Name:
Jake
Simpson
WGU
Task Objective Number: 603.2.3-04,
603.2.3-08, etc.
|
GENERAL
INFORMATION |
Subject(s):
US
History
Topic
or Unit of Study: Cold
War – Korea: The Forgotten War
Grade/Level:
9
Instructional
Setting:
A
diverse class of 28 students. All of the students are freshmen. The
class has 5 ESL students. The class has 1 autistic and resource
student. Students will be positioned in individual desks, with 4 rows
of 4 facing 4 rows of 3. The SmartBoard will be at the front of the
room.
|
STANDARDS
AND OBJECTIVES |
Your
State Core Curriculum/Student Achievement Standard(s):
Arkansas
Frameworks Curriculum
CUS.19.AH.7
Investigate the role of the United States in global conflicts:
- Korean Conflict
- Vietnam Conflict
- Operation Desert Shield/Storm
Lesson
Objective(s):
At
an 80% success rate, students will be able to create a reaction piece
to the personal stories from veterans of the Korean War.
|
MATERIALS
AND RESOURCES |
Instructional
Materials:
notebook
paper
colored
pencils/pencils
SmartBoard
Resources:
Ayers,
Edward L. (2009) American
Anthem.
Holt, Rinehart, & Winston: Austin.
Library
of Congress. (2010) Korea:
On the Line.
Experiencing
War: The Korean War.
Retrieved March 24, 2014 from
http://www.loc.gov/vets/stories/korea-ontheline.html.
|
INSTRUCTIONAL
PLAN |
Sequence
of Instructional Procedures/Activities/Events (provide description
and indicate approximate time for each):
- Identification of Student Prerequisite Skills Needed for Lesson:
Students
will have prior knowledge of Truman, Truman Doctrine, McArthur,
Chinese Communists.
- Presentation of New Information or Modeling:
Introduction
of terms and names:
North
Korea
South
Korea
Kim
il Sung
38th
Parrallel
5
– 10 minutes
- Guided Practice:
Have
a class discussion using the following questions
-
Compare
and contrast the state of U.S. military forces during World War II
and the Korean War.
-
Why
did war break out in Korea in 1950? Who decided to divide Korea at
the 38th parallel? In your opinion, what is the importance of the
Korean peninsula's geographic location?
-
Consider
MacArthur's leadership style and his actions in Korea. Debate whether
or not he was a good leader.
-
Compare
and contrast the Chinese and U.S. military forces in terms of their
leaders, numbers of troops, equipment, winter supplies, tactics,
training, and casualties.
-
Discuss
the relationship between Truman and MacArthur. How did their views on
the war in Korea differ? Debate whether or not Truman's decision to
fire MacArthur was a good one.
-
Explain
how the Korean War ended. What is the relationship between North and
South Korea today? Describe the current relationship between the
United States and these two countries.
30
minutes
- Independent Student Practice:
Collect
for the student from the Internet letters and comments by veterans of
the Korean War. Read these to students, or make them available for
students to read themselves.
10
minutes Day One and Homework
Now
students will have a chance to respond emotionally to what they've
read, heard, and learned. Brainstorm with students the various ways
in which they can share their feelings about the Korean War with one
another. You may come up with the following options and others:
- Writing a poem, song, or short story
- Writing a letter to a descendant of a Korean War veteran
- Creating a picture in paint or another medium
- Generating an artwork
- Setting up a display
40
minutes
- Culminating or Closing Procedure/Activity/Event:
Discuss
with students about what their piece of work means to them. Set
up one or more forums for students to share their products with other
classes or other individuals or groups such as on the board outside
the class or a small art show.
10
minutes
Pedagogical
Strategy (or Strategies):
Direct
instruction: introduction of terms and names
Group
discussion: discussion of study questions over material
Independent
instruction: Read and listening to stories of Korean War Vets,
working on Korean War art piece
Differentiated
Instruction:
Learning
disabled: Work with students more one-on-one than other students.
Gifted:
Have students write a short essay on what they believe their pieces
mean to them.
Student
Assessment/Rubrics:
Formative:
Since
students will be producing works in different media, discuss with the
class what overall criteria you can apply to individual pieces (e.g.,
originality, effort, perseverance, revision) and whether you should
rate each piece, according to those criteria, as pass/fail or as
unacceptable/acceptable/good/excellent.
Summative:
Students
will be tested about the Korean War on the Unit test and Semester
test.
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