Atomic Narratives And American Youth

Following the atomic bombings of Hiroshima and Nagasaki, numerous “atomic narratives”—books, newspapers, magazines, textbooks, movies, and television programs—addressed the implications of the bomb. Post–World War II youth encountered atomic narratives in their daily lives at school, at home and in their communities, and were profoundly affected by what they read and saw. This multidisciplinary study examines the exposure of American youth to atomic narratives during the ten years following World War II. In addition, it examines the broader “social narrative of the atom,” which included educational, social, cultural, and political activities that surrounded and involved American youth. The activities ranged from school and community programs to movies and television shows to government-sponsored traveling exhibits on atomic energy. The book also presents numerous examples of writings by postwar adolescents, who clearly expressed their conflicted feelings about growing up in such a tumultuous time, and shows how many of the issues commonly associated with the sixties generation, such as peace, fellowship, free expression, and environmental concern, can be traced to this earlier generation.

This specially commissioned volume of essays offers a refreshing and unusual perspective on classic novels from the American literary canon. Accessible to students, scholars and the interested reader, this engaging collection explores familiar novels through unfamiliar lenses and, in so doing, sheds light on surprising and previously overlooked aspects of each text. Reading America presents a new approach to American literature by showcasing a cross-section of recent research into previously un-tapped areas of interest. Each chapter attempts to re-read classic American texts using new or unorthodox theoretical frameworks, including such diverse topics as an Emersonian reading of Don DeLillo, decoding Thomas Pynchon with eco-criticism and understanding Paul Auster’s New York Trilogy by exploring the graphic novel version of “City of Glass”. Other authors explored in this way include Henry James, Truman Capote, Ralph Ellison, Toni Morrison, Joyce Carol Oates and F. Scott Fitzgerald. This type of approach widens the reader’s knowledge of each well-known text and encourages new critical evaluations of contemporary American literature. The collection moves through six large topic areas, from Naturalism and an idea of the “Great American Novel” at the end of the nineteenth century, through politics, sexuality, language and nature, to a contemporary engagement with postmodernism. Each essay deals with its own particular subject and author, but the full impact of each on the notion of the “American novel” as a phenomenon can only be understood when read in conjunction with the others. Of interest to both undergraduate and postgraduate students, Reading America would be a valuable asset to any American Studies or American Literature degree course, and a useful companion to American History or Politics courses. The volume will also attract strong interest from established academics, especially those researching the fields of literature, critical theory, cultural history and politics.

American Girls and Global Responsibility brings together insights from Cold War culture studies, girls’ studies, and the history of gender and militarization to shed new light on how age and gender work together to form categories of citizenship. Jennifer Helgren argues that a new internationalist girl citizenship took root in the country in the years following World War II in youth organizations such as Camp Fire Girls, Girl Scouts, YWCA Y-Teens, schools, and even magazines like Seventeen. She shows the particular ways that girls’ identities and roles were configured, and reveals the links between internationalist youth culture, mainstream U.S. educational goals, and the U.S. government in creating and marketing that internationalist girl, thus shaping the girls’ sense of responsibilities as citizens.

Formed in 1951, the Federal Civil Defense Administration said that "the importance of women in civil defense can scarcely be overstated." Comprising 70 percent or more of civil defense workers at the height of the Cold War, American women served as FCDA wardens, auxiliary police, nurses, home preparedness advisors, coordinators of mass feeding drills, rescue and emergency management personnel, and in various local, state, regional and national organizations. The author examines the diverse roles they filled to promote homeland protection and preparedness at a time when atomic war was an imminent threat.

After the August 1945 atomic bombings of Hiroshima and Nagasaki and Japan's unconditional surrender, America's educational community quickly focused on preparing the younger generation for the atomic age. With the support of the federal government, elementary and secondary schools developed a curriculum known as "atomics," emphasizing the bomb's destructive power, peaceful applications of the atom and, most important, the need to control nuclear research. By the 1950s, with the Soviet Union's acquiring of the bomb, "atomics" expanded to include civil defense topics and activities, such as "duck and cover" drills. This book examines the broad curriculum--in social studies, science, mathematics, English, home economics and art--that emphasized atomics in American classrooms of the early postwar era. Lesson plans, class projects and activities, resource materials and extracurricular experiences are included.

On two separate days in August 1945, the United States dropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki. As the seventy-fifth anniversary of these cataclysmic bombings draws near, American and Japanese citizens are seeking new ways to memorialize these events for future generations. In Discordant Memories, Alison Fields explores—through the lenses of multiple disciplines—ongoing memories of the two bombings. Enhanced by striking color and black-and-white images, this book is an innovative contribution to the evolving fields of memory studies and nuclear humanities. To reveal the layered complexities of nuclear remembrance, Fields analyzes photography, film, and artworks; offers close readings of media and testimonial accounts; traces site visits to atomic museums in New Mexico and Japan; and features artists who give visual form to evolving memories. According to Fields, such expressions of memory both inspire group healing and expose struggles with past trauma. Visual forms of remembrance—such as science museums, peace memorials, photographs, and even scars on human bodies—serve to contain or manage painful memories. And yet, the author claims, distinct cultures lay claim to vastly different remembrances of nuclear history. Fields analyzes a range of case studies to uncover these discordant memories and to trace the legacies of nuclear weapons production and testing. Her subjects include the Bradbury Science Museum in Los Alamos, New Mexico; the Hiroshima Peace Memorial Museum in Japan; the atomic photography of Carole Gallagher and Patrick Nagatani; and artworks and experimental films by Will Wilson and Nanobah Becker. In the end, Fields argues, the trauma caused by nuclear weapons can never be fully contained. For this reason, commemorations of their effects are often incomplete and insufficient. Differences between individual memories and public accounts are also important to recognize. Discordant Memories illuminates such disparate memories in all their rich complexity.

In Resurrecting Nagasaki, Chad R. Diehl explores the genesis of narratives surrounding the atomic bombing of August 9, 1945, by following the individuals and groups who contributed to the shaping of Nagasaki City's postwar identity. Municipal officials, survivor-activist groups, the Catholic community, and American occupation officials all interpreted the destruction and reconstruction of the city from different, sometimes disparate perspectives. Diehl's analysis reveals how these atomic narratives shaped both the way Nagasaki rebuilt and the ways in which popular discourse on the atomic bombings framed the city's experience for decades.

As director of the Metallurgical Laboratory of the Manhattan Project at the University of Chicago, Arthur Holly Compton was a major participant in the research, production and testing of the first atomic bombs. In this memoir, he tells the story of the bomb’s development from the presentation of the project to President Roosevelt, through its planning, research, and building phases, to its use against Japan. From the perspective of the key position he held during World War II, Compton describes the project as a large-scale group effort leveraging the knowledge and talents of numerous scientists, industrialists and administrators all working as part of their nation’s war effort. “An absorbing and eminently readable account... packed with new information, enlivened with precious detail and illuminating insights into the minds and personalities of the chief actors in the drama... Mr. Compton tells, and tells well, the story of how, with his unflagging encouragement, the brilliant team under the late Enrico Fermi brought about the first nuclear chain reaction... [an] important book.” — Henry Guerlac, The New York Times Book Review “This book... is without doubt the most authoritative source available on many aspects of the atomic bomb project... Better than in most histories the real factors underlying one of mankind’s most important developments are set forth in this work... The story is a personal one, which... gives the book a Churchillian authenticity... No historian will ever dare to neglect this volume in writing the history of World War II. It is beautifully written, carefully documented, and thoroughly interesting from cover to cover.” — W.F. Libby, Science “For those who were in the project, it will mean many recollections. For those who were not, it should give an inkling of the character and capacity of many of the individuals, including Arthur Compton, who made success possible.” — Lieutenant General Leslie R. Groves, U.S. Army (Retired) “Atomic Quest is an absorbingly interesting story of the people who blazed the trail into the atomic frontier... In a lifetime filled with brilliant accomplishments, Arthur Compton’s four-year leadership in the quest for the atomic bomb was his grandest achievement... It is fortunate indeed that he returned to the fold long enough to set down in Atomic Quest a story that only he could tell.” — Richard L. Doan, American Journal of Physics “Dr. Compton is a thinking man whose reflections range far beyond the confines of his scientific work: indeed, the distinctive quality of his book lies in his ability to reconcile the atomic bomb and similar operations with his belief as a practicing Christian.” — John Barkham, Saturday Review Syndicate “It should be required reading for every American, for the free world... The narrative alone makes the book worth reading; its hopeful philosophy makes it mandatory reading.” — Robert S. Kleckner, Chicago Sunday Tribune “As... director of the Metallurgical Laboratory of the Manhattan Project, Dr. Compton has an important record to add to the annals of the beginning of the Atomic Age, for his was a personal and intimate connection with it.” — Kirkus “A leading physicist’s personal account of the wartime developments in atomic energy, culminating in the production of the atomic bomb.” — Henry L. Roberts, Foreign Affairs “Informal, anecdotal, packed with behind-the-scenes incidents and impressions... arrestingly interesting.” — George W. Gray, The Saturday Review “The most controversial part of the book is that which endeavors to foresee the future of a world faced with the threat of war with nuclear weapons and the inevitable widespread destruction that will accompany their use. Compton is convinced that war has actually thereby become obsolescent.” — Robert Bruce Lindsay, Physics Today “This book... is written for the layman, in clear, everyday English... it answers the questions that have arisen in the minds of all intelligent people concerning the physical, moral, social and religious implications of the Atomic Age which was so brutally and vividly thrust upon the world in 1945.” — Paul Jordan-Smith, Los Angeles Times