282 24 26018 https://digitalcollections.library.gvsu.edu/files/original/dc46b92c14a75c6a4fbb2e5d7a58a49e.jpg 912c3eec49a5613163bcdccaac8389e2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1754 Title A name given to the resource Duca D'Aosta class light carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Duca D'Aosta class Russian CL (light cruiser), April 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8225a4cc0399608f1fd7fe98c8528ae4.mp4 88135c6d1ca4b11d19a6c50df98a3b7e https://digitalcollections.library.gvsu.edu/files/original/9990645011b804105d39bda940d2abe9.pdf 14b8cff48344b1b7ab918a36554dd9c2 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: William Dudas Interview Length: (44:28) Interviewed by James Smither Transcribed by Chloe Dingens Interviewer: We're talking today with Bill Dudas of Jenison, Michigan and the interviewer is James Smither of the Grand Valley State University Veterans History Project. Now Bill, can you begin with some background on yourself to begin with, where and when were you born? I was born in Sawyer, Michigan outside of Benton Harbor and… Interviewer: What year? In 1924. Interviewer: Okay now did you grow up there? Yeah, yes until I was 16 and I- I signed up for the, my mother signed the slip for me to get in thein the army when I was 16 and my father had a fit. I remember hollering and hollering about that. Interviewer: Now the rule at that point was that you had to be seventeen. Had to be seventeen but it was gettin’ up there on September 10th is my birthdate and it- it seemed to everything kind of fell into place and then I met my uncle who was in World War I and he said, “if you do anything, get in the artillery.” So, I did I just used the word artillery. (1:40) Interviewer: Okay now let's back up a little bit, while you were living in Sawyer what did your family do for a living? I lived with my grandparents. Interviewer: Okay. �And my grandfather was an architect and contractor from 1889 to 1933 on the World Affairs. Came from Paris, France, he came from Paris, France married my grandma and she was from Paris, France also. And- and that was on, in Sawyer, Michigan on our great Lake Michigan and there's complications of here because there's years in that on room school I went to and I enjoyed it very much. And kind of freedom that's what I had there, and I had one sister and two brothers with my regular family. And my grandma asked if I could come and stay with them and that's what I did. (2:51) Interviewer: Okay and how old were you when you went to live with them? Four. Interviewer: Okay was this just because it was… Some family tension. Interviewer: Yeah, okay. There, as you'll see in my history book. Interviewer: Alright so basically, you're pretty much brought up by your grandmother then? Just for three years. Interviewer: Three years. And then she passed away. Interviewer: Okay and then did you go back to your mother at that point? Yes, I went back to my mother and father, oh yeah. Interviewer: Alright and then you said you, and now so when did you actually enlist in the army? �In July 29th of- of 1943. Interviewer: Okay. (3:35) Lots of things happen and that till they got off to that. Interviewer: Right, now do you remember how you heard about Pearl Harbor? Yes, I heard, my father heard about it and he called me, and he called us all there. And- and then the phone rang, and the newspaper that I delivered paper for said that they're driving extra papers. That’s what it said on the front “extras!” Chicago, Detroit,” and the News Palladium from Benton Harbor. St. Joe, the twin sister, didn't have a paper yet. Interviewer: Okay so you have to go out there and start selling extras or just delivering them? Yes, yeah- yeah Sunday night we had the papers and we were taking- taking our route, our paper route and you're running up and down the street yelling “extra, extra.” Interviewer: Yeah, the kind of thing we used to see in a lot of old movies... Yes, you’re right. Interviewer: With the paper boy running around. You’re right. Interviewer: Today people don't know what that is. Yeah that’s true, yeah. Interviewer: Okay now then once you, now how did life change at home before you joined the Army? I mean was there rationing going on or that kind of thing? (4:49) �I was an athlete starting from fourth grade, Benton Harbor's noted all over Michigan as an athletic- athletic plant and I started in the fourth grade, running and jumping, shooting baskets, and all that kind of stuff. And went right into the junior high and we had programs in basketball, and some football, and we played football by ourselves and that kind of thing. Interviewer: Okay. Then the basketball was Saturday morning stuff, and, in our neighborhood, we had running meets and all that kind of stuff. Interviewer: Okay now after Pearl Harbor After Pearl Harbor… Interviewer: When you go back to school you at that point, how were things different? How did things change in your community after Pearl Harbor? (5:39) Well the things that happen, they asked for people to join the Army, or Navy, or Air Force, Marines. And I- I don’t, keep saying the Marines will be next to us all the time you know, because we were number one division. And it- it had the- the generals and that that they were all aware of it and then we moved from Texas. Interviewer: Okay. You're- you're kind of jumping, you're- you’re going ahead a little bit, let us back up. Okay. Interviewer: I'm asking about life before you enter the army, so in 1942 and you're still in school at that point. Yeah 1943. Interviewer: Yeah but before you join. �Yeah. Interviewer: What were things like then? What were things like at home in Benton Harbor after the war starts? (6:36) We were patriotic people and as we were in the school the teachers taught, talked to us that way. And if you narrow it down real quick my fifth and sixth grade teacher had a brother in the service, in Alaska building the highway. And I was interested in it and she used to read every letter he wrote back, and then we would write, and then she'd write back to him. And so, the questions were answering back and forth there. And when I got to be 50 years old, I went Alaska. And on the, all the way on the road from the start to the finish. Interviewer: Now okay now did you want to get into the Army as soon as you could? Yes. Interviewer: Okay Yes. Interviewer: And that's why your mother signs. My uncle wanted me in as fast he could, yeah. Interviewer: Right, so you told us, so your mother signed for you. Yes. Interviewer: And you asked to go into the artillery. Yeah. Interviewer: Alright now where did you report to? (7:39) Detroit. �Interviewer: Okay and what happened there? And in Detroit they gave you shots and examined you real close and they were looking for people that were in good- good body shape, good thing. Could run fast, could jump, and the whole thing and this is special training at Camp Wolters, Texas. Interviewer: Okay how did… That’s where I ended up. Interviewer: Okay, how did you get to Camp Wolters, Texas? By train. Interviewer: And what do you remember… There’s no planes in those days. Interviewer: Yeah- yeah, what do you remember about that train ride? That it was a long boring ride to get to Texas. Mineral Wells, Texas they dropped us off there. Interviewer: Okay. Camp Wolters, beautiful camp. Interviewer: Alright. And that's when my life changed, when five of the officer- officers and enlisted men were training us, they were captured by the Japanese in the Philippine Islands. And they escaped, the whole company did, that, we're talking about a thousand people, you know. And- and we had five of them that were training us, and we could run faster, jump higher than they could. We clean ‘em up on their, in the course that we had out there that you had to have instruction on. (9:02) Interviewer: Alright, okay now was this your- your basic training? Basic training. �Interviewer: Okay. 21 weeks. Interviewer: Alright and did the guys, did these instructors, did they tell you how they escaped or what happened to them? No not really. Interviewer: Okay. We- we were so interested in what they were doing for us right there. And- and it kept us alive, kept me alive, I lost all my friends that were there. Interviewer: Now we're there when you started training down there did you know what division you were going to be in? No. Interviewer: Okay so this is just basic for everybody. Yeah basic. Interviewer: Okay and how much emphasis did they put on discipline? All- all of it, solid your non comms, sergeants, corporals, and all of that and be sure you salute all the officers yeah. Interviewer: Now what happened when you did something wrong? Oh I never did anything wrong, I went along what they had because they were gonna keep me alive. Interviewer: Alright. Right. Interviewer: Now did- did some of the other men have more trouble? �(10:05) Yes, oh yes, they- they’re the people that had to get up at four o'clock in the morning for KP service. Anybody goofing around with that whole thing and- and we were kept busy. We had our own football team, our own softball team, right there on the campgrounds. And so, in order to be in- in those things you had to behave yourself and mind the rules. Interviewer: Okay. When they said you're gonna trot for half a mile, well you trotted that. If you didn't, you were in trouble yeah. Interviewer: Alright. And obstacle courses were big in our time, big. I had a big one at our high school built by the athletic director who was the ex- army guy and he's too old to get in now, but he said they have to have this, boy that was the circus for us. Interviewer: Alright now was this, how long did the basic training last? 21 weeks. Interviewer: Okay so that's a long… (11:02) Back on the train and over to New York, and not too far from we could see the Statue of Liberty, and then they shipped us off to En- to En, Wales, really. Interviewer: Now at this point had you been assigned to your unit yet? No. Interviewer: So, you still don't know what, who you're gonna be… Right. More training on the beaches in- in Wales in that area. �Interviewer: Okay because I guess the official history of the division indicates that they formed up in the US. Yes. Interviewer: And then they went over to England and did more training, but did you join them when they… First was Ireland. Interviewer: Right, yeah okay. That was one group and we went to Wales. Interviewer: Right. Cardiff, Wales. Interviewer: Okay. And- and just a great time- a great time. Went British, some British guys were pros at that because they just got out of Dunkirk. Interviewer: Alright so… And I say that nobody knows what I mean by that. Interviewer: Well we do. Yeah. Interviewer: Alright, but they were, that was back in 1940. When did you arrive in Wales? (12:07) In ’44. Interviewer: Okay and about… January of ’44. Interviewer: Alright so the 2nd Division is already in Britain by that time. �They were, Ireland. Interviewer: Yeah, they were Ireland, okay so you're coming, you're still just a replacement. Tell me about the trip across the ocean. It was- it was a beautiful ship; Île de France and it was capacity. Loaded in there four high in the bunks down low and every day we'd go up on top for the, in case of emergency, a torpedo might get at us or something like that. Told us what we had to do and- and the- the rope ladders were thrown overboard and, but we didn't go down the rope ladders, they just said, “there they are.” You have to go down there and get off the ship by the rope ladder. Interviewer: Now was this a converted ocean liner? Yes. Interviewer: Passenger ship? Yes, passenger, a beautiful ship and I'll have to say twenty thousand. (13.10) Interviewer: Okay, and did you sail by yourself? Yes, outrun we could outrun any problem like that, but there was, the Navy was around not too far from us all the time. Interviewer: Okay, so you had escorts of some kind. Yes, oh yeah and we went Scotland first and then we got a train from Scotland and- and guys went in different directions and I went to Wales. Interviewer: Okay. Yeah. Interviewer: Yeah, now how long did you spend in Cardiff? Cardiff? Six months. �Interviewer: Okay. Almost to the day. Interviewer: Now how did the civilians treat the American soldiers? Great, great the restaurants and that their fish and chips, that kind of thing, yeah. And people were great- great and they appreciated us and- and I was of course one of the lucky ones that got to camp way, a long ways from where the Germans were bombing but we could hear it, we could hear it. At night, every single night the Germans would fly over, we'd fire up, make noise andand the bombs going off. That just conditioned us for what we expected on D-Day. (14.19) Interviewer: Right now, what kind of training were you getting by this time? Infantry. Interviewer: Okay. Scouts. Interviewer: Okay, explain a little bit what is a scout? And what do they do? Okay, we would leave at night, go across the line back of the enemy, and then during daytime we'd hide in the fields, and when it got dark again, we started to move around. And we had an artillery observer with us that told his division, the artillery division what we were looking for; the mortar groups, the German mortars, and the German artillery, and that's how far sometimes ten/ fifteen miles behind German lines. Interviewer: Okay. And- and we were trained well in- in Camp Wolters, Texas. How to sneak around there, cops and robbers in the neighborhood, yeah. (15.14) �Interviewer: Okay. Cowboys and Indians. Interviewer: Alright now when you enlisted you had asked to be in the artillery… Artillery, right. Interviewer: But now it sounds like you're training to be in the infantry. They took us, the guys that could run the fastest, can jump the highest, and on the obstacle courses, and- and when you want to, you'd have a race on Saturday or Sundays and make five or ten dollars. A guy would think he was gonna beat me or beat one of us, there in no way. Interviewer: Okay. Because I was in great condition when I went in the service because I trained to be a football player in Benton Harbor. Interviewer: Okay, so because of your athletic ability they took you out and they made you a scout? Yeah, oh yeah. Interviewer: Okay. Oh yeah. Interviewer: Alright. And we would learn all kinds of things in that type of atmosphere, yeah. (16.10) Interviewer: Okay now at what point do you get assigned to your unit? Oh, at D-day. Interviewer: So, you didn't join the division until D-day? �No, until D, after D-day and- and- and I, the picture show I came up with the- the one of the regiments, there's the 9th Regiment and the 23rd Regiment and- and 38th Regiment, that's my regiment. I'm very proud of it all the way. Interviewer: Okay, so when did you meet, and then which company did you join? G Company, 2nd battalion G company. Interviewer: Alright and so when did you meet those men? I- I met ‘em on the way to Trevières, it was about 14 [actually 4] miles from the beach. Interviewer: Okay so… We were replacement people. Interviewer: Aha okay, so how did they, so- so basically talk about the, that time, so when did you leave Cardiff? Was that? (17.14) We left it for- for D-Day. Interviewer: But so, on D-Day? Not the, oh no. Interviewer: Or after D-Day or before? After D-Day, we were- we were in a boat on D-Day. Interviewer: Okay. A- a- a big liner, with you know three or four thousand people, guys on there. Interviewer: Okay was that a liner or was that a… All well trained people. Interviewer: Was that a troop transport ship now? Yeah, yeah. �Interviewer: Okay, now did it have landing craft to land you with or? I think they followed us, I, cause all they had to do is come from Southampton. You could see France in a hurry there, when you got out there on the North Sea. Interviewer: Alright. Yeah. Interviewer: Or the English Channel any way. A lot of noise because over back behind us coming out of Britain are big battleships firing guns that can cover many, 20 miles out. And those, the shells were going over the top of us and they were trying to clean off the beaches. The Germans had prepared all these rigs with railroad ties and all kinds of tracks in there. (18.15) Interviewer: Okay. And you, we used that to protect us from the machine guns up on top of the hill. Interviewer: Alright, now as you, so when, on what day did you land on the beach? On- on D-day that was December 6th/ 7th. December, or June 6th Interviewer: But June 6 was D-Day, but did you actually land on D-Day? No, it was 7th or 8th right in there. Interviewer: Yeah, right, I think… With so much confusion, I never can get it straightened out. I think in my books you'll be able to figure it out there. Interviewer: Okay, now do you remember, did you spend, you know more than one night on the ship waiting to land or just one? Yes, yes. �Interviewer: Yeah, so, you may have landed… The 8th, I think it’s the 8th when we- we came in there. Interviewer: Okay and then when it's time for you to land… Land. Interviewer: How does that work? Worked with the rope and the net that they threw overboard, and you climbed down there and got in the landing craft. And- and of course the landing crafts are famous, in our war and some were blown right out of the water with maybe 40- 50 guys on it and it was quite a serious thing and then when it dropped down, out you went, right up to your shoulders in water. (19.31) Interviewer: Okay so they drop you out that far? Yep- yep not that far, sand bars and all that stuff on the ocean. Interviewer: Okay. And the water was cold it's all I know. And you were, carried our rifles up on top, I had a sub Thompson. Interviewer: So, a submachine gun? Yeah submachine gun, yeah. Interviewer: How much did, how much were you carrying? What kinds of things did you carry with you when you landed? Blanket and rain[?] and half, your half of a tent cause it take two guys to cover up a foxhole with a tent. Interviewer: Right. Over the top you know. �Interviewer: Okay and what else did you carry? A shovel and a bayonet and- and that's a do or die tool. Interviewer: Now were you bringing rations and food? Yes, the yeah, the K-rations, the C's were much later in there. And- and- and four or five packs of that and I didn't smoke, and I didn't drink, so I didn't have to worry about that part of the whole thing. I had one thing in mind, get ashore and get in the hole. (20.39) Interviewer: Okay so when you landed was there any firing or was it quiet? Oh no, there was so much noise, to this day it's too much noise. Interviewer: Okay. I was in the service for 28 months and I think for 20 months there's nothing but that noise, the big guns and that. Interviewer: Okay but the Germans weren't shooting at you? Yes, they were. Interviewer: There were still Germans shooting at the beach? Germans right there- right there, we had to get them off the beach. Interviewer: Okay. Had to get them off all the way to Trevières, that was 14 miles up there and a- a couple other small towns in the way. Interviewer: Right, but I was asking on the actual landing beach itself because you landed on Omaha Beach. Omaha. �Interviewer: And where there still any Germans on Omaha Beach or were they behind there? They were behind. Interviewer: Yeah, okay. (21.27) The, we came, once we got to the beach, we could see the- the- the fortresses that they had there, six to eight foot thick. Interviewer: Yep. Then the big guns, all they do is blow big chunks of cement out, yeah. But the soldiers were still there and a lot of hid out in the trenches, you never knew where anything was until you walked right up on top of it. Interviewer: Okay. And they were prepared for us on there. Interviewer: Alright. We used a lot of hand grenades. Interviewer: Okay. Throw ‘em over to hill. Interviewer: So, you're still helping clear out the Germans from that area. Yeah, you're right and that 14-mile loop across there like this. Interviewer: Yeah. Yeah. Interviewer: Okay now Trevières is only village that's inland, it's not, it's only a couple of miles inland. �Yeah right. Interviewer: It’s not too far, but so that's where you headed? Yeah that's where we're, that was our goal. Interviewer: Okay now did you join your company outside of the town or in it? Yes, I was all of a sudden, I was in the 23rd Regiment. Interviewer: Okay. And we didn't know, when I got up there, I was put in the 38th which I'm very proud of today, yeah. And officers were well-trained. And- and Sergeant Blackmore, he watched every one of us, and he'd see anything wrong and he grabbed you right by your gear and pull you down said, “now what did I tell you?” you know that kind of a guy, and he kept us alive, he kept us alive. (22.56) Interviewer: Okay now do you start doing scouting work right away? Right away. Interviewer: Okay. Right away, they- they- they assigned us to that space going up there. And- and our work was done at night so we could get behind them and- and- and it worked out pretty good and according to the five guys that trained us in camp, they did some tricks we didn't even know they were there, they were there. And those are the things that we carried from the- from the basic training and then the extra training we stay in the six months in Cardiff Wales. Interviewer: Right. Yeah Swansea really. (23.40) �Interviewer: Now when you, do you remember the first time you went out as a scout? The first time you did a scouting. Facin’ Germans? Interviewer: Yeah Okay yes, I remember real well. Interviewer: Okay well what happened? Yeah, we were told there and- and- and Harold was my buddy, he was always first scout, and he was 30- 40 feet, a foot ahead of us there and- and I was down, back there and- and we were spread out 30- 40 foot. Cause one bullet could knock off five or six guys, you know one- one machine gun is so rapid, coming right at you. And- and we had to be careful we didn't get into where- where they’d rap the ground, they get the ground and then raised up there and another gun would take over after that. They had all kinds of drills and we had to solve those before they bring up the rest of the group. Interviewer: Right. In there. (24.40) Interviewer: Okay, now what kind of country were you in? In with s. the famous hedgerows. Interviewer: Okay. That was started 2,000 years before that by the Romans, so we got the history of that what we had, and they were from four-foot-high to twelve foot high. And that they when they plowed their fields, they’d take the big stones out, throw them on the side on their property lines and everywhere was a hedgerow and the Germans had ‘em all spotted, probably had ‘em by number. �And so, they’d, all they had to do is look at their map and- and it's almost wipe us out there, you know they're that quick, and our job was to get to those guys that were with the mortars and the artillery. Interviewer: Right, okay so tell me about that first mission out there, I was asking your first time out there as a scout, you said you were spread out, Harold was your first scout. Yeah, right Harold. Interviewer: Now what actually happened then? (25.35) We went out like that and all of a sudden, they stop us, there are snipers there in the woods. They’re in the trees and you got to get them out of there. Interviewer: Okay. And so that's what we worked on, the cops and robbers thing we did as kids, you know. Interviewer: Yeah, so… And they were in the tree and I have a rifle, Italian rifle, sniper's rifle. And how it got there, I don't know but it had a telescope on it and the whole thing, and I found it there. Interviewer: Okay. Because we dropped the guy out of the tree and I got his rifle, and here I am carrying a sub Thompson and that rifle, I didn’t have any bullets for the rifle. Anyway, I did mail it home when we did stop about 10 days more in there, but we were able to put the things we found, the revolvers and- and the rifles and little things from the soldiers that we overrun. Interviewer: Right, okay now how would you kind of make your way forward if you're trying to go out on one of these missions and you’re in the hedgerow country how did you go about doing that? �(26.46) We had a tank, the tanks got up there and- and they tried to go up the banks, some of them were too high and they go tumbling down the other side, but they're all guns firing, all the time we’re there. So, we're behind tanks. Interviewer: Well I was asking you about when you're a scout. Yeah right. Interviewer: You didn’t have any tanks with you when you're a scout right? Right, but they like to have us out ahead of them. Interviewer: Right. And- and- and they, some of the new officers, in my books you'll find that a number of officers that we lost. There were people, they said, “cause he's an officer he had to be up there in front.” No, you gotta be more than that, you have to be, really exercise that program, yeah. And we cried like the rest of the guys when we lose an officer or one of our sergeants and that the whole thing. We were sick about it, it made us mad that's what it is, yeah. Interviewer: Okay now I'm basically I'm just trying to sort of picture a little bit sort of what you're doing, or in the time that you're in Normandy, I mean you start at Trevières. Now did they capture that town after you got there, or had they captured it already? They- they had captured it before we got there. (28.02) Interviewer: Okay, alright. So, we were 3rd Battalion. Interviewer: Right. The 23rd and the 9th rough outfit. �Interviewer: Okay. They thought they were rough okay, but they- they- they got there and- and we didn't care who, if there were any Germans in the town because the people who live there would tell us where they where at. And the Germans knew that so they got out of the towns as fast as they could. Interviewer: Okay. Yeah, and you build up a friendship with those people and I have a couple letters from the high school it was in Trevières. Interviewer: Okay. And the things like that bring back other great stories, you know. Interviewer: Okay so when you're moving during the day would you ride on tanks and go forward? Not really. Interviewer: Okay. Not really, no, tanks never happened to us ‘till we cross the Rhine River. Interviewer: Alright because I was trying to sort of sort out what was happening in Normandy back at the beginning. Yeah. Interviewer: Now the division moves inland towards Saint-Lô and… Saint-Lô and Trevières. Interviewer: Yeah, after Trevières. In a line there. Interviewer: Well and then Saint-Lô is farther inland. Yes right. �(29.11) Interviewer: Okay now the division fought a battle at a place called Hill 192. That's- that’s what I was gonna just tell ya… Interviewer: Okay. The 9th and the 23rd went in there and beat ‘em up pretty good but they lost- they lost it. And they pulled up my outfit in there, the 38th and our luck, the Germans scampered out of there. They dropped back into Saint-Lô, because they were, we had to get that hill because they were using it for their artillery Scouts. And in that hole works and they had built big towers on hill 90- 192 in there and I happen to be one of lucky guys to get there first, you know. Interviewer: Okay. Yeah. Interviewer: So, after you got there, what happened next? We reformed- reformed into our own groups. Interviewer: Right. And we picked up the artillery guys and we down, go out and locate the 81 mortars, they’re the bad news to us and the 88 artillery and they were doubly bad news and- and find them right away and they’d radio back and- and the radios in that time was not a cell phone, it was a pack on the back of a guy that carried a pistol, that's the only defense that guy had. But the- the officers that were there from the artillery were giving ‘em all the places that- that we thought or maybe they were, they were clever about moving around. (30.48) Interviewer: Okay. Yeah. �Interviewer: Now would the Germans try to find you? Oh yeah. Interviewer: Okay. They know, well the Germans knew everything we did. We just had more guys, more people, and after a while, more tanks. Right and that's where the, when I say ‘tanks,’ they had power blades on some of ‘em. Interviewer: Right. They just knocked the wall, hole in the wall and bust through there and start firing a whole thing, let us go through then, walking. Interviewer: So that's the… …running across the field. Interviewer: They were doing that at the end of July when they had the breakout… Yes. Interviewer: …from Normandy and take Saint- Lô You’re right, break out of Germany. Interviewer: Okay, now while you were in Normandy still, before the breakout did you manage to find any German batteries or guns? Yes. Interviewer: That your people knocked out? Right, well we found them and located ‘em so that the artillery observers… Interviewer: Right. …could radio back with a guy with a big pack on his back, and, the, we had to protect him. If the Germans tried to get our radio. �Interviewer: Right. That would, half of their battle’s over with then, they, but there were a lot of things like that and I refer to cowboys and Indians and all- all the other stuff, it’s the little tricks like that that you learn, kick the can. (32.12) Interviewer: Now how many men would be together if you're going out scouting, how many of you would there be? Ten to sixteen. Interviewer: Okay. That's almost the whole squad, but you don't want a squad to get wiped out because that's part of a, the drawing, you know, map. Interviewer: Right. And- and- and we had to report back right away if we're losing guys, so they'd forced some guys up, come up there in the middle of the night. And I always have the famous story there, “halt,” you know, “what do you mean halt?” “Halt,” and- and so the guy would say, “Kellogg's,” and you better know the answer. Do you know the answer to that? Interviewer: I’d go with cornflakes. That's right. Interviewer: American culture. That’s a simple one. Interviewer: Yeah. But we had stiffer ones the further out we got into the, into France. �Interviewer: Okay now if somebody did get hit, if you took any casualties what would you do with them? “Medic,” you yell “medic.” Interviewer: Well but if you're out on a patrol, did you have a medic who would be in your squad. Yeah, right yeah, one of the sixteen guys sometimes, one of the seventeen guys, but he just carried the bandages you know. (33.24) Interviewer: Yeah, but then what would you, what could you do? I mean if one of your men is wounded and you're behind enemy lines. Yeah right. Interviewer: Do you carry him out? What do you do? Well yeah, we carry him out. We'd get him out in the, at night. We get, we had to go through the line to get- get back with our company through the German, had to go back through the German and they knew we were out there somewhere, yeah. Interviewer: Okay. And just say they had every hedgerow was numbered in their- their life. Interviewer: Right, okay now once the breakout, I guess one of the things that happened at Saint-Lô was at one point we sent large numbers of heavy bombers. Yes 2000. Interviewer: Yeah and did- did you hear any of that or see any of that? �I laid in the hole watching them going by, they’re wing to wing. And- and all we were doing is cheering, there was no, the only noise we could hear was the antiaircraft from the Germans, yeah, but they really combed Saint-Lô out. Interviewer: Yeah, now did you go through the town? No. Interviewer: Okay, you went around? We went to Breat, we were going to Brest. Interviewer: But to get to Brest, you had to get there somehow. (34.32) Yeah, the crossroads, that was a battle. Now they had a lake and a crossroads in French property and another small time in St. Mary's something like that, that we had to run right through the town and let the guys behind us get the Germans out of ‘em, we had to get in deep into France. Interviewer: Right. As deep as we could so we can get to, meet up with the 4th Division to get to Brest. Interviewer: Right. The submarine port and that was really protected, yeah. Interviewer: Okay now how, so Brest is all the way out at the end of Brittany. Yes. Interviewer: So that's a good ways from Normandy, heading west. Right. Interviewer: Now what happened to you during that advance? That's where I jumped over and turned this foot to ankle here and fractured now in here in the front part here. �Interviewer: Okay so you- you managed to break your ankle while chasing the Germans? Yeah, yeah, fractured really. Interviewer: So not a full brake? Everything was stretched because I had a pack on and I weighed 200 pounds- 220 pounds and great shape, great shape, yeah. (35.41) Interviewer: Okay, so once you hurt your ankle, what did they do with you? They- they pulled me out, it hurt, it really hurt. And- and I- and I thought it was broken at first, so I'm crawling around my hands and knees for a while to- to let people know that there's an open space where I was out there. And the, course we were Scouts, the whole group were Scouts and we were all different Scouts, and they, the medic looked at it and he said, “you have to go back to the aid center,” and so, I crawled back to the aid center and then the following day they put me on a- a big airplane and took me back to the hospital. Interviewer: Okay and where was the hospital? In, of course in England. Interviewer: Okay. That's where they, the, that big plane landed there with a lot of P-38s my favorite airplane, the twin Woolmer. And they put us on the plane, we're all laying down on there and the plane took off and landed on the other side, real quick trip across that there. (36.51) Interviewer: Right. And the hospital people waiting for us there and- and they had crude x-rays in those days and they just decided that they would have to build a frame for my foot on there cause they couldn't �see if it was broken down lower in the foot part of it, that- that foot. And might have taken the rest of my life to have a broken bone there and they couldn't handle it, yeah. Interviewer: So how long did you stay in the hospital? Four weeks. Interviewer: Okay. Four weeks, really three weeks and I had one week of freedom. Met a lot of great people. Interviewer: So, what did you, so could you leave the hospital? Yes, leave the private, the grounds in fact, leave the grounds there, we’d go into town and- and it was, its Swansea there. Interviewer: Okay, so, you're back kind of on your home turf again. (37.45) Back- back there and on and- and met some guys that had about the same thing I had in there. And one guy was from the 1st Division and they were always bumping up against us, we get twisted around sometime, you guys get out of here you know, we're here, you know Interviewer: That's right. But that's the way it was because France is really a small country, everything is small. Interviewer: Well and initially, well 1st Division went on Omaha Beach ahead of you. Yeah, yeah. Interviewer: And so, they were right in that same beachhead area…. Yeah, right. Interviewer: …where you’re coming out too and several- several other times later on they were right next to you. �Right next to you and the paratroopers, we were still picking up paratroopers along. That's where the joke came with ‘Kellogg's’ and the guys, he, if he'd say ‘Bran Flakes’ we'd let I'm in and watch him. Interviewer: Alright. But it was cornflakes, that was the main drop off on there. And of course, they had their own codes to. Interviewer: Sure. They, guys in the glider troops and that seemed to be, we were in that in the flatlands in there, but they had to land in there where all these little, high hedgerows were at there. And a lot of them would bury their nose of that plane right there, into the- the end of that bank that was there. (38.59) Interviewer: Right, okay now when did you go back to France? I, and I went back to- to, after four weeks there and I went back to Paris. Interviewer: Okay. I didn't know my outfit was there, they just dropped me off and then they told me that the 2nd battalion of Company G who was there. I thought it was great, you know so that's when I called my two grandparents there, great-great grandparents. Interviewer: Okay. And the first one/ person I called was the Bulhoures [?] and they were tickled to death they couldn't think you know, and they were gonna try to come to us. It's pretty hard- hard to do that because we took over all the hotels there. Interviewer: Right. (39.45) �We were there to guard trains from Paris, France to the front line of- of, in Belgium. Interviewer: Right so is this September when you get back? Or is it September or? Yeah. Interviewer: Okay. Yeah. Interviewer: Alright and so you could use the French phone system to call people? Was that how you did it? Right, well I, the- the- the lady and the man were in the hotel, running the hotel there. Interviewer: Okay. …they took care of that part, so I got the Deduc [?] Castle, my grandma's there and she said, “you know if the Germans come back here, they're gonna kill us cause we're talking to you.” And I said, “we're here and nobody gonna kill you.” Interviewer: Right. “We're here,” and- and my grandfather said, he's a, when I went back to the United States a year later, “they're a bunch of rummies over there on your grandma's side.” Interviewer: Alright. Anyway, it was great, it was great. Interviewer: And when you were in Paris… Paris. Interviewer: …did you get time to just go see the city or? (40.45) Yes, I got pictures of me hugging the big part of the Eiffel Tower and the Arc de Triomphe. The both of them stand out. �Interviewer: Yep. And I heard about them from my grandparents before I ever thought of a war, you know. Interviewer: Now when you were a kid did you learn any French? Yes, I took French in junior high. Interviewer: Okay. Our junior high was the 9th grade, yeah. Interviewer: Okay. And I had some of the words down pretty good. Interviewer: Okay but did your grandparents ever speak French at home? Yes, when the- the storms were bad, we were in Lake Michigan, they would talk in French andand I, and the maid never knew it either, and I never knew how to speak French either. Interviewer: Alright, okay so how long did you stay in Paris? Two weeks. Interviewer: Okay. Yeah, I had two trips to the- to the front lines. Interviewer: Okay. Got back in the noise again. Interviewer: Alright and so where was your division when you rejoined them, what, where was the division now? We- we were up in Belgium. Interviewer: Okay. (41.47) �And- and pretty close to the big force there, Hurtgen Forestand we took somebody's place that was there, and we were only gonna be there a short time, but it ended up be almost a month. Interviewer: Alright. And so, we deluxed our holes in the ground. Interviewer: Okay, now when you were there were you attacking or were you just holding your position? Holding ground. Interviewer: Okay. We had to wait for the British to come up on our left over there and wait for the 4th Arm- 4th Division and a little bit of something in the 1st Division, I never did figure that one out. Interviewer: Okay so you weren't attacking in the Hürtgen Forest, you were just near it. No, holding. Interviewer: Yeah, you were holding. Holding. Interviewer: Okay, now did the Germans bother you while you were there? Yes, they did, they learned how to make bom- their bombs. They'd explode above the trees andand knock all the snow down and lee- leaves, the limbs, on- on that. And so, we’d take all the extra stuff that fell down after we survived, some guys didn't, they got caught with a shrapnel. Interviewer: Right. A lot of shrapnel come eighty- eights, yeah. And- and sometimes we said that they shoot right directly into the force, right at the trees and that stuff there. And our safest place was facing the Germans and- and behind the tree, grab a hold and wrap your arms around a tree, like our pine forest that we have in Michigan for the CCC's. �(43.19) Interviewer: Yep. The same way. And- and the forests were big time money for those people. Interviewer: Now were you doing scouting work then? Oh yeah. Interviewer: Okay. Oh yeah. Interviewer: And so… We go back when we didn't have a job to do, we go back maybe a mile and- and- and pull ourselves together again because we were living out there on nothing but K-rations. Interviewer: Right. Yeah. Interviewer: Okay, now how close did you get to getting caught? Did I? Only one bullets to hit, one of the Germans ran out of bullets and I ran out, I got carted here bullets too. Interviewer: Okay but did you ever, do they ever get close to capturing you? Not, no they were dead. Interviewer: Okay. They ever dead. Interviewer: Okay, so basically you didn't really have any close calls? Oh- oh yeah, you make a mistake some time on there, but a guy will back you up on, one of your buddies will back you up on that if you didn't see ‘em. And- and we're talking about Scouts, our job was scouting so there was a lot of distance between us. �Interviewer: Yep. And they could tell us you know, and a hand signals helped, yeah. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_DudasW1896V1 Title A name given to the resource Dudas, William (1 of 2, Interview transcript and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-11-05 Description An account of the resource William Dudas was born in Sawyer, MI, just outside of Benton Harbor, in 1924. Dudas enlisted in the Army on July 29, 1943, shortly after the bombing of Pearl Harbor. He was selected for scout training and trained at Camp Walters in Texas. Dudas spent six months training in Cardiff, Wales, preparing for the D-Day invasion and landed on Omaha beach a day or two after the first wave, joining his unit on its way to Trevieres, France. Dudas' unit participated in the Battle at Hill 192 and advanced in a rapid push to Brest where he injured his leg during the advance and was sidelined for four weeks before rejoining his unit in Paris. His unit also participated in combat in the Hurtgen Forest, Battle of the Bulge, acrossing the Rhine River, and advancing into Czechoslovakia. After the war, he left the service and attended Western Michigan University to became a high school teacher. Creator An entity primarily responsible for making the resource Dudas, William L. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II https://digitalcollections.library.gvsu.edu/files/original/221c95d3022d181027a86bce0e0bcda0.mp4 938802c58df28352aaf95aa193cab707 https://digitalcollections.library.gvsu.edu/files/original/8a77f48ee15eec53779992fab891872a.pdf 4d5b15045a809bfb90d6546d26d41422 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: William Dudas Interview Length: (34.32) Interviewed by James Smither Transcribed by Chloe Dingens Part 2 Interviewer: So, when you were scouting out there, how long would you stay out? We got, we’d hide in the daytime. Interviewer: Yep. And we have to watch for the flares light the whole area up just like daytime. We make sure we can get down fast enough. Interviewer: Okay but how many nights would you be out? About four nights. Interviewer: Okay. Four nights, six days, yeah. We used to have it all marked. Interviewer: And then how long a break would you get before you had to go back? No, we were on duty right away, yeah. Interviewer: Okay but you said sometimes you got to go back to the rear and recover. (1.07) Yeah, right to get our clothes repaired, get a- a new pair of pants, or something like that, underwear, and that whole thing, and socks, boy. Interviewer: Alright, now after you moved out of that area what did you do next? Well we, they up in line, we make sure that our holes, we could be deep enough cause if they broke tanks through on us, we could get down to the bottom of the holes. �Interviewer: Right, I guess I was asking after you finish, you said you were about a month near the Hurtgen Forest. Yeah, right. Interviewer: And then what did your unit do next? We- we headed for one of the areas that had big name- big name, starts with a ‘W’ and, [unintelligible] and we captured the town, the 23rd really captured the town, they then they called us in and then they sent sixteen of us a, on a trip to get the Germans out of the town of Schmitt, over twelve/ fifteen miles. And because they were gonna blow up the dams and they'd have flooded our, all the areas that the British were in and part of our outfit. The 9th would have been there, so we went through the 9th Division, the 38th and they took sixteen of us there and we went along the shore of Roer River. (2.35) Interviewer: Right it's R-O-E-R. Yeah, right. Interviewer: Roer River, yep. Yeah, right and we're, it took us two days, fifteen miles is one day's work, you know but a couple days. Had to be careful that they didn't set a trap for us. No Germans, no Germans at all. It's like somebody forgot to tell them, you know but we got the, right to the dam and the- the guy with the radio called the artillery man there, they had word for us to come back. The Germans are attacking on December 16. Interviewer: Okay so… I'll never forget the date. Interviewer: Alright. �I had to turn and that- had to turn and come back and a little bit of daylight too. Interviewer: Okay and how long did it take to get back? About two days. Interviewer: Okay. Because you get killed if- if they see out there, they get the mortars after you or a rifleman and, or- or these guys they called their extra marksman, expert marksman. Interviewer: Yeah, okay and so now you get back, now do you go back to where the 9th Division is and then move from there? (3.44) Yeah, we yeah, we- we went back exactly where we know the spot where we were at. Interviewer: Yeah. Because we had a, at- at night we'd move out and before it got daylight, we dig a hole to stay in that hole. Interviewer: Right- right, but then how long did it take you to get back to the 2nd Division? About three days? That, we're all 2nd Divisions. Interviewer: Yeah well, I know but you said you- you were sent off as a detachment. Oh okay… Interviewer: And you moved through… Sixteen guys. Interviewer: Yeah, those sixteen guys. Yeah. Interviewer: So, but then you eventually rejoin your regular company. �Yes- yes, in fact and- and we join the- the 29th, the 23rd- the 23rd regiment. Interviewer: Right. E Company and we had to stop there because they had something for us to do there. Interviewer: Right. And so, they kept sending us back further and further and that's when we got all new clothes. Interviewer: Okay. (4.38) That and not only that but the- the weather was starting to change. Snow was there and we had to get rid of the warm or warm weather clothes that we had and put the overcoats on and that whole thing and got right back up in- in there and then famous Falaise Gap, we pushed up right up against that and then made that right-hand turn to go to Brest. Interviewer: Okay, now- now you've backed us up a little bit, that was back in Normandy. Yeah. Interviewer: But we were talking about… Well Normandy is all of France, the beach area. Interviewer: Nope but that's back, but in your story, we had gotten you up along the Belgian-German border. Yes. Interviewer: And started the Battle of the Bulge. That's right. Interviewer: So that's what I kind of wanted to get to next. Okay well I- well I’m working my way there. Interviewer: Alight. �I had to add a few funny things that happened in there. Interviewer: Okay, okay. Well we got in there and the Germans had the tanks all lined up and along the roads Air Corps was doing the best job they could do was make ‘em spread out and everything. Dropping bombs on ‘em and a few of us they dropped on. And the guys with bazookas we had to make sure that they had fresh batteries, that's how you fire a pistol. (5.50) Interviewer: Okay. Not many people know. Interviewer: I didn't know that. Okay, but anyway, our guys, we had four or five guys in the town of Krinkelt, that was the first town and we had ‘em stationed there so they could shoot that bazooka and take off one track and try to move a tank with one track, all he does is make a circle, make a circle and use all his animation up. We had three of them, we got three of them on our street right there and- and the funny thing about it there were anti-tank guys that had bazookas not the guns, the fifty-nine millimeter. Interviewer: Yeah. …cannons there because the first time the Germans that see that flash and that, they knew that, where it was and- and we lost a lot of anti-tank guys. Interviewer: Yeah. Right. Interviewer: Because the anti-tank… I was trained in that too. �(6.48) Interviewer: The anti-tank and that's just a gun that's no protection for the crew. Yeah right, right, right so we- we got the Trevières is back- back behind us about six- seven miles on there Hill 192 is over here and Saint-Lô. We had too many troops in there and they were digging a lotta holes that’s all you could see. Interviewer: Okay but that's again, that's back in Normandy. Yes. Interviewer: Now- now when you were knocking off the tracks of the tank so that was in Krinkelt , that was Belgium… Interviewer: That- that- that's Battle of the Bulge. Battle of the Bulge started yeah. Interviewer: Right, okay and what else do you remember about the Battle of the Bulge? We're six days in this one house and the Germans had burned off the roof with the shells and we were down below. And- and because big boulders, the houses were made big boulders like that, the tanks would shoot through the windows with their one-on-one somebody we're gonna make inner circle around down on the street. That's as far as they got, but that all stopped all of a sudden, all they were doing, noise you’d hear you know the big cannons and that stuff back out of the way, our cannons, 105 big stuff. And we finally got a break there, but it was cold, and we lost- we lost Lieutenant Welsh he was, he thought he could get out the door and get over to the next house but didn't make it. And- and we lost a corporal there too. (8.24) Interviewer: Okay now did you have to pull out of the house and retreat? �No- no we- we were there with nothing that was it, they said, “you stay here.” Interviewer: Okay. Krinkelt. Interviewer: Yep. Two houses. Interviewer: Okay. Two towns, too many guys. Interviewer: Yeah, I guess the, in- in the history books it says we did withdraw from those villages eventually. Oh yeah we withdrew with ‘em and we went back to the town where the Germans were and all our letters and Christmas present boxes from our parents and all that stuff was spread out all over. They opened up everything, in fact I lost the watch, my mother bought me a new watch and sent it, so a German probably today has still got a watch there, I got there. Interviewer: Okay. But it- it they- they pulled us back and- and there was, they had, they figured out some way to keep enough artillery bangin’ back for ‘em so the Germans would fall back and then we could get out of the houses. Interviewer: Right. (9.31) It didn't work that way though, we had to fight our way back… Interviewer: Okay. By using the- the guns we'd had there and we were getting low on ammunition because when a guy get killed some, we take these- take his gun and his ammunition right on there and- and we �went back and lucky me, like Paris, they sent me back to another town and I got another new set of clothes on there. And then we got back up on the front line and then we started chasing Germans to the Rhine River. Interviewer: Right. Right, and that's when the Navy came up with rubber boats and- and I don't know how they ever got that far without losing you know a lot of guys or something, but they didn't. They had it figure out pretty good and at midnight we jumped in the boats and went across the river and we got over there- there were no Germans there, that was the funniest feeling you know. (10.36) Interviewer: Now is this when you're crossing the Rhine River? Rhine River, yeah. Interviewer: Okay, Oh yeah. Interviewer: So that's gonna be about in March now. Well it was still cold. Interviewer: Yeah. Still really cold, yeah. I- I get my, sometimes I’m- I'm a month ahead. Interviewer: Yeah. You know, in my thinking on there. Interviewer: The Rhine crossing started in March. Yeah in March yeah… Interviewer: In February were… Well we were there before March. �Interviewer: Yeah. The 2nd Division our objective was Czechoslovakia. Interviewer: Yeah. And when you look at the maps in my book you can see the line. Interviewer: Yeah. And we went through all those towns. Interviewer: But sort of thing where the Battle of the Bulge is December into January. Yeah right, right. Interviewer: And in January then you're attacking eastward toward Germany and toward the Rhine Yes. Interviewer: You probably get to the Rhine February maybe, so you get to one side of it. Yeah, we waited- we waited about two weeks there, digging the holes deeper and then we’d scout we go out there and look at the Rhine you know and we'd see, try to see a mile, it was about a mile and a quarter they said right where we were at. Interviewer: Yeah. And- and- and- and we had a fit because they came up there with rockets. Ten rockets in a blast. Interviewer: Right. (11.49) Zip- zip- zip one right after another, ten then they go back and load it up. We didn't want the Germans to try to find ‘em you know and here we were there. Interviewer: So, you couldn't shoot at them. The deep holes. �Interviewer: So, you wouldn't shoot at them because you didn't want them to hit you. That's right, they're right- right. Interviewer: Okay. We didn't want them to expose where we were. Interviewer: Okay. But there, a lot of houses along the river, lot a- lot a house, but we weren't allowed to do that, we didn't storm the houses. There were troops behind us that was their job to get that, we couldn't touch any of the prisoners at these small camps that we get the German- German captured guys you know and that's, we weren't allowed to touch any of those guys, you couldn't shake hands or anything we're just yell at them and because we didn't know what diseases they had. Interviewer: Right. And- and people don't realize that you know that whole thing, hooray they're here, you know. Forget it stay there don't get near me. Interviewer: So, are you passing different kinds of camps as you go forward? Yes, yup- yup. (12.58) Interviewer: So, there were prisoner of war camps? Prisoner of war camps. Interviewer: Okay. And they were used on the working things, building pill boxes and building roads and that type of thing. Interviewer: Well and the Germans also used a lot of slave laborers from other European countries. �Right. Interviewer: So, and then there were the concentration camps where they had Jews and… Concentration camps, Polish people. Interviewer: Yeah, yeah. Okay they're putting their hands through the barbed wire and trying to touch us, and we were… Interviewer: Don't- don't touch your microphone by the way. Yeah. Interviewer: Okay. They're trying to touch us in there and- and- and they warned us every day, we got tired of it you know. We weren't gonna touch them anyway but they're so glad, they're crying and yelling and screaming you know, hooray, they're here. Interviewer: Yeah, now were you able to give them food or do they tell you not too? I don't know, we don't know because we were ahead. Interviewer: Okay. Our job was Czechoslovakia. Interviewer: Alright now as you were, so when you cross the Rhine did you cross the Rhine in boats, in rubber boats or? Rubber boats, yeah that the Navy had ‘em there. (14.02) Interviewer: Alright. Yeah and- and we came out nobody shooting at us, like something happened, shut the war off or something there, a lot of noise. Interviewer: And then… �A lot of flares. Interviewer: And now you're marching across Germany. Yeah. Interviewer: Now were you still doing your scouting missions? Yes, we were cause… Interviewer: Where you still going up ahead? And I could have cried when I had to put a- a phosphorus bomb in the cockpit of a Stuka bomber, I did it, I made it as a- a kid, found my balsa wood and all that. Interviewer: Right. And all that as a kid and I had it hang in the ceiling it was- it was probably 18 inches long and the whole thing, here I had to get into the cockpit and just drop it down in there, all the controls and it was gone, phosphorous bombs we carried ‘em on our clothes like hand grenades. Interviewer: Right, right. (14.55) The hand grenades wouldn't have helped at all, this we burned ‘em. Interviewer: So, yeah so you- so you found a German dive bomber just sitting out there? Well it, yeah, they had, this was a repair base. Interviewer: Okay. Or something like that. Interviewer: Okay. And- and we had orders, “burn ‘em”. Yeah, and- and how did they know they were there? When they’d fly over, who cares up there, they don't worry about it but on the ground, we got to, had to burn them and we did the same thing to their barracks, we burned them. �Interviewer: Okay. Yeah. Interviewer: Now did you meet much opposition, were the Germans… Not- not too much. Interviewer: Okay. Not too much, there's numerous towns where the guys had to get tough with youngsters that maybe were 12, 14, 15 years old, bad news. Interviewer: Yeah. And- and we put ‘em down the floor, face down on the floor, stay right there and if they even rolled over, we lay one on ‘em you know. You take your bayonet on and stick it on the end of your gun, that stopped a lot of things yeah. Interviewer: Okay. We learned those things from- from basic training, yeah. (16.03) Interviewer: Okay what were these kids doing, how were they behaving that made you have to deal with them? Well they were surprised we were there. Interviewer: Okay. Yeah, this is, it was just getting near the center of well maybe 50 miles into Germany. Interviewer: Right. And then all of a sudden General Patton, George Patton sent the 3rd Armored Division over to the 2nd Division, 38th Infantry and I was one of the lucky ones and you'll see the pictures of my tank with the guys hanging on to it. �Interviewer: So, now you got to ride on a tank? Got to ride on a tank, yep. Interviewer: Alright and is that, and did you stay with the tanks and go all the way to Czechoslovakia that way? To the border. Interviewer: Okay. To the boarder. Interviewer: Alright. And then you got off and started to walk again. We were in friendly company there and the- the Czechs would tell us if there were any Germans in there, so we moved along pretty fast, in fact sometimes we had the trucks carry us 6x6 as they called. (17.06) Interviewer: Yep. They put probably 20 guys in there who were shoulder-to-shoulder inside that thing, maybe three in the seat with the driver, yeah. Interviewer: Okay and where were you when the war ended in Europe? In Pilsen. Interviewer: Okay. My dad's parents’ hometown. Interviewer: Okay. Can you believe that I had it in- in Paris there and Dudas is spelled Dudar there, Interviewer: So… D-U-D-A-R and- and that's because R’s and S’s when you write them, look the same. �Interviewer: Okay so your father's family came from Czechoslovakia. From Pilsen. Interviewer: And then they moved to France and then they moved to the U.S.? No, the- the ones in Paris moved right to the United States. Interviewer: Right. World Fair's 1889, World's Fairs. Interviewer: World’s Fair okay sure. That started it for us in 1933. (18.01) Interviewer: Okay. And I read- I rode the skyrocket- the skyrocket in Chicago. Interviewer: Yeah. Way up above the air- the area there I don't want to slip back a little bit here. Interviewer: Now that’s- that's your figuring it out yeah… Alright but if Grandma and Grandpa from Paris, they came from Pilsen, Czechoslovakia. My father's parents. Interviewer: Okay. Yeah never close to them at all, they lived in Cicero and they were all members of the group and Cicero Illinois, yeah. Interviewer: Okay, alright now when you got to Pilsen did you ever see any of the Russians? Yes, I saw ‘em trying, comin’ on the bridge and they got to there where we had it written on in English, “stop or you're gonna be shot.” That's the way we put it and they're probably some guys �did get there because they were on guard probably a hundred- football field away, anyway from that tank that was in the middle of the bridge and… (19.04) Interviewer: Okay so you saw the Russians in the distance? 4th Division finally took it over and that. Interviewer: Okay alright, now so how long did you stay in Czechoslovakia? I was there about two months. Interviewer: Okay. They had me and- and my, I'd say the whole Company G was there and in my book you see pictures of the guys, I took pictures of them because I was the first one let out, I had five campaigns in, yeah. Interviewer: Okay so your company was still there? Yeah. Interviewer: When you got this, when you were told you could go home. Go home, yeah. Interviewer: You had enough points, okay. That was a long trip, I have a couple weeks. Interviewer: Okay, tell me, I want to ask some other things. Did you see many German prisoners of war? Captured Germans, did you see them? No because we went by those people. Interviewer: Okay. We saw thousands of those German guys walking, told go the back behind us. (20.05) �Interviewer: Okay. They were prisoners really, but we were on tanks. Interviewer: Right. They’d go off to the side of the road, even walk in the gullies on the side of the road because we had the big tanks and you'll see the pictures of the tanks. Interviewer: And- and what did they look like to you? Torn, worn out. Interviewer: And were they about your age or older or younger? Well there were some areas that we- we caught some of those guys when we were in Belgium, younger 14- 15- 16 years old. Interviewer: Yeah. Yeah. Interviewer: Okay so they have kids. Yeah. Interviewer: Did you see older men too? Not- not too many. Interviewer: Okay. Maybe around the- the- the buildup fortresses. Interviewer: Right. That they had in different places, but don't let the churches fool you, that was a motto we had, don't let the churches fool you with these snipers were up in the tower up there. And we’d get the tank up there and take the top right off the tower, yeah. You hate that you know. (21.12) �Interviewer: Yeah. And I'm kind of a religious person and I always think I'm home when I see a church, you know so. Interviewer: Okay and then how did the people in Czechoslovakia treat you? They loved us, we have a- we have our own business office in Pilsen today and I’ll give ya a story with Pilsen. Interviewer: Okay. I wanted to go to Pilsen because I heard about the office there and all the fun they were having there and I got a letter from a congressman and he says, “you can't go over this year, they're having a few problems over there.” And- and I've never been able to figure out anything and I was gonna, I wanted to go to Pilsen and see if I could find any Dudas’s there and go back to Paris that way, get a plane there to come back to the States there. I had dreams of this, go doing that. Interviewer: Okay. But it didn't work out that way and- and- and I have a lady that takes care of sending troops or us back over there and that and we're pretty good friends, and she has the agency that does that over there. She had a fit when that congressman wrote me- wrote me the letter said, “don't go this year anyway.” Interviewer: Okay what year was that? (22.38) What year was that? I'll have to see about 2001 maybe in there, 2002. Interviewer: Okay. That’s just were in ‘15 now. �Interviewer: Yeah, I don't know what was going on then, I mean other than maybe after we went into Iraq or Afghanistan. Yeah. Interviewer: Or something, they were worried about something but… Yeah right- right- right. Interviewer: Anyway, okay. Yeah, my and we were really into that war there, the 23rd is all gone now if they've all been sent home. The 9th was in Afghanistan and they're still there but they're currently gonna come home too, we have different names now. Interviewer: Right now, are there other things when you think about the time that you spent in Europe during the war, are there other memories that kind of stand out for you? (23.29) Well, being in the front, everyone’s different, everything was different, and the- and the most different thing was getting to Brest because Patton hadn't pulled up with his big group up there yet, to spread out from Marseille, and spread out along there. That big wave there and then we were from the beach and there had to make contact with them. And we still had glider troops and paratroopers, you know. Either all shot up or something and- and the pair, or the people in France would tell us about where they're at there, they’d pull ‘em in there and try to get ‘em well and the whole thing. Interviewer: Cause they were scattered all over Brittany, the area you’re going through. All- all over Brittany, the Loire that's the good word yeah. Interviewer: Because that had still been behind German lines for a long time before you got there. �Yep, long time, yeah. (24.25) Interviewer: Okay so you're rescuing those guys… Yeah right, well we heard about ‘em and- and maybe the lieutenants and the sergeants were going and look at ‘em, would, not us. We had one thing to do is look and see if Germans were right in front of us. Interviewer: Right- right. And when we didn't see ‘em, we were worried about it yeah, right. And- and- and I and on the way to Brest I lost- I lost that part of my being in the service, you know going back to the hospital and then going back to Paris, which was great. And it- it Harold has died a year ago and, in my notes, and that whole thing I got his, I have his obituary in the- in the- in the book in there. Interviewer: Okay and then one of the men in your squad wrote a book? No, he didn't write it, his son. Interviewer: His son wrote it, okay that's it. His son and- and he has a feeling just totally, how he felt, how his brother felt and his- his brothers, the, Harold's really a sharp guy, he was number one scholar. He was smarter than I was, he was a year older, but we had fun there bluffing the Germans, you know. (25.44) Interviewer: Okay. And they probably did it to us too, we didn't know, yeah. Interviewer: Yeah alright but you must've been pretty good at it because you're still alive. Yes yeah. Interviewer: Alright. �Yeah, they, up there they're watching me, you know. I got a grandma up there watching me too. Interviewer: Something. Alright now you got your orders to tell you it's time to go home. Right. Interviewer: Then what happens? Well they came in and- and there are only two of us that have five campaigns and that was 90 points. Interviewer: Right. Right there. Interviewer: Right, and so then what happens? And then they put us on a train, and we spent a week in Nürnberg, where Hitler started this whole thing here and I have a- a nut, and a bolt, and a washer, brass, that big. I took off the Eagle that some smart guy in the tank corps blew it right off with a gun, you know, but I- I was again II got a wrench from one of tankers and I went up there and I took it off and I have it, it's on display in the Granville museum. (26.51) Interviewer: Very good. Yeah. Interviewer: Alright. And the kids all wanted to handle it, I give it to, and I was teaching classes and- and- and second graders they can't wait to put your uniform on, the jacket and the whole thing and we do that so they get a feeling. Interviewer: Sure. Of what we're doing. �Interviewer: Alright. And some parents had a fit, but that's all the kids talk about when they go home. Interviewer: Well yeah, okay so you spend a week in Nürnberg and then do they put- put you on another train then? Another train, yeah. Interviewer: Where do you go? We waited until more soldiers came. Interviewer: Right. …up there and we were right in the center where Hitler started the whole war/works, yeah. Interviewer: Right, and then where did you ship out from? From Antwerp. Interviewer: Okay. Yeah. Interviewer: And what kind of ship were you on? Same one, Île de France, going the other way, yeah. I was so surprised about it but boy I was sick all the way, not sick going over but coming back, yeah. Interviewer: Was the weather worse? Well not really, but I had lost so much weight. I was- I was I'll have to say 225, I was 155. (27.58) Interviewer: Okay. The eating you know wasn't all up to standards in- in that part of it. Interviewer: Yeah. �And I have 26 medicines I take every day, I take 13 in- in the morning, and 13 at night, my daughter has it in little boxes every day as mentioned there. Interviewer: Alright. Yeah. Interviewer: So, and then where did you land in the U.S.? Orangeburg, I'm quite sure it's Orangeburg, yeah because they gave me a day in Paris or in New York City. Interviewer: Okay. Yeah you, they had it all set for you. Interviewer: Okay. USO? Interviewer: Yeah. Yeah. Interviewer: Okay so you go into Camp, probably Camp Shanks or someplace like that. That- that yeah that’s- that's a familiar name. Interviewer: Right. Well we came back fast, so, we came back fast then I went to- to Shreveport, Louisiana. Interviewer: Okay. And they said, “Dudas, you stay here.” And I- I- I- I had called my parents down where I’m at and I'm still alive you know, and they said that, “you have to talk to a couple of psychiatrists, we told him your trauma.” Was true, I wake up at night screaming, yelling my guys, you know. (29.20) Interviewer: Okay. �Right and- and so they put me in at one end of the first day there, walked into the mess hall, and they waved me down, there was a man sitting there and a- a lady soldier taking notes and the last thing he said to me, “Dudas, if you ever stopped working, you're gonna die,” and I get down to the other end there's another psychiatrist, he said the same thing, “Dudas, if you stop working you're gonna die, you work 24 hours a day.” And- and- and- and I was scared you know the whole thing I didn’t know what… Interviewer: What did they mean by that? That I keep busy. Interviewer: Okay. Keep busy. Interviewer: So… And that's- that’s what I did. And give you an example I taught school, drove a school bus, and I had athletic teams, and I worked for Johnson Park, Kent County. Interviewer: Okay. Yeah. Interviewer: So, when you… In the park system. (30.18) Interviewer: So how long did you have to stay in Shreveport, was that just a short time or? A month. Interviewer: Okay. �They- they- they gave you small tests and that sort of thing and I had trouble with this ear, that's the one that about ten days I couldn't hear too well but I wasn't gonna go anywhere, I- I stayed with my group. Interviewer: Okay, now when did that happen to you? That happened on the way to Trevières. Interviewer: Okay so right at the beginning. Going to Brest. Interviewer: Okay to Brest, okay front of the trip here, alright so then once you got back home again what did you do? I- I got a big, my dad talked to somebody and they were building GI homes and- and I'm- and I’m a carpenter. Interviewer: Okay. I've been a carpenter ever since my grandfather let me build on the house when I was a little kid. And a good carpenter. (31.14) Interviewer: Okay now how long did you do that? And I had to finish high school. Interviewer: Okay. So, the high school was first right in here because I wanted to go to college. Interviewer: Okay. And I want to go to Notre Dame and play football, want to be an architect all because of my grandma and grandpa. Interviewer: Right. �And when the- the athletic director from Notre Dame saw me in the office there he said, “what happened to you?” When he saw me when I weighed 220 pounds as a combination end on the football team, that's- that's what I wanted do, play football for that and be with my hero Errol, I forgot the name while I was there I'll say Errol Brown All-American from Benton Harbor. Interviewer: Okay so the coach at Notre Dame had seen you before you went over? Yeah Athletic director yeah- yeah. Interviewer: Okay so they'd seen you and they thought you'd be a good recruit. Yeah, and they gave me a shot at that, I wanted to play pro football and go to the Bears. (32.18) Interviewer: Alright but now you come back and they look at you. Yeah. Interviewer: That's not gonna work. My mother hardly recognized me. Interviewer: Okay. Yeah. Interviewer: So, where did… Six foot and thin. Interviewer: Yeah, so, where did you go to college? Western. Interviewer: Okay. I went there, my lady friend, she was going there so we went there, and she was in the home ec department and I was in Destler's art department. Interviewer: Okay. �Four years there and I worked for, there, never stopped working, I didn't stop there and- and Superman and Dr. Weber, the history department, I had to go in there and check out, I was supposed to learn something in history and he said, “can you cut wood, trim steel, anything like that?” I said, “I sure can.” He said, “you're gonna work.” And my second week in college I had a solid job there, yeah. I worked the night shift till 9:00- 10:00 o'clock and I still had to study, yeah. (33.23) Interviewer: And so then when you graduated you went right to your high school job or the, you went to Grandville then? Yeah, I came right to Grandville and we sign our contracts a year before we graduated, we were going right there. Interviewer: Okay, and how long did you teach in Granville? 35 years. Interviewer: Alright. Yeah. Interviewer: Alright now when you think back to the time that you spent in the service, how do you think that affected you? Or what did you take out of it? Well, the two psychologists said, “you ever stop working you're gonna die,” and it certainly he was right, and he told the same thing to Harold, and a- a- a guy that you would appreciate, he was smooth as glass. Interviewer: Alright now do you think that you learned, yeah, do you think you- you learned anything from being in the army? Yes- yes you get a- a- a broader view of the population, yeah. �(34.19) Interviewer: Alright. Right. Interviewer: Alright well I just like to thank you for coming in and telling your story today. Right. Interviewer: Alright, that’ll do it. I haven't told this in a long time. Interviewer: Alright. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_DudasW1896V2 Title A name given to the resource Dudas, William (2 of 2, Interview transcript and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-11-05 Description An account of the resource William Dudas was born in Sawyer, MI, just outside of Benton Harbor, in 1924. Dudas enlisted in the Army on July 29, 1943, shortly after the bombing of Pearl Harbor. He was selected for scout training and trained at Camp Walters in Texas. Dudas spent six months training in Cardiff, Wales, preparing for the D-Day invasion and landed on Omaha beach a day or two after the first wave, joining his unit on its way to Trevieres, France. Dudas' unit participated in the Battle at Hill 192 and advanced in a rapid push to Brest where he injured his leg during the advance and was sidelined for four weeks before rejoining his unit in Paris. His unit also participated in combat in the Hurtgen Forest, Battle of the Bulge, acrossing the Rhine River, and advancing into Czechoslovakia. After the war, he left the service and attended Western Michigan University to became a high school teacher. Creator An entity primarily responsible for making the resource Dudas, William L. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II https://digitalcollections.library.gvsu.edu/files/original/cf83bfff0d0f8d2948ea37e3588ec18e.mp4 257ce6c09e746e0a6cf379f3f4179d06 https://digitalcollections.library.gvsu.edu/files/original/3f62a3add2e8fedadfc662bae2b70f2e.pdf 2df169dfee6fc6d7b9fed09216eba1bb PDF Text Text Grand Valley State University Veterans History Project Louis Dudeck 2 Vietnam War Interview Length: (01:35:38:00) [Note: This interview was conducted to supplement the original one done several years earlier, and to fill in gaps in the original interview and clarify some of the details of his service in Vietnam.] Pre-enlistment / Boot Camp (00:00:52:00)  Dudeck was born in 1943 in the small town of Bloomer, Wisconsin; the town is in the northwest part of Wisconsin, about one hundred miles to the south and east of Minneapolis-St. Paul (00:00:52:00)  While going through high school, girls and athletics were the primary things keeping Dudeck in high school; Dudeck ended up graduating with either a C- or a D+ grade average (00:01:28:00)  Dudeck graduated from high school in 1962 and during his senior year, he had a job operating a small pool hall (00:01:42:00) o Dudeck knew the man who had owned the pool hall before him and the other man wanted to get out of the business; Dudeck saw an opportunity to make a little extra money, so he took over (00:02:04:00) o His father set him up with a couple of pool tables plus a hot dog cooker, a pop machine (00:02:18:00)  While Dudeck was growing up, his father was in the candy business, working for the Curtiss Candy Company; Dudeck’s father would go to various areas and sell candy to local stores and restaurants (00:02:34:00) o It was Dudeck’s step-father who worked for the candy company; Dudeck’s biological father passed away in 1950 (00:02:56:00)  His biological father owned a small jewelry shop and when he died, Dudeck’s mother took over the business and sold it just before she re-married (00:03:03:00)  Dudeck’s brother was in the Marine Corps and Dudeck remembers his brother coming home and telling stories about the Cuban Missile Crisis (00:03:24:00) o Dudeck’s brother was stationed at Guantanamo Bay at the time and told stories of how the Cubans would come up to the perimeter of the base and harass the Marines inside (00:03:36:00) o According to Dudeck’s brother, the Marines scared the Cubans away by firing sling-shots at them (00:03:43:00)  Dudeck’s brother was Dudeck’s hero and Dudeck figured that if his brother could make it in the Marines, then so could he (00:03:51:00) o Dudeck was a sickly child growing up, suffering from several bouts of rheumatic fever and active tuberculosis; therefore, when Dudeck went to his parents to say he wanted to join the Marines, their first response was that the Marines were not going to want to take him (00:04:01:00) �     However, his parents’ doubt just made Dudeck more intent on joining the Marines (00:04:20:00) o One day, after a night of drinking, Dudeck ended up in the recruiting office in Eau Claire, Wisconsin and lo-and-behold, the Marines did take him (00:04:30:00) Dudeck ended up enlisting around August/September of 1963, when he was nineteen years old and a little over a year after he graduated (00:04:53:00) In order to get to boot camp, Dudeck took a flight out of Eau Claire; on the way to California, the airplane Dudeck was on had a little trouble over Arizona, with one of the engines catching fire (00:05:16:00) Dudeck was sent to San Diego, California for boot camp and from what he can remember, there was someone waiting for him when he arrived (00:05:42:00) o Dudeck remembers there being a couple of uniformed Marines collecting recruits from the flight, which had a fair number of recruits onboard (00:06:01:00) The uniformed Marines collected the recruits and held them before taking them to the MCRD (Marine Corps Recruit Depot); Dudeck and the other new recruits arrived at the MCRD around one o’clock in the morning (00:06:19:00) o In order to get to the depot, the recruits were placed on a large bus, where they had to sit three to a seat; Dudeck, who is not a small man himself, was squeezed between two black men (00:06:46:00)  Being from Wisconsin, Dudeck thinks those were the first two black men that he had ever seen (00:07:04:00) o The uniformed Marines did not act like drill instructors; their job was to act as “wranglers”, organizing all the recruits and making sure to get them onto the bus to the MCRD (00:07:21:00) o The shouting came “like a thunderclap” when the bus pulled into the MCRD; Dudeck believes that there were more than a couple of recruits who “messed themselves right then and there” (00:07:41:00) o Not everything was as “correct” back then as it is today; today, the drill instructors cannot touch the recruits, they have to act respectfully towards the recruits, they cannot use obscenities, etc. (00:08:08:00)  However, during Dudeck’s training, that sort of stuff was fair game for the drill instructors; if someone was not moving fast enough, he was propelled towards the exit, with a few expletives along the way (00:08:24:00) o Dudeck remembers getting off the bus, “flying” towards any set of the footprints on the ground outside, and trying to make sure that his feet were properly set at a 45° angle (00:08:49:00)  Because of his brother, Dudeck knew what was coming, which gave him a distinct advantage over the other recruits; Dudeck’s brother explained that there were things you do and things you don’t do (00:09:17:00)  For one thing, Dudeck did not want to stand out; you did not want to be the very best at doing something but you also did not want to be the very worst either (00:09:28:00) o However, because Dudeck was tall, he had a tough time not standing out; the drill instructors had a penchant for picking on the bigger recruits but that was fine with Dudeck because they could not break him (00:09:42:00) �    On a couple of occasions, Dudeck and the other big men would be invited for “consultations”; the other men would hear stuff moving around and then see the recruits just walking out (00:10:15:00)  Dudeck believes the “consultations” were merely a test in order to see what type of men the individual recruits were (00:10:57:00)  The purpose of the training was to build the recruits into the image and likeness of Marines; therefore, the instructors took what they had, removed all the peripherals from civilian life, and put in what they wanted the recruits to know (00:11:03:00) o Dudeck went through his initial physical while still in Wisconsin and only had a small physical done after he arrived in San Diego, before he and the other recruits went into the receiving barracks (00:11:32:00)  Dudeck withheld some of his medical history, specifically because he did not want to be sent home (00:11:52:00)  Dudeck and the other recruits also did aptitude testing, although not until four or five days after they had arrived at the MCRD (00:12:07:00) Dudeck had an advantage over some of the other recruits in that he had been an athlete in high school, although he had slacked off in the year after his graduation; prior to Dudeck enlisting, his brother told him to start running (00:12:25:00) o Dudeck weighed 187lbs when he went into boot camp and he weighed 187lbs when he finished boot camp (00:12:41:00) o Dudeck never really had any problem meeting the physical requirements for the training, such as running, calisthenics, hand-to-hand combat, etc.; on the other hand, a lot of the other recruits had trouble and several were dropped back a couple of weeks so they could work on their fitness (00:12:56:00)  The worst thing for any of the recruits was being set back a couple of weeks because that meant the recruit had to do all of the training over again (00:13:24:00)  All the overweight recruits were separated out and sent to the “fat boys platoon” (00:13:57:00) o Dudeck made it a point that he would never fall out during training; he might be dying but in the process of dying, he would trying to do one more push-up (00:14:14:00)  Some of the recruits did fall out and they suffered at the hands of the drill instructors, who were grueling (00:14:28:00) Dudeck remembers all of his drill instructors, including the staff sergeant who was the training company commander and a corporal who was only 5’3” and 120lbs but was the meanest of all the drill instructors (00:14:44:00) o Dudeck never had any hard feelings against the drill instructors because he knew what they were doing; he did not object, just went with the program, and tried to stay in the middle (00:15:30:00) Around 10% of Dudeck’s training company ended up washing out of the training entirely; these were often people with either little education or were from the larger cities and who saw themselves as tough (00:15:57:00) �  o Either way, those men had trouble adapting to life in the Marines and the drill instructors would run them right out of the training (00:16:21:00) o Dudeck does not know how the drill instructors determined whether someone would be able to turn around or whether they were simply not going to be able to make the grade (00:16:29:00)  There some tough, hotshot kids who turned into tough, hotshot Marines but there were others who were exactly the same who ended up washing out (00:16:41:00) During the training, one of Dudeck’s good friends turned out to be an American Indian who was also from Wisconsin (00:17:18:00) o Dudeck’s training company had several American Indians; 20% of the training company was African-American, 10% was Hispanic-American, a handful of Asian-Americans, and the remainder were poor, white kids (00:17:28:00) o One of the drill instructors was African-American and he dealt heavily with the African-American recruits; whenever one of the African-American recruits did not cut it, Dudeck believes that drill instructor took it personally (00:18:05:00)  One of the African-American recruits arrived at boot camp wearing a derby-style hat; when it became time for the recruits to ship all their civilian clothes home, for whatever reason, that recruit thought he would be able to keep the derby hat (00:18:44:00)  The first time there was an inspection, the drill instructors found the hat; the African-American drill instructor took the recruit aside, roughed him up, and the recruit was eventually pulled out of Dudeck’s training company (00:19:19:00)  The morning after the recruit was pulled out, there was a pile of candy bars outside the duty hut that the other recruits had been hiding (00:19:47:00) On a daily basis, the recruits would wake up at 5 a.m. to do PT (physical training) for roughly an hour, after which the recruits ran to breakfast; after breakfast, the recruits did more PT before going to some sort of class (00:20:22:00) o This was the schedule for the first couple of weeks, during which the recruits were asked about their history and had to do tests; it was all done so the recruits could get acclimated (00:20:51:00)  The recruits had longer to do these things back then because the boot camp was longer (00:21:15:00) o After the first couple of weeks, the recruits got into the “meat and potatoes” part of the training, such as: hand-to-hand combat, running the obstacles courses, classes on Marine Corps history, basic weapons instruction, etc. (00:21:45:00)  The recruits also did more testing in order to determine where they would go once they had finished training (00:22:25:00)  A lot of the training becomes a blur because everything was repetitive; nothing was ever done only once (00:23:02:00)  The recruits spent two weeks on the rifle range doing their first qualifications using the M-14 rifle (00:23:19:00) o By the time the recruits got into the heavy-duty training, Dudeck had established himself and was not used for demonstrations (00:24:24:00) �   Some of the other men who were having a little bit more trouble were used for the demonstrations (00:24:40:00) As the recruits approached graduation from boot camp, everything changed; there were little things that might seem insignificant to an outside but were major things for the recruits (00:25:10:00) o For example, when the recruits first arrived for boot camp and were issued uniforms, the uniforms hung on the men like rags and did not even look like a uniform; however men who had become Marines actually looked like Marines, with properly bloused trousers and shine boots (00:25:23:00)  About two weeks before graduation, the recruits were issued blousing garters, which was a big deal for the recruits; it meant the drill instructors were starting to think of them a bit differently (00:25:47:00)  In “blousing their trousers”, the recruits rolled their trouser legs up so the trouser legs did not lay right down on the in-step of the boot (00:26:30:00) o As well, the drill instructors started talking with the recruits was opposed to screaming at them (00:26:58:00) o By that point, the recruits were expected to know a little bit about what they were supposed to be doing (00:27:05:00)  For example, the close-order drill became a source of pride amongst the recruits in order to see which platoon would be the best (00:27:20:00) o The recruits did have a graduation ceremony when they finished boot camp, which was quite spectacular (00:28:19:00)  All of the MCRD was in attendance, as well as the recruits’ parents and high-ranking officers (00:28:24:00)  The feeling that Dudeck had during the ceremony was something he never felt before in his life or has felt since, save for maybe the birth of his firstborn child (00:28:59:00) At the end boot camp, Dudeck knew that he was going to be a standard Marines grunt, as were all the other recruits in his training company; Dudeck cannot remember anyone not become a grunt at that time (00:29:14:00) Infantry Training Regiment / Camp Pendleton (00:29:27:00)  After finishing boot camp, Dudeck was sent to join an Individual Training Regiment (ITR) at Camp Pendleton, California (00:29:27:00) o Once he joined the ITR, Dudeck was assigned to a weapons platoon; specifically, he was assigned to work with an M-60 machine gun (00:29:33:00) o The ITR lasted four weeks and was extremely different than boot camp; the men were given a little bit of individual freedom and did not have to constantly look around to see who was watching them (00:29:42:00) o The ITR training was much more detailed in terms of focusing on basic tactics, how to properly use the weapons, etc. (00:30:07:00)  At that point, the trainers were trying to sort out which Marines could do what (00:30:20:00)  When Dudeck first joined the ITR, he was assigned the job of being an ammo carrier for an M-60 machine gun; apart from his �    own rifle and ammunition, Dudeck carried several cans worth of ammunition for the machine gun (00:30:39:00)  As the men moved up and down the mountains in the base, the trainers were able to establish a pecking order of who could handle carrying the heavy M-60 and who could not (00:30:51:00) o Dudeck quickly found himself carrying around the M-60 as opposed to the ammunition (00:31:26:00)  While in ITR, the Marines were able to “play with all the toys”, training with everything from flamethrowers and 3.5in rockets to the M-60 and the .50 caliber M2 (Ma Deuce) machine gun (00:31:48:00)  The men were even able to fire the old-fashioned water-cooled and air-cooled .30 caliber machine guns (00:32:10:00)  The men also trained with 81mm and 60mm mortars as well as older M1 Garand rifles (00:32:23:00)  At that point, it was still not exactly clear who would be doing what, so the men just trained with everything (00:32:42:00) The four weeks of ITR went really fast; there was so much that the Marines had to learn before they were assigned to the FMF (Fleet Marine Force) (00:32:55:00) Dudeck remembers receiving his first leave home after finishing ITR and he remembers watching the funeral of President Kennedy on the television at his home (00:33:34:00) Dudeck had a thirty-day leave and he remembers begin ordered back to join a company, Charlie 1/5 [C Company, 1st Battalion, 5th Marine Regiment], at Camp Pendleton (00:34:03:00) o When he arrived at the unit, the commanders started hollering that all the men were to fall out with their uniforms and weapons; the men thought that they might be going to war with Russia if something happened as a result of President Kennedy’s assassination (00:34:31:00) o Although there were some squad and platoon leaders already in the unit, for the most part, all the men in the company were coming back from their leaves following the end of ITR en masse (00:35:19:00) o Overall, it was a spooky time because the men did not know if the Russians were going to try something (00:35:36:00) o The heightened state-of-alert lasted for a couple of days to a week before the men started doing things that they would normally do at the company-level, which was mostly training in anticipation of deployment somewhere (00:35:57:00) In Dudeck’s opinion, he and the other Marines were completely unprepared for a deployment to Vietnam (00:36:34:00) o The Marines were meant to be a shock force intended to take ground while fighting on a fairly conventional battlefield; the Marines would take hills or territory and leave the area to someone else before moving on (00:36:43:00) o However, up until that point, the men had not received any sort of jungle training; although they did receive some before deploying to Vietnam, the men could have received more (00:37:10:00) o Most of the training the men had received was conventional, such as fire-andmaneuver (00:37:39:00) �   Nevertheless, a lot of the training was cool and fun to do; although Dudeck made light of the training, it was still serious business (00:37:53:00)  The men did do amphibious training, which was one of the most fun things they did (00:38:28:00)  The men did the training right on the beaches of San Diego, mixed right in with the sunbathers and beach-goers  (00:38:42:00)  Prior to the “landing”, the men would be taken out in large landing crafts and they would practice climbing over the sides of the crafts and into small rubber boats (00:39:08:00) o Over times, the landing crafts would be driving straight onto the beach (00:39:17:00) o The water was very, very cold and because the surf was high, a lot of the times, some of the men would end up in the water (00:39:21:00)  The amphibious training ended up being nothing the men ever used in Vietnam apart from when they arrived and went ashore for the first time (00:39:36:00)  The men also trained with amphibious vehicles, AMTRACs, although nobody really liked them, partially because the vehicles had a history of sinking out from under the men and because they were not very good in the heavy surf (00:39:51:00) o They could pack fifteen to twenty men in each of the vehicles and it was usually better than walking; however, even when the vehicles were used in Vietnam, Dudeck preferred walking over having to ride in one (00:40:37:00) It seemed like most all of the men in Dudeck’s company had a girlfriend in California and whenever the men had time off, they would go visit their girlfriend and go to different places (00:41:23:00) o The men also made frequent trips into nearby Mexico, with Tijuana being one of the stopping off points (00:41:53:00)  One time, all of Dudeck’s squad had gone to Mexico and when they returned, they tried to check out their machine guns and go back, “because they had a little job to take care of” (00:41:57:00)  Having taking Spanish in high school, Dudeck tried to use it once when a couple of the men were locked up in jail; finally, a Mexican cop told Dudeck to shut his mouth and leave (00:42:24:00) The men did a lot of training in the mountains, such as cold weather training; the men would do operations all day and into the night and by the time they woke up the next morning, the water in their canteens had frozen (00:43:13:00) o The men also did a lot of training in the Cleveland National Forest, which largely consisted of scrub brush (00:43:50:00)  At one point, the men were dropped off at a location with a couple of baked potatoes, a bag of rice, a couple of a canteens of water and a large supply of halizone tablets and told to survive for ten days (00:44:06:00) �   The men had to find their own sources of food apart from the baked potatoes and rice (00:44:26:00)  During the exercise, the men operated in small, squad-sized groups and each group had someone along with them that knew how to survive in the area (00:44:35:00)  At the end of the 10-day operation, the men were supposed to have a mock battle against a company of Recon Marines (00:45:15:00)  After Dudeck’s company had gathered back together, they had to scout the hill that the Recon Marines had occupied (00:45:36:00)  As they scouted the hill, Dudeck remembers looking out from behind a rock and seeing the Recon Marine commander, a large Native American, standing on a rock with his arms crossed and occasionally scanning with his binoculars (00:46:04:00)  Dudeck and the other men retreated back down the hill and snuck around to the other side, where a re-supply truck was coming up a road to the top of the hill (00:46:58:00) o The men ambushed and took control of the truck and had Dudeck’s squad climb in the back (00:47:12:00)  The men drove the truck right up to the Recon Marine’s CP, captured the company’s First Sergeant, then commander, placed both men inside the truck, and drove away (00:47:22:00) o The men also trained with armor forces, riding on tanks at the Marine Corps in Twenty-nine Palms, California (00:47:59:00)  The training was serious because it involved coordinating between the infantry forces and the armored forces, something that the men would use once they were in Vietnam (00:48:13:00)  At one point, Dudeck remembers sitting on the top of a hill with his machine gun dug in and watching practice F-4 bombing runs in the area below him (00:48:37:00)  At one point, one of the F-4’s flew directly over the hill where Dudeck and the rest of the men were sitting; the aircraft was so low that the exhaust blew Dudeck’s helmet off (00:49:02:00) When he first joined the Marines, Dudeck’s enlistment was supposed to last for four years, from 1963 to 1967 (00:49:45:00) During their training, Dudeck and the other men did not know anything about what was happening in Vietnam (00:50:46:00) o One day, all the men were called together, the company commander came out, said that there was a situation happening in Vietnam, and the Marines needed to be a part of it, even if it was “not much of a war” (00:50:50:00)  Although the commander asked for volunteers to go to Vietnam, Dudeck suspects that it would not have mattered one way or the other what the men said, they were going regardless (00:51:33:00)  Dudeck thought it was kind of odd that the commander asked if the men would “like to go to a war” (00:51:44:00) �o Following the company commander’s pep talk, Dudeck cannot remember the exact time frame until he officially deployed, although he suspects it was about a month or two (00:51:57:00)  At one point, the men were officially assigned their weapons, which turned out to be the same weapons that they had been training with in California (00:52:17:00)  The weapons had already been used by countless other Marines, so they were not in the very best of shape; however, the men made do with what they had (00:52:33:00) Deployment (00:52:47:00)  One day, the men found themselves on a dock in San Diego, boarding a ship with their entire battalion (00:52:47:00) o When the battalion first boarded the ship, it was 1st Battalion, 5th Marines; however, somewhere along the way, the designation changed and the battalion became 2nd Battalion, 9th Marines (00:53:11:00) o Before leaving San Diego, Dudeck does not recall the men ever receiving any sort of orientation for Vietnam; the “real world” opened up for the men once the ship reached Okinawa (00:54:15:00) o After leaving San Diego, the ship encountered a storm on the very first day out; Dudeck does not remember exactly how big the seas were but the boat was pitching back and forth (00:54:36:00) o The storm lasted almost the entire voyage to Hawaii and almost all the men were sick; Dudeck was one of maybe one hundred other men who did not get sick but he still did not feel very good (00:54:49:00)  The Navy personnel onboard the ship picked on the Marines for being seasick (00:55:06:00) o On the other hand, once the ship left Hawaii and sailed to Okinawa, the seas were calm and it was pleasant (00:55:40:00)  The ship stopped in Hawaii overnight and each of the men were given twenty-four hours of liberty leave (00:55:50:00)  Once the ship arrived at Okinawa, Dudeck and the other men were in an environment that was fairly close to the terrain they would later encounter in Vietnam (00:56:33:00) o It was on Okinawa where the men learned how to rappel and how to handle themselves in the water (00:56:43:00)  The men were taken out a couple of miles into the ocean, dumped in the water and told they had to swim back to the shore (00:56:53:00)  Although some of the men used lifejackets, Dudeck does not ever recall being assigned one (00:57:23:00)  The waters surround Okinawa were treacherous in terms of the fauna that lived in them; in particular, sea snakes (00:57:33:00) o Dudeck remembers looking down into the water and seeing seven to eight foot-long snakes swimming four feet below him; the snakes were really good incentive for the men to keep moving (00:57:48:00) �  The men did the rappelling off cliffs, as well as free-climbing in order to simulate attacks on enemy positions (00:58:26:00)  In order to get back down from the top of the cliffs, the men would rappel (00:58:52:00)  The men were expected to keep quiet during the training and one man took that to the extreme (00:59:02:00) o Whenever the men would rappel down, they would wear heavy-duty gloves (00:59:12:00) o However, in the case of the one soldier, he put on his gloves, slung his rifle over his shoulder, grabbed at the rope and began to rappel; the only problem was that he missed grabbing the rope (00:59:27:00) o The man fell all the way to the bottom of the cliff without saying a word; the only thing the other men heard was the clatter of his rifle as it hit the ground (00:59:33:00) o Although everyone else thought the man was dead, he was not even injured, apart from a handful of scrapes and bumps (00:59:45:00)  Other times, the men had to simulate carrying wounded men; however, doing a quick rappel with someone on their backs was not something the men really want to do (01:00:28:00) o Being one of the bigger guys in the company, Dudeck was forced to carry the heavier men (01:00:42:00) o Dudeck and the other Marines spent about a month to a month-and-a-half training on Okinawa (01:01:22:00) o There were pretty intense jungles on the island and the men spent a large portion of time training in them (01:01:32:00)  The training largely focused on maneuvering in the jungle and a lot of DOs and DON’Ts, such as effectively using camouflage (01:01:43:00)  There was not really any training for the more sophisticated aspects of jungle warfare that the men would later use in Vietnam; most of that information was learned through trial-and-error once the men were in Vietnam (01:02:08:00)  The training was meant as a heads-up to what the men might experience in Vietnam, such as booby-traps and how to use different materials to make their own traps (01:02:22:00)  Although the training was a really eye-opener, it was nothing compared to actually being in the bush (01:02:41:00) o Dudeck does not believe anyone who was training the men had been to Vietnam; although some senior NCOs had served on Okinawa during World War II, their level of understanding about what the men would be facing in Vietnam was only slightly more than the understanding the men had (01:02:52:00) To actually get from Okinawa to Vietnam, the men were loaded onto another ship; however, unlike the voyage(s) to Okinawa, the men did PT (physical training) every day, had classes about the training on Okinawa, etc. (01:03:41:00) � Once the men landed in Vietnam near Da Nang and began marching overland to the Da Nang Airport, Dudeck picked up some sort of bug and had a high fever (01:05:02:00) o Dudeck went through the landing and was scared to death; it was a real eye opener when the men were issued live ammunition and Dudeck was strapping ammunition to his chest and carrying the M-60 ashore (01:05:11:00)  The men did not know what to expect when they landed, so they had their weapons locked and loaded; naturally, it came as a shock when they landed on the beach and little old Vietnamese ladies were there selling beers and sodas (01:05:31:00) o By the time the men had marched to the airport, Dudeck had a raging headache, so he was sent to the medical battalion, which was about a mile up the road, and told to come back later (01:05:43:00)  Dudeck had a temperature of 104° and a couple of other issues; Dudeck does not remember how long he was at the medical battalion but he eventually ended up back with his unit, good as gold (01:06:03:00) o Initially, Dudeck’s unit was assigned to performing guard duty around the perimeter of the airport; although the men had been led to believe that they might encounter hoards of hostile Vietnamese at any moment, it did not quite turn out that way (01:06:27:00)  Every so often at night, the men would hear a shot or two go off but most of the times, it was another grunt who had gotten spooked (01:06:46:00)  During the entire time his unit was doing guard duty, Dudeck never once needed to fire his weapon and he does not know anyone who did fire their weapon (01:06:56:00) o Being in the heavy weapons platoon, Dudeck was normally assigned to one of the other platoons in the company; the entire platoon would be split up to the different platoons and it was not uncommon for Dudeck and the other men in the platoon to spend different days with different platoons (01:07:14:00)  Dudeck never really had an opportunity to see any of the other units stationed at the airport, although he knew there were a couple of South Vietnamese units stationed there (01:07:32:00) o At that time, Dudeck did not pay much attention to the Vietnamese civilians, although he is sure they were around; he remembers seeing small hooches where the civilians lived (01:07:57:00)  Dudeck suspects that because his unit was new in-country, the commanders did not allow the Vietnamese civilians to get too close, for fear that the civilians would spook the men, causing them to do something they might regret (01:08:14:00)  Once the unit was established in-country, then the Vietnamese civilians, especially the children, began to come around; the adults tended to stay away, wanting nothing to do with the men (01:08:33:00)  Some of the children were a lot smarter than the men gave them credit for because on in some cases, the children would mark the Marines’ locations on home-made maps (01:08:53:00) o Although Dudeck is sure that his company eventually began going out on patrols while still at the airport, he does not remember them (01:09:34:00) �  According to Dudeck, would make sense that they would do security sweeps around the perimeter instead of just sitting in a hole and waiting for something to happen (01:09:47:00)  Dudeck does not think that his unit suffered any casualties while stationed at the airport; it was not until they left the airport that things started to change (01:09:55:00) After Dudeck’s company had been in-country for quite some time, they received notification that the unit was being split up; however, the men did not know if that meant the entire company or platoons or squads (01:10:28:00) o Nevertheless, one days, the men were headed onto trucks and told they would be joining new units, although some would be staying with the original battalion, 2nd Battalion, 9th Marines (01:11:09:00) o Dudeck himself ended up be transferred to 3rd Battalion, 3rd Marines; like most of the other men, Dudeck believed the transfer was so that Dudeck was a replacement for another wounded Marine (01:11:18:00)  During the transfer, Dudeck’s original gun team from the company was broken up (01:12:22:00)  As well, when Dudeck thought about the transfer some years later, part of the reason may have been that the original company commander had not been in good standing as was relieved of command (01:12:28:00)  When Dudeck joined his new unit, there were some other men from his previous company joining as well (01:13:52:00) o Dudeck knew that his new unit was short-handed personnel wise because a standard M-60 gun team was supposed to be four men but when he joined his new team, he made it a three-man team (01:14:08:00)  The gun team already had a gunner when Dudeck arrived, so he became the team leader (01:14:25:00)  Dudeck vaguely knew the gunner in the new team; they had either crossed paths or briefly worked together prior to then (01:14:54:00) o When Dudeck transferred to the new company, he had to re-qualify with the rifle in order to establish himself within the new company (01:15:28:00)  Dudeck did not think it would be much of a problem because he had already qualified expert on a couple of occasions (01:15:39:00)  Before the actual qualification, Dudeck and the other Marines who had transferred were given one session at the rifle range to zero-in their rifles and make sure the rifles were firing accurately (01:15:58:00)  During the qualification, Dudeck had almost a perfect score through the 200yd, 300yd, standing, sitting, and kneeling; however, when he got to the 500yd, something went screwy (01:16:12:00)  As best Dudeck can figure, the targets were not numbered and he was shooting at the wrong target; Dudeck ended up never hitting his 500yd target once (01:10:08:00)  Luckily, Dudeck had enough points from the previous positions that he was still able to qualify; Dudeck does not know what would have happened had he not qualified (01:16:52:00) �Miscellaneous recollections (01:17:46:00)  Dudeck and the other Marines did not really understand the purpose behind their operations; the men’s philosophy was had they taken the entire 3rd Marine Division and placed them on a line, the division would have been in Hanoi in two weeks (01:17:46:00) o Some of the things that the men were assigned to do seemed crazy, such as having to go out in small groups (01:18:11:00) o When the Marines first arrived, they were supposed to be winning the hearts and minds of the Vietnamese; later on, the missions switched from winning the hearts and minds to search and destroy (01:18:19:00) o It was one thing to go in and try to be friendly with the local population, especially when the local population often did not want to have anything to do with the Marines (01:18:48:00)  About the only thing that the Marines did that Dudeck saw that was of any particular value at the time was that the Marine forces were able to bring in Navy corpsmen to look after the children and treat any wounds or injuries (01:18:58:00)  However, Dudeck suspects that half of the time, the corpsmen were treating wounded Viet Cong soldiers (01:19:10:00) o The Marine philosophy was to go in, take ground, and move on, with some other unit coming in behind the Marines to hold the ground (01:19:31:00) o Once the hearts and minds efforts began to fail, that was when the Marines began to go out in small groups in efforts to actively engage the enemy forces before calling in larger units (01:19:44:00)  However, the enemy units often never stood their ground long enough for a larger force to be called in, so the Marine units would be shot at for a little bit before going somewhere else (01:20:08:00) o Most of the operations did not make sense to Dudeck and the other Marines because it was not the types of operations that they had been trained to do, especially in California (01:20:23:00) o When the small teams would be moving around in the field, they would not want to be bogged down in extended firefights (01:20:43:00)  Normally, the teams would establish contact or, if they were lucky, spot the enemy before contact was established and would then step back to call in a mortar strike or air support (01:20:53:00)  As time went on, the men became a lot smart in doing the operations; their camouflage techniques became better, they ways they moved in the jungle became better, etc. (01:21:21:00)  Although there were individuals who had morale problems within the unit, as a whole, there were not morale problems for the unit (01:22:07:00) o Almost all of the men were very professional; everyone within the unit knew that they had a job to do (01:22:16:00) �     Even though Dudeck’s company(s) did take a lot of casualties during his tour, the casualties were spread out, often with one or two men being wounded or killed at any given time (01:22:24:00) o Just before he was wounded himself, Dudeck got the feeling it was inevitable that he would be hit; during his entire tour, Dudeck went through three different gun teams and it was only a matter of time until it was Dudeck’s turn (01:22:48:00) o As the casualties numbers went up, the gun teams just got smaller and smaller; at one point, Dudeck was a squad leader, which consisted of two gun teams, and the whole squad consisted of six soldiers, including Dudeck (01:23:14:00)  One good thing about Marine training was that it did not make any difference if someone was the ammo carrier or the gunner, or the squad leader; everyone could switch out and take over the job of someone else and it happened a lot (01:23:46:00)  A squad leader might be wounded or killed and all of a sudden, a PFC (Private, First Class) was the new squad leader (01:24:10:00) o Dudeck and the other Marines tried their best to make sure any replacements knew what was going on; however, there was some much that they needed to teach the replacements before taking them into the field that the information became a little overwhelming (01:24:46:00)  At one point, Dudeck sent one of his replacements out to get a canteen of water and the replacement end up being killed by a sabotaged 105mm artillery round (01:25:15:00)  The round had been placed on a trail that the replacement was walking on, which was something the more veteran soldiers avoided doing (01:26:18:00) Usually, when the men had to move through the partially flooded rice paddies, the ground was made up of a thick muck, although how thick the muck was usually depended on the time of year and how long the paddies had been flooded (01:27:11:00) o Sometimes, the men moved through paddies that were completely dry while other times, the paddies had just been flooded (01:27:27:00) Racial tensions within the unit were not much of an issue; through his own stupidity, Dudeck got himself into a problem one time (01:28:10:00) o Although it was a racial problem, at the time, Dudeck did not realize that it was a racial problem because he did not have any experience with African-Americans prior to joining the Marines (01:28:19:00)  By the time the Marines deployed to Vietnam, Dudeck was one of the elder statesman of the unit, at twenty-one years old (01:28:38:00) Along with there not being any racial tension, Dudeck never once heard of anyone ever using drugs in Vietnam (01:28:57:00) Part of the lack of racial tension or drug use came from the high moral amongst the men; they firmly believed that they were going to kick ass and take names (01:29:17:00) o However, over time, the men realized that they were not expected to win, partially because the commanders were not allowing them to win; the men were not allowed to do the things they needed to do in order to win (01:29:38:00)  Dudeck remembers officers coming into the field and telling the men they were not to fire their weapons until they were fired upon (01:29:55:00) �  However, if the men were walking in jungle where they could only see five or six feet in front of themselves and they waited for the enemy to take the first shot, they were dead meat (01:30:04:00)  Whenever Dudeck carried the M-60, it was locked and loaded, with the safety off (01:30:22:00) o The rule of the bush was always “the first guy to shoot was the one who lives” (01:30:26:00)  During the times the men were at a camp and would be going into the field for a patrol, there would be an NCO waiting to check each of the men’s rifle chambers to make sure there was not a round in the chamber (01:30:40:00) o That lasted until the men were about 10yds beyond the perimeter, when they all chambered a round; all the men knew that leaving the wire without a round in the chamber was just asking for trouble (01:30:57:00) During the six plus months he was in Vietnam, Dudeck only saw a city, Da Nang, once and the only reason he went there for a day was to act as a guard a truck; Dudeck had time to have one beer at the bar before having to head back (01:32:30:00) o Other than that one trip into Da Nang, Dudeck was in the field for the length of his time in-country (01:33:07:00) o Although they would try to fly food out to men in the field, such as a full Thanksgiving meal, it did not always turn out well; for example, six hours after the Thanksgiving meal, all the soldiers were sick (01:33:12:00)  Another time, the Marines tried flying fresh-baked bread out to the men on board helicopters along with big vats of peanut butter and jelly (01:33:49:00)  However, when the men broke the bread open, the inside was green from mold, although the men ate it anyway (01:34:07:00)  Other than those handful of times, the men mostly ate C-Rations, apart from the rare occasions when they made it into a base camp, when they were able to have a hot meal, which was not always good but was at least better than C-Rations (01:34:26:00)  From time to time, the men did receive a “beer ration” while in the field; although they were technically supposed to receive two beers or two sodas a day, they received that once every couple of weeks (01:34:47:00)  They would only fly the ration out if the unit was going to be in an area for several days (01:35:09:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dudeck, Louis (Interview outline and video, 1 of 2), 2007 Creator An entity primarily responsible for making the resource Dudeck, Louis Description An account of the resource Louis Dudeck was born in 1943 in Bloomer, Wisconsin, and enlisted in the Marine Corps in 1963. He trained at San Diego and Camp Pendleton, and served with the 1st Battalion, 5th Marine Regiment at Pendleton until he unit was deployed to Vietnam in 1965 and redesignated as the 2nd Battalion, 9th Marines. His unit did jungle training on Okinawa, and then landed at Da Nang, the first ground combat unit in Vietnam. His battalion initially guarded the Da Nang airport, then went to Chu Lai, and Dudeck was then transferred to the 3rd Battalion, 3rd Marines, with whom he participated in Operation Harvest Moon in December, where his company took heavy losses. A few weeks later, while operating in the A Shau Valley, Dudeck was badly wounded and sent first to Japan and then to the US to recuperate, and was discharged for medical reasons in 1966. [Note: the first interview includes most of his combat history, and the second fills in some gaps in the early part of the story and clarifies several aspects of his Vietnam service.] Contributor An entity responsible for making contributions to the resource Nawrocki, Ashley (Interviewer) Lowell Area Historical Museum (Lowell, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Marine Corps Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-30 Identifier An unambiguous reference to the resource within a given context DudeckL0256V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/69fb24f0879f5282ac877c659c7f449a.pdf 2df169dfee6fc6d7b9fed09216eba1bb PDF Text Text Grand Valley State University Veterans History Project Louis Dudeck 2 Vietnam War Interview Length: (01:35:38:00) [Note: This interview was conducted to supplement the original one done several years earlier, and to fill in gaps in the original interview and clarify some of the details of his service in Vietnam.] Pre-enlistment / Boot Camp (00:00:52:00)  Dudeck was born in 1943 in the small town of Bloomer, Wisconsin; the town is in the northwest part of Wisconsin, about one hundred miles to the south and east of Minneapolis-St. Paul (00:00:52:00)  While going through high school, girls and athletics were the primary things keeping Dudeck in high school; Dudeck ended up graduating with either a C- or a D+ grade average (00:01:28:00)  Dudeck graduated from high school in 1962 and during his senior year, he had a job operating a small pool hall (00:01:42:00) o Dudeck knew the man who had owned the pool hall before him and the other man wanted to get out of the business; Dudeck saw an opportunity to make a little extra money, so he took over (00:02:04:00) o His father set him up with a couple of pool tables plus a hot dog cooker, a pop machine (00:02:18:00)  While Dudeck was growing up, his father was in the candy business, working for the Curtiss Candy Company; Dudeck’s father would go to various areas and sell candy to local stores and restaurants (00:02:34:00) o It was Dudeck’s step-father who worked for the candy company; Dudeck’s biological father passed away in 1950 (00:02:56:00)  His biological father owned a small jewelry shop and when he died, Dudeck’s mother took over the business and sold it just before she re-married (00:03:03:00)  Dudeck’s brother was in the Marine Corps and Dudeck remembers his brother coming home and telling stories about the Cuban Missile Crisis (00:03:24:00) o Dudeck’s brother was stationed at Guantanamo Bay at the time and told stories of how the Cubans would come up to the perimeter of the base and harass the Marines inside (00:03:36:00) o According to Dudeck’s brother, the Marines scared the Cubans away by firing sling-shots at them (00:03:43:00)  Dudeck’s brother was Dudeck’s hero and Dudeck figured that if his brother could make it in the Marines, then so could he (00:03:51:00) o Dudeck was a sickly child growing up, suffering from several bouts of rheumatic fever and active tuberculosis; therefore, when Dudeck went to his parents to say he wanted to join the Marines, their first response was that the Marines were not going to want to take him (00:04:01:00) �     However, his parents’ doubt just made Dudeck more intent on joining the Marines (00:04:20:00) o One day, after a night of drinking, Dudeck ended up in the recruiting office in Eau Claire, Wisconsin and lo-and-behold, the Marines did take him (00:04:30:00) Dudeck ended up enlisting around August/September of 1963, when he was nineteen years old and a little over a year after he graduated (00:04:53:00) In order to get to boot camp, Dudeck took a flight out of Eau Claire; on the way to California, the airplane Dudeck was on had a little trouble over Arizona, with one of the engines catching fire (00:05:16:00) Dudeck was sent to San Diego, California for boot camp and from what he can remember, there was someone waiting for him when he arrived (00:05:42:00) o Dudeck remembers there being a couple of uniformed Marines collecting recruits from the flight, which had a fair number of recruits onboard (00:06:01:00) The uniformed Marines collected the recruits and held them before taking them to the MCRD (Marine Corps Recruit Depot); Dudeck and the other new recruits arrived at the MCRD around one o’clock in the morning (00:06:19:00) o In order to get to the depot, the recruits were placed on a large bus, where they had to sit three to a seat; Dudeck, who is not a small man himself, was squeezed between two black men (00:06:46:00)  Being from Wisconsin, Dudeck thinks those were the first two black men that he had ever seen (00:07:04:00) o The uniformed Marines did not act like drill instructors; their job was to act as “wranglers”, organizing all the recruits and making sure to get them onto the bus to the MCRD (00:07:21:00) o The shouting came “like a thunderclap” when the bus pulled into the MCRD; Dudeck believes that there were more than a couple of recruits who “messed themselves right then and there” (00:07:41:00) o Not everything was as “correct” back then as it is today; today, the drill instructors cannot touch the recruits, they have to act respectfully towards the recruits, they cannot use obscenities, etc. (00:08:08:00)  However, during Dudeck’s training, that sort of stuff was fair game for the drill instructors; if someone was not moving fast enough, he was propelled towards the exit, with a few expletives along the way (00:08:24:00) o Dudeck remembers getting off the bus, “flying” towards any set of the footprints on the ground outside, and trying to make sure that his feet were properly set at a 45° angle (00:08:49:00)  Because of his brother, Dudeck knew what was coming, which gave him a distinct advantage over the other recruits; Dudeck’s brother explained that there were things you do and things you don’t do (00:09:17:00)  For one thing, Dudeck did not want to stand out; you did not want to be the very best at doing something but you also did not want to be the very worst either (00:09:28:00) o However, because Dudeck was tall, he had a tough time not standing out; the drill instructors had a penchant for picking on the bigger recruits but that was fine with Dudeck because they could not break him (00:09:42:00) �    On a couple of occasions, Dudeck and the other big men would be invited for “consultations”; the other men would hear stuff moving around and then see the recruits just walking out (00:10:15:00)  Dudeck believes the “consultations” were merely a test in order to see what type of men the individual recruits were (00:10:57:00)  The purpose of the training was to build the recruits into the image and likeness of Marines; therefore, the instructors took what they had, removed all the peripherals from civilian life, and put in what they wanted the recruits to know (00:11:03:00) o Dudeck went through his initial physical while still in Wisconsin and only had a small physical done after he arrived in San Diego, before he and the other recruits went into the receiving barracks (00:11:32:00)  Dudeck withheld some of his medical history, specifically because he did not want to be sent home (00:11:52:00)  Dudeck and the other recruits also did aptitude testing, although not until four or five days after they had arrived at the MCRD (00:12:07:00) Dudeck had an advantage over some of the other recruits in that he had been an athlete in high school, although he had slacked off in the year after his graduation; prior to Dudeck enlisting, his brother told him to start running (00:12:25:00) o Dudeck weighed 187lbs when he went into boot camp and he weighed 187lbs when he finished boot camp (00:12:41:00) o Dudeck never really had any problem meeting the physical requirements for the training, such as running, calisthenics, hand-to-hand combat, etc.; on the other hand, a lot of the other recruits had trouble and several were dropped back a couple of weeks so they could work on their fitness (00:12:56:00)  The worst thing for any of the recruits was being set back a couple of weeks because that meant the recruit had to do all of the training over again (00:13:24:00)  All the overweight recruits were separated out and sent to the “fat boys platoon” (00:13:57:00) o Dudeck made it a point that he would never fall out during training; he might be dying but in the process of dying, he would trying to do one more push-up (00:14:14:00)  Some of the recruits did fall out and they suffered at the hands of the drill instructors, who were grueling (00:14:28:00) Dudeck remembers all of his drill instructors, including the staff sergeant who was the training company commander and a corporal who was only 5’3” and 120lbs but was the meanest of all the drill instructors (00:14:44:00) o Dudeck never had any hard feelings against the drill instructors because he knew what they were doing; he did not object, just went with the program, and tried to stay in the middle (00:15:30:00) Around 10% of Dudeck’s training company ended up washing out of the training entirely; these were often people with either little education or were from the larger cities and who saw themselves as tough (00:15:57:00) �  o Either way, those men had trouble adapting to life in the Marines and the drill instructors would run them right out of the training (00:16:21:00) o Dudeck does not know how the drill instructors determined whether someone would be able to turn around or whether they were simply not going to be able to make the grade (00:16:29:00)  There some tough, hotshot kids who turned into tough, hotshot Marines but there were others who were exactly the same who ended up washing out (00:16:41:00) During the training, one of Dudeck’s good friends turned out to be an American Indian who was also from Wisconsin (00:17:18:00) o Dudeck’s training company had several American Indians; 20% of the training company was African-American, 10% was Hispanic-American, a handful of Asian-Americans, and the remainder were poor, white kids (00:17:28:00) o One of the drill instructors was African-American and he dealt heavily with the African-American recruits; whenever one of the African-American recruits did not cut it, Dudeck believes that drill instructor took it personally (00:18:05:00)  One of the African-American recruits arrived at boot camp wearing a derby-style hat; when it became time for the recruits to ship all their civilian clothes home, for whatever reason, that recruit thought he would be able to keep the derby hat (00:18:44:00)  The first time there was an inspection, the drill instructors found the hat; the African-American drill instructor took the recruit aside, roughed him up, and the recruit was eventually pulled out of Dudeck’s training company (00:19:19:00)  The morning after the recruit was pulled out, there was a pile of candy bars outside the duty hut that the other recruits had been hiding (00:19:47:00) On a daily basis, the recruits would wake up at 5 a.m. to do PT (physical training) for roughly an hour, after which the recruits ran to breakfast; after breakfast, the recruits did more PT before going to some sort of class (00:20:22:00) o This was the schedule for the first couple of weeks, during which the recruits were asked about their history and had to do tests; it was all done so the recruits could get acclimated (00:20:51:00)  The recruits had longer to do these things back then because the boot camp was longer (00:21:15:00) o After the first couple of weeks, the recruits got into the “meat and potatoes” part of the training, such as: hand-to-hand combat, running the obstacles courses, classes on Marine Corps history, basic weapons instruction, etc. (00:21:45:00)  The recruits also did more testing in order to determine where they would go once they had finished training (00:22:25:00)  A lot of the training becomes a blur because everything was repetitive; nothing was ever done only once (00:23:02:00)  The recruits spent two weeks on the rifle range doing their first qualifications using the M-14 rifle (00:23:19:00) o By the time the recruits got into the heavy-duty training, Dudeck had established himself and was not used for demonstrations (00:24:24:00) �   Some of the other men who were having a little bit more trouble were used for the demonstrations (00:24:40:00) As the recruits approached graduation from boot camp, everything changed; there were little things that might seem insignificant to an outside but were major things for the recruits (00:25:10:00) o For example, when the recruits first arrived for boot camp and were issued uniforms, the uniforms hung on the men like rags and did not even look like a uniform; however men who had become Marines actually looked like Marines, with properly bloused trousers and shine boots (00:25:23:00)  About two weeks before graduation, the recruits were issued blousing garters, which was a big deal for the recruits; it meant the drill instructors were starting to think of them a bit differently (00:25:47:00)  In “blousing their trousers”, the recruits rolled their trouser legs up so the trouser legs did not lay right down on the in-step of the boot (00:26:30:00) o As well, the drill instructors started talking with the recruits was opposed to screaming at them (00:26:58:00) o By that point, the recruits were expected to know a little bit about what they were supposed to be doing (00:27:05:00)  For example, the close-order drill became a source of pride amongst the recruits in order to see which platoon would be the best (00:27:20:00) o The recruits did have a graduation ceremony when they finished boot camp, which was quite spectacular (00:28:19:00)  All of the MCRD was in attendance, as well as the recruits’ parents and high-ranking officers (00:28:24:00)  The feeling that Dudeck had during the ceremony was something he never felt before in his life or has felt since, save for maybe the birth of his firstborn child (00:28:59:00) At the end boot camp, Dudeck knew that he was going to be a standard Marines grunt, as were all the other recruits in his training company; Dudeck cannot remember anyone not become a grunt at that time (00:29:14:00) Infantry Training Regiment / Camp Pendleton (00:29:27:00)  After finishing boot camp, Dudeck was sent to join an Individual Training Regiment (ITR) at Camp Pendleton, California (00:29:27:00) o Once he joined the ITR, Dudeck was assigned to a weapons platoon; specifically, he was assigned to work with an M-60 machine gun (00:29:33:00) o The ITR lasted four weeks and was extremely different than boot camp; the men were given a little bit of individual freedom and did not have to constantly look around to see who was watching them (00:29:42:00) o The ITR training was much more detailed in terms of focusing on basic tactics, how to properly use the weapons, etc. (00:30:07:00)  At that point, the trainers were trying to sort out which Marines could do what (00:30:20:00)  When Dudeck first joined the ITR, he was assigned the job of being an ammo carrier for an M-60 machine gun; apart from his �    own rifle and ammunition, Dudeck carried several cans worth of ammunition for the machine gun (00:30:39:00)  As the men moved up and down the mountains in the base, the trainers were able to establish a pecking order of who could handle carrying the heavy M-60 and who could not (00:30:51:00) o Dudeck quickly found himself carrying around the M-60 as opposed to the ammunition (00:31:26:00)  While in ITR, the Marines were able to “play with all the toys”, training with everything from flamethrowers and 3.5in rockets to the M-60 and the .50 caliber M2 (Ma Deuce) machine gun (00:31:48:00)  The men were even able to fire the old-fashioned water-cooled and air-cooled .30 caliber machine guns (00:32:10:00)  The men also trained with 81mm and 60mm mortars as well as older M1 Garand rifles (00:32:23:00)  At that point, it was still not exactly clear who would be doing what, so the men just trained with everything (00:32:42:00) The four weeks of ITR went really fast; there was so much that the Marines had to learn before they were assigned to the FMF (Fleet Marine Force) (00:32:55:00) Dudeck remembers receiving his first leave home after finishing ITR and he remembers watching the funeral of President Kennedy on the television at his home (00:33:34:00) Dudeck had a thirty-day leave and he remembers begin ordered back to join a company, Charlie 1/5 [C Company, 1st Battalion, 5th Marine Regiment], at Camp Pendleton (00:34:03:00) o When he arrived at the unit, the commanders started hollering that all the men were to fall out with their uniforms and weapons; the men thought that they might be going to war with Russia if something happened as a result of President Kennedy’s assassination (00:34:31:00) o Although there were some squad and platoon leaders already in the unit, for the most part, all the men in the company were coming back from their leaves following the end of ITR en masse (00:35:19:00) o Overall, it was a spooky time because the men did not know if the Russians were going to try something (00:35:36:00) o The heightened state-of-alert lasted for a couple of days to a week before the men started doing things that they would normally do at the company-level, which was mostly training in anticipation of deployment somewhere (00:35:57:00) In Dudeck’s opinion, he and the other Marines were completely unprepared for a deployment to Vietnam (00:36:34:00) o The Marines were meant to be a shock force intended to take ground while fighting on a fairly conventional battlefield; the Marines would take hills or territory and leave the area to someone else before moving on (00:36:43:00) o However, up until that point, the men had not received any sort of jungle training; although they did receive some before deploying to Vietnam, the men could have received more (00:37:10:00) o Most of the training the men had received was conventional, such as fire-andmaneuver (00:37:39:00) �   Nevertheless, a lot of the training was cool and fun to do; although Dudeck made light of the training, it was still serious business (00:37:53:00)  The men did do amphibious training, which was one of the most fun things they did (00:38:28:00)  The men did the training right on the beaches of San Diego, mixed right in with the sunbathers and beach-goers  (00:38:42:00)  Prior to the “landing”, the men would be taken out in large landing crafts and they would practice climbing over the sides of the crafts and into small rubber boats (00:39:08:00) o Over times, the landing crafts would be driving straight onto the beach (00:39:17:00) o The water was very, very cold and because the surf was high, a lot of the times, some of the men would end up in the water (00:39:21:00)  The amphibious training ended up being nothing the men ever used in Vietnam apart from when they arrived and went ashore for the first time (00:39:36:00)  The men also trained with amphibious vehicles, AMTRACs, although nobody really liked them, partially because the vehicles had a history of sinking out from under the men and because they were not very good in the heavy surf (00:39:51:00) o They could pack fifteen to twenty men in each of the vehicles and it was usually better than walking; however, even when the vehicles were used in Vietnam, Dudeck preferred walking over having to ride in one (00:40:37:00) It seemed like most all of the men in Dudeck’s company had a girlfriend in California and whenever the men had time off, they would go visit their girlfriend and go to different places (00:41:23:00) o The men also made frequent trips into nearby Mexico, with Tijuana being one of the stopping off points (00:41:53:00)  One time, all of Dudeck’s squad had gone to Mexico and when they returned, they tried to check out their machine guns and go back, “because they had a little job to take care of” (00:41:57:00)  Having taking Spanish in high school, Dudeck tried to use it once when a couple of the men were locked up in jail; finally, a Mexican cop told Dudeck to shut his mouth and leave (00:42:24:00) The men did a lot of training in the mountains, such as cold weather training; the men would do operations all day and into the night and by the time they woke up the next morning, the water in their canteens had frozen (00:43:13:00) o The men also did a lot of training in the Cleveland National Forest, which largely consisted of scrub brush (00:43:50:00)  At one point, the men were dropped off at a location with a couple of baked potatoes, a bag of rice, a couple of a canteens of water and a large supply of halizone tablets and told to survive for ten days (00:44:06:00) �   The men had to find their own sources of food apart from the baked potatoes and rice (00:44:26:00)  During the exercise, the men operated in small, squad-sized groups and each group had someone along with them that knew how to survive in the area (00:44:35:00)  At the end of the 10-day operation, the men were supposed to have a mock battle against a company of Recon Marines (00:45:15:00)  After Dudeck’s company had gathered back together, they had to scout the hill that the Recon Marines had occupied (00:45:36:00)  As they scouted the hill, Dudeck remembers looking out from behind a rock and seeing the Recon Marine commander, a large Native American, standing on a rock with his arms crossed and occasionally scanning with his binoculars (00:46:04:00)  Dudeck and the other men retreated back down the hill and snuck around to the other side, where a re-supply truck was coming up a road to the top of the hill (00:46:58:00) o The men ambushed and took control of the truck and had Dudeck’s squad climb in the back (00:47:12:00)  The men drove the truck right up to the Recon Marine’s CP, captured the company’s First Sergeant, then commander, placed both men inside the truck, and drove away (00:47:22:00) o The men also trained with armor forces, riding on tanks at the Marine Corps in Twenty-nine Palms, California (00:47:59:00)  The training was serious because it involved coordinating between the infantry forces and the armored forces, something that the men would use once they were in Vietnam (00:48:13:00)  At one point, Dudeck remembers sitting on the top of a hill with his machine gun dug in and watching practice F-4 bombing runs in the area below him (00:48:37:00)  At one point, one of the F-4’s flew directly over the hill where Dudeck and the rest of the men were sitting; the aircraft was so low that the exhaust blew Dudeck’s helmet off (00:49:02:00) When he first joined the Marines, Dudeck’s enlistment was supposed to last for four years, from 1963 to 1967 (00:49:45:00) During their training, Dudeck and the other men did not know anything about what was happening in Vietnam (00:50:46:00) o One day, all the men were called together, the company commander came out, said that there was a situation happening in Vietnam, and the Marines needed to be a part of it, even if it was “not much of a war” (00:50:50:00)  Although the commander asked for volunteers to go to Vietnam, Dudeck suspects that it would not have mattered one way or the other what the men said, they were going regardless (00:51:33:00)  Dudeck thought it was kind of odd that the commander asked if the men would “like to go to a war” (00:51:44:00) �o Following the company commander’s pep talk, Dudeck cannot remember the exact time frame until he officially deployed, although he suspects it was about a month or two (00:51:57:00)  At one point, the men were officially assigned their weapons, which turned out to be the same weapons that they had been training with in California (00:52:17:00)  The weapons had already been used by countless other Marines, so they were not in the very best of shape; however, the men made do with what they had (00:52:33:00) Deployment (00:52:47:00)  One day, the men found themselves on a dock in San Diego, boarding a ship with their entire battalion (00:52:47:00) o When the battalion first boarded the ship, it was 1st Battalion, 5th Marines; however, somewhere along the way, the designation changed and the battalion became 2nd Battalion, 9th Marines (00:53:11:00) o Before leaving San Diego, Dudeck does not recall the men ever receiving any sort of orientation for Vietnam; the “real world” opened up for the men once the ship reached Okinawa (00:54:15:00) o After leaving San Diego, the ship encountered a storm on the very first day out; Dudeck does not remember exactly how big the seas were but the boat was pitching back and forth (00:54:36:00) o The storm lasted almost the entire voyage to Hawaii and almost all the men were sick; Dudeck was one of maybe one hundred other men who did not get sick but he still did not feel very good (00:54:49:00)  The Navy personnel onboard the ship picked on the Marines for being seasick (00:55:06:00) o On the other hand, once the ship left Hawaii and sailed to Okinawa, the seas were calm and it was pleasant (00:55:40:00)  The ship stopped in Hawaii overnight and each of the men were given twenty-four hours of liberty leave (00:55:50:00)  Once the ship arrived at Okinawa, Dudeck and the other men were in an environment that was fairly close to the terrain they would later encounter in Vietnam (00:56:33:00) o It was on Okinawa where the men learned how to rappel and how to handle themselves in the water (00:56:43:00)  The men were taken out a couple of miles into the ocean, dumped in the water and told they had to swim back to the shore (00:56:53:00)  Although some of the men used lifejackets, Dudeck does not ever recall being assigned one (00:57:23:00)  The waters surround Okinawa were treacherous in terms of the fauna that lived in them; in particular, sea snakes (00:57:33:00) o Dudeck remembers looking down into the water and seeing seven to eight foot-long snakes swimming four feet below him; the snakes were really good incentive for the men to keep moving (00:57:48:00) �  The men did the rappelling off cliffs, as well as free-climbing in order to simulate attacks on enemy positions (00:58:26:00)  In order to get back down from the top of the cliffs, the men would rappel (00:58:52:00)  The men were expected to keep quiet during the training and one man took that to the extreme (00:59:02:00) o Whenever the men would rappel down, they would wear heavy-duty gloves (00:59:12:00) o However, in the case of the one soldier, he put on his gloves, slung his rifle over his shoulder, grabbed at the rope and began to rappel; the only problem was that he missed grabbing the rope (00:59:27:00) o The man fell all the way to the bottom of the cliff without saying a word; the only thing the other men heard was the clatter of his rifle as it hit the ground (00:59:33:00) o Although everyone else thought the man was dead, he was not even injured, apart from a handful of scrapes and bumps (00:59:45:00)  Other times, the men had to simulate carrying wounded men; however, doing a quick rappel with someone on their backs was not something the men really want to do (01:00:28:00) o Being one of the bigger guys in the company, Dudeck was forced to carry the heavier men (01:00:42:00) o Dudeck and the other Marines spent about a month to a month-and-a-half training on Okinawa (01:01:22:00) o There were pretty intense jungles on the island and the men spent a large portion of time training in them (01:01:32:00)  The training largely focused on maneuvering in the jungle and a lot of DOs and DON’Ts, such as effectively using camouflage (01:01:43:00)  There was not really any training for the more sophisticated aspects of jungle warfare that the men would later use in Vietnam; most of that information was learned through trial-and-error once the men were in Vietnam (01:02:08:00)  The training was meant as a heads-up to what the men might experience in Vietnam, such as booby-traps and how to use different materials to make their own traps (01:02:22:00)  Although the training was a really eye-opener, it was nothing compared to actually being in the bush (01:02:41:00) o Dudeck does not believe anyone who was training the men had been to Vietnam; although some senior NCOs had served on Okinawa during World War II, their level of understanding about what the men would be facing in Vietnam was only slightly more than the understanding the men had (01:02:52:00) To actually get from Okinawa to Vietnam, the men were loaded onto another ship; however, unlike the voyage(s) to Okinawa, the men did PT (physical training) every day, had classes about the training on Okinawa, etc. (01:03:41:00) � Once the men landed in Vietnam near Da Nang and began marching overland to the Da Nang Airport, Dudeck picked up some sort of bug and had a high fever (01:05:02:00) o Dudeck went through the landing and was scared to death; it was a real eye opener when the men were issued live ammunition and Dudeck was strapping ammunition to his chest and carrying the M-60 ashore (01:05:11:00)  The men did not know what to expect when they landed, so they had their weapons locked and loaded; naturally, it came as a shock when they landed on the beach and little old Vietnamese ladies were there selling beers and sodas (01:05:31:00) o By the time the men had marched to the airport, Dudeck had a raging headache, so he was sent to the medical battalion, which was about a mile up the road, and told to come back later (01:05:43:00)  Dudeck had a temperature of 104° and a couple of other issues; Dudeck does not remember how long he was at the medical battalion but he eventually ended up back with his unit, good as gold (01:06:03:00) o Initially, Dudeck’s unit was assigned to performing guard duty around the perimeter of the airport; although the men had been led to believe that they might encounter hoards of hostile Vietnamese at any moment, it did not quite turn out that way (01:06:27:00)  Every so often at night, the men would hear a shot or two go off but most of the times, it was another grunt who had gotten spooked (01:06:46:00)  During the entire time his unit was doing guard duty, Dudeck never once needed to fire his weapon and he does not know anyone who did fire their weapon (01:06:56:00) o Being in the heavy weapons platoon, Dudeck was normally assigned to one of the other platoons in the company; the entire platoon would be split up to the different platoons and it was not uncommon for Dudeck and the other men in the platoon to spend different days with different platoons (01:07:14:00)  Dudeck never really had an opportunity to see any of the other units stationed at the airport, although he knew there were a couple of South Vietnamese units stationed there (01:07:32:00) o At that time, Dudeck did not pay much attention to the Vietnamese civilians, although he is sure they were around; he remembers seeing small hooches where the civilians lived (01:07:57:00)  Dudeck suspects that because his unit was new in-country, the commanders did not allow the Vietnamese civilians to get too close, for fear that the civilians would spook the men, causing them to do something they might regret (01:08:14:00)  Once the unit was established in-country, then the Vietnamese civilians, especially the children, began to come around; the adults tended to stay away, wanting nothing to do with the men (01:08:33:00)  Some of the children were a lot smarter than the men gave them credit for because on in some cases, the children would mark the Marines’ locations on home-made maps (01:08:53:00) o Although Dudeck is sure that his company eventually began going out on patrols while still at the airport, he does not remember them (01:09:34:00) �  According to Dudeck, would make sense that they would do security sweeps around the perimeter instead of just sitting in a hole and waiting for something to happen (01:09:47:00)  Dudeck does not think that his unit suffered any casualties while stationed at the airport; it was not until they left the airport that things started to change (01:09:55:00) After Dudeck’s company had been in-country for quite some time, they received notification that the unit was being split up; however, the men did not know if that meant the entire company or platoons or squads (01:10:28:00) o Nevertheless, one days, the men were headed onto trucks and told they would be joining new units, although some would be staying with the original battalion, 2nd Battalion, 9th Marines (01:11:09:00) o Dudeck himself ended up be transferred to 3rd Battalion, 3rd Marines; like most of the other men, Dudeck believed the transfer was so that Dudeck was a replacement for another wounded Marine (01:11:18:00)  During the transfer, Dudeck’s original gun team from the company was broken up (01:12:22:00)  As well, when Dudeck thought about the transfer some years later, part of the reason may have been that the original company commander had not been in good standing as was relieved of command (01:12:28:00)  When Dudeck joined his new unit, there were some other men from his previous company joining as well (01:13:52:00) o Dudeck knew that his new unit was short-handed personnel wise because a standard M-60 gun team was supposed to be four men but when he joined his new team, he made it a three-man team (01:14:08:00)  The gun team already had a gunner when Dudeck arrived, so he became the team leader (01:14:25:00)  Dudeck vaguely knew the gunner in the new team; they had either crossed paths or briefly worked together prior to then (01:14:54:00) o When Dudeck transferred to the new company, he had to re-qualify with the rifle in order to establish himself within the new company (01:15:28:00)  Dudeck did not think it would be much of a problem because he had already qualified expert on a couple of occasions (01:15:39:00)  Before the actual qualification, Dudeck and the other Marines who had transferred were given one session at the rifle range to zero-in their rifles and make sure the rifles were firing accurately (01:15:58:00)  During the qualification, Dudeck had almost a perfect score through the 200yd, 300yd, standing, sitting, and kneeling; however, when he got to the 500yd, something went screwy (01:16:12:00)  As best Dudeck can figure, the targets were not numbered and he was shooting at the wrong target; Dudeck ended up never hitting his 500yd target once (01:10:08:00)  Luckily, Dudeck had enough points from the previous positions that he was still able to qualify; Dudeck does not know what would have happened had he not qualified (01:16:52:00) �Miscellaneous recollections (01:17:46:00)  Dudeck and the other Marines did not really understand the purpose behind their operations; the men’s philosophy was had they taken the entire 3rd Marine Division and placed them on a line, the division would have been in Hanoi in two weeks (01:17:46:00) o Some of the things that the men were assigned to do seemed crazy, such as having to go out in small groups (01:18:11:00) o When the Marines first arrived, they were supposed to be winning the hearts and minds of the Vietnamese; later on, the missions switched from winning the hearts and minds to search and destroy (01:18:19:00) o It was one thing to go in and try to be friendly with the local population, especially when the local population often did not want to have anything to do with the Marines (01:18:48:00)  About the only thing that the Marines did that Dudeck saw that was of any particular value at the time was that the Marine forces were able to bring in Navy corpsmen to look after the children and treat any wounds or injuries (01:18:58:00)  However, Dudeck suspects that half of the time, the corpsmen were treating wounded Viet Cong soldiers (01:19:10:00) o The Marine philosophy was to go in, take ground, and move on, with some other unit coming in behind the Marines to hold the ground (01:19:31:00) o Once the hearts and minds efforts began to fail, that was when the Marines began to go out in small groups in efforts to actively engage the enemy forces before calling in larger units (01:19:44:00)  However, the enemy units often never stood their ground long enough for a larger force to be called in, so the Marine units would be shot at for a little bit before going somewhere else (01:20:08:00) o Most of the operations did not make sense to Dudeck and the other Marines because it was not the types of operations that they had been trained to do, especially in California (01:20:23:00) o When the small teams would be moving around in the field, they would not want to be bogged down in extended firefights (01:20:43:00)  Normally, the teams would establish contact or, if they were lucky, spot the enemy before contact was established and would then step back to call in a mortar strike or air support (01:20:53:00)  As time went on, the men became a lot smart in doing the operations; their camouflage techniques became better, they ways they moved in the jungle became better, etc. (01:21:21:00)  Although there were individuals who had morale problems within the unit, as a whole, there were not morale problems for the unit (01:22:07:00) o Almost all of the men were very professional; everyone within the unit knew that they had a job to do (01:22:16:00) �     Even though Dudeck’s company(s) did take a lot of casualties during his tour, the casualties were spread out, often with one or two men being wounded or killed at any given time (01:22:24:00) o Just before he was wounded himself, Dudeck got the feeling it was inevitable that he would be hit; during his entire tour, Dudeck went through three different gun teams and it was only a matter of time until it was Dudeck’s turn (01:22:48:00) o As the casualties numbers went up, the gun teams just got smaller and smaller; at one point, Dudeck was a squad leader, which consisted of two gun teams, and the whole squad consisted of six soldiers, including Dudeck (01:23:14:00)  One good thing about Marine training was that it did not make any difference if someone was the ammo carrier or the gunner, or the squad leader; everyone could switch out and take over the job of someone else and it happened a lot (01:23:46:00)  A squad leader might be wounded or killed and all of a sudden, a PFC (Private, First Class) was the new squad leader (01:24:10:00) o Dudeck and the other Marines tried their best to make sure any replacements knew what was going on; however, there was some much that they needed to teach the replacements before taking them into the field that the information became a little overwhelming (01:24:46:00)  At one point, Dudeck sent one of his replacements out to get a canteen of water and the replacement end up being killed by a sabotaged 105mm artillery round (01:25:15:00)  The round had been placed on a trail that the replacement was walking on, which was something the more veteran soldiers avoided doing (01:26:18:00) Usually, when the men had to move through the partially flooded rice paddies, the ground was made up of a thick muck, although how thick the muck was usually depended on the time of year and how long the paddies had been flooded (01:27:11:00) o Sometimes, the men moved through paddies that were completely dry while other times, the paddies had just been flooded (01:27:27:00) Racial tensions within the unit were not much of an issue; through his own stupidity, Dudeck got himself into a problem one time (01:28:10:00) o Although it was a racial problem, at the time, Dudeck did not realize that it was a racial problem because he did not have any experience with African-Americans prior to joining the Marines (01:28:19:00)  By the time the Marines deployed to Vietnam, Dudeck was one of the elder statesman of the unit, at twenty-one years old (01:28:38:00) Along with there not being any racial tension, Dudeck never once heard of anyone ever using drugs in Vietnam (01:28:57:00) Part of the lack of racial tension or drug use came from the high moral amongst the men; they firmly believed that they were going to kick ass and take names (01:29:17:00) o However, over time, the men realized that they were not expected to win, partially because the commanders were not allowing them to win; the men were not allowed to do the things they needed to do in order to win (01:29:38:00)  Dudeck remembers officers coming into the field and telling the men they were not to fire their weapons until they were fired upon (01:29:55:00) �  However, if the men were walking in jungle where they could only see five or six feet in front of themselves and they waited for the enemy to take the first shot, they were dead meat (01:30:04:00)  Whenever Dudeck carried the M-60, it was locked and loaded, with the safety off (01:30:22:00) o The rule of the bush was always “the first guy to shoot was the one who lives” (01:30:26:00)  During the times the men were at a camp and would be going into the field for a patrol, there would be an NCO waiting to check each of the men’s rifle chambers to make sure there was not a round in the chamber (01:30:40:00) o That lasted until the men were about 10yds beyond the perimeter, when they all chambered a round; all the men knew that leaving the wire without a round in the chamber was just asking for trouble (01:30:57:00) During the six plus months he was in Vietnam, Dudeck only saw a city, Da Nang, once and the only reason he went there for a day was to act as a guard a truck; Dudeck had time to have one beer at the bar before having to head back (01:32:30:00) o Other than that one trip into Da Nang, Dudeck was in the field for the length of his time in-country (01:33:07:00) o Although they would try to fly food out to men in the field, such as a full Thanksgiving meal, it did not always turn out well; for example, six hours after the Thanksgiving meal, all the soldiers were sick (01:33:12:00)  Another time, the Marines tried flying fresh-baked bread out to the men on board helicopters along with big vats of peanut butter and jelly (01:33:49:00)  However, when the men broke the bread open, the inside was green from mold, although the men ate it anyway (01:34:07:00)  Other than those handful of times, the men mostly ate C-Rations, apart from the rare occasions when they made it into a base camp, when they were able to have a hot meal, which was not always good but was at least better than C-Rations (01:34:26:00)  From time to time, the men did receive a “beer ration” while in the field; although they were technically supposed to receive two beers or two sodas a day, they received that once every couple of weeks (01:34:47:00)  They would only fly the ration out if the unit was going to be in an area for several days (01:35:09:00) � https://digitalcollections.library.gvsu.edu/files/original/686315dadb39ba595d91769eac7cd9f6.mp4 58ba62881fd59342018417de6eefb4bc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dudeck, Louis (Interview outline and video, 2 of 2), 2007 Creator An entity primarily responsible for making the resource Dudeck, Louis Description An account of the resource Louis Dudeck was born in 1943 in Bloomer, Wisconsin, and enlisted in the Marine Corps in 1963. He trained at San Diego and Camp Pendleton, and served with the 1st Battalion, 5th Marine Regiment at Pendleton until he unit was deployed to Vietnam in 1965 and redesignated as the 2nd Battalion, 9th Marines. His unit did jungle training on Okinawa, and then landed at Da Nang, the first ground combat unit in Vietnam. His battalion initially guarded the Da Nang airport, then went to Chu Lai, and Dudeck was then transferred to the 3rd Battalion, 3rd Marines, with whom he participated in Operation Harvest Moon in December, where his company took heavy losses. A few weeks later, while operating in the A Shau Valley, Dudeck was badly wounded and sent first to Japan and then to the US to recuperate, and was discharged for medical reasons in 1966. [Note: the first interview includes most of his combat history, and the second fills in some gaps in the early part of the story and clarifies several aspects of his Vietnam service.] Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Marine Corps Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-30 Identifier An unambiguous reference to the resource within a given context DudeckL0256V2 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/35f1180a9d1e8b95d1fb7d44cfc345df.jpg 185728abccb988e93e04d39df104ca9c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DuffekDonald Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dufek, Donald Description An account of the resource Donald Dufek, Director of Intercollegiate Athletics Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/6fa607081cfb5f5a05192a8bbc96307a.pdf 9b569e0050b1d48426218bac7bb14342 PDF Text Text THE ARTS BOO KS AWar to Remember Looking back at the causes of conflict and the horrors of combat B Y JIM M ILLER t 4:45 on the morning of Sept. 1, 1939, the city of Danzig (now Gdansk) awoke to explosions and the roar of gunfire. While German Stuka dive bombers screeched overhead, salvos from German battleships pounded the port. Shortly afterward Berlin radio broadcast a proclamation by Adolf Hitler, announcing the invasion of Poland-and the onset of World War II. The catastrophe that began ~n Danzig 50 years ago eventually engulfed five continents, leaving few people untouched and an estimated 50 million dead (box). Cities were leveled, nations dismembered, terrible new instruments of mass destruction perfected, from the concentration camps to tlie atomic bomb. The unprecedented-scope and brutality of the war oblige us not to forget it. And so, to mark the 50th anniversary of its onset, publishers are offering readers a host of new works that endeavor, with varying success, to commemorate, explain and put the conflict into some kind of historical perspective. Among the many new reference works, the most striking is The Times Atlas of the Second World War (256 pages. Harper & Row. $45, to be published in October) edited by John Keegan, author of "The Face of Battle" and "Six Armies in Normandy." Plotting the course of the war in its far-flung theaters, from the deserts of North Africa to the jungles of Burma and the steppes of Russia, the book's lucid text and spectacular full-color maps, designed by the staff of Times Books in London, offer a sweeping and vivid overview. At a glance, the reader can see the impact of German CT-boats on Allied shipping in the Atlantic between 1939 and 1941, the Japanese mastery of combined sea and air operations in the East Indies in 1942, the devastating effect of the Allied breakout from Normandy in 1944. Leafing through this atlas, the war sometimes seems like a grand, larger-than-life chess game. This illusion vanishes after consulting the Encyclopedia of the Second World War by the British military journalists Ian Hogg and Bryan Perrett (447 pages. Presidio. $40). The 3,000 entries and 500 photo- A 64 NEWS WEEK: SEPTEMBER 4 , 1989 The Murderous Wages of 'Total War' The horror of World War II was unique. I As the estimated death toll in several countries shows, civilians as well as combatants died in unprecedented numbers. COUNTRY DEATH TOLLS CIVILIAN MILITARY Britain 264,000 61,000 China 1,325,000 6,000,000 France 206,000 173,000 3,300,000 3,600,000 Greece 16,000 155,000 Italy 262,000 93,000 Japan 1,140,000 953,000 Poland 320,000 6,028,000* Soviet Union 13,000,000 7,000,000 United States 292,000 6,000t Germany "INCLUDES 3 MILLION JEWS. tlNCLUDES MERCHANT MARINES. SOURCES; GILBERT'S 'THE SECOND WORLD WAR'; PERRETT AND HOGG'S 'THE ENCYCLOPEDIA OF THE SECOND WORLD WAR' ROBERT CAPA-MAGS.UM Terrible destruction: What it all led to �Acatastrophe of unprecedented brutality, the second world war began with the invasion of Poland: Stuka dive bombers (above) zero in on targets, Hitler's Army enters Danzig in triumph ofan age to have lived through the events of 1914-18, let alone to have fought in them, could, wittingly, wish to go to war again." War, however, was precisely what some veterans yearned for. They missed the idealism and camaraderie of wartime, the thrill ofliving dangerously and the license to kill. Such were Hitler's lusts. "He did not fall into war," concludes Watt, "nor was he pushed. He leapt into war, past the warnings of his more cautious advisers, past the efforts to appeal to his love of peace, past the clear statements from the British and French Governments." As Watt points out, this is not a reassuring interpretation of Munich and its aftermath. Implying that no course of action could have stayed Hitler's hand, he concludes that a world war requires only "the will or miscalculation of a ruler or ruling group intent on global hegemony to the point of unreason and mental instability." In The Second World War: A Complete History (800 pages. Holt. $29.95, to be published in No vember), the Oxford historian Martin Gilbert, best known for his official biography of Winston Churchill, picks up the story where Watt stops: with the invasion of Poland. Gilbert's flowing narrative is spiced with anecdotal details culled from diaries, memoirs and official documents. He is especially skillful at interweaving summaries of military strategy with vignettes of civilian suffering- the genocide of the Jews is never far from view. Still, in some respects this is a disappointing work. Phlegmatic in tone and often numbingly dull, it makes little effort to graphs, maps and diagrams, arranged in the British prime minister for his "almost explain the calamitous events it describes. alphetical order, run from the A-4 rocket petulant egoism" and tendency to dither, It also fails ultimately to convey the horror (German, with a mean range of 183 miles) Chamberlain's fear of plunging Europe of the war. That Gilbert must so often reto Zyklon-B (a cyanide gas compound used into yet another bloody war he considers sort to mute statistics to summarize the in the "showers" at Auschwitz). With its entirely creditable. Almost all of Europe's carnage offers ironic testimony to one of dry descriptions of innumerable, often leaders, Watt reminds us, shared his fear. the war's greatest triumphs: the transforfiendishly clever weapons, the book makes Anxious to remain flexible, their action mation of millions of men into faceless cogs for somber reading. was "predicated on a model of how war in vast, impersonal machines of war . Why, so soon after the hecatombs of the might come, constructed from what they Commenting on this transformation in Somme and Passchendaele in 1916 and believed to have happened in 1914, rein- his important new study of Wartime (330 1917, did the world plunge back into war? forced by a sense of incredulity that anyone pages. Oxford. $19.95), Paul Fussell points out the popularity in America That riddle is illuminated as of the sobriquet "GI Joe." "The never before in How War Came proud anonymity of the [sol(736pages. Pantheon. $29.95) by dier's] uniform," according to Donald Cameron Watt. A proan American editorial in 1945, fessor at the University of Lon"demanded a name as proud don, Watt draws on a lifetime of and as anonymous as itself and archival research. With somegot it in 'GI Joe'. " times withering wit, his new With its telling recourse to book brings brilliantly back to the oxymoron "proud anonymlife the politics and diplomacy ity," this passage offers the kind of the 11 months between Nevof cultural evidence-offbeat ille Chamberlain's notorious and inadvertently revealingsurrender of Czechoslovakia to that Fussell glories in. A proHitler at Munich on Sept. 30, fessor of English at the Univer1938, and England's declarasity of Pennsylvania and the tion of war on Sept. 3, 1939. author of "The Great War and Watt's research has led him Modern Memory," a classic BETTMANN ARCHIVE to a major reassessment of Chamberlain. Though he faults Pyrrhic peace: Chamberlain (left) with Hitler at Munich, 1938 study of the impact of World N EWSWEEK : SEPTEMBER 4, 198 9 65 �T H E A R T S War I on English literature, Fussell in his new book seeks to evoke "the psychological and emotional culture of Americans and Britons during the Second World War." He also wants to splash cold water on readers accustomed to other, more "sanitized and romanticized" accounts. "In unbombed America," he writes, the suffering of the war "was wasted. . .. America has not yet understood what the Second World War was like." This bitter generalization is not entirely convincing. Fussell altogether ignores such influential works as John Hersey's "Hiroshima" (published in 1946) and Hannah Arendt's "The Origins of Totalitarianism" (published in 1951). No matter. His passionate convictions drive his book to a furious, disturbingly effective climax. And in his final pages, in what may be his finest feat as a critic, Fussell introduces the reader to a hitherto unsung but remarkable author named Eugene B. Sledge. In 1981 this former Marine published a neglected memoir, With the Old Breed at Peleliu and Okinawa. Still in print (344 pages. Presidio. $15.95), this book richly merits a wider audience. It is, just as Fussell says, "one of the finest memoirs to emerge from any war." In some of the passages singled out by Fussell, Sledge recalls watching a comrade in the aftermath of combat carving out the gold teeth of a wounded Japanese soldier, slicing open the cheeks of the living victim. One Marine officer routinely relieved himself by urinating into the mouth of the nearest available Japanese corpse. During the bloody Okinawa campaign, fresh reinforcements arrived and disappeared with mechanical regularity, so quickly killed or wounded that they seemed "like homeless waifs, unknown and faceless to us, like unread books on a shelf." "We were expendable," writes Sledge. "It was difficult to accept. We come from a nation and a culture that values life and the individual. To find oneself in a situation where your life seems of little value is the ultimate in loneliness. It is a humbling experience." The searing honesty of these words makes them, as Fussell recognizes, a fitting epitaph for the ordeal that began in Danzig 50 years ago. When the killing was done, countless survivors knew all too much about the "ultimate in loneliness." Japan lay in ruins. Europe, in the words of Watt, had committed "suicide," in the process destroying irreplaceable buildings, paintings, sculptures-the patrimony of 2,000 years of Western civilization. As a matter of policy, Germany had exterminated roughly 70 percent of Europe's Jews and an even higher percentage of its Gypsies. "A humbling experience" indeed-important to recollect and, as this latest outpouring of books suggests, essential to comprehend. • 66 NEWSWEEK: SEPTEMBER 4 , 1989 In Lieu of 'Chatterton' First Light. By Peter Ackroyd. 328 pages. Grove Weidenfeld. $19.95. I magine "Abbott and Costello Meet the Mummy" with a New Age piano score by George Winston and you'll have a pretty good idea of Peter Ackroyd's new novel. "First Light" is clearly by the same author as last year's "Chatterton"-it has to do with the grip of the past on the present-but it's different, too, in an unsettling way. It's as if Ackroyd had concluded that his success with "Chatterton," a complex and brilliant comedy of ideas, was a fluke. A farce might be safer this time out, with cartoons for characters: preposterous London lesbians rubbing up against coarse country farmers-that kind of thing. As for ideas, well, New Age romantic treacle about star maps reflected in our blood plasma might be easier to digest than playful questions about art, forgery and the ambiguous border between them. husband," MIRIAM BERKLE\ Off into the ozone: Ackroyd tries to blend farce, creepiness and mysticism ill." "Dykes, dear," the old trouper repliei Had Ackroyd wanted to make "Fin Light" a frisky social comedy, he mig} have brought it off, too-but that's not h intention either. Apparently what he wants is to combi the creepiness and the farce with an ov lay of dreamy mysticism. One of the mis is a failed astronomer who promotes a lo chatter like this: "Our bodies are made of dead stars. We carry their light inside So everything goes back. Everything is r of the pattern. We carry our origin wi us, and we can never rest until we } returned." Thoughts of such gravity w put even Shirley MacLaine to sleep. Any story that features a promi tomb must stand or fall on it. Ad keeps his tomb pretty much constan sight: it is not what it seems to be. Tr course, is what we look for; disappoin sets in when we learn that this 1 ground warren is considerably les, what we'd expected. Even the di! reader will guess its secret long befo royd is moved to spell it out. For tiresome characters, "First Light some clever scenes-but Ackroyd implausibilities as well. His stor men ts-the hoary old tomb, the elf <loners and the pulpy metaphysics cohere as they should. It might see were taking on too much in this n that's not quite right. "Chatterton us what Ackroyd can do with a characters and themes. Here he's too little. PETERS � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-144_Termaat_NWS_1989-09-04-WWI-book-reviews-329 Creator An entity primarily responsible for making the resource De Boek, René Strijbosch, Margreet Date A point or period of time associated with an event in the lifecycle of the resource 1989-09-04 Title A name given to the resource Duitsland Eerst Description An account of the resource Dutch magazine article about Franz Schönhuber. In Dutch. Subject The topic of the resource Schönhuber, Franz, 1923- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource nl Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/366a00d66a105c8841953f0a96de670b.mp4 25bf196a2b1222da468a502a614ea094 https://digitalcollections.library.gvsu.edu/files/original/eec355428655e388792079b8ed4e3648.pdf 1e46206350fb3f01fafe9a18e30e8da5 PDF Text Text Grand Valley State University Veterans History Project Interview Iraq Steve Dumond Total Time – (26:50) Background · He was born December 24, 1986, in Grand Rapids, Michigan (00:03) · Before the service, he was in high school o He went to boot camp two weeks after he graduated from high school (00:23) Enlistment/Training – (01:00) · · · · He joined because it was something that he always wanted to do He wanted to see different things and meet different people He served in the Marine Corps and achieved the rank of Corporal (01:08) Boot camp was not very difficult o It was more of a shock effect than anything else o It was a big change (01:55) · He went into basic training June 13, 2005 (02:13) o Basic training was 13 weeks long · After boot camp he went to School of Infantry (02:37) o It lasted two months long · It was not extremely difficult adapting to military life Active Duty – First Tour – (03:55) · He went to Iraq two times o Once in March of 2006 and again in September 2007-April 2008 (04:12) · When he first arrived in Iraq there was still a lot of action going on · He served in a mobile unit (04:28) o They would go city-to-city trying to capture or kill the insurgents · He served with a very good platoon that worked well together o They never lost any men in their platoon (04:58) · His second tour in 2007-2008 was very boring (05:15) �· · · · · · · · · · · · · · · · He is able to stay in touch with some of his comrades The war has made him realize that life could be a lot worse (06:33) It also made him gain a better understanding of how precious life can be He was able to stay in touch with his family through a satellite phone (07:04) o The phone was passed between vehicles o At the bases there were phone banks where soldiers can use pre-paid calls o E-mail and Facebook were also used His platoon would have down time where they would watch DVD’s, smoke cigarettes, play cards, etc. (08:14) He has occasional thoughts of getting back into the service He married his wife halfway through his enlistment (09:42) When he came back from Iraq it was difficult to adjust to civilian life o There were a couple of instances where problems came through alcohol abuse o He knows that some of the men are not the same now as when he first knew them (10:53) When he came home he felt like his family looked at him somewhat differently He was serving when his first child was born He talks to six friends on a weekly basis (12:42) o They sometimes reminisce on the times that they had together o They try to get together as much as they can In Iraq they would sleep in the desert next to their vehicles with their loaded weapons in their sleeping bags (13:58) o It was an adjustment to have a weapon on him at all times o He was always on a heightened state of alertness § It is difficult when coming home to calm it down (14:45) o It was harder to break the habits when he came home (14:55) He was in a Light Armored Reconnaissance Unit (15:12) o They always had eight wheeled vehicles that were extremely mobile His platoon started out in Al Qa’im, Iraq (15:43) o They were there for a couple of weeks before being transferred to Fallujah, Iraq (15:50) When in Fallujah, they went to a town on the outskirts called Garma for two months at an observation post (15:59) o It was virtually in an old barn o They would try to set up observation posts that would catch the insurgents setting IED’s (Improvised Explosive Device) § It was extremely difficult to catch them After Garma, they went to several cities until they finally reached Rawa, Iraq (17:13) o Rawa was a town of roughly 50,000 Iraqi’s o His unit was in charge of locking down the city (17:29) o They would patrol 7-8 patrols every day § Each patrol was two hours long �o They were trying to prevent the insurgents from having any breathing room o They lost seven men in Rawa during a two month span (18:03) Active Duty – Second Tour – (18:26) · On his second tour, the marines and soldiers had been doing such a good job that the insurgents had fled the cities o His platoon was sent to the desert and told to find the insurgents (18:59) o It was like a “wild goose chase” · Because the time was going so slow, he started to miss home more · There were days where he would be in the middle of the desert and they would watch the “Lord of the Rings” trilogy straight through (20:07) · When his platoon lost seven men, there was one of them that he was close to (21:15) o His friend was killed by a suicide bomber o He was 19 years old o A truck full of explosives hit the men o He remembers when he was told that he had hatred towards the enemy and then being angry (23:21) § He felt like they were there to help people but then he thought, “Screw these people. Let’s get rid of them all.” Lessons of War – (24:05) · His war experience has helped to pave the way for everything that he has done since then o He is in a police academy · The war has given him confidence (24:45) · He does not regret being in the military (25:53) · He learned “to not sweat the small stuff” � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dumond, Steve (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Dumond, Steve Description An account of the resource Steve Dumond was born in 1986 in Grand Rapids, Michigan. He joined the Marine Corps immediately after high school in 2005. After boot camp and infantry training, he completed two tours in Iraq, one in 2006 and the second from September 2007 through April of 2008. In Iraq, he served in a Light Armored Reconnaissance Unit. During his first tour, his unit fought insurgents in Al Qa'im, Fallujah, Garma and Rawa. Steve served in observation posts that would catch insurgents laying IED's. After Garma, his platoon worked through many cities until finally reaching Rawa. By his second tour, the insurgents had mostly left the cities, and his unit was sent to find insurgents in the desert in what was a "wild goose chase", although at one point they lost several men to an IED. Contributor An entity responsible for making contributions to the resource Arnold, Caitlyn (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Iraq War, 2003-2011--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-06-01 Identifier An unambiguous reference to the resource within a given context DumondS1204V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f984020c70b3d6b0971da4f66e2d0d8f.m4v 815520a468ece51c46b046a6e04878ed https://digitalcollections.library.gvsu.edu/files/original/53fed3dca765b37e1efe8e51249a3e01.pdf 6f4ad8796fe0dcb132ffe77d4736c79a PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam War Patrick Lee Duncan Length of Interview (0:59:48) Background: (0:00:08)  Born May 23rd, 1947 in Mayville, Michigan  Graduated from high school in 1965, played all four major sports  Enrolled at Ferris State University, supposed to begin classes in September of 1966  Was drafted August 30th, but could not go to school instead because he was not already beginning college  He had a brother and a sister, his brother was married at the time (0:01:49) o Brother was upset that Duncan was going because he was the youngest Enlistment: Training: (0:02:03)  Reported to Fort Wayne in Detroit o Took a train, remembers it being very long because of a train wreck up ahead, to Fort Knox, Kentucky o Was on the train for 4 hours, with no air conditioning, remembers it being hot o When they got to Kentucky, they were told it was full, and they were going to have to go to Fort Lewis, Washington (0:02:32) o Boarded a plane and flew to Washington for basic training  The company, mostly from Michigan, was never given any leave because they were so far from home  Remembers being severely harassed by the drill instructors, who were airborne o Wanted to make sure Echo company would be the best company ever o Did end up coming in first place o They were the “Echo Rattlers, strike hard, strike fast, kill”  Was talked into another year of the military instead of doing anything else before he even began basic training o Was in for 3 years and 12 days (0:03:55)  Went into Helicopters, trained in Aircraft Armament  Drill Instructors would look at the serial number, his was RA5 o He was told he had a life expectancy of about 10 seconds  After basic training he went to AIT (0:04:53) o It was too close to Christmas to get leave, so they were sent off to AIT training instead o AIT stands for Advanced Individual Training o Went to Aberdeen Proving Grounds in Maryland  While in Aberdeen, learned all about arming an aircraft and helicopters  Vietnam had just started, and the new Cobra gunships were not over there yet o The Delta model (0:05:23)  Needed a gunner and a crew-chief, along with a pilot and co-pilot o Learned how to wire a system on a helicopter �   o Were taught advanced knowledge in case they were ever put into a situation where they needed to work on advanced machinery  Did come in handy later in the war o 5 months at AIT  Liked to party, and had a good time Transferred to Fort Bragg in North Carolina (0:06:01) o Assigned to the 18th or 13th Airborne division o Right next door to the “Golden Knights” o Attached to an air support group  Worked more on advanced helicopters o Spent the summer down in Fort Bragg o Got special orders from Washington to be sent immediately to Fort Lewis, Washington  Wanted leave, had only had a short Christmas leave, so they processed him in 2 days  Got 7 shots in one day, then was given pills for a fever he would get from the shots (0:07:19)  Got a 13 day leave after being processed Got a plane out to Washington o Put on KP while at the processing center there, worked with the guys who were coming back from Vietnam o Made a few good friends, left Fort Lewis on a 17 hour flight to Japan  Landed in Cam Ranh Bay  While at the processing center had KP and guard duty  At that point was a PFC, and so got stuck with a lot of chores  Remembers being scared to death his first guard duty Next day got orders to go to Chu Lai o Remembers thinking it looked like a nice place, not too bad o Assigned to the 14th Aviation Battalion, part of the 1st Aviation Brigade Enlistment: Vietnam: (0:09:44)  First night in Chu Lai, was involved in combat o Mortar attack o The next morning they were told they were lucky, they were going to Duc Pho  His commander told him it was considered the only “Field Helicopters” base in Vietnam  Asked if it was like Chu Lai, and was told it was nothing like Chu Lai o Got on a helicopter and flew to Duc Pho  The total perimeter in Duc Pho was only a mile in circumference o Supporting the 4th infantry brigade (0:10:37) o Took care of all the helicopters on the flight line  4 gunships, called the Sharks  Gunships explained  Missions were throughout the day, at least one mission a day (0:13:25) o Flew rarely, only when gunships were scrambled  Sleeping arrangements were all tents �             o Wood floors, wood showers (0:14:22) Built “Hooches”; explained Duc Pho was hit quite a lot by mortars o 3-4 times a week at night, not usually during the day Near a small native village o Go to the orphanage and give the kids some candy February of that year, there were a lot of peace talks o Couldn’t shoot on the helicopters that were spotted o Started getting hit all the time, but mostly the villages surrounding (0:18:43) o Supported the group that committedd the My Lai Massacre o Had both North Vietnamese and Viet Cong forces in their area Went to some of the small villages and killed over 500 enemies (0:22:45) o Does not know if that was considered a massacre o Afterwards things got a little quieter For entertainment, occasionally a band from the Philippines would play o Would play cards and drink Went 30 days one time eating only beef and rice because the flight line was cut off o Took him 25 years before he could eat rice again One day they were scrambled and he had to fly (0:27:12) o Went up north, still south of Da Nang o Opened up on a dark spot on the hill and chaos broke loose o Called in Marine air support o Got hit, the ship jarred, fuel was pouring out o Stopped the pilot from shooting off rockets so they wouldn’t blow up o The helicopter was later in a museum in Kalamazoo Talks about improvising a heat device to warm up the armaments shack (0:32:55) o The monsoon season lasted a month or so Talks about the North Vietnamese propaganda lady Was in Duc Pho a total of 366 days (0:36:45) Had his R&R in Japan, was treated extremely well (0:37:22) One in-country R&R (0:38:38) o Very peaceful there Enlistment: Discharge (0:39:49)  Was talk of extending his stay  His mother knew the congressman and that prevented his stay  Went back to Cam Ranh Bay o Threw everything away  Arrived at Fort Lewis, Washington  Stayed in Tacoma until everything was ready  Flew to Detroit and was picked up by his friends o They told him he couldn’t wear his uniform around there o His parents didn’t know he was flying o Surprised his parents when he returned home  Went back to work at General Motors �o Decided to go back to college after a year o Went to community college in Ann Arbor After Discharge: (0:44:04)  Joined the Veterans club at Eastern Michigan University o A friend of his, a Navy SEAL, during campus threats o Had Artillery Simulators in his trunk o Sound like a real artillery round, and the police never figured it out  Glad to be home, was individual rotation, so had a lot of friends still over there  Many years before he made any contact with them  Story about a medic (0:46:52) o Fell out of the ambulance and was run over, wasn’t hurt  Looking back, it was a great experience but one he doesn’t want to see again o Thinks every man should serve in the military o Felt really old when he came back compared to the ones going in  Supports the military, even if not the president o Believes the military should handle it, not the government o Believes the military won Vietnam, the government lost it  Got a college degree o Became a respiratory therapist  Expands on the flight line attack that left them without supplies (0:52:35)  Talks about the ships that were shot down (0:55:45)  Remarks about the role of the media in combat zones (0:59:03) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Duncan, Patrick (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Duncan, Patrick Description An account of the resource Patrick Lee Duncan served in Vietnam in Duc Pho, working with aircraft armament. He was drafted because he had waited a year to attend college. After being discharged he went to college and became a respiratory therapist. Contributor An entity responsible for making contributions to the resource Brock, Rosemarie (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-11-03 Identifier An unambiguous reference to the resource within a given context DuncanP Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/062be6b1aee01411d136975e55066ba5.jpg 18f7e9639231affec7bed56b6409ac77 https://digitalcollections.library.gvsu.edu/files/original/b0e121b7b4d5b144b6dd567bec24a56a.jpg e8eac8bb2beb0ec009a2ae5cc1303123 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-70s-coll_0030 Creator An entity primarily responsible for making the resource Armstrong, Joe Title A name given to the resource Dune Buggy Ride Description An account of the resource Black and white photograph of a group of four young people driving across the sand in Saugatuck, Michigan. The automobile they are riding in appears to be a dune buggy and is identified as being from the 1940s. The handwriting on the back of the photograph, which is faint and partially illegible, reads: "Dune scooter, piloted by Ron [?], [?]." There is a stamp underneath which reads: "Saugatuck-Douglas Chamber of Commerce, Saugatuck, Michigan." In the bottom left-hand side there is a stamp which reads: "Joe Armstrong, Allegen, Michigan." Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas Chamber of Commerce Subject The topic of the resource Michigan Saugatuck (Mich) Allegan County (Mich) Sand dunes Black-and-white photography Source A related resource from which the described resource is derived Digital file contributed by the Saugatuck Douglas History Center as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/87634fab1a65a271f2d92e1765e37cd5.jpg f0e9cfb7370f738afd6c346b8df27a9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_Peitaiho_1920_012 Date A point or period of time associated with an event in the lifecycle of the resource 1920-08-16 Title A name given to the resource Dunes from train to east cliff Description An account of the resource Black and white photograph of a field surrounded by trees with sand dunes in the distance. Photograph was taken by Robert Merrill in the Chinese coastal resort area of Beidaihe Qu. Subject The topic of the resource Beidaihe Qu (Qinhuangdao Shi, China) China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fbd4495344083eeb4b2745a320a8d2f7.jpg 704c9479cb5cf32fb0a6cf6712260c53 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_D177-0035 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1963-06-14/1963-06-16 Title A name given to the resource Dunesmobile Dune Rides, Glen Haven, Michigan Description An account of the resource Black and white photograph of the D. H. Day General Store in Glen Haven, Michigan, where visitors could sign up for dune rides on the Dunesmobiles operated by the Warnes family. In the photograph, the storefront features two Mobil gas pumps and storefront signs that read "Dunesmobile Rides Here" and "Dune Rides Office, Gifts, Souvenirs" located on the porch and windows. Scanned from the negative. Subject The topic of the resource Traverse City (Mich.) Dune buggies Outdoor recreation General stores Service stations Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3c90d6e2af6a1336308559694ba1a3c2.jpg 8d48b008be7a4bfefe86ef5821c226e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M215-0023a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Dunkery Beacon area of Exmoor, England Description An account of the resource Black and white photograph of a rolling countryside path found in the Dunkery Beacon area of Exmoor, England. Dunkery Beacon is located at the summit of Dunkery Hill and is known as the highest point in southern England outside of the upland area of Dartmoor. Scanned from the negative. Subject The topic of the resource Dunkery Hill (England) Exmoor (England) Exmoor National Park (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/72c18b54a7d8dc60d712d6d2a167fad1.jpg 18f4a398996e8eed468f3e6a1289fddb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M215-0035a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Dunkery Beacon area of Exmoor, England Description An account of the resource Black and white photograph of a rolling countryside path found in the Dunkery Beacon area of Exmoor, England. Dunkery Beacon is located at the summit of Dunkery Hill and is known as the highest point in southern England outside of the upland area of Dartmoor. Scanned from the negative. Subject The topic of the resource Dunkery Hill (England) Exmoor (England) Exmoor National Park (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/65346f83936407963dd0d183bc050a42.jpg bc0bf860b15cd685971b830a733ba247 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f7fc496c2f96c04f4f451f8ee5037a71.jpg a4c6333b3e53566625440fe6e932eeec Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7462a1c922797a1181e1469b503b6e9c.jpg 880663aa06cd60899b6a6255a66b666c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/567592c58d12a582195dac1a5ed81114.jpg b526478168f1e5a32c5927b65a3e8a62 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/e913d07f5fde0da7144412ca9557daac.jpg b30804ab20f795174b87fea988396ae7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo05 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/13aec1cc95ce1a0bc227ff9ebbd3c7d1.jpg e725143eae5fae1481fd6a160c763105 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo06 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/bdebc9c18ad0886afe9e6760d157a477.jpg 5de28462f10fa6aef96b8de8d9f9d103 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo07 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/4cf3433a6e2d2d1e3e5eb4635095b1e9.jpg 6a79e27143d67e5a0370e9b890add80d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo08 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/bb76a4e6c7193eb5107a9bc19b64f5cb.jpg 19867cf8cbc50d496d6cb53a10937ed4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo09 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/78330eef4ae8654eabc04e7e7ba178a3.jpg 52926e74c03515d8f5c03ee2559d5226 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DunlapWayne_Photo10 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dunlap, Wayne Description An account of the resource Wayne Dunlap, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng