General Douglas MacArthur: A Great Leader Ken Heim, Danielle Kutcher and Natalie Michael- Monroe Township Grade Level: Elementary New Jersey Core Curriculum Content Standards: 6.3, 6.4, 6.5, 6.6 Lesson Summary: In this lesson, students will gain an understanding of the life and times of Douglas MacArthur and what character traits aided him in becoming a great military leader and hero. Through the application of a class read aloud, CSI Powerpoint Presentation on General George Washington, primary documents, and independent research, students will become “experts” in the development of character traits and key events which led many to become influential leaders. In addition, students will learn how to create a double-timeline illuminating these elements. Suggested Timeframe: Two/Three 40-minute periods Objectives: Students will be able to:
Define/identify character traits Define/identify character traits of a “great man” or leader Research and describe the key events in the life of Douglas MacArthur Create a timeline including character traits and key events Identify and understand primary documents
Historical Contrasts United States Democratic Republic Elected Officials State and Federal Laws; Separation of Church and State Essential Historical Questions 1. What is the structure of the government? 2. Who or what group controls the society? 3. What defines the identity of the people? (Documents, beliefs, ideals, etc.) Japan/Korea Monarchy/Communism Absolute Rule Dictatorship and Propaganda; Combination of Church and State
Historical Background: General Douglas MacArthur was born on January 26, 1880 in Little Rock, Arkansas. He was known as the “liberator of the Philippines, shogun of Occupied Japan, victor of the Battle of Inchon, and was an admired national hero.” He was America's most decorated officer during World War I. During World War II, he was defeated but returned to the Philippines. In the Korean War, he suffered a bitter reversal at the hands of the Chinese. Fired by Harry Truman in one of the most controversial presidential decisions in history, he returned home to the greatest hero's welcome. In 1899, Douglas MacArthur enrolled at West Point. Arthur MacArthur, his father and role model, was a Civil War hero who had been awarded the Congressional Medal of Honor and became the military governor of the Philippines. Douglas devoted himself to living up to his father. To be a MacArthur meant being brave, a scholar, a gentleman, and wary of interference from Washington. "You must grow up to be a great man -- like your father and Robert E. Lee," his mother had whispered to him at bedtime. Douglas MacArthur was distinguished on the battlefields of World War I. He was wounded, gassed, cited as "the greatest front-line general of the war," awarded the Distinguished Service Medal, and was known for leading his troops into battle carrying a riding crop. MacArthur, 42 years old, married Louise Cromwell Brooks, a wealthy, divorced socialite ten years younger than himself with two children. The unlikely union between the high-flying flapper and general ended seven years later. When he was Army Chief of Staff, he brought Isabel Rosario Cooper, a 27-year-old actress of Scottish and Filipino ancestry known as "Dimples," to Washington, who had become his mistress in Manila after his divorce. In 1937, 57-year-old MacArthur wed again, Jean Faircloth, a 37-yearold from Murfreesboro, Tennessee, who called him "Sir Boss." President Franklin Roosevelt cancelled MacArthur's appointment as US Military Adviser in the Philippines because he feared the Japanese. He remained on the Phillipine payroll but retired from the Army. As war appeared imminent, FDR recalled MacArthur and put him in charge of US forces in the Far East. Within hours after their attack on Pearl Harbor, the Japanese attacked Manila. MacArthur withdrew his troops to Bataan and Corregidor. Three months later, under orders from Roosevelt, he fled the Philippines with Jean and their four-year-old son Arthur, declaring "I shall return." His quest to keep his word became one of the greatest sagas of World War II. The General's last campaign was as commander of the UN forces in Korea. In the spring of 1951, President Harry Truman relieved MacArthur of his command due to his disagreement on how the Korean War should be conducted. He died in Washington, DC, in 1964.
Key Terms: Hero: A man of distinguished courage or ability, admired for his brave deeds and noble qualities. Leader: A person who rules or guides or inspires others. Commander: The commissioned officer in command of a military unit.
Defeat: To overcome in a contest, election, or battle War: A conflict carried on by force of arms, as between nations or between parties within a nation; warfare, as by land, sea, or air. Democracy: Government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. Monarchy: Supreme power or sovereignty held by a single person. Communism: A system of social organization in which all economic and social activity is controlled by a totalitarian state dominated by a single and selfperpetuating political party. Dictatorship: A country, government, or the form of government in which absolute power is exercised by a dictator. Absolute Rule: Monarch or government leader has complete control of the ship of state in his own person and need not consult advisors. Propaganda: The spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person; ideas, facts. Character Traits: Descriptive adjectives that tell us the specific qualities of a person.
Do Now: Teacher will read aloud and discuss the book, Sadako and 1000 Paper Cranes by Eleanor Coerr, to introduce the topics of this lesson. Critical Thinking Questions: How would you describe someone who is considered successful by American standards? Can a "great man" also have failures and weaknesses? Does everybody have the same opportunities? Why or why not?
Anticipatory Set: Students will view Power Point CSI presentation that provides clues to the life of one leader, George Washington. Once students have successfully recognized his identity, a whole class “character traits”, “leadership”, and “hero” discussion will follow. The intended goal of the discussion is for students to recognize that this individual 1) had many different character traits 2) is considered a leader, 3) became a leader through many achievements and, (later on in the lesson), 4) had influence/support from a family member. Procedures: Day One/Two: I. Following the reading of Sadako and 1000 Paper Cranes and the Anticipatory Set, using posterboard or chart paper, the teacher will create/record a web
containing a list of character traits (elicited from the students). Handout attached for teacher use, 1.1.; keep posted for student viewing throughout the year. II. Students will conduct research of key events on General Douglas MacArthur by reading his biography at the following website (or using any resource): http://www.psb.org/wgbh/amex/macarthur/peopleevents/pande01.html Students can find other sites as well, but limit the time to 30 minutes. III. Students will record key events and the character trait(s) that corresponds to that event on a timeline from Inspiration Software, or handout worksheet (1.4). IV. The students will share their timelines. Day Three-Closure Using an overhead or BenQ, the teacher will use primary documents (1.2, 1.3) to further explore the development of character traits. II. Key questions that are relevant to this lesson will be answered. I.
Extension Activities: Once students have done the research on Douglas MacArthur, they might choose to debate his rise to leadership. By using various researching skills and resources, students create a „timeline book‟ on several leaders/heroes. Students can interview a person he/she considers a leader or hero in today‟s world, and document/video/record the interview.
Evaluation: Student timeline to be graded for completion and accuracy.
Suggested Homework: Day 1: Students will create a character trait web of someone in their family, and in a short paragragh, describe how that person has influenced them. Day 2: Students will create a timeline of their own life.
Resources: CSI Power Point Character Traits, 1.1 http://www.teachervision.fen.com/writing/resource/2669.html Primary Document: Letter written by mother #1,#3 (1.2, 1.3a) and Poem #2 (1.3)(Use Smartboard, overhead projector or BenQ) Technology Websites for research
Timeline Handout Worksheet, 1.4 Powered by TeAch-nology.com- The Web Portal For Educators! www.teach-nology.com PBS People and Events: Douglas MacArthur: http://www.psb.org/wgbh/amex/macarthur/peopleevents/pande01.html
1.2 From Mother's Pen: Poem #1
When Oscar L. Booz died in the fall of 1901, his parents blamed his death on the cruel hazing he had been subjected to as a West Point cadet. When the story received front-page coverage, President McKinley demanded that West Point conduct an inquiry into hazing at the Academy. Having bravely withstood his own hazing ordeal, Cadet Douglas MacArthur now faced an even more difficult challenge: Should he name names, and risk being called a snitch, or refuse to cooperate, and risk his military career? "Pinky", MacArthur‟s mother, gave her son encouragement in the form of a poem. What do you think she was encouraging him to do? What does the poem say about their relationship, or mother-son relationships in general at the turn of the century? Here is the poem in its entirety: Do you know that your soul is of my soul such a part That you seem to be fiber and core of my heart? None other can pain me as you, son, can do; None other can please me or praise me as you. Remember the world will be quick with its blame If shadow or shame ever darken your name. Like mother like son is saying so true The world will judge largely of mother by you. Be this then your task, if task it shall be To force this proud world to do homage to me. Be sure it will say, when its verdict you've won She reaps as she sowed: "This man is her son!"
Resource: American Experience Primary Document
1.3 From Mother's Pen: Letter #2
In 1908, just five years out of West Point, Douglas MacArthur had a fairly significant career crisis. Following a series of rather exciting assignments -- which included surveying in the Philippines, touring Asia with his parents, and serving as an aide in President Theodore Roosevelt's White House, MacArthur was assigned to river and harbor duties at the engineering office in frigid Milwaukee. While his lack of enthusiasm might be understandable, it resulted in a poor efficiency report, which threatened his sofar bright Army career. His superior, Major William Judson, wrote that "MacArthur seemed to take but little interest in his course at the school and . . . the character of the work done by him was generally not equal to that of most of the other student officers and barely exceeded the minimum which would have been permitted." MacArthur did not take the criticism well, and a feud with Judson ensued. Perhaps sensing that his career was in jeopardy, Pinky went to work -- in all likelihood without her son's knowledge -- on finding him a more lucrative career outside of the Army. On April 17, 1909, Pinky wrote to railroad magnate E.H. Harriman; here are excerpts from that letter: My Dear Mr. Harriman, At Ambassador Griscom's in Tokio [sic] some three years ago, I had the good fortune to be seated next to you at a luncheon. The amiable manner in which you then, listened to my talk, in behalf of a possible future for my son Douglas MacArthur outside the Army, encourages me now, to address you now, in that connection; and more especially as I recall that first class men are always in demand, and that you frequently have occasion to seek them.... [While Douglas] cannot be regarded as an expert in any particular subject . . . his splendid mathamatical [sic] and technical training, together with exceptional stability of habits and flexibility of mind, fit him for any work, especially of an administrative character.... Frankly, I would like to see my son filling a place promising more of a future than the Army does.... The son referred to is 29 years old.... After quietly investigating his background, Harriman's lieutenants approached Douglas to discuss an offer. They were surprised when he declined to leave the Army. They wrote, "It is evidently a case where the mother wants to get her son out of the army, and not where the son is figuring on getting out himself." Resource: American Experience Primary Document 2
From Mother's Pen: Letter #3
1.3A
In the summer of 1924, things were not going well for Brigadier General Douglas MacArthur. On the morning of July 7, Philippine Scout troops under his command, angered by discrimination in pay and general treatment, staged a mutiny at Fort McKinley. MacArthur had actually been unhappy for some time, and had been trying to get out of the Philippines. In September 1923 he was turned down for the position of military attaché in London; later, he would be denied a similar post in Tokyo. But in August of 1924, he was heartily recommended for promotion -- by his mother: Confidential My dear General Pershing: It was a real joy to see you on Saturday looking still so young and wonderfully handsome! I think you will never grow old. I have felt particularly unhappy since I had my little heart-to-heart chat with you. It is just because I know You to be such a noble, broadminded and just man and friend that I am presuming on long and loyal friendship for you -- to open my heart in this appeal for my Boy -- and ask if you can't find it convenient to give him his promotion during Your regime as Chief of Staff? He now stands number 7th on the list. He made good on the battlefields in France - And [sic] I have your fine letter to him written in France, telling him that you had recommended him to be a Major General. The mear [sic] fact that lie is younger in years than other deserving officers should not be sufficient reason for overslaughing him againAnd of course you must know that every junior man the Department places above him,. becomes an actual punishment to him that will last for a life time. Men of great prominence, as well as men at large-have told me that the whole country would approve his promotion. You are so powerful in all Army mat ters , that you could give him his promotion by the stroke of your pen! You have never failed me yet -- and somehow 1 feel you will not in th I s request. Your own life is so full to overflowing with joys and happiness-and deserving success -that it may be hard for you to understand the heartaches and bitter disappointments in the lives of others. Won't you be real good and sweet -- The "Dear Old Jack" of long ago - and give me some assurance that you will give my Boy his well earned promotion before you leave the Army? I would rather have this promotion from your hands -- than from any other hands in the world. I pledge to keep absolutely to myself -- in strictest confidence -- any hope you may give me in this matter. If I had the power -- there is nothing on earth I would not do for you to prove my loyalty and admiration for you. God bless You - and crown your valuable life - by taking you to the White House. Faithfully your friend Mary P. MacArthur On September 23, 1924 -- just ten days after Pershing stepped down as Chief of Staff -Douglas MacArthur became the youngest Major General in the U.S. Army.
1.1
Character Traits
Honest Light-hearted Leader Expert Brave Conceited Mischievous Demanding Thoughtful Keen
Bright Courageous Serious Funny Humorous Sad Poor Rich Tall Dark
Humble Friendly Short Adventurous Hard-working Timid Shy Bold Daring Dainty
Happy Disagreeable Simple Fancy Plain Excited Studious Inventive Creative Thrilling Independent Intelligent Compassionate Gentle Proud Wild Messy Neat Joyful Strong
Light Handsome Pretty Ugly Selfish Unselfish Self-confident Respectful Considerate Imaginative Busy Patriotic Fun-loving Popular Successful Responsible Lazy Dreamer Helpful Simple-minded
Pitiful Cooperative Lovable Prim Proper Ambitious Able Quiet Curious Reserved Pleasing Bossy Witty Fighter Tireless Energetic Cheerful Smart Impulsive Loyal
1.4
Douglas MacArthur's Timeline
Dates Key Event Character Trait