Breadcrumb

The Korean War through the Perspectives of Political Cartoons and Political Posters

Lesson Author
Required Time Frame
Three 45 minute classroom meetings
Subject(s)
Grade Level(s)
Lesson Abstract
To assist students in developing skills that will enable them to analyze political cartoons and political posters and develop an understanding of the different perspectives of the Korea War, students will analyze political cartoons and political posters.
Description
  • Students will analyze political cartoons and political posters via individual and cooperative learning activities
  • Students will do research of pertinent Internet websites that provide different perspectives of the Korea War via political cartoons and political posters
  • Students will utilize primary sources (political cartoons and political posters)
Rationale (why are you doing this?)

To assist students in developing skills that will enable them to analyze political cartoons and political posters and develop an understanding of the different perspectives of the Korea War.

Lesson Objectives - the student will
  • Analyze different perspectives of the causes of the Korean War
  • Develop analytical skills that will assist them in evaluating primary documents
  • Develop skills to evaluate different perspectives as portrayed in posters and political cartoons
District, state, or national performance and knowledge standards/goals/skills met

Omaha, NE  Public Schools Modern World History Standards:

Standard 04: Explain how certain cultural characteristics such as language, ethnic heritage, religion, political philosophies, shared history, and social and economic systems can link or divide regions, and cause global conflict (1920 – present).

Analyze various global conflicts of the 20th century: World War II and The Cold War

National United States History Standards for Grades 5-12

Standard 2: The student comprehends a variety of historical sources:

Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs 

Standard 4: The Causes and Global Consequences of World War II

Thinking Standard 3: The student engages in historical analysis and interpretation:

Thinking Standard 4: The student conducts historical research:

Thinking Standard 5: The student engages in historical issues-analysis and decision-making

National World History Standards:

A Half-Century of Crisis and Achievement, 1900-1945 

Standard 4: The Causes and global consequences of World War II

Standard 5A: The student understands major global trends from 1900 to the end of World War II. 

The 20th Century Since 1945:  Promises and Paradoxes 

Standard 1B: The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War II. 

Explain the causes and international and local consequences of major Cold War crises, such as the Korean War

Standard 1C: The student understands how African, Asian, and Caribbean peoples achieved independence from European colonial rule 

Standard 2B: The student understands how increasing economic interdependence has transformed human society. 

Explain the emergence of the Pacific Rim economy and analyze how such countries as South Korea has achieved economic growth in recent decades. [Analyze cause-and-effect relationships] 

SHOW ME STANDARDS

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

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)

KANSAS STANDARDS (High School-US History)

Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

3. (A) evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).

Benchmark 5: The student engages in historical thinking skills.

1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.

2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.

3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion). 

Benchmark 5: The student engages in historical thinking skills.

1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.

2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.

3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).

Secondary materials (book, article, video documentary, etc.) needed

Books:

CIA.  Baptism by Fire.  Korean War.   (Contains CD). 

Lee, Ki-baik, Eckert, Carter J., Lew, Young Ick, Robinson, Michael, and Wagner, Edward W.; Korea Old  and New A History.  Seoul, Korea: Ilch;okak, Publishers, 1990.

Lindaman, Dana and Ward, Kyle.  History Lessons.  How textbooks from Around the World Portray U.S. History [Excellent section on the Korean War, Korea and

nuclear weapons and the Pueblo Incident]. New York: The New Press, 2004

Blair Jr., Clay.  The Forgotten War: America in Korea, 1950-1953. Naval Institute Press. March 31, 2003.

Casey, Alexandria E. and Michael S. Casey.  Teaching the Korean War: An Instructor’s Handbook. Kansas  City, Missouri: Pelsmith-Monroe, LLC, 2003.

Halberstam, David.  The Coldest Winter. American and the Korean War.

Hess, Gary R.  Presidential Decisions for War.  2nd ed. Baltimore: The Johns Hopkins U. Press,        2009.

Newspapers:

The Korean Herald [English language’ http://www.koreaherald.com/

http://www.hawaii.edu/korea/

Cold War.  Korea and other countries involved in the Cold War.  [Excellent links to Korea and a wide variety of other details related to the Cold War]

http://www.teacheroz.com/coldwar.htm

Country Studies.  South Korea.  Library of  Congress

http://lcweb2.loc.gov/frd/cs/krtoc.html

Edwards, Paul   An Annotated Bibliography of the Korean War

http://books.google.com/books?id=OFp8ipPu5g0C&dq=national+archives++Korea+war&printsec=frontcover&source=in&hl=en&ei=gIn4SZbVEcaHtge-w-jBDw&sa=X&oi=book_result&ct=result&resnum=11

Eisenhower Library.  Korea War

http://www.eisenhower.archives.gov/Research/Digital_Documents/korea/koreawar.html

Ex POW from Nebraska

http://www.ex-pownebraska.org/onemansstory.html

Historycentral.com Korean History

http://historycentral.com/NationbyNation/Korea/Links.html

Historycentral.com The Korean War

http://historycentral.com/korea/index.html

National History Education Clearinghouse Lesson Plans. [Do a search for lessons on

Korea and several links are listed]

http://teachinghistory.org/

North Korea.  Official website

http://www.korea-dpr.com/

Teaching with Documents.  The Korean War lesson plan.  National Archives

http://www.archives.gov/education/lessons/korean-conflict/

The Korean Society [Excellent source for links to lesson plans and historical and current information on Korea]

http://www.koreasociety.org/

The Korean Society.  Lesson Plans on the Korea War

http://www.koreasociety.org/korean_war/view_category.html

Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed

California Literary Review. Photo Essay: North Korean Propaganda Posters   http://calitreview.com/875

Communist North Korean War Leaflets.

            http://www.psywarrior.com/NKoreaH.html

Internet Modern History Sourcebook.  Korean War

            http://www.fordham.edu/halsall/mod/modsbook47.html

            http://www.fordham.edu/halsall/mod/modsbook47.html#The%20Korean%20War

Irvin Dugan.  Cartoonist

            http://www.tahg.org/module_display.php?mod_id=184&review=yes

Korean War FAQ [Discussions of the various aspects of the Korean War, many from the

Chinese perspective]

            http://www.state.gov/www/about_state/history/volume_vi/exchanges.html

Korean War Records.  National Archives and Records Administration

            http://www.archives.gov/research/korean-war/

Soviet View of the Korean War

           http://www.korean-war.com/ussr.html

The Korean War [Multitude of links to documents on the Korea War]

            http://www.mtholyoke.edu/acad/intrel/korea/korea.htm

The Korean War Through Chinese Eyes

http://www.defence.gov.au/army/AHU/docs/The_Korean_War_1950_1953_McLeod.pdf

The Opper Project  Cold War Conflict in Korea: ’The Powerful and Powerless United Nations’.  [Section that includes political cartoons)

            http://hti.osu.edu/opper

 

Technology Required

Access to internet

Fully describe the activity or assignment in detail. What will both the teacher and the students do?

1. Discuss with students the key characteristics of political cartoons and political posters.  Have student first read the Opper Project description located at http://hti.osu.edu/opper/editorial-cartoons or provide them with a hard copy of the material.

2. Provide students with a copy of the political cartoon Handout A or via a power point presentation. 

3. Allow students to view the political cartoon and then initiate an oral discussion of the political cartoon.  Engage students in a discussion of the political cartoon using the National Archives political cartoon analysis worksheet Handout B as a model for analyzing a political cartoon. 

4. Distribute a hard copy of political poster Handout C to the students or include in a power point presentation. Instruct students to analyze the poster for 5 minutes and then engage them in an oral discussion of the poster using the following questions to spark the discussion:

  • What symbols are used?
  • Are any countries being identified?  How are they identified?
  • What is a protractor?  How is it being depicted in the poster?
  • What country is the author of the poster from?  How do you know?
  • What would be a possible caption for the poster?
  • Share with students that the caption for the poster is “The U.S. Is Truly an Axis of Evil”
  • What does the caption suggest about the U.S?
  • Ask student if they have ever heard a U.S. President refer to other countries as being part of an axis of Evil?  In what context?

5. Assign four groups of students (cooperative learning strategy) to analyze one of the poli