Proudly We Served: Video Analysis

In Kyle Longley’s, The Morenci Marines, nine young Morenci boys took the call to duty, not knowing that only three will return from the warzone of Vietnam. These boys, some Native American, Mexican American, and Caucasian, joined the fight in Vietnam despite their social, racial, and economic differences. Although the nine men are from a small mining town in Morenci, Arizona, the Vietnam War consisted of, in the words of Mike Cranford, “a lower middle class war,” fueled by small towns all around the United States (Longley, 246). Many of these men felt the call to battle and the will to fight, which had been engrained in their heritage and gave these men the right to be Americans. Aiding the war effort came from countless small American town

I will be writing about a special group of Puerto Ricans enlisted in the US Army between the years 1899 and 1959. This group of Puerto Ricans were termed as "The Borinqueneers". Due to my culture background I was educated in the fact that they were the first organization composed entirely of native Puerto Ricans who voluntarily enlisted in the new American Colonial Army in 1899. This group of Puerto Rican soldiers has a long history and they are very rich in traditions and military merits. The members of "The Borinqueneers" were soldiers who lived over the ideas and concept of what it was to serve their country and their nation with passion and dedication. Nearly 100,000 men served for several years in this unit, they were braves soldiers who devoted their lives to the service and are considered real war heroes.

In the United States World War II has been one of the most remembered wars of all time. Acclaimed historian Ronald Takaki asserts that for many Americans, World War II was fought for a “double victory”: on the battlefront as well as on the home front. Takaki’s book Double Victory: A Multicultural History of America in World War II reminds the audience that there was much, much more happening at home and on the frontlines during World War II than in the battlefield. Takaki presents a strong central argument; it illuminates the incongruity of America's own oppressive behavior toward minorities at home, even while proclaiming the role in World War II as a fight against oppression abroad. It also pays tribute to the determination and perseverance of ethnically diverse Americans in their two-front war against prejudice and fascism. In addition Takaki tells the story through the lives of ethnically diverse Americans: Japanese Americans who felt betrayed by their own country when families were sent to internment camps; For African Americans, the war for freedom had to be fought in their country’s own backyard; a Navajo code talker who uses his complex native language to transmit secret battle messages and confound the Japanese, while his people are living in desperate poverty on a government reservation. Their dual struggle to defeat the enemy abroad and overcome racism at home gives the Double Victory its title and its texture.

However, Moore chooses to de-emphasize a few things. Such as how he went to school while his soldiers went to fight, and that he got into trouble when he was younger. All he says is how he lacked the combat tour patch, he often thought about his soldiers fighting, and that he caused trouble when he was young so his mother threatened to send him to military school. Despite this avoidance, Moore is still convincing. As Moe tells his own story, he builds his ethos or personal credibility. The listener knows Moore is knowledgeable in the subject of veterans because he is a veteran. Moore also uses the emotional appeal to cause his audience to think deeper and to take action. Here, Moore tells the stories of two other veterans. One veteran, Taylor Urruela, who lost his leg, but still tries to achieve both of his dreams and creates a group called VETSports. The other veteran Moore tells a story about is Tammy Duckworth. She is an ex-helicopter pilot, who lost both of her legs while serving, and now is a congresswoman who advocates for veteran’s issues. Both stories are powerful as they both give perspective on what a veteran has gone through while serving. That perspective is not one an average American knows or has for themselves, which causes the listener to think deeper about veterans, their experiences, and what “thank you for your service”

The audiences of the messages were all community members of Brush, Fort Morgan, Snyder, and Hillrose. The local residents and veterans were invited to attend the Brush Middle School Veterans Day assembly and presentation. Parents of middle school students were also invited to attend the assembly. The targeted audiences were radio listeners, newspaper readers, and football attendees.

Double Victory: Multicultural History of America in World War 11”, is a book written by Ronald Takaki was published in the early 2000s. Double Victory shows the wartime responses from many ethnic backgrounds as well as the war at home against racism and the war abroad against fascism. Takaki also shows the roles of; African-Americans, Native-Americans, Mexican-Americans, and Asian-Americans, during the war and the sacrifices made for their country. In Double Victory, Takaki introduces different revisionist arguments that I will be discussing in this essay along with the connection it has to previous knowledge of the World War II era, and the relation it has to the understanding of the expansion and contraction of citizenship and equality throughout history.

Before WORLD WAR I, military service represented a source of black pride. Black educators, clergymen, and the press frequently referred to Negro heroes of America’s past wars. After the Civil War, the U.S, Army maintained four regular Negro regiments –the 9th and 10th Calvary and the 24th and 25th Infantry. These units included veterans of the civil war and the frontier Indian fighting regiments. Retired sergeants often became respected, conservative leaders in their communities. This history set a foundation for black support and involvement in America’s future wars.

Contrary to public belief, life on the American Homefront during the war was not as pleasant, unified, or as supported as the American media strived to have people believe. In fact, America’s “home” was split over many factors such as race, sexuality, gender, and religion. For instance, minority groups were continuously targeted while vying for civil rights. African Americans were served “eggshells in their burgers and garbage sandwiches” and Hispanics were treated as if they were just taking jobs away from those who deserved them, even though they were also just trying to make it through the depression (92). Prejudice was also noticeable within the military, with whites accusing blacks and Hispanics of not pulling their own weight in combat.

The role of identifying areas that narrate home front stories is challenging. Many factories, research laboratories, government office buildings, housing projects, United Service Organization canteens, military bases, schools, and day care centers were expanded or built during the Second World War. Theaters in many of communities in the nation had a role in the sponsorship of the War through driving and showing terrifying newsreels as well as uplifting entertaining movies. Bus and railroad stations in small towns and major cities could not contain the millions of people passing through to new defense jobs or military service. The alternative places represented negative wartime stories with segregated military bases and housing, war relocation environments for individuals with Japanese descent, prisons, and conscientious objectors were observed. Most of the sites were engaged in racial conflict and labor confrontation in Pearl Harbor.

Not every man who 's fought in a war planned on doing so. In fact, not all of them even want to. It 's rare to find enough people voluntarily willing to lay down their lives for their country, so more often than not militaries used what we would call “citizen soldiers.” Citizen soldiers are exactly what they sound like, regular citizens taken from society and turned into people capable of serving in the military. Although it may seem obvious when plainly written out, citizen soldiers had vastly different experiences compared to career soldiers, and Stephen Ambrose attempted to pin down that specific experience in his book Citizen Soldier. Ambrose uses oral interviews from World War II veterans and other materials to explain the experiences of the common American soldier who served in WWII between D-Day and the eventual surrender of the German forces. However, when examining his book, it 's important to ask how successful Ambrose was in painting an accurate picture of this kind of soldier 's life during his service. Is the information he uses specific to the men who served in Europe, or can it also be linked back to the soldiers in the Pacific? This paper will evaluate his work by comparing it to oral interviews from WWII veterans both from the same areas that Ambrose 's veterans serve in and in locations not included in his work.

Beginning my love of reading an early age, I was never the type of child who was drawn to fictional stories. As an 8 year-old child in West Virginia, I was recognized by the local library for my love of biographies, autobiographies and recollections of world events. This love has continued throughout my adult life, desiring to read novels such as “We Were Soldiers Once…and Young” by Lt. Gen. Harold G. Moore rather than watch the major motion picture “We Were Soldiers” starring Mel Gibson. Even though the motion picture received multiple awards, when reading the recollection of Mr. Moore’s accounts, the feeling of loss, distress, anxiety and fear can be felt in each word that he has written while reliving this horrendous war.

the civil rights in the United States. During the documentary “Latino Americans: war and peace” explain us on how hundreds of thousands Latinos served their new country during the World War II, but that was not enough, because back home after fight for a country that feels like it was theirs, the discrimination and being treated as second class citizens, remained in the country. Latinos that served in World War II were mostly Mexican descent but over 65,000 Puerto Ricans served as well. There were many Puerto Ricans who volunteered out of patriotism, also entered the military before Pearl Harbor attack as a way to escape from the terrible effects of depression in Puerto Rico. Some as Marcus Melendez, he joined the army for the fixed pay, and also where became disciplined

Throughout American history many minority groups have experienced discrimination. One of these groups was the Japanese-Americans, especially during World War II. In this essay, I will be focusing on a segregated Japanese-American combat unit known as the 442nd Infantry to highlight the discrimination suffered by Japanese-American soldiers.

For at least one serviceman from Wichita, Kansas, the irony of being asked to die for a country that denied him basic civil rights was too much. James Thompson wrote to the Pittsburg Courier, and asked “Should I sacrifice to live ‘half American?” The newspaper responded by calling for a “Double V” campaign. The campaign borrowed on the well-known two-finger “V for Victory” salute from Winston Churchill. The paper proclaimed that blacks should work for the victory of democracy both at home and abroad. The Double V campaign caught on.

The Life Prep @ Naz Program needs outsiders to their community to help pull them out of that community. The Life Prep Students needs the relatable mentality of the St. John’s elders who understand what the lack of social integration feels like, and we are going to try to give that to them. Many of the Life Prep students have been taught, unintentionally, learned helplessness in the terms of their social skills. Their community around them has shown them that they are “not doing it right” so they do not even try to participate. I, and I am sure the other members of my group, have all experienced this kind of situation, but not on such a large scale that it defers us from introducing ourselves to others. We have also chosen to make the focus of our community project Veterans Day. We chose this topic for ¬¬¬two reasons: because I mentioned that the Life Prep students do not do a unit on this topic, and there is a very small chance that they know anything about it. We thought that it would be important to our project to have the Life Prep students learn about a topic that they know nothing about to make them more likely to ask questions, to build a bond between the Life Prep students and the members of our