787 24 26018 https://digitalcollections.library.gvsu.edu/files/original/ac02c3e90b5802f6265c4967a55a124e.pdf 7790e1803f86abc59de4c8de9d51b5c8 PDF Text 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/. Title A name given to the resource Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 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; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 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-44_NS-P3 Title A name given to the resource Petition to President-elect W. H. Harrison for any position, February 22, 1841 Date A point or period of time associated with an event in the lifecycle of the resource 1841-02-22 Description An account of the resource Petitions pledging support for the appointment of Nathan Sargent in various state and federal positions, including Auditor, Surveyor of the Port of Philadelphia, and Clerk of the House of Representatives. Subject The topic of the resource Sargent, Nathan, 1794-1875 Clayton, John M. (John Middleton), 1796-1856 Cass, Lewis, 1782-1866 Downs, Solomon W. (Solomon Weathersbee), 1801-1854 Whig Party (U.S.) United States--Politics and government--19th century United States--Officials and employees United States. Congress. Senate Washington (D.C.) Wilmington (Del.) British Honduras Central America Balize (La.) Yucata_n Peninsula Honduras 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> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent papers, (RHC-44)</a> 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/870fa7d4f2aa0a60a3d4f4fb3cd2b5eb.jpg 13055b4a971766a15d18e8520bbf5f9a 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_EastmanAlbum_1_1909_063 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-12 Title A name given to the resource Petoskey Description An account of the resource Black and white photograph of shoreline at Petoskey, Michigan, Subject The topic of the resource Petoskey (Mich.) 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/d52209e417a58d43a620f46cfae68bec.jpg 472c1decffe32026d71b88b7fc13a3e5 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_EastmanAlbum_1_1909_064 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-12 Title A name given to the resource Petoskey Description An account of the resource Black and white photograph of shoreline at Petoskey, Michigan, Subject The topic of the resource Petoskey (Mich.) 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/6dc925ac735122dcc7097d742bcbcd2b.pdf a3d378aa469c528b196c609cdb079323 PDF Text Text Fre.e.. Camp i'nq ar,J Con Te-:..s"ts V 2 me.a Is per r [ I day 1n qlf I Tor parT1c.1pants .CateJo,. . ·,e.s 7i1J!}Oc:l2S C.W£l-.. W rt.£. 4'1.,r (\ . Lntormat,on: itc.:, Ive ))i,' - - #' 'Dr""' • y..o~'. 'II~ Ui'c..kl Spra3ue. mar/e.. Shanana iu~ t Jarnes Na(Jana ~he. It, I b-5J 6-t.oC/3 /p I b··Jl./7-57'/7 (;/<::, -...J9'7-C/~8S Harbor Sprifljs 1 m; R.foskey, rtj_/c/J. Pe.fo5 he.;" rn,<! h. � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives 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. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</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-14_petoskey-all-indian-pow-wow_1977-06 Title A name given to the resource Petoskey All Indian Pow-Wow, June 1977 Date A point or period of time associated with an event in the lifecycle of the resource 1977-06 Description An account of the resource Petoskey All Indian Pow-Wow flyer, Petoskey MI, June 18-19, 1977, collected by Edward Gillis included as part of his Native American publication collection. Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/21fb3486ef1d35a517f4c83371d0a60b.jpg e33533c8cb111fa35b61825ad890470d 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_FilmPacks_11_009 Date A point or period of time associated with an event in the lifecycle of the resource 1937-08-06 Title A name given to the resource Petrified Tree looking northeast Description An account of the resource Black and white photograph of a woman and a boy in front of the Petrified Tree at Yellowstone National Park (mile 17527). Subject The topic of the resource Yellowstone National Park 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/3ded5dda50bcb9eee7600dbee84afd07.jpg 5475df41cb9eeac18d2ec13021e326f5 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_1746 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/1631a74ab0912e10f4a3f7d59aba8ce4.jpg 978a427493d9aaf5fac122139c0b00d8 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_1747 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/3c26f7fb6809965f3d6385fadd305251.jpg 259e74797d398677f683e3e7585973b5 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_1748 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/ceca15c06a30413da02f6d2412dc461d.jpg 7b1d22149f9339398734f9d409d6d59b 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_1749 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/f166cdca003e83d9cdfd2ec0ab0ec2fe.jpg 5ce158502efd1021419c6e6acfd03195 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_1750 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/95f40f3a0514b11f916bb5d48652f33e.jpg 0ea80eebfb461312bd0c37e77703fe41 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_1751 Title A name given to the resource Petro Pavlovsk heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petro Pavlovsk (ex-Prinz Eugen class) Russian CA (heavy cruiser), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany 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 1947-10-01 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/b09ab62d88b675a2b83df641f98ee8d0.jpg f810b090a232986ee4f4c8d19d9b8872 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_LS00337 Date A point or period of time associated with an event in the lifecycle of the resource circa 1930-1041 Title A name given to the resource Petroglyphs N. of Zape Description An account of the resource Black and white lantern slide of petroglyphs found north of Zape, Mexico. Subject The topic of the resource Lantern slides Hidalgo del Parral (Mexico) Petroglyphs 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/ee4af39c38dc83198a959a889bf3408e.jpg 1a538ee10b4090597ceb97feb9fc44c3 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_XX678 Title A name given to the resource Petropavlovsk Russian heavy cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Petropavlovsk, Russian CA (heavy cruiser). Subject The topic of the resource United States. Navy World War, 1939-1945 Russia Military education Warships--Recognition Slides 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) 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/eded5ef8e5516cd446dddcc17e7b89ed.m4v 278592a3e572a9a24588c53c16982846 https://digitalcollections.library.gvsu.edu/files/original/fd499bc71424407048b75bd0272a4666.pdf 11adbdca6a3ad3ecd7e37e0c6272cf29 PDF Text Text ORAL HISTORY INTERVIEW ANN PETROVIC, Infield Shortstop Women in Baseball Born: November 17, 1928 Aurora, Indiana Resides: Tucson, Arizona Interviewed by: James Smither, PhD, GVSU Veterans History Project, August 7, 2010, Detroit, MI at the All American Girls Professional Baseball League reunion. Transcribed by: Joan Raymer, October 4, 2010 Interviewer: “Now Ann, can you start by giving us a little bit of background on yourself?” I was born and raised in Aurora, Indiana. There were about five thousand people and I was the youngest of nine children. I had five brothers, and now you know where I got started in baseball, and three sisters. That’s how I got started in baseball. Interviewer: “In what year were you born?” I was born on November 17, 1928. Interviewer: “What did your family do for a living?” My father worked at a chair factory, he was a bandsawer and he sawed legs and arms and stuff for chairs and that’s what we did for a living. Interviewer: “So, did he keep that job through the depression?” He did. He was about fourteen years old when he started and he worked until he was about seventy-eight years old. Interviewer: “What kind of school did you go to?” 1:03 Well, I went to school; I went like anyone else you now, elementary and junior high, then high school. Interviewer: “When did you start playing sports?” 1 �I had five brothers of course and when I was real little we lived on a farm and I kind of hung around with my brothers a lot and whenever they would go play ball-- of course they were on any team—if anyone would give them a uniform they would play. They were on church league, industrial leagues or anything. As far as I can remember, I used to tag them around to the ball parks and everything and every time they would, I grew up eventually, put me into the field and let me play with them and as soon as one of them would go out and—second base, they would go out and take batting practice, I would take their position. 2:04 I kept going with them every year and playing at home with them and in the winter time, of course, the snow was up over the house, so we would move furniture and then we would play ball in the house from the living room to the dining room. I can remember one brother, he was fantastic and the Cincinnati Reds wanted him, but he got injured in World War II and he’s the one that taught me everything. He played shortstop and of course that’s what I played. We played all winter because we just played in the house and that’s all we had in those days. If you had a mitt and you had a ball, you went out and played ball, but I had to play with the boys because the girls couldn’t catch me you know. They would say, “don’t play with “Shorty Meyer” she’s nothing but a tomboy”. In those days no one would play with me and of course I couldn’t play with the girls anyway. My name was not good and it wasn’t exactly right for a girl to go out and play ball in those days, so that’s how I got started, with my brother. 3:03 Interviewer: “When you were in junior high and high school did you have any chance to play organized sports?” 2 �Yes, I was with sports all through and in senior high they even had a parade and they picked out the best athletes, a girl and a boy, and I was the best of the girls and they had a big parade and this was a town of five thousand people and everyone knew what you were doing almost—they knew when I was going to All American to try out and everything, so they had a parade for us and I was the athlete of the whole school. Interviewer: “How old were you when you tried out for the All American?” Ok, when I tried out for the All American I was only fifteen years old. The way I got into the All American is my father read in the Cincinnati Inquirer that Betsy Jochum was going to go and play in the Girls All American Baseball and all these fifteen years I had been playing with my brothers and everything and I said, “there must be a team that I can get on somewhere in this place”, and he said, “well, I’ll go up and talk to her parents and see where she went”. I said, “ok”, so he went up and talked to Betsy Jochum and in those days it wasn’t easy to go from one place to another hardly. 4:20 Cincinnati was about thirty-five miles from us, we lived in Aurora, Indiana right on the Ohio River, so he went up there, my father did, and he got the address of the people, so they said, “you bring her up, we’re going to try out at Peru and La Salle, Illinois”. They had six ball parks I think and they said to go up there and try out, so I went up there after we got the address and they said to come on up, so I went up there and the first day I was so nervous I couldn’t even hardly catch the ball. All these girls and all this excitement and everything, so my father said, “we’re going home tomorrow”, and I said, “oh no, I gotta meet all those people that thought I was going to make it and everything?” He said, “yup, the way you played today you won’t even sigh a contract or anything”, so I said, “ok, give me one more day”, so I went the next day and I said, “over on first base is my brother Wally, 3 �second base is my brother----“, and I went on and I was playing with my brothers all this time, so I didn’t even look at the girls and man, when that ball was hit to me I threw it over to first and went all around there, so that night I signed the contract. 5:32 I sort of relaxed and played the way I was supposed to play, so anyway, that’s how I made it. Interviewer: “And your father thought that was a good idea?” Yes, he sure did and he was there after I signed the contract. I have a picture of my father standing there beside me and then he asked if I was going to be in good hands and the manager said, “yes, she’ll be in good hand and we’ll take care of her”. I had never been away from home for fifteen years and my mother cried when I left, but anyway a couple of nice All Americans took me in, Faye Dancer and Pepper Beare, I was on their team and I went right to Minneapolis. Anyway, they took me in. The chaperones; they help you if you’re homesick or anything like that, that’s their job. 6:20 I got over it after a while and I spent a whole year with the All American. Interviewer: “Now, did you join them after their spring training or were you part of that?” After spring training, and then they put you on a team, after I tried out and everything. Interviewer: “You tried out, but did you go to a spring training with the whole league there or did you just go to join a team?” Well, the whole league was there. Interviewer: “I think in 1944—did they use Wrigley Field that year?” Yes Interviewer: “Ok” 4 �After—after we played ball, I went back to school, in the wintertime. We weren’t in the playoffs or anything. That was in September. Interviewer: “I was just trying to follow the sequence of events. So did you go to Chicago to try out or did you first go someplace else?” 7:15 After I got through they told me, at the end of the season or almost to the end, they asked me to go Chicago with the National League because they need players over there, so then I went to Chicago and it was the same year, at the end of the year almost, in September, and they told me to go over there and see them. I went over there and tried out over there and I made it, but it was just about at the end of the year. Interviewer: “I was still talking about the beginning of the season.” The beginning of the season when I went to Peru and La Salle, Illinois—then what they do after that is put you on a team and that’s when they sent me to Minneapolis. 7:59 Interviewer: “Ok, all the way to Minneapolis.” After Minneapolis they sent me to Kenosha. I was traded for Liz Mahon, so I went to Kenosha and played. One or the other, but Minneapolis only lasted one year. Interviewer: “When you joined the league, did they give you a list of all the rules and regulations and how you were supposed to behave and the way you were supposed to dress?” Oh yes, you had to be in at ten o’clock and when you’re in your own home town, of course, you’re always with a family and there’s always two of you. They never go in with one person, so they did put me with a roommate and get me a place to stay in the town where we stayed, like in Minneapolis or Kenosha. 8:50 Interviewer: “Did they have a dress code that you had to follow?” 5 �Oh yes and you’ve heard this a hundred times, you had to wear a skirt. You could wear shorts inside when nobody saw you, but you had to wear that skirt and dress up when you would go outside. Both of us never smoked, but you couldn’t smoke or anything like that and you had to dress up when you went out into public, and they had the charm school. When they had the charm school they looked at me and they picked me out of that whole bunch and used me as an example. I just came up and I wasn’t the type to--I was a tomboy anyway--dress up anyway, and they would say “Ann you come up here, we’re going to use you”, so they fixed my hair and fixed me all up and I was a little embarrassed. I was only fifteen you know, and never been—anyway, they used me as an example when they had the charm school. 9:42 They would teach you how to walk and how to sit and when you go to someone’s home they wanted you to be ladies--to be ladies and play like men, that’s what they wanted me to do, so that’s what I did. Interviewer: ‘So, you actually got the charm school experience, because a lot of the players that joined later didn’t have that, but you were still early enough that they were still doing it.” It was a good thing and to this day I remember the things they told me and I never forgot it. How to sit, how to do—and it’s good, some of the education I never had in my life being on the farm you know. Interviewer: “Now, were you a starting shortstop? Did you get to play regularly with the team?” No, when I started that was a problem, they had too--enough players in those leagues and they told me to go out there to Chicago and play and get more experience and then you can come back to the all American. Well, I got more experience and I liked it a lot and I 6 �was playing all the time, so after that I said, “no, I don’t want to go back”. I was familiar with the team and the league and all the people and Charlie Bidwell was good to me. 10:56 I played for the Bluebirds, Eddie Kolski was good to me and all of them, so I said, “no, I’m going to stay up here”. They needed players in the All American—see, they went from underhand and sidearm to overhand and a lot of girls came up to the National League because they didn’t want to pitch overhand and we had a lot of girls up there. I said, “hey this is great for me and I’m playing all the time, so I’m staying here”. I made a good name for myself up there. 11:22 Interviewer: “Ok, you did get to play in some of the games with the All American?” Oh yes, I was backing up Pepper Beare in shortstop when I was playing in Minneapolis and when she got hurt I went in, yes I did. Interviewer: “In Kenosha did you get to play?” Yes, the same thing there in Kenosha. I didn’t go in all the time as a regular player, but I used to go in when anybody would get hurt or when they were way ahead and they wanted to see what I could do and things like that, but I did get to play quite often. Interviewer: “Were you a good hitter?” I always betted first or second, I was fast because I always ran from my dad all the time because I got in trouble on the farm and I had a lot of speed. I slid a lot and I got a lot of strawberries. Batting, my brothers and them, they never did give me much help because when we took position I took the infield and they never let me bat. They would go in for game practice and they never let me bat. I warmed up my brother when one pitched and I caught a lot and did a lot of infield, but they never let me bat much, so I had to learn that 7 �when I was on the All American. 12:33 That’s the position I was in. Defense, but not offense, but they were working on it. Interviewer: “When you were playing for Minneapolis, did you have some long road trips?” Did we have long road trips? Well, playing for Minneapolis, I can remember this one— we were getting on this train, not the bus, the train, and it was a troop train, I’ll never forget it. Fifteen girls got on that train with these servicemen and it was something else. I was fifteen years old, so I just got in a corner and watched what was going on. The guys were wanting you to write to them and asking when they go overseas and stuff like that. They were giving out addresses and talking to you and stuff, but it was some experience and I really enjoyed that. That’s the only thing I can remember that really happened when we were traveling, but otherwise we went on the bus. 13:28 Interviewer: “Did it take a long time to get from Minneapolis to the other places?” No, from this day I don’t remember, but all of them were pretty much close together the year I went in 1944. We didn’t have to travel too much, but I can remember going on the busses and stuff from one place to the other, so it was interesting anyway. Interviewer: “Tell me a little bit about how the softball leagues in Chicago worked.” Oh, in Chicago? In Chicago you only played ball at night and I think you had eight to ten teams in Chicago and I worked at the Edgewater Beach Hotel during the day. Now this is exciting because I worked at the reservation office. Now, when the ball players came in at the Edgewater Beach Hotel, we’re talking about the National League, they came in and they only played in the daytime because there were no lights at Wrigley Field, so I would 8 �meet them at the door because I knew they were coming in. 14:29 I met Mel Ott and Harry “The Hat” Walker and all those guys you know, and I was at the door and I met them and I told them who I was and that I was playing ball. They wanted to come out and see me play ball because they had nothing to do at night and here I was working during the day, so I set them up and they took a cab out to watch me play ball and the first time they watched me they said, “hey come over here. The next time you come to the hotel I want to show you how to bat”, so they got a bat out and they started showing me how to stand and bat and they were trying to help me and everything, but it was exciting and I met the whole team when they came in and had a lot of pictures taken and autographs and I have several balls from them that are very valuable to me today. I got to know them well and that was exciting. Whenever they would come into the hotel, and I knew when they were coming because I was making their reservations, so it was great. 15:24 Interviewer: “So you had a day job, but then did they also pay you to play the ball games at night?” Oh yeah, we got paid just like we would in All American. The National League paid the same and I got the same amount. They made sure that where you were working, that it was a good place and they were the ones that helped you get the job. There were certain jobs they didn’t want you to do because it was too hard on you and you couldn’t play ball. Here I was just sitting at a desk and I didn’t have to use up much energy, so they placed you where and in jobs so you could still play ball. You had the day free, but you would go out and play at night, so it was no problem with me to do that. 9 �Interviewer: “When you played for the All American and you had gone in at fifteen, you weren’t done with high school yet.” 16:27 No, I played all through high school and I was in the National League, but I played in the summer, then when we had playoffs that would run into September and school was still going on, I went ahead and finished up the playoffs and then when I went back to school they let me make that up. They were nice enough to say, “hey you’re two weeks late or three weeks late”, and they helped me to make it up so I would catch up with the other students in the high school. I did graduate from high school because of their help and everything, so I went right through. I was the only one, oh there were two, of nine that graduated in my family and I was one of them. Interviewer: “When you were playing in Chicago, where did you live?” I lived—when I worked for Edgewater Beach they had a an apartment for employees and I lived there and before that, before I got into Edgewater Beach, we had an apartment and my father said, “hey, since she’s not traveling, I’m going to send your two sisters”, and two of my sisters came out to Chicago to live with me. 17:38 She said, “I want you to take care of Shorty”, that’s what they called me at home, she said, “I want you to take care of her, so I’m sending you guys out to stay there”, so they got a job, and it was during the war of course, in an airplane factory, both of them did, and it wasn’t hard to get a job in Chicago in those days. I went ahead and worked at Edgewater and they worked at the plane company and they took care of me and when I had to go to the ballpark I always took the El and I rode place to place around Chicago on the El by myself at night and you can’t do that today. 18:23 Interviewer: “You can in a lot of Chicago, not all of it”. 10 �Anyway, that’s what I did. Interviewer: “How long did you play in Chicago?” I played in Chicago—I played pro ball until 1950. I went to college after high school and the first year in college, and of course that college that I went to, the same problem I had all year, girls aren’t supposed to play with boys. I was called into the president’s office because I was playing ball with a boy on campus. Do you believe that? I was passing ball with a boy on campus, so they called me into the president’s office and they said, “we are not allowed to do that here”. It was at Nyack College in Nyack, New York, and I said, “well, if I can’t keep up in the wintertime because of all the snow and everything, and all the girls in Florida and California and Phoenix, Arizona and places are playing year around and they go back to spring training and they’re all in shape and here I am in snow country and I gotta keep in shape if I want’ a do anything and stay in the league with the rest of them. I wouldn’t have enough money to come back here next year if I didn’t make the team.” 19:45 He said, “ok, we’ll change the rules”, so I got to play ball with the boys and beside that I joined the Y to keep up on the exercise in Nyack, New York where the college was. I went down there and worked out myself a lot in between, but when it got warmer I played outside with the boys. So that’s the story on that one. Interviewer: “All right, then what did you get your degree in at college?” In college, Christian education and I wanted to be a physical education teacher, then I met this nice man and went two years to college, three—I know I had one more year to go and I went ahead and he was one year behind me, so I went to work and helped put him through and I decided to get married and that was something too because we announced our engagement and they said, “freshmen aren’t supposed to get married”, 11 �because they only had three years in this college and you had to go three and I went two years. He said, “I’m not the one that’s announcing it, she’s announcing it and she’s a sophomore”, so it was all right and they changed the rules on that one too. 20:57 I went to work and I worked at Lederle’s’in Pearl River, New York and I made Oramycin capsules in those years and I helped put him through college, so he got to finish. Interviewer: “What did you do after that?” After we went to Nyack, we settled down in a town, after he graduated, in 1952 we settled down in Ashland, Ohio. Now, Ashland is about 20,000 people between Cleveland and Columbus. He was born in Mansfield and he was a professional photographer, so he got a job there in Ashland and we settled down and we bought a home and we stayed there and raised two children, two boys, and we lived there from 1952 until 1978 and then we moved to Tucson, Arizona in 1978 and that’s where we live now. 22:02 Interviewer: “I guess, while you were playing and going off to college and after you finished playing, did the people around you know that you had been a professional athlete?” No, they didn’t believe me. My boy, when he went to school, he said, “my mom was a professional ball player”, they had show and tell and he was in the first or second graded I thing, and he said, “my dad is a professional photographer”, and he gets up and they didn’t believe his mom was a professional ball player and I would tell the neighbors, “I used to play pro ball” and they would say, “oh yeah, my mom was a garbage collector”, and they didn’t believe it., so that’s what we went through all these years until the movie came out in 1992 and that was different now. They called me up two or three times in Ashland, Ohio, they wanted me to come back, so this October the 9th, I go back to 12 �Ashland, Ohio and I will be in the Sports Hall of Fame this year. 23:06 They all believed me after the movie came out and now they want me in the hall of fame, so that’s quite an honor. Interviewer: “Were you involved at all in any of the events surrounding the movie?” Around the National, two blocks from the biggest park, they had softball tournaments, industrial, in Ashland, Ohio where I was, they were famous for softball and they had it from all over the United States coming there and I’d go down to the ball park and watch them all the time and meet the players that come in and everything and you didn’t have to pay or anything. Of course some weekends when they had professional teams come in I did pay, but I went down there and got to meet them and I told them I played bal and stuff. I went out and passed and at that time I could still play pretty good. Remember, I quit during my prime time and I was only twenty-one years old when I quit in 1950, so I could still play ball. I also played for an industrial league. I got a job in Ashland and they made leather jackets, it was called Kesko and they said, “hey Ann, you played ball, you can play ball for me”, and I said, “ok, I’ll come out”, so they put me on first base. 24:15 It was the first night, this is an industrial league, and I was playing third base and the ball was hit to me and the girl was going into home and I threw that ball into home and it hit her chest, it hit the ground and they called 911, I’d of liked a killed her, so that was the end of me playing ball for the industrial league. These were like the housewives you know and I didn’t know it, I just went in there and did my thing and I couldn’t play there anymore. 24:40 Interviewer: “Did you ever do any coaching?” 13 �Yes I did, they wanted me to coach the girls. I went down at the park where they played and helped with them once and a while, but I didn’t do much because I didn’t have much patience, but I told them what I knew and everything, and the Y in Ashland, I went for volleyball in the wintertime and basketball, so I played volleyball and I traveled all over Ohio and we got for that Y and I don’t know how many, but I played like a pro once and I hate to lose and these were a bunch of housewives and this girl beside me couldn’t hit it too good, so I would get in front of her and hit the ball, and I got in a lot of trouble doing that you know because once a pro always a pro. You play so hard and I don’t care what I do, I play—I put everything in it and my name got to be mud after a while, but I stuck with it. They got to know me and I was pretty good, so they hung onto me because I helped the team. 25:48 I enjoyed traveling and playing with the women. We did that from 1963 all the way until I left in 1978. I traveled all over in the wintertime. Interviewer: “You were pretty constantly active in sports the whole time, so leaving a professional league didn’t stop you, you kind of just kept going and in various places and in college you kind of made them do it your way.” Exactly, mom could never find me, I had a bat and a ball and I was in the neighborhood and anybody would catch me, they would pick up a team, the boys, I was right there. We had to play in the street a lot of the time because they didn’t have ball fields or anything and every time we hit the ball and a car came by we had to get off the street, this is home plate and we would get off the street right in the middle of a game and we had to move over and let the car go by and then we would go back out in the street you know. 26:37 We played in the street a lot of times and you might have one or two cars go by. They didn’t have many, but that’s what I did. As soon as I would get up in the morning as a 14 �kid, I was all ready to go out and play ball. My mom had to send my sisters out there to find out what street we were playing on and what team I was on , but I loved it so much that and that was the only way I could play and I just went out every day to see who I could play with. Interviewer: “When they made the movie, A League of Their Own, they tried to get together a bunch of the former players and they were involved in different events connected with the movie. Were you a part of any of that?” When they made the movie I signed up to go to Evansville, Indiana where they were for their spring training, because I’m from Indiana. Anything in Indiana, like I left all my stuff in South Bend, Indiana for the historical society because I’m from Indiana and I’m proud of that. 27:36 I signed up to go, but at the time I was working at, it was like Kroger’s, I worked fifteen years in Tucson, Arizona, it was called Alpha Beta and later it was called Abco and I worked at that store, it was like Kroger like I say and a grocery store it was and I was working—I started as a courtesy clerk and they were right across the street from where I was living and I would go over there every day and say, “hey, can I get a job?” They would say that they didn’t have anything and I said, “well, I’ll even scrub the floors”, and I just wanted to get in because I knew what I could do. One day after—I would say almost a year I tried to get in there and they said, “hey Ann, I’m getting tired of looking at you, I’ll give you a job as a courtesy clerk, so I said, “ok, I’ll take it, what is it?” I didn’t even know what it was. I knew what a bagger was, but I didn’t know what a courtesy clerk was, so he said, “you just take this uniform and get ready and come over tomorrow and you’ll be a courtesy clerk and I’ll teach you what to do”. 28:38 I said, “ok, I just live across the street”, so I got this nice uniform and I put it 15 �on and I went over there and he said, “you’re going to be bagging these groceries you know and you’re going to be pushing those carts”, and I was about fifty years old at that time and I was the oldest bagger in the state of Arizona, so I didn’t care and they had all these teenagers and this is something else, so I went over there and I got to learn how to bad, they taught me how to bag and stuff and I was going so fast they said, “that lady must be on dope”, because they never saw anybody move like that and the teenagers were just messing around and all they wanted was the money and they didn’t want to work and I was working. I said to the manager, “I’d like forty-eight hours”, and he said, “we don’t give courtesy clerks forty-eight hours, but I watched you work and I’ll call up the office in California and I’ll see if I can get you forty-eight hours”, so he called up after a couple of weeks or so and he said, “I got permission and you can work forty-eight hours a week”, so I said, “ok”, so that’s what I did, forty-eight hours and I worked there for fifteen years. 29:47 I got so I even taught courtesy clerks eight years and like I say, I worked there fifteen years and I really enjoyed it. Moving fast was just the way I was brought up. I move fast all the time, but they weren’t use to that because people there don’t work like that and I was because of being so active getting those carts. I would go out and get maybe eight or ten at a time and these people would bring in four or five you know. He liked the way I worked, so I got to work forty-eight hours. Interviewer: “Now we got into this subject when I asked you about going to Evansville or you signed up to go to Evansville?” I signed up to go to Evansville and my husband had open-heart surgery at the time and I didn’t get there. I was working at the store, that’s why I got that store, so I stayed there, 16 �but I wanted to go to be in the movie, but I didn’t make it. 30:46 At the end of the movie and stuff. Interviewer: “Now, since you only played with the all Americans for one year, how did that combination of playing in the all American and then playing in the Chicago League, what effect did that have on you?” Well, because I was so young, I was still learning and a lot of those girls that came up there, they had been playing for a few years and I was working on experience and I wanted to get up there where the rest of them were you know and I wanted to stay in the league for along time, as long as I could and that was the thing I was working on. The only way you get experience is to play and I was sitting on the ---and that’s what the manager told me, “Ann you’re good, but you need more experience”, so you’ll get it at Chicago and I did. That’s what I liked and I stayed there and I got to know everyone and everyone knew me and that’s why I decided to stay in Chicago when they wanted me back. I said, “no, I’m going to stay here”, so that’s why, experience is what I was working for at that time. Interviewer: “You’re playing professional sports as a woman fairly early on, the late forties and early fifties, did you see yourself as any kind of pioneer or didn’t you think about that?” I didn’t think about that, I went year to year, I had fun and I enjoyed it. Shorty Decker and me and in Chicago on the Queens, we had more double plays than anyone in the whole league and she took short stop and I took second because she was a little better and short stop and she was older and I could play second and I could play third. Finally the girl on third got to be forty some years old they put me on third and I almost got it down 17 �my throat between short stop and third, but I learned when to come in and when to go back and I ended up playing third at that time. 32:51 Interviewer: “It makes for an interesting story and a little bit different one, so I would just like to thank you for coming in and telling it.” I enjoyed it very much and thank you very much. 18 � 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 All-American Girls Professional Baseball League Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The All-American Girls Professional Baseball League was started by Philip Wrigley, owner of the Chicago Cubs, during World War II to fill the void left by the departure of most of the best male baseball players for military service. Players were recruited from across the country, and the league was successful enough to be able to continue on after the war. The league had teams based in Wisconsin, Illinois, Indiana and Michigan, and operated between 1943 and 1954. The 1954 season ended with only the Fort Wayne, South Bend, Grand Rapids, Kalamazoo, and Rockford teams remaining. The League gave over 600 women athletes the opportunity to play professional baseball. Many of the players went on to successful careers, and the league itself provided an important precedent for later efforts to promote women's sports. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-58)</a> 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 Sports for women World War, 1939-1945--Personal narratives, American All-American Girls Professional Baseball League--Personal narratives Oral history Baseball players--Minnesota Baseball players--Indiana Baseball players--Wisconsin Baseball players--Michigan Baseball players--Illinois Baseball for women--United States Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Identifier An unambiguous reference to the resource within a given context RHC-58 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 Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2017-10-02 Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) 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-58_APetrovic Title A name given to the resource Petrovic, Ann (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Petrovic, Ann Description An account of the resource Ann Petrovic was born in Aurora, Indiana, in 1928. She grew up playing ball with her brothers and played on different girls' teams in school. When she was fifteen, she heard about tryouts for the All American Girls Professional Baseball League being held in Illinois, tried out and was assigned to a team in Minneapolis which soon moved to Kenosha. After playing in the league's first season, she signed with a professional softball team in Chicago, where she played until 1950. 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.) Video recordings All-American Girls Professional Baseball League--Personal narratives Baseball for women--United States Baseball Sports for women World War, 1939-1945 Baseball players--Wisconsin Women 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 2010-08-07 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-55)</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/fd91cf5ad3d943a456542fce0d4926ff.jpg ab61d085c56cae58c7bdf32e232a9234 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 PetrovichMichael Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Petrovich, Michael Description An account of the resource Michael Petrovich, International Studies 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/fa4bde5ae4aeb47fd758455df7dc44ae.mp4 19a3107222c57337ab559c8b8e93f9fa https://digitalcollections.library.gvsu.edu/files/original/06677191aebedf9b558245ceb20e372a.pdf dbe60239bef0b46348167004df0e16e1 PDF Text Text Grand Valley State University Veterans History Project Interview Desert Storm Chris Petty 124 Minutes        (00:00:11) Pre-enlistment Born October 1969 in Cedar City, Utah o Moved to Salt Lake City and was raised there Father worked at local copper mine Mother was a waitress Attended a Mormon church Graduated High School in 1988 o Immediately moved to Las Vegas, Nevada o Worked construction there for six to seven months Made good money but had no goals, eventually decided to join military o Joined the Army for wider selection of jobs, other option was Marines (00:02:28) Enlistment and Basic Training Enlisted in May 1989, Went to Fort Jackson, South Carolina for Basic Training o Basic Training consisted of "Soldierizing," Breaking down recruits with little sleep, lots of exercise, was very regimented, active schedule o Many team oriented tasks to bring soldiers from all walks of life together as a team  Drill Sergeants were recently prohibited from striking the troops o Biggest problems in training came from recruits who refuse to comply with team life o Grouped into platoon for 12 weeks, troops become close, most made it through, 2 or 3 guys didn’t    (00:06:00) Advanced Training Went to Fort Gordon, Georgia for Communications training o Never used equipment he was taught with Training lasted 2-3 months Most learning was in classroom, working with radios, setting up antennae Learned Morse code, never used it  (00:07:30) Airborne School Consisted of lots of running in full uniform and jumping out of airplanes  �              Learned how to jump and land safely Physical conditioning and training was very important Trained to go anywhere in the world and drop in within 36 hours Finished Airborne School in November 1989, waited two weeks for assignment (00:11:10) Ft. Hood/ LRS Competitions Was assigned to Special Operations Was technically stationed in Fort Hood o Arrived amidst Long Range Surveillance competitions throughout army to form a new Long Range Surveillance Company Bounced around a lot, was in Fort Camel, Hawai'i, Germany, short field ops 2-3 months Chris' Airborne unit was the only one in Fort Hood, and they won the competition Chris' company acted as eyes and ears for the Division o Would be inserted behind enemy lines and perform recon, report back to Division o 5-6 man squads, highly outgunned, essential to remain undetected, had to silence dogs for survival (00:16:30) Desert Storm Company was deployed without warning, briefed about Saddam Hussein's invasion of Kuwait on the flight to Egypt o Landed within 36 hours of invasion Met with a 7th group Special Forces group meant to train them on operations in the area o Entered Saudi Arabia and practiced methods of insertion using teams of helicopters and Jeeps o Saudi Government would watch radar and tell what would appear, goal was to find a way to evade these o Settled on a plan that involved a rolling stop, making it appear on radar like the helicopters turned around without landing, had to jump out at high speeds o Prepared this operation for five months There was a compound on the outskirts of the city called Arabian Chicago Bridge and Iron o Chicago based company, brought in trailers for troops to stay in o People who worked at ACBI were laborers imported from Sri Lanka, brought interesting culinary dishes Chris' unit was kept away from the front lines, set up a base in the East with 18th Airborne corps, was paired with Brainiac intelligence troops (00:26:20) Crossing the Border Was embedded with intelligence units, gathering data on the enemy, began crossing border into Kuwait in October o Would fly directly over enemy encampments �                   Searched for low spots between hills and would set down under camouflage and gather enemy intelligence o Operated under extreme heat, most of carry weight was water, operations lasted 2-3 days Main function was to recon the terrain for future movements, was not informed of larger scope of operations After main US attack is launched, Chris' operations move further and further into Kuwait Wore sterile uniforms, no markings, caused a few close calls and misunderstandings One team in the company took some Iraqi troops prisoner, they were in such awful shape they received medical attention while the team waited for extraction Volunteered to stay back and clean out trucks after operation was over, then returned to Ft. Bragg, redeployed to fight the War on Drugs in South American countries (00:37:00) War on Drugs Served in the new 18th Airborne Corps, acted as eyes and ears of the War on Drugs in South America Operated all over South America, Columbia and Honduras o Not permitted to go into cities, kept in confinement to prevent bias of locals o One mission in Honduras featured the team's heavy being dropped onto a cow Mission was to watch villagers tending to drug fields Soldiers knew to recognize cartel presence by the presence of vehicles Tension was always high, soldiers were told if something went wrong, they were on a "training mission" Chris' team would often be attacked by spider monkeys, team took coordinated shots to disperse them without making too much noise Served with a West Point Lieutenant, let ants eat through his backpack to teach him a lesson Chris' team was never compromised by locals Performed these missions for about a year and a half, made maintaining a life at home very difficult, Chris requested reassignment (00:42:18) Reassignment Assigned to a signal battalion, didn't really find a place there o A military intelligence officer happened to be there and handpicked Chris to be his Training Officer As Training Officer in Ft. Hood, Chris was in charge of physical training, gas chambers, and the rifle range, operated here for about 8 months Sent back to Ft. Lee for supply school, consisted mostly of logistics, much less physical, lasted about 2-3 months Chris was granted a short leave, then deployed to Korea �                (00:45:40) Korea Flew to Korea on commercial flight from LAX straight to Korea, extreme jet lag from changing international time zones Assigned to 1-5 Infantry for battalion logistics, managed supplies for the entire battalion, only got two weeks of training with the current crew, forced to learn the system quickly Stationed at Camp Casey, largest northern post in South Korea Korean Nationals with wealthy families would serve alongside American forces, Chris requested to room with the Koreans so he can learn about their culture o The Koreans didn't know much English, sometimes had selective understanding o Korean Republic Army was rough on its soldiers, Chris witnessed a disciplinary beating o Had a few issues but overall enjoyed serving with them Chris traveled all over the country using the Korean transit system, visited 2000 year old temples, experienced local cuisine, went scuba diving, ate freshly caught and cooked octopus Opted to go to mountaineering school on an island off the coast rather than taking mid-tour leave Operated here for a year 1993-1994 Traveled in civilian clothes, most people still knew he was military, local Koreans seemed to like the Americans Went from Korea to the 82nd Airborne Division (00:59:58) 82nd Airborne 82nd is America's reactionary force, built to go first, soldiers were in one of three cycles o When on mission cycle, everything was packed and ready to go, had to keep officers informed of location at all times, be able to return to base in two hours, could not drink  Didn’t know where they were going, most often were training drill o When on support cycle, was responsible for loading trucks and preparing supplies for those on mission cycle o When on training cycle, would do field and range training, kept skills sharp at National Training Center o Average cycle was 1-2 months Stayed with 82nd for about 6 years Got married and had first son in this time Attended Police academy for a semester, paid for by the Army, started working as part time officer in sheriff’s department Majority of people surrounding the base were veterans, most people were friendly toward military Chris never really served with female troops Reader’s Digest wrote an article on the 82nd, spent a couple weeks with the troop, called them Most Fit Alcoholics On The Planet (00:07:17) (Timer has restarted) Getting out �                  Never deployed with 82nd, served as supply guy for the artillery, liked to play with the guns in off time Left Ft. Bragg and left the military Chris didn’t really like Utah, Wife was from Jackson, Michigan so they moved there Chris went to college full time under the GI Bill o Earned his pilot's license Was still in the Reserves at this time, helping with criminal investigations, worked one weekend a month o Much more relaxed environment Chris always wanted to be a pilot and fly, required 700-800 hours of flight time, only had 100 or so after flight school o Best way to fill the gap was instructing, Pay was too little and the hours were dependent on students and too inconsistent for Chris to pursue further (00:10:05) Going Back In Joined the ADSR, (Active Duty in Support of Reserves) in 1998-99, stayed for 5-6 years o Became full time member of a transportation unit in Battle Creek, Michigan Still a major shift from the 82nd Airborne mindset Commander was a new guy, also a fireman, First Sergeant worked for a trucking company Chris became known as the Black Market First Sergeant o Had 10 years of experience and knew how things worked o People came to him to get things done o Taught the guys how to rappel, was one of two rappel masters in Michigan at the time Worked closely with Battle Creek law enforcement, teaching the SWAT teams how to rappel o Received an award from the police department While working for the Sheriff’s department in Fayetteville, North Carolina, Chris was handpicked for the special teams because of his training, even though he was a rookie (00:14:35) Iraq Chris’s Battle Creek unit was deployed to Iraq with the Striker Brigade, part of the large Task Force, and assigned to an active duty battalion, worked with more contractors than soldiers Deployed from Ft. Lewis, WA, got new equipment and refreshed training o Chris secured the team better trucks than they were assigned o Chris focused on getting everyone what they needed to go Chris was sent with the Advanced Party to Kuwait, flew on Hawaiian Airlines, had layover in Ireland, flew to Kuwait from there Chris’s unit came from average walks of life and were able to set up their own AC and electricity, were self-sufficient Had to salvage armor and materials for their inadequate trucks Much of the force was ready to go for months while waiting for Strikers to be finished properly o Strikers were lighter vehicles, could get in more places on weaker infrastructure �o                  Drivers trained without large cages that were added in the field for RPG protection, caused them to run into everything o Strikers were spoiled by the Army Deployed every-other with the Strikers, separated by twelve hours, got through most of country unopposed Iraq was much more battle-torn and scarred by war than Chris’ previous visit in Desert Storm, Stayed mostly on the roads At one point set up headquarters in a former mental hospital Conflict was relatively quiet around Chris, unit was in Tikrit when Saddam Hussein was captured, not involved in that operation though Moved north to Mosul, the unit’s final destination, transport took fire on this journey, often took mortar fire completely out of nowhere Chris’ unit had 18 Iraqi’s working for them, got to know culture through them, o Some were Kurdish, some were Iraqi, Chris saw the hatred and forced them to work with each other, eventually they found their common humanity o Some of the workers accrued bounties for working with the Americans Chris consistently saw an extreme lack of humanity, no one kept records, many didn’t know how old they were Chris’ commanders were control freaks, networked to get his guys supplies o Picked up a whole truck of air conditioners for his troops, got in trouble and got grounded for it, whole truck got shot up and air conditioners were ruined Chris’ unit took several casualties, Humvees were improperly armored o Two men had close calls with death and had to be sent to Germany for mental therapy, one eventually returned to duty o IED’s were the biggest enemy, biggest killer o Iraqi’s believed that large satellite dishes produced force fields around the truck, attached trash bags to RPG’s to penetrate them, made rocket flight erratic o Chris was fired at by an enemy taking cover behind a cow Chris spent 16 months in Iraq, volunteered to stay behind an extra month Chris’ only problem with Iraq was the disruptive effect it had on his family o Troops had phone banks to communicate with family, Internet came toward end of Chris’ stay, no cell phones o Had big impact on Chris’ relationship with his son The inhumanity of daily life in Iraq stands out to Chris the most The strength of the insurgency was increasing during Chris’ stay, many were crossing the border from Syria Chris saw that Halliburton was stealing oil from Iraq and taking it to Kuwait, Americans were guarding their trucks with their lives Halliburton contracted out many positions that the Army was trained to do Chris’ Iraqi workers told him stories of the insurgency kidnapping kids and threatening their death to coerce parents into car bombings One of Chris’ workers was captured and mutilated on video because he was working with Chris (00:46:42) After Iraq �          Chris spends a week in debriefing, making sure his physically and mentally okay, help acclimate to civilian life, everyone is impatient to go home o Many vets have driving issues, can’t drive at night Chris begins working as an Army recruiter in 2005, Chris enjoyed the work and helping kids out, hated the chain of command climate Chris was top recruiter in MI in his first year Chris encountered people avoiding him in uniform at Andrews University, met resistance from the Dean in obtaining student records o Talked to students about his philosophy on Iraq and reasons for being there Many recruits joined for same reasons as Chris, searching for direction and something to do, needed a future, some want to do their part for their country Had issues with recruiting commander, who wanted him to change his successful recruiting methods, Chris refused and won out because he outranked him Chris was given station of choice until his retirement, chose to be sent to an MP company in South Bend at one rank lower than he was in order to keep his kids in the same school district, ended up being promoted to First Sergeant, one rank higher than he started Retired from Army as First Sergeant of that MP company Worked security at a nuclear plant, was mind-numbing work so Chris left Chris’ wife works as a nurse, Chris takes care of kids and is going back to school for things he enjoys � 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_PettyC1911V Title A name given to the resource Petty, Chris Allen (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-12-15 Description An account of the resource Chris Petty was born October 1969 in Cedar City, Utah, and was raised in Salt Lake City. He graduated high school in 1988 and enlisted in the Army a year later. He received advanced communications training and completed Airborne School. Chris was soon assigned to a Long Range Surveillance Company which would become part of the 82nd Airborne Division. He operated with this unit performing reconnaissance in Kuwait during Desert Storm, and later in South American countries for the War on Drugs. Chris was reassigned to South Korea, were he operated supply and logistics for a battalion stationed there for a year. He was reassigned to the newly formed 82nd Airborne Division, where he served about six years. He left the military for a while to spend time with family, then went back into the reserves. Chris' reserve unit was deployed to Iraq in support of the Striker Brigade, where he served for 16 months. After Iraq, Chris worked as a very successful recruiter for a few years, then retired from the military as a First Sergeant of a Military Police Company in South Bend, IN. Creator An entity primarily responsible for making the resource Petty, Chris Allen 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 Veterans Video recordings Iraq War, 2003-2011--Personal narratives, American United States. Army Language A language of the resource eng Type The nature or genre of the resource Text Moving Image 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> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/f066845c8f2e1690e1738043b0bd06c3.jpg 625a685e0610a31d08c7b2ef2ccee9aa 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 PewRobert Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Pew, Robert Description An account of the resource Robert Pew, Board of Trustees 1985-1988 Subject The topic of the resource Grand Valley State University – History Michigan College administrators 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/a75f8d386fccc05c18073e06153d1a63.jpg 35744d5ea0264cb59f1ab6b0d38df286 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 PewRobertIII_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Pew, Robert, III Description An account of the resource Robert Pew, III, Board of Trustees 1989-1996 Subject The topic of the resource Grand Valley State University – History Michigan College administrators 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/2408a9c383954e0fb07e1372c53046f1.jpg 21f0141c8e7add3251e37aba20cf5d66 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 PewRobertIII_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Pew, Robert, III Description An account of the resource Robert Pew, III, Board of Trustees 1989-1996 Subject The topic of the resource Grand Valley State University – History Michigan College administrators 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/3a7fca3f3013205aa9e67d21b36def1a.jpg 54076b168981c17e93cecff8ca051dc6 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 PewWoltersKate Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Pew, Wolters Kate Description An account of the resource Kate Pew Wolters, Philanthropist and GVSU supporter Subject The topic of the resource Grand Valley State University – History 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/930e9be7454c37b9195105fa6e03b040.jpg f8401ce7f21edb2ed055cd9ea94c214d 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-Slides_Pews Title A name given to the resource Pews Description An account of the resource A picture of what appears to be rows of church pews. The image is dimly lit and appears to have been taken with a flash. In the bagkground, there are several light fixtures and lamps. There are also several framed images on the back wall. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Churches Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History 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 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/cf7a9c230e0813034ceb8471c934093b.mp4 77aaf574ec9a640d7070308dd95b5ee9 https://digitalcollections.library.gvsu.edu/files/original/6931fe8cc8b75a894e42ba8219004efa.pdf e553467418af37b17039e4d0165723c7 PDF Text Text Grand Valley State University Veterans History Project Leo Pfaller (00:29:35) (00:00) Early Years: • Grew up in a lower middle class family • Graduated from Lowell High School • Father was an immigrant from Germany and married his mother in 1927 • His parents moved Lowell from South Dakota • Close family ties • Has older brother, good relationship • He broke his brother’s nose with a hammer when he was eight • His brother now lives in Toledo (02:43) School: • Graduated close to the top ten in the class • Small person, 5’1” and 98 lbs • Participated in tennis, class officer, and had a good time in school (03:17) Married Life: • Marriage is fine, married July 10, 1954 • Joined the service in February 1954, wife stayed home and he visited her every weekend • Stationed in Fort Knox, not allowed to go on leave outside fifty miles until he completed his training • After training, his wife lived with her parents and he was transferred to Texas where he stayed his entire military career • Had three boys • The first son John died at 12 years old from medical problems • Second son Robert born in 1957 and the third son James was born in 1959 • Robert is a salesman and James is employed by Sysco (04:41) Experiences with the Draft: • He was drafted while he was in college in 1953 • He was told he would get college deferment • Checked with his draft board and told he was due to join in October 1953 • He didn’t get a call later and he checked back with them and someone had advanced their draft, so he didn’t have to join until after December �• • Received notice to report in December and he became engaged to his wife December 21 Reported for active duty in February 1954 (05:36) Beginning of his Military Career/Training: • He was in Armor • He was able to give his preference on position • His first choice was to be the Seabees and his second choice was to be in engineering or construction • His third choice was stamped in by the military and it was Armor • He was drafted into the Army • Had 10 weeks of Armor training • Selected as a tank commander to stay and train the next group for their tank training • Spent the next 10 weeks for training and then was shipped out to Fort Hood • In training, he just did as he was ordered to • Training was physically and mentally challenging but it wasn’t a problem (07:15) Training Stories: • When he was a tank commander in charge of his crew, they went on a driving expedition • Kentucky is notorious for its clay soil and it was raining • Drove 48 ton tanks across a length of about five football fields on wet, flat clay soil • It was fun to put the tank in neutral and spin the tank around • They also took the tanks out to the 90mm range and completed their firing exercise • On the way back to base from the range to clean up the tanks, the tank about ten in front of his had a hatch break and it decapitated the tank commander when it went down • He didn’t feel training was too stressful, just another job (08:40) Entertainment: • In basic training, the military kept them busy with exercises • At Fort Hood the training was less stringent so they had more leisure time • The men would play poker and write letters • He didn’t leave base that much especially since he was married but some went to Juárez and other Mexican towns for entertainment • Movies were fairly close by and he went occasionally (09:41) Family Life during Service: • His wife didn’t visit him on base • She became pregnant on one of the last weekends of training and was due June 5, 1955 • He was home on leave for that occasion and he lost his first baby �• Scheduled to go to Germany but he didn’t have enough time left so he stayed at Fort Hood (10:33) Food: • The food was good, they had C-rations • Being non-wartime, they were fed well with good cooks • His last three or four months of service, he was a cook • Food was shipped in and they had a schedule of what they were supposed to eat • 200 men in the company would have an hour to eat, most ate fast because they didn’t want to eat cold food (11:43) End of his Service: • On leave he would go home and spend time with his family • After being done with the service, he got a job with a tile company in Grand Rapids, MI on his third day back • He went back to college and got his GI Bill to pay $135 per semester • He had to maintain 12 credit hours to receive it • He took courses in college that applied to construction • Worked the summers locally to pay his way through school • Couldn’t wait until 4 p.m. to get his discharge papers and leave • Right after he got off base he changed into civilian clothes • Four people were discharged that day, one of them from Kalamazoo procured a car to drive home with and prepared it for driving from Texas to Michigan • When it was his turn to drive he found that the car was pulling towards the left, the guy had put about 175 lbs of air in one of the tires • He was in the service exactly two years (14:34) Unable to Receive Compensation for Hearing Lost During Service: • During his service, he lost most of his hearing in his left ear and 40% in his right when a tank next to him fired a 90mm round during inspection • He tried to get a hearing aid through Veterans’ Administration in Grand Rapids but was denied • His brother was also in the service in rocket training and lost some hearing and was able to receive a hearing aid in New York (15:52) Benefits of Service and Experiences with Racial Problems • Proud to serve his country but also glad to leave • Didn’t really appreciate it until 20 years after when he joined the Legion �• • • • • • The Legion marches in parades, have Veterans’ Day dinners and get-togethers in remembrance The service gave him a chance to mature and improve racial relations At the time, segregation was very popular and there were some African-Americans in his outfit that served with distinction Some of the members of his unit, especially a sergeant that participated in very racial activities One night that sergeant was the sergeant of the guard and three men snuck into his private room and nailed his table, chairs and bed into the ceiling That sergeant died during maneuvers: it was cold and he laid on the back of the tank and the combination of the auxiliary engine (used for communication and batteries) and the blanket cause him to asphyxiate (18:27) Friendships: • He had a good friend in the service that he joined up with and left with • Had other good friends that he played poker with • That was the main entertainment: being together, a bond between soldiers • His fondest memory is getting out, but it was a good experience • He enjoyed the comradeship (19:38) Experiences with a Court-Martial: • He was on guard duty in May and they had to wear their winter uniforms until Memorial Day • His job was to bar the gate and check tickets to make sure any cars passing were authorized • He was very sick and he was sitting on a rock by the other company’s guard shack • A jeep came up and he got up and asked for the paperwork • The man in the jeep was the officer of the day checking on the guards and told him he should not be sitting down during guard duty • He replied to the officer that he was very sick and told him where he threw up • The officer set him up with a court-martial and he went back to the barracks • About a week later they were on maneuvers in a field and he was called out of the tank to an Armored Personnel Carrier and had his court-martial • The officers quizzed him and the prosecuting officer was there • Given a 30 day restriction and a $30 fine • One of his friends in Battalion HQ notified him that it never got on his record • Advice to future servicemen: “Do what you’re told and do the best job you can.” (22:23) Pictures of his Time in the Service: �• • • • • • • • • • • • • Basic Training picture with his friend Tank firing 90mm in Fort Knox, Sept ‘54 Didn’t like paying a $1 of his wages out of $90 per month for haircuts Picture of him cutting his friends hair with barber equipment that his mother gave him Charged $0.50 for a haircut and made more money that way than being in the service Wedding pictures Picture of him lying in a tank tread He was in Able Company and his tank got stuck in a muddy creek An African-American came by and built a fire to help dry their clothes and sold a bottle of wine to them for a dollar He received a sharpshooter award when he was in Basic Training Used a 30 caliber carbine and their personal weapon was a 45mm pistol Left the service as a specialist in the 4th Armored Division Graduated from Michigan State University � 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 PfallerL Title A name given to the resource Pfaller, Leo J. (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Pfaller, Leo J. Description An account of the resource Leo Pfaller served in the United States Army from 1954 to 1956 in the 4th Armored Division. He had several duties in the Army including tank commander, guard and cook. He discusses his training, dealing with the draft, family life in the military, experience with a court-martial, racial tensions in his outfit and stories about his time in the Army. Contributor An entity responsible for making contributions to the resource Ruegsegger, Maranda (Interviewer) Lowell Area Historical Museum (Lowell, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans 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> 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 2007-05-31 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 Type The nature or genre of the resource Text 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/60f9287cfe99bb4e499281c3428dbbe8.jpg a2defc1e771341b389038e3ff7146261 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 Richard Platte Red Arrow Division collection Creator An entity primarily responsible for making the resource Platte, Richard Description An account of the resource Collection of photographs and a scrapbook pertaining to the 126th Infantry, 32nd (Red Arrow) Division of the U.S. Army. Sgt. Richard "Dick" Platte, of Grand Rapids, Michigan, served in the U.S. Army, 32nd Infantry "Red Arrow" Division, 126th 3rd Battalion, Headquarters Company. The company trained for the war in Europe at Camp Livingston, Louisiana in 1941 and conducted maneuvers near Camp Beauregard. In the spring of 1942 the 32nd Division sailed to the South Pacific and settled in Australia. The 126th Regiment was organized into a combat team and was the first of U.S. forces dispatched to Port Moresby in New Guinea. 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 Date A point or period of time associated with an event in the lifecycle of the resource 1941-1945 Source A related resource from which the described resource is derived Richard Platte Red Arrow Division collection (RHC-99) Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource United States. Army United States. Army. Infantry Division, 32nd United States. Army. Infantry Regiment, 126th World War, 1939-1945 Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-99 Format The file format, physical medium, or dimensions of the resource image/jpg application/pdf Type The nature or genre of the resource Still image Text 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-99_Platte_004_1941_DeVormer Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1941 Title A name given to the resource PFC Earl De Vormer, Camp Livinston, La., 1941 Description An account of the resource PFC Earl De Vormer, 126th Infantry, at Camp Livingston, Lousiana Subject The topic of the resource United States. Army World War, 1939-1945 United States--History, Military Michigan--History, Military Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/635">Richard Platte Red Arrow Division Collection, (RHC-99)</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 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/jpg 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/2ae5b3bd41609ec9c409fe473f3d31b6.mp4 e32fe9742515850c80d56a1ecb69c3a5 https://digitalcollections.library.gvsu.edu/files/original/bccce766ad5d73a9615c36e58ccde02f.pdf 8d63de79c6cc16efbba402e806143caf PDF Text Text Grand Valley State University Veterans History Project Dan Pfeiffer (01:12:48) (1:30) Background Information • Dan was born in Byron Township on December 18, 1931 • He spent his childhood on a farm during the depression • They had nothing extra, but food • Dan spent lots of time hunting and fishing • He went to a one room school with seven other grades • He had to walk 8 miles everyday to high school • His father had wanted him to take over the farm when he got older, but he was only interested in cars • Dan started driving when he was 12 years old (10:30) The Korean War • The media had been calling it the Korean Conflict at the time • Dan planned on enlisting in the Air Force, but had been drafted before he had time • He was drafted into the Army on May 10 • Dan went to Battle Creek for his induction into the Army • He then went to Fort Riley in Kansas for 16 weeks in basic training • Dan then spent two months in leadership school • Dan felt than training was boring and nothing new to him (18:00) Training • None of the men knew where they would be assigned after training • Dan was training with an infantry outfit • They trained with live bullets, crawling on the ground and someone got injured (25:00) Japan • Dan was shipped out from Washington on Christmas Eve • There was horrible stormy weather and everyone got sick • Japan smelled horrible because they used human feces as fertilizer • Dan and others were training to replace infantry in combat (30:30) Korea • The Chinese and North Koreans had pushed the Americans back into South Korea • Dan took a position on the main line of resistance • Korea was very cold, snowy, and miserable • More people were removed from the front lines for frost bite than those that had been wounded • The men had to wear the same clothes for months and eat cold food �(36:00) Dan’s First Time on the Line: February 1953 • Dan was petrified and said that anyone who says they were not scared is lying • There were rats everywhere • The fighting had started in June 1950 and everything had been blown to pieces with trees shot down everywhere • There were patrols at night to size up the enemy • War is like survival of the fittest • The trenches were 9 feet deep and 20 inches wide • Dan became very negative and thought that he would never go home because he would die in Korea • They slept in shifts during the day and always went on patrol at night • Dan never understood the reasons for his orders and felt like nothing was ever being accomplished • The Americans had superior firepower, but were outnumbered (47:15) Reconnaissance Missions • The men would figure out their path with a map during the day • They tried to figure out how many mortars or machine guns the enemy had and where they were located • The next day they would fire mortars on the enemy positions (50:50) Fire Fights • All their larger guns from the rear would bombard the enemy and then they would attack with mortars and artillery • They attempted to blow the enemy from their positions so they would scramble about and be easy targets • The Chinese would play popular American music to try to make the troops homesick and they would also announce propaganda to try to make them surrender (53:40) Supplies • Someone would stand guard while others took turns going down the mountains • They had to carry all their supplies on their backs and travel by foot (56:35) Sandbag Castle • Dan spent the last 8 weeks of the war at the castle • They had always been hearing rumors about a cease fire occurring soon • It took place July 27, 1953 • The Americans and Koreas both had to pull back 1000 yards and abandon their fortifications • Dan then learned they were outnumbered 20 to 1, when they thought they were only outnumbered 3 to 1 • They had been worried that the enemy would not honor the cease fire �(1:00:45) Chauffer for the Commanding General • Many people interviewed for this position, but Dan was lucky enough to land the job • He was then able to sleep in a tent, take showers, wear clean clothes, and eat good and hot food • He had been driving for reconnaissance missions • He met Vice President Nixon several times and also while he was president • Afterwards, Dan thought the war was a waste because we still have troops in Korea • Also Vietnam was a waste along with the current war in Iraq �'CHAItA\;TEIl 01' SUAllATlOII 1(, BDliOBA3IZ /1. .......,-: _. - - ,·~o~~~ ~:~--~ ,,- I OiPAaTJIPfT AD~ REPOIT OF SUA..mo~ FIOM THE ALlIED FOltES OFTIlE. 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SENUITS PREVIOUSLY APPLIED FOR IS"o.ily ,...., COMI'EUATION, PENSION, IIISURANCE SENEFtTS, ETC. < ' :lV. SIGNATURE.o' IlI"FICER JUTNORllED TO SloaN Rel fr act mil STO and t:-f"d to U'SAR to complete E:ight (B) yrs liTe und.er mtr~ Svc Act ;1 <, >­ /,. , . .:.'\~l- ..'; . INDIYIDUAL'S (OIY ITO !E DfLlVUfD 10 rHE 'NOIV/DUAL BEING SEfARAh,n 59·-$.3ro ,".'"+t / / 1 j ,.1.// /I~_- ._.-c.­ , � 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 PfeifferD Title A name given to the resource Pfeiffer, Dan (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Pfeiffer, Dan Description An account of the resource Dan Pfeiffer served in the US Army between 1952 and 1954. He served in an infantry unit in Korea during the last months of the Korean War in 1953. He provides detailed descriptions of combat patrols and fighting in the trench lines against the North Koreans and Chinese. Later on, he was assigned to be the chauffeur for a general. 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 United States. Army Korean War, 1950-1953--Personal narratives, American Video recordings 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 2007-12-14 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