VIRGINIANS AT WAR
Korean War ~ Inchon Landing / Pusan Breakout
Audio/Visual Aid
19:35 minutes – with Lesson Plan
Korea Source
Related
Standards of
Learning
Purpose
for teaching Historical Research and Analysis Skills and for “[placing] people, ideas, and events
that have shaped our state and our nation.” (2008 History and Social Science SOLs)
CE.1
CE.3
CE 4
USII.1
USII.8 (a, c)
WHII.1
WHII.13
VUS.1
VUS.13
GOVT.1
GOVT.3
GOVT.12(a,b)
GOVT.17
✯✯ To offer an original resource to be used for developing student skills for historical and
geographical analysis, including the ability to analyze historical accounts and evaluate the
authenticity, authority, and credibility of sources.
✯✯ To present real faces, voices, and personalities with human emotions to the student in
order to relate history with those who were there.
✯✯ To make the student’s learning experience memorable by revealing through current technology (DVDs) the immediacy of veteran contributions to freedom and democracy in the
world, and the lasting effects of Americans’ willingness to fulfill their responsibilities to
defend the nation and serve their country in wartime.
Objectives
✯✯ Students will research key words and ideas in secondary sources prior to encountering a
primary historical source.
✯✯ Students will relate Virginia and U.S. history with real persons giving testimonies which
will increase their understanding of defending freedom for South Korea against communist
aggression in the post-WWII era.
✯✯ Students will increase knowledge and understanding of U.S. foreign policy since WWII.
✯✯ Students will increase their awareness of the Korean War effects on individual Americans.
✯✯ Students will increase their ability to evaluate sources.
✯✯ Students will see the practical and important roles that survival and civic skills, including
cooperation, self-discipline, obedience to authority, determination, courage, and patriotism to
one’s country, played in Virginia and U.S. history as these come to life on the screen.
Materials
✯✯ VIRGINIANS AT WAR, Volume II, Inchon Landing/Pusan Breakout
✯✯ Oral history documentary (DVD)
✯✯ World Map
©2009 Virginia War Memorial Foundation
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Key Words
PRE~VIEWING
Suggestions
POST~VIEWING
Discussion
Inchon Harbor
Pusan Perimeter
armistice
peninsula
establishment of United Nations
containment of communism
Manchuria/China
Yalu River
General Douglas MacArthur
WWII Battle of Dunkirk - 1940
1st United Nations military conflict
Truman Doctrine
1. Define Key Words from the list above and discuss.
2. Brainstorm survival skills helpful in perseverance through school to a diploma and in
holding a job under adverse conditions. If self-discipline, dedication to one’s goals, teamwork, and obedience to authority regardless of one’s own preferences are not mentioned,
suggest these important virtues and ask the students to explain why these virtues are so
important for survival in war as well as in the workplace, families, and school.
Teacher’s Note: Give students a few moments of quiet time for reflection prior to discussion.
Orally discuss individual student responses to the film segment. Discussions might include an
individual student’s family military history, civic wartime responsibilities, and student’s understanding that events are shaped by both ideas and the actions of individuals. If any students
have relatives or neighbors who fought in Korea, encourage them to talk about that experience
with the class.
1. What did the background music contribute to the section where the marine was talking
about “Chesty” Puller being a “Marine’s Marine” and how the North Koreans fled back to
North Korea after MacArthur’s landing at Inchon? When you were watching this film, at
what points did you feel pride in your country or your state well up inside you?
Teacher’s Note: Students may mention points such as the time when the marine spoke of
the “Marine’s Marine” from Saluda, Virginia, giving him the Purple Heart, or of all the men
killed in action, or of their courage to obey authority and “hold the position they now occupy for the honor of their country and their division.”
2. What was the first military conflict supported by a United Nations vote? What were the conditions that precipitated the United Nations to support the government of South Korea and
how many nations voted affirmatively to support South Korea? How did cooperation among
the nations who fought in support of South Korea affect the outcome of the war?
Teacher’s Note: The unprovoked invasion of South Korea by North Korea precipitated the
United Nations to support their first military conflict. Twenty-two nations voted affirmatively to support South Korea. While China and the Soviet Union supported the communist
government to the north, the democratic government was supported by western allies to the
south. Communism was contained to the north of the 38th Parallel.
3. Compare the conditions precipitating the United Nations’ involvement with other votes in
recent U.S. history, including the United Nations’ vote before the U.S. waged war on terrorism after September 11, 2001. How was Korea politically structured before the Korean War
and which countries supported North Korea and its communist aggression into South Korea?
Teacher’s Note: Korea was divided at the 38th Parallel, as it was at the signing of the armistice.
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©2009 Virginia War Memorial Foundation
4. What does it mean to have a 30’ tide? How did the 30’ tide assist in the Inchon Landing
and taking North Koreans by surprise? How else did water play a significant part in the
defense of the Pusan Perimeter? In what way was the ocean behind the Pusan Perimeter
different from that in the WWII Battle of Dunkirk?
Small Group &
Writing Activities
1. Draw a map of Korea showing its topography, Seoul, 38th Parallel, Manchuria, Inchon,
Pusan, and the ocean behind Pusan.
2. Why do you think the Korean War is often called “The Forgotten War?” What can you do
to keep its memory alive and its contribution to the containment of communism valued?
How could you use any of your hobbies or gifts to show your gratitude to veterans and/or
families of veterans or of those killed in action? What advantages do you see of your group
working together to show your gratitude?
3. The veterans in this film speak openly and honestly of their fear in Korea. Why did they
stay scared? List the factors that created their fear and any veteran quotes you can remember describing these. Then discuss in your small group what you think may have helped
our veterans through the fear. Present your findings to the class.
Teacher’s Note: Students may suggest the following: They never knew who their enemy
was or when they were going to be hit; the North Koreans dressed as farmers or civilians
and turned on them at any time. Bullets were zinging past them as their fellow soldiers
were blown up by land mines in front of them. North and South Korean tanks were almost
nose to nose, fighting was as fierce in the rear as on the front and they were outrageously
outnumbered. Students may remember hearing units dropping from 400 to 16, from 800
to 300 alive, 400,000 Chinese troops instead of “a few volunteers” or being cut off for days
from other troops because there were not enough troops. They could not withdraw into the
ocean because there were no ships. These veterans were fighting for their lives and for the
honor of their country and their division - there was no retreat.
4. Because the men speak honestly about their fear in Korea, even shaking with fear, we
think of their outstanding courage to protect South Korean democracy, their loyalty to our
country and its way of life, and of our own day-to-day fears. What movies have you seen
or books have you read that deal with courage like this? What are some instances when
you have seen or heard your families reveal their fear? To what do you hold on to when
you are afraid so that you can persevere to the other side of that fearful situation? What
actions can you take or thoughts can you think that will increase your courage? How does
action affect your self-esteem? How does self-talk affect your actions?
Teacher’s Note: Students may mention the story of Audie Murphy, the most decorated soldier in U.S. history whose courage was developed in childhood and continued through WWII, culminating in being awarded the Congressional Medal of Honor. His story is
found among other places in the 1955 movie, “To Hell and Back.” Reruns of this movie are
shown frequently on cable TV. Or they may mention Stephen Crane’s novel often taught
in high school, The Red Badge of Courage. Whatever students bring up will be helpful for
their own discovery of how they can perform acts of bravery and develop courage in wartime and civic responsibilities in family, education, community, or employment situations.
©2009 Virginia War Memorial Foundation
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5. Using the Internet, find the Portsmouth Herald article from June 25, 2000, on the Korean War located at http://www.seacoastonline.com/2000news/6_25b.htm and report to
the class whatever you found moving or especially surprising about Chinese ammunition
and uniforms, the Korean War, or about the armistice.
Related Links
✯✯ www.historymatters.gmu.edu
✯✯ www.besthistorysites.net
✯✯ www.history.navy.mil/photos/events/Kowar/50-unof/inchon.htm
✯✯ www.nps.gov/kwvm/home/htm
✯✯ www.koreanwar.org
✯✯ www.korean-war.com
✯✯ www.archives.gov
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©2009 Virginia War Memorial Foundation