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SciTech Tuesday: Inventing dialysis under Nazi occupation

Sausage casings, juice cans, and a washing machine were key components of the first artificial kidney. The dedication, inventiveness, and courage of a doctor under Nazi occupation were important too.

Willem Kolff was a young Dutch physician who read, in the late 1930s, of research done in 1913 by John Abel at Johns Hopkins University. Abel had conducted some animal studies on hemodialysis, and Kolff thought he could use similar methods in his practice. By the time Kolff was making progress, the Germans occupied the Netherlands, and he was sent to work in a rural hospital.

Forging documents, and pressing his wife and colleagues to help him continue his investigations, Kolff constructed the first drum dialyzer. He treated many patients with failing kidneys unsuccessfully until he managed to revive a comatose 67 year old woman whose kidneys were not working.

Drum dialyzers work by filtering the blood with an artificial membrane rotating around a cylinder.  The device Abel tested on animals used vegetable parchment coated with egg albumin to filter blood, and an extract of leeches to prevent coagulation. Kolff’s original device used sausage casing as a membrane, and after the war he used cellophane tubing. He used heparin to reduce coagulation.

During the war Kolff managed to make 5 dialysis machines, and at the war’s end he donated them to hospitals around the world, eschewing patent rights in the hope that others would help him improve treatment for kidney failure.

He accompanied one of the machines to Mt Sinai hospital in NY, where some medical staff were horrified by the thought of treating blood outside the body. With a researcher at Brigham Hospital in Boston, he developed the Kolff-Brigham dialyzer, made of stainless steel—a big improvement from used cans and sausage skins.

The Kolff-Brigham dialyzer was used to save many soldiers in the Korean War, and Kolff continued to work on dialysis and artificial organs for his whole life.  Willem Kolff was born Feb 14, 1911, and died Feb 11, 2009.

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

Are you, or do you know, a science teacher of students in 5th-8th grades? We are looking for members for the 2016 Real World Science Cohort. Spend a week at our museum, learning all about how to teach hands-on science with connections to history and literacy. Apply now–applications accepted until March 4, 2016.

Images are from Kolff et al 1943, available here

Science at a History Museum?

This month’s Calling All Teachers e-newsletter highlights Real World Science, a FREE week-long professional development seminar exploring how the urgent needs of World War II spurred tremendous scientific and technological innovations.

Twenty-eight middle school science teachers will spend the week of July 17-23, 2016 in New Orleans, where they will experience hands-on how necessity, knowledge, perseverance and skill lead to inventions, innovation, and careers in STEM (Science, Technology, Engineering, and Mathematics). The application deadline is March 4.

The February Calling All Teachers e-newsletter also showcases the Museum’s many Black History month resources. These include our 2016 Student Essay Contest, which is relates to the Museum’s special exhibit, Fighting for the Right to Fight: African American Experiences in WWII.

Your students can also explore African Americans’ wartime struggle against totalitarianism abroad and racism at home through a special offer on our Double Victory Virtual Field Trip. In conjunction with Digital Learning Day, you can book this field trip for February 15-19 for $50. That’s half the normal price!

The 2016 National History Day theme of “Exploration, Encounter & Exchange” also offers opportunities for students to research and explore African Americans’ wartime experiences through the lives of service members such as Medal of Honor recipient Vernon Baker.

Finally, this month’s Calling All Teachers shines the spotlight on the Ledo Road since the first Allied convoy along that engineering marvel reached Kunming, China seventy-one years ago this week. After Japan’s May 1942 seizure of Burma eliminated the last overland supply route between India and China, army engineers – most of whom were African American – hacked a new road through dense jungle and along steep and winding mountainsides.

Students can view one of the surveying tools that African American engineering battalions used when laying out the Ledo Road here. They can also learn about the restoration of the Curtiss P-40 Warhawk that now hangs above the Museum gallery devoted to the China-Burma-India Theater through this video, and they can research the CBI through the Museum’s Digital Collections.

Get more classroom resources and ideas by signing up for our free monthly e-newsletter Calling All Teachers and following us on Twitter @wwiieducation.

Post by Dr. Walter Stern, K-12 Curriculum Coordinator at The National WWII Museum. 

 

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Carnival Time Around the Museum: Tips for Your Trip to the Museum this Mardi Gras

As Carnival season builds up over the next week down here in New Orleans, the fun will be drumming down the streets right near the Museum, and it may affect your visit to the Museum.

During the war years of 1942-1945, official Mardi Gras parades and celebrations in New Orleans were canceled. For March 9th, 1943, the Retailers for Victory Committee, chaired by Leon Godchaux, Jr. , organized a special Carnival Day Bond Drive and celebration in the 800 block of Canal Street.  The block was roped off and admission was sold in the form of war bonds. More than 25,000 people were on hand to hear the headlining Higgins Industries’ Band perform along with nationally known singer, Lanny Ross. The event raised $1,192,000 in bonds. Image from the collection of The National WWII Museum.For March 9th, 1943, the Retailers for Victory Committee organized a special Carnival Day Bond Drive and celebration in the 800 block of Canal Street. Image from the collection of The National WWII Museum.

For March 9th, 1943, the Retailers for Victory Committee organized a special Carnival Day Bond Drive and celebration in the 800 block of Canal Street. Image from the collection of The National WWII Museum.

Whether you’re a history buff or a parade-goer, we’ve got some tips for your Carnival Time trip to the Museum.

  1. Plan carefully for when and how you’re making your trip to the Museum.

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  • On the weekend of February 6-7, parades will be rolling day and night near the Museum, as well as parades on the evenings of February 3-5 and 8. You may find it impossible to park or get caught in parade traffic if you’re not careful. Tip: Beat the traffic, and arrive at the Museum before the parades roll.
  • Be sure to read the signs carefully before you park! Especially if you’re parking on the street. Avoid parking under “Parade Route” signs. You may get towed if there’s a parade set for that day.
  1. Come see us while you’re at the parades!
The King Cake at The American Sector is definitely worth fighting for.

The King Cake at The American Sector is definitely worth fighting for.

  • Escape the beads, and learn some history. We’re just a block off Lee Circle, and our restaurant The American Sector will have Mardi Gras food and drink specials, a real bathroom, and some seats waiting for you. Looking for a quick snack? Pop into Jeri Nim’s Soda Shop for a bite!
  1. If it looks like a rainy day out on the parade route, consider staying dry in the Museum.
A restored P-40 Warhawk fighter plane is suspended in our newest exhibit  Road to Tokyo.

A restored P-40 Warhawk fighter plane is suspended in our newest exhibit Road to Tokyo.

  1. Have fun on Mardi Gras Day, and remember that we’re closed for it on Tuesday February 9, 2016.
King and Queen in full costume, presumably welcoming crowd. Probably image from Mardi Gras celebration in Italy in February 1945. Scanned to disk in donor file. 13 February 1945. Gift in Memory of Dr. Thomas Edward Weiss, from the collection of the National WWII Museum.

King and Queen in full costume, presumably welcoming crowd. Probably image from Mardi Gras celebration in Italy in February 1945. Scanned to disk in donor file. 13 February 1945. Gift in Memory of Dr. Thomas Edward Weiss, from the collection of the National WWII Museum.

 

For more information on Mardi Gras Parades Schedules and Routes, click here.

 

See what Carnival time was like around the world during World War II. Uncover stories from New Orleans and Italy here.

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Bringing Charity to Life: Part Two

This post is a update of a blog post from April 2015 from our former Collections Manager Lowell Bassett.

I promised to provide an update on the progress being made to restore Charity, our WC-9 Field Ambulance (2005.007.001). The ambulance was purchased by the Museum in 2005 with funds raised by the Charity Hospital School of Nursing Alumni Association. The funds for the restoration were made possible through a generous donation by Tom, Lois, and Leo Knudson in honor of Edith M. Rubright “Ruby” Knudson Key. The Museum’s Restoration Specialist, Joey Culligan, has been hard at work making our ambulance resemble a vehicle that would have been a common site with the Allied forces in Italy in 1943. In August Joey was finally able to turn the engine over and in September he was able to move the vehicle back and forth under motor. Joey has been heavily involved in performing a multitude of fixes on Charity and the vehicle is starting to come together. While Joey works alone and on several different vehicles simultaneously, he estimates that he has put in between 300 and 400 hours of time restoring this piece of history (he also told me that he has enjoyed every minute of it).  As a point of comparison, between 1941 and 1945 the United States, on average, manufactured approximately 175 WC-series trucks per day (that’s seven trucks per hour).  And yes, while Joey is fast and thorough at what he does, he isn’t quite that fast.

For the curious, here’s a partial list of some of the projects Joey has been working on with this specific vehicle:

  • Flushing the coolant and oil and replacing the oil seals in the transfer case
  • Replacing the drive gears, differential, and universal joint on the driveshaft
  • Cutting out and removing rust spots on the vehicle body and welding and forming sheet metal to replace it
  • Rebuilding the interior
  • Replacing the electrical system (including the exhaust fan and the headlights)
  • Turning the motor over

Regarding this last task, Joey allowed me a special “interview” with Charity. Click to hear  Charity’s 78 horsepower, six cylinder engine speak.

Joey and all of us here at The National WWII Museum are extremely pleased with the progress being made on Charity and we know that visitors will be thrilled when she rolls into line with the rest of our other historic vehicles in The US Freedom Pavilion: The Boeing Center soon.

Posted on behalf of Lowell Bassett, who has left us to return to his hometown of Pensacola Florida. Thank you, Lowell, for years of  great service. 

Get in the Scrap! Wintertime Energy Conservation

Get in the Scrap! A service learning project for grades 4-8 about recycling and energy conservation

Get in the Scrap! A service learning project for grades 4-8 about recycling and energy conservation

With winter comes snow and ice storms (as we saw last week), longer nights and shorter days, and evenings cozied up indoors. It’s also the season of the furnace or heater working overtime, long hot showers, and cold air seeping through cracked and old windows.

With chilly temperatures keeping us inside,  it’s the perfect time for you and your students to be more aware of energy consumption and how we can all help promote efficiency and conservation. Here are some simple ways:

Sign up your classroom for Get in the Scrap!, the Museum’s service learning project for grades 4-8 about recycling and energy conservation. Your students have the power to affect positive change on the environment, much like students played a positive role on the Home Front by scrapping for victory in WWII. Here’s how it all works:

After signing up, your students complete a variety of activities in the project toolkit and the Museum will award them prizes for their efforts. There are a couple that are particularly timely for winter:

1. Your students can conduct an energy audit in their classroom and/or home. Time your morning shower, check how many old incandescent bulbs are in the space, count how many items are plugged in at one time. This will get them focused on a variety of simple ways they can start conserving energy. It’s the perfect activity when you’re stuck inside on a snow day!

Switch plates Hamlin Academy2.  Your class can design personalized switch plates to remind everyone to turn off the light when they are leaving the room. They can come up with their own effective slogan or eye-catching design to encourage people to flip the switch! Check out the neat design on the right from a Hamlin Academy student in Evergreen Park, Illinois.

These two projects alone are worth 16 points and set your students well on their way to their first prize (a cool recycle bin-shaped magnet for the fridge).

Get started with Get in the Scrap! today and make a difference in your school, home, community, and even the planet!

Post by Chrissy Gregg, Virtual Classroom Coordinator

Classroom Resources for Black History Month

The Museum has a number of ways to explore African American history next month, and now is the perfect time to plan ahead.

First, you and your students can join Coretta Scott King Book Award winning author Tanita Davis 12:00 p.m.–1:00 p.m. CST Tuesday, February 2, for a FREE live webinar exploring the experiences of African American women in WWII.

In Davis’s Mare’s War, readers follow teens Octavia and Tali on a reluctant road trip with their grandmother, Mare. But the trip becomes more interesting as Mare begins discussing her difficult childhood in the Deep South, her decision to join the Women’s Army Corps during World War II, and the segregation she faced serving her country. The webinar will allow students to explore stories of discrimination and achievement through artifacts and oral histories. They will also be able to ask Museum educators and the author questions, and they do not need to have read the book beforehand. Sign up today to reserve your spot and receive free curriculum materials!

Second, the 2016 Student Essay Contest is a perfect project for Black History Month since this year’s prompt relates to the Museum’s special exhibit, Fighting for the Right to Fight: African American Experiences in WWII. Drawing upon African Americans’ wartime experiences and a poignant letter written by twenty-six-year-old James G. Thompson in 1942, we are asking students to consider the availability of liberty and justice for all Americans seven decades after World War II. You can also download our classroom guides for Fighting for the Right to Fight and join us from 5:00 p.m.–6:30 p.m. CST on Thursday, January 28, for a FREE professional development webinar on the exhibit.

Third, your students can explore African Americans’ wartime struggle against totalitarianism abroad and racism at home through a special offer on our Double Victory Virtual Field Trip. Students will learn about African American heroes such as Dorie Miller and the Montford Point Marines and will examine the Double V campaign through the music of Josh White. In conjunction with Digital Learning Day, you can book this field trip for February 15-19 for $50. That’s half the normal price! Request today!

Finally, the 2016 National History Day theme of “Exploration, Encounter & Exchange” offers many opportunities for students to research and explore African Americans’ wartime experiences.   One example is Vernon Baker, a young African-American who encountered and overcame prejudice en route to becoming one of seven African Americans to receive the Medal of Honor for their WWII service.

Get more classroom resources and ideas by signing up for our free monthly e-newsletter Calling All Teachers and following us on Twitter @wwiieducation.

Post by Dr. Walter Stern, K-12 Curriculum Coordinator at The National WWII Museum. 

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SciTech Tuesday: Two inventions save lives in WWII, but are later abandoned due to side effects

An early aerosol can of DDT insecticide (from Wikimedia Commons).

An early aerosol can of DDT insecticide (from Wikimedia Commons).

With millions of troops moving into tropical and subtropical campaigns, WWII military leaders and planners sought ways to fight diseases endemic to these regions. Two WWII era innovations were combined to save the lives of many combatants during the war years. Malaria was the primary concern at the time.

Malaria was commonly avoided by prophylactic treatments with quinine. Larger doses could be given to those known to be infected. Quinine came from the bark of a South American shrub that came to be grown on commercial plantations in the South Pacific. The Japanese occupied these plantations early in the war, and substitutes for it were less effective.

In 1939, Paul Hermann Muller discovered that dichlorodiphenyltrichloroethane (DDT) effectively killed insects. He began searching for a chemical insecticide in 1935, spurred by agricultural insect pests and an outbreak of typhus. After testing 349 compounds over 4 years (that’s persistence!) Muller found one that worked. In 1943 tests showed it to be effective against the mosquitoes that carried malaria, and the US Military started using it. At first they used hand pumps that pressurized a canister, and applying DDT this way replaced spraying fuel oil in streams and ditches. In 1948 Muller received the Nobel Prize in Physiology and Medicine for his discovery.

USDA researchers Lyle Goodhue and William Sullivan developed the first effective aerosol spray can in 1941. There were earlier patents for aerosol spray, but no one had yet made an effective disposable canister. Goodhue and Sullivan were looking for ways to spray insecticides, and found a way to compress chlorofluorocarbon gases in a can with the chemical to be dispersed. With a valve at the top that controlled emission of the contents, the active chemical was carried by the expanding carrier gas.

A US Soldier in Italy early in the war, spraying oil from a hand-pumped canister into a ditch to kill mosquitoes (from the collection of the NWWII Museum).

A US Soldier in Italy early in the war, spraying oil from a hand-pumped canister into a ditch to kill mosquitoes (from the collection of The National WWII Museum).

Combining DDT with a working disposable aerosol can, the US military was able to give its troops a way to spray inside tents, nets and clothes to kill mosquitoes (and just about all the other insects that came in contact). DDT helped cut down malarial and other vector-borne disease in the war, and soon eradicated malaria from North America and southern Europe.

DDT was less effective at killing malarial mosquitoes in Africa and other tropical areas where they breed year-round, and eventually the insects developed immunity. Later it was discovered that DDT was causing mortality in birds, and could act as a potent endocrine disruptor. DDT is a very stable chemical and breaks down very slowly, staying in the environment for a long time. In the early 1970s DDT’s use in the US was heavily restricted, and remains so.

In the 1970s scientists showed that chlorofluorocarbons (CFCs) used in aerosol cans and refrigeration, were causing a degradation of the ozone layer in the atmosphere. Ozone is a toxic pollutant at ground levels, but a concentrated layer of ozone high in the atmosphere shields the Earth’s surface from a large amount of ultra-violet radiation from the sun. Regulations in the US and around the world phased out the use of CFCs as propellants first, and then as refrigerants, by the late 1980s. Metal spray cans are more rare now, but they dominated the shelves of stores for many decades of the 20th century.

A soldier being sprayed with DDT from a pump-pressurized canister in WWII (from Wikimedia Commons).

A soldier being sprayed with DDT from a pump-pressurized canister in WWII (from Wikimedia Commons).

DDT and aerosol cans served their important purpose in WWII, but were eventually dropped as technologies because of unintended consequences of their use. This is a common occurrence in the history of engineering and innovation.

 

 

 

 

 

 

 

 

 

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

2016 National History Day Theme – “Exploration, Encounter & Exchange”

Exploration Encounter & ExchangeNational 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 2016 National History Day contest is “Exploration, Encounter & Exchange;” a topic which also offers many opportunities for students to research and explore powerful subjects and events in WWII history.

While images and figures from the Spanish Conquests or the Age of Sail are likely the first thoughts that spring to mind when most read and hear the words ‘Exploration,’ explorers existed in WWII as well, charting new paths in fields such as medicine, technology, and production while experiencing encounters and exchanges that would help change national attitudes towards isolationism, military preparedness and racial and gender equality. The outcomes of these WWII explorations varied, as did their encounters with opposition or resistance as well as the exchange of ideas or strategies that helped them to succeed or which caused them to fail, however, the outcomes and the lessons drawn from each of them are what determine why these events are important in history.

For example, one case of Exploration between 1941–1945 with lasting importance in history was the exploration of infection and disease in attempts to cure and combat them. One staggering statistic to come out of the Pacific Theatre in WWII: over 80% of American troops deployed to the Pacific were hospitalized at least once, with infection and disease being among the leading causes. The United States responded to this harsh battle environment by exploring revolutionary treatment ideas such as the mass production of penicillin, sulfa drugs and the first use of blood plasma on the battlefield as seen in the image from the Museum’s Digital Collection.

 

Similarly, military tactics in WWII had to change as a result of Encounters with new technology or Encounters with success or setbacks on the battlefield. With German U-Boats menacing Allied shipping lanes during The Battle of the Atlantic, new tactics such as the convoy system, as seen in the image below, and technology like sonar helped to turn the tide. Similar adaptations existed on the Axis side as well, with Germany’s horrific encounters with trench warfare of WWI leading to new strategies such as the Blitzkrieg or ‘Lightning War’ which overran nearly all of Europe by the end of 1940.

 

Finally, exchanges occurred throughout WWII history as well, from the large scale, such as the meeting of The Big Three Roosevelt, Churchill and Stalin – at the week-long Yalta Conference which determined the end of WWII and the shape of the post-war world, to the individual, such as African-American serviceman Vernon Baker’s exchange with an prejudiced Army recruiter who at first refused his entry into the United States military based upon his race yet who later was awarded the Medal Of Honor, the highest award given by the United States Government for personal acts of valor above and beyond the call of duty.

 

World War II is a rich and exciting time period in which to study the exploration, encounters and exchanges of The War That Changed The World  – both famous and infamous – as well as what these events continue to teach us about history 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. 

Also, for any Louisiana teachers and professors, historians, undergraduate and graduate students, museum professionals, or anyone with a love of history and community, we need your help to judge this year’s regional and state National History Day contests!  No prior experience necessary besides enthusiasm and interest in evaluating student work.  Please view our National History Day Judges Form to learn more

 

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

Home Front Friday: Sew It Up!

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!

With America’s entrance into World War II, the United States’ market and industry transformed—most industries, from General Motors to General Mills, became about supporting the War effort and the troops overseas. For the textile industry, this meant making uniforms for troops in incredibly diverse climates; the beaches of France, the cold climates of rural Germany, and the vast, tropical Pacific, to be specific.

Propaganda Poster Courtesy of the New Hampshire State Library.

Propaganda Poster Courtesy of the New Hampshire State Library.

For civilian wear, the War Production Board set up mandates that restricted the use of excess fabric for clothing that clothing manufactures could produce. Additionally, there were restrictions on civilians at home; e.g. civilians were restricted from owning more than three pairs of leather shoes per year. Both the industry and the people at home were forced to “wear out” their clothing, so to speak.

In fact, one bride, Joyce Adney, actually had her mother sew her wedding dress from scratch. Because of the continued rationing, Joyce’s mother hand sewed the Japanese parachute silk that her husband, Adrien, had sent home. The Utah couple met at Utah State University, and their wedding photos and her dress can be seen here: Love and War

Knowing how to sew was incredibly important because it meant less waste and more textiles for the troops abroad. Civilians aided in the war effort tremendously throughout the course of the War, whether it was by rationing food, rubber, or, in this case, fabric.

While no one on staff here at The National WWII Museum is a cobbler, we do know how to sew. Here is a few easy steps on how to sew the hem of your pants, without the machine:

What You’ll Need:

A pair of pants that are too long
Shoes that match your pants
A seam ripper/sharp knife
Straight pins
Ruler
Iron
Chalk
Pinking shears
Needle
Thread that matches your pants’ color

Steps 1 – 5, Measuring & Preparing

Step 1: Carefully cut the old hem out of your pants. To do this, there is a seam ripper tool, but a small and sharp knife will do the trick just as well. Just be sure not to tear the fabric while doing so.

Step 2: Put on your pants with appropriate shoes. If you do this barefoot, you might make the hem too short. So be sure to wear shoes!

Step 3: Cuff your pants to the appropriate length. You want to cuff the excess fabric under your pants, rather than over.

Step 4: Place several straight pins around the cuffs to make sure that the leg stays in place. Make adjustments as necessary, only after walking around the room and looking at yourself in a mirror.

Step 5: Slowly and carefully take off your pants and turn them inside out. It is critical that the pins stay in place so when you’re sewing, you know how long the pants will be hemmed.

Steps 6 – 11, Sewing & Hemming

Step 6: Measure the distance from the edge of the pant legs to the cuff using a ruler. Make sure both pant legs are cuffed to the same length all around, and use straight pins to hold the cuffs in place.

Step 7: Use an iron to make a crease where the pants are cuffed. Make sure the crease is straight!

Step 7.5: You can try the pants on again to make sure that this is where you want them to fall, but that’s completely up to you. If you decide to try them on again, be careful not to stick yourself with the pins!

Step 8: Measure one and a half inches from hemline and mark it with some chalk around the entire leg. Repeat on the other side and with the other leg. This is where the pants will be cut before sewing up the hem.

Step 9: Remove the pins.

Step 10: Slowly cut the fabric along the chalked line, making sure to not come too closely to the hem. When you’re done trimming, use straight pins to pin the fabric back in place about an inch from the hemline. It doesn’t have to be exact, but you could use a ruler to make sure.

Step 11: Sew the hems using a blind stitch technique. What you want to do is sew around the pant leg about a ½ inch from the hem, continuing until you return to where you started. Knot the thread and use scissors to cut. Repeat with the other pants leg. (You can also use a sewing machine for this, but you do not necessarily have to.) When you’re sewing, be sure to space out the thread while sewing so that the hem is not noticeable from the outside!

Step 12: Turn the pants right-side out and iron the hemline again. When you try them one, wear them with the shoes that you expect to usually wear with the pants. If the cuffs need adjustments, rip out the seams and start over! (It’s okay, we messed up the first time too.)

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

New Artifact on Display: Helmet of Joseph K. Barrineau

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Helmet of Joseph K. Barrineau. On loan courtesy of the Barrineau Family, L2015.001.

There’s something new at the Museum! On loan for the next year, the helmet of of Corbin, Kentucky, who served with the 5th Infantry Division will be on display in our .

There’s something new at the Museum! On loan for the next year, the helmet of Joseph K. Barrineau of Corbin, Kentucky, who served with the 5th Infantry Division will be on display in our Normandy Gallery.

So what makes this helmet so special?

It’s the remarkable story it tells about heavy fighting to liberate Northern France after D-Day.

More than a month after D-Day near Vidouville, France as Operation Cobra and the Allied breakout from Normandy was underway on July 26, 1944,  the 5th US Infantry Division launched its first attack of the war against the heavily fortified German-held village. Among the lead elements, was twenty-one year-old Private First Class Joseph K. Barrineau. As Barrineau and the attack advanced into the outskirts of Vidouville, German defenders opened fire with heavy, machine gun, and mortar fire. Immediately, Barrineau was hit with shrapnel across his back, shoulders and legs. After his evacuation to a rear area aid station, Barrineau removed his helmet and noticed for the first time, the hole where a machine gun bullet had penetrated his helmet, sliced through the suspension webbing that rested against his head, and then exited out the other side. Amazingly, Barrineau had no injuries to his head.

To welcome this artifact to the Museum and to commemorate what would have been Joseph K. Barrineau’s 92nd birthday, 18 members of the Barrineau family visited the Museum on Monday, January 4, 2016.

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Family members of Joseph K. Barrineau with the helmet on display at The National WWII Museum on January 4, 2016.

 

Post by Katherine Odell, Social Media Coordinator at The National WWII Museum.

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