Gliding Through D-Day....Part II

A few years ago I paid homage to my Uncle Buck for his service to our country during the very early morning hours of June 6, 1944 by writing Gliding Into D-Day.  Feel free to obtain a little background if you wish by clicking through and reading it first.

My uncle….Flight Officer Cyrus S. Carson…. was a glider pilot.

Gliders were actually the first stealth aircraft used by the military. The Gibson Refrigerator Co. received contracts from the U.S. Army Air Force for the production of CG-4A troop carrying gliders, and was one of 15 companies to do so. Each glider was made up of 70,000 individual parts.  Gibson built over 1,000 of the nearly 14,000 CG-4A gliders constructed during the war.

On the morning of June 6, 1944, Cyrus S. Carson was flying as pilot in command and John Winkler was flying co-pilot in a WACO CG-4A glider similar to the one I’ve posted below. Both men had graduated as second lieutenants from advanced flight training in 1943 from Lubbock, Texas.

A WACO CG-4A glider is pictured below.

 

The mission that my uncle and Winkler flew was serial 2B code name “Detroit” which was a pre-dawn glider borne combat assault in the American airborne landings in Normandy, made by elements of the U.S. 82^nd Airborne Division. It was part of Operation Neptune, the assault port of the Allied Invasion of France, Operation Overlord.

Originally slated to be the main assault for the 82^nd Airborne, the glider operation instead became the first reinforcement missing after the main parachute combat assault, Mission Boston. The landing zone for Mission Detroit was near Sante-Mere-Eglise, to the west of Utah beach.

The 434^th Troop Carrier Group as well as the 437^th participated at the same time.

My uncle and Winkler, pictured below, were flying the 82nd Airborne as the other group flew the 101st Airborne. Each group consisted of 52 gliders, making a total of 104 gliders to cross the peninsula of Normandy.

On D-Day my uncle and Winkler were flying glider number 6. Their mission was to carry field artillery and hook up with glider number 5 which had a jeep. Their tow plane was the C-45. The WACO CG-4A was 48 feet long with an 84 foot wingspan and weighed 3,790 pounds empty, 7,500 pounds normal load, and 9,000 pounds overloaded; made of plywood, canvas and steel tubing. There were no flaps, although spoilers above the wing were used to steep the glide.

From my uncle’s own account of the mission he writes, “Every odd numbered glider transported a jeep and five men counting the pilot and co-pilot. Every even numbered glider transported an anti-tank gun, five men and a stack of ammo.

….Our men took a map of the Normandy peninsula and located the beach that the troops would be using to land ashore. Straight across the peninsula on the south shore were [the two Channel] islands named Guernsey and Jersey. The navigator decided that if we positioned a ship about 40 miles straight south, with a spot light point straight up, we could head from England into the direction of Spain and pick up that spot light and go north [and get us in the position regarding where we wanted to land our gliders].

What we didn’t know …was that these two islands were the heaviest fortified places in all of Europe.”

Around 1:00 am in the morning my uncle and Winkler along with three soldiers from the 82^nd Airborne took off from Ramsbury, England. The weather was so bad the mission should have been cancelled, but that had already happened once before.

My uncle remembers, “We assembled over England and when we reached the Channel, we dropped down to 100 feet over the water and flew until we found our spotlight, then headed north. As we crossed between the two islands, we could see thousands of shells going up just in front of every tow plane and glider. The only thing that saved us was the eight Air Force P-47s, P-51s, B-25s, and B-26s that flew at speeds between 250 and 275 mph.  We came along at 140 mph and the guns on the ground couldn’t adjust their lead.  Not a single C-47 or glider was shot down.”

They could not see the tow plane, although they could tell if they were high or low depending on which way the tow rope pointed looking out from the cockpit. There is no engine noise, although the glider does make a whistle noise from the various protruding rigging that is exposed to the slip stream.

My uncle continued, “At 2,000 feet over land we were flying in a cloud, solely on instruments. A glider’s instruments consist of keeping the three to four feet of tow rope pointing in the same direction. We were supposed to drop down to an altitude of 700 feet for glider release. We were approximately six to eight minutes from the release point when the C-47 pulling me made an 85 degree diving turn to the left. This caused the rope on my glider to break.”

My uncle’s co-pilot, Wilkerson recollects that something must have spooked the pilot in the tow plane as he ran into a thick cover of clouds.

My uncle states, “I made a driving turn to the right. If I had remained on course, and slowed down to 70 mph, there was a real good possibility that the C-47 behind me, would have collided with the rear of my glider.

I reduced my speed to 70 mph and at about 100 feet I broke out from under the clouds. This gave me a very short amount of time to find a suitable place to land my glider. I selected an open field to my right. This field had one large tree about one foot in diameter.

I positioned my glider so that the tree would contact the center of my right wing, causing the right wing to be shred off and causing the glider to drop about five feet to the ground with enough force to break off the right landing gear. The left side of the glider came down slower and the left wheel remained on the glider. This caused one terrific ground loop. Nobody was injured and the equipment was not damaged.

Glider number 5, carrying a jeep was supposed to join up with us. This would have given us a 10 man anti-tank crew.”

Co-pilot Wilkerson reported that all five crew members were covered with dirt from the glider plowing up the field with the landing gear.

My uncle continues, “With hopes that the crew with the jeep would find us, we hid on a wooden knoll about 900 feet away from where we landed where we had a clear view of the glider. The first thing that came by was a truck load of about 20 German troops.”

Sadly two hours after John and Cyrus landed and while they were waiting next to their glider hoping to meet up with the crew from glider number 5, deputy commander of the 101^st Airborne, Brigadier-GeneralDonald F. Pratt landed about 0400. His glider was over-loaded with a command jeep, radio set, and jerry cans of gasoline. In order to avoid stalling the glider, the pilot, Lieutenant-Colonel Michael C. Murphy, came in over the hedgerow at about 90 mph and skidded on the damp grass and crashed head-on into a tree in the middle of the hedge. Murphy survived the crash with two broken legs, although Pratt died in the seat of his jeep with a broken neck.

Pratt was the highest ranking officer killed on D-Day.

At a family reunion a few years before my uncle died he told me about the glider crash that killed Pratt with tears streaming down his face.  He wrote “They overshot the landing field. The Jeep shifted when the glider hit a hedgerow causing it to move forward, severing the pilot, Tom Seward’s right shoulder.  He died instantly. The co-pilot received a broken back. They were surrounded by Germans fairly quickly. The co-pilot was taken to a German field hospital.  All they could do for him was roll up a blanket and put it under his back while lying face up.

Thankfully, the American front line overtook the hospital four weeks later.”

The glider crash that killed Pratt was fictionalized in the movie Saving Private Ryan.

My uncle and his crew waited as long as they could, but the area was full of Germans. I’ve posted a picture below of one of the gliders being inspected by the Germans soon after it landed below. 

At this point my uncle’s crew decided getting back to friendly territory was their prime objective. Unknown to them at the time, there was a total of 8 gliders that landed off course in the same area within about a 2 mile radius of them and there were also two German divisions there at La Chevalerie near Saint Germaine-le-Gaillard.

The men decided to split up with my uncle taking two of the soldiers with him and his co-pilot took the rest.

Immediately upon splitting up Germans were within eyesight.  My uncle explains, “The three of us were in a wheat field close to hedgerow when a truck of Germans entered the same field in a lower corner. I told them that everything takes time, if we jumped up, it would take time for them to recognize us as Americans, it would take time for each one to decide which one of us to shoot and it would take time to aim and fire. In my theory, before they could fire the first shot, we could be over the hedgerow and be gone.

Agreeing with me I told them we would count to three, at the word three, we would go over the hedgerow. On the word three I sprung up, hit my head and right shoulder on the top of the hedgerow, and pole vaulted to the other side.

Going over I saw three rifles come up, but no shot was fired.

I hit the ground running.

In 500 feet was another hedgerow.  I cleared it the same way. 

Then I stopped to let the other two catch up. 

I was surprised to find I was alone.

This meant that the other two didn’t have a second chance.”

My uncle never knew what happened to the two men.  He checked with headquarters as late as September, 1947 and there was no word as to their whereabouts.

Once alone he heads towards Cherbourg.  He spots another glider crew who has set fire to their glider, but they are hesitant to leave because a member of their crew was injured.  After 15 minutes or so my uncle sets off again alone moving slowly as the area is thick with German surveillance.

French resistance fighter, Valentin Lebatard picks him up on the afternoon of June 9^th and drops him off with a small group of American soldiers. After 48 hours my uncle sets off alone again

He explains, “Two days later I thought I was three or four hedgerows from the American front line, when a German medic found me. The American medics go into battle with a first-aid kit and a stretcher; the German medics went into battle with a first aid kit and a rifle. I was taken to German headquarters which was about three blocks away where I was interrogated giving name, rank and serial number only.  Apparently the Germans had never heard of the rank “Flight Officer” before.”

While being held at the German headquarters my uncle met up with Second Lieutenant James Bowley.  Per Uncle Buck Bowley had “come ashore on the third day of the invasion at Utah Beach, and had been injured in the right hip by a German hand grenade.   He was just coming to when the Germans searched him finding his pockets full of German insignias that he had taken from dead German soldiers.  

Three hours later they were on a truck….three feet deep with ammo and about 8 German soldiers. The truck was pulling an 88 mm anti-aircraft gun.”

Basically, they were riding in a half-track which is a cross between a tractor and a tank. The ammo the Germans were carrying was shells about 5 feet across and about eighteen inches in length. They could bring down a B-17 bomber at 30,000 feet as the flak from these shells brought down hundreds of bombers during the war.

My uncle and Lt. Bowley knew exactly where they were headed. When the Germans captured Allied soldiers they would march them or transport them to Paris where they would be loaded on box cars for the trip to Berlin and on to a concentration camp deep inside Germany. 

The Germans had their prisoners ride on top of the ammunition. At one section of the road which led to Paris, there was an area that was barren of any hedgerows and trees and was vulnerable since the American Air Corp had orders to not let anything go in or out of this area. When they would see any German vehicle it would be fair game.

By this time, a couple of P-47s were patrolling the road looking for German transports.  One of the fighters made a low pass and came around for the bomb run.

My uncle states, “On his last pass the pilot decided to drop a 500 pound bomb.  The bomb hit the pavement in front of me, dug through the pavement about one foot, rose back into the air clearing the gun and the truck and going about 200 feet into the living room of a French house. The bomb did not explode. We had about 20 minutes of fireworks as all the ammo in the truck exploded.”

Since the bomb did not detonate, the wing-man for the other P-47 was going to finish off the job with a strafing pass. As the fighter made its pass, the half-track was hit with 50 caliber machine gun rounds and it exploded in flames.

The Germans along with their prisoners took shelter at a farmhouse. The location was identified as “La Detrousse” in the town of Saint-Nicolas-de-Pierreport near La-Haye-du-Puits. At some point the German Lieutenant leaves the prisoners with a guard while he and the other men go in search of other transport.

While they were alone the Americans were able to talk more directly with the German soldier and even shared pictures of their families. My uncle and Bowley attempted to persuade the German soldier that they were all just pawns in the war.

Later, when the German Lieutenant returns he orders the prisoners to dig their graves.  The prisoners had become a liability and had to go.  The officer left with the other men and ordered the guard to kill the solders and catch up to them.

The guard took my uncle and Bowley to a bedroom and showed them how the mattresses were stuffed with straw.  He indicated the men should hide in the mattresses and not come out.  

A few minutes later they heard gun fire.  A couple of shots sounded a few seconds apart.

Then quiet descended on the place.

The German guard had left to rejoin his group now that the American prisoners had been “killed.”

My uncle and Bowley hid out on the farm for almost a month with the farmer providing them food and wine.  Around the first of July two French women arrived at the farm accompanied by a B-17 pilot who had been shot down in the area named Kenneth N. Haugard.  By this time my uncle was suffering from a high fever and Bowley’s hip injury was getting worse.

Thankfully within a few days the Americans were in control of the area and the men were had reached their goal – friendly territory.

Once in friendly territory my uncle learned that his co-pilot Wilkerson had also been captured by the Germans, but managed to escape through the hedgerows when a passing American plane distracted their captors.  His group was able to reach friendly territory by July 8^th.

This story had had a happy ending because both my uncle and Wilkerson made it back to England in one piece. More than one-third of all glider troops were killed or wounded during the time between June 6^th, 1944 and May, 1945.

Both men never flew another mission, although my uncle stayed on as a glider instruction in England as the glider was used in a few more missions including the Battle of the Bulge, the liberation of Holland and the crossing of the Rhine into German. The Army Air Corp glider program was phased out in 1947, although one of the keys to the success of D-Day was the use of the glider.

 

Both men went on to have successful professions after the war.

My uncle, Cyrus S. Carson had a career with Lockheed Martin and one of his jobs was in the photography department. Cyrus retired after 30 years in 1982. An interesting note is that both Cyrus and John built a dark room together in England, and Cyrus used it to make a career profession.

On October 8, 2005 Uncle Buck finally managed to have a reunion with Wilkerson and talk over their experiences.

 

Both men provided interviews with the Palm Springs Air Museum in association with the Veterans History Project of the Library of Congress and their glider experiences during D-Day were included in the book Forgotten Wings by Phillippe Esvelin.

 

Mixed Images...One Powerful Message

Look at this picture.  Observe it very carefully.  You can click on the pictures to isolate them and make them a little larger

Yes, you see soldiers proceeding up a street, but notice that you are actually looking at two images…..one from World War II and another from more contemporary times of the same location.

A historical mix…of sorts.

Think about the impact this could have on students of history.  Think about the connections that students could make between historical content and their surroundings.

These pictures are the work of historical expert Jo Teeuwisse from Amsterdam.  This article from the Daily Mail states she began superimposing images from different time periods of the same location after finding 300 old negatives at a flea market in her home city depicting familiar places in a very different context.

Here is a second example of her work.......

Like Miss Teeuwisse I think this process of making war scenes or any historical image have meaning by linking it to a more familiar image heightens the impact. As she states, “knowing the exact spot of some detail will etch it into your visual memory.”

Teeuwisse’s work isn’t just as simple as layering photographs, however.   She researches daily life before and during the war, interviews eye witnesses when she can and recreates certain aspects of history to gain a unique insight into that area.

Isn’t that something than any history teacher worth a grain of salt wants to do with their students?  

Of course…..part of our job description is to help students gain unique insight into the historical content we present to them.

Click through to see the pictures presented with the Daily Mail article.  Also visit the Ghosts of History Flicker page and the Facebook page here.

I’m thinking the process of superimposing images from various historical times …..The Civil War, Civil Rights and not just World War II would be a valid project for students with a little planning and guidance.

What do you think?

Giving a Nudge to Vargas and his Nose-Art

Cute Young Man approached my desk rather gingerly because he knew he shouldn’t be up.

 

First, since it was our “silence is golden” time – that time I allotted on the plan book during the week for students to read aloud anything they wanted to from my classroom library, so he shouldn’t have been out of his seat since I had already given everyone a chance to choose their reading material, and we had already rotated through the restrooms.     

Secondly, since I read something during this time as well……I really didn’t like being interrupted.

Cute Young Man whispered, “Elementaryhistoryteacher, I need to ask you something.”

Hmmm….that was obvious since he was standing beside me during “silence is golden” time, but I decided not to mention that and said, “What do you need, Cute Young Man?”

He had a book in his hand….not one of mine, but it didn’t matter.   Students could bring items from home to read.   The important thing was that my students  were reading, and they were silent.

The book appeared to be an older edition of something dealing with World War II.  Cute Young Boy put the book up on my desk and said, “Look at this…..”

I quickly scanned both pages containing all sorts of images, and then I zeroed in on what he wanted me to see.  

There were several pin-up pictures on the page.   Thankfully, the women were all dressed but there were several of this type:

And there were a few planes with the same type of artwork on the nose area like this:

I explained to Cute Young Man best as I could what he was looking at with the most PG explanation I could find.     More than likely at his age he had already seen an issue of Playboy or Penthouse……..but I certainly wasn’t going there at all. 

Many bombers and fighter planes with the United States Army Air Force were painted with ‘nose art” or mascots during World War II.   It was unofficially permitted since many of the drawings depicted women who were barely clothed or entirely naked.   The "brass" pretended to look the other way in most cases.

Many of the drawings were done by crew members themselves or copied from men’s magazines.  Actresses, girl friends, etc. were used for models.

Calling these women depicted on the planes as mascots may seem a little demeaning today…..feminist groups during the Gulf War had such drawings banned….., but during World War II, the drawings were considered lucky charms, and as the war wore on many crews had little rituals and procedures they went through during each mission to ensure they made it back to base safely.  They considered the ‘nose art’ on their plane to be part of their “luck”.

The drawings in the two pictures I’ve provided above are both by Alberto Vargas.    During the war he was already known as a successful magazine and poster artist.   As far back as the 1930s he had made a name for himself creating pastel portraits of many famous Hollywood stars.

Vargas eventually signed a contract with Esquire magazine where he produced a monthly pinup in 1940, however, his contract with the magazine required he drop the final “s” on his name, so his artwork can be found under the name Varga, too.     During the course of the war through 1945 Vargas produced a pinup each month.  The artwork ended up in the hands of millions of servicemen who received the magazine for free.

The Vargas pinups are very distinctive.  The models do wear clothing, but the girls are very erotic, and are always featured on a white background.      The eroticism made Vargas’ work and Esquire magazine hit the top of the censorship list later in the war.

Many servicemen wrote Vargas asking him to produce ‘nose art’ for their planes.   He rarely turned the men down.

Today, the The Spencer Museum of Art houses almost the entire body of graphic art produced by Vargas for Esquire.

You can find more images of ‘nose art’ and how these images are trying to be saved here at  Save the Girls, however…..and I should not have to say this, but I will…..I would not share these images or Vargas’ artwork with my young students.

The OTHER Greatest Generation

Our greatest generation, those men and women who got us through World War II, keeps getting smaller as time marches on.  In fact, it is estimated 1,000 to 1,200 men and women who lived through the Great Depression and volunteered to serve during the war are dying every day.  In just a few short years we will see the sad story on the news telling us how the very last World War II soldier has passed on.

 

 

This really hits home with me since I firmly believe that one of the most important stories regarding World War II to get across to students has to be the various stories of the people who participated in the war effort.   They volunteered, they participated, and they sacrificed.  In today’s society of entitlement and sensationalism I think it’s important for students to see a different view regarding citizenship.

Sonlight Pictures Blog explains the importance of teaching about the greatest generation much more eloquently than I can stating, “They understood that the world doesn’t revolve around them, but instead they were simply a piece of the puzzle within it and it was up to them to determine how important of a piece they would become.”

Unfortunately, there isn’t just a generation of men and women rapidly leaving us.   Another generation is almost gone.

I’m talking about the generation of heavy bombers with four engines developed in the 1930s for the United Army Air Corp.  

Yes, the Boeing B-17 Flying Fortress planes.

The B-17 could fly long range distances, was able to defend itself and could often withstand heavy damage in order to make its way home.  Of the 1.5 million metric tons of bombs dropped on Germany approximately 640,000 tons were dropped from B-17s.

During the early 30s several companies were vying for the bomber contract from the U.S. government.  In 1934, there was a “fly-off” held where the prototypes were rolled out.  Boeing’s model was quite impressive….so much so a reporter with the Seattle Times dubbed the plane a flying fortress due to the multiple machine-gun installations.   Boeing eventually trademarked the name, and it stuck.

Boeing got the contract nod, but in 1935, during a second test evaluation flight the crew forgot to engage the “gust lock”, a device that held the bomber’s moveable control surfaces in place while the aircraft was parked on the ground.  Once airborne the plane went into a steep climb, but stalled.  It then nosed over and crashed killing two crew members.  Boeing was disqualified from the contract.

However, by January, 1936 a legal loophole was found and Boeing was considered once again.  The B-17 Flying Fortress evolved as it underwent several design advances.

Discussing the use of B-17s in the war effort can bring up other interesting points for students to analyze.   There are several well documented missions and interesting pilots and crew members.  It’s important to remember Lt. Col. Nancy Love and Betty Gillies as they were the first women to fly a B-17 in 1943.   Another interesting dynamic to examine has to do with families divided by the war.  American born Captain Werner G. Goering flew B-17s.  Ironically, his uncle was commander of the German Luftwaffe, Herman Goering.  Hollywood and the world of sports had their presence in the B-17s as well.  Clark Gable had five missions under his belt as a waist gunner while Tom Landry claimed 30 missions.   Norman Lear, Gene Roddenberry, and one of my personal favorites, Jimmy Stewart all served on B-17s as well as several others.

The main image at the top of this post is a drawing created by Lt. Col. C. Ross Greening who created many such drawings while being held a prisoner at Stalag Luft 1 in Bath, Germany during 1944-45.  Greening had quite a distinguished career as a Doolittle Raider.  As a POW he distinguished himself with his art as this article suggests.

Since the war many of the B-17s have been maintained and exhibited at museums and various air shows across the nation.   However, like the men and women who flew them they are becoming worn and parts are becoming harder to locate.   Wikipedia advises there are a total of 51 surviving airframes worldwide with only 10 actively flying.

Courtesy of

SmithImages

Just the other day we lost another one…..the Liberty Belle, when it burned after making a crash landing per this Chicago Tribune article found here.  The Liberty Belle belonged to the Liberty Foundation.  More information regarding the plane can be found here.

You can see a video here of the Liberty Belle taking off from Peachtree-Dekalb Airport in Georgia and this video is from Rocky Mountain Municipal Airport.

The crash scene can be seen here.

Mules and Marauders

My niece and sister sent this link to me the other day. It is an obituary for the grandparent of one of my niece’s friends. This line caught my eye:

[Mr.] Max [Howard Medert] was a WWII Army veteran who proudly served as one of “Merrill’s Marauders” in China, Burma and India. Following his military career, he served on the city of Atlanta Police Force , retiring after 25 years of service.

Now, just the fact that Mr. Medert had 25 years of service with the Atlanta Police Force is commendable, but he also was a member of Merrill’s Marauders in China, Burma and India.

Wow!

What? You don’t know about Merrill’s Marauders?

I’m not surprised. You see, the China-India-Burma theater of war during World War II is basically forgotten by the history books mainly because it did not follow the standard American command structure, but it is key in studying the push toward VJ Day and in realizing some of the roots of today’s modern army.

It was during their Quebec meeting in August, 1943 when President Roosevelt and Prime Minister Churchill decided there needed to be long range penetration groups that could infiltrate Japanese held territory.

President Roosevelt called for volunteers who were willing to take part in “dangerous and hazardous“ duty. The result was over 3,000 volunteers from across the military population…..some already battle hardened, some with no battle experience whatsoever, and even soldiers from the stockades turned in their “get out of jail” free card to become a member of the 5307th Composite Unit (Provisional), code name Galahad aka Merrill’s Marauder’s after their leader Brigadier General Frank Merrill.

The Marauders trained in India before beginning a 750 mile march through the harsh jungles of Burma. The soldiers formed three battalions in six combat teams known by their colors – red, white blue, khaki, green, and orange. Their mission was to destroy Japanese supply lines and communication and to re-open the Burma Road. They engaged the Japanese at least thirty-two times and covered more jungle terrain than any other U.S. Army formation. They did this with no tank and no artillery support. All other supplies were carried by the men themselves or they received along the trail in air drops.

During the march the Marauders endured forced marches through monsoon season, hunger, malnutrition, amoebic dysentery, malaria, fever, snake bites, scrub typhus, and fungal skin disease. According to Colonel Charles N. Hunter in his book Galahad, of the 2,750 men who entered Burma only two were left alive who had NEVER been hospitalized with wounds or major illnesses.

Since the soldiers would be traversing heavy terrain they were not able to utilize mechanized vehicles so pack mules were employed to carry the heavy loads of radios, ammunition, and heavier support weapons. Over 360 pack mules were used and training commenced in India before the men began their arduous journey. Usually the pack mules would be “debrayed” for service so as not to alert the enemy of their presence, but Charles N. Hunter elected NOT to “debray” the Marauder mules stating it was one of the few pleasures a mule had……in making their distinctive noise and later advised there was never really an issue of the mules giving away their location in the jungle.

Mules weren’t the only animals used for transport. When a ship carrying some of the mules was lost in the Arabian Sea over 300 Waler Horses were brought in as well.

This Time Magazine article from August 7, 1944 relates:

Once, at Walawbum, when a Marauder unit was confronted by an overwhelming enemy force, the mules set up such a clamor that the Japs thought they must be outnumbered and withdrew……

The one fright the mules never got used to was the sight of an elephant. The fright was mutual. When elephant met mule there was pandemonium—trumpeting and braying, sometimes a hysterical stampede….


It took them four months to cover the 700 miles of pestilential jungle, but they made it. Last week many of the mules were still there in the interior of Burma, shuttling supplies around in the battle for Myitkyina. They will probably never bray in Missouri again. When the northern Burma campaign is finished, they will be turned over to the Chinese. Some day they may plod on east over the Burma Road into China.

The Hollywood film, Merrill’s Marauders, starring Jeff Chandler tells of some of the exploits. In fact, General Merrill’s atache in the film is played by Vaughn Wilson aka Lt. Colonel Samuel Vaughn Wilson an actual member of Merrill’s Marauders and the film’s technical advisor. The movie trailer can be seen here with Lt. Colonel Wilson narrating.

I think a mention of the Marauders is necessary with any decent coverage of World War II in the classroom, and I would devote at least one entire lesson to the topic. The movie I’ve published below is an excellent classroom resource, however, at 25 minutes I would show the clip whole group, and stop the video after each segment to discuss and make points of emphasis for students. The video is actual footage and is from the National Archives and Records Administration. The first few moments just show a camera image….keep it rolling.



Today’s modern 75th Ranger Regiment can trace its very beginnings to Merrill’s Marauders. In fact, the patch worn proudly by U.S. Rangers today incorporated the colors of the six fighting groups of the Marauders.

Thank you to Mr. Medert and to all of the other Marauders for their proud and valiant service.

Here are some other links for more information regarding Merrill’s Mauraders:

Stories from the Veteran’s History Project

Merrill’s Marauders Association Page

National World War II Museum Exhibit

Balloon Bombs....a Reprise

This post first appeared here at History Is Elementary in May,2007.

Enjoy!

Look at my title.

Balloon.

Bomb.

Separated each word means something very different and the concepts they represent are on opposite ends of the desirable and undesirable spectrum depending on the situation.

Of course, when you place the words together the concept they represent (water balloons) can also reside on opposite ends of the desirable and undesirable spectrum. Having a balloon bomb fall on you when you least expect it is not a desirable situation. Watching a water balloon drench someone you are upset with can be a great thing. Playing with water balloons on a hot summer day is a very desirable situation for many, however, believe me when I state being appointed as the adult who gets the honor of filling 200 water balloons for a field day event is not a desirable situation

Today’s 13 list doesn’t deal with just bombs, or just balloons, or even balloon bombs filled with water. The balloon bombs that are my subject today were meant to be weapons of war.

1. Balloon bombs were also known as fire bombs and were weapons used by the Japanese during World War II.

2. The balloons were filled with hydrogen and launched from the east coast of the Japanese island of Honshu. Some records indicate over 9,000 balloons were launched.

3. It was hoped that air currents would carry the balloon bombs across the Pacific to North America.

4. The Japanese were not the only country to use balloon bombs. The British used them against Germany for a time.

5. The bombs were found all over the western United States including Arizona, Idaho, and Iowa. Some even found their way to Mexico.

6. A balloon bomb was located as late as 1955 and it was still combustible. In 1992, a balloon was located, but it was no longer able to explode.

7. America had no prior warning that balloon bombs had been launched against them. Citizens did begin to notice the balloons and explosions were heard from California to Alaska.

8. Eventually more and more evidence mounted that proved something was going on. People witnessed something strange sailing to the ground in Wyoming. When it exploded shrapnel was left behind.

9. Scraps of “Washi” paper (made from mulberry bushes) were found in Los Angeles and in other places. The paper was used to construct the balloons.

10. The U.S. Navy found a balloon floating in the ocean. Later, an Army fighter plane managed to push a balloon towards the ground where it landed intact. Finally, officials could examine what had been launched against us more closely.

11. The American public finally learned about the balloons. The Newsweek issue dated January 1, 1945 contained an article regarding the balloons which the Office of Censorship asked to be removed from public view. The government’s strategy was if there was no information in the press the Japanese would have no information regarding how successful their balloon launch had been.

12. Authorities were really concerned, however, and feared that more balloons might eventually reach American soil. There was some thought that the Japanese had been working on a biological weapon and officials were afraid the balloon bombs might be a first step towards a biological launch.

13. Te event which resulted in the balloon bombs being launched against the United States was the Jimmy Doolittle raid against Tokyo. Doolittle’s raid, of course, was in reaction to Pearl Harbor.

Sadly, a balloon bomb did kill four people. You can find the story here.

A great informational article can be found here.

Razzle Dazzle and All That Jazz...Again

Lesson Planning 101 teaches that students must be engaged in the lesson for learning to take place. Charlotte Danielson of the Educational Testing Service states students should not simply spend “time on task” but should be actively involved in the curriculum. She calls it “minds-on learning.” In fact many researchers have shown that teachers who are most successful develop activities with students’ basic psychological and intellectual needs in mind (Ames, Alderman & Midgley, and Strong, et. al.).

Those statements sound good to me. I agree with them, however, I often feel as if I am doing a frantic tap dance attempting to keep everyone focused and learning at the same time. Spinning plates is the best way I know how to describe delivering instruction in a classroom that has quite a menu of interruptions from loose teeth, unannounced visitors, and the ever squawking intercom.

From time to time the content I teach actually gives me aide and comfort and makes my tap dancing steps a little less difficult. World War I gives me many opportunties to catch my breath as I am able to present one interesting idea concerning the war after another that successfully engages students. The Georgia standard I’m most concerned during this time is SS5H4(a) which involves German attacks on U.S. shipping during the war in Europe and how it eventually led to our involvement in the war.

After we have discussed the causes of the war (another post for another time) we take a look at the German U-Boats and their attacks on merchant and passenger ships especially the British passenger liner, Lusitania, where several hundred Americans were killed. Students generally take a look at passenger recollections of the event at great websites like Lusitania: Lest We Forget. We debate the question if it was correct for the Germans to fire on the passenger liner and through a power point I've created we take a look at evidence ending in a 2006 underwater expedition that confirmed the Lusitania was carrying munitions.

Then we take a look at camouflage.

I show students an image of camouflage. “What’s this?” I ask.

Hands begin to wave frantically.

Of course most of my students know what I’m showing them. Many hunt with their fathers, even some of the girls. A lively conversation begins. Just like their daddies every young hunter has a story to tell. Other students are just as familiar with the military uses of camouflage.

I tell students military forces across the world haven’t always used camouflage. It wasn’t until the savagery of World War I that it began to be used extensively in many different nations including the United States. I show students images of the British Redcoats and Patriot soldiers during the American Revolution.

Nope, no camouflage there.

Then I show them images of Civil War soldiers wearing the blue and grey and the more colorful Zouves.

Again, we don’t find any camouflage.

The old notion was that bright and bold designs would intimidate an enemy, but even the British threw out that tradition in 1902.

The increased use of technology during World War I---namely the use of aerial photography for surveillance and the extensive use of trench warfare provided for the widespread use of camouflage and the need for a new type of military personnel---the camoufleurs. Their job was to devise camouflage schemes to make it difficult for the enemy to locate and destroy forces and equipment. Many of the camoufleurs were artists and designers during their civilian lives.The French established the first camofleur group in 1915. The British then picked up on the idea calling the camouflage Dazzle. Finally, the U.S. began to use it and referred to it as Razzle Dazzle.

So, as many students often say, just what the heck does Picasso and art have to do with a war?

Picasso said it best when he witnessed camouflaged tanks rolling down the streets of Paris----“It is we that have created that.”

It’s at this point I share a few facts about Cubisim with students. The style of painting is thought to have begun in France around 1907 continuing through at least 1914 and beyond. Pablo Picasso is one of the best known Cubists as seen here with his L’Accordeoniste completed in 1911. Painters like Picasso liked to take objects and break them up and then present them in abstract form.

Picasso was correct. Art and war fused. Camouflage is a type of Cubism.

Many painters that are well recognized today were camoufleurs in the U.S. military----Thomas Hart Benton, Charles Birchfield, and Grant Wood.

Eventually the “school of Dazzle” was created and it was used extensively. Dazzle was camouflage used on naval vessels and it was quite dramatic using bright colors. Students are generally amazed by dazzle pictures. They do seem sort of strange looking. It was impossible to hide a ship out on the open ocean simply because they cannot melt into the background of sea and sky. Cubism helped to break the ship up and made it hard for the U-Boats to determine a ship’s speed and course. Without those two vital pieces of information a direct hit by the U-Boats was very hard to accomplish.

Take a look at the Mahomet, seen here. How many bows could this ship have?

In the beginning camoufleurs gave each ship a different design, however, as the war trudged on they devised specific designs that worked the best and used them over and over. It wasn’t just military ships that bore the Razzle Dazzle designs. Merchant ships and passenger liners become very colorful as well.

There were no color photography at the time, however, a few people have used today’s technology to cover over old dazzle pictures so that we can get an idea of what it might have looked like. A terrific website that covers all aspects of dazzle painting is presented by Roy R. Behrens HERE.

The advent of technology brought on dazzle and since technology is so fluid it effectively ended dazzle painting as well. Once radar began to be used dazzle camouflage was unnecessary. The extensive use of airplanes during warfare after World War I also made Razzle Dazzle obsolete, however, after the Japanese air power was diminished in the Pacific the Americans used some dazzle painting during World War II.

After the war dazzle painting soon began to be seen in civilian life in drawings, paintings, cartoons, clothing, and even painting on vehicles. The Behrens site gives several examples of civilian dazzle painting and goes into detail concerning the British efforts with dazzle painting.

Getting back to student engagement....after students have drawn their own ships and created their own dazzle camouflage designs it is very hard for them to forget the reasons why the United States was dragged into World War I.

Journal References:
Ames, C. (1992) Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.

Alderman, L.H. and Midgley, C. (1998). Motivation and middle school students [Eric Digest]. Champaign, Il., Eric Clearinghouse on Elementary and Early Childhood Education (ERIC Document Reproduction Service No. Ed 421 281).

Danielson, Charlotte. (1996). Enhancing professional practice: a framework for teaching. Alexandria, Va., Association for Supervision and Curriculum Development.

Strong, R. , Silver, H.F., and Robinson, A. (1995) What do students want? Educational Leadership, 53(1), pages 8-12.

This post originally posted in July, 2007. You can click through and read the comments left at that time.

I’m reposting certain articles through the month of May…..you can read about it HERE.

It Was Just Another Sunday.....

It was just another Sunday…..but it turned out to be a day that would live in infamy.

Today we remember the attack on Pearl Harbor.

Follow this link to my postings regarding Pearl Harbor.

Putting the EZ into Easing Into America

You know it’s very easy to teach children about our known history – the collective history we, as Americans, share. There are certain members of our American family that we should recognize and know how they fit into the fabric of our American quilt….folks such as Thomas Jefferson, Jane Addams, or Dr. Martin Luther King, Jr.

But what about historical figures that aren’t so well known to everyone – everyday folks who do great things that don’t get into the history books?

A friend of mine sent me an email awhile back that sent me off on one of those searches I dearly love and with this search I hit pay dirt.

Do you know who Elizabeth Zimmermann is?

Well, if you knit or you know anyone who does then she is your girl.

Elizabeth Zimmermann, or EZ, as her devoted followers call her, is the undisputed knitting queen for the knitters of the world. EZ is famous for reintroducing German or continental knitting to people in the United States and Great Britain after it fell out of favor due to its association with Germany during World War II. She is also famous for many other knitting innovations.

My friend had read Mrs. Zimmermann’s book, The Opinionated Knitter, and a certain remark by the knitting guru gave her pause. Zimmermann states, “I am a full-blown U.S. citizen and achieved this honour during World War Two when I was – having married a citizen of Munich – actually German. (Generous people, the Americans.)”

My friend was inquiring about Zimmermann’s citizenship status. You see, Zimmermann was actually born in Great Britain. She was a British citizen. So how on earth did she become a citizen of Germany and then of the United States????? My friend stated, “She seems to say that marrying a German automatically granted her German citizenship, and then later U.S. citizenship. “

I have to admit my friend’s inquiry made me want to know the chain of citizenship for Mrs. Zimmermann and how it all went down especially during a time period when relations between Germany and Great Britain (along with her U.S. ally) were so strained. Yet Germans did immigrate….one of the most famous being Albert Einstein. It does seem like they just "eased" on into America.

I wrote back to friend after an initial search that I wasn’t really sure what EZ meant by being German….she was English and married a German. Perhaps she meant since she was married to a German she felt German as well. I really don’t know and haven’t discovered what their laws were at the time, but here is a paragraph from her obituary that was published in the New York Times. It does explain the situation a bit more….

Miss Lloyd-Jones [aka Elizabeth Zimmermann] attended art schools in Lausanne, Switzerland, and Munich, where she sold sweaters of her own design to a local shop for pocket money. She also met Arnold Zimmermann, a brewer. He had to flee Hitler's Germany because an SS agent overheard him making a snide remark about Hitler. They married in England, immigrated to New York and moved several times before settling in Wisconsin.

Upon discovering this I wrote to my friend, “I’m thinking they were able to get out prior to Hitler closing the borders. Many Germans did this and went to England or America. We weren’t yet involved that early in the war, so there wasn’t really an issue regarding allowing Germans into the country if they were fleeing Hitler. Later everyone was suspect of having Nazi ties and things were more difficult to become a citizen.

I have wondered what sort of “snide” remark Mr. Zimmermann made concerning Hitler. I would imagine things were a bit tense for the couple until they could make their way to Great Britain.
I also wondered about anti-German feelings as war was about to reach the United States.

This website states, “Anti-German feelings rose again during World War II, but they were not as powerful as they had been during the first World War. The loyalty of German Americans were not questioned as virulently. Dwight Eisenhower, a descendant of the Pennsylvania Dutch and future president of the United States, commanded U.S. troops in Europe. Two other German Americans, Admiral Chester Nimitz of the United States Navy and General Carl Spaatz of the Army Air Corps, were by Eisenhower’s side and played key roles in the struggle against Nazi Germany."

But on the other hand, after we were involved in the war things changed drastically. Americans with German ties were actually placed in camps much like the Japanese were as this article and this article attest to. I have to wonder how the Zimmermann’s escaped this.

In a tribute to Mr. Zimmermann following his death another writer explained how the couple met:

“He was born in a family of considerable culture and had a good German education in proper schools and the University. “He can carpenter, plumb, read, paint, write, brew beer, shoot, and fish.”

Now, clue in on all of the things Mr. Zimmermann could do…..one in particular caught my eye. He could write.

Yes, Yes, he could.

You see, Arnold Zimmermann wrote children’s books


In the Lonely Lake/Der Einsame See Mr. Zimmermann not only wrote the text he also illustrated the work with pen and ink drawings, and he provided a wonderful nature study as well as a study of language as English and the German language are both experienced together on the book’s pages.

The Tale of Alain is a fascinating coming to America tale with a mouse as main charactercharacter. The book includes instructions for erecting a tipi; a glossary of nautical terms and complete instructions for knitting Alain’s striped sweater, courtesy of Elizabeth Zimmermann, [of course].

Both books can be purchased at Zimmermann’s company site……her daughter now runs Schoolhouse Press.

The books along with additional information can also be found here and here.

I think the books would make a terrific addition to a unit regarding World War II no matter the age of the students. The Zimmermann’s wartime experience would be one I wouldn’t mind analyzing a bit with students. Some situations I might pose to students would be:

After examining various German-American experiences during World War II regarding those who ended up in the camps, students could surmise reasons why the Zimmermann’s escaped the internment.

Students could read the books written by Arnold Zimmermann and learn more online about him and Elizabeth Zimmermann. They could then discuss how the Zimmermann’s seemed to adopt their new country, the United States, but they both seemed to want to keep their German culture alive.

Students could also research the stories of other Germans who fled Hitler and compare and contrast the various stories looking for common threads.

Students could also research and debate the proposed Wartime Treatment Study Act.