Exploring The War Memorial of Korea

Facilitator: Sarah Coutts

Objectives: This presentation aims to model a field trip to a museum with

examples of possible activities for students to provide a holistic experience to

inspire trainees in planning and conducting their own field trips.

What is a Field Trip?

The best field trips can bring two seemingly

unrelated worlds together. Children from large cities

may not understand a math equation about livestock,

crops and the other staples of the rural experience

because the students focus on the vocabulary, get

confused and skip the question. Students in a rural community are often ignorant

of urban and suburban terminology. Subway stops, fares, escalators, HOV lanes —

these oft-used terms placed in a math test question can block the main idea and

prevent a student from answering. Sometimes state exams include questions that

do not bridge the gap between rural and urban students.

A well-designed field trip can bring it all together: combine two or more subjects

while offering a variety of learning styles and intelligences, integrate the arts,

encourage low-income and English language learner students to make

connections between community resources and opportunities and their family

and culture. This experience allows all participating students to achieve a higher

academic performance in all subject areas.1

1 http://www.seenmagazine.us/articles/article-detail/articleid/1083/what-makes-a-good-field-trip/.aspx.aspx Date

Accessed: 23 March 2015

What Makes a Field Trip Good?

Think of the excursion as a field study, not a field trip. It is a learning experience

or experiential learning. A focus on arts integration and project-based learning

teaches students to explore real-world problems and challenges. Active and

engaged learning inspires students to obtain a deeper knowledge of the subjects

they are studying and allows them to see how ideas are connected. Teaching in

such a contextual manner promotes collaboration, critical thinking and knowledge

retention.

Often teachers look to the arts and cultural organizations of their community for

field trip ideas: museums, zoos, science centers and natural areas. Performing arts

bring the page to the stage and can also offer a lesson in theatre etiquette. In

addition to the traditional venues, teachers may choose sites for real world

experiences to encourage students to apply what they’ve learned to something

relevant in their life.2

Choosing a Destination for the Field Trip

When choosing a destination for a field trip, always ask yourself: How does your

field trip support the curriculum? If you can’t answer this question, then don’t

expect your colleagues or students to support your choice of destination! Before

you request permission to take the trip, take the time to identify the following

instructional elements to share with your colleagues students:

2 http://www.seenmagazine.us/articles/article-detail/articleid/1083/what-makes-a-good-field-trip/.aspx.aspx Date

Accessed: 23 March 2015

Curriculum materials or guides that have been developed by staff members

from the site you will visit.

Learning outcomes for the trip

Essential concepts underlying the content and structure of the trip

Key vocabulary that will be a part of the trip3

Prepare Your Students

This is probably the most demanding and time consuming phase of any field trip,

but it’s essential. Pre-trip instruction helps students to learn and retain more from

a field trip, so it is not a step that should be overlooked. Here are some things to

consider when planning a field trip:

Introduce the trip as a part of a lesson: Look at other field trips that people have

done to get ideas about how to integrate your trip into the curriculum.

Stimulate students’ interest for the trip: Use artifacts from previous trips to this

site such as photos, brochures, or videos. Consider inviting students who

previously participated on this field trip as guest speakers to talk about their

experience.

Discuss your expectations regarding students’ behavior and learning: Students

may have their own expectations of the field trip based on previous experience.

Prepare them mentally for the trip by reviewing your planned itinerary with them

Prepare Your Trip

Visit the location before scheduling a field trip: Do you know where the

restrooms are located? Are there any possible distractions nearby like a PC Bang

or coffee shop? What spaces are available for students to take notes, make 3 http://www.learnnc.org/lp/pages/1824 Date Accessed: 30 March 2015

sketches, or take pictures or video? Can you get a map of the location to share

with students in advance? How will you control and manage your students within

the available space?

Student identifiers: Depending on the size of your chosen location, think about

how you’ll be able to identify your students easily. Perhaps have colourful t-shirts

printed or set a meeting point.

Create a participant checklist: Develop a system for accounting for everyone on

the trip, including staff.

Consider the weather: Think about the weather and time of year before deciding

on an outdoor field trip. If you do plan a trip outdoors, check the weather of the

location at least a week in advance and again on the day before the trip to ensure

that everyone is well-prepared for the trip.

What to bring: Each location has its own supplies needs, but students will need a

notebook and pen/pencil for most trips. They can also bring cameras (or their

phones) if you agree to this. For teachers, make sure to take the following:

Emergency contacts for your school

Emergency contacts for each student

Contact information of your destination

Extra cash for emergency situations

Checklist of everyone on the trip (students and teachers)

A list of students who have to take medication while on the trip

The itinerary for the trip4

4 http://www.learnnc.org/lp/pages/1824 Date Accessed: 30 March 2015

MEETING POINT FOR FIELD TRIP

Please meet Sarah in front of The War Memorial of Korea by the bronze statues. If you are lost, or running late, please call Sarah.

Pre-Trip Activities

Field trips require a lot of scaffolding and preparation in order for them to be

successful. A well-planned field trip will include activities prior to the excursion:

a) to orientate students about the location of the field trip

b) introduce the language that students will need for the field trip activities

c) expose students to concepts that they may not yet know or to reinforce

concepts to which they’ve already been exposed

A list of pre-trip activities is provided below for your reference. Detailed

descriptions of the activities can be found further in the chapter for each activity.

Activity Overview Focus

1 Vocabulary Development

Let students do the word search first. They can work individually or in pairs and small groups. Students will then do vocabulary a match to reinforce the vocabulary before writing example sentences for each word. Next, they’ll review adjectives for people.

Adjectives to describe people Basic sentence structure

2 Museum Poster Students will need to do preliminary research of the location to learn more about what they will see on the trip. In groups, they will create a promotional poster (or brochures or adverts) to promote the museum to local and foreign visitors.

Descriptive writing (or speaking)

3 Exhibition Editing

Using signs from exhibitions on one floor of the memorial, students will work in pairs/groups to edit the English descriptions.

Language use in exhibition displays Linguistic accuracy in writing

4 Location Orientation (can include itinerary and schedule for the trip)

Students will match the label descriptions to the locations on the map provided.

Familiarizing students with the focal points of the museum for the field trip

Note: There are also pre-trip task cards that cover basic information about the

trip. They’re suitable for lower-level students, but could be used as a basic pre-

trip activity for higher-level students.

Be

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my

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…

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…

Hav

e yo

u b

een

to

th

is p

lace

bef

ore

? If

so

, wh

en?

Be

fore

my

fie

ld t

rip

…

Wh

ere

will

yo

u b

e go

ing?

(Be

sure

to

cap

ital

ize

th

e n

ame

of

the

pla

ce.)

Be

fore

my

fie

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rip

…

Wh

en w

ill y

ou

be

goin

g o

n t

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fiel

d t

rip

? W

rite

th

e d

ate

in t

he

follo

win

g fo

rmat

: Tu

esd

ay,

Mar

ch 2

4

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my

fie

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…

Wri

te d

ow

n t

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ord

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des

crib

e t

he

loca

tio

n.

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my

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…

Wh

at d

o y

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nee

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rep

are

for

this

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rip

?

Be

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my

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…

Wh

y d

o y

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ink

you

r te

ach

er

cho

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his

par

ticu

lar

loca

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n?

Be

fore

my

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rip

…

Vis

it t

he

loca

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n’s

web

site

:

Wh

at s

tan

ds

ou

t th

e m

ost

fo

r

you

on

th

e w

ebsi

te?

Be

fore

my

fie

ld t

rip

…

Is t

her

e an

y p

art

of

the

fiel

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rip

that

yo

u a

re N

OT

loo

kin

g

forw

ard

to

? G

ive

a re

aso

n f

or

you

r an

swer

.

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fore

my

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…

Wh

at q

ues

tio

ns

do

yo

u s

till

hav

e

abo

ut

this

fie

ld t

rip

?

Be

fore

my

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…

Wh

at a

re y

ou

mo

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oki

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ard

to

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g/d

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g o

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?

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my

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Ask

a f

rien

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ell y

ou

wh

at

they

are

mo

st lo

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ard

to

seei

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ield

tri

p.

ACTIVITY 01 VOCABULARY DEVELOPMENT P

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Introduce the students to some of the vocabulary that they’ll need for the activities at the War Memorial. Start by asking them what military vocabulary they know.

Once you’ve established their existing vocabulary in this context, give them the word search. Give them 20 minutes maximum to find as many words as possible. They can work individually or in pairs.

Next, students will do a vocabulary match to check that they

understand the vocabulary from the word search. They need to use a dictionary for this activity. o As an expansion activity, you can have students choose 10 of the

words and write sentences for each word. o Another expansion activity would be to create a crossword puzzle

in which they are given the Korean word or an explanation clue. o Yet another expansion activity is to challenge them to think of a

military word that begins with each letter of the alphabet.

Once students have basic vocabulary related to the exhibitions they’ll see at the War Memorial, have them review adjectives to describe people. There are three parts to this activity: o Students will first play “Go Fish” using the adjectives from the

previous activity. They will also practice “Do you feel…?” and “Are you…?” in this activity.

o Next, students will do role-plays in which they have to act out the adjective on the card for their partner to guess.

o Finally, students will write sample sentences using the target vocabulary.

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2. Adjectives to Describe People

3. Go Fish Cards

4. Role-play Cards

ENGLISH WORD 한국어 ENGLISH WORD 한국어

airplanes location

allied military

ancient museum

army operations

artifacts participation

countries peace

destruction relics

enemy sacrifice

evacuation soldiers

exhibition support

heartbreaking tanks

heroes tragic

history troops

honor UN

invasion war

Go Fish: Words to Describe Personality

Angry

(negative) having a strong feeling of being upset Ex. I was so angry at Rick. He forgot my birthday. It made me cry.

Angry

(negative) having a strong feeling of being upset Ex. I was so angry at Rick. He forgot my birthday. It made me cry.

Brave

(positive) someone who isn’t afraid of danger Ex. Dave is a soldier. He is very brave. His job is to help keep people safe.

Brave

(positive) someone who isn’t afraid of danger Ex. Dave is a soldier. He is very brave. His job is to help keep people safe.

Courageous

(positive) someone who isn’t afraid of danger Ex. Dave is a soldier. He is very courageous. His job is to help keep people safe.

Courageous

(positive) someone who isn’t afraid of danger Ex. Dave is a soldier. He is very courageous. His job is to help keep people safe.

the

Cowardly

(negative) someone who is afraid of things Ex. Susan is rather cowardly. She always cries when she goes to the doctor.

Cowardly

(negative) someone who is afraid of things Ex. Susan is rather cowardly. She always cries when she goes to the doctor.

Generous

(positive) someone who shares their time/things with others Ex. My parents are very generous. They gave me a car!

Generous

(positive) someone who shares their time/things with others Ex. My parents are very generous. They gave me a car!

Dejected

(negative) someone who is sad because of loss Ex. The soccer players felt very dejected after the game. They had lost again.

Dejected

(negative) someone who is sad because of loss Ex. The soccer players felt very dejected after the game. They had lost again.

The

The

Grumpy

(negative) someone who is bad-tempered Ex. My boss is really grumpy. He isn’t an easy person to work with.

Grumpy

(negative) someone who is bad-tempered Ex. My boss is really grumpy. He isn’t an easy person to work with.

Honest

(positive) someone who does not cheat or steal Ex. Amy is very honest. She always tells the truth.

Honest

(positive) someone who does not cheat or steal Ex. Amy is very honest. She always tells the truth.

Hard-working

(positive) someone who works very hard Ex. My brother is very hard-working. He never takes a vacation.

Hard-working

(positive) someone who works very hard Ex. My brother is very hard-working. He never takes a vacation.

The

The

Heartbroken

(negative) someone who filled with great sadness Ex. Monica is heartbroken. Her boyfriend of five years broke up with her.

Heartbroken

(negative) someone who filled with great sadness Ex. Monica is heartbroken. Her boyfriend of five years broke up with her.

Hopeless

(negative) someone who has or feels no hope Ex. Andrew couldn’t help feeling hopeless. He had just been fired at work.

Hopeless

(negative) someone who has or feels no hope Ex. Andrew couldn’t help feeling hopeless. He had just been fired at work.

Kind

(positive) someone who behaves in a caring way to others Ex. Most of the students at my school are very kind.

Kind

(positive) someone who behaves in a caring way to others Ex. Most of the students at my school are very kind.

The

Lucky

(positive) someone who has good fortune Ex. My sister is very lucky. She often wins prizes in competitions.

Lucky

(positive) someone who has good fortune Ex. My sister is very lucky. She often wins prizes in competitions.

Nervous

(negative) someone who is easily scared by things Ex. Anna is a very nervous person. She gets scared easily by everything.

Nervous

(negative) someone who is easily scared by things Ex. Anna is a very nervous person. She gets scared easily by everything.

Quiet

(neutral) someone who doesn’t talk very much Ex. Tim is a quiet person. He doesn’t talk a lot. He’s also quite shy.

Quiet

(neutral) someone who doesn’t talk very much Ex. Tim is a quiet person. He doesn’t talk a lot. He’s also quite shy.

The

The

Scared

(negative) someone who is easily frightened Ex. Jean is a very scared person. She is often frightened by things around her.

Scared

(negative) someone who is easily frightened Ex. Jean is a very scared person. She is often frightened by things around her.

Selfish

(negative) someone who only thinks of themselves Ex. John is very selfish. He never helps his father to take out the garbage.

Selfish

(negative) someone who only thinks of themselves Ex. John is very selfish. He never helps his father to take out the garbage.

Selfless

(positive) someone who cares very much about others Ex. Tom is a selfless person. He always helps other people.

Selfless

(positive) someone who cares very much about others Ex. Tom is a selfless person. He always helps other people.

The

The

Serious

(neutral) someone who is always responsible Ex. Eric is a very serious person. He never joins his friends in playing games.

Serious

(neutral) someone who is always responsible Ex. Eric is a very serious person. He never joins his friends in playing games.

Somber

(neutral) someone who is very sad and serious Ex. Mary was very somber on Saturday. She was worried about her father’s health.

Somber

(neutral) someone who is very sad and serious Ex. Mary was very somber on Saturday. She was worried about her father’s health.

Terrified

(neutral) someone who is very, very scared Ex. The children were terrified when the plan crashed. Some of them started crying in fear.

Terrified

(neutral) someone who is very, very scared Ex. The children were terrified when the plan crashed. Some of them started crying in fear.

Role-Play Cards

Using the words in the previous activity, give students a role-play card telling

them what their personality is, and ask them to act that way until their partner

guesses what adjective they were given. Situations in which they can do so

include shopping, blind dates, job interviews and press/TV interviews. An example

of a role-play card is given below:

Role-Play Card

You are a very generous person. You

always think of everyone else and try to

give people what they want. You are

quite selfless and don’t put yourself

first.

The

Role-Play Card

You are a terrified of everything that

happens around you. Even the smallest

sound or surprise can scare you. You

don’t trust anyone.

The

ACTIVITY 02 MUSEUM POSTERS P

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Show the students examples of promotional posters. They can be posters for any event or location. Try to find diverse examples of these posters. An example has been provided. They can also be posters for shows or festivals. Ask them questions like:

o What do the posters have in common? o What information do all the posters include? o What type of words are used on the posters? o What makes the posters effective/eye-catching?

Once you have discussed the common features of promotional posters as a class, explain the task to the students. They will work in groups of 3-4 to design a promotional poster for the War Museum of Korea.

Encourage students to refer to the English version of the website: https://www.warmemo.or.kr

The basic information that they should include on their posters is: o Highlights of the Memorial o Hours of Operation o Admission Fees o Location

Once all of the groups have finished their posters, display them in the classroom or around the school to encourage other students to visit this location, too.

RES

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ES 1. Examples of Promotional Posters

2. Poster Board for Each Group

3. Craft Materials for the Posters

4. Internet Access

The

ACTIVITY 03 EXHIBITION EDITING P

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Students will be exposed to a lot of exhibition notes at the War Memorial. These notes are written in both Korean and English. However, many of the English translations are awkward and/or make no sense. This is an excellent exercise in editing for students!

Using the promotional posters that students did in the previous activity, talk about editing techniques. Ask them:

o What is the difference between editing and proofreading? (Editing involves looking at the grammar within the context of the specific piece of writing while proofreading focuses only on errors.)

o Which groups edited their posters? What type of errors did they look for?

o Was it easy to identify the errors? Why?

Talk about the importance of context in writing. Without a clear context, it’s possible for words to have multiple meanings. Show the examples of texts that they’re going to edit below in the first part of this activity (English only).

In groups, students will work together to edit the English notes from part of an exhibition on the first floor of the War Memorial. They need to correct the texts as much as possible with the information available. At the museum, they will compare their understanding of the texts with the Korean explanations.

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1. English Only Texts

2. Texts with Korean and English Notes

The

Admiral Yi Sun-sin, the Savior of the Nation While Joseon forces were totally defeated during the Japanese Invasion of Korea in 1592, Admiral Yi Sun-sin achieved consecutive victories at four major naval battles, which halted the advance of Japanese troops, consequently, caused withdrawal of the enemy forces and ended the Imjin War. His enemy was fully supplied, and always outnumbered his troops, yet he never lost victories from the first naval battle at Okpo in May 1592 to the last naval battle at Noryang in November, 1598. He won the victories with his outstanding leadership. He was respected not only by his officers and men but also by the people who were suffering from the war, as the greatest leader of the nation.

Life of Admiral Yi Sun-sin Admiral Yi Sun-sin was the greatest leader who overcame the hardships of life. He was born into a poor family, but he inherited a strong sense of justice and an indomitable spirit from his parents. He was a stout boy and a master of archery. In 1576, he passed the military officer examination and at the late age of 32, began his career as officer and was assigned to the northern frontier. For fifteen years, he had managed government farms for the armed forces from Hamgyeong Province to southern sea districts, fighting battles to defend the border against the Jurchen marauders in the north and Japanese pirates in the south. He built leadership as a frontier commander. Advice from his father-in-law Bang Jin and his strong supporter Minister Yu Seong-ryong had been of much help to him in executing his duty. Thereafter, Yi Sun-sin was promoted to naval commander of the right of Jeolla province, and he had energetically set about building warships and training his crews against possible aggression by Japanese.

The

The

Strategies and Tactics of Admiral Yi Sun-sin The victories of Admiral Yi Sun-sin were based on his strategy of fighting the battle victory. He recognized the importance of the seaborne supply routes and made the most use of the landmarks, tides in narrow straits, ever-changing current conditions and obstacles in order to set advantageous strategic conditions. Using patrol boats, he collected information on the enemy and ventured to execute crucial assaults at unexpected time and place. He also applied various formations such as Hagikjin (crane wing formation), and overpowered the enemy’s firepower during the war. At the battle, the turtle ship of Geobukseon was used by him, as the commando assault ship to disrupt and to infiltrate into the enemy ships’ formation line. The warship of Panokseon was mainly used by him for sinking the enemy ships, firing the long-range Chongtong cannons.

Geobukseon, the Tank at the Sea Admiral Yi Sun-sin with Geobukseon played a leading role in achieving the overwhelming victories at the naval battles against Japanese fleet during the Imjin War. The purpose for developing the Geobukseon was the defeat the Japanese Navy at close battles, which relied heavily on match locks and swords. Geobukseon was capable of disrupting and penetrating the battle line of Japanese naval forces completely. The armor and spikes of the warship could protect its upper part, and its cannons destroyed the Japanese ships at close range. It was the tank at the sea. Geobukseon, with its firepower and armor protection, overcame shortcomings and limitations of naval forces of Joseon. It is regarded as an exemplary embodiment of wisdom and creativity of Admiral Yi Sun-sin and provides an insight into the strategies and tactics for today’s naval officers.

The

Th

Comparison of Warships of Joseon and Japan Panokseon, Warship of Joseon

Heavy and strong ship of thick sturdy pine wood

Capable of carrying such heavy cannons as; Cheonja Chongton(the heaviest), Jija Chongtong(heavier) Hyeonja Chongton(heavy) Hwangja Chongton(less heavy).

Low speed due to its low flat bottom, but capable of making sharp turns on short notice.

Double masts which enabled sailing forward against the head wind. Atake, Warship of Japan

Made by elaborate workmanship using thin plates of cedar and fir.

Couldn’t mount heavy cannons and was easily destroyed when colliding with warships of Joseon.

Having sharp underside to enable high speed and long-distance voyage.

Unsuitableness for maneuvering at the narrow channel of Korean south sea with reefs and rocks.

Chongtongs of Joseon The Chongtong refers to the cannon of Joseon firing various projectiles such as large-size arrows, bullets or cannonballs using explosive power of the gunpowder. It was extensively used during the Imjin War as main weapon system of Joseon. Major Chongtongs used during the Imjin War were four large cannons named such as Cheonja, Jija, Hyeonja and Hwangja, in addition to the small-size firearms of Seungja Chongtong and Byeolseungja Chongtong. In general, heavy cannons were mounted on Panokseon or Geobukseon to inflict destructive fire power on the Japanese warships, firing Daejanggunjeon(large arrows) or cannon balls, etc. A metal bomb of Bigyeojincheolloe was also used at the battlefields.

The

Naval Warfare of Admiral Yi Sun-sin All during the Imjin War of seven years, Admiral Yi Sun-sin maintained the complete command of the sea winning consecutive victories against the Japanese fleets in the first-phase naval battles of Okpo, Habpo and Jeokjinpo, in the second-phase naval battles of Sacheonpo, Dangpo, Danghangpo, in the third-phase naval battles of Hansando, Angolpo, and in the fourth-phase naval battle of Busanpo. After reinstated in the office of Naval Commander of three provinces of Chungcheong-do, Jeolla-do and Kyeongsan-do in 1597, he gained a sweeping victory at the naval battle of Myungryang with only 13 remaining warships after the defeat of Admiral Won Gyun at Chilchonryang. In 1598, at the age of 54, Admiral Yi Sun-sin met his destiny at Noryang sea battle, and the Japanese fleet was completely annihilated.

The

ACTIVITY 04 LOCATION ORIENTATION

PR

OC

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The War Memorial of Korea is a very large museum. It’s impossible to cover everything in the museum in a single field trip. Therefore, it’s recommended that you choose only one part of the museum, such as the outdoor exhibition, Korean War Rooms or Korean History.

Start by asking students to raise their hands if they’ve ever been the War Memorial. Ask them questions like:

o When and with whom did they visit the War Memorial? o What was most memorable about the War Memorial? o Which part of the War Memorial did they enjoy the most? o Can they name every exhibition in the War Memorial? (No,

it’s simply too large.)

o Show the students the close up photos of key points of the War Memorial. Discuss how the design of the Memorial includes the four elements (water, air, fire and earth) just as wars have included these elements. Show them how the elements are represented in the design.

o As a class, use the photo of the memorial’s main entrance to label the focus points of the memorial for the trip.

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1. Photo of the Main Entrance of the War Memorial

2. Close up Photos of Key Points

The

The

The

1. Main Entrance 3. Korean War Monument 5 & 9. Reflecting Pool 10. Outdoor Exhibit

The

Main Entrance

Korean War Monument

Reflecting Pool

Outdoor Exhibition

The

ACTIVITY 05 TIME CAPSULE SCAVENGER HUNT P

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This activity is a good, practical reinforcement, of comparatives and superlatives. Students will practice using “more” and “most” as well as “-er” and “-est.” The outdoor exhibition will be the focus in this scavenger hunt activity.

Start at the end closest to the entrance (the planes).

o Ask the students to point to the smallest and biggest planes.

o Then ask them which plane they think is the most useful and why. (This is an opinion question, so there is no right or wrong answer as long as they give a reason for their opinion.)

o Finally, ask them which plane they think is the most dangerous. Again, they must give a reason for their opinion.

Explain the activity to the students.

o In groups, students will have 30 minutes to look through the exhibition focusing on their group’s task card.

o Each group has a different focus within the outdoor exhibition.

o Groups should be no more than 4 students, but this depends on your class size.

By the end of the activity, the class will have a time capsule related to war vehicles. Students can also use their phones to take pictures to accompany their answers to display at school.

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1. Time Capsule Task Cards

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the fastest airplane.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the fastest tank.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the heaviest airplane.

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the biggest airplane.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the smallest airplane.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the lightest airplane.

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the airplane that can carry the most people.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the heaviest tank.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the smallest tank.

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the lightest tank.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the most powerful missile.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the lightest and heaviest missiles.

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the least powerful missile.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the missile with the fartherest range.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the missile with the shortest range.

The

The

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the tallest vehicle (land or air).

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the widest tank.

Time Capsule

The War Memorial is a living time capsule. It holds many fascinating items from the past. While looking through the exhibits, you are going to work in teams to find specific items in this time capsule.

Find the widest airplane.

The

ACTIVITY 06 PHOTO CAPTIONS P

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Start by asking students to describe what is happening in the photographs. Ask them questions like:

o Who is in the photos? o Where was the photo taken? (City, countryside, country?) o When was the photo taken? (Year, season, period in

history) o What is happening in the photo? (Describe the photo.) o Why was the photo taken? (If applicable)

Next, show students examples of photo captions. Discuss how photo captions can be full sentences or phrases. Talk about the advantages and disadvantages of both approaches.

Then, tell the students that they are going to describe some photos. The photos are of various sculptures and pictures that can be seen at the War Memorial.

Assign three photos to a group of 6 students. You can use the same photos for more than one group. Have the students work together to write at least one caption per photo. The recommended time for this activity is 15 minutes.

After they’ve written their captions, have a student from each group write their captions on the board for other students to discuss.

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1. Examples of Photo Captions

2. Photos for Students to Caption

The e

he

The

ACTIITY 07 MILITARY VOCABULARY

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To reinforce the vocabulary that students will need for the post-trip activities, students will “collect” the vocabulary on this worksheet.

Point out to students that there is a range of weaponry, clothing and vehicles on display throughout the museum. As they move through the museum, they need to make notes of 10 items in each of the 5 categories on the worksheet: o Weapons o Vehicles o Clothes o People and Ranks o Military Verbs

Emphasize to students that they must write down specific names of vehicles and weapons (e.g. B-52 Bomber). The more details they collect in this activity, the easier the post-trip activities will be for them.

The “Military Vocabulary Challenge” worksheet is intended to be an expansion activity for higher-level students who finish the other worksheets quickly.

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1. Military Vocabulary

2. Military Vocabulary Challenge

The

The

Weapons

Clothes

Vehicles

People

& Ranks

Military

Verbs

Military Vocabulary Challenge

Think you know your military vocabulary? Try to find at least one word that starts

with each letter of the alphabet.

a n

b o

c p

d q

e r

f s

g t

h u

i v

j w

k x

l y

m z The

ACTIVITY 08 WEAPONS DEBATE P

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Start by asking the students if all of the military vehicles and equipment that they can see have the same purpose. Ask them:

o What are some of the functions that you have seen mentioned in the exhibition notes? Elicit the different purposes of the equipment through prompts.

o Which of the planes, tanks, and boats do they think are the most effective? They must give reasons for their opinions, but there is no right answer to this question.

After doing a brief group decision about the equipment, assign each student to one of the planes, tanks, missiles, guns, rockets, boats. You will need 2-3 students to be judges (depending on your class size). o Give the students 10 minutes to read the exhibition boards

carefully. Encourage them to read the boards in English to help them with vocabulary they’ll need. Use the Korean as a reference after reading the explanation in English. They can take notes if they need to.

o After they’ve read their boards, tell them to pretend that they are that piece of equipment. They are going to try to convince others why they are the best piece of equipment. The judges decide who is most convincing. As each person is eliminated, they become a judge until the final two students debate.

o This is an exercise in summarizing and persuasive speaking.

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1. Outdoor Exhibition Area at the War Memorial

2. Pens and Paper

The

The

ACTIVITY 09 SHOPPING FOR A BATTLE

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Having heard the summaries and arguments for each piece of equipment in the previous activity, tell the students that they are now going to go “shopping” for a battle. They will also need to design a military uniform. Examples of uniforms have been provided and there are several on display inside, but encourage them to be creative. They’ll have to explain their choices.

Divide the students into groups of 8-10 students (depending on class size). If you teach high-intermediate students, consider dividing them into smaller groups. This activity will take 30-40 minutes.

o Provide the students with the shopping list for this exercise. They will need to compare and contrast the items in the outdoor exhibition. Divide the groups into 3 sub-groups (the aircraft section is the largest).

o Once students have all of the items that they would like to buy, assign each group a budget. The budgets can be randomly chosen. If you would like to assign random price tags to the items for more authenticity, this could make it more exciting.

o Students then join with another group. One acts as the salespeople and the others are the buyers. Together, they must negotiate the best price to get all of the items on their list and within their budget.

o As an expansion activity, you could ask students to explain their choice of items on their shopping lists.

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1. Shopping List

2. Money and Budget

3. Uniform Design Worksheet

The

Design a Uniform

Military Uniforms Throughout History

The

The

The

The

In your groups, design a uniform for your army to wear.

The

Shopping List

Missiles / Rockets

1 Missile 1 Rocket

Anti-Aircraft Guns / Naval Guns

1 Gun

Tanks

2 Tanks

Armored Carriers

2 Armored Carriers (1 large enough for 15 people)

Aircraft

1 Cargo Carrier 1 Fighter or Bomber 3 Aircraft within budget

YOUR MISSION (1) The shopping list for your group is on the left. Your teacher will allocate a budget to each group. Divide the list and your group into three parts:

1. Missiles/Rockets and guns

2. Tanks and armored carriers

3. Aircraft Each sub-group will have to read the exhibition boards of the options in their section. Look at the speed, strength, size and usefulness of each object. Choose the ones that you think are the best for your categories.

(2) Once you have chosen your items, your teacher will let you know what your group’s budget is. You will now do a role-play with another group to “buy” the items that you have chosen. The other group will determine the cost of the items or your teacher will place price tags on the items. If the price is too high, try to bargain and get the other group to lower the price. The winning team is the one that gets all 12 items on their shopping list within their budget. The

ACTIVITY 10 OPERATION KITCHEN RAID P

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Kitchen raids are popular night activities at American summer camps. The idea is for the campers to “raid the kitchen” (the raid is usually pre-planned by the staff) for cake, cookies, ice cream etc. It’s a fun activity that is widely enjoyed by children of all ages and ties in perfectly with boarding schools.

Start by asking the students if they know the meaning of “raid.” Then, ask them if they have heard of a “kitchen raid.” If not, ask them to guess the meaning. Emphasize that they must not get caught doing the raid. They can use the equipment they “bought” in the previous activity.

Once they have an idea of what a kitchen raid is, ask them if they’re hungry. (This works best before lunch.)

o Ask them what type of food they would like to eat. o Then ask them where they can get that type of food and

how they can get it. o Finally, ask them if they would raid the cafeteria (or a

nearby popular restaurant) to get that food. What would they do in their raid?

In groups, the students are going to plan their own kitchen raid on the school cafeteria or nearby restaurant. Tell them that they need to form a written summary of their plan as well as a map showing their planned “attack.” They will need to think about people involved, skills, equipment, time, date, and what they hope to get from the raid.

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1. Operation Kitchen Raid Task Sheet

2. Blank Template of the Raid Form (Task Sheet)

The

The

Operation

Kitchen Raid

STUDENTS

You are a boarding school student. The school

cafeteria has been rationing food servings lately and

the students are still hungry after each meal. You and

your classmates decide to raid the school cafeteria for

the food you need to concentrate better while

studying.

In groups, decide on your plan of action. You will need

a written summary of your plan as well as a map.

Think about the following:

How many people will be involved in the

operation?

Who will lead the operation?

When will the raid take place?

What equipment will you need for the raid?

What do you hope to get from the raid?

The

Operation

Kitchen Raid

STUDENTS

ACTIVITY 11 A LITTLE HELP FROM MY FRIENDS P

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Talk about volunteering. Students are familiar with volunteer work. Ask the students:

o Where and with whom do you volunteer? o How do you choose your volunteer task? o How do you feel when you do your volunteer work? o What is your best experience during your volunteer work?

Now ask the students how they think the people they help in their volunteer work feel when they’re helped.

o Talk about people who may need help, but can’t ask for it. How do you think they feel?

Show the students how the assistance Korea received from UN member countries is similar to volunteering to help someone in need. Students will complete the form in groups to compare and contrast the contributions from each UN member country in key areas. This information can be used in the letter and diary activities later.

This activity is designed to promote awareness of other countries in relation to Korea. Therefore, possible expansion activitieis would be to find each of the 21 countries on a world map and create a tourist brochure for Koreans visiting that country. Another idea is for students to research what was happening in these countries at the same time as the Korean War to understand why some countries were able to contribute more than others.

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1. The UN Forces’ Participation in the Korean War Room (3F – War

Memorial)

2. With a Little Help from My Friends Worksheet

The

The

Wit

h a

Lit

tle

Hel

p f

rom

My

Frie

nd

s –

Ko

rea

War

Par

tici

pat

ion

Total Partici-

pation Killed in Action

Wounded in Action

Troops Provided Dates Contribution

America

Australia

UK

Canada

New Zealand

Netherlands

France

Philippines

Turkey

Thailand

South Africa

Greece

Belgium

Luxembourg

Ethiopia

Colombia

Sweden

India

Denmark

Norway

Italy

ACTIVITY 12 LETTERS HOME P

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By this point, students should have thought a lot about different aspects of the military. Now it’s time for them to imagine that they (or a family member) are serving in the military. It’s an authentic task since men do mandatory military service in Korea.

Ask the students to think about what life is like for a soldier. Perhaps some of them already know from family members who are doing/have recently completed their military service. Talk about their daily routines and responsibilities.

Now show the students examples of letters from soldiers that were sent during wartime. Look at the following:

o Letters usually have a date in the top right corner. o Letters always have a greeting/salutation. o Letters always have a closing/ending. o Look at the type of content in most of the letters.

Tell the students that they are going to pretend to be in the military during a war. Use the Korean War or a fictional war if you prefer. Set the limit of the letter based on the students’ ability. If you prefer, they can write a letter in pairs or groups of 4 (try to keep the numbers even). They can talk about their daily routine, responsibilities, life in the military, friends, how they stay positive in a war, etc. Students can also respond to one another’s letters as an expansion activity or you can have the boys write to the girls.

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1. Example Letters from Soldiers

2. Letter Template

The

The

The

The

The

ACTIVITY 13 DIARIES FROM THE FRONT P

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Like the previous (letter) activity, students will be imagining their life as in the military. Encourage them to write at least a paragraph; it’s best to set a minimum number of sentences rather than lines.

Ask the students to think about what life is like for a soldier. Perhaps some of them already know from family members who are doing/have recently completed their military service. Talk about their daily routines and responsibilities.

Now show the students examples of diaries from soldiers during wartime. Look at the following:

o Diaries always have a date. o Some diaries have a greeting/salutation. o Some diaries have a closing/ending. o Look at the type of content in most of the diary entries.

Tell the students to choose a specific event or day to write about. Remind them that diary entries are a record of the day’s events as well as important events. It’s a good idea to provide students with a prompt for their diary. For example:

o Students can pretend to be students during the Korean War. They can talk about friends, family, and school.

o Imagine your brothers or father have just been called up to serve in the army.

o Write about an important event at school.

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1. Example Diary Entries

2. Diary Template

The

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.

OTHER POSSIBLE ACTIVITIES Activity Overview Skill 1

Patriotic Promotions

Show students examples of brochures and itineraries. Tell them that they are going to take an American exchange student to the War Memorial for an afternoon. They will only have 3 hours for the War Memorial, so they will have to choose which parts of the museum they want to show her. They’re going to create an itinerary that highlights their route and how long they will spend in each section. When they present their itineraries, they need to explain their choices.

Reading Speaking Writing

Making

decisions, expressing

opinions and motivating

choices

2

Historical Summaries

Where: UN Member Countries’ Support (3F of the War Memorial) There are three 5-minutes recordings available on this floor: Atrocities, Heroes and Special Relationship. Each recording is available in Korean and English. They are a combination of speaking and minimal subtitles. Divide the students into three groups to watch a recording in English first (the subtitles will play automatically). Encourage them to watch it again in English and take notes. They then summarize the main ideas (names and dates are not important) and provide either a written summary or a verbal report to the other two groups in their class.

Speaking Listening Reading Writing

The

OTHER POSSIBLE ACTIVITIES Activity Overview Skill 3

Care Packages & Ration Kits

(1) Students create a care package for a soldier

(2) Students create a rations kit for role-plays in the lesson.

Care Packages: Consider contacting the Public Relations Office of one of the US Army bases. They might be willing to come to your school to speak to your class about their daily life as a soldier. If not, ask a Korean man who has completed his military service to talk to the students. Alternatively, you can provide the content through videos and other resources. Once students have heard more about life as a soldier, talk about care packages. Explain that care packages were sent to troops during war. Discuss the types of items that can be included in a care package and then create care packages to send to US or Korean soldiers in Korea. Rations: Discuss how rations were imposed on even basic food items during wartime. You can even give students mock rations coupons for things in class. In groups, have the students create their own rations boxes and explain their choices through role-plays.

Listening Speaking Writing

Expressing opinions,

motivating choices, making

decisions, authentic

conversation

The

OTHER POSSIBLE ACTIVITIES Activity Overview Skill 4

Directions Over Danger

Where: The Expeditionary Forces Room (3F – War Memorial) Use the model replicas of the Vietcong Tunnels in this room to teach directions. It’s an intricate maze of underground tunnels with jungle villages above ground that works well for simple to complex directions. Low-Level: Students can practice basic directions words by focusing only on the tunnels underground. The vocabulary required at this stage includes: straight, down, up, left, right, climb, jump and be careful. Intermediate: Use the same basic activity as the low-level students, but challenge them to include simple directions from the village to the tunnels. Advanced: Same as above, but give them a start and end point on opposite sides of the replica. They’ll need the same basic direction vocabulary as well as vocabulary for things like landmines, spikes, traps, etc.

Speaking Listening

Directions,

critical thinking, problem-solving,

creativity

The

OTHER POSSIBLE ACTIVITIES Activity Overview Skill 5

To Be a Child Again

Show students examples of simple instructions. Look for examples that use both full sentences and incomplete phrases to explore the differences between the two styles. Next, students choose a popular children’s game – preferably one that is no longer played in today’s society. Alternatively, the teacher can provide each group with a game to reduce the time required for research. In small groups, have the students create simple instructions for their specific game. They will then have to teach the game to the rest of the class. It’s also possible to do this activity with games from different cultures.

Speaking Listening

Instructions, coherency,

logical connections