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Korean War: The Untold StoryINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING KOREAN WAR: THE UNTOLD STORY

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Korean War Match Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Korean Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Map Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Korean War: The Untold Story 11

OBJECTIVES

Korean War: The Untold StoryTHEMESKorean War: The Untold Storyexplores America’s military role inthe Korean War. It addresses thephysical and emotional effects of thewar, as well as the events that led toa truce. Important military figuresinvolved in the Korean conflict andmajor strategic events are also dis-cussed.

OVERVIEWFive years after the end of WorldWar II, violence broke out betweenthe communists of North Korea andSouth Korea, which was controlledby the U.S. This was America’s firstundeclared war and the first directcombat between American and com-munist troops. The South Koreancapital, Seoul, was captured imme-diately. American troops launchedan improbable campaign to recap-ture the city. It succeeded, andAmericans were sure the conflictwould be over soon. However, Chinajoined the war on the North Koreanside, and the fighting continued untila truce was signed in 1953. Thistruce is still in effect today.

To helps students understand thepolitical influences of the KoreanWar.

To identify important names,places and battles of the KoreanWar.

To help students learn how theKorean War affected those whoserved.

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12© Copyright 1999 AIMS Multimedia Korean War: The Untold Story

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.

© Copyright 1999 AIMS Multimedia Korean War: The Untold Story13

INTRODUCTION TOTHE PROGRAMBefore starting the program, ask stu-dents what they know about theKorean War. How did it begin? Whatcountries were involved?

(The Korean War began when NorthKorea invaded South Korean in1950. China fought on the NorthKorean side. Many UN nations gavemilitary support to South Korea,although 90 percent of the troops andmilitary equipment were from theUnited States.)

Where is Korea located? What coun-tries or bodies of water is it near?

(Korea is located on a peninsula thatextends south from northeasternChina. It is surrounded by the Sea ofJapan on one side and the Yellow Seaon another. Japan lies near the south-ern tip of Korea.)

INTRODUCTION TOVOCABULARYAsk students to think about the words“truce” and “treaty.” Although a trucewas signed at the end of the KoreanWar, a treaty has never been passed.What do the two words have in com-mon? How are they different?

(A truce is a suspension of fighting fora certain period of time by agree-ment of opposing forces. It is similarto a cease-fire or a time-out. A treatyis a formal, written contract that out-lines a permanent agreement, such aspeace.)

DISCUSSION IDEASWhy was U.S. involvement in theKorean War known as a “policeaction”? (The United States was notdirectly affected by the invasion ofNorth Korea. America’s aim was toprotect South Korea from communistaggressors. This led to the term“police action.” The U.S. was com-mitting itself to protect others fromharm.)

What other conflicts has the U.S.entered on the basis of “policeaction”? (On behalf of other nations,the U.S. has been involved in conflictswith North Vietnam, Grenada,Panama and Iraq.)

FOCUSAsk students to think for a momentabout the political climate that fol-lowed World War II. Many peoplewere frightened by the emergence ofatomic power, and by the threat ofWorld War III. This fear had an effecton many things, including PresidentTruman’s decision to contain theKorean War. Tell students to keep thisatmosphere in mind while studyingthe Korean War.


JUMP RIGHT IN

Preparation

Read Korean War: The UntoldStory Themes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing KOREAN WAR: THEUNTOLD STORY

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewKorean War: The Untold Storytogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing KOREAN WAR: THEUNTOLD STORY

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE KOREAN WAR: THE UNTOLD STORY AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Connection to History

Allow students to choose one of the following Korean War topics. Ask them to learn moreabout the topics using encyclopedias and library texts. Have them report their findings to theclass in a short oral presentation.

Inchon LandingPusan PerimeterBattle for the HillsGeneral MacArthurTruce Talks and Signing

Writing

What was it really like for American soldiers who fought overseas in Korea? Have studentsuse an encyclopedia to find out more about the climate, landscape and culture of Korea. Askthem to pretend they are soldiers serving in the Korean War, and have them write a letter toa friend or relative describing what their service is like.

The more students learn about Korea and the events of the Korean conflict, the more accu-rate and interesting the letters will be. When all of the letters are handed in, allow studentsto vote on the one they think is the most realistic and moving.

Meeting Individual Needs

Ask students to make sentences with the following words. Make sure they display an under-standing of each word as it relates to the Korean War. Encourage them to use a dictionary ifnecessary.

asylum (protection given by a nation to refugees from another country) repatriation (sending or bringing back citizens to their country of origin)truce (suspension of fighting by both sides of a conflict) subjugate (to force citizens to submit to a government’s policies)

Extended Time

HISTORY

60 Minutes

20 Minutes


Cultural Exchange

Modern Korea is an interesting and unique land. Ask students to choose one of the followingareas of modern-day Korean culture. Have them find three facts in their chosen area. Then,ask each student to present their facts to the class.

• holiday traditions• clothing • food• religion• homes• education• art

Critical Thinking

The Korean War was the first undeclared war that the United States ever fought. What doesthe word “undeclared” mean? How was this war different from World War II?

(Instead of officially declaring war on North Korea, the United States and other UnitedNations countries assisted the South Koreans by sending military aid. In World War II, theU.S. responded to a direct attack by the Japanese. In the Korean War, the U.S. was protect-ing a foreign nation that was being attacked by an outside aggressor.)

Does the responsibility to protect other nations from foreign aggressors still apply? When dostudents think the U.S. should become involved in foreign conflicts, and when should theynot?

(Answers will vary.)

Extended Time

20 Minutes


Connection to Social Science

Ask students to do some investigating to answer the following questions. What is the capitalof South Korea? What is the capital of North Korea? (Seoul, Pyongyang)

What is the official name of South Korea? Of North Korea? (Republic of Korea, DemocraticPeople’s Republic of Korea)

What is the official language of North and South Korea? (Korean) What is the basic unit ofmoney? (the won)

Extended Activity Ask students to look carefully at the flag of South Korea. What do they think the red andblue circle represents?

(It is an ancient Asian symbol representing balance in the universe between opposites. Thiscan mean day and night, life and death, or peace and turmoil.)

Ask students to look at a flag of North Korea. What does the red star represent?

(The star represents communism, the North Korean form of government.)

Culminating Activity

Using what they have learned in the unit, ask each student to write a question about theKorean War. Collect the questions and use them to write a review quiz. After giving thequiz, ask students if they enjoyed designing the test. Were the questions harder or easierthan normal?

30 Minutes

SOCIAL

SCIENCE

15 Minutes

Extended Time

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VOCABULARY

The following terms are from Korean War: The Untold Story. Fill in the number of each term nextto its closest definition.

1. amphibious 2. armistice3. brainwash4. corpsman

___ to try and force someone to give up basic beliefs and accept different ideas

___ fighter plane used by communist forces

___ sending or bringing back to the country of origin or citizenship

___ temporary suspension of hostilities by mutual agreement

___ short-barreled cannon used to fire shells at high angles

___ fighter plane used by U.S. forces

___ joint action of land, sea and air forces invading from the sea

___ enlisted man trained to give first aid


5. Corsair6. MIG7. mortar8. repatriation

© Copyright 1999 AIMS Multimedia Korean War: The Untold Story

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CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

When Japan surrendered at the end of World War II, it agreed to split Korea along the ___1___parallel. ___2___ would occupy North Korea and the U.S. would occupy South Korea. In 1950,troops from North Korea invaded the south and took over the capital of ___3___ . United StatesMarines landed on the dangerous shores of ___4___ , where they recaptured the city from thecommunists. General Douglas MacArthur made a mistake by thinking that the ___5___ would notenter the war to help North Korea. Several makeshift hospitals, known as ___6___ , were set upin South Korea to treat the wounded. When a marine ship carrying 14,000 North Koreanrefugees landed safely on Koje-do Island, it was called the ___7___ . MacArthur was dismissedby President ___8___ because he criticized the president’s policies. Peace talks stalled becauseNorth Korea and China wanted all ___9___ unconditionally returned. The truce signed in 1953remained in effect until ___10___ .

1. A. 28thB. 48thC. 38th D. 58th

2. A. JapanB. The Soviet Union C. ChinaD. Great Britain

3. A. Seoul B. InchonC. HungnamD. Pusan

4. A. Koje-do IslandB. KaesongC. Inchon D. Yonan

5. A. JapaneseB. GermansC. ItaliansD. Chinese

6. A. Corpsmen CampsB. MASH units C. EMCsD. Med Sites

7. A. Thanksgiving Blessing B. Peaceful Landing C. Christmas Miracle D. Miraculous Landing

8. A. EisenhowerB. RooseveltC. KennedyD. Truman

9. A. prisoners B. childrenC. tanksD. weapons

10. A. 1968.B. present day. C. 1960.D. 1989.

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KOREAN WAR MATCH-UP

Match each item on the left with the most appropriate group of words on the right.

1. 38th Parallel

2. China

3. Inchon

4. Japan

5. Koje-do

6. MacArthur

7. MASH

8. North Korea

9. Seoul

10. Truman


capital of South Korea

shore where U.S. Marines first landed

commander of all Allied forces

makeshift hospital in South Korea

president during the Korean War

country that fought for North Korea

island where refugees landed on Christmas Day

line between North and South Korea

country that ruled Korea before World War II

captured Seoul in 1950


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TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The Japanese captured Seoul, South Korea in 1950.

2. ___ Marines landed at Inchon and recaptured Seoul.

3. ___ General MacArthur was convinced that the Chinese would enter the war.

4. ___ MASH units were camps designed to keep North Korean refugees hidden.

5. ___ The Christmas miracle of 1950 involved a surprise attack on Chinese forces.

6. ___ General MacArthur criticized Truman’s policies and was later dismissed.

7. ___ Peace talks stalled because of an argument over the transfer of prisoners.

8. ___ The truce signed in 1953 is still in effect today.

9. ___ Today, North Koreans can safely cross into South Korea.

10. ___ American soldiers in Korea agreed to keep quiet if they were wounded.

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KOREAN TIMELINE

Place the events below in order using the numbers 1 through 7.

___ North Korea captures Seoul, the capital of South Korea.

___ MacArthur is dismissed by President Truman.

___ After World War II, Japan loses control of Korea.

___ A truce is signed in 1953, with no winner declared.

___ General MacArthur criticizes President Truman’s policies.

___ Communists from North Korea invade South Korea.

___ The truce remains in effect until present day.



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MAP EXERCISE

Label each of the following places on the map below.

1. The 38th Parallel: 38 degree line of latitude that separated North and South Korea before the Korean War

2. Seoul: capital of South Korea

3. Pyongyang: capital of North Korea

4. Pusan: coastal city that turned away North Korean refugees during the Christmas miracle

5. Inchon: coastal city where U.S. Marines landed before recapturing Seoul

K A K E O F D B T C H A

C O R P S M A N R G P R

G M R F Z K B G U A T M

L E B E L C M H M D X I

P J O R A O R M A H C S

M O R T E R S A N K P T

M B X C S S R O H S N I

E A L Z M A Y G K E D C

C P S J S I N C H O N E

L N S H N R Q J A U Q T

W E T V T J R N D L V U

S P O O R T B K L C M O

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WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

armisticecorpsmanCorsairInchonKoreaMASHmortarSeoultroopsTruman


© Copyright 1999 AIMS Multimedia Korean War: The Untold Story

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TEST

Circle the phrase which best answers each question.

1. Before 1945, Korea was ruled by:

• China. • Japan. • the Soviet Union.• the United States.

2. After World War II, it was agreed that North Korea would be ruled by the Soviet Union and South Korea by:

• Great Britain.• Germany.• Japan. • the United States.

3. In 1950, North Korean forces invaded South Korea and captured the capital city of:

• Saigon.• Inchon.• Seoul. • Koje-do.

4. Prepared to take back the capital, United States Marines landed on the shores of:

• Seoul.• Inchon. • Pusan.• Wonsan.

5. General MacArthur made a mistake when he:

• believed that the Chinese would not enter the war. • closed down all MASH units in South Korea.• turned away North Korean refugees on Christmas Day.• agreed to force all North Korean prisoners to go home.

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TEST (CONTINUED)

6. Some soldiers made a pact to keep quiet if they were wounded because they did not want:

• to seem cowardly.• to lose their voices.• the enemy to know they had hit their target. • none of the above.

7. MASH units were makeshift hospitals that were set up:

• in North Korea.• on Pacific Islands.• in nearby Japan.• in South Korea.

8. The Christmas miracle occurred when North Korean refugees landed safely on the island of:

• Koje-do. • Pusan.• Cheju.• Tsushima.

9. President Truman dismissed General MacArthur because:

• MacArthur openly advocated the use of atomic weapons. • MacArthur criticized Truman’s policies. • both of the above. • none of the above.

10. Peace talks were stalled for fifteen months because:

• North Korea wanted all prisoners executed. • North Korea wanted all prisoners to be free to choose their homes. • North Korea wanted all prisoners unconditionally returned. • South Korea wanted all prisoners executed.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

China in Crisis: Tiananmen SquareReturn to Iwo JimaThe Shifting Sands: History of the Middle East

ANSWER KEY for page 18


VOCABULARY

The following terms are from Korean War: The Untold Story. Fill in the number of each term nextto its closest definition.

1. amphibious 2. armistice3. brainwash4. corpsman

___ to try and force someone to give up basic beliefs and accept different ideas

___ fighter plane used by communist forces

___ sending or bringing back to the country of origin or citizenship

___ temporary suspension of hostilities by mutual agreement

___ short-barreled cannon used to fire shells at high angles

___ fighter plane used by U.S. forces

___ joint action of land, sea and air forces invading from the sea

___ enlisted man trained to give first aid

3

6

8

2

7

5

1

4

5. Corsair6. MIG7. mortar8. repatriation



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

When Japan surrendered at the end of World War II, it agreed to split Korea along the ___1___parallel. ___2___ would occupy North Korea and the U.S. would occupy South Korea. In 1950,troops from North Korea invaded the south and took over the capital of ___3___ . United StatesMarines landed on the dangerous shores of ___4___ , where they recaptured the city from thecommunists. General Douglas MacArthur made a mistake by thinking that the ___5___ would notenter the war to help North Korea. Several makeshift hospitals, known as ___6___ , were set upin South Korea to treat the wounded. When a marine ship carrying 14,000 North Koreanrefugees landed safely on Koje-do Island, it was called the ___7___ . MacArthur was dismissedby President ___8___ because he criticized the president’s policies. Peace talks stalled becauseNorth Korea and China wanted all ___9___ unconditionally returned. The truce signed in 1953remained in effect until ___10___ .

1. A. 28thB. 48thC. 38th D. 58th

2. A. JapanB. The Soviet Union C. ChinaD. Great Britain

3. A. Seoul B. InchonC. HungnamD. Pusan

4. A. Koje-do IslandB. KaesongC. Inchon D. Yonan

5. A. JapaneseB. GermansC. ItaliansD. Chinese

6. A. Corpsmen CampsB. MASH units C. EMCsD. Med Sites

7. A. Thanksgiving Blessing B. Peaceful Landing C. Christmas Miracle D. Miraculous Landing

8. A. EisenhowerB. RooseveltC. KennedyD. Truman

9. A. prisoners B. childrenC. tanksD. weapons

10. A. 1968.B. present day. C. 1960.D. 1989.



KOREAN WAR MATCH-UP

Match each item on the left with the most appropriate group of words on the right.

1. 38th Parallel

2. China

3. Inchon

4. Japan

5. Koje-do

6. MacArthur

7. MASH

8. North Korea

9. Seoul

10. Truman

capital of South Korea

shore where U.S. Marines first landed

commander of all Allied forces

makeshift hospital in South Korea

president during the Korean War

country that fought for North Korea

island where refugees landed on Christmas Day

line between North and South Korea

country that ruled Korea before World War II

captured Seoul in 1950



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ The Japanese captured Seoul, South Korea in 1950.

2. ___ Marines landed at Inchon and recaptured Seoul.

3. ___ General MacArthur was convinced that the Chinese would enter the war.

4. ___ MASH units were camps designed to keep North Korean refugees hidden.

5. ___ The Christmas miracle of 1950 involved a surprise attack on Chinese forces.

6. ___ General MacArthur criticized Truman’s policies and was later dismissed.

7. ___ Peace talks stalled because of an argument over the transfer of prisoners.

8. ___ The truce signed in 1953 is still in effect today.

9. ___ Today, North Koreans can safely cross into South Korea.

10. ___ American soldiers in Korea agreed to keep quiet if they were wounded.

F

T

F

F

F

T

T

T

F

T



KOREAN TIMELINE

Place the events below in order using the numbers 1 through 7.

___ North Korea captures Seoul, the capital of South Korea.

___ MacArthur is dismissed by President Truman.

___ After World War II, Japan loses control of Korea.

___ A truce is signed in 1953, with no winner declared.

___ General MacArthur criticizes President Truman’s policies.

___ Communists from North Korea invade South Korea.

___ The truce remains in effect until present day.

3

5

1

6

4

2

7



MAP EXERCISE

Label each of the following places on the map below.

1. The 38th Parallel: 38 degree line of latitude that separated North and South Korea before the Korean War

2. Seoul: capital of South Korea

3. Pyongyang: capital of North Korea

4. Pusan: coastal city that turned away North Korean refugees during the Christmas miracle

5. Inchon: coastal city where U.S. Marines landed before recapturing Seoul

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3

4

5



K A K E O F D B T C H A

C O R P S M A N R G P R

G M R F Z K B G U A T M

L E B E L C M H M D X I

P J O R A O R M A H C S

M O R T E R S A N K P T

M B X C S S R O H S N I

E A L Z M A Y G K E D C

C P S J S I N C H O N E

L N S H N R Q J A U Q T

W E T V T J R N D L V U

S P O O R T B K L C M O

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

armisticecorpsmanCorsairInchonKoreaMASHmortarSeoultroopsTruman



TEST

Circle the phrase which best answers each question.

1. Before 1945, Korea was ruled by:

• China. • Japan. • the Soviet Union.• the United States.

2. After World War II, it was agreed that North Korea would be ruled by the Soviet Union and South Korea by:

• Great Britain.• Germany.• Japan. • the United States.

3. In 1950, North Korean forces invaded South Korea and captured the capital city of:

• Saigon.• Inchon.• Seoul. • Koje-do.

4. Prepared to take back the capital, United States Marines landed on the shores of:

• Seoul.• Inchon. • Pusan.• Wonsan.

5. General MacArthur made a mistake when he:

• believed that the Chinese would not enter the war. • closed down all MASH units in South Korea.• turned away North Korean refugees on Christmas Day.• agreed to force all North Korean prisoners to go home.



TEST (CONTINUED)

6. Some soldiers made a pact to keep quiet if they were wounded because they did not want:

• to seem cowardly.• to lose their voices.• the enemy to know they had hit their target. • none of the above.

7. MASH units were makeshift hospitals that were set up:

• in North Korea.• on Pacific Islands.• in nearby Japan.• in South Korea.

8. The Christmas miracle occurred when North Korean refugees landed safely on the island of:

• Koje-do. • Pusan.• Cheju.• Tsushima.

9. President Truman dismissed General MacArthur because:

• MacArthur openly advocated the use of atomic weapons. • MacArthur criticized Truman’s policies. • both of the above. • none of the above.

10. Peace talks were stalled for fifteen months because:

• North Korea wanted all prisoners executed. • North Korea wanted all prisoners to be free to choose their homes. • North Korea wanted all prisoners unconditionally returned. • South Korea wanted all prisoners executed.

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