Name: Life in China | China in the 1930s and 1940s | Vintage Documentary @TheBestFilmArchives
Uploaded: 2026-09-20T08:17:00-05:00
Duration: 8 min 17 s
Description: Life in China | China in the 1930s and 1940s | Vintage Documentary

Life in China | China in the 1930s and 1940s | Vintage Documentary

The Best Film Archives 2026-09-20 | Life in China | China in the 1930s and 1940s | Vintage Documentary

Spy Training Film: Body Search | WW2 Era OSS Film | ca. 1942 - ca. 1945

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This classic video – originally titled as "Body Search" – is a dramatized spy training film produced by the Office of Strategic Services (OSS), the intelligence agency of the United States during World War 2, and the predecessor of the modern Central Intelligence Agency (CIA). It was released between circa 1942 and circa 1945, and directed by John Ford, one of the greatest directors of all time. (During WW2, Ford enlisted in the US Navy in the fall of 1941 and was appointed chief of the Field Photographic Branch of the Office of Strategic Services with the rank of commander.)

The film demonstrates and describes the body search process, and suggests ways to avoid being searched and how to avoid detection should search occur. "It tells the story of an untrained, native courier who forgot, or perhaps never knew, that the quickest way to fail in your mission is to blow your cover."

Plot:
Undercover OSS agents Fred and Steve go on mission to Enemiarea, a fictional town somewhere in Germany. Agent Frank hides microfilm under false callus on agent Steve's foot and Steve wears belt with coded message. Enemiarea secret state police arrest Steve and take him to headquarters where a counterintelligence agent and a doctor perform a full body search. They use optical devices and chemical agents to search his clothes and other personal items. Enemiarea agents discover the microfilm and the message on Steve's belt...

BACKGROUND / CONTEXT

Definition of Body Search:
A body search, also known as strip search, is a practice of searching a person for weapons or other contraband suspected of being hidden on their body or inside their clothing, and not found by performing a frisk search (also called a pat down), by requiring the person to remove some or in some cases all of his or her clothing. The search may involve an official performing an intimate person search and inspecting their personal effects and body cavities (nostrils, ears, mouth, navel, etc.). A body search is more intrusive than a frisk search and requires legal authority (typically conducted by customs officials or the police). Regulations covering body searches vary considerably, and may be mandatory in some situations or discretionary in others.

Espionage & Counterintelligence:
Espionage (colloquially, spying) is the obtaining of secret or confidential information without the permission of the holder of the information. Spies help agencies uncover secret information. Any individual or spy ring (a cooperating group of spies), in the service of a government, company or independent operation, can commit espionage. The practice is clandestine, as it is by definition unwelcome and in many cases illegal and punishable by law. Espionage is a subset of "intelligence" gathering, which includes espionage as well as information gathering from public sources.

One of the most effective ways to gather data and information about the enemy (or potential enemy) is by infiltrating the enemy's ranks. This is the job of the spy (espionage agent). Spies can return all sorts of information concerning the size and strength of enemy forces. They can also find dissidents within the enemy's forces and influence them to defect. In times of crisis, spies can also oblige to steal technology and sabotage the enemy in various ways. Counterintelligence is the practice of various means of thwarting enemy espionage and intelligence-gathering. Almost all nations have strict laws concerning espionage and the penalty for being caught is often severe. However, the benefits through espionage are often great enough that most governments and many large corporations make use of it to varying degrees.

For more information on this topic, see:
en.wikipedia.org/wiki/Espionage

and

en.wikipedia.org/wiki/Counterintelligence#Defensive_counterintelligence

and

en.wikipedia.org/wiki/Office_of_Strategic_Services

Spy Training Film: Body Search | WW2 Era OSS Film | ca. 1942 - ca. 1945

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

B-24 Liberators Over Europe | WW2 Era US Army Air Forces Documentary | 1945

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This late 1945 film – originally titled as "Liberators Over Europe" – is a documentary produced by the U.S. Army Air Forces (USAAF or AAF). It was photographed by the Third AAF and Eighth AAF Camera Units.

The film documents the activities of the U.S. Army Air Forces in Europe during World War 2. It focuses on the air missions of the American B-24 Liberator squadrons from 1942 till 1945. In addition to numerous scenes showing the B-24 airplanes in action, the film also includes scenes of the presentation of the Congressional Medal of Honor to Colonel Leon W. Johnson for leading the air raids on the Ploesti oil fields; the return to the U.S. of the first aircraft from overseas duty - the B-24 "Boomerang"; and a a presentation of a memorial fund check to the mayor of an English town in honor of the B-24 group stationed there.

Prominent persons and aircraft in the film:
- Colonel (later General) Leon W. Johnson at the Medal of Honor Awards ceremony at 3:14
- General Jacob L. Devers, commander of the 6th Army Group, at 3:22
- The Liberator “Boomerang”, a veteran aircraft with 53 mission symbols on the nose, from 3:34
- General James P. Hodges, commander of the 2nd Air Division, at 4:12
- General William E. Kepner, commander of the 8th Air Force, at 19:24

HISTORICAL BACKGROUND / CONTEXT

The Consolidated B-24 Liberator is an American heavy bomber, designed by Consolidated Aircraft of San Diego, California. It was known within the company as the Model 32, and some initial production aircraft were laid down as export models designated as various LB-30s.

At its inception, the B-24 was a modern design featuring a highly efficient shoulder-mounted, high aspect ratio Davis wing. The wing gave the Liberator a high cruise speed, long range and the ability to carry a heavy load. Early RAF Liberators were the first aircraft to cross the Atlantic Ocean as a matter of routine. In comparison with its contemporaries the B-24 was relatively difficult to fly and had poor low speed performance; it also had a lower ceiling and was less robust than the Boeing B-17 Flying Fortress. While aircrews tended to prefer the B-17, General Staff favored the B-24, and procured it in huge numbers for a wide variety of roles. At nearly 19,000 units – including over 8,000 manufactured by Ford Motor Company – it holds records as the world's most produced heavy bomber, multi-engine aircraft, and American military aircraft in history.

The B-24 was used extensively in WW2. It served in every branch of the American armed forces, as well as several Allied air forces and navies, and saw use in every theater of operations. Along with the B-17, the B-24 was the mainstay of the U.S. strategic air campaign in the Western European theater. Long range anti-submarine Liberators played an instrumental role in closing the Mid-Atlantic gap. The C-87 transport derivative served as a longer range, higher capacity counterpart to the Douglas C-47 Skytrain.

By the end of 1945, the technological breakthroughs of the Boeing B-29 Superfortress and other modern types had surpassed the B-24 that served from the beginning of WW2. The B-24 was rapidly phased out of U.S. service, although the PB4Y-2 Privateer maritime patrol derivative carried on in service with the U.S. Navy until 1954.

For more information about the B-24, see:
en.wikipedia.org/wiki/Consolidated_B-24_Liberator

B-24 Liberators Over Europe | WW2 Era US Army Air Forces Documentary | 1945

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NOTE: THIS VIDEO DOCUMENTS HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Rebuilding South Korea After the Korean Conflict | US Army Documentary | ca. 1960

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This vintage documentary film – originally titled as "Korea Today" – is an episode of the U.S. Army's "The Big Picture" television series about the reconstruction of South Korea following the historical event known as the Korean Conflict or Korean War (1950-53). It was released in circa 1960.

The film documents the activities of the U.S. Army helping the South Koreans to rebuild their country from the ashes in the second half of the 1950s. Housing, public buildings, businesses and transportation facilities have been patched together or constructed from scratch. American Army know-how, Army supervision, and Army equipment have played a vital role in this rehabilitation, working closely with the Korean people. Just as important has been the creation of a new Republic of Korea Army (ROKA or ROK Army). For South Korea's defense, thousands of inexperienced young men have been trained by American and Korean veterans and turned into a smooth, well-drilled modern army, equipped with American arms.

HISTORICAL BACKGROUND / CONTEXT

South Korea, officially the Republic of Korea (Korean: 대한민국), is a country in East Asia, constituting the southern part of the Korean Peninsula. It shares land borders with North Korea (officially the Democratic People's Republic of Korea) to the north, and oversea borders with China to the west and Japan to the east. The capital and largest city is Seoul, with a population of 10 million.

At the end of WW2, Korea was divided into Soviet and U.S. zones of occupation. An election was held in the U.S. zone in 1948 which led to the creation of the Republic of Korea. Although the United Nations passed a resolution declaring the Republic to be the only lawful government in Korea, the Soviets set up a rival government in the North.

The Korean Conflict began in 1950 when forces from the North invaded the South. The fighting lasted three years and involved the United States, China, the Soviet Union, and several other nations. The 1953 armistice, never signed by South Korea, split the peninsula along the demilitarized zone near the original demarcation line (no peace treaty was ever signed). The border between the two nations remains the most heavily fortified in the world.

Between 1962 and 1994, the South Korean economy grew significantly at an average of 10% annually, fueled by annual export growth of 20%, in a period called the Miracle on the Han River. During this period, South Korea transformed from a developing country into a G-20 major economy.

Today, South Korea is a developed country with the second highest standard of living in Asia. It is Asia's fourth largest economy and the world's 15th (nominal) or 12th (purchasing power parity) largest economy. The economy is export-driven, with production focusing on electronics, automobiles, ships, machinery, petrochemicals and robotics. South Korea is a member of the United Nations, Uniting for Consensus, G20, WTO, and OECD, and a founding member of APEC and the East Asia Summit.

For more information about South Korea, see:
en.wikipedia.org/wiki/South_Korea

Rebuilding South Korea After the Korean Conflict | US Army Documentary | ca. 1960

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NOTE: THIS VIDEO DOCUMENTS HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

African American Sailors | WW2 Era US Navy Documentary | 1945

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This vintage film is a propaganda documentary produced by the U.S. Department of the Navy. It was directed by Henry Levin and probably used as a recruiting film. Although it was completed in 1945, the film was not released until 1946. It honors the heroic service of African-Americans in the U.S. Navy during World War 2. It also emphasizes integration and advancement based on ability, equal treatment, and teamwork in the Navy.

Plot:
The film stars Joel Fluellen as a draftee from his civilian job at a newspaper through basic training and an assignment in the Pacific. It shows footage of Hampton Institute, the U.S. Naval Training School for African-American Navy enlisted men in the mid-1940s. All phases of Navy boot camp are represented as integrated and equal. The film points out that all Navy ratings are open to African Americans and shows sailors learning navigation, radio operation, aviation mechanics, and other specialties. The film celebrates African American non-combatants who received distinguished Navy Service Awards for bravery: Doris (Dorie) Miller, Elbert H. Oliver, William Pinckney, and Leonard Roy Harmon.

Cast:
American actor Spencer Williams as Frank Roberts (columnist)
American actor Joel Fluellen as Bill Johnson (sailor)

HISTORICAL BACKGROUND / CONTEXT

When the United States entered WW2 in December 1941, segregation had permeated every aspect of American society. When African American men volunteered for duty or were drafted, they were assigned to segregated divisions and often given support roles, such as cook, quartermaster and grave-digging duty. According to British personnel in the BEF, meals in the US Army were served with the white servicemen being served in one line and the black servicemen and officers in another. Because of African American protests against the Army's treatment of its black soldiers, military leadership began to attempt to address the issue beginning in 1943, but segregation in the armed forces remained official policy until 1948.

US Navy:
In June 1940 the US Navy had 4,007 African American personnel, representing 2.3 percent of its total strength of nearly 170,000. All of these African Americans were enlisted men, and with the exception of six regular-rated seamen, all were steward's mates. They were characterized by the black press as "seagoing bellhops." Within a month after Pearl Harbor (December 7th, 1941), the number of African Americans in the Navy had increased to 5,026; however, they were still restricted to working as steward's mates.

After intense pressure from the NAACP, the Black Press, and President Roosevelt, the Navy began to open ratings to black sailors in 1942. Ultimately, over 160,000 African Americans served in the Navy. The first black officers were commissioned in March 1944. Known as the Golden Thirteen, the officers were not allowed to command white sailors and instead were put in charge of black work details.

The destroyer-escort USS Mason (DE-529) was the only Navy vessel in WW2 with an entirely black crew who were not cooks or waiters. In 1995, 11 surviving crew members were all given belated recognition and letters of commendation from Navy Secretary John Dalton for having braved harsh weather and quickly welding the cracks in their ship so they could continue escorting support ships to England.

The Navy did not allow women of color until January 25, 1945. The first African American woman sworn into the Navy was Phyllis Mae Dailey, a nurse and Columbia University student from New York. She was the first of only four African American women to serve in the navy during WW2.

For more information about this historical topic, see:
bit.ly/2m2UM5Y
and
bit.ly/2lZZeo8

African American Sailors | WW2 Era US Navy Documentary | 1945

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

Thomas Edison: Americas Greatest Inventor | Biography Documentary

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This vintage film – originally titled as "The Story of Thomas A. Edison" – is a biography documentary about America's greatest inventor, Thomas Alva Edison. It was produced and directed by Academy Award-winning documentary filmmaker Robert Snyder (1916 - 2004), and distributed by the U.S. Information Service (USIS). Although the exact date is unknown, we can confidently say that the film was produced between 1953 and 1984. Edison was voiced by American actor Sam Raskyn (1911–1984).

Edison appears in the film from 25:14. We can see him talking to people, working in his laboratory, listening music and hiking with his good friends: Henry Ford, the founder of the Ford Motor Company, Harvey S. Firestone, the founder of the Firestone Tire and Rubber Company, and John Burroughs, the naturalist.

HISTORICAL BACKGROUND / CONTEXT

Thomas Alva Edison (February 11, 1847 – October 18, 1931) was an American inventor and businessman, who has been described as America's greatest inventor. He developed many devices that greatly influenced life around the world, including the phonograph, the motion picture camera, and the long-lasting, practical electric light bulb. Dubbed "The Wizard of Menlo Park", he was one of the first inventors to apply the principles of mass production and large-scale teamwork to the process of invention, and is often credited with the creation of the first industrial research laboratory.

Edison was a prolific inventor, holding 1,093 US patents in his name, as well as many patents in the United Kingdom, France, and Germany. More significant than the number of Edison's patents was the widespread impact of his inventions: electric light and power utilities, sound recording, and motion pictures all established major new industries worldwide. Edison's inventions contributed to mass communication and, in particular, telecommunications. These included a stock ticker, a mechanical vote recorder, a battery for an electric car, electrical power, recorded music and motion pictures. His advanced work in these fields was an outgrowth of his early career as a telegraph operator. Edison developed a system of electric-power generation and distribution to homes, businesses, and factories – a crucial development in the modern industrialized world. His first power station was on Pearl Street in Manhattan, New York.

For more information about Edison and his inventions, see:
en.wikipedia.org/wiki/Thomas_Edison

About the USIA / USIS:
The United States Information Agency (USIA), which existed from 1953 to 1999, was a United States agency devoted to "public diplomacy". The agency was previously known overseas as the United States Information Service (USIS).

For more information about the USIA / USIS, see:
en.wikipedia.org/wiki/United_States_Information_Agency

Thomas Edison: America's Greatest Inventor | Biography Documentary

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

USMC Boot Camp: Making of a Marine | US Marine Corps Documentary | ca. 1960

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This vintage film – originally titled as "Making of a Marine" – is a documentary produced by the United States Marine Corps (USMC). It was released in circa early-1960s and probably used as a recruiting film. It depicts the rigorous training program for US Marine Corps recruits at Parris Island, South Carolina.

BACKGROUND / CONTEXT

The United States Marine Corps Recruit Training (commonly known as "boot camp") is a 13-week program of initial training that each recruit must successfully complete in order to serve in the United States Marine Corps.

All enlisted individuals entering the Marine Corps, regardless of eventual active or reserve duty status, will undergo recruit training at one of the two Marine Corps Recruit Depots (MCRD): Parris Island, South Carolina or San Diego, California. Male recruits from the 8th, 9th and 12th recruiting districts (areas west of the Mississippi River except Louisiana and including parts of Illinois, Indiana, Wisconsin and Michigan) are sent to MCRD San Diego. All recruits from the 1st, 4th and 6th recruiting districts and all female recruits are sent to Parris Island. Those desiring to become officers attend training at Officer Candidates School at Marine Corps Base Quantico in Virginia.

Marines generally hold that their recruit training is the most physically and mentally difficult amongst the Uniformed Services, citing that it is longer than the other branches, requires a more demanding Physical Fitness Test (PFT) that includes a run of 3 miles in less than 28 minutes, 70 or more crunches in 2 minutes, at least 7 pull-ups for males and flexed arm hang for more than 30 seconds for females (this is to achieve the minimum score). For a maximum score, male recruits must complete the run in 18 minutes, perform 115 crunches in 2 minutes and do 20 pull ups. All recruits must fit the strictest height and weight standards.

For more information about the US Marine Corps Recruit Training, see:
en.wikipedia.org/wiki/United_States_Marine_Corps_Recruit_Training

USMC Boot Camp: Making of a Marine | US Marine Corps Documentary | ca. 1960

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

Ford Tractors | 1960s Ford Motor Company Promotional Film | ca. 1965

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Created in ca. 1965, this vintage Ford Motor Company promotional film is a salute to Ford tractors. The film features various tractor models such as the Ford Dexta 2000, the Ford 3000 Super Dexta, the Ford 5000 Super Major and the Ford Commander 6000.

The film shows the 60,000 dollars worth of experiments and testing performed on the tractors, the details of their assembly and construction, and the international importance of these agricultural machineries. With "traditional" music of different geographical locations, the film, for the final 10 minutes, flips between the images of various farmers working with their tractors and seemingly simultaneously breaking to enjoy a meal with their women and children and their traditional beverage.

HISTORICAL BACKGROUND / CONTEXT

Fordson was a brand name of tractors and trucks. It was used on a range of mass-produced general-purpose tractors manufactured by Henry Ford & Son Inc from 1917 to 1920, by Ford Motor Company (US) and Ford Motor Company Ltd (UK) from 1920 to 1928, and by Ford Motor Company Ltd (UK) from 1929 to 1964.

American engineer, inventor, and businessman Henry Ford built experimental tractors from automobile components during the early 20th century, and launched a prototype known as the Model B in August 1915. Further prototypes, with a dedicated tractor design, followed in 1916. The first regular-production Henry Ford & Son tractors were exported to the UK in 1917 to expand British agriculture. In 1918, exports continued, the tractors began to be labeled as Fordsons, and US domestic sales began. Sales boomed in 1918 and 1919.

Between 1917 and 1922, the Fordson was for tractors somewhat like the Ford Model T was for automobiles – it captured the public's imagination and widely popularized the machine, with a reliable design, a low price affordable for workers and farmers, a widespread dealership network, and a production capacity for large numbers. Just as the Model T helped the public to appreciate how soon cars and trucks might replace most horses in transport, the Fordson helped people to appreciate how soon tractors might replace most horses in farming (advancing the mechanization of agriculture). As with cars, Ford never had the market to itself, but it dominated the market for a time (for cars, roughly 1910-1925; for tractors, roughly 1917-1925). Ford was the only automotive firm to sell cars, trucks and tractors simultaneously from 1917 to 1928.

For a decade between 1928 and 1939, Ford of the US left the tractor business. During that decade, Ford of Britain continued to build Fordsons and to develop new variants, which it exported widely. In 1939 Ford of the US reentered the tractor market with an all-new model, this time with the Ford brand. Ford of Britain continued to use the Fordson brand until 1964. After 1964, the Fordson name was dropped and all Ford tractors were simply badged as Fords in both the UK and the US.

For more information about Ford tractors, see:
en.wikipedia.org/wiki/Fordson

Ford Tractors | 1960s Ford Motor Company Promotional Film | ca. 1965

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

The Truth About Taxes | 1940 Republican Campaign Film for Presidential Candidate Wendell Willkie

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This classic video – originally titled as "The Truth About Taxes" – is a 1940 campaign film for United States presidential candidate Wendell Willkie which argues that President Roosevelt’s New Deal policies waste money and weaken the nation. the film encourages more spending on national defense, discusses the national debt and deplores the hiring of many new government workers. Although not mentioned by name, it also warns against Roosevelt’s lust for power (a third presidential term). The film was produced by the Republican National Committee.

Wendell Willkie appears in the film at 9:55

HISTORICAL BACKGROUND / CONTEXT

Wendell Willkie:
Wendell Lewis Willkie (1892 - 1944) was an American lawyer and corporate executive, and the 1940 Republican nominee for President. The Republican Party tapped Willkie to run against President Franklin D. Roosevelt, even though Willkie was a former Democrat. To capitalize on strong isolationist sentiment in the country, Willkie`s principal campaign theme was opposition to U.S. involvement in World War 2. Another of his major campaign strategies was to stand against the New Deal, arguing that it was inefficient and wasteful. In the end, however, the president beat Willkie. On election day, FDR received 27 million votes to Willkie's 22 million, and in the Electoral College, Roosevelt buried Willkie 449 to 82. Roosevelt won an unprecedented third term, taking 38 of the 48 states.

For more information about Wendell Willkie, see:
en.wikipedia.org/wiki/Wendell_Willkie

New Deal:
The New Deal was a domestic program of the administration of U.S. President Franklin D. Roosevelt between 1933 and 1939, which took action to bring about immediate economic relief as well as reforms in industry, agriculture, finance, waterpower, labour, and housing, vastly increasing the scope of the federal government’s activities. The term was taken from Roosevelt’s speech accepting the Democratic nomination for the presidency on July 2, 1932. Reacting to the ineffectiveness of the administration of President Herbert Hoover in meeting the consequences of the Great Depression, American voters the following November overwhelmingly voted in favour of the Democratic promise of a “new deal” for the “forgotten man.” Opposed to the traditional American political philosophy of laissez-faire, the New Deal generally embraced the concept of a government-regulated economy aimed at achieving a balance between conflicting economic interests.

For more information about the New Deal, see:
en.wikipedia.org/wiki/New_Deal

The Truth About Taxes | 1940 Republican Campaign Film for Presidential Candidate Wendell Willkie

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NOTE: THIS VIDEO IS ABOUT HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

How Canned Food Changed America: Miracle of the Can | Vintage Documentary | ca. 1956

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This film – originally titled as "The Miracle of the Can" – is a vintage documentary sponsored by the American Can Company. It was released in circa 1956.

The film shows history of can making in the United States, from the earliest examples to modern vacuum sealed cans. We will follow the fascinating and largely unknown story of how the introduction of the can in the 19th Century directly affected the agricultural economy and indirectly, the overall economic development of the American nation. The development of can design to accommodate food industry needs, consolidation of the can industry in 1901 and the evolution of can manufacturing techniques and processes will be examined thoroughly for it is an exemplary example of mass production development in the 20th Century.

Note: Just past the 19-minute part, the film turns into an extended "how it's made" segment.

If you're interested in the attitudes of 1950s America for your Sociology thesis, this film is pure gold.

BACKGROUND / CONTEXT

Tin can:
A tin can, tin, steel can, steel packaging or a can, is a container for the distribution or storage of goods, composed of thin metal. Many cans require opening by cutting the "end" open; others have removable covers. Cans hold diverse contents: foods, beverages, oil, chemicals, etc. Steel cans are made of tinplate (tin-coated steel) or of tin-free steel. In some dialects, even aluminum cans are called "tin cans".

Food canning:
Canning is a method of preserving food in which the food contents are processed and sealed in an airtight container. Canning provides a shelf life typically ranging from one to five years, although under specific circumstances it can be much longer. A freeze-dried canned product, such as canned dried lentils, could last as long as 30 years in an edible state.

Nutritional value of canned foods:
A 1997 study found that canned fruits and vegetables are as rich with dietary fiber and vitamins as the same corresponding fresh or frozen foods, and in some cases the canned products are richer than their fresh or frozen counterparts. The heating process during canning appears to make dietary fiber more soluble, and therefore more readily fermented in the colon into gases and physiologically active byproducts. Canned tomatoes have a higher available lycopene content. Consequently, canned meat and vegetables are often among the list of food items that are stocked during emergencies.

The American Can Company:
The American Can Company was a manufacturer of tin cans. It was a member of the Tin Can Trust, that controlled a "large percentage of business in the United States in tin cans, containers, and packages of tin." The American Can Company was incorporated in 1901. It had its headquarters in Manhattan, New York City until 1970, when it moved into a Greenwich, Connecticut facility, which had been developed on 150 acres of wooded land in the late 1960s. In the early 1980s American Can renamed itself Primerica and ended its operations in Greenwich.

For more information about canning, see:
en.wikipedia.org/wiki/Canning_(food_preservation_method)

How Canned Food Changed America: Miracle of the Can | Vintage Documentary | ca. 1956

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

First Nuclear Submarine: USS Nautilus & Its Secret Mission to the North Pole | Documentary | 1959

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This short film – originally titled as "USS Nautilus: Operation Sunshine" – is a documentary produced by the United States Navy. It was released in 1959 and narrated by the distinguished CBS News analyst, Edward R. Murrow.

The film documents the historic voyage of the world's first nuclear-powered submarine, the USS Nautilus (SSN-571), from the Pacific Ocean to the Atlantic Ocean via the North Pole while submerged beneath the polar ice cap in the summer of 1958. It was a successful top-secret U.S. Navy mission code-named "Operation Sunshine."

The film highlights the heroics of the crew for the good of their country. Further, it plays recordings of Commander William R. Anderson’s inspirational announcements over the submarine’s radio such as, "For the world, our country, and the Navy – the North Pole" and shows footage of the celebratory parades in honor of the Nautilus’s safe return to New York. The film even emphasizes the impact of civilian scientists aboard the Nautilus, a reference to the work of everyday Americans in furthering the mission of the United States on a global scale through scientific development. Operation Sunshine was not just a scientific expedition or experiment, it was a form of propaganda meant to give tangible evidence to support the idea that the United States was more advanced than the Soviet Union in Naval prowess.

Prominent persons and important moments in the film:
- Rear Admiral Elton Watters Grenfell welcomes the crew at 3:24
- Commander William R. Anderson officially announces to the crew that the Nautilus has reached the North Pole from 10:56 to 12:08
- Commander Anderson was awarded the Legion of Merit from President Eisenhower and the crew received a Presidential Unit Citation, the first awarded in peace time at 13:06
- Rear Admiral Hyman G. Rickover, father of the nuclear submarines, leads the ticker tape parade through New York City at 13:21

HISTORICAL BACKGROUND / CONTEXT

During the late 1950s, the United States and the Soviet Union were entering into a technology race. Russia was celebrating the successful launch of their Sputnik I satellite into orbit in 1957. The issue was not just that the U.S. was behind the Soviets in terms of space technology, but it was that the American public was aware of it. What Eisenhower needed was something to show America and the rest of the world that the U.S. government was ahead of the Soviets technologically. Their answer for that was to take the two areas where they were ahead of the Soviets (submarines and nuclear technology) and combine them.

USS Nautilus (SSN-571) was the world's first operational nuclear-powered submarine built by the United States. The vessel was the first submarine to complete a submerged transit of the North Pole on 3rd August 1958.

Named after Captain Nemo's fictional submarine in Jules Verne's classic 1870 science fiction novel Twenty Thousand Leagues Under the Sea, Nautilus was authorized in 1951, with laying down for construction in 1952 and launched in January 1954, and commissioned the following September into the U.S. Navy.

Because her nuclear propulsion allowed her to remain submerged far longer than the then current diesel-electric submarines previously, she broke many records in her first years of operation, and traveled to locations previously beyond the limits of submarines. In operation, she revealed a number of limitations in her design and construction. This information was used to improve subsequent submarines.

Nautilus was decommissioned in 1980 and has been preserved as a museum ship at the Submarine Force Library and Museum in Groton, Connecticut.

For more information about USS Nautilus, see:
en.wikipedia.org/wiki/USS_Nautilus_(SSN-571)

First Nuclear Submarine: USS Nautilus & Its Secret Mission to the North Pole | Documentary | 1959

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NOTE: THIS VIDEO DOCUMENTS HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

D-Day Landings: Beachhead to Berlin | WW2 Documentary in Color | 1944

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This 1944 film – originally titled as "Beachhead to Berlin" – is a rare World War 2-era color documentary produced by the Warner Bros. Pictures Inc. in cooperation with the U.S. Coast Guard (USCG) for the U. S. Department of Defense about the historical event known as the Allied Invasion of Normandy. The film centers on the activities of the Coast Guard on D-Day, from practice maneuvers to the amphibious landings. It also documents the aftermath of the Normandy invasion. The film was shot by Coast Guard photographers and supervised by American movie producer Gordon Hollingshead.

HISTORICAL BACKGROUND / CONTEXT

The Western Allies of World War 2 launched the largest amphibious invasion in history when they attacked Normandy, located on the northern coast of German-held France, on 6 June 1944. The invaders were able to establish a beachhead as part of Operation Overlord after a successful "D-Day," the first day of the invasion.

Allied land forces came from the United States, Britain, Canada, and Free French forces. In the weeks following the invasion, Polish forces and contingents from Belgium, Czechoslovakia, Greece and the Netherlands participated in the ground campaign; most also provided air and naval support alongside elements of the Royal Australian Air Force, the Royal New Zealand Air Force, and the Royal Norwegian Navy.

The Normandy invasion began with overnight parachute and glider landings, massive air raids and naval shelling. In the early morning, amphibious landings commenced on five beaches codenamed Sword, Juno, Gold, Omaha and Utah, with troops from the United States landing on Omaha and Utah, Great Britain landing on Gold and Sword and Canada landing on Juno. During the evening the remaining elements of the airborne divisions landed. Land forces used on D-Day sailed from bases along the south coast of England, the most important of these being Portsmouth.

For more information about Invasion of Normandy, see:
en.wikipedia.org/wiki/Invasion_of_Normandy
and
en.wikipedia.org/wiki/Normandy_landings

D-Day Landings: Beachhead to Berlin | WW2 Documentary in Color | 1944

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NOTE: THIS VIDEO DOCUMENTS HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

US Army Air Forces Around the World | WW2 Era OSS Documentary | 1944

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This early 1944 film – originally titled as "AAF Report" – is a documentary presented by the U.S. Army Air Forces (USAAF or AAF) and produced by the Office of Strategic Services (OSS), the intelligence agency of the United States during World War 2, and the predecessor of the modern Central Intelligence Agency (CIA). It was the first official USAAF report made to be shown to the public. The film is introduced by air strategist Henry H. "Hap" Arnold, Commanding General of the U.S. Army Air Forces.

The film documents the world-wide activities of the U.S. Army Air Forces from 1941 till 1944. It is one of the best documentaries about the organization and the various operations of the Army Air Forces made during the Second World War. It shows the Allied air forces and their enemies (the German Luftwaffe and the Imperial Japanese Army Air Force) in action on virtually all theaters, from the Pacific Ocean and China through North Africa to Western Europe. Using animated maps, the film shows the locations of the 15 "Air Forces" around the world and explains the American military strategy in detail. You will learn how the 15 "Air Forces" started and what their strength and missions were. The film contains a ton of historical footage showing daily operations from aircraft plants, training and transport, to exciting air battles. It also contains various images of the US home front.

The following warplanes appear in the film:
- Boeing B-17 Flying Fortress
- Douglas A-20 Havoc
- Douglas A-26 Invader
- Consolidated B-24 Liberator
- Bristol Beaufort
- Douglas SBD Dauntless
- North American B-25 Mitchell
- Lockheed P-38 Lightning
- Bell P-39 Airacobra
- Curtiss P-40 Warhawk
- Republic P-47 Thunderbolt
- Douglas DC-3
- Messerschmitt Bf 109
- Focke-Wulf Fw 190

HISTORICAL BACKGROUND / CONTEXT

The United States Army Air Forces (USAAF or AAF) was the aerial warfare service of the United States of America during and immediately after World War 2 (1939/41–1945), successor to the previous United States Army Air Corps and the direct predecessor of the United States Air Force of today, one of the five uniformed military services. The AAF was a component of the United States Army, which in 1942 was divided functionally by executive order into three autonomous forces: the Army Ground Forces, the Services of Supply (which in 1943 became the Army Service Forces), and the Army Air Forces. Each of these forces had a commanding general who reported directly to the Army Chief of Staff.

The peak size of the AAF during the Second World War was over 2.4 million men and women in service and nearly 80,000 aircraft by 1944, and 783 domestic bases in December 1943. By "V-E Day", the Army Air Forces had 1.25 million men stationed overseas and operated from more than 1,600 airfields worldwide.

The Army Air Forces was created in June 1941 to provide the air arm a greater autonomy. The AAF succeeded both the Air Corps, which had been the statutory military aviation branch since 1926, and the GHQ Air Force, which had been activated in 1935 to quiet the demands of airmen for an independent Air Force similar to the Royal Air Force which had already been established in the United Kingdom / Great Britain.

Although other nations already had separate air forces independent of their army or navy (such as the British Royal Air Force and the German Luftwaffe), the AAF remained a part of the Army until a defense reorganization in the post-war period resulted in the passage by the United States Congress of the National Security Act of 1947 with the creation of an independent United States Air Force in September 1947.

By the end of World War 2, the Army Air Forces had become virtually an independent service. By regulation and executive order, it was a subordinate agency of the United States Department of War (as were the Army Ground Forces and the Army Service Forces) tasked only with organizing, training, and equipping combat units, and limited in responsibility to the continental United States. In reality, Headquarters AAF controlled the conduct of all aspects of the air campaigns in every part of the world, determining air policy and issuing orders without transmitting them through the Army Chief of Staff.

US Army Air Forces Around the World | WW2 Era OSS Documentary | 1944

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NOTE: THIS VIDEO DOCUMENTS HISTORICAL EVENTS. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Spy Training Film: House Search | WW2 Era OSS Film | ca. 1942 - ca. 1945

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This classic video – originally titled as "House Search" – is a dramatized spy training film produced by the Office of Strategic Services (OSS), the intelligence agency of the United States during World War 2, and the predecessor of the modern Central Intelligence Agency (CIA). It was released between circa 1942 and circa 1945.

The film demonstrates proper and improper methods of searching houses, apartments, and hotel rooms for hidden information by contrasting the behavior of two fictional agents stationed in "a neutral capital in Europe." It shows creative ways to hide evidence of espionage activities, to trick counter agents so you know your place has been searched, to pass information to other agents in unsuspicious manner. It lists rules to follow during a house search, explains where to look for evidence, how to make it appear as if room has not been searched, what tools to have on hand and much more.

Plot:
The story begins with an American industrialist working in a neutral European country, who is working as an undercover OSS agent. He has hidden a purloined chemical sample and other info in his apartment, which is soon searched by an enemy agent, who knows a few things, but doesn't know enough to find what he's after. The tables are then turned and the enemy agent's rooms are searched by OSS operatives, who do a much better job finding secret information.

BACKGROUND / CONTEXT

Warrantless searches are searches and seizures conducted without search warrants. In the United States, warrantless searches are restricted under the Fourth Amendment to the United States Constitution, part of the Bill of Rights, which provides that, "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."

Espionage & Counterintelligence:
Espionage (colloquially, spying) is the obtaining of secret or confidential information without the permission of the holder of the information. Spies help agencies uncover secret information. Any individual or spy ring (a cooperating group of spies), in the service of a government, company or independent operation, can commit espionage. The practice is clandestine, as it is by definition unwelcome and in many cases illegal and punishable by law. Espionage is a subset of "intelligence" gathering, which includes espionage as well as information gathering from public sources.

One of the most effective ways to gather data and information about the enemy (or potential enemy) is by infiltrating the enemy's ranks. This is the job of the spy (espionage agent). Spies can return all sorts of information concerning the size and strength of enemy forces. They can also find dissidents within the enemy's forces and influence them to defect. In times of crisis, spies can also oblige to steal technology and sabotage the enemy in various ways. Counterintelligence is the practice of various means of thwarting enemy espionage and intelligence-gathering. Almost all nations have strict laws concerning espionage and the penalty for being caught is often severe. However, the benefits through espionage are often great enough that most governments and many large corporations make use of it to varying degrees.

For more information on this topic, see:
en.wikipedia.org/wiki/Espionage
and
en.wikipedia.org/wiki/Counterintelligence#Defensive_counterintelligence
and
en.wikipedia.org/wiki/Office_of_Strategic_Services

Spy Training Film: House Search | WW2 Era OSS Film | ca. 1942 - ca. 1945

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

Retro Dating Tips: How to Succeed with Brunettes | US Navy Instructional Film | 1967

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This classic video – originally titled as "How to Succeed with Brunettes" – is an instructional film produced by Film Graphics Inc. for the United States Navy. It was released in 1967 and used as a training material.

The film demonstrates proper dating etiquette for young naval officers. Each segment shows a different social situation - picking up a date for dinner, taking a girl to the cinema, attending a small gathering at a private home, or meeting senior officers at a formal affair, for example. But the segments start with an exhibition of how not to behave, with a sarcastic voiceover offering mock congratulations to the blundering seaman.

Though vintage and archaic by today’s standards, the film is surprisingly relevant even today. Some of the tips that are sure to impress any woman even today include treating her as an equal, sitting her down first before taking a seat yourself, offering your date a "helping hand" whenever possible, opening doors for her, and in general showing respect. Surprisingly, one of the simplest, but oft-forgotten precautions the video advices you take, is to ensure your date’s hair stays impeccable and that she gets the best view of the restaurant.

Despite its title, the film concludes with a broader message: "Show respect for your date and her reputation and she will respect you. Success with brunettes or blondes, or just about anybody is built upon respect. And being a gentleman is to command respect. How to succeed with brunettes? Be a gentleman."

It may seem strange that the U.S. Navy was busy making a dating advice video at the height of the Vietnam War, but the military was clearly intent on forging gentlemen as well as officers. This film is one of nearly 3000 instructional and training films produced by the U.S. Navy during the 1960s that were intended to contribute to overall health and well-being of naval officers and seamen.

In 1968, How to Succeed with Brunettes, along with its companion film Blondes Prefer Gentlemen, was awarded the 60 Minutes “Oscar” for the “most unnecessary and fiscally wasteful” film, at a cost of $64,000 to taxpayers (approximately $446,000 in today’s dollars).

The film features wonderful music, evocative of its era, and a fair bit of comedy, both intentional and unintentional.

BACKGROUND / CONTEXT

Dating is a stage of romantic relationships in humans whereby two people meet socially with the aim of each assessing the other's suitability as a prospective partner in an intimate relationship or marriage. It is a form of courtship, consisting of social activities done by the couple, either alone or with others. The protocols and practices of dating, and the terms used to describe it, vary considerably from country to country and over time. While the term has several meanings, the most frequent usage refers to two people exploring whether they are romantically compatible by participating in dates with the other. Dating may also involve two or more people who have already decided that they share romantic feelings toward each other. These people will have dates on a regular basis. This period of courtship is sometimes seen as a precursor to engagement.

In many cultures around the world, dating is a serious family matter, which is based on its culture and social values. Parents in said cultures believe in arranged marriage, or at least make sure that their children get married at a certain age. However, in the United States, independency plays an important role in how singles value and date others. In America, dating is mostly a personal decision rather than based off the influence of parents. However, parents still usually expect their children to get married, but is still their son or daughter’s choice between whom they want to date or marry. Middle class tend to prioritize other things that are more important to them, such as get a college degree, a job, and then date their future spouse to settle down. Before the internet era, some Americans would meet their prospective husband or wife in college, through friends, at work, etc. But now is very popular that singles are trying to meet people on websites and from cell phone applications.

For more information about dating, see:
en.wikipedia.org/wiki/Dating

Retro Dating Tips: How to Succeed with Brunettes | US Navy Instructional Film | 1967

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

The Profit Motive: Going Places | Pro-Capitalism Propaganda Cartoon | 1948

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This classic animated short – originally titled as 'Going Places' – is a Cold War-era propaganda film about the American entrepreneurial spirit. It was produced in 1948 by John Sutherland and sponsored by the Harding College. It is one of the "fun and facts about American business" series.

The cartoon attempts to defend and promote the principles of capitalism against other economic philosophies, especially Marxism. It defines the profit motive and dramatizes the part it has played in the economic development of America. It tells the story of how progress is achieved through hard work, research, competition, and fair trade. It has a rose-colored view of capitalism, where industrial development is always an improvement over what existed before, where savvy consumers are impossible to cheat, where profitable businesses always share the wealth with their employees, and where the free market always quickly thwarts any monopolistic attempts. Although this cartoon is a good example of capitalist propaganda which fails to explore or explain the downsides of capitalism, it readily admits that for capitalism to work, economy must continue to grow.

Plot:
The cartoon stars Freddie Fudsie, a lazy soap maker who just wants to go fishing. He invents bar soap, makes some money, and is about to retire in peace and quiet when the "Profit Motive," in the form of a beautiful young woman, captures his attention. Freddie, who suddenly needs more money to win her affection, never sees a fishing hole again. But that's okay, because "the profit motive has been the driving force behind the growth of American industry" and "will make a better life for the children of tomorrow." In order to raise the standard of living for his new wife and kids, Freddie uses his invention of bar soap to continue to grow his wealth. He step by step grows up to be the CEO of Fudso Soap, Inc., a thriving giant corporation, and learns about competition, monopoly and the evils of price fixing.

BACKGROUND / CONTEXT

In the late 1940s and early 1950s America, millions of theatergoers, students, and industrial workers saw one or more animated short films, shot in Technicolor and running eight to nine minutes, that were designed to build public support for the principles and practices of free enterprise. The Alfred P. Sloan Foundation quietly funded the production of this series of cartoons, titled Fun and Facts about American Business, through multiple grants to industrial animation house John Sutherland Productions via Harding College, an evangelical college in rural Arkansas that would become known nationally for its anti-communist and conservative political activism. (The Alfred P. Sloan Foundation was established in 1934 by Alfred P. Sloan, Jr., then-President and Chief Executive Officer of General Motors.)

Profit motive:
In economics, the profit motive is the motivation of firms that operate so as to maximize their profits. Mainstream microeconomic theory posits that the ultimate goal of a business is to make money. Stated differently, the reason for a business’s existence is to turn a profit. The profit motive is a key tenet of rational choice theory, or the theory that economic agents tend to pursue what is in their own best interests. Accordingly, businesses seek to benefit themselves and/or their shareholders by maximizing profits.

Theoretically, when an economy is fully competitive (i.e. has no market imperfections like externalities, monopolies, information or power imbalances etc.), the profit motive ensures that resources are being allocated efficiently. In other words, profits let companies know whether an item is worth producing. However, the market itself, should minimize profits as it is a cost to the value chain. Competition is the key tool by which markets overcome the individual firm's profit maximization incentive. The profit motive is a good of value to the economy. It is needed to provide incentive to generate efficiency and innovation.

The majority of criticisms against the profit motive center on the idea that profits should not supersede the needs of people. Another common criticism of the profit motive is that it is believed to encourage selfishness and greed. Critics of the profit motive contend that companies disregard morals or public safety in the pursuit of profits.

For more information about profit motive, see:
en.wikipedia.org/wiki/Profit_motive

The Profit Motive: Going Places | Pro-Capitalism Propaganda Cartoon | 1948

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NOTE: THIS VIDEO REPRESENTS HISTORY. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

Life on a Cattle Ranch in the 1940s America: The Cowboy | Documentary | 1943

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This classic film – originally titled as 'The Cowboy' – is a documentary produced by the U.S. Office of War Information. It was produced as part of the Projections of America series in 1943 and was rereleased as part two of The American Scene series in 1952.

Plot:
A young English boy travels to the American West during World War 2. His ideas about cowboys have been shaped by books and movies about the Old West, but he learns that contemporary cowboys live a much different life. The film includes many scenes of work on a cattle ranch and shows how the West provides many of the products that benefit Allied troops in Europe.

The scenes were filmed in remote parts of Wyoming.

HISTORICAL BACKGROUND / CONTEXT

A ranch is an area of land, including various structures, given primarily to the practice of ranching, the practice of raising grazing livestock such as cattle or sheep for meat or wool. The word most often applies to livestock-raising operations in Mexico, the Western United States and Canada, though there are ranches in other areas.

People who own or operate a ranch are called ranchers, cattlemen, or stockgrowers. The people who are employees of the rancher and involved in handling livestock are called a number of terms, including cowhand, ranch hand, and cowboy. People exclusively involved with handling horses are sometimes called wranglers.

Ranches generally consist of large areas, but may be of nearly any size. In the western United States, many ranches are a combination of privately owned land supplemented by grazing leases on land under the control of the federal Bureau of Land Management. If the ranch includes arable or irrigated land, the ranch may also engage in a limited amount of farming, raising crops for feeding the animals, such as hay and feed grains.

Ranches that cater exclusively to tourists are called guest ranches or, colloquially, "dude ranches." Most working ranches do not cater to guests, though they may allow private hunters or outfitters onto their property to hunt native wildlife. Ranching is part of the iconography of the "Wild West" as seen in Western movies and rodeos.

Origins of ranching:
Ranching and the cowboy tradition originated in Spain, out of the necessity to handle large herds of grazing animals on dry land from horseback. When the Conquistadors came to the Americas in the 16th century, followed by settlers, they brought their cattle and cattle-raising techniques with them. Huge land grants by the Spanish (and later Mexican) government, part of the hacienda system, allowed large numbers of animals to roam freely over vast areas. A number of different traditions developed, often related to the original location in Spain from which a settlement originated. As settlers from the United States moved west, they brought cattle breeds developed on the east coast and in Europe along with them, and adapted their management to the drier lands of the west by borrowing key elements of the Spanish vaquero culture of Northern Mexico.

The Open Range:
The prairie and desert lands of what today is Mexico and the western United States were well-suited to "open range" grazing. For example, American bison had been a mainstay of the diet for the Native Americans in the Great Plains for centuries. Likewise, cattle and other livestock were simply turned loose in the spring after their young were born and allowed to roam with little supervision and no fences, then rounded up in the fall, with the mature animals driven to market and the breeding stock brought close to the ranch headquarters for greater protection in the winter. The use of livestock branding allowed the cattle owned by different ranchers to be identified and sorted. Beginning with the settlement of Texas in the 1840s, and expansion both north and west from that time, into the 1880s, ranching dominated western economic activity.

For more information about ranching, see:
en.wikipedia.org/wiki/Ranch

Life on a Cattle Ranch in the 1940s America: The Cowboy | Documentary | 1943

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Life in the Marine Corps Reserve | USMC Documentary | ca. 1947

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This classic film – originally titled as "Centerville, U.S.A." – is a documentary produced by the United States Marine Corps. It was released in circa 1947 and probably used as a recruiting film.

The film shows what it's like to be a member of the U.S. Marine Corps Reserve, depicting both training and recreation opportunities. The town featured in the film is Centerville, Massachusetts.

At 10:26, we can meet the celebrated members of "Blondie's radio family", like Penny Singleton. Blondie was a radio situation comedy adapted from the long-run Blondie comic strip by Chic Young. The radio program had a long run on several networks from 1939 to 1950.

Other prominent persons who appear in the film:
- American actor Fred MacMurray on a movie-set at 10:52
- American actress Suzi Crandall at 11:11
- Fred MacMurray again at 11:21
- American film, radio, and television actor William Bendix at 11:41
- American cartoonist Alex Raymond, best known for creating Flash Gordon, Jungle Jim and Rip Kirby at 12:05
- American professional baseball player Ted Williams at 12:40

BACKGROUND / CONTEXT

The United States Marine Corps Reserve (USMCR), also known as the Marine Forces Reserve (MARFORRES or MFR) and the U.S. Marine Corps Forces Reserve, is the reserve force of the United States Marine Corps (USMC). It is the largest command in the U.S. Marine Corps.

Marine Corps Reserve is the headquarters command for approximately 40,000 Reserve Marines and 184 Reserve Training Centers located throughout the United States. The mission of Marine Corps Reserve is to augment and reinforce active Marine forces in time of war, national emergency or contingency operations, provide personnel and operational tempo relief for the active component forces in peacetime, and provide service to the community. The U.S. Marine Corps Reserve was established when Congress passed the Naval Appropriations Act of 29 August 1916.

The U.S. Marine Corps Reserve comprises two groups of Marines and Sailors. The first, known as the Selected Marine Corps Reserve (SMCR), are Marines who belong to reserve units and drill one weekend a month and two weeks a year. The second group is known as the Individual Ready Reserve (IRR). The IRR is composed of Marines who have finished their active duty or USMCR obligations, however their names remain on record to be called up in case of a military conflict or other emergency – the Individual Ready Reserve is administered by the Marine Corps Individual Reserve Support Activity. IRR Marines participate in annual musters to check in with the Corps. Reserve Marines are equipped and trained to the same standards as active Marine forces.

Enlistment in the Marine Forces Reserve occurs through a process similar to that for enlistment in the regular active Marine Corps. Recruits must take the ASVAB, pass a comprehensive physical exam, and be sworn in. They may enter through a billet in the Delayed Entry Program (DEP). Reserve Recruits currently attend recruit training along with active duty recruits, earning the title United States Marine upon successful completion of the training. They then have a mandatory leave of 10 days before further training at the School of Infantry (SOI) and their designated Military Occupational Specialty (MOS). Only after completing the training program(s) does a Reserve Marine's enlistment begin to differ from that of an active duty Marine.

For more information on this topic, see:
en.wikipedia.org/wiki/United_States_Marine_Corps_Reserve

Life in the Marine Corps Reserve | USMC Documentary | ca. 1947

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

America During the Great Depression: Let’s Go America | Educational Film | 1936

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This 1936 short video – originally titled as "Let’s Go America! America Yesterday, Today and Tomorrow" – is a dramatized educational film produced by the Audio Productions, Inc. in collaboration with the American National Industrial Council.

It is one of many films sponsored by the National Association of Manufacturers during the Great Depression to foster faith in the economic leadership of its corporate members. Let’s Go America! suggests that the creative spirit that led to America’s development will continue to shape its economy. The narrator states that "new methods of modern industry have provided jobs, human comfort and greater opportunities for more people than our forefathers ever dreamed of by producing more of the things that people want." The film ends with two young men and a woman driving a swank roadster toward the glowing future, which promises television, air conditioning, innovative home design, streamline train, and air / space travel using "rocket ships".

HISTORICAL BACKGROUND / CONTEXT

The Great Depression was a severe worldwide economic depression that took place mostly during the 1930s, originating in the United States. The timing of the Great Depression varied across nations; in most countries it started in 1929 and lasted until 1941. It was the longest, deepest, and most widespread depression of the 20th century.

The depression started in the United States after a major fall in stock prices that began around September 4, 1929, and became worldwide news with the stock market crash of October 29, 1929 (known as Black Tuesday). Between 1929 and 1932, worldwide gross domestic product (GDP) fell by an estimated 15%. (By comparison, worldwide GDP fell by less than 1% from 2008 to 2009 during the Great Recession.) Some economies started to recover by the mid-1930s. However, in many countries, the negative effects of the Great Depression lasted until the beginning of World War 2.

The Great Depression had devastating effects in countries both rich and poor. Personal income, tax revenue, profits and prices dropped, while international trade plunged by more than 50%. Unemployment in the U.S. rose to 25% and in some countries rose as high as 33%.

Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming communities and rural areas suffered as crop prices fell by about 60%. Facing plummeting demand with few alternative sources of jobs, areas dependent on primary sector industries such as mining and logging suffered the most.

New Deal :
The New Deal was a series of federal programs, public work projects, financial reforms and regulations enacted in the United States during the 1930s in response to the Great Depression. These programs included support for farmers, the unemployed, youth and the elderly as well as new constraints and safeguards on the banking industry and changes to the monetary system. Most programs were enacted between 1933–1938, though some were later. They included both laws passed by Congress as well as presidential executive orders, most during the first term of the presidency of Franklin D. Roosevelt. The programs focused on what historians refer to as the "3 Rs": relief for the unemployed and poor, recovery of the economy back to normal levels and reform of the financial system to prevent a repeat depression. The New Deal produced a political realignment, making the Democratic Party the majority (as well as the party that held the White House for seven out of the nine presidential terms from 1933–1969) with its base in liberal ideas, the South, traditional Democrats, big city machines and the newly empowered labor unions and ethnic minorities. The Republicans were split, with conservatives opposing the entire New Deal as an alleged enemy of business and growth and liberals accepting some of it and promising to make it more efficient. The realignment crystallized into the New Deal coalition that dominated most presidential elections into the 1960s while the opposing conservative coalition largely controlled Congress from 1939–1964.

For more information on this historical topic, see:
en.wikipedia.org/wiki/Great_Depression_in_the_United_States

America During the Great Depression: Let’s Go America | Educational Film | 1936

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Army Physical Fitness Program | US Army Training Film | 1967

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This vintage video – originally titled as "Physical Fitness - U.S. Army" – is a training film produced by the US Army in 1967.

This film shows the US Army’s physical fitness programs during Basic and Advanced Individual Training (AIT), at the unit level, and in special courses for Paratroopers, Rangers, and Special Forces.

As the narrator states in the introduction, "The purpose of the Army's Physical Fitness Program is to prepare you for the strenuous activity, the just plain hard work of military life. A soldier who's not in shape physically threatens the security of himself, his unit and the nation he is defending. To get in good physical condition and stay that way, you have to exercise. All the advanced technology of modern warfare and the abundance of mechanized and computerized equipment haven't changed the picture. The physical condition of the individual soldier is still of prime importance. No matter what his job, a soldier can do it better if he's fit."

BACKGROUND / CONTEXT

The Army Physical Fitness Test (APFT) is designed to test the muscular strength, endurance, and cardiovascular respiratory fitness of soldiers in the Army. Soldiers are scored based on their performance in three events consisting of the push-up, sit-up, and a two-mile run, ranging from 0 to 100 points in each event. A minimum score of 60 in each event is required to pass the test. The soldier's overall score is the sum of the points from the three events. If a soldier passes all three events, the total may range from 180 to 300.

Active component and reserve component soldiers on active duty are required to take a "record" (meaning for official records) APFT at least twice each calendar year. Reservists not on active duty must take a "record" test once per calendar year. The Army Field Manual 7-22: "Army Physical Readiness Training" covers the administration of the APFT, as well as ways to conduct individual, squad and unit level physical training sessions.

If, due to a diagnosed medical condition, a soldier is temporarily unable to conduct one or more of the events in the record APFT, the soldier can be granted an extension to allow him or her to overcome his or her injury and return to an acceptable level of physical fitness. If a soldier has a permanent medical condition that keeps him or her from conducting the two mile run, an alternative aerobic event consisting of either a 2.5 mile walk, an 800-yard swim, or 6.2 mile cycle ride is taken. There are no alternate events for the push-up or sit-up.

The physical fitness assessments for the U.S. Army were first developed in 1858 at the United States Military Academy. Over the years, the athletics for soldiers have been revised repeatedly. According to a US Army abstract, the calisthenics and events of "push-ups, sit-ups, and a 2-mile run was introduced in 1980."

For soldiers attending the first phase of Ranger School, a special Ranger Physical Fitness Test is conducted for all age groups, which is separate from the Army Physical Fitness Test. The test is pass/fail and involves push-ups, sit-ups, chin-ups, and a five-mile run. Push-ups and sit-ups are to be performed within 2 minutes.

For more information on this topic, see:
en.wikipedia.org/wiki/United_States_Army_Physical_Fitness_Test

Army Physical Fitness Program | US Army Training Film | 1967

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Women in Service: The Price of Liberty | US Department of Defense Documentary | ca. 1954

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This short film – originally titled as "The Price of Liberty" – is a documentary produced by the U.S. Department of Defense. It was released in circa 1954 and narrated by award-winning broadcast journalist Walter Cronkite.

It is an overview of the history of women in the US military from the American Revolution through the two world wars to the Korean conflict. The film extols the value of the contributions of women to America’s Armed Forces. It emphasizes the work that women have done and are doing to preserve the American way of life. Women are shown in a variety of jobs, from nursing, operating radio equipment, plotting courses on maps, operating intelligence equipment, and other jobs. The film ends with women being awarded for their service, and the idea that women are needed in the military to supplement our "manpower."

Prominent historical figures who appear in the film:
- General Dwight D. Eisenhower at 1:06
- Molly Pitcher (in reenactment) at 2:05
- a young Franklin D. Roosevelt as Assistant Secretary of the Navy at 2:58
- General John J. Pershing at 3:25
- Secretary of War Henry L. Stimson with President Franklin D. Roosevelt at 3:37
- British Prime Minister Winston Churchill with General Mark W. Clark at 7:56
- Secretary of Defense James Forrestal at 8:42

HISTORICAL BACKGROUND / CONTEXT

For thousands of years in a substantial number of cultures and nations, women have served in various roles in the military, from ancient warrior women to those currently serving in current armed conflicts.

While the majority of combatants in most cultures have been men, a number of women in history have fought alongside them. In the American Civil War, there were women who sometimes even fought cross-dressed as men. Fighting on the battlefront was not the only way women involved themselves in war. Some also served as nurses and aides.

From the beginning of the 1970s, most Western armies have begun to admit women to serve active duty in all of military branches.

Women's Army Corps:
Beginning in October 1940, men between 21 and 35 were drafted for military service and on December 11, 1941, the US declared war on against Japan's allies, Germany and Italy. As their husbands, sons and brothers left home, many American women asked, “how about us?” Acting as their spokeswoman, Representative Edith Nourse Rogers introduced a bill in May 1941 calling for the creation of an all-volunteer women's corps in the US Army.

Initially, members of Congress, the press and the military establishment joked about the notion of women serving in the Army, but as America increasingly realized the demands of a war on two fronts (the Pacific and Europe), leaders also faced an acute manpower shortage. In May 1942, the House and the Senate approved a bill creating the Women's Army Auxiliary Corps (WAAC). Although the women who joined considered themselves in the Army, technically they were civilians working with the Army. By spring of 1943, 60,000 women had volunteered and in July 1943, a new congressional bill transformed the WAAC to the Women's Army Corps (WAC), giving Army women military status. Its first director was Oveta Culp Hobby, a prominent society woman in Texas.

The Army opened five WAAC training centers and in July 1942, the first group of 440 women officer candidates and 330 enlisted women began training at Fort Des Moines, Iowa. Except for weapons and tactical training, the women's courses paralleled those for Army men, as did their training circumstances.

In 1942, WAACs began deploying overseas. As World War 2 continued, most overseas assignments were to the European Theater of Operations an over 8,300 served in England, France, Germany and Italy. Others deployed to the Pacific and the Far East.

Women performed their duties like seasoned troopers—even amid unhealthy and uncomfortable conditions. General Douglas MacArthur, the Supreme Allied Commander, praised the WACs highly, calling them “my best soldiers,” and alleged that they worked harder than men, complained less and were better disciplined.

The WAC was disbanded in 1978, and all units were integrated with male units.

For more information on this historical topic, see:
en.wikipedia.org/wiki/Women_in_the_military
and
en.wikipedia.org/wiki/Women%27s_Army_Corps

Women in Service: The Price of Liberty | US Department of Defense Documentary | ca. 1954

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

South America During World War 2 | Foreign Policy Association Documentary | 1944

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This World War 2-era film – originally titled as "The Bridge" – is a documentary presented by the U.S. Office of the Coordinator of Inter-American Affairs. It was produced in 1944 by Documentary Film Productions, Inc. and sponsored by the Foreign Policy Association. It was directed by Willard Van Dyke and written by Ben Maddow.

The documentary explores the economic and political importance of Latin America to the United States. It shows the endemic poverty and recent industrialization of South America and looks to such postwar advances as air travel and transportation, the "bridge" that will eventually link the United States with its neighbors to the south. The Bridge is an artifact of an era characterized by a strong narrative of belief in President Franklin Roosevelt’s "Good Neighbor" policy.

HISTORICAL BACKGROUND / CONTEXT

The history of Latin America during World War 2 is important because of the significant economic, political, and military changes that occurred throughout much of the region as a result of the war. In order to better protect the Panama Canal, resist Axis influence, and optimize the production of goods for the military effort, the United States through Lend-Lease and similar programs greatly expanded its interests in Latin America, resulting in large-scale modernization and a major economic boost for the countries that participated.

Foreign Policy Association:
The Foreign Policy Association (formerly known as the League of Free Nations Association) is a non-profit organization founded in 1918 dedicated to inspiring the American public to learn more about the world. The Foreign Policy Association aims to spread global awareness and understanding of foreign policy issues.

Office of the Coordinator of Inter-American Affairs:
The Office of the Coordinator of Inter-American Affairs was a United States agency promoting inter-American cooperation during the 1940s, especially in commercial and economic areas. It was started in August 1940 as OCCCRBAR (Office for Coordination of Commercial and Cultural Relations between the American Republics) with Nelson Rockefeller as its head, appointed by President Franklin D. Roosevelt.

The agency's function was to distribute news, films and advertising, and to broadcast radio, in and to Latin America in order to counter Italian and German propaganda there. The OCIAA grew to be a large Federal agency with a budget of $38 million by 1942 and 1,500 employees by 1943.

On March 23, 1945, the agency was renamed the Office of Inter-American Affairs (OIAA) with slightly changed powers.

Good Neighbor policy:
The Good Neighbor policy was the foreign policy of the administration of United States President Franklin D. Roosevelt towards Latin America. Although the policy was implemented by the Roosevelt administration, President Woodrow Wilson had previously used the term – but subsequently went on to invade Mexico. Senator Henry Clay had coined the term Good Neighbor in the previous century.

The policy's main principle was that of non-intervention and non-interference in the domestic affairs of Latin America. It also reinforced the idea that the United States would be a "good neighbor" and engage in reciprocal exchanges with Latin American countries. Overall, the Roosevelt administration expected that this new policy would create new economic opportunities in the form of reciprocal trade agreements and reassert the influence of the United States in Latin America; however, many Latin American governments were not convinced.

For more information on this historical topic, see:
en.wikipedia.org/wiki/Good_Neighbor_policy
and
en.wikipedia.org/wiki/Latin_America_during_World_War_II

South America During World War 2 | Foreign Policy Association Documentary | 1944

TBFA_0181

NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

African American Fighter Pilots on Training | World War 2 Documentary | 1945

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This short film – originally titled as "Wings for This Man" – is a propaganda documentary produced by the U.S. Army Air Forces about the Tuskegee Airmen, the first unit of African-American pilots in the US military formed during World War 2. It is narrated by then AAF Captain and future President Ronald Reagan and was released in 1945.

The film celebrates and delineates the history and service of the first African-American pilots and crewmen trained at Tuskegee Air Base in Alabama. During the war, Several hundred pilots graduated from the program and made remarkable records against enemy aircraft and installations.

The film begins with dramatic footage shot over Italy, showing an outnumbered American squadron successfully fighting a Luftwaffe formation made up of German Messerschmitt Bf 110 aircraft. When the pilots land they step out and are revealed to be black.

The picture then tells the story of the Tuskegee Airmen, starting with the Tuskegee Institute and the founding of the airstrip near it. The narrator notes that the airmen had to overcome exceeding odds to get the unit created and notes that "there was misunderstanding, distrust and prejudice that had to be cleared away" before the unit could form. A rather standard training sequence then follows, culminating in the third anniversary celebration of the unit followed by a parade.

At the the third anniversary celebration scene, the speech was delivered by Major General Smedley Butler (United States Marine Corps).

"Wings for This Man" is one of the last films produced by the U.S. Army Air Forces First Motion Picture Unit. The Army Air Forces’ film division also started another production about the African-American airmen titled “Red Tails” but it was presumably aborted. Later movies, such as Red Tails (2012) by George Lucas, are also inspired by the fascinating story of the Tuskegee Airmen.

HISTORICAL BACKGROUND / CONTEXT

The Tuskegee Airmen is the popular name of a group of African-American military pilots (fighter and bomber) who fought in World War 2 (1941-1945). Officially, they formed the 332nd Fighter Group and the 477th Bombardment Group of the United States Army Air Forces. The name also applies to the navigators, bombardiers, mechanics, instructors, crew chiefs, nurses, cooks and other support personnel for the pilots.

All black military pilots who trained in the United States trained at Moton Field, the Tuskegee Army Air Field, and were educated at Tuskegee University, located near Tuskegee, Alabama.

Although the 477th Bombardment Group trained with North American B-25 Mitchell bombers, they never served in combat. The 99th Pursuit Squadron (later, 99th Fighter Squadron) was the first black flying squadron, and the first to deploy overseas (to North Africa in April 1943, and later to Sicily and Italy). The 332nd Fighter Group, which originally included the 100th, 301st, and 302nd Fighter Squadrons, was the first black flying group. It deployed to Italy in early 1944. In June 1944, the 332nd Fighter Group began flying heavy bomber escort missions, and in July 1944, with the addition of the 99th Fighter Squadron, it had four fighter squadrons.

The 99th Fighter Squadron was initially equipped with Curtiss P-40 Warhawk fighter-bomber aircraft. The 332nd Fighter Group and its 100th, 301st and 302nd Fighter Squadrons were equipped for initial combat missions with Bell P-39 Airacobras (March 1944), later with Republic P-47 Thunderbolts (June–July 1944), and finally with the aircraft with which they became most commonly associated, the North American P-51 Mustang (July 1944). When the pilots of the 332nd Fighter Group painted the tails of their P-47s red, the nickname "Red Tails" was coined.

The Tuskegee Airmen were the first African-American military aviators in the United States Armed Forces. During World War 2, African-Americans in many U.S. states were still subject to the Jim Crow laws and the American military was racially segregated, as was much of the federal government. The Tuskegee Airmen were subjected to discrimination, both within and outside the army.

For more information about Tuskegee Airmen, see:
en.wikipedia.org/wiki/Tuskegee_Airmen

African American Fighter Pilots on Training | World War 2 Documentary | 1945

TBFA_0180

NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Espionage Target: You | US Armed Forces Training Film | 1964

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This Cold War-era classic video – originally titled as "Espionage Target - You!" – is a dramatized training film produced by the U.S. Department of Defense. It was intended for military personnel in positions abroad. It was released in 1964.

The film aims to prevent military personnel from providing information to foreign spies. It exposes the worldwide operation of the Sino-Soviet espionage system and shows how Communist agents used any means to obtain vital information from military personnel. The film reconstructs three actual cases to demonstrate various facets of espionage techniques and methods. It emphasizes the need to be wary of seemingly friendly strangers, whether one is in Europe or Japan, and explains what to do when approached by spies.

Cast & Crew:
- Pete Duel (Alias Smith and Jones) as Pete Karras
- Anthony Eisley as Nick Macrados
- Michael Pataki as Templeton
- Robert Rockwell as Agent
- Natalie Trundy as Mrs. Duncan

HISTORICAL BACKGROUND / CONTEXT

Espionage (colloquially, spying) is the obtaining of secret or confidential information without the permission of the holder of the information. Spies help agencies uncover secret information. Any individual or spy ring (a cooperating group of spies), in the service of a government, company or independent operation, can commit espionage. The practice is clandestine, as it is by definition unwelcome and in many cases illegal and punishable by law. Espionage is a subset of "intelligence" gathering, which includes espionage as well as information gathering from public sources.

Espionage is often part of an institutional effort by a government or commercial concern. However, the term tends to associate with state spying on potential or actual enemies for military purposes. Spying involving corporations is known as industrial espionage.

One of the most effective ways to gather data and information about the enemy (or potential enemy) is by infiltrating the enemy's ranks. This is the job of the spy (espionage agent). Spies can return all sorts of information concerning the size and strength of enemy forces. They can also find dissidents within the enemy's forces and influence them to defect. In times of crisis, spies can also oblige to steal technology and sabotage the enemy in various ways. Counterintelligence is the practice of various means of thwarting enemy espionage and intelligence-gathering. Almost all nations have strict laws concerning espionage and the penalty for being caught is often severe. However, the benefits through espionage are often great enough that most governments and many large corporations make use of it to varying degrees.

Further information on clandestine human intelligence and human intelligence information collection techniques is available, including discussions of operational techniques, asset recruiting, and the tradecraft used to collect this information.

Cold War espionage describes the intelligence gathering activities during the Cold War (circa 1947-1991) between the Western allies (chief US, UK and NATO) and the Eastern Bloc (The Soviet Union and aligned countries of Warsaw Pact). Because each side was preparing to fight the other, intelligence on the opposing side's intentions, military, and technology was of paramount importance. To gather information, the two relied on a wide variety of military and civilian agencies. While several organizations such as the CIA and KGB became synonymous with espionage, many others played key roles in the collection and protection of the section concerning detection of spying, and analysis of a wide host of intelligence disciplines.

For more information about espionage, see:
en.wikipedia.org/wiki/Espionage
and
en.wikipedia.org/wiki/Cold_War_espionage

Espionage Target: You | US Armed Forces Training Film | 1964

TBFA_0171

NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Japanese Culture | World War 2 Era OSS Documentary | ca. 1943

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This vintage film – originally titled as "Japanese Background Study Program, Part 3: Japanese Behavior" – is a documentary produced by the Office of Strategic Services (OSS), the intelligence agency of the United States during World War 2, and the predecessor of the modern Central Intelligence Agency (CIA). It was released in circa 1943 and probably used as a training material for OSS agents.

The documentary tries to provide a basic understanding of the social, economic, political and religious aspects of Japanese culture and how they affect national and social behavior. It illustrates the old, new, and western influences on Japanese culture.

As the narrator states in the introduction, "we must know them [the Japanese] as they are. [...] The people you see are like the rest of us - says the sociologists - trying to make ends meet and still get a little happiness out of life. No one can deny this truth about any human being anywhere on earth. However, differences crop up in human behavior the world over and our immediate job is to uncover and interpret the Japanese differences as well as the overall similarities as they appear in Japanese motion pictures made in the decade prior to 1941".

The documentary contains scenes of old Tokyo, traditional Japanese gardens, home life, music, dance, Shinto religious customs, and agriculture. It shows theatrical performances, festivals and sport events such as wrestling, jiu-jitsu and horse racing. It emphasizes the order, ritual, and ceremonial discipline that pervade all phases of Japanese life. It also explains the hierarchy of social strata. Young Emperor Hirohito is shown at 23:50, riding in a ceremonial event.

BACKGROUND / CONTEXT

The culture of Japan has evolved greatly over the millennia, from the country's prehistoric time Jomon period, to its contemporary modern culture, which absorbs influences from Asia, Europe, and North America. Strong Chinese influences are still evident in traditional Japanese culture as China had historically been a regional powerhouse, which has resulted in Japan absorbing many elements of Chinese culture first through Korea, then later through direct cultural exchanges with China. The inhabitants of Japan experienced a long period of relative isolation from the outside world during the Tokugawa shogunate after Japanese missions to Imperial China, until the arrival of "The Black Ships" and the Meiji period.

Shintoism:
Shintoism is an ethnic religion that focuses on ceremonies and rituals. In Shintoism, followers believe that kami, a Shinto deity or spirit, are present throughout nature, including rocks, trees, and mountains. Humans can also be considered to possess a kami. One of the goals of Shintoism is to maintain a connection between humans, nature, and kami. The religion developed in Japan prior to the sixth century CE, after which point followers built shrines to worship kami.

Gardens:
Garden architecture is as important as building architecture and very much influenced by the same historical and religious background. A primary design principle of a garden is the creation of the landscape based on, or at least greatly influenced by, the three-dimensional monochrome ink (sumi) landscape painting, sumi-e or suibokuga. In Japan, the garden has the status of artwork.

Theater:
Kabuki is a classical Japanese dance-drama. Kabuki theatre is known for the stylization of its drama and for the elaborate make-up worn by some of its performers. Kabuki is sometimes translated as "the art of singing and dancing".

Tea ceremony:
A tea ceremony is a ritualized form of making tea practiced. The tea ceremony, literally translated as "way of tea" in Japanese, and "art of tea" in Chinese, is a cultural activity involving the ceremonial preparation and presentation of tea. The Japanese tea ceremony was influenced by the Chinese tea culture during ancient and medieval times, starting in the 9th century when tea was first introduced to Japan from China. The tea ceremony and ritual contain "an adoration of the beautiful among the sordid facts of everyday life", as well as refinement, an inner spiritual content, humility, restraint and simplicity "as all arts that partake the extraordinary, an artistic artificiality, abstractness, symbolism and formalism" to one degree or another.

Japanese Culture | World War 2 Era OSS Documentary | ca. 1943

TBFA_0179

NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

Military Police on Town Patrol | US Army Documentary | 1955

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This dramatized documentary film – originally titled as "Military Police (MP) Town Patrol" – is an episode of the U.S. Army's "The Big Picture" television series. It was officially released in 1955.

The film describes military police methods during town patrol. It shows how the Army's colorful MPs protect our soldiers by guarding and guiding them.

The scenes were shot on the streets of Augusta, Georgia, in June 1954. The taller MP looks like a young Bradford Dillman, the other one is probably Paul Burke.

BACKGROUND / CONTEXT

Military police (MP) are law enforcement agencies connected with, or part of, the military of a state. Military police protect the lives and property of military installations. They enforce military laws and regulations and operate similar to a civilian police officer – only they are on a military base. Each branch of the Armed Forces of the United States (US Army, US Air Force, US Navy and US Marine Corps and US Coast Guard) maintains its own police force.

Job Description:
The five main functions of military police officers are reconnaissance and surveillance, site security and response, law enforcement, internment operations and police intelligence. Military police are utilized in all branches of the military and may be used during offensive, defensive, civil support and stability operations. When a police officer retires from the military, he can pursue a career as a civilian police officer, private investigator, detective, corrections officer or bail enforcement agency.

Duties:
Officers of the military police lead small police units on installations and advise reservists and National Guard police units. During a military installation, military police monitor the gate and entrance activities, control traffic and respond to emergencies on the base. In some instances, they investigate crimes and guard inmates within military correctional facilities. While some military police officers start their careers on a base, others start during deployment. They supervise mobility operations and provide area security in conjunction with the local police force if necessary.

Job Training:
Individuals who want to become military police officers must complete basic training before job-specific training is introduced. They learn the fundamental rules and regulations of their selected military branch as well as security and law enforcement through the military branch’s schooling system. On-the-job training is often part of this process.

Military Police on Town Patrol | US Army Documentary | 1955

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Battle of San Pietro | World War 2 Documentary | 1945

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This World War 2-era classic – originally titled as "San Pietro" – is a documentary film produced by the US Army Pictorial Service about the historical event known as the Battle of San Pietro Infine. It was released in the US on May 3, 1945 but shown to US troops earlier. It was written, directed and narrated by prominent Hollywood director John Huston. The production supervisor was the multi-Oscar-winning director Frank Capra. The cameraman was the later film producer Jules Buck.

The film opens with a short speech by General Mark W. Clark, who explains that San Pietro is a 700-year-old town in Italy's Liri River Valley, just south of Monte Cassino about halfway between Naples and Rome. The valley is a wide, flat pass that's surrounded by high mountains. The fighting took place from 8–17 December 1943, as US forces tried to wrench control of the area from the Germans. Unfortunately, the enemy had the advantage, with machine guns and mortars situated in the mountains. Flooding rivers also made movement exceedingly difficult for American troops.

The film shows a series of maps that give a thorough explanation of the ongoing tactical situation. US Army soldiers assault German positions, making progress but taking heavy losses. US tanks then brave a single winding mountain road, fully exposed to German artillery fire, in order to attack the enemy-held town. Finally the Americans drive the Germans out of San Pietro and the surrounding mountains. The Allied victory in the battle was crucial in the ultimate drive to the north to liberate Rome. Scenes following the battle show villagers as they returned to their devastated town and attempted to rebuild their lives.

"San Pietro" was one of the most controversial documentary films made during World War 2. When it was filmed, Huston was a captain in the US army. His initial assignment was to document the liberation of Rome. When the fight northward proved slower and more frustrating than the army anticipated, he was reassigned to make a film that would explain the difficulties to stateside Americans. Huston and his crew were attached to the US Army’s 143rd Regiment of the 36th Division. Unlike many other military documentaries, it was claimed Huston’s cameramen filmed alongside the infantrymen as they fought their way up the hills to reach San Pietro. Huston's claim that the film was made during the battle was proven false by the research of Peter Maslowski in his 1993 book, Armed With Cameras. When Huston and his crew reached San Pietro, the battle for the town was effectively over, so several of the scenes were reenacted.

The film was held up from being shown to the public by the US Army until May 1945, after victory in Europe. Huston screened his first edit for army superiors in October 1944. The complaint voiced against the film by the army brass was simply that "this picture is pacifistic" and "against the war." The film portrayed the controversial Italian Campaign in a bad light. (General Mark W. Clark, one of the most widely criticized US commanders, looks distinctly uncomfortable talking about the battle in the film's introduction.) The Italian campaign was controversial because its primary purpose was to draw German divisions away from France and relieve the pressure on the Soviets in Russia. That meant many months of heavy, costly fighting for the Allies slogging over mountainous Italian terrain that favored the enemy, with few tangible results. Army Chief of Staff, General George C. Marshall, however, came to the defense of the film, stating that because of the film’s realism, it would make a good training film. Then the film was used as a training tool. Huston was redeemed, decorated and eventually promoted to major.

The film is vastly different than any newsreel-style, cheerleading documentary of the era, as the voice-over is sober, ironic, and poignant at times. In 1991, the documentary was selected for preservation in the United States National Film Registry by the Library of Congress as being "culturally, historically, or aesthetically significant".

"San Pietro" followed Huston’s relatively straightforward documentary "Report from the Aleutians". Watch Report from the Aleutians here: youtu.be/VkmgeseTShE

Battle of San Pietro | World War 2 Documentary | 1945

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

How to Behave Off-Duty: Killjoy Was Here | US Air Force Animated Training Film | 1956

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This classic short video – originally titled as "Killjoy Was Here" – is an animated training film produced for the US Air Force in 1956.

The cartoon was intended to educate US Air Force personnel about acceptable and unacceptable off-duty behavior and conduct. It also instructs them on their responsibilities to communities surrounding their installations.

Plot: Airman Killjoy makes enemies, then Airman Archie tries to make friends, with the locals near USAF bases.

The main message of this film still holds true: As an active duty military personnel you are never truly "off duty" (your duty for the day may be over, but that’s different). Always behave as if you walk around with a sign around your neck saying, "I am a member of the US armed forces. I represent my service and my country. I am proud of who I am, and I welcome you to judge me, my unit and my country by my actions." People can look at you and tell you are an American and a soldier, sailor, marine, or airman, and they will judge you, your unit and the United States based on your behavior. You might be one person among thousands on an American base in an American town or the only American someone in a foreign country will ever meet. Either way how you act will shape how they think of your country (and in the case of US citizens their own country and themselves).

The voice of Airman Killjoy was performed by American actor Jackson Beck. He is best known as the announcer on radio's The Adventures of Superman and the voice of Bluto in the Famous Studios-era Popeye theatrical shorts.

The title of the cartoon refers to the popular "Kilroy was here" graffiti written by American GIs during World War 2.

BACKGROUND / CONTEXT

Under Article 133, of the United States Uniform Code of Military Justice (UCMJ), "conduct unbecoming an officer and a gentleman" is an offense that subjects a service member to a court martial.

An "officer" is understood to include cadets, commissioned officers, and midshipmen of both sexes, hence, the offense is often referred to as conduct unbecoming.

Generally, conduct unbecoming is viewed as a catchall offense; as the Manual for Courts-Martial points out, any other offenses listed in the UCMJ could be considered a violation of Article 133 providing the conduct was "unbecoming" of an officer or a gentleman.

A gentleman is considered a "man of honor," and with an elevated standard of manners and morals. The aims of Article 133 are to preserve the integrity of the military’s officers and its ranks. In the military, integrity is stressed as one of the most important leadership traits, and officers are expected to adhere to the highest standards of ethics.

For a service member to be charged with violating Article 133, his or her conduct must have disgraced the person or officer, or seriously compromised the officer’s character as a respectable officer and a gentleman.

Examples of poor conduct, include:
- Dishonesty
- Indecency
- Injustice
- Lawlessness
- Stealing
- Being drunk and disorderly in public
- etc…

How to Behave Off-Duty: Killjoy Was Here | US Air Force Animated Training Film | 1956

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Arrest Techniques: Stay Alert, Stay Alive | FBI Training Film | ca. 1969

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This late 1960s film – originally titled as "Stay Alert, Stay Alive: The Techniques and Mechanics of Arrest" – is a dramatized FBI (Federal Bureau of Investigation) instructional / training video for law enforcement officers.

This film demonstrates proper and improper arrest procedures and techniques. In the introduction, FBI Director J. Edgar Hoover invites law enforcement officers and other such agencies to use FBI training facilities to help improve their ability to successfully and safely arrest criminals. The film emphasizes the importance of precautionary measures in making arrest to avoid endangering lives of officers or bystanders. It points out that officers should know fundamentals of a successful arrest and that there is no such thing as routine arrest. The main message of this film still holds true: You have no idea what a suspect will do, and most police officers are killed during "low risk" arrests. So stay alert, and stay alive.

The film is entertaining, informative and presents the most up to date equipment and techniques - for its day!

American actor young Ned Beatty is shown at 19:55, playing one of the two criminals in the last scenario.

BACKGROUND / CONTEXT

When the police arrest someone, they take away that person's fundamental right to freedom. Consequently, there are several procedures in the US the police must follow before they can make a legal arrest so that our rights remain protected.

It should be noted that many states and police departments add extra procedures; sometimes, these procedures are designed to protect police officers' physical safety, sometimes they are designed to help the police officer document the arrest, and sometimes they are designed to help the officer avoid making a legal mistake which could ruin the prosecution's case in a criminal trial. These extra procedures differ from one police department to the next.

When may an officer arrest someone?
There are only a very limited number of circumstances in which an officer may make an arrest:
- The officer personally observed a crime;
- The officer has probable cause to believe that person arrested committed a crime;
- The officer has an arrest warrant issued by a judge.

An officer cannot arrest someone just because he/she feels like it or has a vague hunch that someone might be a criminal. Police officers have to be able to justify their arrest usually by showing some tangible evidence that led them to probable cause.

Police Arrest Procedures:
The rules regarding what an officer must do while making an arrest vary by jurisdiction. Generally, an arrest happens when the person being arrested reasonably believes that he/she is not free to leave. The officer need not use handcuffs, or place the arrestee in a police cruiser, although police often use these tactics to protect themselves. Police also do not have to read Miranda Rights at the time of arrest.

However, the police must read a suspect his Miranda Rights before an interrogation, so many police departments recommend that Miranda Rights be read at the time of arrest. This way, they can start questioning right away, and also, any information volunteered by a suspect can be used against them. Finally, although police will almost always tell an arrestee why they are under arrest, they may not necessarily have any legal obligation to do so. This depends on both the jurisdiction and the circumstances of the arrest.

One universal rule police officers must follow is that they are not allowed to use excessive force or treat the arrestee cruelly. Generally, police officers are only allowed to use the minimum amount of force necessary to protect themselves and bring the suspect into police custody. This is why people are advised to never resist an arrest or argue with police. The more a suspect struggles, the more force is required for the police to do their job. If the arrestee thinks the arrest is unjustified or incorrect, he/she can always challenge it later with the help of an attorney, and if warranted, bring a civil rights case.

Arrest Techniques: Stay Alert, Stay Alive | FBI Training Film | ca. 1969

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Battle of the Bulge: The German Counteroffensive | World War 2 Documentary | 1945

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This World War 2-era short film – originally titled as "The Enemy Strikes" – is a propaganda documentary produced by the US Army in 1945 about the historical event known as the Battle of the Bulge.

Opening with shots of the liberation of Paris in August 1944, the narrator informs the audience that this was "America's honeymoon"; that at the time people were concerned that the war was about to end and the difficulties of transforming back to civilian life. Particularly noted was the concern that the US had built too many tanks and artillery, and they would be sitting around, useless.

All this changes in December. The Germans launch a massive counteroffensive in Luxembourg and Belgium, driving the Allied armies back. The film shows American forces struggling to regain the initiative against the German Wehrmacht. Finally, the Americans are able to launch an airstrike against the enemy and repulse the attack.

The film was intended for US civilian audiences. Its main emphasis is that, despite recent Allied victories, the Axis could still launch a counterattack and that this was no time to get complacent. Americans are exhorted to remember that it is too soon to celebrate and that they should continue doing their part on the home front.

Much of the footage is from captured German films. The documentary contains images of prominent German officers including Field Marshal von Runstedt. General Eisenhower is shown at the 8 minute mark, speaking to American troops at the front.

HISTORICAL BACKGROUND / CONTEXT

The Battle of the Bulge (16 December 1944 – 25 January 1945) was the last major German offensive campaign on the Western Front during World War 2. It was launched through the densely forested Ardennes region of Wallonia in eastern Belgium, northeast France, and Luxembourg. The surprise attack caught the Allied forces completely off guard. American forces bore the brunt of the attack and incurred their highest casualties of any operation during the war. The battle also severely depleted Germany's armored forces, and they were largely unable to replace them. German personnel and, later, Luftwaffe aircraft also sustained heavy losses.

The Germans officially referred to the offensive as Unternehmen Wacht am Rhein ("Operation Watch on the Rhine"), while the Allies designated it the Ardennes Counteroffensive. The phrase "Battle of the Bulge" was coined by contemporary press to describe the bulge in German front lines on wartime news maps, and it became the most widely used name for the battle. The German offensive was intended to stop Allied use of the Belgian port of Antwerp and to split the Allied lines, allowing the Germans to encircle and destroy four Allied armies and force the Western Allies to negotiate a peace treaty in the Axis powers' favor. The offensive was planned by the German forces with utmost secrecy, with minimal radio traffic and movements of troops and equipment under cover of darkness.

The Germans achieved total surprise on the morning of 16 December 1944. The Germans attacked a weakly defended section of the Allied line, taking advantage of heavily overcast weather conditions that grounded the Allies' overwhelmingly superior air forces. Fierce resistance on the northern shoulder of the offensive, around Elsenborn Ridge, and in the south, around Bastogne, blocked German access to key roads to the northwest and west that they counted on for success. Columns of armor and infantry that were supposed to advance along parallel routes found themselves on the same roads. This, and terrain that favored the defenders, threw the German advance behind schedule and allowed the Allies to reinforce the thinly placed troops. Improved weather conditions permitted air attacks on German forces and supply lines, which sealed the failure of the offensive. In the wake of the defeat, many experienced German units were left severely depleted of men and equipment, as survivors retreated to the defenses of the Siegfried Line.

Battle of the Bulge: The German Counteroffensive | World War 2 Documentary | 1945

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Telephone History: First Transcontinental Phone Call | Documentary | 1940

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This 1940 film – originally titled as "A Continent Is Bridged" – is a dramatized documentary produced in celebration of the 25th anniversary of transcontinental voice communications. It was sponsored by the American Telephone & Telegraph Co. (AT&T), the world's largest telephone company then founded by Alexander Graham Bell.

The film highlights the history of the telephone, from Alexander Graham Bell’s invention to the linking of New York City and San Francisco by transcontinental phone line on January 25, 1915, with the final connection made at the Nevada-Utah state line. It explains the basics of telephony and details how AT&T departments worked together to achieve long-distance telephony.

A telephone call, which for marketing purposes is claimed to be the first transcontinental telephone call, occurred on Jan. 25, 1915, a day timed to coincide with the Panama–Pacific International Exposition celebrations. However, the transcontinental telephone line was first completed on June 27, 1914, and successfully first voice tested in July 1914.

The film was narrated by popular American radio news commentator Edwin C. Hill.

HISTORICAL BACKGROUND / CONTEXT

The original long distance telephone network actually started in 1885, in New York City. By 1892 this line reached Chicago. After introducing loading coils in 1899, the long distance line continued west, and by 1911 it reached Denver, Colorado. The president of AT&T, Theodore Vail, committed the company to a transcontinental line in 1909.

On June 27, 1914, after affixing 4,750 miles (7,640 km) of telephone line, workers raised the final pole at Wendover, Utah, actually on the border between Nevada and Utah state lines. Then, Theodore Vail, the president of AT&T, succeeded in transmitting his voice across the continental U.S. in July 1914.

Six months later, amidst the celebrations surrounding the Panama–Pacific International Exposition, on January 25, 1915, Alexander Graham Bell, in New York City, repeated his famous statement "Mr. Watson, come here. I want you," into the telephone, which was heard by his assistant Dr. Watson in San Francisco, for a long distance call of 3,400 miles (5,500 km). Dr. Watson replied, "It will take me five days to get there now!" The Alexander Graham Bell call officially initiated AT&T's transcontinental service. The phone call was merely symbolic. Dr. Watson was at 333 Grant Avenue in San Francisco to receive the call, placed by Bell from the Telephone Building at 15 Dey Street in New York City. President Woodrow Wilson and the mayors of both cities were also involved in the call.

Later, President Woodrow Wilson spoke to an audience in San Francisco from the White House and is quoted as saying "It appeals to the imagination to speak across the continent." However, President Wilson was concerned with the "devaluation of the individual" as AT&T celebrated the achievement of the company rather than distinguishing individual inventors, contributors, and innovators.

Telephone History: First Transcontinental Phone Call | Documentary | 1940

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

WW2 Reconnaissance Pilot | US Army Air Forces Training Film | 1943

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This dramatized military training film – originally titled as "Reconnaissance Pilot" – was produced by the US Army Air Forces in 1943.

The film stars American actor William Holden ("Bridge on the River Kwai") as a pilot in the Pacific theater of World War 2 who flies reconnaissance missions over Japanese-held islands using an F-5 variant of the Lockheed P-38 Lightning aircraft.

Photo recon pilots ('Photo Joes') had one of the riskiest jobs in the war. Flying camera equipped, unarmed, and often unescorted aircraft, recon pilots flew deep into enemy territory.

Plot:
The film begins showing Lt. 'Packy' Cummings (William Holden) returning home from the war. Then the picture digresses, showing him in flight school. During this time, he learns that his father – a renowned World War I ace – was recently killed in action and this gives him a strong incentive to be the best in his class. He is upset when he learns that he was too good in his class. Instead of being assigned to a fighter squadron, he's being assigned to fly a "stripped down" P-38 fighter... on photo reconnaissance missions. This means he'll be flying high, flying fast and WITHOUT guns!

The film shows how Packy comes to realize the absolutely essential nature of photo recon and how one Photo Joe can have more impact on events than a whole squadron of combat '38s. The climax of the movie, an action-packed clash with a Japanese Zero, is based on a real incident where Alex Gary, the most decorated US recon pilot of the Second World War, deep sixed his opponent without firing a shot.

HISTORICAL BACKGROUND / CONTEXT

Aerial reconnaissance is reconnaissance for a military or strategic purpose that is conducted using reconnaissance aircraft. This role can fulfill a variety of requirements, including the collection of imagery intelligence, observation of enemy maneuvers and artillery spotting.

During the Second World War (1939-45), aerial reconnaissance was one of the key methods of obtaining intelligence about the enemy and their activities. Photographs provided concrete evidence fast. Within hours of a reconnaissance sortie, the film could be developed, printed and interpreted.

Allied reconnaissance, for the most part, was classified under two main headings: mapping and damage assessment. Enemy activity was recorded and new installations were located, so that accurate maps, to be used by the ground forces, could be made. From damage assessment photographs, the exact moment when a target that had been previously hit should be re-attacked could be calculated, and the effectiveness of the enemy's rebuilding program could be assessed.

Photographic reconnaissance and intelligence work played a tremendous role in helping the Allies to victory in World War 2. Significantly, in 1938 General Werner Von Fritsch of the German High Command prophetically observed: “The military organization with the best aerial reconnaissance will win the next war.”

Aircrafts:
The British RAF initially used Spitfires for Aerial reconnaissance missions. The Spitfire PR variants had a maximum speed of 396 mph at 30,000 feet with their armaments removed. The aircraft were fitted with five cameras which were heated to ensure good results (while the cockpit was not). Spitfires proved to be extremely successful in their reconnaissance role.

Other fighters were also adapted for photo-reconnaissance, including the British Mosquito and the American P-38 Lightning and P-51 Mustang. They were stripped of weaponry, painted in camouflage colors to make them difficult to spot in the air, and often had engines modified for higher performance at very high altitudes (well over 40,000 feet).

The American F-4, a factory modification of the P-38 Lightning, replaced the four guns and cannon with four high-quality K-17 cameras. In the last half of 1942, Lockheed would produce 96 F-5As, based on the P-38G. The Lightning in its reconnaissance role was so well liked by military strategists that hundreds of gun-equipped P-38s were field modified into camera-toting F-5 variants. Later in the war, the Mustang F-6 arrived, eventually becoming the dominant reconnaissance model flown by the US in Europe.

WW2 Reconnaissance Pilot | US Army Air Forces Training Film | 1943

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NOTE: THE VIDEO REPRESENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Cultural Differences Around the World | Educational Film | 1954

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This 1954 video – originally titled as "Man and His Culture" – is a classic educational film produced by the Encyclopaedia Britannica Films in collaboration with American anthropologist Robert Redfield, PhD, The University of Chicago.

The film shows, in the imaginative form of a "report from outer space," how the ways of mankind might appear to visitors from another planet.

Opening titles: "Our way of living is called our 'culture.' It seems very important to us, but we can truly understand it only by comparing it with other cultures. This film explains how cultures are studied, their similarities and differences, how they are handed down, and how they change."

Although the film is an introduction to the study of cultures in general, it in fact provides a good time capsule of American culture of the time. Women are allowed to work outside of the home, but are not allowed to have children out of wedlock. European (and by extension American) culture is the dominant (and best) force in the world. In both these cases, these subtexts promoted by this film are in themselves cultural artifacts and underscore the importance of preserving films like this for the future.

BACKGROUND / CONTEXT

Culture is the social behavior and norms found in human societies. Culture is considered a central concept in anthropology, encompassing the range of phenomena that are transmitted through social learning in human societies.

Some aspects of human behavior, social practices such as culture, expressive forms such as art, music, dance, ritual, and religion, and technologies such as tool usage, cooking, shelter, and clothing are said to be cultural universals, found in all human societies. The concept of material culture covers the physical expressions of culture, such as technology, architecture and art, whereas the immaterial aspects of culture such as principles of social organization (including practices of political organization and social institutions), mythology, philosophy, literature (both written and oral), and science comprise the intangible cultural heritage of a society.

In the humanities, one sense of culture as an attribute of the individual has been the degree to which they have cultivated a particular level of sophistication in the arts, sciences, education, or manners. The level of cultural sophistication has also sometimes been seen to distinguish civilizations from less complex societies. Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of the social elite and a low culture, popular culture, or folk culture of the lower classes, distinguished by the stratified access to cultural capital. In common parlance, culture is often used to refer specifically to the symbolic markers used by ethnic groups to distinguish themselves visibly from each other such as body modification, clothing or jewelry. Mass culture refers to the mass-produced and mass mediated forms of consumer culture that emerged in the 20th century. Some schools of philosophy, such as Marxism and critical theory, have argued that culture is often used politically as a tool of the elites to manipulate the lower classes and create a false consciousness, and such perspectives are common in the discipline of cultural studies. In the wider social sciences, the theoretical perspective of cultural materialism holds that human symbolic culture arises from the material conditions of human life, as humans create the conditions for physical survival, and that the basis of culture is found in evolved biological dispositions.

When used as a count noun, a "culture" is the set of customs, traditions, and values of a society or community, such as an ethnic group or nation. Culture is the set of knowledge acquired over time. In this sense, multiculturalism values the peaceful coexistence and mutual respect between different cultures inhabiting the same planet. Sometimes "culture" is also used to describe specific practices within a subgroup of a society, a subculture, or a counterculture. Within cultural anthropology, the ideology and analytical stance of cultural relativism holds that cultures cannot easily be objectively ranked or evaluated because any evaluation is necessarily situated within the value system of a given culture.

Cultural Differences Around the World | Educational Film | 1954

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Japan Prepares for Soviet Attack | Cold War Era Documentary | 1954

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This Cold War Era documentary film – originally titled as "Defense of Japan" – is an episode of the U.S. Army's "The Big Picture" television series. It was officially released in 1954.

The departure of many American troops from the Far East was part of a major change in U.S. Cold War strategy. This documentary shows how the U.S. guided a new Japanese military organization to become capable of undertaking the difficult responsibility of national defense following the Allied occupation of Japan (1945-1952). By helping Japan defend itself, the West helped address the Soviet threats in the Pacific. As the narrator says:

"Here in Asia, a narrow sea separates Japan and the Free World from Soviet Communism. Along this unmarked battlefront, there is the constant danger of a Communist attack. If Japan were to fall under Soviet domination, the gain for communism would be tremendous. Not only in industrial strength but in the securing of valuable warm water ports on the Pacific. To prevent this possibility, a strong well-defended Japan is vitally important and necessary. Not only to ward off an attack such as occurred in Korea but to maintain our own system of defense in the Pacific."

HISTORICAL BACKGROUND / CONTEXT

The Japan Self-Defense Forces (自衛隊 Jieitai), or JSDF, occasionally referred to as JSF, JDF, or SDF, are the unified military forces of Japan that were established in 1954, and are controlled by the Ministry of Defense.

Occupation of Japan:
The Allied occupation of Japan at the end of World War 2 was led by General Douglas MacArthur, the Supreme Commander of the Allied Powers, with support from the British Commonwealth. Unlike in the occupation of Germany, the Soviet Union was allowed little to no influence over Japan. The occupation was ended by the San Francisco Peace Treaty, signed on September 8, 1951, and effective from April 28, 1952, after which Japan's sovereignty – with the exception, until 1972, of the Ryukyu Islands – was fully restored.

Early Development of the JSDF:
Deprived of any military capability after being defeated by the United States in World War 2 and signing a surrender agreement presented by General Douglas MacArthur in 1945, Japan had only the U.S. occupation forces and a minor domestic police force on which to rely for security. Rising Cold War tensions in Europe and Asia, coupled with leftist-inspired strikes and demonstrations in Japan, prompted some conservative leaders to question the unilateral renunciation of all military capabilities. These sentiments were intensified in 1950 as occupation troops began to be moved to the Korean War (1950-53) theater. This left Japan virtually defenseless, vulnerable, and very much aware of the need to enter into a mutual defense relationship with the United States to guarantee the nation's external security. Encouraged by the American occupation authorities, the Japanese government in July 1950 authorized the establishment of a National Police Reserve, consisting of 75,000 men equipped with light infantry weapons.

Under the terms of the Treaty of Mutual Cooperation and Security between the United States and Japan, United States forces stationed in Japan were to deal with external aggression against Japan while Japanese ground and maritime forces would deal with internal threats and natural disasters. Accordingly, in mid-1952, the National Police Reserve was expanded to 110,000 men and named the National Safety Forces. The Coastal Safety Force, which had been organized in 1950 as a waterborne counterpart to the National Police Reserve, was transferred with it to the National Safety Agency to constitute an embryonic navy.

On July 1, 1954, the National Security Board was reorganized as the Defense Agency, and the National Security Force was reorganized afterwards as the Japan Ground Self-Defense Force (de facto post-war Japanese Army), the Japan Maritime Self-Defense Force (de facto post-war Japanese Navy) and the Japan Air Self-Defense Force (de facto post-war Japanese Air Force), with General Keizo Hayashi appointed as the first Chairman of Joint Staff Council – professional head of the three branches. The enabling legislation for this was the 1954 Self-Defense Forces Act.

Japan Prepares for Soviet Attack | Cold War Era Documentary | 1954

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Nuclear Energy Explained: A Is for Atom | Animated Educational Film | 1953

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This early Atomic Age classic – originally titled as "A Is for Atom" – is a short animated educational film created by John Sutherland. It was officially released in 1953. The short explains what an atom is, how nuclear energy is released from certain kinds of atoms, the peacetime uses of nuclear power, and the by-products of nuclear fission. It is Sutherland's most-decorated film, having won numerous honors at film festivals. The short was sponsored by General Electric (GE), one of the key US manufacturers of electric appliances, power generation stations, and nuclear weapon components, in an effort to promote the peaceful use of nuclear energy.

The film belongs to the genre of so-called “benevolent atom” films that were released during the 1950s as part of the “Atoms for Peace” campaign. A Is For Atom is an artifact of an era characterized by a strong narrative of belief in science and in technological progress. The potentially threatening nuclear technology is presented to the public in a “humanized” fashion, with elemental forces being depicted as humanoid figures such as Dr. Atom, who has an atom for a head.

In a key sequence, the film introduces the five atomic “giants,” which “man has released from within the atom’s heart”: the warrior and destroyer, the farmer, the healer, the engineer and the research worker. Each of these giants is depicted as a majestic figure, towering over the earth, bringing progress and limitless growth to the world. The viewers are reassured that “all are within man’s power and subject to his command,” and that our future depends “on man’s wisdom, on his firmness in the use of that power.” Just as unstable elements are transmuted to lead, the nightmarish monster of nuclear war is transmuted into a gentle giant of industrial progress.

It is an excellent cartoon that's both very entertaining and surprisingly informative. The film has the very optimistic tone detailing of how atoms came to change our daily lives, and it's interesting to see what predictions have come to pass (commercial nuclear power plants, medical research), and what have not (nuclear-powered planes and trains). It doesn't bother to credit any scientists except Albert Einstein and touches over the Manhattan Project without going into the details.

Plot:
A narrator is relating what is an atom and how atomic energy can be harnessed by man to produce "limitless" energy. Dr. Atom then explains the similarities between the solar system and atomic structure. He then goes on to relate how the atom is made up of protons, neutrons, and electrons. After this, the narrator explains how there are more than 90 elements with many possible isotopes for each.

The history of atomic energy is then overviewed beginning with the discovery of artificial transmutation. This then led to the discovery of nuclear fission and eventually nuclear weapons and nuclear energy using the chain reaction of radioactive material. The Oakridge uranium factory is then discussed as well as the first nuclear reactor and the first uses of plutonium. The future of fantastical nuclear power plants is then explained. The short ends on the uses of radio isotopes in medicine and agriculture.

BACKGROUND / CONTEXT

Nuclear power is the use of nuclear reactions that release nuclear energy to generate heat, which most frequently is then used in steam turbines to produce electricity in a nuclear power plant. The term includes nuclear fission, nuclear decay and nuclear fusion. Presently, the nuclear fission of elements in the actinide series of the periodic table produce the vast majority of nuclear energy in the direct service of humankind, with nuclear decay processes, primarily in the form of geothermal energy, and radioisotope thermoelectric generators, in niche uses making up the rest.

Nuclear Energy Explained: A Is for Atom | Animated Educational Film | 1953

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

How to Survive in the Jungle | US Army Air Forces Training Film | 1944

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This World War 2-era military training film – originally titled as "Land and Live in the Jungle" – was produced by the US Army Air Forces in 1944. It dramatizes the survival of the crew of a downed military aircraft in the jungle. The film was intended to educate flight crews about the basic principles of survival in jungle terrain, but also to boost the morale of airmen who might have to make a forced landing in the Pacific campaign.

Plot:
Five crewmen from a stricken B-25 bomber parachute into a dense tropical jungle, many miles from their nearest base. Four of the crew land together and get just about everything right. Rather than fighting the jungle, they learn to make use of its many resources. On the other hand, the pilot, Captain Harrison, is separated from the others, panics and does just about everything wrong – and pays a heavy price for his ignorance.

From their examples, here's just some of what you'll learn: how to use your parachute for everything from making a hammock to catching fish, how to avoid large predators and snakes, how to treat scrapes and wounds to avoid jungle rot, plants and fruits to use and avoid for food and water, what fish and animals are safe to eat. The film also shows how to use Halazone & Atabrine tablets to purify water and fight malaria, how to set traps and snares to catch small animals and birds, how to deal with and prevent insect bites, how to get rid of leeches. There is also information about how to prepare food in the jungle, how to build temporary shelters and long term camps, how to build and use a river raft, how to deal with crocodiles, how to use signal mirrors and fires to aid search planes, how to deal with the local natives and a whole lot more.

Full Cast:
- actor Mel Ford as Sergeant Mel Ford, the gunner,
- actor Patrick McVey as Lieutenant Pat McVey, the navigator (and also the narrator of the film),
- professional golfer Buell Patrick Abbott as Lieutenant Pat Abbot, the Co-pilot,
- actor and screenwriter Charles Tannen as Charley Tannen, the radio operator and gunner,
- Academy Award winning actor Van Heflin as Captain Lynn Harrison, the pilot.

BACKGROUND / CONTEXT

About Jungle:
A jungle is land covered with dense vegetation dominated by trees. Application of the term has varied greatly during the last several centuries. Prior to the 1970s, tropical rainforests were generally referred to as jungles but this terminology has fallen out of usage.

About survival skills:
Survival skills are techniques that a person may use in order to sustain life in any type of natural environment. These techniques are meant to provide basic necessities for human life which include water, food, and shelter. The skills also support proper knowledge and interactions with animals and plants to promote the sustaining of life over a period of time. Survival skills are often associated with the need to survive in a disaster situation. Survival skills are often basic ideas and abilities that ancients invented and used themselves for thousands of years. Bushcraft and primitive living are most often self-implemented, but require many of the same skills.

Bushcraft is a popular term for wilderness survival skills. The phrase bushcraft's origin is from skills used in the bush country of Australia. Often the phrase 'wilderness skills' is used as it describes skills used all over the world. Bushcraft is about thriving in the natural environment, and the acquisition of the skills and knowledge to do so. Bushcraft skills include firecraft, tracking, hunting, fishing, shelter-building, navigation by natural means, the use of tools such as knives and axes, foraging, water sourcing, hand-carving wood, container construction from natural materials, and rope and twine-making, among others.

How to Survive in the Jungle | US Army Air Forces Training Film | 1944

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

What Is Money, How It Works | Educational Film | 1947

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This 1947 video – originally titled as "What Is Money" – is a classic educational film produced by Coronet Instructional Films.

Following the journey of a five-dollar bill through many transactions, the film shows how money functions as a standard of value and future payment, a storehouse of value and a convenient medium of exchange for goods or services in the days when the United States was still on the Gold Standard.

Though it is a little hokey and some of the practices in it are out of date, this film is very informative on how money works since the definitions of money it gives are still valid today. It could be shown in an economics class without hesitation. The film also subtly extols the virtues of capitalism.

Coronet Films (also Coronet Instructional Films.) was a leading producer and distributor of many American documentary shorts shown in public schools from the 1940s through the 1980s. The company covered a wide range of subjects in zoology, science, geography, history and math, but is mostly remembered today for its post-World War 2 social guidance films featuring topics such as dating, family life, courtesy and citizenship.

HISTORICAL BACKGROUND / CONTEXT

Money is any item or verifiable record that is generally accepted as payment for goods and services and repayment of debts in a particular country or socio-economic context. The main functions of money are distinguished as: a medium of exchange; a unit of account; a store of value; and, sometimes, a standard of deferred payment. Any item or verifiable record that fulfills these functions can be considered as money.

Money is historically an emergent market phenomenon establishing a commodity money, but nearly all contemporary money systems are based on fiat money. Fiat money, like any check or note of debt, is without use value as a physical commodity. It derives its value by being declared by a government to be legal tender; that is, it must be accepted as a form of payment within the boundaries of the country, for "all debts, public and private".

The money supply of a country consists of currency (banknotes and coins) and, depending on the particular definition used, one or more types of bank money (the balances held in checking accounts, savings accounts, and other types of bank accounts). Bank money, which consists only of records (mostly computerized in modern banking), forms by far the largest part of broad money in developed countries.

About the gold standard:
The gold standard, a monetary system where the medium of exchange are paper notes that are convertible into pre-set, fixed quantities of gold, replaced the use of gold coins as currency in the 17th-19th centuries in Europe. These gold standard notes were made legal tender, and redemption into gold coins was discouraged. By the beginning of the 20th century almost all countries had adopted the gold standard, backing their legal tender notes with fixed amounts of gold.

After World War 2 and the Bretton Woods Conference, most countries adopted fiat currencies that were fixed to the U.S. dollar. The U.S. dollar was in turn fixed to gold. In 1971 the U.S. government unilaterally terminated the direct international convertibility of the U.S. dollar to gold (it was called as the Nixon shock). After this many countries de-pegged their currencies from the U.S. dollar, and most of the world's currencies became unbacked by anything except the governments' fiat of legal tender and the ability to convert the money into goods via payment. According to proponents of modern money theory, fiat money is also backed by taxes. By imposing taxes, states create demand for the currency they issue.

About the gold certificate in the US:
A gold certificate in general is a certificate of ownership that gold owners hold instead of storing the actual gold. The gold certificate was used from 1882 to 1933 in the United States as a form of paper currency. Each certificate gave its holder title to its corresponding amount of gold coin. Therefore, this type of paper currency was intended to represent actual gold coinage. In 1933 the practice of redeeming these notes for gold coins was ended by the U.S. government.

What Is Money, How It Works | Educational Film | 1947

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Battle for the Marshall Islands | World War 2 Documentary | 1944

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This World War 2-era short film – originally titled as "What Makes a Battle" – is a propaganda documentary produced by the US Army in 1944. It documents how the American soldiers and marines prepared to and invaded the Japanese-held Marshall Islands on the Pacific while also encouraging increased military-industrial production on the Home Front.

The film opens with the narrator asking "What makes a battle?" while the camera is focusing on shipments of industrial transports. Military-industrial production is the backbone of war, according to the film, if its products are destroyed, not made with quality, or not replaced in time, victory in battle cannot happen.

Using animation, the film presents a detailed summary of the American strategy for taking the Marshalls. The outer islands were bombed to delude the enemy, and a surprise attack was planned against the inner islands. The film focuses on the capture of the Kwajalein Atoll by the 7th Infantry Division and the 4th Marine Division. It was an epic struggle. The narrator points out that out of 10,000 Japanese only 264 surrendered.

The film ends with General Dwight D. Eisenhower’s war bond appeal.

HISTORICAL BACKGROUND / CONTEXT

The Marshall Islands Campaign:
In the Pacific Theater of World War 2, the Marshall Islands Campaign (January - February 1944) was a key strategic operation of the United States Pacific Fleet and Marine Corps. The Japanese bases in the Marshall Islands were the outer perimeter of eastern defenses for the Japanese Empire. The purpose of the Campaign was to establish airfields that would allow land based air support for the upcoming Allied operations across the Central Pacific. The battle for the Marshall Islands was one of the most significant battles of the Pacific War.

Kwajalein:
The Battle of Kwajalein was fought as part of the Marshall Islands Campaign. It took place from 31 January – 3 February 1944, on Kwajalein Atoll in the Marshall Islands. In the months before the Japanese attack on Pearl Harbor, Kwajalein Atoll was the administrative center of the Japanese 6th Fleet Forces Service, whose task was the defense of the Marshall Islands.

Employing the hard-learned lessons of the battle of Tarawa, the United States launched a successful twin assault on the main islands of Kwajalein in the south and Roi-Namur in the north. By January 31, repeated carrier- and land-based air raids eliminated every Japanese airplane on the Marshalls. By February 3, U.S. marines overran Roi-Namur. The Japanese defenders put up stiff resistance, although outnumbered and under-prepared. The determined defense of Roi-Namur left only 51 survivors of an original garrison of 3,500. The Marshalls were then effectively in American hands – with the loss of only 400 American lives.

For the US, the battle represented both the next step in its island-hopping (leapfrogging) march to Japan and a significant moral victory because it was the first time the Americans had penetrated the "outer ring" of the Japanese Pacific sphere. For the Japanese, the battle represented the failure of the beach-line defense. Japanese defenses became prepared in depth, and the battles of Peleliu, Guam, and the Marianas proved far more costly to the US.

Battle for the Marshall Islands | World War 2 Documentary | 1944

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

The Pilgrims Long Journey to the New World | Educational Film | 1955

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This 1955 video – originally titled as "The Pilgrims" – is a dramatized educational film produced by the Encyclopaedia Britannica Films.

The film follows the Pilgrims' long journey from England to Holland, then to New England in 1620. It also discusses the Mayflower Compact, the first governing document of Plymouth Colony, and the hardships faced by the Pilgrim Fathers in the New World.

HISTORICAL BACKGROUND / CONTEXT

The Pilgrims or Pilgrim Fathers were early European settlers of the Plymouth Colony in present-day Plymouth, Massachusetts, United States. The Pilgrims' leadership came from the religious congregations of Brownist English Dissenters who had fled the volatile political environment in King James’ England for the relative calm and tolerance of 16th–17th century Holland in the Netherlands. The Pilgrims held Puritan Calvinist religious beliefs but, unlike other Puritans, they maintained that their congregations needed to be separated from the English state church. As a separatist group, they were also concerned that they might lose their English cultural identity if they remained in the Netherlands, so they arranged with English investors to establish a new colony in North America. The colony was established in 1620 and became the second successful English settlement in North America (after the founding of Jamestown, Virginia in 1607).

By this time, non-English European colonization of the Americas was also underway in New Netherland, New France, Essequibo, Colonial Brazil, Barbados, the Viceroyalty of Peru, and New Spain.

Mayflower Compact:
The Mayflower Compact was the first governing document of Plymouth Colony. It was written by the 41 male passengers of the Mayflower, consisting of separatist Congregationalists who called themselves "Saints", and adventurers and tradesmen, most of whom were referred to by the Separatists as "Strangers". Later both groups were referred to as Pilgrims or Pilgrim Fathers. The Mayflower Compact was signed aboard ship on November 11, 1620 while the Mayflower was anchored in what is now Provincetown Harbor within the hook at the northern tip of Cape Cod.

The Mayflower was originally bound for the Colony of Virginia, financed by the Company of Merchant Adventurers of London. Storms forced them to anchor at the hook of Cape Cod in what is now Massachusetts; it was unwise to continue with provisions running short. This inspired some of the Strangers to proclaim that, since the settlement would not be made in the agreed-upon Virginia territory, they "would use their own liberty; for none had power to command them." To prevent this, the Pilgrims chose to establish a government. The Mayflower Compact was based simultaneously upon a majoritarian model (taking into account that women and children could not vote) and the settlers' allegiance to the king. It was in essence a social contract in which the settlers consented to follow the compact's rules and regulations for the sake of order and survival.

Plymouth Colony:
In November 1620, the Mayflower anchored at what is now Plymouth, named after the major port city in Devon, England from which she sailed. The settlers named their settlement "New Plimoth" or "Plimouth and it served as the capital of the colony. Ultimately, the colony was merged with the Massachusetts Bay Colony and other territories in 1691 to form the Province of Massachusetts Bay.

Despite the colony's relatively short existence, Plymouth holds a special role in American culture and history. A significant proportion of the citizens of Plymouth were fleeing religious persecution and searching for a place to worship as they saw fit, rather than being entrepreneurs like many of the settlers of Jamestown. The social and legal systems of the colony became closely tied to their religious beliefs, as well as English custom. Many of the people and events surrounding Plymouth Colony have become part of American folklore, including the North American tradition known as Thanksgiving and the monument known as Plymouth Rock.

The Pilgrims' Long Journey to the New World | Educational Film | 1955

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

World War 2 Training Film | Why Keep Your Rifle Clean | 1943

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This World War 2-era dramatized military training film – originally titled as "Fighting Men: Keep It Clean" – was produced by the US Army in 1943. It demonstrates the importance of keeping the rifle clean.

The film warns American soldiers that they must keep their rifle clean, or face the consequences. The lesson is told through letters written by soldiers who experienced issues due to their lack of care with their weapons. The film also shows re-enactment of combat situations where soldiers were unable to fire their rifles because of their negligence, nearly costing them their lives.

The film teaches not just how to fall with a rifle, but also how to lay it down correctly and keep it clean, because it can save your life. It also contains scenes of the famous blindfold training where troops are asked to put their weapon together and take it apart in total darkness.

The hand weapon shown in this short film is the M1 Garand, a .30 caliber semi-automatic rifle which was the standard US service rifle during World War 2. Most M1 rifles were issued to U.S. forces, though many hundreds of thousands were also provided as foreign aid to American allies. The Garand is still used by drill teams and military honor guards. It is also widely used by civilians for hunting, target shooting, and as a military collectible. Frequently referred to as the "Garand" or "M1 Garand" by civilians, its official designation when it was the issue rifle in the U.S. Army and the U.S. Marine Corps was "U.S. Rifle, Caliber 30, M1" or just "M1" and Garand was not mentioned.

BACKGROUND / CONTEXT

Firearm maintenance (or gun care for short) is a series of periodic preventive maintenance procedures aiming to ensure the proper function of a firearm. Typically such maintenance is performed by the owner of the firearm using either simple methods such as cleaning the firearm with oil or other cleaning solutions, or more sophisticated practices such as lubricating moving parts with oil/grease and recoating exposed surfaces with protective finishes such as varnishing or bluing.

When a firearm presents with physical damage related to the ordinary use of the firearm, or when a firearm malfunctions, a professional gunsmith should perform advanced maintenance to determine if the firearm is repairable and/or safe to shoot anymore.

Necessity:
An inadequately maintained firearm will often accumulate excessive fouling and dirt within the barrel and receiver, which not only can clog up the rifling and decrease the firearm's accuracy and precision, but can also interfere with the proper operation of the action and lead to potentially dangerous malfunctions. Furthermore, some of the foulings and dirts are either corrosive themselves, or capable of making the firearm vulnerable to rusting and wears, and thus can lead to irreversible damages to the firearm over time.

Cleaning:
The ordinary firing action releases fine particles of gunpowder, metals (mostly lead and copper from the bullet moving over the riflings) and other contaminates into the inner spaces of a firearm, which may cause malfunctions or in rarer cases of extreme buildup may raise the barrel pressure too high causing the firearm to explode upon being fired. It has been widely reported that firearms without a spring to control the inertia of the firing pin require constant cleaning of the bolt assembly, as extremely dangerous phenomena such as slamfire may occur. Slamfire is a malfunction in which a firearm which is normally semi-automatic may temporarily and involuntarily become fully automatic, firing repeatedly – without another pull of the trigger – until the firearm is out of ammunition or jams.

Lubrication:
Firearms produce massive momentary forces upon firing a bullet. A typical 9mm projectile produces a maximum of 34,084 psi (2,350.0 bar) of pressure in the instant of firing. The amount of pressure a firearm may endure for the first few milliseconds after the cartridge fires can be over 2,300 times more than the normal atmospheric pressure. Therefore it is important for the safety of the shooter, and the longevity of a firearm that it is properly lubricated.

World War 2 Training Film | Why Keep Your Rifle Clean | 1943

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Why Play Leap Frog | Cold War Era American Propaganda Cartoon | 1949

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This 1949 Technicolor cartoon is a Cold War-era propaganda film aimed at American workers with the objective of convincing them that increased wages based on increased productivity bring about greater purchasing power.

The cartoon presents a tunnel vision capitalist view of economics. Rising prices are blamed on increasing wages for workers, so the only hope for wages to keep up is for workers to produce more. It also illustrates how the cost of production, overhead, the processing of raw materials, and labor combine to create the overall cost of a product.

The cartoon is a John Sutherland production. It is one of the "fun and facts about America" series, made "to create a deeper understanding of what has made America the finest place in the world to live."

Plot:
The film begins with a brief introductory sequence showing two cartoon figures – one representing prices and the other representing wages – playing leapfrog as each successively rises on the cost-of-living index. It then shifts to show Joe, a worker in the Dilly Doll Company, slightly down in the mouth because of a steady rise in the cost of living without an accompanying increase in wages. His joy over an increase in wages fades when he discovers that the price of a doll which he planned to buy for his little girl for a birthday present has also gone up. The manager of the store explains to Joe that he has had to increase the price because the factory is charging more.

As Joe is reflecting upon the thought that the raw materials for the doll which markets for two dollars cost only ten cents, a voice asks him whether or not he knows the value of the raw materials in a $1900 car. When Joe guesses $300, the voice tells him that the materials are worth only $22. An animated pictogram shows the raw materials in an automobile and the countless number of men needed to transform it into the finished product. A circle graph shows the proportionate costs involved in the manufacturing and marketing of the car. The direct and indirect labor costs are shown to be $1200.

Joe admits that he can understand this cost analysis for an automobile but still wonders what factors account for beef steak's costing one dollar per pound. The direct and indirect labor costs of feeding, fencing, housing, caring for, shipping, butchering and marketing "Bully Boy" are shown. As a butcher sells a pound of beef, his scales register each of these costs. In the case of this item, as in the case of the car, 85% of the selling price is attributable to direct and indirect labor costs.

The offstage voice helps Joe arrive at the conclusion that increased productivity would result in greater buying power and lower costs. Joe presents to his supervisor the idea of painting four dolls at once. The supervisor thinks it is a good idea and is shown going to the bank to borrow money to purchase new equipment. The increase in production results in another increase in Joe's wages and a decrease in the price of dolls. The summarizing statement points out that under this arrangement wages can keep ahead of prices.

BACKGROUND / CONTEXT

Wage-price spiral is an economic term that describes how prices increase when wages increase. It's a phenomenon that occasionally occurs when the general prices for goods and services increase, causing workers to demand a wage hike. The wage increase effectively increases general business expenses that are passed on to the consumer in the form of higher prices. It's essentially a loop or cycle that perpetuates itself by consistent prices increases.

The wage-price spiral deals with the causes and consequences of inflation, and it is therefore most popular in Keynesian economic theory. It is also known as the "cost-push" origin of inflation. (Another cause of inflation is known as "demand-pull" inflation, which monetary theorists believe originates with the money supply.)

Some argue that incomes policies or a severe recession is needed to stop the spiral. The spiral is also weakened if labor productivity rises at a quick rate. Rising labor productivity (the amount workers produce per hour) compensates employers for higher wages costs while allowing employees to receive rising real wages, and while allowing the company's margin to stay the same.

Why Play Leap Frog | Cold War Era American Propaganda Cartoon | 1949

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN CONTEXT.

US Fighter Pilots vs. the German Luftwaffe | World War 2 Documentary | 1945

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This World War 2-era film – originally titled as "The fight for the Sky: Our Fighter Pilots Versus the Luftwaffe in Western Europe" – is a propaganda documentary produced by the United States Army Air Forces. It was released in 1945.

The film depicts the activities of the 8th Air Force Fighter Command in Europe prior to the allied invasion of Normandy in 1944. It documents heroism of American fighter pilots who flew escort missions during bombing raids over Germany.

The film details the Allied forces air strategy, specifically the way in which fighter planes accompanied bombers, and the tactics which eventually overwhelmed the German Luftwaffe. The film is primarily made up of gun camera footage both German (captured) and American, with many images of Luftwaffe planes like the Messerschmitt Bf 109 and the Focke-Wulf Fw 190. It also features stunning footage of P-47 Thunderbolts, P-51 Mustangs, P-38 Lightnings and other Allied aircraft in action.

No actors are used and people like General James Doolittle play themselves.

There are two versions of this film, one running around 20 minutes and another running slightly over 40. (We uploaded to YouTube the longer version.) The shorter version narrated by then-Army Captain Ronald Reagan was played in theaters and later on television. The longer film is narrated by the American actor Reed Hadley who narrated several other WW2-era documentaries as well.

HISTORICAL BACKGROUND / CONTEXT

The air warfare of World War 2 (1939-1945) was a major component in all theaters. Germany and Japan depended on air forces that were closely integrated with land and naval forces; they downplayed the advantage of fleets of strategic bombers, and were late in appreciating the need to defend against Allied strategic bombing. By contrast, Britain and the United States took an approach that greatly emphasized strategic bombing, and to a lesser degree, tactical control of the battlefield by air, and adequate air defenses. They both built a strategic force of large, long-range bombers that could carry the air war to the enemy's homeland. Simultaneously, they built tactical air forces that could win air superiority over the battlefields, thereby giving vital assistance to ground troops.

In mid 1942, the United States Army Air Forces (USAAF) arrived in the UK and carried out a few raids across the English Channel. The USAAF commanders in Washington, D.C. and in Great Britain adopted the strategy of taking on the Luftwaffe (the German Air Force) head on, in larger and larger air raids by mutually defending bombers flying over Germany, Austria, and France at high altitudes during the daytime. Both the US government and its Army Air Forces commanders were reluctant to bomb enemy cities and towns indiscriminately. They claimed that by using the B-17 and the Norden bombsight, the USAAF should be able to carry out "precision bombing" on locations vital to the German war machine: factories, naval bases, shipyards, railroad yards, railroad junctions, power plants, steel mills, airfields, etc.

In late 1943 the USAAF realized that strategic bombing against a technologically sophisticated enemy like Germany was impossible without air supremacy. (The B-29s did not need escorts against Japan to the extent that the B-17s and the B-24s needed them over Germany.) Major General James Doolittle fully appreciated the new reality. He provided fighter escorts all the way into Germany and back, and used B-17s as bait for Luftwaffe planes, which the escorts then shot down.

In February of 1944, Doolittle turned loose his fighters for the first time to go after the Luftwaffe where they stationed. This marked a radical change in strategy from the disastrous tactics of 1943 that kept escorting fighters chained to bombers. Instead of waiting to be attacked, US fighters probed deep into enemy territory and targeted German airfields catching the opposition on the ground. This new tactic marked a turning point in the air war over Europe, and contributed to critical total air superiority over the beaches of Normandy during the Allied invasion in June 1944.

US Fighter Pilots vs. the German Luftwaffe | World War 2 Documentary | 1945

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Korean War: The First Forty Days | US Army Documentary | 1951

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This 1951 documentary film – originally titled as "The First Forty Days in Korea" – is an episode of the U.S. Army's "The Big Picture" television series.

The documentary brings into focus the first 40 days of the Korean War following the Communist invasion from the North. The story goes back to June, 1950, when US troops felt the first thrusts across the 38th Parallel in Korea. It traces the course of events on the Korean campaign through firsthand reports of American veterans, and through film taken by combat cameramen of the US Army Signal Corps.

Major General William F. Dean appears in the documentary. He received the Medal of Honor for his actions during the Battle of Taejon (14–21 July 1950) in South Korea. (Although the outnumbered, ill-equipped and untrained American 24th Infantry Division led by General William F. Dean could not hold Taejon, the 24th achieved a strategic victory by delaying the North Korean forces, providing time for other American divisions to establish a defensive perimeter around Pusan further south.)

HISTORICAL BACKGROUND / CONTEXT

The Korean War (in South Korean Hangul: 한국전쟁; 25 June 1950 – 27 July 1953) began when North Korea invaded South Korea. The United Nations, with the United States as the principal force, came to the aid of South Korea. China came to the aid of North Korea, and the Soviet Union gave some assistance.

Korea was ruled by Japan from 1910 until the closing days of World War 2. In August 1945, the Soviet Union declared war on Japan, as a result of an agreement with the United States, and liberated Korea north of the 38th parallel. U.S. forces subsequently moved into the south. By 1948, as a product of the Cold War between the Soviet Union and the United States, Korea was split into two regions, with separate governments. Both governments claimed to be the legitimate government of all of Korea, and neither side accepted the border as permanent. The conflict escalated into open warfare when North Korean forces – supported by the Soviet Union and China – moved into the south on 25 June 1950. On that day, the United Nations Security Council recognized this North Korean act as invasion and called for an immediate ceasefire. On 27 June, the Security Council adopted S/RES/83: Complaint of aggression upon the Republic of Korea and decided the formation and dispatch of the UN Forces in Korea. Twenty-one countries of the United Nations eventually contributed to the UN force, with the United States providing 88% of the UN's military personnel.

After the first two months of war, South Korean forces were on the point of defeat, forced back to the Pusan Perimeter. In September 1950, an amphibious UN counter-offensive was launched at Inchon, and cut off many North Korean troops. Those who escaped envelopment and capture were rapidly forced back north all the way to the border with China at the Yalu River, or into the mountainous interior. At this point, in October 1950, Chinese forces crossed the Yalu and entered the war. Chinese intervention triggered a retreat of UN forces which continued until mid-1951.

After these reversals of fortune, which saw Seoul change hands four times, the last two years of fighting became a war of attrition, with the front line close to the 38th parallel. The war in the air, however, was never a stalemate. North Korea was subject to a massive bombing campaign. Jet fighters confronted each other in air-to-air combat for the first time in history, and Soviet pilots covertly flew in defense of their communist allies.

The fighting ended on 27 July 1953, when an armistice was signed. The agreement created the Korean Demilitarized Zone to separate North and South Korea, and allowed the return of prisoners. However, no peace treaty has been signed, and the two Koreas are technically still at war.

Korean War: The First Forty Days | US Army Documentary | 1951

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

How to Avoid a Nuclear War | One World or None | Animated Educational Film | 1946

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This 1946 short video – originally titled as "One World or None" – is an animated educational film released by the National Committee on Atomic Information. It was produced by Philip Ragan (whose identity remains something of a mystery) with technical assistance by the Federation of American Scientists (FAS). Made just one year after the end of the Second World War, it is thought to be the first "atomic scare movie", a genre which would flourish in the United States throughout the next decade.

One World or None warns of the dangers of nuclear war. It prophesizes a future where antagonistic powers have the ability to destroy one another with atomic weapons. The film begins with a plain statement that the path to unleashing atomic energy was a global effort. Stern narration, provided by famed American news commentator Raymond Swing, warns that now, as the atom has been split and its tremendous force unleashed, the world stands at a crossroads. It can harness atomic energy for peaceful and enriching purposes, or continue to use it as a weapon, like the United States did at Hiroshima and Nagasaki. To drive home the risk facing the United States, the film examines the damage that would be caused if an atomic bomb struck an American city. It makes clear, in no uncertain terms, that the only way to ensure safety is to establish a neutral global authority under the United Nations to control atomic technology and the weapons produced from it.

HISTORICAL BACKGROUND / CONTEXT

The FAS:
On November 30, 1945, the Federation of Atomic Scientists was founded by scientists who worked on the Manhattan Project to develop the first atomic bombs. These scientists were united by the credo that all scientists, engineers, and other technically-trained thinkers have an ethical obligation to ensure the technological fruits of their intellect and labor are applied to the benefit of humankind.

The organization’s early mission was to support the McMahon Act of 1946, educate the public, press, politicians, and policy-makers, and promote international transparency and nuclear disarmament. On January 6, 1946, it changed its name to the Federation of American Scientists, but its purpose remained the same – to agitate for the international control of atomic energy and its devotion to peaceful uses, public promotion of science and the freedom and integrity of scientists and scientific research. For this purpose contacts were established with the several branches of government, the United Nations, professional and private organizations, and influential persons.

In the USA:
The Atomic Energy Act of 1946 (aka. the McMahon Act) determined how the United States would control and manage the nuclear technology it had developed. Most significantly, the Act ruled that nuclear weapon development and nuclear power management would be under civilian, rather than military control, and established the United States Atomic Energy Commission for this purpose. Signed into law by President Harry S. Truman on August 1, 1946, the act went into effect on January 1, 1947.

The UN:
On 24 October 1945, the United Nations (UN) was set up as a body to promote and to maintain international peace and security. The first resolution adopted by the UN General Assembly in 1946 established a Commission to deal with problems related to the discovery of atomic energy among others. The Commission was to make proposals for the control of atomic energy to the extent necessary to ensure its use only for peaceful purposes. The resolution also decided that the Commission should make proposals for “the elimination from national armaments of atomic weapons and of all other major weapons adaptable to mass destruction.”

A number of multilateral treaties have since been established with the aim of preventing nuclear proliferation and testing, while promoting progress in nuclear disarmament. These include the Treaty on the Non-Proliferation of Nuclear Weapons (NPT), the Treaty Banning Nuclear Weapon Tests In The Atmosphere, In Outer Space And Under Water, also known as the Partial Test Ban Treaty (PTBT), and the Comprehensive Nuclear-Test-Ban Treaty (CTBT), which was signed in 1996 but has yet to enter into force.

How to Avoid a Nuclear War | One World or None | Animated Educational Film | 1946

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Man vs. Machine | Will Machines Take Our Jobs | Educational Film | 1936

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This 1936 short video – originally titled as "Men and Machines" – is a dramatized educational film sponsored by the American National Association of Manufacturers (NAM). It features the preeminent American radio and television broadcaster, author and world traveler Lowell Thomas.

The film takes the point of view that mechanization of the workplace, in which workers are replaced by machines, is actually a good thing for both labor and business. It argues that the introduction of labor-saving machines results in cost savings and more leisure time for employees. The concluding narration accompanies a montage of consumer goods and reminds viewers that "we Americans are sitting on top of the world."

The film was distributed in a multimedia package as part of the "Business Facts Program" for employers.

HISTORICAL BACKGROUND / CONTEXT

Mechanization is the process of changing from working largely or exclusively by hand or with animals to doing that work with machinery. In modern usage, such as in engineering or economics, mechanization implies machinery more complex than hand tools and would not include simple devices such as an un-geared horse or donkey mill. After electrification, when most small machinery was no longer hand powered, mechanization was synonymous with motorized machines.

The 20th century:
By the second half of the 20th century, enormous increases in worker productivity – fostered by mechanization and the factory system – had yielded unprecedentedly high standards of living in industrialized nations. The main advance in the factory system in the latter part of the century was that of automation, in which machines were integrated into systems governed by automatic controls, thereby eliminating the need for manual labor while attaining greater consistency and quality in the finished product. Factory production became increasingly globalized, with parts for products originating in different countries and being shipped to their point of assembly. As labor costs in the developed countries continued to rise, many companies in labor-intensive industries relocated their factories to developing nations, where both overhead and labor were cheaper.

The future:
Over the past few years, it has become conventional wisdom that dramatic advances in robotics and artificial intelligence have put us on the path to a jobless future. We are living in the midst of a "second machine age," in which routine work of all kinds – in manufacturing, sales, bookkeeping, food prep – is being automated at a steady clip, and even complex analytical jobs will be superseded before long. A widely cited 2013 study by researchers at the University of Oxford, for instance, found that nearly half of all jobs in the US were at risk of being fully automated over the next 20 years. The endgame, we are told, is inevitable: The robots are on the march, and human labor is in retreat.

This anxiety about automation is understandable in light of the hair-raising progress that tech companies have made lately in robotics and artificial intelligence. And the notion that we are on the verge of a radical leap forward in the scale and scope of automation certainly jibes with the pervasive feeling in Silicon Valley that we are living in a time of unprecedented, accelerating innovation. Some tech leaders, including Tesla’s Elon Musk, are so sure this jobless future is imminent that they are busy contemplating how to build a social safety net for a world with less work. Hence the sudden enthusiasm in Silicon Valley for a so-called universal basic income, a stipend that would be paid automatically to every citizen, so that people can have something to live on after their jobs are gone.

Others believe that robots probably will take away our jobs in the future but that is really no big deal. It’s happened before. Machines have taken over human jobs many times. For instance, the percentage of U.S. adults working in agriculture today is a fraction of what it was a hundred or so years ago, thanks to the invention of sophisticated farming machinery. Luckily, there is a flipside to this equation: technological advancements have also created jobs. The overwhelming percentage of Americans employed in information technology today, for example, all have jobs that didn’t exist 100 years ago.

Man vs. Machine | Will Machines Take Our Jobs | Educational Film | 1936

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

How Hersheys Milk Chocolate Is Made | 1970s Documentary Film

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This 1970s documentary film – originally titled as "The Great American Chocolate Factory" – tells the story of American chocolate giant Hershey. It gives you an in depth look at the Hershey Chocolate Factory and grounds at Hershey, Pennsylvania. It takes you through the entire process of how they make milk chocolate: from harvesting cocoa beans in the tropics through blending together the ingredients to wrapping the finished chocolate bars that we enjoy every day. Some with nuts, some without. The film also talks about how they make Kisses, although they are not mentioned by the name as we know them now. They are just known as drops. The film also covers the science behind how they test and make sure the chocolate is of the consistent high grade that we all know and love and also looks at their distribution system to show how they ensure that we never need to go without their sweet snack. It also includes great footage of the Hershey amusement park. If you are a chocolate lover, this film is for you.

HISTORICAL BACKGROUND / CONTEXT

The Hershey Company, known until April 2005 as the Hershey Foods Corporation and commonly called Hershey's, is an American company and one of the largest chocolate manufacturers in the world. Its headquarters are in Hershey, Pennsylvania, which is also home to Hershey's Chocolate World. It was founded by Milton S. Hershey in 1894 as the Hershey Chocolate Company, a subsidiary of his Lancaster Caramel Company. Hershey's products are sold in over 60 countries worldwide. In addition, Hershey is a member of the World Cocoa Foundation. It is also associated with the Hersheypark Stadium and the Giant Center.

The Hershey's Milk Chocolate Bar, commonly called the Hershey's Bar, is the flagship chocolate bar manufactured by the Hershey Company. It is often referred by Hershey as "The Great American Chocolate Bar." The Hershey Milk Chocolate Bar was first sold in 1900, followed by the Hershey's Milk Chocolate with Almonds variety, which began production in 1908.

The Hershey Process milk chocolate used in these bars uses fresh milk delivered directly from local farms. The process was developed by Milton Hershey and produced the first mass-produced chocolate in the United States. As a result, the Hershey flavor is widely recognized in the United States, but less so internationally, especially in areas where European chocolates are more widely available. The process is a company and trade secret, but experts speculate that the milk is partially lipolyzed, producing butyric acid, which stabilizes the milk from further fermentation. This flavor gives the product a particular sour, "tangy" taste which the US public has come to associate with the taste of chocolate, to the point that other manufacturers often add butyric acid to their milk chocolates. The American bar's taste profile was not as popular with the Canadian public, leading Hershey to introduce a reformulated Canadian bar in 1983.

In addition to the standard Milk Chocolate and Milk Chocolate with Almonds varieties, Hershey's also produces several other chocolate bars in various flavors: Special Dark chocolate, Cookies 'N' Creme, Symphony (both Milk Chocolate and Almond Toffee), Mr. Goodbar (with peanuts), and Krackel (with crisped rice). There were also nine limited flavors: Double Chocolate, Nut Lovers, Twosomes Reese's Pieces, Cookies 'N' Chocolate, Cookies 'N' Mint, Strawberries 'n' Creme, Raspberries 'n' Creme, Twosomes Heath, and Twosomes Whoppers. All flavors have between 210 and 230 calories per standard-sized bar. The largest Hershey's bar commercially available weighs five pounds (2.3 kg).

The Hershey's Kisses is another famous brand of chocolate manufactured by The Hershey Company. The bite-sized pieces of chocolate have a distinctive shape, commonly described as flat-bottomed teardrops. Hershey's Kisses chocolates are wrapped in squares of lightweight aluminum foil with a narrow strip of paper protruding from the top. Though originally made of solely milk chocolate, many variations of the Kisses brand of chocolates and candies have since been introduced. Hershey introduces and discontinues new flavors constantly.

How Hershey's Milk Chocolate Is Made | 1970s Documentary Film

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NOTE: THE VIDEO REPRESENTS HISTORY. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT.

Why Was NATO Created | US Army Documentary | 1958

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This 1958 documentary film – originally titled as "Why NATO" – is an episode of the U.S. Army's "The Big Picture" television series.

It is a Cold War era film that documents the reasons behind the creation of the North Atlantic Treaty Organization (NATO) in 1949. Narrated by the distinguished news analyst, Edward R. Murrow, the report shows historical events following World War 2 that led to Soviet occupation of Eastern Europe, and the diplomatic efforts of leaders, including General Dwight D. Eisenhower, to convince 12 nations to fund, equip, and staff a NATO armed force in order to defend Western Europe from further Soviet expansion. Dramatically presented, the United States is shown in its strategic role as leader in the Free World and its alliance with other nations dedicated to the preservation of peace and the welfare of mankind.

HISTORICAL BACKGROUND / CONTEXT

The North Atlantic Treaty Organization (NATO) was originally created by representatives of twelve Western powers: Belgium, Canada, Denmark, France, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, the United Kingdom, and the United States, in 1949, as a military security alliance to deter the expansion of the Soviet Union on the European Continent. From 1945 to 1949, to widen the Communist sphere of influence, the Soviet Union had annexed Czechoslovakia, East Prussia, Estonia, Latvia, Lithuania, Poland, Romania, and sections of Finland, and had penetrated into the governments of Albania, Bulgaria, and Hungary.

The foundation for NATO had been set in Brussels, Belgium, in March 1948, when representatives of Belgium, France, Luxembourg, the Netherlands, and the United Kingdom met to forge a mutual assistance treaty to provide a common defense system. The Brussels Treaty stipulated that should any of the five signatories be the target of “armed aggression in Europe,” the other treaty parties would provide the party attacked “all the military aid and assistance in their power.” In June 1948, after a losing battle by isolationists, the U.S. Congress adopted a resolution recommending that the United States join in a defensive pact for the North Atlantic area. President Harry S. Truman urged U.S. participation in NATO as a critical part of his policy of containment of Soviet expansion. Containment had begun with the Truman Doctrine of 1947 with military assistance to Greece and Turkey to resist Communist subversion. The North Atlantic Treaty was signed on 4 April 1949 in Washington, D.C. It formally committed the European signatories and the United States and Canada to the defense of Western Europe. Greece and Turkey joined NATO in 1952. The Federal Republic of Germany joined in 1955 following an agreement on the termination of the Allies' postwar occupation of West Germany and an understanding that the country would maintain foreign forces on its soil. A rearmed Germany became a major component of NATO.

The Soviet Union strongly opposed the NATO alliance. The Berlin Blockade in 1947–48 and the threat of war had in fact given impetus to the creation of NATO. Following the outbreak of the Korean conflict in June 1950, fearing the possibility of a Soviet invasion of Western Europe as a result of a miscalculation by Moscow, NATO countries expanded their military forces in Europe. By 1953, NATO had fielded 25 active divisions, 15 in Central Europe, and 5,200 aircraft, making it at least equal to Soviet forces in East Germany. In 1955, Moscow created the Warsaw Pact, a military alliance composed of Albania, Bulgaria, Czechoslovakia, the German Democratic Republic, Hungary, Poland, and Romania.

East‐West relations were further strained by Nikita Khrushchev, who emerged as the Soviet leader after Josef Stalin's death in 1953. Although he had criticized Stalin's dictatorship and had accused his predecessor of escalating international tensions, Khrushchev ordered a Soviet force into Hungary to suppress a rebellion and maintain Communist rule in 1956. In 1957, the Soviet Union's launching of Sputnik, the first of the space satellites, indicated that the Soviets was developing long‐range nuclear missiles. NATO had planned in 1954 to use nuclear weapons in case of a massive Soviet invasion.

Why Was NATO Created | US Army Documentary | 1958

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Allies Break Through the German Gothic Line | World War 2 Documentary | 1963

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This 1963 documentary film – originally titled as "The Climb to Glory" – is a two-part episode of the U.S. Army's "The Big Picture" television series. (I combined the two parts into a single movie.)

The film recounts the story of the US Army's 10th Mountain Division in Italy during World War 2 (from summer 1944 to spring 1945). It covers the Allied campaign in northern Italy along the jagged Apennine Mountains chain and documents the Allied breakthrough at the German Gothic Line, the last major defensive line in Italy touted as invincible by the German leaders.

Part 1 details the 10th Mountain Division's arrival in Italy, moving to the front and the capture of Riva Ridge and Mt. Belvedere. Part 2 (from 28:47) covers the period from right after the division conquered Mt. Belvedere to when the campaign ended at Lake Garda pushing the Axis forces back into the Po valley.

The film contains interviews with American and German veterans, and local Italian partisans telling their own stories and experiences.

HISTORICAL BACKGROUND / CONTEXT

The Gothic Line (German: Gotenstellung; Italian: Linea Gotica), renamed Green Line (German: Grüne Linie) in June 1944, was a German defensive line of the Italian Campaign of World War 2 (1943-1945). It formed Field Marshal Albert Kesselring's last major line of defense along the summits of the northern part of the Apennine Mountains during the fighting retreat of the German forces in Italy against the Allied Armies in Italy, commanded by General Sir Harold Alexander.

The tactics of retreating to organized lines of defense prepared along prominent terrain features up the Italian "boot" (such as the Gustav Line at Cassino) was successfully followed by the German Army throughout the Italian Campaign. The German command had started to study the idea of fortifying the Central Apennines already in August 1943, when the Allies were still fighting in Sicily. The construction however started only during the spring of 1944.

The Gothic Line was not a continuous line of fortification, but rather a series of strong-points arranged in depth, exploiting the natural terrain features which favored the defender. Traversing the Italian mainland from the Tyrrhenian coast North of Viareggio to the Adriatic at Pesaro, the line extended for more than 190 miles. It included more than 2,000 well-fortified machine gun nests, casemates and bunkers made of steel-girded concrete. Long antitank ditches, extended mine fields and barbed wire emplacements completed the picture. Luckily for the Allies, construction work was still incomplete when the advancing Allied armies approached the Central Apennines.

By August 1944, the Germans in Italy were plagued with increased Italian partisan activity behind the front lines, while the Allies commanders in Italy were frustrated by their superiors transferring forces under their control for the new front in France; by the first week of August, strength of British 8th Army had fallen from the height of 249,000 men to about 153,000, for example.

Although France now became the main front for the Allies to break into the heart of Germany, the Italian campaign was not cancelled, as it had political value. If the American and British forces were able to take northern Italy, they would have a chance to advance further north into Austria and Hungary to lessen post-war Soviet influence in that region.

Initially the Gothic Line was breached during Operation Olive (also sometimes known as the Battle of Rimini), but Kesselring's forces were consistently able to retire in good order. This continued to be the case up to March 1945, with the Gothic Line being breached but with no decisive breakthrough; this would not take place until April 1945 during the final Allied offensive of the Italian Campaign.

As April came to an end, the Axis forces in Italy, retreating on all fronts and having lost most of its fighting strength, was left with little option but surrender. General Heinrich von Vietinghoff, who had taken command after Kesselring had been transferred to become Commander-in-Chief of the Western Front in March 1945, signed the instrument of surrender on behalf of the German armies in Italy on 29 April.

Allies Break Through the German Gothic Line | World War 2 Documentary | 1963

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!

Scrap Happy Daffy | World War 2 Era Propaganda Cartoon | 1943

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Scrap Happy Daffy is a humorous Looney Tunes black and white cartoon featuring Daffy Duck, directed by Frank Tashlin and released in 1943 by Warner Bros. It was made during the Second World War to encourage Americans to donate scrap metal for the war effort. The short was the final appearance of Daffy Duck in black and white.

Plot:
Daffy is the guard of a scrap yard, doing his part to help America win the war against the Germans, but the enemy decide to destroy his scrap pile by sending a billy goat out to eat everything in sight.

HISTORICAL BACKGROUND / CONTEXT

During World War 2, Enemy conquests cut off supplies of crucial raw materials. The shortage of rubber was the most serious impediment to the Allied war effort, but metals of all kinds were needed in huge quantities. Building tanks, ships, planes, and other weapons required massive amounts of metals, more than any other military conflict in history. An M4 Sherman tank required more than 20 tons of metal. A Navy battleship needed more than 900 tons. And building the world's largest air force meant that aluminum would be needed in unprecedented quantities. Thus the government after Pearl Harbor either cut off the supply of metal to the consumer economy or strictly rationed it. Everything from barbed wire to farm equipment was rationed.

Factories quickly shifted from manufacturing civilian goods to military material. The last automobile rolled off the assembly line on February 10, 1942, and cars wouldn’t be manufactured again until August 1945. On April 2, 1942, the government ordered a reduction in the use of metals in packaging of civilian products. Anyone who wanted to purchase a tin tube of toothpaste or shaving cream had to turn in the old tube first. On March 1, 1943, these restrictions resulted in the rationing of canned foods.

Expanding mine production took time. And increasing imports meant that ships had to be built which also took time. But there was metal that was immediately available. One estimate suggests that 1.5 million tons of scrap metal lay useless on U.S. farms. And there were also large quantities in the cities as well. The government urged Americans to turn in scrap metal for recycling, and schools and community groups like the Boy Scouts across the country held scrap metal drives. Scrap drives and tin can drives reclaimed tons of metals, but not enough to prevent shortages.

Drives were often great community events, with performers, and speeches. Even celebrities pitched in to help promote these events. Competitions were held to see which town, county, and state produced the most scrap, and the winners boasted of their feats. Citizens scoured their homes, farms, and businesses for metal. Housewives donated pots and pans, farmers turned in farm equipment, and children even gave up their metal toys. Many people removed bumpers and fenders from their cars and brought to the collection sites. Sometimes even historical statues were melted down.

These drives had mixed results. While not all scrap materials proved useful, many did and provided a small but significant source of material. Most importantly, these drives galvanized the Home Front and made each individual, even children, feel like a crucial part of the war effort.

Scrap Happy Daffy | World War 2 Era Propaganda Cartoon | 1943

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Ideological Differences Between America and the Soviet Union | Cold War Era Propaganda Film | 1961

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This 1961 documentary – originally titled as "The Challenge of Ideas" – is a Cold War era American propaganda film produced by the U.S. Army Pictorial Center and presented by the U.S. Department of Defense. The movie was intended to educate service members about the basics of the Cold War, though it may have been shown to the general public as well.

The film analyzes basic ideological differences between the Free World, led by the United States and the Communist Bloc, led by the Soviet Union. It describes objectives and techniques used by the Soviets to influence the peoples of the world. The movie depicts the ideological struggle that America confronted, a struggle that was being fought not on the battlefield but through the words of diplomats, gestures of friendship, cultural demonstrations, foreign aid and military power. It also explains why American democracy and free market capitalism are superior to other forms of government.

The film is introduced by Edward R. Murrow, the former CBS journalist who in January 1961 became head of the U.S. Information Agency. A motley assortment of celebrities and news-media figures, such as John Wayne, Hanson W. Baldwin, Frank McGee, Lowell Thomas and Helen Hayes also appear at various points to discuss the polarization of politics between the Western Allies of the United States and the Soviet Bloc, pointing out the need for vigilance and action to protect democracy in the U.S. and abroad.

This film does have a great deal of historical interest, though, as a portrait of what the American government wanted its citizens to believe about the Cold War in the early 60s.

HISTORICAL BACKGROUND / CONTEXT

Core ideological differences between the U.S. and the Soviet Union during the Cold War (1947–1991):

The United States and Soviet Union had two completely different forms of government; the United States, democratic, and the Soviet Union, communist/totalitarianism. The U.S. was completely against the idea of totalitarianism because the United States felt like it violated the most basic human right and went against everything the United States stood for, and the Soviet Union was against the idea of democracy because they believed it was hypocritical to promote democracy and still have economic inequality.

The U.S. also supported the idea of freedom, which was their number one ideal and the United States believed that freedom was at the core of a happy, productive society, while the Soviets believed that freedom wasn't possible if there was poverty.

And while both the U.S. and U.S.S.R. believed in equality, they believed in it in different ways; Soviets supported equality in the sense of condition, and the United States believed in the idea of equality to the extent of law and opportunity. The U.S. didn't necessarily believe in equal conditions for all because it would undermine work ethic.

The United States was also big on the idea of individualism, believing that it was human nature and that people are naturally driven to do things that benefit themselves. The Soviets believed that individualism was a result of inequality and instead of believing in being "humans by nature," they were convinced that we are a "community by nature." While the United States continued to support individualism, the Soviets believed in collectivism, which backed up their belief that we are a "community by nature." They also felt it was the necessary response to capitalism's inequality.

And lastly, they both believed in different types of economies: capitalism (United States) and socialism (Soviet Union). The United States strongly believed in their economic system of capitalism, convinced that it was the best economic system and that the competition involved in capitalism would make everyone better and benefit society as a whole, while the Soviet Union's view was there was too many losers with capitalism and rich would always end up taking advantage of the poor. They also believed that a healthy society did not compete.

Ideological Differences Between America and the Soviet Union | Cold War Era Propaganda Film | 1961

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Denmark in World War 2 | The Danish Resistance | Documentary Short | 1944

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This World War 2 era short film – originally titled as "Denmark Fights for Freedom" – documents the struggle of the Danish resistance movement against their German occupiers during the period 1943-1944. It was released in 1944.

According to the statement in the intro, the scenes were surreptitiously shot "under the most dangerous conditions and smuggled out of the country" during the German occupation. It is a dramatic story of how a spirited nation pulled together to fight oppression through acts of sabotage and mass civil disobedience. Inspirational!

HISTORICAL BACKGROUND / CONTEXT

Denmark in World War 2:
During most of World War 2, Denmark was first a protectorate, then an occupied territory under Germany. The decision to invade Denmark was taken in Berlin on 17 December 1939. On 9 April 1940, Germany invaded Denmark in Operation Weserübung and established a de facto protectorate over the country. On 29 August 1943 Germany placed Denmark under direct military occupation, which lasted until the Allied victory on 5 May 1945. Contrary to the situation in other countries under German occupation, most Danish institutions continued to function relatively normally until 1945. Both the Danish government and King Christian X remained in the country in an uneasy relationship between a democratic and a totalitarian system until the Danish government stepped down in a protest against the German demands to institute the death penalty for sabotage.

Danish resistance movement:
The Danish resistance movement (Danish: Modstandsbevægelsen) was an underground insurgency to resist the German occupation of Denmark during World War 2. Due to the initially lenient arrangements, in which the German occupation authority allowed the democratic government to stay in power, the resistance movement was slower to develop effective tactics on a wide scale than in some other countries.

By 1943, many Danes were involved in underground activities, ranging from producing illegal publications to spying and sabotage. Major groups included the communist BOPA (Danish: Borgerlige Partisaner, Civil Partisans) and Holger Danske, both based in Copenhagen. Resistance agents eliminated an estimated 400 Danish collaborators and informers until 1944.

In the postwar period, the Resistance was supported by politicians within Denmark and there was little effort to closely examine the killings. Studies were made in the late 20th and early 21st centuries, and people learned that there was sometimes improvised and contingent decision-making about the targets, with some morally ambiguous choices. Several important books and films have been produced on this topic.

Denmark in World War 2 | The Danish Resistance | Documentary Short | 1944

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NOTE: THE VIDEO DOCUMENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!