Dogfaces: The Infantry in Normandy Soldiers aboard an LCT landing craft crossing the English Channel, June, 1944. Photo 80-G-59422. Courtesy Naval History and Heritage Command. By Michael Kern Program Assistant, National History Day 1 “The rifleman fights without the promise of either reward or relief. Behind every river there’s another hill – and behind that hill, another river. After weeks or months in the line only a wound can offer him the comfort of safety, shelter and a bed. Those who are left to fight, fight on, evading death, but knowing each day of evasion they have exhausted one more chance of survival. Sooner or later, unless victory comes, this chase must end on the litter or in the grave.” - Lt. Gen. Omar N. Bradley 2 What is National History Day? National History Day is a non-profit organization which promotes history education for secondary and elementary education students. The program has grown into a national program since its humble beginnings in Cleveland, Ohio in 1974. Today over half a million students participate in National History Day each year, encouraged by thousands of dedicated teachers. Students select a historical topic related to a theme chosen each year. They conduct primary and secondary research on their chosen topic through libraries, archives, museums, historic sites, and interviews. Students analyze and interpret their sources before presenting their work in original papers, exhibits, documentaries, websites, or performances. Students enter their projects in contests held each spring at the local, state, and national level where they are evaluated by professional historians and educators. The program culminates in the Kenneth E. Behring National Contest, held on the campus of the University of Maryland at College Park each June. In addition to discovering the wonderful world of the past, students learn valuable skills which are critical to future success, regardless of a student’s future field: • Critical thinking and problem solving skills • Research and reading skills • Oral and written communication and presentation skills • Self-esteem and confidence • A sense of responsibility for and involvement in the democratic process Participation in the National History Day contest leads to success in school and success after graduation. More than five million NHD students have gone on to successful careers in many fields, including business, law, and medicine. NHD helps students become more analytical thinkers and better communicators, even if they do not choose to pursue a career in history. 3 What is the Normandy Scholars Institute? Established in 2011, the Normandy Scholars Institute is a program which teaches high school students and teachers about D-Day and the fighting in Normandy during World War II. The program is a partnership between National History Day and The George Washington University made possible by the generosity of Albert H. Small. Mr. Small is a veteran of the U.S. Navy who served in Normandy during World War II. He is passionate about history education and wants to ensure that the sacrifices of World War II veterans are honored and remembered by America’s youth. Each winter National History Day selects a group of teachers from across the country to participate in the program. Each teacher selects a student to work with during the institute. The teacher and student work as a team, learning side-by-side, making the institute a unique educational experience. Starting in spring, the team reads books on World War II and on D-Day, giving them a better understanding of the history and historical context of the campaign. Each student selects a soldier from their community who was killed during the war and who is buried at the Normandy American Cemetery and Memorial. The team works with a research mentor to learn about the life of their soldier. In June, the teams travel to Washington, DC for several days of program events before flying to France to visit the historical sites where the teams’ soldiers fought and died. The trip culminates with a trip to the American cemetery where the student reads a eulogy in front of their soldier’s grave. After returning to the United States, the students and teachers share their experience with others by making a website about their soldier and giving presentations at their schools. In addition to getting to experience Normandy firsthand, students and teachers will: • Learn the true cost of war and the meaning of freedom and sacrifice • Improve research and problem solving skills • Attain a deeper understanding of America’s participation in World War II • Establish relationships with peers and colleagues from across the country 4 Table of Contents Introduction……………………………………………………..6 Infantry Combat, 1914-1941…………………………………….7 The Infantry Division……………………………………………9 Infantry Regiment……………………………………………….11 Field Artillery Battalion…………………………………………15 Tank Battalion…………………………………………………...19 Ranger Infantry Battalion………………………………………..23 Infantry Combat in Normandy…………………………………...26 Resources…………………………………………………………30 Bibliography………………………………………………………35 5 Introduction This guide covers U.S. infantry forces in Normandy. It should be a helpful reference for students who are researching a soldier from any of the units listed below. All of these units were either organic or attached to the infantry division, so they are treated here. In addition, the Ranger infantry battalion is discussed in this guide, because the Rangers worked in close cooperation with regular infantry units in Normandy and their experience in Normandy was similar to an infantryman’s. This guide discusses the history, organization, tactics, and combat experiences of the men in these units. It is worth reading all sections of this guide regardless of the type of unit your soldier served with, because these units all worked together. • Infantry Regiment • Field Artillery Battalion • Tank Battalion • Ranger Infantry Battalion Army poster urging workers to produce more equipment. Courtesy Center of Military History. 6 Infantry Combat, 1914-1941 The Rock of the Marne The U.S. Army in Action series. Courtesy Center of Military History. Great advances in infantry weaponry were made in the years after the Civil War. The bolt action rifle, machinegun, and rapid firing artillery all extended the range and lethality of infantry combat. Against these weapons, soldiers could not hope to advance across open ground and survive. Yet, soldiers in trenches were almost impossible to hit with artillery or machineguns. The infantry had to move in close to attack successfully.1 Infantry tactics struggled to overcome these technological advances during the first two years of World War I. Dense lines of soldiers disappeared as soldiers spread out to survive in the face of modern firepower. Military commanders turned to the artillery cannon as the solution to the difficulty of successfully attacking soldiers in trenches armed with machineguns and rifles. Their efforts were in vain – even firing millions of shells at enemy trenches did not kill the soldiers sheltering inside. The machineguns of the day were too heavy for soldiers to carry with them in an attack. The only way to capture enemy defenses was for the infantry to get close to the defenders and attack them with hand grenades and close range shooting. But infantry lacked the firepower to be able to cross no-man’s land without the help of machineguns.2 1 Civil War weapons, Brent Nosworthy. The Bloody Crucible of Courage: Fighting Methods and Combat Experience of the Civil War. New York: Carroll & Graf, 2003; and newer weapons, Paddy Griffith. Battle Tactics of the Western Front: The British Army’s Art of Attack, 1916-18. New Haven: Yale University Press, 1994, 38-44. 2 1914-1915 combat, Griffith, 47-64. 7 In 1916, the British Army introduced two weapons that made infantry attacks possible. First, they adopted the Lewis Gun, an invention made by an U.S. Army officer named Isaac Newton Lewis. The Lewis Gun was a light machinegun, light and portable enough to be carried forward by soldiers and used in the attack. The British Army also developed the first tanks. Though the first tanks had thin armor, were painfully slow, and were mechanically unreliable (and their crews tended to get carbon monoxide poisoning), the tank and the light machinegun offered the infantry mobile firepower they could use to overcome enemy defenses.3 The British Army took advantage of these new inventions to develop new tactics which became called ‘fire and maneuver’ tactics. They decided that the key to a successful attack was in not allowing the enemy to shoot at their soldiers while they were crossing open ground. An artillery barrage before the infantry attack ensured that German soldiers stayed in their protective underground shelters instead of venturing into the trench to shoot at the British soldiers. The infantrymen moved forward while the barrage was keeping their enemies occupied. Half of the British soldiers fired Lewis Guns at the trenches to make the Germans keep their heads down while the other half of the soldiers moved in close to finish the enemy off with grenades. In 1918, the U.S. Army issued instructions which stated that when attacking trenches: “The assault on such positions must be prepared and supported by artillery directed by its own observers and agents of laiason, and by the infantry’s own weapons. The close cooperation of infantry and artillery is of prime importance. On favorable ground, the artillery preparation may be completed, or even replaced, by the assault of a line of tanks.”4 These tactics proved successful and were soon adopted by all armies (and they are still standard today). After the war, each squad was equipped with a light machinegun. This allowed infantry squads to perform their own fire and maneuver attacks. Half of the squad provided covering fire while the other half moved.5 3 Lewis Guns and tanks, Griffith, 103-134. 4 Fire and maneuver, Griffith, 65-83; and “the assault on such,” War Department.