41 pages • 1 hour read
Denise KiernanA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Summary
Chapter Summaries & Analyses
Key Figures
Themes
Symbols & Motifs
Important Quotes
Essay Topics
Tools
Secrecy is central to the Project and, as such, is one of the book’s key themes. The General believes that “compartmentalization—compartmentalization of knowledge, of responsibility, of information—[is] the ‘heart of security’” and that “Each man should know everything he [needs] to know to do his job and nothing else” (152). This means that, assuming they pass the screening and security tests, workers are only given the most essential training, with no unnecessary knowledge of the overall project. To inquire deeper into one’s role is to invite reprimand or even dismissal, even “the most innocuous questions” (4) can raise suspicion. Propaganda posters throughout the site suggest that “if you [speak] out of turn, you [are] not only un-American, you [are] responsible for the senseless murder of troops” or that “if you [dare] inquire too closely about your job, you [are] endangering the lives of innocent children, damning democracy, and joining the ranks of Hitler and Hirohito” (165). Such propaganda is only strategy the state uses to maintain the site’s secretive atmosphere, in addition to censorship and informants operating within the Reservation in undisclosed numbers. Some find that the “heightened restrictions also [offer] a sense of security […] [and] a sense that someone might not just be watching you, but watching out for you, as well” (163), but for many it is a source of stress and mental strain.
With so many men away fighting in the war, there is an exponential expansion of women’s roles in the workforce, including at CEW. In part, this reflects the need for extra personnel and “the era of Rosie the Riveter” (30) when societal attitudes to women’s work and contribution are changing rapidly. However, there is also another factor: The Project particularly focuses on employing young educated women from rural backgrounds because they are believed to be manageable. As such, the Project’s employment of young women reflects both a reinforcing of gender roles in the suggestion that women are more compliant and obedient and a challenge to them. It appears to be an effective choice for the Project because Ernest Lawrence, head of the Berkeley Radiation Laboratory, soon learns that the “high school girls they had pulled from rural Tennessee to operate his calutrons in Y-12 [are] doing better than his own team of scientists” (109).Women at the project experience a sense of personal growth through their own sense of , the women at the project Women like Colleen enjoys how her new responsibilities allow her to dress like her male coworkers, and Celia gains a new financial independence.
Oak Ridgers were motivated to work at CEW because they are offered better pay for comparable and the jobs include other benefits like on-site housing and facilities. Additional motivations tap into workers’ sense of purpose and duty and their desire to contribute to the war effort. Dot considers that “‘Somewhere in East Tennessee’ [is] more than a job” because it gives her “a way to help end the war that had taken [her brother] Shorty from her” (71). However, workers have to deal with the consequences of their desire to end the war when they realize the true scale of devastation that the bombs wreak once they are detonated.
Once the workers of CEW hear that the bomb has been dropped, they know “they had played a part in what appeared to be a key turning point in the war, one that might end it for good” (261). Initial feelings are of relief and celebration, however, many eventually to process the human cost of their work. Dot wonders how she can “feel both good and bad about something at the same time, pride and guilt and joy and relief and shame” (287) and Rosemary considers that “anybody who had been working in Oak Ridge and had contributed to the development of something so tragic, so devastating, had to ask themselves the question whether it was the right thing to do” (278).
As a federally governed facility, the government could have desegregated facilities at CEW, but it did not. As such, people of color faced systemic discrimination, no matter their education or background. Non-white facilities were of markedly inferior quality than white facilities, and black couples were not allowed to live together or bring their children to live with them. Most of the recreational activities are segregated and people of color have access to far fewer facilities and considerably worse food which often leads to food poisoning. Despite the formation of the Colored Camp Council and other efforts “to try and change the living conditions for black workers at CEW” (145), there is little improvement. When council members and supporters sign a letter requesting “family homes separate from labor camps and similar in amenities to the white family homes” and highlighting “the patriotism and sacrifices of the black community” (145), they are targeted by security forces that perform in depth background checks—but no change in facilities. Echoing the treatment of soldiers of colors serving overseas, non-white workers at CEW are not valued and subject to discrimination and ill-treatment. The case of Ebb Cade, a black construction worker who is hospitalized after a car accident and then experimented on without his consent, is a particularly egregious example of how the project advanced at the cost of people of color.