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America's Entry into Korean War

Lesson Author
Required Time Frame
5-6 class days
Grade Level(s)
Lesson Abstract
Students will research and construct timeline of American involvement in the Korean War as well as use historical maps to identify communist and non communist countries
  • Read and concept Map textbook section on the Korean War
  • Each section of the 8th American History will be assigned a timeline for:
  • Sec. A-World events from 1946-1954. Sec. B- Korean events from 1946-53. Sec. C- United States events from 1946-46.
  • Each Section will be divided into partners for timeline research- mobile computer lab will be use. Each section may divide the “years” up between the partner groups.
  • Each section will assemble and construct a time line on the white board.
  • All students will fill in and color a world map –Red for Communist Countries, Blue for Free Countries
Rationale (why are you doing this?)
  • Meets Course Objectives and District Performances.
  • Will promote cooperative learning.
  • Information for this time frame will be student generated.
  • Students will gain insights as to causes and the Korean War.
  • Students will develop computer research skills.
Lesson Objectives - the student will
  • Develop Computer research skills.
  • Student centered learning.
  • Cooperative learning skills
District, state, or national performance and knowledge standards/goals/skills met
  • USD449 district Performance 6- Evaluate events and changes in US during 19th-21st centuries.
  • Course objective – A) discuss beginnings of Korean War. B) Discuss the Truman Era.
  • Kansas Performance- 10- Use of Primary Sources. 14 compare and contrast descriptions of the same event.



2. Continuity and change in the history of Missouri, the United States and the world

5. The major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment

6. Relationships of the individual and groups to institutions and cultural traditions

7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)


Benchmark 4: The student engages in historical thinking skills.

1. (A) examines a topic in United States history to analyze changes over time and makes logical inferences concerning cause and effect.

2. (A) examines a variety of different types of primary sources in United States history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

3. (A) uses at least three primary sources to interpret a person or event from United States history to develop a historical narrative.

4. (A) compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.



Secondary materials (book, article, video documentary, etc.) needed
  • Textbook - America’s Story
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
  • Kansas Memory(web site)- Korean War
  • Sparks Notes (web site)- Korean Time Line, Battles etc.
  • HST Library (web site)-Korean war
  • DDE Library (web site) Korean War.
  • National Archives web site.
  • Readings from Conference notebook.
Fully describe the activity or assignment in detail. What will both the teacher and the students do?

Each section will:

  • Will review with partner-

A) causes of the start of the war.

B) HST’s options as suggested by advisors.

C) On timeline, partners will “post” their top 2 options they would recommend to the President Truman.

  • Each section will review and vote on the “best” 3 options posted by all sections.
  • All students will have concept mapped the sections on HST and the Korean War
  • Complete a world map- colored Red communists, Blue Free
  • Teacher will roam the class roam offering suggestions and possible web sites for research and grade concept maps and the chapter test.
Assessment: fully explain the assessment method in detail or create and attach a scoring guide
  • Concept maps graded by teacher at end of class-50pts.
  • Group Work: On task, working with partner-20pts. On task most of class time and helpful to partner-16pts. Did basic web search, little group work- 12 pts.
  • Each student will take the chapter test (Matching, MC, T/F, and Essay) 100 pts.
  • Posting HST’s top 2 options- 20pts.
  • Red/Blue world map-50 pts.
  • Each Student will compose a three (3) paragraph (each paragraph 4-6 sentences) essay summarizing what they have learned about HST’s decision to enter Korean War, the war itself based on the class time line and readings. Total-60 pts.


  • Project total: 300 pts.