Download Korean War 36-scott, randall 2 tah isc yr 2

Teacher’s Name: Randall J. Scott
Employee Number: 243372
School: Coral Reef Senior H.S.
1. Title:
Harry Truman and the Korean War/11 Grade
2. Overview - Big Ideas:
Enduring Understandings – It’s important in that it showed that the free world was willing to
fight to defend the freedom of those attacked by communist countries.
Essential Questions – What were the causes and effects of the U.S.’ increased and
assumed responsibility of defending democracy throughout the world?
3. Lesson Objectives and Key Vocabulary:
Standards SS.912.A.6.10
Examine causes, course, and consequences of the early years of the Cold War
(Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).
SS.912.A.6.11
Examine the controversy surrounding the proliferation of nuclear technology in the
United States and the world.
SS.912.A.6.12
Examine causes, course, and consequences of the Korean War.
SS.912.A.6.13
Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy,
Johnson, and Nixon administrations.
Key Vocabulary –
Refugees
amphibious landing parallel
POW Yalu
U.N.
armistice
Soviet Union communist
Demilitarized zone
integrated
police action stalemate
Seoul China
mobilize
.
4. Evidence of Student Understanding (Assessment) in this Lesson:
Formative: review of class and groups responses
Summative: Completion of Korean war Timeline
5. Materials Needed:
a. Truman’s statement
b. internet
6. Steps to Deliver the Lesson:
Brainstorm about Korean War - Who? What? Where? Why? When?
TEACHING WITH PRIMARY SOURCE DOCUMENTS ACTIVITY
TTTT
1. Provide each student with a copy of President Harry S. Truman's statement on June 27, 1950.
Ask them to read the document, then lead a class discussion using the following questions:
What type of document is it? When was it written? What was its purpose?
2. Divide students into two groups. Ask the first group to make a list of reasons why the United
States entered the Korean conflict using the information provided in the document. Ask the
second group to make a list of reasons why the United States entered the Korean conflict using
the information provided in their textbooks. Lead a class discussion comparing the two lists.
3. Ask students to look closely at the language of Truman's statement of June 27. Ask them what
Truman meant by "Communism has passed beyond the use of subversion to conquer
independent nations." Ask them what "subversion" means and what it meant to people during
the Cold War. Ask them to list other examples of fear of subversion in the 1950s.
4. Ask students to draft their own public statements announcing the entry of the United States
into the Korean conflict in June 1950.
TECHNOLOGY ACTIVITY
Students will complete a web quest on one of the major Korean War battles or subjects listed
below:
Pusan
African-Americans in Korea
Inchon
Kim Il Sung
Chosin Reservoir
Refugees
Mig Alley
Medicine
Women in the War
Humanitarian Work
The following procedures and material must be used:


A description of the major events of the battle or points of interest.
Include one or two photographs.



Include at least one map of the battle to explain the action to your readers. In one of the
paragraphs explain the impact of geography on the battle.
The impact to your side of the war. Discuss gains and losses in terms of soldiers, equipment, etc.
A least one chart and graph must be used.
A works cited page must be used
7. Specific Activities: (From Guided to Independent)
a. Discussion
b. Guided reading Activities from the Textbook
c. Timeline of events from 1950-1953
8. Differentiated Instruction Strategies:
mediated scaffolding,
guided practice,
linkage of concepts, and
judicious review
9. Technology Integration:
Internet and Webquest
10. Lesson Closure:
Class discussion on Truman’s policy and long term effects on the Cold War.