Soldiers’ Experiences during WWII

Essential Question: What can we learn from analyzing soldiers’ experiences on the front lines, and how can different types of primary sources help us understand historical events?

In December 1944, Hitler launched his final offensive campaign, a surprise attack against the Allies in the thinly defended Ardennes Forest. Although the Germans initially succeeded in creating a deep "bulge" in the Allied lines, these gains were reversed by the end of january 1945, and the Allies proceeded into the German homeland on the road to Berlin.

Learning Objectives

• I can analyze different types of primary sources to understand the experiences of soldiers during World War II

• I can evaluate how format and point of view influence the meaning of a historical source

• I can support a claim using visual and written evidence from the front lines

Standards

• NYS Social Studies Framework 11.7a

• C3 Framework D2.His.4.9-12

• Hess Cognitive Rigor Matrix Level 4: Compare diverse primary sources, analyze point of view, evaluate the role of format in shaping historical memory

Materials

• Warm-Up Prompt

• Vocabulary and Context Handout

• Primary Source A: Letter from a U.S. soldier (Battle of the Bulge)

• Primary Source B: WWII frontline photograph (U.S. soldiers in combat)

• Dual-Source Comparison Organizer

• Exit Ticket

FFW (5 min, 10 sentences): Do you learn more from a photograph or a personal letter? Which one helps you feel connected to a historical event, and why?

Historical Context

Today we are going to explore two different types of primary sources — a soldier’s letter and a wartime photograph. Both show us what life was like on the front lines, but each one uses a different format. You will analyze each source, then decide how they work together to help us understand World War II.

Vocabulary in Context – Soldiers’ Experiences

Word	Definition	Example (from sources)	My Sentence
Front lines	The area where active fighting is happening	“We were ordered to dig in at the front lines”	_________________
Exhaustion	Extreme physical or mental tiredness	“We had marched all night through the snow”	_________________
Morale	The emotional and mental condition of a group	“Morale was low, but we refused to quit”	_________________
Perspective	A point of view or position from which something is observed	“The photo shows a different perspective than the letter”	_________________
Evidence	Information that supports a claim or idea	“This letter is evidence of daily life in combat”	_________________

Close Read: Dual Primary Source Analysis

Primary Source A – Letter from U.S. Infantryman, Battle of the Bulge (December 1944)

Source: U.S. Army Center of Military History 

“We have been marching for two nights straight. The snow is waist deep in places. Our gear is frozen and our hands are raw. The men are holding on, but barely. We lost three from my unit yesterday. I have not slept in over forty-eight hours.

We were supposed to push forward this morning, but the Germans hit us before dawn. Morale is low, but no one is giving up. We still believe in what we are fighting for.”

Primary Source B – Photograph: U.S. Soldiers in Combat, Belgium, 1945

Photographer: Office of War Information Source: Library of Congress 

American Soldiers during the Battle of The Bulge, January 1945

Two two men in this photograph are T/5 William E. Thomas and Pfc Joseph Jackson of the 333rd Field Artillery Battalion, but at the time of the photograph were part of the 969th Artillery Battalion. The 333rd Field Artillery Battalion suffered tremendous casualties in the early stages of the Battle of the Bulge in late 1944, being overrun on December 17. The survivors ended up in the 969th Artillery Battalion for the rest of the battle, where they provided vital fire support for the 101st Airborne Division during the siege of Bastogne.

Dual-Source Comparison Organizer (Student Handout)

Question	Source A – Soldier’s Letter	Source B – Photograph
What details describe the front lines?	_______________________	_______________________
What emotions or challenges are shown?	_______________________	_______________________
What do we learn about morale?	_______________________	_______________________
What does this source leave out?	_______________________	_______________________
Which source feels more personal? Why?	_______________________	_______________________

Group Discussion and Analysis

Turn to a partner. Use your organizer to compare your answers. Then answer the synthesis question together

Analysis Question: How do the letter and the photograph work together to help us understand the experience of soldiers in World War II?

Exit Ticket

FFW (5 min, 10 sentences): Choose one detail from the letter and one detail from the photo. Explain how they help you understand what life was like for U.S. soldiers on the front lines. Use at least one vocabulary word.

Today we combined two sources to understand the physical and emotional experience of fighting in World War II. This is the kind of thinking historians do: using different formats, comparing perspectives, and drawing conclusions based on evidence.