xt747d2q859q https://exploreuk.uky.edu/dips/xt747d2q859q/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1957-08 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.), "The Parent-Teacher Association in Civil Defense", vol. XXV, no. 8, August 1957 text
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EDUCATIONAL".«BULLETIN
‘ ———————-————_.——.—_——.—_—.——_—_~—.—_——————_—
—
. v
THE PARENT—TEACHER ASSOCIATION
IN
:« CIVIL DEFENSE
Published by
DEPARTMENT EIF EDUCATION
ROBERT R. MARTIN
Superintendent of Public Instruction
Frankfort, Kentucky
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ISSUED MONTHLY
Entered as second-class matter March 21, 1933, at the post office at
nkfort, Kentucky, under the Act of August 24, 1912.
VOL. xxv AUGUST, I957 No.13”
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FOREWORD
Survival of our youth in time of disaster is the responsibility of
the school, the parent, and the community. What each child should
know and do in school is one part of Civil Defense—and only one
part; what parents should do in the home and in support of the
school is another part—and equally important.
This bulletin is published as a “How To Do It” guide for both
Parent Teacher Association members and school personnel to aid in
designing a Civil Defense Plan for their school and community. It is
not expected that all of this bulletin and the suggested plans will
apply to all communities, but rather it is recommended that each
Parent Teacher Association and each school decide upon the parts
of the guide especially suited to their situation and proceed to plan
accordingly for the protection of their pupils.
Ihave written a letter to Superintendents and Principals stating
my interest in Civil Defense programs and urging them to develop
ngrams for the schools under their jurisdiction. I am sure they
will welcome an opportunity to work with the Parent Teacher Asso-
c1ation in a combined effort to achieve a sound Civil Defense Plan
for the schools of the community. A copy of this letter is 011 the
following page,
ROBERT R. MARTIN
Superintendent of Public Instruction
439
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DEPARTMENT OF EDUCATION
FRANKFORT
Dear Superintendents and Principals:
It is essential that our educational institutions assume their share
of the responsibility for safeguarding the students under their care
in the event of a wide-spread disaster, whether man—made or natural.
The recent floods in Southeastern Kentucky emphasize the need for
preparation to deal with such emergencies.
To assist school authorities in meeting this responsibility, the
Federal Civil Defense Administration has sponsored two new and
in1portant publications: “Education for National Survival,” issued
by the Civil Defense Project, Office of Education, U. S. Department
of Health, Education and Welfare; and “Civil Defense Education
thru Elementary and Secondary Schools,” produced by the Com-
mission on Safety Education of the National Education Association.
The first publication has been distributed to educators throughout
Kentucky, and the second will be available within a short time
thrOllgh the Kentucky Division of Civil Defense, Box 656, Cherokee
Station, Louisville 5, Kentucky.
These publications provide a framework and guide—lines for
School officials and teachers in preparing emergency plans and pro—
grams to minimize the effect of disaster and afford the maximum
Safety of our students. In general, the publications outline methods
of orgallizing the school for Civil Defense protection, including tech-
Inques to provide for the physical safety of pupils through shelter or
evacuation; procedures for the incorporation of Civil Defense in-
formation into the school curriculum as a normal extension of cur—
rent Studies rather than as a separate subject; and ways for the
school to perform community service through use of the school as
a dISaSter facility, where required, or as a source of information to
Parents and other adults about survival techniques.
t' I endorse in principle the concepts contained in these publica-
10 _ .
ns. However, I recognize that each school’s program must be
441
flexible and adapted to the local community situation and emergency
planning. School officials should coordinate and cooperate with
local civil defense officials, Parent-Teacher groups, and other appro-
priate organizations in devising their specific program. Technical
information and assistance will be provided through Civil Defense wit
and educational channels, such as the U. S. Department of Health, 01‘
Education and Welfare, the National Education Association and to
others. Th
i I urge each school Administrator to take expeditious action to if:
1 develop a sound, workable civil defense program for the schools
‘ ‘ under his jurisdiction.
‘ GO'
3 Cordially yours, Ina
ROBERT R. MARTIN g“
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Superintendent of Public Instruction
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PREFACE
The Kentucky Congress of Parents and Teachers in cooperation
with the National Congress of Parents and Teachers has included
Civil Defense as one of its specific fields of service. They will be glad
to work with local units in developing programs of Civil Defense.
The development of this bulletin has been a joint project with the
Kentucky Congress of Parents and Teachers and the Department of
Education.
Appreciation is expressed to the Office of Civil Defense of the
Government of the District of Columbia for permission to use the
material in their publication, “The Parent Teacher Association in
Civil Defense.” The flier sheet and the sample forms may be repro—
duced Without permission.
Your attention is especially called to three publications and the
bibliographies to be found in them. These publications will provide
adequate information on Civil Defense in their content or from
material found in their bibliographies. These publications are:
1. CIVIL DEFENSE PROGRAM FOR KENTUCKY SCHOOLS,
State Department of Education Bulletin, February, 1953.
This may be obtained by writing the State Department of
Education at Frankfort.
2. CIVIL DEFENSE EDUCATION THROUGH ELEMEN-
TARY AND SECONDARY SCHOOLS, Commission on
Safety Education, National Education Association. Copies
of this publication may be obtained by writing the National
Education Association, 1201—16th Street, N. W., Washing-
ton 6, D. C.
3. EDUCATION FOR NATIONAL SURVIVAL, U. S. Depart-
Hient of Health, Education, and Welfare, Office of Educa-
tion. This publication may be obtained by writing the Super-
lntendent of Documents, U. S. Government Printing Office,
Washington 25, D. C. Price 65 cents.
R'
012?? Lee Gentry Alma B. Robertson
e efenSe Chairman Civil Defense Chairman
Partment of Education Kentucky Congress of
Parents and Teachers
443
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IX
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VI.
VII
D.
AM
TABLE OF CONTENTS
Introduction ............................................... 447
I Your Civil Defense Committee ......................... 449
ll Civil Defense Flier for Parents ........................ 451
III How to Arrange Your Civil Defense Meeting ............ 453
IV Recognizing Air Warning Signals and Taking
Proper Action ....................................... 455
V How to Set Up Your Emergency Transportation Plan ..... 457
VI Sample Emergency Transportation Form ............... 459
VII How to Set Up Your Shelter Plan ...................... 461
VIII Neighborhood Civil Defense ........................... 463
IX PI‘Og‘ress Steps for P.T.A. Chairman .................... 465
X Sample Program for Civil Defense Workshop ........... 467
Appendix ................................................. 469
445
INTRODUCTION
Since 1945 we have come into a new age—the Nuclear Age. We
know that its peaceful possibilities are limitless. It has another side
with which we must also live whether we like it or not, which con-
sists of nuclear weapons of incredible devastation, attack warning
systems, shelter from both bomb damage and radioactive fallout,
evacuation of cities, care of evacuees, and rehabilitation of wrecked
areas and government.
Your City and County government has vested in its office of
Civil Defense the responsibility for developing a civil defense plan
for your community. This planning includes coordination with ad-
jacent counties and the state Civil Defense Division.
Nuclear weapons cause such tremendous destruction that evacua—
tion of critical target areas is planned throughout the country. If
sufficient warning time can be provided by the Air Defense
Command when an enemy attack is expected on any area, the popu—
lation of many large cities will be advised to leave. Engineering
Studies have been made by highway experts, and certain streets and
roads will be designated as evacuation routes leading to reception
areas in the surrounding counties. If foresight is used, and plans
carefully made, massltraffic movement is entirely possible under
strictest discipline. This planning and self—discipline is a responsi-
blhty for each neighborhood concentration of population. It cannot
be done by anyone else except those people directly involved.
Should warning time before an attack be judged too short to
mOVe from the target area, refuge must be utilized. Directly under
a b011mb hit, no shelter is safe. Whenever a missile hits, however,
them will be a surrounding area where refuge will protect and save.
It is of equal importance that together with an evacuation plan,
a refuge area for each school and each family be clearly designated.
The school has final responsibility for the children under its
care. Civ11 Defense planning is a joint endeaVOI‘ by the 5011001 and
the parents of the children.
b The Parent-teacher association, being composed mainly of neigh-
OrhOOd residents combined for the education and welfare of their
$11er, is in the position of natural leadership for civil defense in
he neighborhood.
447
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YOUR CIVIL DEFENSE COMMITTEE
A strong, work—willing Civil Defense Committee will produce a
Civil Defense Plan for your school and neighborhood.
In all phases of planning, the SCHOOL PRINCIPAL is the re—
sponsible person at the local school. Work closely with him and be
sure that he is always thoroughly informed on your progress, and
that his advice and suggestions are followed.
For best results your Committee, when established, should in—
clude members (or available consultants) who should be assigned
specific tasks to develop and report on:
a. Someone familiar with construction.
b. Someone who understands transportation and traf-
fic planning. (Your Police could help you with this)
0. Members who can help you set up meetings and
tramlng courses.
d. Clerical workers.
e. Telephone assistants (these could be Home Room
Mothers).
{X canvass of PTA membership usually turns up members quali-
in many different fields, all useful in civil defense planning.
01131 contact and persuasion will add the workers that you need.
tied
Pers
With the completion of a Civil Defense Plan by the PTA for its
017 as outlined in succeeding pages, the community will have
develO‘DBd its defense resources sufficiently to be ready for the next
Steps In its civil defense preparations as a neighborhood.
scho
ALERT TODAY—ALIVE TOMORROW
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II.
CIVIL DEFENSE FLIER FOR PARENTS
Sample
The School Civil Defense Committee appointed by the Super—
tendent and/or principal of the school is developing lesson plans in
civil defense survival measures to be included in the regular school
curriculum. By so doing, responsibility is placed squarely on the
parents to see that they and their homes are equipped to support the
school’s training.
For instance, if the air raid warning signal sounded ten (10)
minutes from now to evacuate the city, where would your child go—
how would he get there—and how would the other members of your
family know what happened to each other? By the same token, if
the air raid signal sounded to get to shelter without delay—that
enemy attack might hit us at any moment—would your child be in
The safest area possible—would you? \Vould you be prepared to stay
Inside shelter for several days without emerging? Had you con—
Sldered the devastation of such enormous areas that food and water
mlght be impossible to obtain through normal sources for many
days? What do you and your family know about the deadly radio—
active fallout from H-bombs~and how you can protect yourselves
against it?
These are new dimensions added to our lives and face them we
Illust. Our children (lo—without the reluctance and disbelief that
affects many adults. If you and your family will take the simple
actlons outlined in “Home Protection Exercises” and any suggested
5' your school authorities, you will be doing your share in support-
ingtlhe school’s actions for your child’s safety~—and that of your
anny‘
m cooperate with your Civil Defense Chairman in holding a CD
eetlng Where the items in the school plan will be developed.
451
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III.
HOW TO ARRANGE YOUR CIVIL DEFENSE MEETING
It is desirable to have a. meeting of all PTA members devoted
solely to civil defense. Your Civil Defense Committee may of course
meet as often as needed. For your general civil defense meeting, the
following steps are suggested:
1.
. Your
Determine how many parents are in your group and request
from CD Headquarters, Kentucky Division of Civil Defense,
Box 656, Cherokee Station, Louisville 5, Kentucky, literature
for distribution.
A projector should also be procured from your school or
from some other community source.
(In communities near the State Office at Bowman Field, a
projector and screen may be borrowed.)
(List of films and What they are about are available from the
State Office, address given above.)
Send out an attractive notice of your meeting.
Make an all—out drive to get as many of your parents at the
meeting as it is possible to have—stress the importance of
this meeting.
A request for volunteer members of your CD Committee may
be made at this time — if you decide this is the time and
way to do this.
Use your meeting to acquaint your parents With CD plan-
nlng for your school area.
Stress importance of development of a Civil Defense Plan
for the school.
Stress importance of preparing the home.
Briefly, a CD Plan for the area includes: evacuation and
shelter plan for the school and home, and drills to perfect
Instant Operation; familiarity with warning signals; develop-
ment of a warden service for each neighborhood; training
111 Various civil defense skills—rescue work, mass care and
eeding, first aid, home nursing, fire-fighting, radiological
monitoring, decontamination, etc.
general meeting should stress the immediacy of accom—
PliShing a shelter and evacuation plan for the school as its
Initial move.
453
REFERENCES: National Education for Survival—a Handbook on
CD for Schools
Home Protection Exercises
This is Civil Defense
Emergency Sanitation
What you Should Know About Radioactive
Fallout
SUGGESTED FILMS: VISUAL AIDS:
Target You 7-Day Food Supply
Time of Disaster (Tabletop Exhibit)
\Varning Red
Let’s Face It NATURAL DISASTER POSTER
454
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IV.
REGOGNIZING AIR WARNING SIGNALS AND TAKING
PROPER ACTION
SCHOOL
Provide means of receiving warning (if the outdoor public
warning system signals are not heard)—preferably through in—
stallation in the school building of a Bell and Light System.
Designate safest shelter area for students.
Organize school personnel and senior pupils to assist in move-
ment to shelter or to cars in evacuatlon.
Teach fundamentals of civil defense protective measures to
pupils commensurate with level of learning.
Teach first aid and home nursing to older pupils.
Teach rudiments of elementary firefighting and light rescue to
older pupils.
Conduct frequent safety drills.
ALERT SIGNAL TAKE COVER SIGNAL
(Evacuation) A 3-minute wailing of sirens
A 5-minute steady blast on and short blasts 011 horns.
Sirens and horns.
HOME
Designate best shelter area in home.
Stock shelter with food and water.
Provide survival kit for home and car.
Study evacuation route map and know always exactly how to
move out of city with evacuee traffic wherever you might be
when Signal sounds.
OFganize with school parents or other sources of transportation
7 s . . .
“ 1th1n' Your evacuation route area to prov1de sufficient trans-
EiOTtation for school children (or your own family) for evacua-
on.
Arrange for a
famil point of contact as far as possible outside city for
y to reunite if separated in evacuating.
Study and practice basic fundamentals of home protection con-
455
10.
11.
cerning gas and electric appliances, firefighting and rescue of
person trapped in debris.
Provide an Identification Tag for all members of family, par-
ticularly children.
Equip one person in household with First Aid training.
Equip one person, preferably many more—in each block—with
rescue training, mass feeding training, firefighting technlqucs,
radiological monitoring training.
Provide \Varden service (to be organized in near future) for
each block by making block warden surveys, listing usable fa-
cilities, and individuals who could give aid or would need aid—
in disaster.
456
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V.
HOW TO SET UP YOUR EMERGENCY TRANSPORTATION
PLAN
If your school is located in a target area, such as the city of
Louisville, area Surrounding the city of Cincinnati, on the Kentucky
side of the Ohio River, and/or many other probable target areas in
Kentucky, it is absolutely necessary that your school make plans for
the movement of the school population as a protection against
nuclear attack. Evacuation routes will be selected by experts, based
on traffic capacity and direction, to lead outward to surrounding
reception areas. Your home and school being in the same general
area, your planning will benefit both at the same time. To begin
your transportation planning you need not wait to hold a general
civil defense meeting for your PTA, but can send out immediately
the Emergency Transportation Forms (Sample in Section VI) and
work out your state of readiness from the answers you receive. In
addition to the steps enumerated on the Emergency Transportation
FOrm the following will aid you in your work:
1. When the Transportation Forms come back, tabulate the
number of cars available to help evacuate school children.
Determine from school enrollment whether the number of
cars available will transport the school personnel, using 6
children per car as a basis, and including all teachers and
others at the school in the total.
If you need additional cars, make an inventory of the locality
by canvassmg:
a. Private transportation sources.
b. Car dealers and parking lots.
0. Large agencies or offices.
Provide yourself and your transportation committee mem-
bers With a map of your area large enough to work With.
- Mark your school’s location 011 the map, and mark your CD
evacuation routes for your school area on it and your avail—
able car locations. Information on evacuation routes in your
area may be obtained from your local CD Director.
Work with your principal and the Police Department to de—
457
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termine loading points at your school to be established where
pupils will be picked up by cars.
As the loading points are determined, work on specifying
in-bound streets leading to these loading points, and out-
bound streets to the evacuation route to be used. Remember
that cars enroute to the school may not be able to cross evacu-
ation routes.
See that all car drivers have exact information on how to
proceed to their assigned loading point in case of emergency
neceSSItating instant action.
The school will disperse the pupils from the school rooms
according to loading points, using as a general guide 25-30
cars per loading point, 6 pupils per car, or approximately 150
pupils at each loading point.
Find out how much police help you can get from traffic eon-
trol—how much outside help you may need from neighbor-
hood people or near-by parents. In elementary schools, boy
patrols may be helpful in loading cars quickly.
Impress parents with the necessity of keeping a Survival Kit
of foods and other supplies in their car.
At any interval you Wish, contact the Civil Defense Office
for information or guidance. When your evacuation plan 15
completed, or developed as far as your school and PTA can
utilize neighborhood resources, inform CD Headquarters to
that effect.
ALL CIVIL DEFENSE PLANS SHOULD BE COORDINATED
\VITH YOUR CITY OR COUNTY CIVIL DEFENSE OFFICE.
REFERENCES :
4 \Vheels to Survival
Between You and Disaster
Facts About the H-Bomb
FILMS SUGGESTED: Escape Routes
Operation \Velcome
Operation Scat
458
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VI.
SAMPLE EMERGENCY
TRANSPORTATION FORM
School
Address
(This is a preliminary survey to determine the number of cars
available in the neighborhood for transportation of school chil-
dren in event of emergency necessitating evacuating the city.
Please fill out and return to your Civil Defense Chairman)
1. Name Date
Address Telephone No.
2' Type Of Gar“(Coupe—sedan—station wagon—truck—etc.)
3' DO you usually have a car available during
school hours? Yes N0
4. Could you drive to school on short notice
to help evacuate school children? Yes N0
0‘ Can You get to school from usual location of
car Without crossing evacuation routes? YGS— N0
(Consult Evacuation maps, when available)
6.
How many children will you be able to
accommodate?
YOUR COOPERATION WILL HELP INSURE THAT ALL OUR
CTHILDREN WILL BE SAFELY EVACUATED IN CASE OF
I\ECESSI’I‘Y.
S?» >K< it 9's #6
Steps in Emergency Transportation Planning:
A- After these forms are returned by all parents, tabulation should
ehmade to see if cars available are sufficient to transport total
SC 001 population.
459
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B. If analysis indicates such transportation is not sufficient, a can-
vass should be made of bus barns, car dealers, laundries, and all
other business firms in neighborhood for transportation nor-
mally available from those sources. This form should be com-
pleted for each vehicle available.
The next step in preparing a School Evacuation Plan will be
the designation of Loading Points at the school, which should
be developed by cooperation of the school, the PTA, and the
City or County Police. No more than 25-30 cars should be as-
signed to one loading point, with approximately 6 pupils per
car, which indicates about 150 pupils at each Loading Point.
When completed, the School Evacuation Plan should contain in-
structions concerning:
(1) Loading Points near the school
(2) Routes leading to each Loading Point
(3) Route from the school to evacuation route, and any per—
tinent information the school considers desirable. It might
also include rendezvous points to which the children shall
be taken.
460
VII.
HOW TO SET UP YOUR SHELTER PLAN
Refuge will save many lives in case warning time is not suf-
ficient to move from city to safer areas. Arranging a shelter area
will differ with each school. Refer to the pamphlet “Home Protec-
tion Exercises” for exact procedures to follow for shelter for the
family at home.
Shelter planning for the school may begin as follows:
1.
Find out if your school has a basement which is 80% under-
ground.
Get the help of someone familiar with construction to tell
you how strong it is and how many people it will hold.
This will be in cooperation with your school principal.
Be sure that someone in the school is responsible for turning
off utilities quickly, or that teachers know, in the event of
emergency need.
Arrange for first aid materials to be put in a portable box
to be taken to shelter when needed.
5. Have a battery operated radio for use in the shelter area.
6. If your school has no basement, canvass the immediate neigh-
borhood for a suitable alternative. The basement of a well-
constructed store, apartment house, or office building will
suffice if it is underground and large enough. Owner’s per-
mission must be obtained, of course, and the school authori-
tles must approve both the area and the children leaving the
school premises.
Run a test to see how long it takes to get the children to
the shelter area. Remember that each second counts tre-
mendously. Drills are under direction of school authorities.
REFERENCES: What You Should Know About Radioactive
Fallout
Facts About Fallout
FILMS: Target You New Look at the H Bomb
Let’s Face It House in the Middle
VIII.
NEIGHBORHOOD CIVIL DEFENSE
An outgrowth of the preceding work will be the development of
capable Civil Defense workers qualified to aid the Civil Defense
Warden Service (when it is finally established by your local CD
office in your area). This Service is the “grass roots” of Civil De—
fense, constructed to build the neighborhoods as a fully prepared
civil defense unit. It channels information to the neighbors, helps
each resident learn the simple techniques of survival against nuclear
attack, and helps the neighbors work with each other for their
mutual survival.
There should be a Civil Defense Warden in each block—to know
Who would need help—who could give help—and to arrange for the
training in civil defense skills that will benefit them all against
nuclear threats.
A basic premise of survival after nuclear attack is that the sur-
vivors be equipped to help themselves and others around them at the
Point where they find themselves when the attack is over. Before
there could be any organized assistance to the people in a disaster
area, the survival of many would depend on the effective assistance
of those nearest to them operating on a strictly improvised and im-
PTOnlptu basis.
Civil Defense provides all training completely free. There is
training for the executives who must plan for the continuity of big
Industries, expert training in the fields of rescue of people trapped
1n bOmb-damaged buildings, in firefighting, in mass feeding and
care, auxiliary policing, emergency sanitation measures, in radio-
logical monitoring and decontamination. There are instructional
FOIIrses for nurses, doctors, clergymen, youth leaders, school admin-
IStI‘atOI‘S, and welfare workers. Each neighborhood should have a
quota 0f men, women and young adults trained in the specialized
Skllls, and each home Should have one member graduated in first aid,
and One member trained in home nursing.
When the School Civil Defense Plan is completed, it is essential
463
to continue the neighborhood survival program. Civil Defense Head-
quarters in your local community should be able to help you with
your plans and to work closely with each neighborhood in its devel-
opment as a fully prepared civil defense unit.
CAN YOU SURVIVE ENEMY ATTACK?
464
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devel-
IX.
PROGRESS STEPS FOR PARENT TEACHER
ASSOCIATION CHAIRMAN
It is suggested that all of the PTA groups in a county band to-
gether for a Civil Defense Workshop, the purpose of which would
be to guide the planning of each group. The County CD Director
should be requested to furnish speakers and informational material
covering the effects of nuclear weapons, radioactive fallout, shelter,
evacuation and other protective steps. These workshops might be
held in each school or if the school district is not too large in one
central location for a number of schools.
I Distribute the following selected CD literature to to all mem-
bers of PTA:
1. Home Protection booklet
2. Emergency Sanitation
3. Emergency Action to Save Lives
4. First Aid List
5. Transportation Form
H Set date for Civil DefenSe meeting for your PTA
1. Plan to have the Fundamentals of Home Protection cov-
ered by someone qualified to give same, such as represen-
tative of CD office in either County or State.
2.
Study of evacuation map and census of transportation
available.
In Follow-up to see that each member of household has:
NQF’YH‘WPDH
Best possible shelter area in home
Shelter area stocked with food and water
Survival Kit prepared for home and car
Transportation arranged
One member trained in First Aid
Identification tags for family members
Family arrangements made for reuniting if separated
IV Neighborhood responsibility
1.
Objective of at least one person (preferably many more)
465
in each block in school area trained in one of the fol-
lowing:
a. Light Rescue—Heavy Rescue—Advanced Rescue
(using heavy equipment)
b. Elementary firefighting
(3. Mass feeding
d. Radiological Monitoring
2. Survey of each block to be made on forms provided by
3 County CD Director listing facilities available and resi-
dents who would give aid or would need help of neighbors
in disaster.
466
the fol-
Rescue
ided by
11d resi-
:ighbors
X.
SAMPLE PROGRAM FOR CD WORKSHOP
FOR PTA GROUPS
WELCOME AND IN TRO-
DUCTION S
CIVIL DEFENSE AND HOW
THE SCHOOLS FIT INTO
THE PLANNING
SHELTER—in the Home—in
the School
RADIOACTIVE FALLOUT
Representative of County CD
Office (If meeting is a Coun—
ty-wide one)
CD Chairman of PTA (if meet-
ing is just one School)
County CD Director or his
representative
Construction Engineer or
Builder
Representative of County CD
office or some other qualified
person
Break
FILM—“LET’S FACE IT”
EVACUATION INSTRUCTION
HOW TO DEVELOP AN
EVACUATION PLAN FOR
YOUR SCHOOL INCLUD-
ING ROUTES
HOW To DRAFT A
CIVIL
DEFENSE PLA
YOUR PTA N FOR
467
One of the following:
Representative of State CD
Office
Representative of County CD
Office
State Police
Dept. of Highways Represen-
tative
County Civil Defense Repre-
sentative
APPENDIX
Sample Instructional Lesson Plans
Civil Defense Education should be a part of the experience of
every school age person. Instruction in Civil Defense cannot be a
PaCkaged program. It is not something to be taught for a few days
or weeks and then laid aside. Rather, it must be appropriately in-
cluded at many points in the total curriculum where its application
and utilization are compatible with ongoing classroom activities.
The following materials are examples of lesson plans that can
be worked up by local teachers for use in the classroom. These are
not complete and are only given as an example of one means of
teaching Civil Defense. This sample material is included so P.T.A.
members will be able to see how home defense preparations are a
necessary and important part of the entire program.
469
LESSON I
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
To restore life to normalcy through cooperative efforts
U‘rF‘PDNH
H To inform students of the necessity for preparation for the
protection of themselves and others during and following a
disaster
Ill 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
T . . . . .
haturally‘ the words “own defense” call to mind wartime crises.
“11,13 emeF‘QEnCies of other kinds at times reach the stage of disaster.
IS good for us to learn what to do and how to act under such con-
glltloéls: Whatever the cause—hurricane, tornado, blizzard, fir