This post is the first in a series highlighting different items from the Library’s Cold War primary source set.
The new Cold War Primary Source Set explores aspects of the Cold War era, including the ways in which a fear of nuclear attack was communicated in everyday life. The two films in the set, Duck and Cover and The House in the Middle, provide examples of messaging from the era about nuclear attacks and how people should respond. Both films had a connection to the Federal Civil Defense Administration, a government agency created under the Federal Civil Defense Act of 1950. Both films were used as tools of persuasion, but for different purposes.
Analysis Activity
Both Duck and Cover and The House in the Middle provide opportunities for students to observe, reflect, and question the content. If time allows, consider showing both films. This will give students a chance to compare and contrast elements of each film, including maker, audience, and purpose. While teachers could choose to play one or both films in full, pausing the film at different points can help students slow down and engage. Below are some suggested time intervals, along with questions to support analysis.
Once students watch a film in full, encourage them to revisit some of their earlier observations, reflections, or questions. Ask students if any of their responses changed and why.
:55 – Pause 1
- Describe what you see on the screen.
- Who created the film? Who do you think is the intended audience and why?
2:15 – Pause 2
- Describe what you’ve seen and heard so far.
- What feelings and ideas have been communicated?
- At this point, what do you wonder about?
5:00 – Pause 3
- Who are the people who’ve appeared in the film? Why is that significant?
- What new questions do you have?
8:30 – Pause 4
- Describe what you’ve seen and heard so far and note details that stood out.
- What feelings or ideas do you think the films creators wanted to communicate? What makes you say that?
:45 – Pause 1
- Describe what you see on the screen.
- Who do you think created the film? Why?
1:57 – Pause 2
- What words or phrases have you noticed?
- Who do you think is the audience? Why?
- At this point, what questions do you have?
6:03 – Pause 3
- What patterns or repetition of words and phrases have you seen?
- What feelings or ideas do you think the creators wanted to communicate through the film? What makes you say that?
- What new questions do you have?
10:05 – Pause 4
- What about the film has seemed strange or unusual?
- What do you think is the purpose of this film and why?
After viewing and analyzing one or both films, consider assigning students to analyze another film from the Library’s collections, using some of the techniques they just practiced. Students might even apply this technique (observing, reflecting, questioning) to media they consume. Ask students: How does the act of pausing and asking questions change how they make sense of what they are watching and hearing?
Do you enjoy these posts? Subscribe! You’ll receive free teaching ideas and primary sources from the Library of Congress.