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Classroom Ideas for Black History Month

My desk sits facing yours across the floor,
Yet your fair head is stiffly held aloof
From my own darker one, though ‘neath our roof
With one accord we do a job. For war
Has linked us as no pleading could before.”

–Excerpt from “Civil Service” by Constance C. Nichols, The Crisis, April 1945.

Featured in the Museum lesson plan Creative Voices: African American Poetry in WWII

While fighting for democracy abroad during WWII, African Americans and other Americans of color were waging a war against racism at home. This was called the campaign for “Double Victory,” and evidence of it can be found across a wide array of primary resources at The National WWII Museum, ranging from poetry to paintings, personal stories, yearbooks, photographs, and beyond.

For those teachers who are looking for materials to highlight African American experiences in WWII for Black History Month in February or throughout the year, the Museum has an assortment of lesson plans and other interdisciplinary classroom ideas for you. For example, the Creative Voices lesson plan referenced in the quote above features two poems by African American women poets that were featured in the magazine, The Crisis. This lesson can easily be used in an English Language Arts class or in a history class to reinforce Common Core critical reading standards, as students are challenged to look for deeper meaning in the poems and to understand the historical context in which they were written. A new Museum lesson plan, The Stories a Painting Can Tell You, uses a historical photograph of African American soldiers during WWII and a contemporary painting by New Orleans artist Willie Birch to teach student visual thinking and analysis skills. Lesson extensions connect teachers and students with a selection of seven oral history interviews with Black WWII veterans from The Digital Collections of The National WWII Museum, a Museum fact sheet, and other resources.

What about the wartime experiences of students and factory workers? Two Museum websites, “‘See You Next Year!': High School Yearbooks from WWII” and “Manufacturing Victory: The Arsenal of Democracy” feature 1940s yearbooks, factory photographs and other wartime propaganda, as well as contain suggested lesson plans and activities for your classroom. Two specific yearbooks on the “See You Next Year” website from Dunbar High School (Dayton, OH) and Topeka High School (Topeka, KS) provide glimpses of life inside an all African American school (Dunbar) and a segregated school (Topeka). Teachers can also download the free lesson plan,“Society’s Struggles,”  to explore 1940s attitudes towards race, gender, and ethnicity across the yearbooks on the website. The online exhibit site for “Manufacturing Victory” also contains a section on “Workers and Social Change,” which discusses the integration of defense work, as well as the discrimination that women and minorities faced while on the job during the war.

Finally, think about virtually bringing Museum staff and artifacts into your classroom by checking out the virtual field trip program, “Double Victory: African Americans in WWII” and watching the Lagniappe lecture, “Segregation in Education and the Military During WWII.” As you can see, there are many ways to incorporate The National WWII Museum and our educational resources into your classroom this month and throughout the school year!

For more ideas and resources for Black History Month, please visit our Education blog, follow us on Twitter @wwiieducation and sign up for our free monthly e-newsletter, Calling All Teachers.

Post written by Megan Byrnes, K-12 Curriculum Coordinator.

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Reuniting Old Friends: A Collection’s Story

As the Collections Manager at The National WWII Museum, I am allowed the privilege of interacting with collection donors, often WWII veterans and their families. This is one of my favorite parts of the job. These collections almost always come to us with a story. Here is one story that I’d like to share.

In 1944, Ann Lehman was eight years old when her brother Alfred enlisted in the Army and shipped off for Europe along with his friend Marvin Harman. Ann’s mother Henrietta was a widow that worked hard to take care of her family in Forest Hills, Queens, New York.

Alfred and Ann Lehman in Providence, Rhode Island, Thanksgiving 1944. Gift in Memory of Alfred Lehman, 2013.342

Alfred and Ann Lehman in Providence, Rhode Island, Thanksgiving 1944. Gift in Memory of Alfred Lehman, 2013.342

After Alfred’s death in 2006, Ann donated her brother’s wartime scrapbook to the Museum. The scrapbook tells the story of Alfred’s journey through Europe with Company K of the Army’s 319th Infantry Regiment, 80th Infantry Division. Alfred saw fierce action during the Battle of the Bulge and after the war returned home to his family in New York. She included a few additional family photos taken just prior to her brother shipping out as well as one showing a proud Ruth Harman with her smiling 18-year-old son on the stoop of their Brooklyn home. Ann told me that Marvin was killed during the war and she wanted to include a picture of him so that he might be remembered. She didn’t know what had happened to her friend, as Marvin’s mother, also a widow, had become distant from Ann and her family after being notified of her son’s death. Ann had heard that Marvin was buried somewhere in Holland but was unsure about the details. She worried that her single photo of Marvin might be all that was left of him. Ann recounted:

“I remember when I was about eight years old in camp, Marvin, my brother and I were standing near the lake. Marvin spoke to me with such sweetness and warmth that made him so different than most of the people I knew.”

While researching Marvin’s service, I was able to locate his grave at the American Cemetery at Margraten in the Netherlands. Marvin enlisted in New York on September 23rd 1943 and served with the 311th Infantry Regiment, 78th Division. He was killed in action on January 31st of 1945 during the final battle of Kesternich, Germany, 20 miles from Aachen. Marvin was posthumously awarded the Purple Heart. I passed this information on to Ann and hoped it might offer her some closure and solace. I contacted the cemetery and discovered that Marvin’s grave had been adopted and maintained since 1946. Marvin had definitely not been forgotten.

After emails on Ann’s behalf with the grave adoption agency in Holland, I put Ann in touch with the family maintaining her friend’s grave. She wrote to them:

“I would like to thank you for looking after a most wonderful boy’s grave. My oldest brother Alfred Lehman was a friend of Marvin’s, we all went to the same summer camp. Marvin was Ruth Harman’s only child and she had lost her husband.

In January 1945 I was almost nine years old. I can tell you this about Marvin, whoever knew Marvin loved him, including me. Over the years I have met people that knew him and they expressed the same feelings.  He was a very special person and [his death was] a great loss to all that knew him. Nineteen years old was too young to die. May god bless you for what you are doing.”

Ruth Harman with her son Private Marvin Harman in Brooklyn, New York in Summer 1944. Gift in Memory of Marvin Harman, 2013.342.

Ruth Harman with her son Private Marvin Harman in Brooklyn, New York in Summer 1944. Gift in Memory of Marvin Harman, 2013.342.

Ann received the following response from the family looking after Marvin’s grave:

“I want to thank you for the time you took to search for the grave of Marvin, and me. . . .I can tell you that I adopted Marvin’s grave eight years ago but I was not the first. There was another woman in Maastricht who had adopted it in 1946. The woman in Maastricht who adopted the grave had lost her husband in a camp in Germany. Did Marvin’s mother ever have a chance to visit the grave of her son? I bring flowers to Marvin’s grave 3 or 4 times a year with my husband and our 2 sons. Sometimes there lies a white rose. I suppose that someone from the family in Maastricht still comes and visits him also. Whenever we visit Marvin’s grave at the cemetery we see all of those boys’ names on so many graves, it is difficult for my eyes to stay dry.”

Ann provided the family with the picture of Marvin, who until this time, had only been represented to them by a stone marker in the cemetery:

“I am so moved with this picture of Marvin and his mother. He was exactly as you described him…a beautiful boy! You can see from his face that he was a very kind person. His mother is so young and pretty. It must have been so painful for her to receive the awful news about her son. She seems so happy in this picture.”

Last year Ann paid a visit to her old friend Marvin in Holland and she made a few new acquaintances, Marjo and Winny Habets and their sons, the caretakers of Marvin’s grave. Ann keeps in touch with the Habets on a weekly basis and they have become close friends. Their conversations often, but not always, touch on Marvin. She is contemplating another visit to Margraten in May of this year.

(From left to right), Margraten Cemetery staff member Cecil Buis, Marjo Habets, Winny Habets, and Ann Lehman Brownstein at The Netherlands American Cemetery at Margraten in 2014. Photo courtesy of Ann Lehman Brownstein.

(From left to right), Margraten Cemetery staff member Cecil Buis, Marjo Habets, Winny Habets, and Ann Lehman Brownstein at The Netherlands American Cemetery at Margraten in 2014. Photo courtesy of Ann Lehman Brownstein.

Learn more about the Foundation for Adopting Graves at the American Cemetery in Margraten (Stichting Adoptie Graven Amerikaanse Begraafplaats Margraten) and the Netherlands American Cemetery.

Posted by Lowell Bassett, Collections Manager at The National WWII Museum.

Home Front Friday: New Year New ‘Do

Home Front Friday is a regular series that highlights the can do spirit on the Home Front during World War II and illustrates how that spirit is still alive today!

It’s a new year, and while we’re making resolutions and plans for a successful 2015, why not consider trying something different with your hair? Take a tip from the women of the 1940s who could set a pin curl like it was nobody’s business. They found a way to look elegant no matter what they were doing – from nursing on the front lines to operating machinery on the home front. Whatever occasion, the vintage hairstyles popularized during WWII will bring a casual yet sophisticated look to this new year!

There were multiple hairstyles during this period, that women wore whether in service, at work or at play, and you can easily recreate any of them using Lauren Rennells’s book, Vintage Hairstyling.  For now, we’d love to share Rennells’s eleven simple steps to creating Victory Rolls!

This style is said to get its name from the exhaust trails left from WWII fighter plane maneuvers. Essentially, anytime hair is rolled up with a visible opening, it is a victory roll. It was useful to keep hair out of women’s faces when they entered the work force. Due to the rationing, women pulled this look off with pipe cleaners decades ago, but you won’t have to do that!

Things You’ll Need:

  • Hot rollers and clips
  • Thermal spray
  • Styling comb of choice
  • Styling brush
  • Bobby pins
  • Hairspray
  • Pomade

Step 1: Set the hair in hot rollers and let cool. Hair can be slippery and if hair is too fine, the rolls may look skimpy. For this reason, back brushing or teasing is helpful. It adds locking power to the roll and fullness for high impact. Hold the entire piece that will be rolled up in the direction it will be rolled. Use a brush or comb to tease gently.

Step 2: Then use a comb to smooth out the hair that will be on the outside of the roll. Spray a little hairspray on the hair to hold on to what was just formed.

Step 3: This is where the bend from the hot rollers comes in handy. Allow the ends that now curl to curl into themselves.

cover of March 3, 1941 LIFE magazine

victory rolls on the cover of March 3, 1941 LIFE magazine

Step 4: This style works nicely when the ends of the hair are actually hidden inside the roll. It creates support in the style and staying power.

Step 5: Hide large bobby pins inside the roll to attach to the hair at the scalp.

Step 6: The victory roll can be made any size. Traditionally, it sits on top of the head facing forward, but experiment with different directions and placement. See the Final Styles section of the book for creative things to do with victory rolls.

Step 7 & 8: If it is not desired to see through the roll, gently insert a comb at the side of the roll and shift the hair back until the side of the roll is lying flag against the hair.

Step 9: Insert a couple of small bobby pins where the hair has been pressed against the head to hold a beautiful swoop.

Step 10: Victory rolls can be created with any amount of hair desired. For this demonstration, very large pieces have been used, but breaking it up into smaller, more manageable pieces makes for good practice.

Step 11: The second section of hair is rolled back, but held at a diagonal to center the roll. Also experiment with the direction that the section of hair is pulled to achieve different placement. Notice the first roll was pulled straight up for its base placement.

If you like the classic and beautiful hairstyles of the 40’s and 50’s, try this (or another style) out for yourself and start 2015 with a bang (pun intended)!

Posted by Laurel Taylor, Education Intern and Lauren Handley, Assistant Director of Education for Public Programs at The National WWII Museum.

National History Contest: WWII “Leadership & Legacy” Topic Ideas

Yalta Conference

The Big Three – Churchill, Roosevelt and Stalin – at the Yalta Conference, 1945. Courtesy of the National Archives and Records Administration.

National History Day is a year-long historical research contest for middle and high school students. Each year, students from across the country develop a project based upon the annual contest theme. The annual theme for the 2015 National History Day contest is “Leadership & Legacy in History;” a topic which also offers many opportunities for students to research and explore powerful subjects and figures in WWII history. When we think of “leaders” in WWII, we often think of commanders on the battlefield, however, examples of leadership can be found throughout the war years of 1941 – 1945, both on the front lines as well as on the Home Front. The outcomes of the actions of WWII leaders vary too – some triumphed while some were defeated – and it is these outcomes and the lessons drawn from them that determine a leader’s “legacy.”

Oftentimes, the actions of political leaders in WWII determined both their own legacies as well as the legacies of the nations which they led. For example, the decisions of The Big ThreeRoosevelt, Churchill and Stalin – at the week-long Yalta Conference in 1945 determined the end of WWII and the shape of the post-war world. On other hand, the brief meeting of Nazi leadership at the Wannsee Conference in 1942 set in motion the policies of systematic extermination which resulted in millions of death in The Holocaust.

Similarly, military leaders helped secure both their own legacies as well as the fates of their countries by their victories or defeats on the battlefield. Pioneering mobile warfare tactics were the key to many of General George Patton’s victories in WWII, with these tactics going on to shape American military tactics for years to come. Sometimes success as a military leader also took precise planning and organizational skills as was seen with Army Chief Of Staff George Marshall, who was both the “organizer of victory” as well as the architect behind the rebuilding of Europe through the Marshall Plan.

Examples of leadership with lasting legacies from WWII are not found solely within high political or military office either. African-American activist A. Philip Randolph led the way in the desegregation of the American labor force in WWII while also laying much of the ground work for the post-war civil rights movement. Anna Mae Hayes served in the Army Nurse Corps during WWII before going on to become the first woman in the U.S. military to be promoted to the rank of general officer.

Finally, while the leadership of individuals and their accomplishments during WWII are important, the legacies of these leaders in the post-war period should also not be overlooked. During WWII, First Lady Eleanor Roosevelt visited troops and help support the Tuskegee Airmen while, following the war, she worked to establish the United Nations to provide for peaceful ways of resolving international disputes, and pass the U.S. GI Bill of 1945, which promised to provide returning veterans with help and access to education, housing, and more.

World War II is a rich and exciting time period in which to study and explore the clash between leaders – both famous and infamous – their actions and what their legacies can teach us today.

For more details about the National History Day contest and how to start your WWII research project, please visit The National WWII Museum’s NHD web page.

A Philip Randolph

A Philip Randolph announcing the march on Washington D.C., 1941. Courtesy of the National Archives and Records Administration.

This post by Collin Makamson, Student Programs Coordinator @ The National WWII Museum

Spotlight: “What Would You Do?”

_MG_9242sMade possible though a generous donation from GE Foundation, the What Would You Do? exhibit within the US Freedom Pavilion: The Boeing Center is an interactive experience that challenges viewers with complex moral and ethical choices that men and women were forced to make during the WWII era – tough decisions that still have relevance today.  The exhibit produces ten unique dilemmas that challenge participants to make difficult wartime decisions using historical footage from the Museum’s archives, voiceovers, and key data.  Museum visitors then ‘vote’ on each challenge and learn how their vote compares with what really happened during that time, as well as how other visitors’ decisions compare to their own.

Engaging thousands of participants each year, What Would You Do? is a powerful teaching tool for visitors, teachers and students about the responsibilities and choices citizens must make in a free and democratic society. The National WWII Museum is grateful for GE Foundation’s leadership support of this exhibit and the Road to Victory capital campaign.

SciTech Tuesday: Niels Bohr announces fission of uranium

Yesterday was the 75th anniversary of the 5th Washington Conference on Theoretical Physics. This meeting on the 26th of January 1939 may seem an obscure point in history. Fifty-one physicists from around the world gathered at George Washington University, which co-sponsored these conferences with the Carnegie Institute. A statement published in Science on the 24th of February 1939 contained this paragraph:

“Certainly the most exciting and Important discussion was that concerning the disintegration of uranium of mass 239 into two particles each of whose mass is approximately half of the mother atom, with the

Niels Bohr at 37, when he won the Nobel Prize for Physics

Niels Bohr at 37, when he won the Nobel Prize for Physics

release of 200,000,000 electron-volts of energy per disintegration. The production of barium by the neutron bombardment of uranium was discovered by Hahn and Strassmann at the Kaiser-Wilhelm Institute in Berlin about two months ago. The interpretation of these chemical experiments as meaning an actual breaking up of the uranium nucleus into two lighter nuclei of approximately half the mass of uranium was suggested by Frisch of Copenhagen together with Miss Meitner, Professor Hahn’s long-time partner who is now in Stockholm. They also suggested a search for the expected 100,000,000-volt recoiling particles which would result from such a process. Professors Bohr and Bosenfeld had arrived from Copenhagen the week previous with this news, and observation of the expected high-energy particles was independently announced by Copenhagen, Columbia, Johns Hopkins, and the Carnegie Institution shortly after the close of the Conference. Professors Bohr and Fermi discussed the excitation energy and probability of transition from a normal state of the uranium nucleus to the split state. The two opposing forces, that is, a Coulomb-like force tending to split the nucleus and a surface tension-like force tending to hold the “liquid-drop” nucleus together, are nearly equal, and a small excitation of the proper type causes the disintegration.” (Science, vol 89 number 2304, page 180)

It could be argued that this was the starting point of the Manhattan Project. Niels Bohr, the winner of the 1922 Nobel Prize for his work on atomic structure, spoke about the the first observed, and explained, observation of nuclear fission. Enrico Fermi, who had won his Nobel Prize just a few months before, was there to discuss this announcement.

Three and a half years later, Fermi would build a reactor under the football field at the University of Chicago and create the first sustained chain reaction of uranium fission, and be a primary scientist in the Manhattan Project. Fifteen months later Bohr was under Nazi rule in occupied Denmark—he escaped the Nazis in dramatic fashion in September 1943 when he learned they had plans to arrest him, and left on a fishing boat for Sweden. From Sweden he went to England, where he joined the Tube Alloys project. In December of 1943, under the alias of Nicholas Baker, he traveled to the US to meet with Gen. Groves, and scientists at Los Alamos.

Over the next two years Bohr traveled frequently to Los Alamos, where he acted as a mentor to the young scientists, much as he had in the years before the war at his institute in Copenhagen.

Niels Bohr at 25, with his wife Margrethe, on the occasion of their engagment.

Niels Bohr at 25, with his wife Margrethe, on the occasion of their engagment.

Niels Bohr was a brilliant and fascinating man. He risked his life to save others, working for years to get scientists and technicians of Jewish ancestry out of Europe. He developed a model for the structure of the atom, and when it was surpassed, said “there is nothing else to do than to give our revolutionary efforts as honourable a funeral as possible.” He was a scientist who could see past his own ambitions and accomplishments, and helped develop a community of colleagues whose collaboration exceeded their individual efforts.

After the war, Bohr returned to Copenhagen and ran the institute which now bears his name-The Niels Bohr Institute at the University of Copenhagen. He won the Atoms for Peace award in 1957 for his efforts to build an international agency on atomic weapons and energy. He died in 1962, at age 77.

Would you like to collaborate with colleagues to improve your teaching? Join the first Real World Science Cohort


Posted by Rob Wallace, STEM Education Coordinator at The National WWII Museum

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Audie Murphy: To Hell and Back

Seventy years ago today, on 26 January 1945, Audie Murphy risked his life and went above and beyond the call of duty on a battlefield near Holtzwhir in northeastern France. He killed or wounded fifty German soldiers and held his position for hours, refusing to cede ground to the enemy. The citation for the Medal of Honor that Murphy received due to these heroic actions seventy years ago is in the collection of the Smithsonian Institution and can be viewed in their exhibit Price of Freedom: Americans at War.

Murphy would become the war’s most decorated soldier. He would turn his story into a bestselling book. To Hell and Back, and eventually a film, in which he would star. Murphy died in a plane crash on May 28, 1971.

Murphy autographed his copy of the shooting script for the 1955 film on his life to his godson, who donated the copy to the Museum in 2012.


Gift of the Dr. Donald Hart Family,  2012.205.001

 Post by Curator Kimberly Guise.



The SS Gretna Victory

The 455-foot long Victory ship (VC2) was an enhancement of the design of the Liberty ship, complete with modifications enabling a higher speed.  The first Victory ship, the SS United Victory, was launched on February 28, 1944. Liberty ships tended to be named after prominent individuals, with any group who raised two million dollars able to suggest a name. The early Victory ships, however, were named for the Allied nations. After these, the next 218 were named after American cities, then 150 after educational institutions, and the rest received miscellaneous names. In addition, the Victory ships often had the word “Victory” in their title. A total of 534 Victory ships were built by six different shipyards by the end of 1946.

When these ships were christened and launched, they were often done so by individuals associated with the name. In the case of Liberty ships, those honored at the launches were people from the cities after which the ship was named. The SS Gretna Victory was named in honor of Gretna, Louisiana, which was a small town directly across the Mississippi River from New Orleans settled by German immigrants. The SS Gretna Victory was produced by Permanente Metals Corporation at their yard in Richmond, California. She was  launched on January 20, 1945. The launch was attended by an esteemed family from Gretna, the Bozelle family. Mrs. Mary Bozelle and her family were selected for the honor because she had eight children serving in the US Armed Forces.

The images presented appear courtesy of the Gretna Historical Society, whose collection includes this scrapbook devoted to the launch of the SS Gretna Victory, as well as the christening bottle used during the ceremony in January 1945. At the Museum, we scanned the images from the scrapbook and created a preservation copy, which we then shared with the Gretna Historical Society upon returning the original material.


Post by Curator Kimberly Guise.



“It was so good to see your handwriting.”

Those of us who work with archival collections come into contact with unique handwriting nearly every day. Although we can normally decipher the script (predominantly English in our collection), from WWII, there are times when we have to poll colleagues and guess at what is written. Does it say —? There were times when handwriting played a more central role in communication. In writing to prisoners of war, especially in the Pacific, where letters would be read by both American and Japanese censors, writers received special instruction. Most importantly, the letters were to be short (no more than 25 words) and were to be typed or block printed. Letters that did not comply with these rules, were returned.

We have examples of these failed attempts at communication from a collection of material related to the imprisonment by the Japanese of USMC Sgt. Edward A. Padbury. POWs in Japan were allowed very little, if any, correspondence with their loved ones. Mail was regularly delayed by nearly a year. General Jonathan Wainwright’s wife, Adele, reportedly sent him 300 letters over the three-plus years of his imprisonment. He received a total of six.

Catherine Faye, Edward Padbury’s sister, had some unsuccessful efforts to write to her brother. The first letter was returned on two accounts. It was longer than 25 words and written in cursive. The second letter was block printed, but also too long. We do not have any correspondence from Sgt. Padbury, but we do know that he survived the war and was liberated from Shinjoku POW Camp in the Tokyo Bay area.

Gift of Phillip Faye, 2006.128

Post by Curator Kimberly Guise.


Spotlight: Medal of Honor Exhibit


The Medal of Honor exhibit rests above The Laborde Services Gallery in the US Freedom Pavilion: The Boeing Center.

The Medal of Honor exhibit in the US Freedom Pavilion: The Boeing Center, a key interactive attraction of The National WWII Museum, was made possible through a generous gift from The Goldring Family Foundation and The Woldenberg Foundation. This exhibit features 464 Medal of Honor recipients who hold our nation’s highest honor and esteem. The exhibit gives visitors the opportunity to see the faces of these brave men, read about their actions and conduct a search for recipients by state, service branch or theater of operation.


Donor Spotlight: Goldring Family Foundation and The Woldenberg Foundation


Bill Goldring

The Goldring Family Foundation and The Woldenberg Foundation have been loyal supporters for many years, contributing to the Museum since its inception. William “Bill” Goldring, an important New Orleans civic figure and longtime Chairman of the two foundations, feels particularly close to this philanthropic effort. He currently serves on the Museum’s Board of Trustees.

Goldring is a New Orleans native who earned a bachelor’s degree in business from Tulane University. In 1972, Goldring became Chief Operating Officer of Magnolia Liquor, founded by his father and Malcolm Woldenberg. After selling what later became the Republic National Distributing Company in 2010, Goldring devoted his attention to the Sazerac and Crescent Crown Companies, as well as his humanitarian ventures.

Goldring strongly believes in strengthening major developments in New Orleans, and was instrumental in the reopening of the Museum after Hurricane Katrina damaged the institution and temporarily paralyzed the local tourism market. Goldring states that his “feelings from the very beginning were that The National WWII Museum would be one of New Orleans’ greatest assets,” and he was reassured after meeting with Founder Stephen Ambrose and Museum President Gordon H. “Nick” Mueller. Goldring fondly recalls having the opportunity to sit with Ambrose and listen to his anecdotes from WWII history, learning more about what made the victorious war effort so important in American culture.  “That was more chilling than sitting in a room with anyone (else) I can think of,” he said.

Goldring cites the Museum’s vital role as an economic engine for the city, and feels particularly strong about supporting institutions offering unique educational opportunities. He believes the Museum provides a “phenomenal educational experience” for visitors of all ages.

The Goldring Family Foundation and The Woldenberg Foundation were drawn to naming the Medal of Honor exhibit due to Mr. Goldring’s belief that those who represent our country in a time of war should be celebrated. The exhibit provides search tools that allow visitors to quickly find details on the war service of any WWII recipient of the medal. Individuals who go beyond the call of duty should be “singled out” and the heroes displayed in the Medal of Honor exhibit are “exemplary models for our nation to behold,” Goldring said. He is humbled to be a part of the creation of an exhibit where these armed service members and their sacrifices can be remembered.

We are extremely grateful for the leadership of Bill Goldring and the support of The Goldring Family Foundation and The Woldenberg Foundation for preserving the stories of this extraordinary group of Americans, for the benefit of many generations to come.