The Korean War. A classroom play by Team HOPE. Cast List. Harry Truman (TRU). President of the United States
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1 The Korean War A classroom play by Team HOPE Cast List Douglas MacArthur ()..U.S. General Harry Truman (). President of the United States Elijah Lovejoy ().... anchor of The History News Report Margaret Fuller () reporter for The History News Report Nellie Bly ()..... reporter for The History News Report Ernie Pyle (.... reporter for The History News Report
2 TEACHER NOTES SETTING: A contemporary classroom. It is advised to set up the anchor in the front of the room facing the class, in front of some sort of background with The History New Report. You many choose to set up the different reporters conducting the interviews around the classroom and have the historical figures come to them. This way it gives the appearance of different locations. A name plate in front of each cast member is highly recommended. A 5x8 index card folded in half works great for this purpose. COSTUMES: Although not necessary, any period costumes for the historical figures are a great addition. Even a simple hat or wig is excellent. MASKS: Masks are an easy addition that will add to the drama and make the entire event more fun for the students. First, go to and click on image search. Type in the historical figure s name and find an image of the person. Copy and paste the picture in a Word document. You may need to crop and then enlarge the photo so you get a picture large enough to be used as a mask. Portraits obviously work best for this use. Print out the picture and paste it onto a cardboard backing. You can tape a plastic spoon or popsicle stick to be used as a handle. You may decide to make masks for the student correspondents as well, using pictures of television news personalities for the masks. Note: If there is a historical person you cannot find a picture for, don t despair! Almost any random period person s picture (as long as it not someone easily recognizable) would work as a mask. ROLES: Encourage students to act out the roles with as much energy as possible. Do not be too terribly concerned that the sex of the historical figure matching with the sex of the student. The teacher may decide to take a part in the play, role-modeling one of the historical figures. It is recommended that five copies of the scripts are specifically set aside for each character in the play. For each character, highlight all their lines in order to facilitate a faster pace of dialogue. All other students should receive an unmarked copy of the play to read as the play is performed. OR AND REPORTERS: In order to facilitate the historical discussions that exist in the plays, actual famous journalist names have been used in the plays. Teachers should point out that these journalists come from different times in American history and do not necessarily reflect the period they report on. It is as if they can travel in time to deliver The History News Report. A teacher may also decide to substitute the names given in the script for student names if desired. A brief description of the journalists is as follows: Elijah Lovejoy ( ) A minister and journalist for the St. Louis Observer and later editor of the abolitionist newspaper the Alton Observer of Alton, Illinois. In 1837, pro-slavery forces attacked his warehouse in order to destroy his printing press and he was murdered on the scene. Margaret Fuller ( ) An early woman rights activist, Margaret was the first female journalist to work on the staff of a major American newspaper, The New York Tribune. She was a widely read literary critic who was also sent on overseas assignments to Europe. Nellie Bly ( ) After a writing a fiery rebuttal to a sexist column in the Pittsburgh Dispatch, Nellie was hired by a very impressed editor at the newspaper. She went on to become a famous investigative journalist on the plight of working women, and gained further fame for having faked insanity in order to investigate the treatment of the mentally ill. Ernie Pyle ( ) An American journalist who was a roving correspondent for Scripps Howard newspaper chain. His articles were read in over 200 newspapers. He is most famous for having been a war correspondent during World War II. He led the charge for Congress to give soldiers battle pay while in combat. He died under heavy fire from a Japanese machine gun nest in the Pacific on April 18, DISCUSSION: Use the attached worksheets to facilitate discussion before and after the play. Students who are not directly involved in the play can attempt to write preliminary answers as the play is performed. The audience should be told that they will be the primarily responsible for the discussion questions at the end of the lesson.
3 The Korean War NOTE: All responses by historical figures reflect actual events and beliefs as closely as possible. CAST ABBREVIATIONS Douglas MacArthur... Harry Truman. Elijah Lovejoy... Margaret Fuller.. Nellie Bly... Ernie Pyle Welcome to the History News Report, I am your anchor Elijah Lovejoy. The years immediately following World War II were filled with rising tension between the Soviet communist world and the free-world led by the United States. The Soviets turned Eastern Europe into satellite countries. They threatened West Berlin, leading to the Berlin Airlift. In 1949, China, a former U.S. ally and friend, fell to communism, followed by the Soviet test of the atom bomb. Events then turned to the Korean peninsula. To gain a better understanding of the people surrounding this event, HNR News reporters on the scene. First, we have Nellie Bly standing by in Washington D.C.. Nellie? Yes, Elijah, I am here on Capitol Hill. Can you give us some background on the Korean War? What precipitated it? For starters, a speech by President Truman s Secretary of State Dean Acheson has been seen as a big mistake. How so? Well, at the end of World War II, Korea had been divided between the Soviet Union and the United States. And the dividing line was the 38 th parallel? Right. The Soviets had the northern half and the United States controlled the south. Of course the Soviets imposed a communist style government in the north. And the United States supported a democratic government in the south. By 1950, most American troops had been withdrawn to Japan and that is when Secretary Acheson gave a fateful speech. What made it so important?
4 He said that the American defensive perimeter did not include Taiwan or South Korean. It must be clear that no person can guarantee those areas against military attack. It was only compounded when Tom Connelly, the Democratic Chairman of the Senate Foreign Relations Committee said in May 1950 that Russia could seize South Korea because it was not very greatly important. Of course Stalin was listening to all of this very closely! Words mean things and Stalin took this to mean the United States would do little if South Korea was invaded. He gave North Korea dictator Kim-Il-Sung the green light for an invasion. On June 25, 1950 the invasion began. How did it go? The North Korean communists destroyed what little resistance the South put up. So in comes President Truman to save the day? He knew he had already been blamed for losing China, so he took action and called upon General Douglas MacArthur, who was the military governor in Japan at the time, to defend South Korea. MacArthur took over as communists had pushed the South back to a narrow band that encircled the South Korean port city of Pusan. Thanks for the report Nellie. We now go to HNR s Ernie Pyle who is standing by in Washington D.C. with very special guest. Ernie? Elijah, I am here with General MacArthur himself! General, when you landed in Korea, what was your plan? I was determined to break out of Pusan. I planned to send a seaborne invasion around the backs of the communist forces and hit them at the port of Inchon, near the South Korean capitol city of Seoul. It was a smashing success. The reds were thrown back? Completely. We hit them from behind at Inchon and then broke out of the Pusan perimeter. Soon the communists were retreating north of the 38 th parallel with our troops in hot pursuit. Was it at this point you met with President Truman? Yes, we met at Wake Island. President Truman was concerned that as we pushed back the communists to the Chinese border on the Yalu River that the Chinese might respond. I told him that there was very little chance of intervention by Chinese communist forces.
5 But you were wrong. I hate to say it, but I was. A combined force of 300,000 Chinese troops hit both of my flanks. I was shaken and told the Joint Chiefs, We face an entirely new war. We now were retreating south, but fighting skillfully the entire way. What did you want to do at this point to counter the Chinese? I felt we needed to bomb the bridges and staging areas they were using. But that would mean bombing Chinese territory? It would. Both the British and French, who were part of the United Nations force in Korea, vetoed the idea. Truman was obviously not a fan either. It was at this point that you got yourself into a lot of trouble? You might say that. I released a military appraisal of the situation in which I wanted to threaten the Chinese with the atomic bomb. I even wrote to a Republican leader in Congress to show why I was right and Truman was wrong. I was quite pointed on this: There is no substitute for victory! But alas, that would be my downfall. For that part of the story, we are going to go back to Elijah in the studio. Thanks Ernie. HNR correspondent Margaret Fuller is standing by at the White House with President Truman. Yes, Elijah, I am with President Truman, and Mr. President, we want to understand a little better what went into the decision to fire General MacArthur. I felt like I had no choice. He had clashed with me, the cabinet, and the Joint Chiefs of Staff multiple times over his independent announcements on foreign policy. His last one that recommended using the atomic bomb on China was just truly outrageous! I am the President, not General MacArthur. But you knew MacArthur was extremely popular. I did and I knew that there would be a lot of criticism. I had to do the right thing in my mind whether it was popular or not. As I ve said, The buck stops here. What did Secretary of Defense and former General George Marshall think about the decision?
6 General Marshall was concerned about the reaction of certain Congressmen and wanted time to think over what he felt the reaction of the troops would be. I told him, General, you read all the correspondence that s passed between MacArthur and me for the last two years. Then be in my office at nine in the morning, and if you still feel I shouldn t fire him, I won t. You must have been very confident he would agree with you! I knew General Marshall very, very well; we d been through a lot together, and I knew how his mind worked, and there wasn t a doubt in the world in my mind that when he saw what I d put up with, that he d agree with me. So the next morning he reported to you? He was there early! This was unusual he was punctual but never early. He said, I spent most of the night on that file, Mr. President, and you should have fired the son of b----- two years ago. And so we went right ahead, and we did it. We had full support of the Joint Chiefs of Staff as well. Was there concern that MacArthur would hear about the firing before you got to him? Without question that was a concern. General Omar Bradley told me that if MacArthur hears he s going to be fired before he s officially fired, he d probably resign on me. And I told Bradley, That son of a b---- isn t going to resign on me, I want him fired. And he was. Back to you Elijah! General MacArthur was fired and replaced with General Matthew Ridgway, who had commanded the 82 nd Airborne during World War II. The Chinese advance was halted and eventually the Americans pushed the Chinese back into a stalemate along the 38 th parallel. There the war would end in For HNR News, this is Elijah Lovejoy reporting. Bennett, William J., America: The Last Best Hope Volume II, Nelson Current, Nashville: 2007, p Colbert, David, Firing MacArthur, Random House, New York: 1997, p
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