Lesson Plan
Service and Sacrifice in Korea: Chaplain Emil J. Kapaun
Teacher Name: Crista Burnett Grade level(s): 11th Course: US History
Describe the classroom or homework activity to be performed (individual assignment, cooperative learning, cross curricular, technology based, using artifacts and/or primary sources, etc.)
· This lesson is both an individual and cooperative learning activity that will use timelines, and primary sources to increase knowledge and understanding of the Korean War.
Rationale (why are you doing this?)
· This lesson is designed to give students a greater understanding of the Korean War through examining the experiences of a military chaplain, Capt. Emil J. Kapaun who was captured and later died from dysentery while being held as a POW. The Korean War is humanized by critically thinking about the Kapaun documents.
Required time frame: one class period (60 min)
Where in the teacher conference did you get the idea for this activity or assignment (speaker, document, photograph, activity, audio recording, other)?
· Kim Barbieri, of the Eisenhower library, spoke about using timelines in activities which inspired part of the activity.
· The use of primary sources was stressed throughout the conference which influenced the use of letters.
· The article “Courage Beyond Belief” in the VFW magazine’s 60th anniversary of the Korean War issue highlighted the main subject of the activity, Capt. Emil J. Kapaun.
Lesson objectives – the student will:
· Analyze and compare two timelines using the information to draw conclusions
· Analyze and evaluate primary sources (letters) from the Korean War focusing on point of view, and reliability.
· Draw conclusions about the role of chaplains in wartime.
District, state, or national performance and knowledge standards/goals/skills met (be specific when referencing):
· Kansas 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).
Indicator 2: The student 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).
· Kansas US History Benchmark 5: The student engages in historical thinking skills.
Indicator 3: The student uses primary and secondary sources about an event in US 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 – cite title and other detailed information:
· Article: Widener, Robert. “Courage Beyond Belief.” VFW. June/July 2010. http://digitaledition.qwinc.com/publication/?i=37952
· “Father Kapaun Timeline” The Wichita Eagle: http://www.kansas.com/2009/12/03/1081989/father-kapaun-timeline.html
· “Korean War Timeline” The Wichita Eagle: http://www.kansas.com/2009/12/03/1081944/timeline-of-the-korean-war.html
· Document Analysis worksheet: http://www.trumanlibrary.org/educ/docanal2.pdf
Primary sources (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed – cite detailed information:
· “Father Kapaun letters” The Wichita Eagle:
1) Aug. 18, 1950 Kapaun’s Letter Home
http://media.kansas.com/smedia/2009/12/03/10/letter_home_1950.source.prod_affiliate.80.pdf
2) Oct 13, 1950 Last known letter written by Kapaun http://media.kansas.com/smedia/2009/12/03/10/Kapaun_last_letter.source.prod_affiliate.80.pdf
3) Aug. 24, 1951 Letter of Kapaun’s Capture
http://media.kansas.com/smedia/2009/12/03/10/kapaun_prisoner019.source.prod_affiliate.80.pdf
4) Jan.4, 1954 Death notification
http://media.kansas.com/smedia/2009/12/03/10/kapaun_002.source.prod_affiliate.80.pdf
5) May 18, 1954 Letter written by Eugene D. Shaw, a fellow POW to Kapaun’s parents http://media.kansas.com/smedia/2009/12/03/10/Shaw_letter.source.prod_affiliate.80.pdf
6) Jan. 4, 1955 Follow-up on Kapaun’s death, Dept. of Defense
http://media.kansas.com/smedia/2009/12/03/10/kapaun_001.source.prod_affiliate.80.pdf
Fully describe the activity or assignment in detail. What will both you and the students do?
1. Provide the students background on the Korean War.
Introduce the subject of the activity, Chaplain Emil J. Kapaun, by reading p.31 of the article “Courage Beyond Belief” VFW. June/July 2010. http://digitaledition.qwinc.com/publication/?i=37952
2. To help place Chaplain Kapaun in the context of the Korean War, provide each student a copy of the Father Kapaun Timeline and the Korean War Timeline. After giving the students a few minutes to read through the timelines pass out the timeline question sheet (see attached) Give the students 10 minutes to complete the questions. Collect and discuss.
3. Divide the students into small groups (3-6 students). Place a folder with the six primary documents related to father Kapaun listed above (see attached). Ask the students, working as a group, to complete one document analysis sheet for each document in the folder (6 total). Each student should take notes on all six documents which will be used to complete the Wrap-up essay. Collect document sheets and discuss.
4. Wrap up. Assign the students the following essay for homework:
Using what you have learned from examining the Kapaun documents, answer the following questions:
What were some of the primary duties of a military chaplain? How close to the fighting did Kapaun get? How do you know? What were the conditions that he endured? What do you think was the toughest part of his job? What does the Shaw letter reveal about the impact Kapaun’s death had on his fellow POW’s?
Assessment: fully explain your assessment method in detail or create and attach your scoring guide:
· The timeline activity should be collected and graded (8 points possible).
· The document analysis sheets should be collected and graded (30 points possible, 5 points per sheet). Due the variety of answers possible on some questions, grade the analysis sheets giving maximum points to students who positively participate and justify their answers.
· The answers on the essay will also vary, but students should provide thorough answers with specific examples in a well written essay (20 points possible).