Finding WWII Rosters Online at NARA

For researching a WWI or a WWII soldier, have you considered using the Rosters at NARA? They are located Series: Muster Rolls and Rosters, November 1, 1912–December 31, 1943 within Record Group 64. This blog post will show where to search for rosters, including how to use an online finding aid for finding WWII rosters that will make your task much easier.

The rosters are arranged in three subseries within Muster Rolls and Rosters, November 1, 1912–December 31, 1943:

• Muster Rolls, November 1, 1912 – June 30, 1918 and Enlisted and Officer Rosters, July 1, 1918 – December 31, 1939,
• Officer Rosters, 1920 – 1939,
• Army and Army Air Force (Air Corp) Rosters, 1940 – 1943

The Series is located at: https://catalog.archives.gov/id/85713803

There are 625 pages of links viewing on this Series webpage, so you can browse for an organization.

You can also search within the Series for a soldier’s name, military serial number, or even an organization: https://catalog.archives.gov/search-within/85713803

When researching WWII soldiers, there is an online finding aid to streamline the process: https://www.archives.gov/st-louis/archival-programs/army-rosters-1940-1943

On this page, you will find information about how to locate WWII rosters organized by:

• Army enlisted service members
• Army officers
• Army Air Force (Air Corp) enlisted service members
• Army Air Force (Air Corp) officers

Within those categories, the rosters are organized by type of reporting unit.

To use the finding aid, click on the plus sign to expand the link to locate the type of unit. There will be box numbers shown, but some entries will contain links to digitized rosters, or to a pdf that contains the National Archives Identifier (NAID) in NARA’s Catalog to use when locating the online rosters.

In this example, I am searching for the rosters for a soldier in Battery A of the 500th AAA Gun Battalion, so clicked on the plus sign next to “Chemical and Antiaircraft Artillery” to expand the section.

I licked on the link for “Antiaircraft Battalion – Boxes 246-348.”

The link led to a PDF file with the Catalog NAID.

https://www.archives.gov/files/antiaircraft-artillery-battalion-index.pdf

The PDF file shows that the rosters are stored by increasing NAID numbers, by the number of the organization.The first page contains the column headers. (They are not repeated on subsequent pages.)

Scrolling down to the beginning of page 4 of the PDF, I find Btry C, 500th AAA Gn Bn, 1943. That means Roll Number 307 (2 of 3), which begins with Battery C of that Battalion has NAID Identifier 371744319.

Since the soldier is in Battery A, I will want to check the previous part of the roll, listed at the bottom of page 3 of the PDF, NAID 371744318, Roll Number 307 (1 of 3). I would expect that rosters for Battery A would be closer to the end of the Roll. (Remember to use the Chrome Browser to see the images in order, as Firefox has a documented bug of showing images in reverse order.)

I searched from the NARA Catalog Home Page: https://catalog.archives.gov

There is a blank page between the months, so I began by checking the image after the blank pages in the image range of 800-900.

I recommend building a list or a table with the information for the organization, to keep track of links. (Note: Organization and Link appear in the same column for readability. In my Excel worksheet, they appear in separate columns.)

I would want to continue to go backwards chronologically to collect the rosters for the time the soldier I am researching was in the Battery.

Another option, as described in our blog post about locating WWII Morning Reports in PDF Files can also make the task easier. Search the NARA catalog for: 371745320, which is the NAID for the final part of the Roll Number 307, part 3 of 3.

From there, the PDF files containing groups of 125 images from the Roll can be downloaded. Images for Battery A can be found in the files Roll-0307_07.pdf and Roll-0307_08.pdf

Give it a try and let me know how you do!

Now Open: “Tracing Your New York Ancestors with the NYG&B”

Are you researching Ancestors in New York State? If so, you will probably be interested in the free on-demand online course from The New York Genealogy & Biographical Society: “Tracing Your New York Ancestors with the NYG&B.”

In the six video sessions of the course, you will learn about NYG&B, its services, membership and publications. The sessions cover the use of their online collections.

When you sign up for the course, you have 60 days to complete it. During that time you can review the on-demand lectures and revisit the materials. When the 60 days expires, you can re-register for the course again. When you complete the videos for all the sessions you can enter your name to receive a personalized digital certificate.

The opportunity to learn about the resources of the NYG&B through the sessions given by their esteemed experts is terrific. The information that I found most interesting were about the resources available on their website, addressing how to navigate their website and ways to search their databases. The demonstration of how to search their collections through the New York Public Library catalog were invaluable.

It was fascinating to learn about the products created by the scholars in residence, who have created work about the resources at the NYG&B. Those products are available on the website, and might be leveraged in our own research.

Insights into the educational programs and how to use the tools were also important parts of the course. Be sure to download the handouts that accompany each class.

You can register for the online course, as well as learn about the sessions and presenters at: https://www.newyorkfamilyhistory.org/tracing-your-new-york-ancestors-nygb-registration

Book Review: Your Stripped Bare Guide

Having earned a Ph.D., worked as a professor, and published research, I know that citing sources is essential in academic work. Having published in multiple disciplines, I have used different styles of citations and variations of those styles. Students can usually understand why direct quotations need to be cited, but do not always grasp why the facts they use in their writing must also be attributed. The methods in technical papers are explained so that they can be reproducible. For a technical discipline, citations can be used by readers to go upstream to the authoritative sources and investigate the source material for themselves. Those sources are typically published and readily accessible.

Genealogical writing is different. Using historical sources can be far more complicated. They are evidence of the past events, which support interpretations of that past. The access to an historical source may limited. A source may exist in one location with restrictions limiting its physical access, which means that readers may not be able to examine the source themselves. A source may have been destroyed or lost, leaving us with only an image or description of it. It may exist only in the private files of a researcher or in unpublished manuscripts. Primary sources may also be subjective, which introduces another layer of evaluation. Therefore, citations of historical sources need to convey to readers the information about the source and the implications about its reliability.

This is where Your Stripped Bare Guide to Citing & Using History Sources becomes invaluable. Ms. Mills wants us to understand why and how to do this effectively. Improving how we cite our sources will result in better products. As we evaluate our sources our citations present evaluation of their reliability to others. She guides us as we turn our evidence into proof.

There are sobering thoughts throughout this book. Without DNA evidence, attributing relationships between individuals in the past is built on trust in the informants. The authenticity of a tombstone image downloaded from an online cemetery website differs from that of an image we photographed on our own in-person visit to a cemetery.

All sources are not created equal, nor do all have the same weight when considered as proof. From the very start of our research, we need to not only be tracking where our sources come from but evaluating them as we collect them. We must also be wary of bad data; multiple references to it should not be mistaken for proof of its veracity. There is a good reminder to put full citations on the front page of all our notes or copies of documents.

Enjoy the guidelines for analyzing evidence. The book also includes universal templates and construction notes for our use, including templates for the daunting layered citations with an explanation of why they are important. While you might be tempted to ignore Appendix One until you need to define terms, I recommend that you review it early to make sure that you understand the language of citing and using historical sources. (The first term you look up should be “q.v.”)

Consider allowing Ms. Mills to guide you toward stronger, clearer, more reliable research!

The book can be found at: https://genealogical.com/store/your-stripped-bare-guide-to-citing-using-history-sources/

Note: A review copy was provided by the publisher.

More WWII Morning Reports in the NARA Catalog

It should not be a surprise that to anyone who has read my most recent book Finding and Using U.S. Army WWI and WWII Morning Reports: A Research Guide for Historians and Genealogists or seen my presentation about Morning Reports that I periodically check the NARA catalog. Specifically, I have been checking to see if reports later than July 1944 have been uploaded. Today I searched, and success!

As a reminder, I search from the main catalog page at https://catalog.archives.gov/ so that I can benefit from the links to the search terms in the results. To see if more Morning Report are available I search for terms such as: “Morning Reports” AND “October 1944”

This time there were results! I kept searching, and Morning Reports up to December 1944 are available. (Search terms: “Morning Reports” AND “December 1944”) I did check for any from 1945, there were no results (yet!).

Of course, I did search for my father, by name and by serial number. This time I did find a mention of him. My brother was the first to know of this find, grateful that this was not a middle-of-the-night call!

For tonight, I will share that SGT James C. McMahon appeared in a Morning Report for 13 October 1944, still in Narsarssuak, Greenland. July 1944 had left me with a cliffhanger, and this record provided data about two military organizations with which he served after the 500th AAA Gun Battalion left Greenland.

I will post about my continuing research as I use Morning Reports to reconstruct my father’s WWII service. From here, I will be busy moving forward and backward in time to track what was happening in Greenland.

Thank you to NARA! Good luck searching, and let me know how you do!

AI: Meta Prompting

If you have attended one of my AI presentations, then you know how important it is to develop prompt engineering skills to get the most out of Large Language Models (LLMs). The good news is that we do not always have to create the perfect prompt on our own!   

There is a harsh term used in my field, GIGO, which stands for Garbage In, Garbage Out. When it comes to AIs, this applies to the fact that the LLM response (output) will only be as good as our prompts (input).  

A simple explanation of meta prompting is to have one Large Language Model (LLM) create a prompt for another one. Meta prompting is more involved than that because it builds a prompt with more specific instructions about the steps to take to realize the goal of the prompt. It is as if the LLM is translating what you want to do into LLM language!

The cinematic arts student at my home gave me some insights into his practical use of meta prompting. He was having an issue with an AI that generates video. It was not creating what he was describing, so he turned to ChatGPT to explain his vision and ask for a prompt to use for generating that image. ChatGPT dutifully responded with a prompt that did work with the AI video generator. The message is that when it comes to crafting prompts, we are not on our own.

While working to understand meta prompting, I thought of an example application to try before applying this skill to genealogy. I asked ChatGPT to create a prompt for me that I could use to have a research report generated for me about a topic. I also specified what and how I wanted to investigate the topic, as well as the fact that I wanted sources and in-text citations. Using the power of the AI to recognize patterns, I certainly wanted analysis to be part of generating the data in the report.

A prompt was created, but ChatGPT had some specific questions that it included in its response about the type of citation I wanted and asked if there were other constraints, such as word count or including quotes. We had a conversation to refine the prompt, starting with a 308-word prompt and concluding with the final response which was a modular, reusable 1122-word prompt.

The prompt began with: “You are an expert in …

The prompt contained sections for FOCUS & SCOPE, RESEARCH & SOURCES, STRUCTURE OF THE REPORT, STYLE & LENGTH and FINAL OUTPUT

ChatGPT’s prompt also included some interesting anti-hallucination guidance: “If there are areas where evidence is limited (for instance, few direct author comments about a particular name), clearly indicate uncertainty and base comments on reasonable inference, not fabrication.”

I decided to use the prompt in ChatGPT, and opened a new chat. I pasted in the prompt, and it responded with a request for clarification:

It offered me options, providing details, which are omitted for brevity:

• Option A — Use only 100% verifiable, well-known, widely documented sources
• Option B — Allow me to cite plausible but harder-to-verify sources
• Option C — A blended approach

Then it asked me to respond with which option it should use:

After the clarification interaction, ChatGPT told me that

It waited for my response before it began to generate the report:

The report was reasonable, and described patterns. ChatGPT offered me formats for downloading the report and other products based on the report, an executive summary and PowerPoint presentations. If I want to dig deeper, this report is valuable to me as a starting place.

Of course, the caveats still remain about not using this for school reports (unless the assignment calls for the use of AI) and not submitting it to a client. There can be tell-tale signs of an AI-generated report, as I know from a high school science fair project done by that same cinematic arts student, and documentation out on the web.

So, will you try meta prompting? Let me know how you do.