Sold through Montgomery Ward’s catalog. Contracted pressing of records and licensing to Decca, RCA, Columbia, Victor, Bluebird, and others. These records could be found in their stores or in their catalogs.
Music Genres: Country, Pop, Blues, Western, Mexican, Swing.
1933-1941: Record Label
Montgomery Ward Record Label: Pre-WW2. Black or dark blue coloring always with gold. Note the design of semi-circles.
Lesson Plans World History II SOL 10c: Russian Revolution
Standard WH II: The student will demonstrate knowledge of the worldwide impact of World War I.
Objectives: Citing causes and consequences of the Russian Revolution.
Lesson Plans:
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge: Causes of 1917 revolutions
• Defeat in war with Japan in 1905
• Landless peasantry
• Incompetence of Tsar Nicholas II
• Military defeats and high casualties in World War I Rise of communism
• Bolshevik Revolution and civil war
• Vladimir Lenin’s New Economic Policy
• Joseph Stalin, Lenin’s successor
Lesson Plans World History II SOL 9de: Imperialism and the Scramble for Africa, Asia, and India
Standard WH II: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century.
Objectives: Explaining the rise of industrial economies and their link to imperialism and nationalism;
Assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:
Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences. Forms of imperialism
• Colonies
• Protectorates
• Spheres of influence Imperialism in Africa and Asia
• European domination
• European conflicts carried to the colonies
• Christian missionary efforts
• Spheres of influence in China
• Suez Canal
• East India Company’s domination of Indian states
• America’s opening of Japan to trade Responses of colonized peoples
• Armed conflicts (e.g., events leading to the Boxer Rebellion in China)
• Rise of nationalism (e.g., first Indian nationalist party founded in the mid-1800s)
Lesson Plans World History II SOL 9b Capitalism and Communism
Standard WH II: The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century
Objectives: Explaining the emergence of capitalism as a dominant economic pattern, and the subsequent development of socialism and communism.
Lesson Plans:
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge: Capitalism
• Adam Smith’s The Wealth of Nations
• Role of market competition and entrepreneurial abilities
• Impact on standard of living and the growth of the middle class
• Dissatisfaction with poor working conditions and the unequal distribution of wealth in society
Socialism and communism
• Karl Marx’s The Communist Manifesto (written with Friedrich Engels) and Das Kapital
• Response to the injustices of capitalism
• Importance to communists of redistribution of wealth
Lesson Plans World History II SOL 10a: World War One
Standard WH II: The student will demonstrate knowledge of the worldwide impact of World War I.
Objectives: Explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge: Causes of World War I
• Alliances that divided Europe into competing camps
• Nationalistic feelings
• Diplomatic failures
• Imperialism
• Competition over colonies
• Militarism Major events
• Assassination of Austria’s Archduke Ferdinand
• United States enters the war
• Russia leaves the war Major leaders
• Woodrow Wilson
• Kaiser Wilhelm II
Armed Forces Edition Books: A Reenactor’s Perspective and Analysis
One of things I like to do at reenactments is read. Once, after digging a slit trench with a fellow reenactor, I dug out a book I had on 1940s science from my pack and began to read it. We soon broke out into a wonderful discussion on the merits of of what-was-then 1940s science and technology. Fortunately, the Germans attacked way down at the other end of the line.
For the bibliophile reenactor there was not many options in terms of reading material.
You can use period printed books such as Purple Heart Valley, Guadalcanal Diary, or any other WW2 era book. However, you run the risk of damaging these books. Indeed, the paper they are made with is of a lighter material (due to a War Production Board ruling in 1944) and more prone to tearing.
WW2 Printed Books. BAD do not take into the field!
Original magazines such as Yank or Saturday Evening Post are also an option. Again, same problem. These were printed on cheap and non-durable newsprint. Therefore, they are not designed to last and taking them out in the field is asking for trouble though soldiers at the time did use it for a variety of shall-we-say “hygiene solutions”. Reenactors have access to more modern cleanliness solutions.
1944-1945: Yank and Newsweek. BAD do not take into the field
For the soldier who had access to travel material or likes to sing there are city guides and army song books. Again same problem. All original, all cheaply printed, all designed not to last.
WW2 Soldiers City Guide Florence. BAD to take into the field! GOOD to take on leave to Florence!
WW2 Army Song Book. BAD, singing in the field attracts Germans
Alternatively, you could brush up on your language skills. Though you run into the same problem. Cheap books, not durable, and very limited copies produced compared to others.
WW2 Language books: Top-Left to bottom-right- Chinese, Japanese, Italian, Persian, French, German
Finally, one could read your copy of FM 21-100 for the dozenths time. Though, this manual was printed by the millions and there enough copies around that you mightactually be able to take this into the field, destroy it, and be able to find another one cheaply.
Yay! FM 21-100 great late night reading material…
However, there are some reenactors who do want to take out original copies to trash in the mud, dirt, and rain. Indeed, some individuals have reproduced newspapers and magazines but those are very costly to print especially in small numbers.
When I attend a reenactment I bring a copy of of FM 21-100 and some “trashed” magazines. These are magazines that have covers ripped off, pages missing, and are in a general state of disrepair. In other words, perfect for getting destroyed. I rationalize the possibility of destroying these artifacts of history as:
“They made millions of these magazines and enough are still around that preserving a WW2 magazine with a defect makes no sense when others can still be bought cheaply and in much better condition”
Trashed WW2 Magazines that I take into the field. Some have pages ripped out, covers missing, or are generally defective in someway that warrants risking destruction in the field.
The current option that blends an economical advantage with historical accuracy are the books produced by The Legacy Project. The Legacy project is a non-profit that seeks to distribute stylized-Armed Forces Edition books to soldiers stationed overseas. Obtaining the books can be a bit tricky. I would suggest three places: Amazon Ebay Shop Goodwill
I was able to find my copy: Man in the Arena on Amazon. The books prices can range anywhere between 8-14 dollars (without shipping). Compared to trashing a mint condition original book the price is worth it. The book looks like this:
Front Cover Legacy Project Armed Services Edition Book: Man in the Arena
Inside Cover Legacy Project Armed Services Edition Book: Man in the Arena
Preface Legacy Project Armed Services Edition Book: Man in the Arena
Similarities between Original Armed Forces Edition and Legacy Project’s Armed Forces Edition
1. Hip-sized style still the same
2. Cheap pulp paper
3. Back of the book is similar
4. Similar in a side-by-side comparison Note: The War Time Production Board limited the the margin of books to conserve materials and space. Books produced by the Legacy product do not need to adhere to such rulings and hence there books are longer and thinner.
Front of Book Armed Forces Edition and Legacy Project Comparison
Back of Books Armed Forces Edition and Legacy Project Comparison
Side-by-side Armed Forces Edition and Legacy Project Comparison
Differences between Original Armed Forces Edition Books and Legacy Project’s Books
Note: The reason, I would guess, has more to do with modern printing costs and technology.
1. The Legacy Project Armed Forces edition books have a glossy cover. The original ones do not.
2. The size of the Legacy Project’s books are not 100% accurate when compared to originals.
3. Included in the Legacy Project’s books are facets of modern publishing such as Web address, modern printing dates, and modern addresses.
4. Originals had staples that kept the binding together. Staples were along the binding and either included the the books cover in the staple punch OR skipped the cover and started at the first interior page. The books cover would then be glued. The Legacy Project’s books lack the staple and it appears that the binding is glue only.
5. Original books included on the first interior page an outline of the books title in dotted, solid, or double-solid line.
6. Original books have a listing of other Armed Forces Editions on the back interior page.
7. Original books have an Armed Forces Edition statement on the back of the front cover.
First Interior Page Armed Forces Edition and Legacy Project Comparison. Note the Armed Forces Edition statement on the top book.
Back Interior Page Armed Forces Edition and Legacy Project Comparison. Note the listing of other Armed Forces Edition books.
As a reenactor I value historical accuracy but realize that we are not living in the past and must strike a balance between what is practical and what is ideal. The Legacy Project’s Armed Forces Editions look very good close-up and are within the unofficial reenactor rule of 3-feet. Though there are some things that can be done to help “de-farb” the book. More on that later.
