secured from other parts of the world.
Identify the forces working for and against world
peace both within the nation and in the world at
arge.

Develop understanding of fact that war is by no
means the only source of disasters for which we
prepare.

Compare technological development of our country
with our social and political development.

759

CHAPTER III

LESSON PLANS

There are presented here a group of sample lesson plans which
can either be taught as a “block” of civil defense units In somal
study, health and physical education, or science fields; or which can
be offered separately as correlated units in these fields. Whmherer
approach is taken, it is essential that the units be approprlately 1n-
troduced into the subject matter being studied, and that they be
presented as an additional means of achieving the intended funda-
mental educational purpose. The sample lesson plans are reprlnted
from State Department of Education Bulletin, “The Parent-Teacher
Association in Civil Defense”, August, 1957.

760

—\z

Objective
I Tc
org

vie—Pepe

H T1

III T1

Content :

I R

H T;

Natr

But 61119,]

It is gow

(litions’ ‘
flood.

Whi
0f enem3
must pa]
calls upo
tiOHS du]

III P
Ciro
DI‘OteCtic
ganizing

; which
1 social
ich can
ichever
tely in-
hey be
funda-
printed
l‘eacher

LESSON 1

THE WHY, WHO AND WHAT OF CIVIL DEFENSE

Objectives:

I To acquaint students with the purposes of a civil defense
organization:

To save lives

To protect property

To prevent panic

To be prepared to live without ordinary comforts

5. To restore life to normalcy through cooperative efforts

$93.59!"

II To inform students of the necessity for preparation for the

protection of themselves and others during and following a
disaster

III To give pupils an overview of what is to be included in the
six lessons of this civil defense education project.

Content:

I Reason for civil defense lessons
See “foreword”

II Types of emergencies

B Naturally the words “civil defense” call to mind wartime crises.
Iui emergencies of other kinds at times reach the stage of disaster.
tls g‘ood for us to learn what to do and how to act under such con—

di ‘ . . .
HWEJS, Whatever the cause—hurricane, tornado, blizzard, fire, or
00 .

While We think of the military service taking charge in a time
In nemy attack, we should realize that those of us in civilian life
USt pal‘tmlpate in defense and disaster relief also. Civil defense

:Ialls 111301.1 the cooperative efforts of all individuals and all organiza-
10118 during and following a disaster.

ofe

HI Present-day plans for protection

Circumstances today bring up wholly new problems in self—

pl‘ote ' . . .
gani fltlon for all of us, young and old, in aid to others and 1n or-
21 . . .
mg to take care of ourselves 1n serious emergencies.

761

States and cities, all communities in fact, must build civil de-
fense organizations and operate them with guidance from the Fed-
eral Government. We are all responsible for our part in civil defense
plans. The federal and local laws will not work if we do not eo-
operate fully.

Our national government authoriz