Research Proposal on "World War II - Life and Times"

Research Proposal 8 pages (2698 words) Sources: 1 Style: MLA

[EXCERPT] . . . .

World War II - Life and Times of Bill Haak

Bill Haak was raised in a family that was very much involved in many ways (economically, socially, and morally) with the Great Depression and involved militarily with WWI. As time went on WWII would have a major effect on the family as well. Haak was born in 1923, the son of farmers, in the western part of Wisconsin. His parents told him often about how lucky their family was to have avoided the Dust Bowl miseries. And it was also true, they reminded Bill and his sisters, that living in western Wisconsin, on 160 acres of prime farmland, the Haak family was blessed to be quite self-sufficient. They never went hungry. The family even donated extra corn and potatoes to homeless programs around the Midwest. Each evening at the supper table, Haak's father Elmo thanked God for the blessings his family had, for plenty of food, good health, and for all the oak and elm trees on the farm that made the house warm in the bitter cold winters.

The family raised potatoes, carrots, rutabaga, turnips, onions and other crops that were kept in the root cellar deep beneath the farmhouse. The corn and tomatoes the family grew in the fields were harvested and then canned in glass mason jars for use during the long cold winters. Mrs. Haak had her own garden with lots of cabbage for making sauerkraut; she had other vegetables and kept the family well nourished with home made soups, cheese and dairy products thanks to the.

His uncle Erlo was one of the twenty million soldiers wounded in WWI, but at least he came home alive, even though he lost his left leg from the knee on down. Later Erlo was employed in the Civilian Conversation Corp
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s as a bookkeeper, one of the many positive parts of the New Deal. Paid thirty dollars a month, Erlo was happy to be part of the restoration of the country's economy and of its collective self-esteem.

Elmo was a minister who also had a herd of 24 dairy cows, 18 Holsteins and 6 Jerseys. Elmo enlisted in WWI as a chaplain for Protestant soldiers. He came home with stories that would cause tears to run down his children's faces, stories about young men so shell-shocked by the brutality and bloodshed of the war that they cried off and on constantly and turned to Jesus Christ out of desperation. He heard stories about men frozen to death along the frozen roadsides of France and Germany, about refugees begging for food and children with frostbite on their fingers and toes.

Haak was only a year out of high school in Eau Claire Wisconsin when the Japanese bombed Pearl Harbor. He was working in the barn of his dad's small dairy farm in the afternoon that fateful December 7th in 1941, cleaning up after having milked the cows. The radio in the barn gave the news that nobody wanted to hear - that the Japanese had destroyed many battleships, cruisers and aircraft, and that many navy personnel drowned in the sunken battleships - but that everybody now clearly understood. America was at war. Within a short period of time the U.S. would also be at war against Germany.

Within three days, Haak had made up his mind to join the military. He had the support of his family and friends; some of his friends would join him at the recruiting station in Eau Claire. The Haak family had never been very gung-ho to get involved in the military, but like his uncle before him, Haak felt that the world was out of control and it was America's job to try and straighten things out.

Moreover, Haak had been reading fiction books since Kindergarten; his grandfather on his dad's side, a retied school teacher from West Virginia, had moved in with his family and taught him to read. In high school, Haak delivered newspapers to neighboring farms on his bicycle. He loved newspapers. H spent time every day reading newspapers and magazines very closely, and he was well aware of the menace that Hitler was becoming in Europe. His father had urged him to be "an informed citizen" so he stayed up-to-date on the bitter relations between the Japanese and the U.S. He knew that Japan was an aggressor in Asia, seeking to take over the Philippines and Malaysia; he knew that Japan had been hurt by oil embargos that the Americans had launched against Japan, and that war was a very real possibility. Even though Haak also knew that America was trying to stay out of the war in Europe, it angered him to read about the German people giving in to a fanatical bully like Hitler.

Because Haak had Mr. French, a very good social studies teacher at Eau Claire High School, he was able to pretty much keep up-to-date with all that was going on in Germany during his late teens. At 17, in 1939, Haak was aware that Hitler had issued orders suppressing free speech in Germany in 1933, and that by July 14 of that year Hitler had basically declared himself dictator of Germany. Haak was also aware of the persecution of the Jewish community in Germany, but nobody in Wisconsin at that time knew of the concentration camps and the horrific slaughter of so many innocents in Germany. Germany seemed so far away, but radio broadcasts from Europe brought much of the news from Europe into the Haak household.

Closer to home, in Milwaukee, and in fact all over the country, the unions were making a stand, trying to get the best deal for their workers following the lean years of the Depression. But by showing their newfound muscle, the unions were coming into conflict with the government's war buildup. The winter of Haak's senior year in high school, 1940-41, workers shut down the Allis-Chalmers plant in Milwaukee. That action briefly had a negative effect on the navy's contract with Allis-Chalmers to build massive turbines for destroyers. But those workers soon went back to their jobs due to pressure from the federal government. The very fact that a big plant that was gearing up for defense purposes well before Pearl Harbor - and was in Haak's home state - was crippled by a work stoppage gave Haak even more incentive to become a member of the Navy.

And so even though the Selective Service Act allowed deferments for those working on farms, and Haak could have stayed out of the war, Haak wanted to go and serve his country, whether in the Pacific or in Europe. The Navy's motto was "Choose while you can," and Haak's mind was made up; he wanted to attack the "Japs" from the high seas, if possible. His training was in Fort Benning Georgia; he and about a hundred thousand other trainers toiled under the thumb of screaming, antagonistic drill sergeants. The troops were awakened at 6:05 A.M., fed breakfast and given physical training, marching in ranks drills and rifle training until about 5:30. Those not in good shape were miserable, but Haak was in terrific physical condition, and was very familiar with hard work, and basic training was a snap for him.

Following naval basic training Haak was sent to New Jersey for additional training along side hundreds of farm boys, city boys, enlisted men and draftees. He was taught to use small arms and to use all the latest radio and communications technologies.

While Haak was involved in training for the war, his sister and two of his cousins joined "Rosie the riveter" and began working in war plants. The women had seen posters in Eau Claire and Madison, Wisconsin, with Rosie in her denim overalls and with that smile of satisfaction on her face. Rosie had a tool pouch and was urging American women to get to work building the war machine that would be needed. One of Haak's aunts, Lydia, on his mother's side became a volunteer for the Red Cross. She worked 10 hours a day in a warehouse near Chicago packing surgical dressings, sewing warm inner lines for soldiers' coats, packing blankets, gloves, insulated headgear and goggles in boxes for shipping overseas to combat areas.

The Red Cross (along with the USO) also put on dances and social receptions for troops on their way to the war or coming home on leave. Lydia actually met her future husband at a dance in Skokie, Illinois, outside of Chicago. The second lieutenant had been stationed in Hawaii during the air strikes that caused such tragic damage on December 7, 1941, but he was fortunate to avoid the carnage that took over 2,000 lives. Lydia had a good heart, loved her country and was generous with her time, but she probably would not have volunteered for the Red Cross if she hadn't heard that the U.S. Government was being urged to draft women. In fact, Fortune magazine and… READ MORE

Quoted Instructions for "World War II - Life and Times" Assignment:

Source that must be used: Kennedy, *****. (1999). Freedom From Fear: The American People in Depression and War.

Historian ***** Kennedy has written that "[WWII] had shaken the American people loose and shaken them up, freed them from a decade of economic and social paralysis and flung them around their country into new regions and new ways of life. It was a war that so richly delivered on all the promises of the wartime advertisers and politicians that it nearly banished the memory of the Depression...The social and economic upheavals of wartime laid the groundwork for the civil rights movement as well as for an eventual revolution in women's status...[Americans] had inherited a new world, and a brave one too. Like all worlds, it held its share of peril as well as promise."

Using only Kennedy's book and class handouts and lectures, compose a 9-10 page work of historical fiction that reflects the watershed nature of the Second World War in American history. Your story should address the major historical events, trends, and group experiences of the American war experience--both on the battle fronts, as well as the domestic front. Your story should present characters and situations that touch on many of the following list of highlights of war-time America. (Please don't limit yourself to these, and do not feel you have to fit them all into your story. Some may be only peripheral to your plot and your characters' lives, as they will be only newspaper headlines that do not affect their experiences. And some may not be relevant at all--perhaps information that your characters were not privy to.) Please use endnotes to cite information you use from Kennedy and/or documents/videos we read/viewed in class. There is no need to cite information from lectures.

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World War II - Life and Times.” A1-TermPaper.com, 2008, https://www.a1-termpaper.com/topics/essay/world-war-ii-life/3173. Accessed 3 Jul 2024.

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