Topic 4 the consequences of the korean warHafidz Haron
Berkongsi ketika hari lahir... Bab 4 ini menceritakan tentang kesan-kesan perang Korea kepada negara-negara terbabit; China, Jepun, AS, Kesatuan Soviet, dan Korea Utara serta Korea Selatan itu sendiri.. Perlu ditegaskan bahawa perang Korea juga adalah batu loncatan kepada Perang Vietnam - yang akan dibincangkan mulai topik 5. Semoga perkongsian ini bermanfaat!
Topic 4 the consequences of the korean warHafidz Haron
Berkongsi ketika hari lahir... Bab 4 ini menceritakan tentang kesan-kesan perang Korea kepada negara-negara terbabit; China, Jepun, AS, Kesatuan Soviet, dan Korea Utara serta Korea Selatan itu sendiri.. Perlu ditegaskan bahawa perang Korea juga adalah batu loncatan kepada Perang Vietnam - yang akan dibincangkan mulai topik 5. Semoga perkongsian ini bermanfaat!
Selected events in the Korean-American immigration time-line presented by Smithsonian Asian Pacific American Program:
The Korean Americans, A Century of Experience at
http://apa.si.edu/Curriculum%20Guide-Final/timeline.htm.
Deleted the second part of it, and added some slides, but the full pp can be found at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCsQFjAA&url=http%3A%2F%2Fwww.pptpalooza.net%2FPPTs%2FEHAP%2FColdWar.ppt&ei=3CpqU7TWMM3LsQThqYDoBQ&usg=AFQjCNHwHCZ_WYShLBeVpCSeaaQsg9S0CQ&sig2=Nk5s89hNhjibdkLd5HtFcg
As the Russia Ukraine conflict intensifies and world again gets divided again into groups, let us take a moment to go through the history and have a look at a time when the World teetered on the brink of collapse.
Origins of the Cold War - Yalta Conference, Potsdam, Truman Doctrine, Marshall Plan, Berlin Blockade & Airlift, China, NATO http://curriculumglobal.blogspot.com
20th Century Korean and East Asian History and Economic and Political Develop...Jini Shim
Presented at the 2017 Korean History and Culture Seminar for American Educators at Korean Cultural Center Los Angeles, hosted by National Korean Studies
Early Korean History and Culture by Albert ParkJini Shim
Presented at the 2017 Korean History and Culture Seminar for American Educators at Korean Cultural Center Los Angeles, hosted by National Korean Studies
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Korea ppt-korean war
1. Bringing Korea to the K-12 ClassroomsBringing Korea to the K-12 Classrooms
The Korean WarThe Korean War
((June 25,1950 to July 27,1953June 25,1950 to July 27,1953))
National Korean Studies Seminar
Copyright 2014
Sung Kim and Mary Connor
2. The Two Brothers (Korean WarThe Two Brothers (Korean War
Museum, Seoul, South Korea)Museum, Seoul, South Korea)
3. The Korean War (1950-1953)The Korean War (1950-1953)
The Korean War was a civil war. Brothers foughtThe Korean War was a civil war. Brothers fought
and killed one another as Americans fought andand killed one another as Americans fought and
killed their fellow countrymen during the Civilkilled their fellow countrymen during the Civil
War.War.
The Korean War was also part of the Cold War,The Korean War was also part of the Cold War,
a struggle between the United States and thea struggle between the United States and the
former Soviet Union.former Soviet Union.
The Korean War armistice was signed in 1953,The Korean War armistice was signed in 1953,
but the issues of that war remain unresolved.but the issues of that war remain unresolved.
4. Table of ContentsTable of Contents
IntroductionIntroduction
The End of WWII and the Division of KoreaThe End of WWII and the Division of Korea
The Post-War World and the Cold WarThe Post-War World and the Cold War
Emerging Leaders and Occupation Forces in SouthEmerging Leaders and Occupation Forces in South
and North Koreaand North Korea
The Causes and Phases of the WarThe Causes and Phases of the War
Summary and Flags of U.N. ForcesSummary and Flags of U.N. Forces
Statistics Connected to the WarStatistics Connected to the War
The Results of the Korean WarThe Results of the Korean War
Education during the Korean WarEducation during the Korean War
5. The End of WWII (1945)The End of WWII (1945)
On August 6 and 9, 1945 the UnitedOn August 6 and 9, 1945 the United
States dropped two atomic bombs onStates dropped two atomic bombs on
Japan and ended World War II.Japan and ended World War II.
The Soviet Union sent troops into Korea toThe Soviet Union sent troops into Korea to
liberate the peninsula from Japan.liberate the peninsula from Japan.
The United States had no troops nearThe United States had no troops near
Korea and feared that the USSR wouldKorea and feared that the USSR would
take control of Korea.take control of Korea.
6. The Division of KoreaThe Division of Korea
As Soviet troops poured into Korea, two UnitedAs Soviet troops poured into Korea, two United
States officials, without consulting any Koreans,States officials, without consulting any Koreans,
made a proposal to the Soviet Union that led tomade a proposal to the Soviet Union that led to
the division of Korea.the division of Korea.
This proposal suggested that Korea be dividedThis proposal suggested that Korea be divided
temporarily at the 38temporarily at the 38thth
parallel and that the USSRparallel and that the USSR
would occupy the North and the United Stateswould occupy the North and the United States
would occupy the South.would occupy the South.
The United States was surprised that the SovietThe United States was surprised that the Soviet
Union accepted the proposal.Union accepted the proposal.
7. Background for Understanding theBackground for Understanding the
Post World War II PeriodPost World War II Period
The United States and the Soviet UnionThe United States and the Soviet Union
became the two major powers in the worldbecame the two major powers in the world
after World War II ended in 1945.after World War II ended in 1945.
Although the war was over, poverty,Although the war was over, poverty,
devastation, and political instability existeddevastation, and political instability existed
throughout Europe and most of Asia.throughout Europe and most of Asia.
The United Nations was created in 1945 toThe United Nations was created in 1945 to
maintain peace in what appeared to be amaintain peace in what appeared to be a
very unstable world.very unstable world.
8. Post WWII TensionsPost WWII Tensions
(U.S. and the U.S.S.R.)(U.S. and the U.S.S.R.)
The world had not stopped Japan or Germany whenThe world had not stopped Japan or Germany when
each took aggressive steps in Asia , Europe and Africaeach took aggressive steps in Asia , Europe and Africa
at the beginning of WWII. After the war the U.S. believedat the beginning of WWII. After the war the U.S. believed
that its lesson was now to stop aggression everywhere.that its lesson was now to stop aggression everywhere.
The Soviet Union distrusted the United States becauseThe Soviet Union distrusted the United States because
of wartime decisions that contributed to the deaths of 23of wartime decisions that contributed to the deaths of 23
million lives. The death toll for WWII was 62 millionmillion lives. The death toll for WWII was 62 million
people.people.
The Soviet Union believed that capitalism exploits peopleThe Soviet Union believed that capitalism exploits people
all over the world because that economic systemall over the world because that economic system
inevitably leads to instability and colonialism or imperialinevitably leads to instability and colonialism or imperial
control over less developed countries.control over less developed countries.
9. The Cold War (1945-1989)The Cold War (1945-1989)
This tension between the Soviet Union and theThis tension between the Soviet Union and the
United States led to what was called the ColdUnited States led to what was called the Cold
War. This tension ultimately contributed to theWar. This tension ultimately contributed to the
outbreak of the Korean War.outbreak of the Korean War.
After WWII Russian troops remained in EasternAfter WWII Russian troops remained in Eastern
Europe. The U.S. took this as a sign that theEurope. The U.S. took this as a sign that the
Soviet Union was not to be trusted and wasSoviet Union was not to be trusted and was
spreading communism.spreading communism.
After the tremendous losses in the war theAfter the tremendous losses in the war the
Soviet Union wanted Eastern Europe to protectSoviet Union wanted Eastern Europe to protect
them from further invasions.them from further invasions.
10. The Pros and Cons of CommunismThe Pros and Cons of Communism
Since the Soviet Union had become aSince the Soviet Union had become a
major world power in a short period ofmajor world power in a short period of
time, many poor people in the worldtime, many poor people in the world
thought communism could bring quickthought communism could bring quick
economic growth and greater equalityeconomic growth and greater equality
between people.between people.
The United States feared that communismThe United States feared that communism
threatened democracy and capitalism asthreatened democracy and capitalism as
well as the American way of life.well as the American way of life.
11. U.S. President, Harry TrumanU.S. President, Harry Truman
(1945-1953)(1945-1953)
Since the Soviet Union occupiedSince the Soviet Union occupied
Eastern Europe after the War, PresidentEastern Europe after the War, President
Harry Truman established the TrumanHarry Truman established the Truman
Doctrine to contain communism.Doctrine to contain communism.
Truman also created the Marshall PlanTruman also created the Marshall Plan
to help the economic recovery ofto help the economic recovery of
Western Europe.Western Europe.
The U.S. supported the creation ofThe U.S. supported the creation of
NATO, a military alliance with WesternNATO, a military alliance with Western
Europe to stop aggression.Europe to stop aggression.The U.S. President
Harry Truman
12. China becomes Communist and theChina becomes Communist and the
U.S.S.RU.S.S.R
Tests an Atomic BombTests an Atomic Bomb
In 1949 Mao Zedong won theIn 1949 Mao Zedong won the
battle with Chang Gaesokbattle with Chang Gaesok
(Kai-shek) and brought(Kai-shek) and brought
communism to the entirecommunism to the entire
China mainland.China mainland.
The Soviet Union in the sameThe Soviet Union in the same
year successfully tested anyear successfully tested an
atomic bomb and ended theatomic bomb and ended the
U.S. monopoly on atomicU.S. monopoly on atomic
weapons.weapons.
Mao Zedong, the
communist
leader of China
13. U.S. Occupation of South KoreaU.S. Occupation of South Korea
(1945-1948)(1945-1948)
General John Hodge became the leaderGeneral John Hodge became the leader
of the U.S. occupation forces and set up aof the U.S. occupation forces and set up a
government. He appointed propertied,government. He appointed propertied,
anti-communist, well-educated, English-anti-communist, well-educated, English-
speaking people to the new government.speaking people to the new government.
He also appointed many Koreans who hadHe also appointed many Koreans who had
cooperated with the Japanese duringcooperated with the Japanese during
colonial occupation without realizing thecolonial occupation without realizing the
resentment this would create.resentment this would create.
14. Rhee and South Korea (ROK)Rhee and South Korea (ROK)
In August, 1948, the Republic of Korea (ROK) wasIn August, 1948, the Republic of Korea (ROK) was
established in South Korea and Rhee Seungmanestablished in South Korea and Rhee Seungman
(a former independence fighter and ardent anti-(a former independence fighter and ardent anti-
communist) was elected the first president. Thecommunist) was elected the first president. The
ROK claimed that it was the only legitimateROK claimed that it was the only legitimate
government on the peninsula.government on the peninsula.
The United States and many other democraticThe United States and many other democratic
nations promptly recognized the new government.nations promptly recognized the new government.
U.S. troops exited South Korea, leaving poorlyU.S. troops exited South Korea, leaving poorly
trained Korean forces and limited militarytrained Korean forces and limited military
equipment behind.equipment behind.
The new South Korean government called forThe new South Korean government called for
revolutionary changes such as land redistribution,revolutionary changes such as land redistribution,
the nationalization of industry, and the right to votethe nationalization of industry, and the right to vote
for men and women except for those who hadfor men and women except for those who had
cooperated with the Japanese.cooperated with the Japanese.
Dr. Rhee Seungman,
South Korea’s 1st
President
15. Soviet Occupation of North KoreaSoviet Occupation of North Korea
(1945-1948)(1945-1948)
The Soviet occupation forces fired KoreanThe Soviet occupation forces fired Korean
government officials who had worked with thegovernment officials who had worked with the
Japanese during colonial occupation.Japanese during colonial occupation.
Large industries were nationalized, JapaneseLarge industries were nationalized, Japanese
land was seized and most landlords lost theirland was seized and most landlords lost their
property.property.
When Kim Il Sung was appointed in 1946 toWhen Kim Il Sung was appointed in 1946 to
head the provisional government, he organizedhead the provisional government, he organized
an army. Christian churches remained open, butan army. Christian churches remained open, but
Christian political activities were ruthlesslyChristian political activities were ruthlessly
stamped out.stamped out.
During this period two million Koreans fled to theDuring this period two million Koreans fled to the
South.South.
16. Kim Il Sung and North KoreaKim Il Sung and North Korea
(DPRK)(DPRK)
In 1948, the North KoreaIn 1948, the North Korea
communists established thecommunists established the
Democratic People’s RepublicDemocratic People’s Republic
of Korea (DPRK), and Kim Ilof Korea (DPRK), and Kim Il
Sung was elected president.Sung was elected president.
The USSR approved the NorthThe USSR approved the North
Korea government andKorea government and
withdrew its troops, but left awithdrew its troops, but left a
large number of modernlarge number of modern
military weapons and advisorsmilitary weapons and advisors
to train Kim Il Sung’s forces.to train Kim Il Sung’s forces.
Kim Il Sung, the first
President, of
North Korea
17. Kim Il SungKim Il Sung
When Kim Il Sung was 17, the JapaneseWhen Kim Il Sung was 17, the Japanese
imprisoned him for three months for organizing aimprisoned him for three months for organizing a
Korean youth organization.Korean youth organization.
He became a famous anti-Japanese guerillaHe became a famous anti-Japanese guerilla
fighter, having close contacts with communistsfighter, having close contacts with communists
in the Soviet Union and China.in the Soviet Union and China.
Once in power as the leader of North Korea, heOnce in power as the leader of North Korea, he
moved quickly toward a dictatorship.moved quickly toward a dictatorship.
Determined to reunify Korea by force, he startedDetermined to reunify Korea by force, he started
the Korean War with the reluctant support ofthe Korean War with the reluctant support of
Joseph Stalin, the leader of the Soviet Union,Joseph Stalin, the leader of the Soviet Union,
and Mao Zedong.and Mao Zedong.
18. Preparing for WarPreparing for War
There had been frequent minorThere had been frequent minor
skirmishes near the 38th parallelskirmishes near the 38th parallel
between 1945 and 1950.between 1945 and 1950.
Kim Il Sung had repeatedlyKim Il Sung had repeatedly
asked Stalin for permission toasked Stalin for permission to
invade the South. In 1950 Stalininvade the South. In 1950 Stalin
finally gave his permission onfinally gave his permission on
the condition that Mao wouldthe condition that Mao would
support the invasion.support the invasion.
Mao agreed and sent 60,000Mao agreed and sent 60,000
troops to North Korea.troops to North Korea.
Joseph Stalin, the
leader of the Soviet
Union
19. Key Figures During theKey Figures During the
The Korean WarThe Korean War
Kim
Il Sung
Rhee
Seung-
man
General
Douglas
MacArthur
President
Harry
Truman
Mao
Zedong
Joseph
Stalin
Principal
Leaders
20. Time Line: Phase 1Time Line: Phase 1
(June to September 1950)(June to September 1950)
On June 25, 1950On June 25, 1950 the North Korean athe North Korean armyrmy
followed by Soviet tanksfollowed by Soviet tanks crossedcrossed the 38ththe 38th
parallel.parallel. Within three days the NorthWithin three days the North
Korean army captured all of the KoreanKorean army captured all of the Korean
peninsula except for the area aroundpeninsula except for the area around
Pusan.Pusan.
Without a formal declaration of war,Without a formal declaration of war,
President Truman sent U.S. air and navalPresident Truman sent U.S. air and naval
forces to Korea, but could not stop theforces to Korea, but could not stop the
North Korean army.North Korean army.
President Truman then requested thePresident Truman then requested the
assistance of the United Nations (UN).assistance of the United Nations (UN).
The UN Security Council decided toThe UN Security Council decided to
defend South Korea and voted Generaldefend South Korea and voted General
Douglas MacArthur as Commander of theDouglas MacArthur as Commander of the
UN forces (90% were American)UN forces (90% were American)
General Douglas
MacArthur, Chief
Commander of UN
Forces
21. Time Line: Phase 2Time Line: Phase 2
(September to October 1950)(September to October 1950)
On September 15, 1950, MacArthur carriedOn September 15, 1950, MacArthur carried
off a surprise landing at Inchon harbor.off a surprise landing at Inchon harbor.
Quickly moving inland, thousands of UNQuickly moving inland, thousands of UN
forces liberated Seoul and pushed theforces liberated Seoul and pushed the
North Korean army back to the 38North Korean army back to the 38thth
parallel.parallel.
Truman believed that the entire KoreanTruman believed that the entire Korean
peninsula should be liberated from thepeninsula should be liberated from the
communists and authorized the UN forcescommunists and authorized the UN forces
to cross the 38to cross the 38thth
parallel.parallel.
In October, 1950, UN forces and the SouthIn October, 1950, UN forces and the South
Korean army marched to the north,Korean army marched to the north,
captured the capital (Pyongyang), andcaptured the capital (Pyongyang), and
continued towards the Yalu River on thecontinued towards the Yalu River on the
border of China.border of China.UN forces liberated Seoul
(Sept. 15, 1950)
22. Time Line: Phase 3Time Line: Phase 3
(October 1950 to June 1951)(October 1950 to June 1951)
On October 25, 1950, MaoOn October 25, 1950, Mao
Zedong sent hundreds ofZedong sent hundreds of
thousands of Chinese troops intothousands of Chinese troops into
North Korea. The Chinese armyNorth Korea. The Chinese army
poured into Korea and UN forcespoured into Korea and UN forces
retreated back to the south.retreated back to the south.
On January 4, 1951, Seoul fellOn January 4, 1951, Seoul fell
again to the North’s armed forces.again to the North’s armed forces.
By March, 1951, UN forcesBy March, 1951, UN forces
recaptured Seoul.recaptured Seoul.
Continuing back and forth, theContinuing back and forth, the
front line then stabilized aroundfront line then stabilized around
the 38the 38thth
Parallel.Parallel.
Many thousands of Chinese
soldiers marched to the south.
23. Truman Fires MacArthurTruman Fires MacArthur
With some stability around the 38With some stability around the 38thth
parallel,parallel,
the United States and the Soviet Unionthe United States and the Soviet Union
welcomed negotiations.welcomed negotiations.
MacArthur wanted to extend the war intoMacArthur wanted to extend the war into
China to liberate it from communism.China to liberate it from communism.
Truman fired MacArthur because heTruman fired MacArthur because he
disagreed with the Commander of the UNdisagreed with the Commander of the UN
and believed that a war with China couldand believed that a war with China could
cause WWIII.cause WWIII.
24. The Prisoners of War IssueThe Prisoners of War Issue
During negotiations, the mostDuring negotiations, the most
controversial issue was the fate of thecontroversial issue was the fate of the
prisoners of war.prisoners of war.
The U.S. insisted it would only returnThe U.S. insisted it would only return
those North Korean and Chinesethose North Korean and Chinese
prisoners who wanted to go home. Butprisoners who wanted to go home. But
North Korea objected.North Korea objected.
25. Time Line: Phase 4Time Line: Phase 4
(June 1951 to July 27,1953)(June 1951 to July 27,1953)
Finally after two years of negotiations, a truce wasFinally after two years of negotiations, a truce was
signed at Panmunjom on July 27, 1953.signed at Panmunjom on July 27, 1953.
A four-mile wide demilitarized zone (DMZ), calledA four-mile wide demilitarized zone (DMZ), called
the Joint Security Area (JSA), was establishedthe Joint Security Area (JSA), was established
across the peninsula.across the peninsula.
26. Panmujom (the armistice wasPanmujom (the armistice was
signed in one of these buildings)signed in one of these buildings)
28. 한국전쟁의 경과한국전쟁의 경과
Korean War
Phase 1 Phase 2 Phase 3 Phase 4
9. 15.1950
- 10. 25.1950
MacArthur
at Inchon
Seoul
liberated
March
Northward
10. 25.1950
- 6. 23.1951
6.23.1951
- 7.27.1953
Front line
stabilized
Chinese
Invasion
6. 25.1950
-9. 15.1950
North Korea
Invaded
Seoul
Captured
Retreat
to the south
Truce signed
DMZ settled
Summary of the War
29. United Nations ForcesUnited Nations Forces
Australia
( 호주 )
Belgium
( 벨기에 )
Army
Canada
( 캐나다 )
Army
Navy
Air Force
Colombia
( 콜롬비
아 )
Army
Navy
battleship
Army,
Air Force
Navy
30. UN ForcesUN Forces
Ethiopia
( 이디오피아 )
Army
France
( 프랑스 )
Army
United
Kingdom
( 영국 )
Army
Navy
Air Force
battleship
Greece
( 그리스 )
Army
fighter planes
31. UN ForcesUN Forces
Netherlands
( 네덜란드 )
Army
Navy
Luxembourg
( 룩셈부르크 )
Army
New Zealand
( 뉴질랜드 )
Army
Philippines
( 필리핀 )
Army
tank corps
32. UN Forces (16 countries)UN Forces (16 countries)
South Africa
( 남 아프리카 )
Air Force
Thailand
( 태국 )
Army
Navy
Air Force
Turkey
( 터키 )
Army
United States
( 미국 )
90% of UN Forces:
Army, Navy, Air
Force, battleships,
fighter planes,
weapons, supplies
34. Korean War StatisticsKorean War Statistics
CiviliansCivilians SoldiersSoldiers U.S.U.S. UNUN
forcesforces
totaltotal
990,000990,000
MostlyMostly
SouthSouth
KoreansKoreans
900,000Chinese900,000Chinese
520,000 North520,000 North
270,000 South270,000 South
54,00054,000 130,000130,000 3,000,0003,000,000
Around three million people, almost one- tenth ofAround three million people, almost one- tenth of
the entire population were killed, wounded, andthe entire population were killed, wounded, and
missing.missing.
One-third of the dead were civilians. Another fiveOne-third of the dead were civilians. Another five
million became refugees and orphans.million became refugees and orphans.
35. Civilian VictimsCivilian Victims
When the North Korean troops captured Seoul,When the North Korean troops captured Seoul,
thousands of South Koreans were killed.thousands of South Koreans were killed.
When the North Koreans retreated to the north,When the North Koreans retreated to the north,
many South Korean civilians were kidnapped ormany South Korean civilians were kidnapped or
missing.missing.
DeadDead WoundedWounded MissingMissing TotalTotal
374,160374,160 229,625229,625 388,234388,234 992,019992,019
36. The Results of the Korean WarThe Results of the Korean War
Korea remains divided, and U.S. troops are stillKorea remains divided, and U.S. troops are still
stationed in South Korea.stationed in South Korea.
The war resolved none of the issues of the warThe war resolved none of the issues of the war
and left a legacy of bitterness and tension.and left a legacy of bitterness and tension.
Korea was one of the poorest areas of the world,Korea was one of the poorest areas of the world,
and both North and South Korea were virtuallyand both North and South Korea were virtually
destroyed. After 3 years of U.S. bombing hardlydestroyed. After 3 years of U.S. bombing hardly
a building remained in North Koreaa building remained in North Korea
Ten million people remained separated fromTen million people remained separated from
their families by the 38their families by the 38thth
parallel.parallel.
37. Results of the Korean WarResults of the Korean War
Each of the Koreas blamed the other asEach of the Koreas blamed the other as
the sole aggressor of the war.the sole aggressor of the war.
The results contributed to the growth ofThe results contributed to the growth of
authoritarian rule and suppression of civilauthoritarian rule and suppression of civil
rights both north and south of the DMZ.rights both north and south of the DMZ.
The U.S. concluded that it could containThe U.S. concluded that it could contain
communism and entered the Vietnamcommunism and entered the Vietnam
War.War.
38. Education during the Korean WarEducation during the Korean War
During the Korean War about 80 percent of allDuring the Korean War about 80 percent of all
educational facilities were damaged oreducational facilities were damaged or
destroyed. In spite of the widespread hunger,destroyed. In spite of the widespread hunger,
death, destruction, dislocation, and a shortage ofdeath, destruction, dislocation, and a shortage of
teachers, textbooks, supplies, and buildings,teachers, textbooks, supplies, and buildings,
efforts were made as early as 1951 to resumeefforts were made as early as 1951 to resume
education. Korean parents willingly sent theireducation. Korean parents willingly sent their
children to factories, refugee camps, tents, orchildren to factories, refugee camps, tents, or
even street schools if this was all that waseven street schools if this was all that was
available.available.
47. BibliographyBibliography
Cumings, Bruce.Cumings, Bruce. Korea’s Place in the SunKorea’s Place in the Sun
Connor, Mary E.Connor, Mary E. The Koreas: A Global StudiesThe Koreas: A Global Studies
Handbook (Handbook (20022002).). Santa Barbara, CA, ABC-CLIO, Inc.Santa Barbara, CA, ABC-CLIO, Inc.
Norton, Mary Beth, et al.Norton, Mary Beth, et al. A People and a NationA People and a Nation
http://www.korean-war.com/TimeLine/1950/06-25to08-03-50.hhttp://www.korean-war.com/TimeLine/1950/06-25to08-03-50.h
http://images.google.com/images?svnum=10&hl=en&lr=&q=ghttp://images.google.com/images?svnum=10&hl=en&lr=&q=g
http://www.panmunjomtour.com/dmz/dmz_2.htmhttp://www.panmunjomtour.com/dmz/dmz_2.htm
http://preview.britannica.co.kr/bol/topic.asp?article_id=b25h34http://preview.britannica.co.kr/bol/topic.asp?article_id=b25h34