Statement: When the United States entered into World War II, it sent an estimated 16 million troops overseas. Among them were nearly half a million Latinos. On the eve of war, most Latinos lived in rural areas, had incomes that lagged behind national averages so that poverty was enduring, lived with entrenched segregation, suffered from housing discrimination, had inadequate access to health care, and held very little educational opportunities. Yet despite these atrocities, Latinos would come to serve in every branch of the U.S. Armed Forces and participate in multiple campaigns. From the beach invasions in North Africa & Sicily to the storming of Normandy, France as part of D-Day; Latinos were there. From the island hopping campaigns in the Pacific against the Japanese Imperial Army to serving in defense related industries states-side or for the Women’s Army Auxiliary Corp; Latinos were, again, there. Moreover, the Latino soldier has the distinction of achieving more decorations for bravery on the battlefield than any other ethno-racial group involved in this conflict; from Congressional Medals of Honor to Purple Hearts, and so on, and so on down the line. At home, the Latino community also joined the war effort with unwavering commitment as they publicly displayed their patriotism by either purchasing liberty bonds, participating in Red Cross campaigns, or forming their own USOs (Senoritas USOs) for Latino service men who were typically barred from partaking in traditional USO activities Worth mentioning are the contributions of Latinas to the war effort as they, by the thousands, worked in defense related industries filling in for absent spouses and sons gone off overseas. In these industries they worked as drivers of heavy machinery, as aircraft assembly line operatives, as medical personnel, as office workers, as translators, and in steel, railroad, and meat-packing plants. Let it be known also, that it would be this generation who would come the lead the fight against discrimination throughout the U.S. The conflict overseas exposed Latinos to an international setting where men and women of different races and nationalities worked together for a common cause. It also created a new awareness of race and racism throughout the world. As such, Latinos became receptive to a more liberal and open society and returned home questioning the racial order and subordination of their own communities. In other words, they were deeply affected by continued discrimination as the country was still unwilling to extend full democratic rights to them. The end result was that the war would amplify an already entrenched civil rights movement that tried to deal with the gap between the doctrine of democracy the US advocated abroad and the racial prejudices against Latinos it continued to maintain at home It is clear then, that Latinos and Latinas were very much committed to the war effort both overseas and states-sides and are absolutely dese.

1. Statement:
When the United States entered into World War II, it sent an
estimated 16 million troops overseas. Among them were nearly
half a million Latinos. On the eve of war, most Latinos lived in
rural areas, had incomes that lagged behind national averages so
that poverty was enduring, lived with entrenched segregation,
suffered from housing discrimination, had inadequate access to
health care, and held very little educational opportunities.
Yet despite these atrocities, Latinos would come to serve in
every branch of the U.S. Armed Forces and participate in
multiple campaigns. From the beach invasions in North Africa
& Sicily to the storming of Normandy, France as part of D-Day;
Latinos were there. From the island hopping campaigns in the
Pacific against the Japanese Imperial Army to serving in
defense related industries states-side or for the Women’s Army
Auxiliary Corp; Latinos were, again, there.
Moreover, the Latino soldier has the distinction of achieving
more decorations for bravery on the battlefield than any other
ethno-racial group involved in this conflict; from Congressional
Medals of Honor to Purple Hearts, and so on, and so on down
the line.
At home, the Latino community also joined the war effort with
unwavering commitment as they publicly displayed their
patriotism by either purchasing liberty bonds, participating in
Red Cross campaigns, or forming their own USOs (Senoritas
USOs) for Latino service men who were typically barred from
partaking in traditional USO activities
Worth mentioning are the contributions of Latinas to the war
effort as they, by the thousands, worked in defense related

2. industries filling in for absent spouses and sons gone off
overseas. In these industries they worked as drivers of heavy
machinery, as aircraft assembly line operatives, as medical
personnel, as office workers, as translators, and in steel,
railroad, and meat-packing plants.
Let it be known also, that it would be this generation who would
come the lead the fight against discrimination throughout the
U.S. The conflict overseas exposed Latinos to an international
setting where men and women of different races and
nationalities worked together for a common cause. It also
created a new awareness of race and racism throughout the
world. As such, Latinos became receptive to a more liberal and
open society and returned home questioning the racial order and
subordination of their own communities. In other words, they
were deeply affected by continued discrimination as the country
was still unwilling to extend full democratic rights to them.
The end result was that the war would amplify an already
entrenched civil rights movement that tried to deal with the gap
between the doctrine of democracy the US advocated abroad and
the racial prejudices against Latinos it continued to maintain at
home
It is clear then, that Latinos and Latinas were very much
committed to the war effort both overseas and states-sides and
are absolutely deserving of the moniker “The Greatest
Generation.” As President Harry Truman once stated, “our debt
to the heroic men and valiant women in the service of our
country can never be repaid.” “They have earned our undying
gratitude.” “America will never forget their sacrifices.”
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Primary and Secondary Sources
What is a primary source?
A primary source is a document or physical object which was

3. written or created during the time under study. These sources
were present during an experience or time period and offer an
inside view of a particular event. Some types of primary sources
include:
· ORIGINAL DOCUMENTS (excerpts or translations
acceptable): diaries, speeches, manuscripts, letters, interviews,
news film footage, autobiographies, official records
· CREATIVE WORKS: poetry, drama, novels, music, art
· RELICS OR ARTIFACTS: pottery, furniture, clothing,
buildings
Examples of primary sources include:
· Diary of Anne Frank - Experiences of a Jewish family during
WWII
· The Constitution of Canada - Canadian History
· A journal article reporting NEW research or findings
· weavings and pottery - Native American History
· Plato's Republic - Women in Ancient Greece
What is a secondary source?
A secondary source interprets and analyzes primary sources.
These sources are one or more steps removed from the event.
Secondary sources may have pictures, quotes or graphics of
primary sources in them. Some types of secondary sources
include:
· PUBLICATIONS: textbooks, magazine articles, histories,
criticisms, commentaries, and encyclopedias
Examples of secondary sources include:

4. · A journal/magazine article which interprets or reviews
previous findings
· A history textbook
· A book about the effects of WWI or any other events
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Research Project Rubrics Page
As stated in the syllabus, this assignment is worth a total of 100
points. As such the assessment methods for this project will
utilize the following categories for determining your overall
grade. You do not have to follow this order but do try to
include elements from each category into your writing
assignment to receive the highest grade possible.
1. Format-20pts: For this section I am checking to see that you
followed the directions explained in the instructions that
describes the assignment i.e, title slide, photo, narration, and a
bibliography with sources used.
2. Content-20pts: For this section I am looking to see if your
narrative is making links to a larger historical context. I am
also looking to see if your thesis is clear and if you provided
sufficient evidence to substantiate your argument(s).
3. Organization-20pts: Your writing assignment will also be
graded on your ability to connect several themes, examples, and
sections into a cohesive narrative. Be sure to use transitions
and avoid leaving ideas or topics dangling or insufficiently
described. Also, do not add insignificant facts that do not add
to your story.
4. Creativity-20pts: For this section I am looking to see how
imaginative your final product is. I want to be engaged by your
response. I’m looking for creativity and authenticity. Be
detailed, be interesting. Tell me a story that fascinates me.
5. Final Product-20pts: As noted in the syllabus, this assignment

5. is worth a maximum of 100 points. Assignment will be graded
using the guidelines listed above. Each of the four elements are
worth a maximum of twenty points apiece, with twenty points
reserved for overall clarity of narration, originality of thought,
believable examples and situations, and accuracy.
One last word of wisdom, avoid at all costs using the internet to
formulate your response. Do not use any online sources for this
assignment. The internet should never be consulted for this
project, other than for your photo; but you are free to find
photos from places other then online.
American Militarism Research Project
The Project: Imagine walking up to a photo on a wall, pulling
out your phone to scan it, and receiving all kinds of extra
information right there on your device. In this research class,
you will do a research project that accomplishes that. The
research project will incorporate still images, video, and voice
to tell about a significant experience moment in American
military history.
The Assignment: Your task is to create a research project with a
digital component. You have been assigned a general research
topic on an American war. Your job is to locate a photograph
of that war, locate also a documentary of the same war, and then
write a story that provides information regarding your assigned
war. Both the photograph and the documentary must be
approved by your instructor before you start your research. The
story you write will then be read and your voice will act as a
narration in the research project.
The Goal: The goal of this project is a brief but detailed
exploration of some aspect of American military history.
The Purpose: The purpose of this project includes developing
critical reading, writing, and investigative skills; enhancing
historical research methods; and developing interpretive skills
using primary sources.
Project Objectives: The following describe the objectives of the

6. research project. From this assignment students will improve
their writing and communication skills; develop several
technology and media production skills; learn about the
importance of oral history techniques; learn how to create
stories that are engaging and meaningful; develop presentation
skills; develop and manage artwork, pictures, and video to
support their stories; and become “producers and directors” of a
media project.
The Process: Use the following steps to complete your project.
Each step must be completed to successfully do the assignment.
Step 1: locate a photograph from Google images that are
specific to your assigned war.
Step 2: locate a documentary from YouTube or PBS or the
History Channel that is in relation to your assigned war.
Step 3: do research on your war. Look at both primary and
secondary sources and become familiar with everything there is
to know about your war. Become familiar with dates, persons,
events, and conclusions to your war.
Step 4: write your story out and use it as a plan to follow for
your voice narration. You’ll have to write several times and you
will also have to rehearse your narration several times. Your
written piece should be no more than two pages, typed, and
double-spaced.
Step 5: select the clip from the documentary that you will
record using your mobile device. Be sure to have the volume off
so that while the clip is playing you are reading your story and
your voice serves as a layover for the documentary. You’re
recording should be anywhere between 3 to 5 minutes long.
Step 6: once you’re recording and your voice narration is
complete you then will upload all your media to the software
used to create an augmented digital piece. The account has
already been created. Your job is to log in, upload your media,
and sync both the photograph and you’re recording together.
See your instructor for a demonstration.
Photos/Video/Audio: You should use a combination of photos,

7. video, and audio to construct your project. Photos will need to
be located and acquired via google images. Documentaries
must be acquired via youtube.com or any other online engine.
Due Date: This assignment is worth up to 100 points and is due
by Thursday, March 7th class time. I will need a digitized copy
of the digital story. Anything submitted after that day will be
deducted points.
Film Showcase: When the projects are done, videos will be
displayed at the end of the semester. Students may introduce
their videos. Students will also receive a digital copy of their
work for their viewing and sharing pleasures.
Grading: Grades for this project will be based on the following
criteria: using an approved photo (33.3 points); using approved
video footage (33.3 points); and using voice narration (33.3
points) for a combined total of 100 points.
Aurasam: For completion of this project students must utilize
Aurasma Studio. It can be found at www.aurasma.com.
Students must log into Aurasma Studio to create trigger images,
upload the overlay video, and consolidate the image, video, and
voice over.
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