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 ArenaInside Cover Legacy Project Armed Services Edition Book: Man in the ArenaPreface 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.
Lesson Plans World History II SOL:Lesson Plan World History II SOL 9ac Industrial Revolution Causes and Outcomes
Standard WH II:
The student will demonstrate knowledge of the effects of the Industrial Revolution
during the nineteenth century by
Objectives
SOL a) citing scientific, technological, and industrial developments and explaining how they
brought about urbanization and social and environmental changes;
SOL bc) describing the evolution of the nature of work and the labor force, including its
effects on families, the status of women and children, the slave trade, and the labor
union movement;
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 Industrial Revolution
• Originated in England because of its natural resources
(e.g., coal, iron ore) and the invention and improvement of
the steam engine
• Spread to Europe and the United States
• Role of cotton textile, iron, and steel industries
• Relationship to the British Enclosure Movement
• Rise of the factory system and demise of cottage industries
• Rising economic powers that wanted to control raw materials and markets throughout the world
Technological advances that produced the Industrial Revolution
• Spinning jenny: James Hargreaves
• Steam engine: James Watt
• Cotton gin: Eli Whitney
• Process for making steel: Henry Bessemer
Advancements in science and medicine
• Development of smallpox vaccination: Edward Jenner
• Discovery of bacteria: Louis Pasteur
Impacts of the Industrial Revolution on industrialized countries
• Population increase
• Increased standards of living for many but not all
• Improved transportation
• Urbanization
• Environmental pollution
• Increased education • Dissatisfaction of working class with working conditions
• Growth of the middle class
SOL 9c The nature of work in the factory system
• Family-based cottage industries displaced by the factory system
• Harsh working conditions with men competing with women and children for wages
• Child labor that kept costs of production low and profits high
• Owners of mines and factories who exercised considerable control over the lives of their laborers
Impact of the Industrial Revolution on slavery
• The cotton gin increased demand for slave labor on American plantations.
• The United States and Britain outlawed the slave trade and then slavery.
Social effects of the Industrial Revolution • Women and children entering the workplace as cheap labor
• Introduction of reforms to end child labor
• Expansion of education
• Women’s increased demands for suffrage The rise of labor unions
• Encouraged worker-organized strikes to demand increased wages and improved
working conditions
• Lobbied for laws to improve the lives of workers, including women and children
• Wanted workers’ rights and collective bargaining between labor and management
Lesson Plans World History II SOL 8d: German Unification
Standard WH II: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by
Objectives; explaining events related to the unification of Germany and the role of Bismarck. 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:
Unification of Germany
• Otto von Bismarck led Prussia in the unification of Germany through war
and by appealing to nationalist feelings.
• Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power.
• The Franco-Prussian War led to the creation of the German state.
Lesson Plans World History II SOL 8c: Italian Unification
Standard WH II: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by:
Objectives: explaining events related to the unification of Italy and the role of Italian nationalists 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: Unification of Italy • Count Cavour unified Northern Italy. • Giuseppe Garibaldi joined southern Italy to northern Italy. • The Papal States (including Rome) became the last to join Italy.
Lesson Plans World History II SOL 8b: Revolutions of 1848
Standard WH II:The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by
Objectives b) describing unsuccessful revolutions on the continent and political reform in the United Kingdom 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: -National pride, economic competition, and democratic ideals stimulated the growth of nationalism.
-The terms of the Congress of Vienna led to widespread discontent in Europe, especially in Italy and the German
states. Unsuccessful revolutions of 1848 increased nationalistic tensions.
-In contrast to continental Europe, the United Kingdom expanded political rights through legislative means and
made slavery illegal in the British Empire.
Activities That Support Lesson Plans
Premium Lesson Plans: 1848 Revolutions and UK Reform Short and Long activities: Includes two different activities. A long chart analysis in which students examine the causes of nine different revolutions and a short except activity where students compare six different revolutions. Students then answer four questions. Includes teacher answers. If using the long activity you may wish to divide students up and allow students to present their answers to the class OR make it a learning station-style activity where students rotate to different stations.
Lesson Plans World History II SOL 7abcd: Latin-American Revolutionaries and the Monroe Doctrine
Standard WH II: The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by
Objectives: a) describing the colonial system as it existed by 1800.
b) identifying the impact of the American and French Revolutions on Latin America.
c) explaining the contributions of Toussaint L’Ouverture and Simón Bolivar. d) assessing the impact of the Monroe Doctrine.
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: SOL 7a Characteristics of the colonial system
• Colonial governments mirrored the home governments.
• Catholicism had a strong influence on the development of the colonies.
• A major element of the economy was the mining of precious metals for export.
• Major cities were established as outposts of colonial authority.
– Havana – Mexico City – Lima – São Paulo – Buenos Aires
Rigid class structure
• Viceroys / colonial officers
• Creoles
• Mestizos
SOL 7b:
Influence of the American and French Revolutions on Latin America
• Slaves in Haiti rebelled, abolished slavery, and won independence.
• Father Miguel Hidalgo started the Mexican independence movement.
• French, Spanish, and Portuguese colonies gained independence.
Selected countries that gained independence during the 1800s
• Mexico • Haiti • Colombia • Venezuela • Brazil
SOL 7c
Contributions of Toussaint L’Ouverture
• Former slave who led Haitian rebellion against French
• Defeated the armies of three foreign powers: Spain, France, and Britain
Contributions of Simón Bolivar
• Native resident who led revolutionary efforts
• Liberated the northern areas of Latin America
SOL 7d
Impact of the Monroe Doctrine
• The Monroe Doctrine was issued by President James Monroe in 1823.
• Latin American nations were acknowledged to be independent.
• The United States would regard as a threat to its own peace and safety any attempt by European powers to impose their system on any independent state in the Western Hemisphere.
Founded by Johnny Mercer in 1942 and Buddy DeSylva. Capitol Records would go on to buy the Scranton,PA Record Company (formerly known as the Scranton Button Company Plant) in 1946. The Scranton Record Company has its unique history of strikes and Beatlemania as well as a wonderful Facebook page that documents it all.
Capitol Records would introduce LPs and 45s in the late 1940s. Capitol would be bought by Electrical and Musical Instruments (EMI) a European conglomerate in 1956.
Lesson Plans World History II SOL 8a: Napoleon and the Congress of Vienna
Standard WH II SOL8a: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by
Learning Intentions/Objectives
SOL 8a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815.
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: Legacy of Napoleon
• Unsuccessful attempt to unify Europe under French domination
• Napoleonic Code
• Awakening of feelings of national pride and growth of nationalism
Legacy of the Congress of Vienna
• “Balance of power” doctrine
• Restoration of monarchies
• New political map of Europe
• New political philosophies (liberalism, conservatism)