Duck and Cover Film Analysis Essay

Duck and Cover is a film that was officially created and released by the by the Federal Civil Defense Administration (FCDA) and the Safety Commission of the National Education Association (Federal Civil Defense Administration, 1951). Archer production incorporation was the producer of the video that intended to train children on first response in case of an atomic bomb. The film begin by showing the reaction of a tortoise in a life-threatening situation; a tortoise quickly hides its head and legs in the hard shell. The narrator in the film provides a background of the nature of atomic bomb. He explains that big explosion of an atomic bomb has the power to smash windows and bring down building. After detonating, the atomic bomb produces a lot of light than the sun accompanied by heat. The narrator proceeds to elaborate that at a time of war, people might receive a warning in the form of a siren but in some cases, an explosion might happen without an alert. In the video, students are given tips of ducking and covering in different situations and environment that include streets, class and bus. Several examples are provided where people demonstrate the various techniques of taking this type of cover. The producer used a strong wind to show the blast and the resulting shockwave. The animation in the video shows how the strength of the wind bends and breaks a tree as well as bringing down a house. The action was cast at a time when the US experienced civil war and animosity from other countries around the world. It is evident that this film has its strengths and weaknesses as far as the delivery of intended message is concerned.

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The film was relevant to the US population after America had made several enemies from the international front. In 1945, the US had faced fierce retaliation from the Japan troops. This prompted the US army to utilize their strongest weapon, the atomic bomb to destroy both Hiroshima and Nagasaki (Hewlett, 1981). This technology had never been utilized and the impact of destruction was never predetermined. According to the administration of Harry Truman, the atomic bomb was the winning weapon. However, the emergence of the atomic weapon meant that the US may not be secure from similar attacks. For instance, the Soviet Union which had rivaled the US for several years made progress to test their first atomic bomb four years after the Hiroshima and Nagasaki attacks. Therefore, this video was created to alert and prepare young children to expect similar attacks from the enemies of the US such as the Soviet Union.

One of the strengths of this film is that it was created by the young for the students in school. The entire content of the film is suitable for school-aged children. The narrator provides various environments where this audience can be found such as classroom, dining halls, and buses. The audience watching this video can easily relate to the type of furniture in a classroom, the tables in the dining room and the sitting arrangement in the bus. The children can also relate to the types of streets in their neighborhoods. There is a possibility that most children play on these streets or use pass through the routes. The video further recognizes the fact that children can face a situation where there is no adult person to control them or in complicated situations such as cycling.

According to Hughes (n.d), the film reiterates on the importance of respecting adults and figures of authority. In a classroom setting, the most dominant figure of authority is a teacher whose role is to inform, educate, instruct, and evaluate the learners. Students are expected to obey and apply the lessons given by their teachers. Outside the classroom or school environment, children are encouraged to respect their parents and other adults who are capable of providing advice and security. For instance, the narrator asks the audience to inquire for the safest places from adults or parents. The FCDA officers are figures of authorities that the school children are also requested to respect.

It is vital to note that the film was developed by experts who had knowledge of war. This was a release by the civil defense of the US who had the knowledge and experience of best reactions during war situations. It is possible that the duck and cover techniques were common among soldiers while in the battlefields. The FCDA was another government agency whose mandate was to ensure public safety. The people who work in this organization had the capacity to educate and sensitize the public about public safety. At that time, President Truman was concerned about the threat of the communists and possible attacks. The FCDA was also tasked with distributing posters, programs and relevant information to the public regarding safety and security. In this film, the target population included the schooling children. The Safety Commission of the National Education Association (SCNEA) was consulted during the production of the film. It implies that the content and message of the film was judged to be fit for the school children.

One of the major weakness of the film is that it proposes the duck and cover strategy that should be done in a split of a second. The question of the techniques of duck and cover can effectively be utilized in case of an atomic bomb remains a question of debate. Panic is likely to occur following a loud blast of an atomic bomb. It is expected that a loud bang, tremors, and bright light are likely to cast a moment of confusion among children in the different environments that have been described in the movie. The children who experience blasts for the fast time were likely to exhibit different reactions from those who had encountered such terrific situations.

Second, the narrator explains that an atomic bomb has enormous and destructive energy that can bring down buildings or structures and shutter windows. This means that students may find it hard to overcome the impact of an atomic bomb blast using the duck and cover technique. The atomic bomb is a weapon that gained fame during the Second World War between 1945 and 1950; this was the same period during which the film was produced. The weapon was feared around the globe due to its impact that was witnessed during the Hiroshima and Nagasaki attacks (Hewlett, 1981). After a blast, the environment around the point of impact experiences enormous thermal radiation. In a fraction of a second after detonation, a high-pressure wave is produced that rapidly travels from the core of the bomb. The powerful waves compress the surrounding air and push it outwards causing a powerful wind that can destroy houses and other infrastructure. The waves can also transport materials in the form of flying objects. These objects can hurt people near the impact zone within a very short time. Both the waves and light from the atomic bomb blast can have exhibit adverse effects in an area with a radius of five miles from the center of detonation. Both thermal and light radiation tend to travel at relatively supersonic speed. The extreme thermal radiation can ignite different types of material such as petroleum gas, wood, and paper. It implies that the resulting impact can be accompanied by primary and secondary impacts that can harm people. Any child found within this range may not find it possible to apply the advertised strategy. For instance, the bright light that is capable of causing temporary blindness may make it impossible for a child to duck and cover on time. The possibility of a crowded environment and commotion during such terrific events can also endanger the lives of a child who decides to apply the protective technique. Consider a state where children in a room decide to run while some within the same class resolve to duck and cover. This can result in a stampede that may increase the number of casualties and death.

Conclusion

In conclusion, the film was relevant to the school children in the US following the animosity that had developed between America and the communist states around the world. These communist nations had the potential of launching dangerous attacks in the US which could have targeted public institutions. However, the duck and cover strategy was a safety strategy that is limited to children far away from the core of an atomic bomb explosion. Evidence from Hiroshima and Nagasaki is proof that the effects of the radiation are equally as dangerous and long-lasting as the blast and thermal. However, the technique adopted to produce the film and the message was suitable for the target audience.

References

Federal Civil Defense Administration. (1951). Duck and cover. YouTube, Retrieved from https://youtu.be/IKqXu-5jw60.

Hewlett, R. G. (1981). The winning weapon: The atomic bomb in the Cold War, 1945-1950. Journal of American History, 68(3), 731-732.

Hughes, J. (n.d). Duck and cover. Retrieved from http://www.loc.gov/static/programs/national-film-preservation-board/documents/duck_cover.pdf