Paired Texts > Duck & Cover: School Drills During the Cold War
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In the 1964 Presidential campaign, incumbent LBJ ran a controversial advertisement that used fear as a persuasive tool.Pair “School Drills During the Cold War” with “The Daisy Girl Ad” and have students think about how the theme of terror and alarm in American society during the Cold War era is expressed through each piece. Does the lens of “The Daisy Girl Ad” make the school drills and other security efforts described in the article seem as though they were politically motivated? Do you think President Johnson was justified in running so extreme and fear-inducing an ad?
This NPR story describes education in Vietnam today that might save a life: lessons about different kinds of explosives.Pair “Duck & Cover” with “Teaching Kids in Vietnam to Avoid the Deadly, Everyday Legacy of War” and discuss how students are changed by war. When students must be protected, what kinds of skills are added to the curriculum? What might the effects be?
In the informational text "The Cold War," Jessica McBirney discusses the conflicts of the Cold War, specifically what it was, who was involved, and why it occurred.Pair “Duck & Cover: School Drills During the Cold War” with “The Cold War” to help students understand the fear that people experienced during the Cold War. How did the government help prepare citizens for the event of a nuclear attack? Do students think these preparations did more harm or good? Why?
In the informational text "The Bombing of Hiroshima," Jessica McBirney describes the United States' use of nuclear bombs on Hiroshima and Nagasaki during World War II.Pair “Duck & Cover: School Drills During the Cold War” with “The Bombing of Hiroshima” and ask students to discuss the fear that nuclear weapons inspired. After learning about the impact that nuclear bombs had on Japan, do they think it was important for students in the 1950s to have bomb drills? How might the outcomes of Hiroshima and Nagasaki have been different if civilians were warned in advance of the bombs?
In the informational text "A Flag That Honors War Veterans," Shawn E. Hanscom discusses the creation of the first Service Flag and what it represents.Pair “Duck & Cover: School Drills During the Cold War” with “A Flag That Honors War Veterans” and ask students to discuss the consequences of war. How were civilians at risk during the Cold War? How does this compare to the risks that soldiers faced during the war?
In "Cold War," the speaker presents a different side of Cuba than the one that was presented by the media.Pair “Duck & Cover: School Drills During the Cold War” with “Cold War” and have students think about how the theme of terror and alarm in the United States during the Cold War era is expressed in “Duck & Cover: School Drills During the Cold War.” Then, think about how Cuba is described in “Cold War.” How do you think students in Cuba may have reacted to learning about the duck and cover drills? Do you think they would have been able to relate to their counterparts in the United States during this era?