Course Content
Lesson 1: The Korean Diaspora and Korean Americans
Students are introduced to Korean Diaspora and Korean American immigration patterns and experiences. They compare experiences of Korean Americans in the first and second waves of immigrants and consider how these experiences have evolved over the the 20th century. They analyze oral histories and complete a web-based short research project on locations of Koreans and Korean Americans.
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Teacher Guide
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Alignment with California Content Standards
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Activity 1.1: Why did Koreans leave their Country and Disperse around the Globe? What is the Korean Diaspora?
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Activity 1.2: Who are Korean Americans? Why did they leave Korea and come to the U.S.?
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Video Resources
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Summative Assessment: Oral History Analysis
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Extension: Web-Based Research Report
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Lesson 2: The First Koreatown and the Legacy of Dosan Ahn Chang Ho
Students explore the life of Dosan Ahn Chang Ho, his immigration to the United States, and his life as an activist and community builder. They examine how the first Koreatown was established in Riverside, California, and compare the experiences of Korean, Mexican, and women citrus pickers and packers. Finally, they identify Dosan's contributions to the United States and Korea.
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Teacher Guide
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Alignment with California Content Standards
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Activity 2: Where Was the First Koreatown and Who Was Dosan Ahn Chang Ho?
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Assessments
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Extension: Civic Engagement Support
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Lesson 3: ​Immigrant Experiences ​of Korean Americans: The Sammy Lee Story
Students are introduced to the experiences of Korean American immigrants through Sammy Lee’s life story. They reflect upon and critically analyze the responses of Sammy Lee and his family to the racism and discrimination they faced as immigrants, consider ways the immigration laws have changed over the 20th century, and identify ways to advocate for Korean American immigrants.
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Teacher Guide
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Alignment with California Content Standards
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Activity 3.1: Who is Sammy Lee? What was the Immigrant Experience of his Family?
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Activity 3.2: How did U.S. Immigration Laws shape Sammy Lee’s Life?
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Assessments
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Extension: Literature and Writing Extension: Book Reviews and Storytelling
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Lesson 4: The Korean Independence Movement and Korean American Identity in the U.S.
Students situate President Woodrow Wilson’s Fourteen Points Peace Program and 1919 speech to congress in the development of the Korean Independence Movement. They engage in a jigsaw activity and examine original documents and news reports from the time period to identify how the Korean Independence Movement shaped and was shaped by the formation of the Korean American identify in the United States. Students compose a letter to President Wilson to encourage the United States to support the Korean Independence Movement.
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Teacher Guide
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Alignment with California Content Standards
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Activity 4.1: How was the Korean Independence Movement Impacted by Wilson’s Fourteen Points?
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Activity 4.2 How did the Korean Independence Movement shape and become shaped by Formation of the Korean American Identity in the United States?
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Assessments
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Extension: Writing Extensions
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Lesson 5: Colonel Young Oak Kim: Hero and Humanitarian
Students explore the life of Young Oak Kim, and identify contributions he has made to the United States. They complete a Think/Write/Pair Share/Group Share as they reflect on what it is like to be a Korean American/minority struggling through racial barriers like Young Oak Kim. They explore what kinds of microaggressions Kim encountered and consider how he responded to those actions. Students deepen their understanding of the life of Young Oak Kim as a U.S. citizen, war hero and community activist, and they annotate and discuss an excerpt from the biography, Unsung Hero: The Colonel Young O. Kim Story, by Woo Sung Han. They construct a biopoem and/or an argument essay on his life and contributions to American society.
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Teacher Guide
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Alignment with California Content Standards
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​Activity 5.1: Who was the First Asian American to Command a U.S. Battalion?
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​Activity 5.2: How is Colonel Young Oak Kim an Unsung Hero?
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Assessment & Extensions:: Argumentative Essay
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Lesson 6: Aftermath of the Korean War and Korean Transnational Adoptions
Students explore the ending and aftermath of the Korean War. They learn about the history of the Korean War and what war was like from the perspective of Koreans. Students learn about one of the many groups of displaced civilians whose lives were forever changed by the war, Korean children. They learn how Korean children became central to international aid efforts that led to the advent of transnational adoptions. ​ They analyze an article from 1953 about a Korean transnational adoptee and consider the broader impacts of Korean transnational adoptions on Koreans and Korean-Americans. Finally, students learn about transnational adoptions from the perspective of Deann Borshay Liem, a Korean adoptee.
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Teacher Guide
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Alignment with California Content Standards
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Activity 6.1: Aftermath of the Korean War
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Activity 6.2: Korean War Orphans
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Activity 6.3: ​Experiences of Korean Transnational Adoptees
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Assessment: Comparison/Contrast Essay & Research on Korean Transnational Adoptee Experiences
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Extensions: Writing Extensions
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Lesson 7: Saigu and Social Justice
Students are introduced to 1992 LA Civil Unrest and how it impacted Korean Americans. They reflect upon and critically analyze the responses of various individuals and groups to the unrest, examine issues of justice, and consider the legacy of Saigu for Korean Americans today.
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Teacher Guide
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Alignment with California Content Standards
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Activity 7.1: A Cry for Justice
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Activity 7.2: Experiences of Korean Americans during the 1992 LA Civil Unrest
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Activity 7.3: The Legacy of Saigu
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Assessment: T-Chart of Cause and Effects of the 1992 LA Civil Unrest
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Extention: Research Project
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Extention: Research Project Supplemental Material: Combating Myths: 30 years after Rodney King
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Lesson 8: Korean Americans in the 21st Century
Students explore Korean popular culture in the United States, including K-Pop, Korean and Korean American films, food, and more. They compare and contrast K-POP and American Popular music, conduct short research on an example of Hallyu, analyze films, conduct research for a biographical presentation of a notable Korean American, and compose a memoir essay of their own experiences
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Teacher Guide
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Alignment with California Content Standards
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Activity 8.1: Hallyu and K-Pop: A Global Phenomenon
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Activity 8.2: Oscar Winners: A closer look at Minari
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Activity 8.3: Korean Americans Past, Present, and Future
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Music Video Resources
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Assessment & Extension: Memoir Essay Plan, Biographical Research Presentation, Notable Korean Americans
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Korean American Ethnic Studies
About Lesson

Assessments

 

Formative Assessments

  • Activity 2

    • Article Analysis Worksheet

    • Similarities and Differences Venn Diagram

    • Quick Writes

 
Summative Assessment: Civic Engagement Activity and Report To support this activity, use the Lesson 2 Presentation.
 

Introducing idea of Community Needs

  • Remind students of the many ways that Dosan helped his community – including the formation of Friendship Society (Chinmoke Hoe), the Korean Labor Bureau, and the Korean National Association.  These organizations helped early Korean immigrants. Dosan spent time determining the needs of his community and acted to help individuals improve their lives.
  • Ask students to identify needs of their community and how they might help individuals improve their lives.  As needed, encourage them to consider a wide variety of needs by mentioning ideas from Civic Engagement Resources.

  Introducing idea of Civic Engagement

  • ​Review the two slides on Civic Engagement – making sure to discuss the four constructs and seven categories.  Show the short video, What is Civic Engagement? (1.52 minutes).​

  Completing the Civic Engagement Project

  • Review the slides on the Civic Engagement Project.  Have students complete and share their top five Civic Engagement Choices Worksheet.
  • Have students choose groups (or work individually) to complete the Civic Engagement Options Worksheet. Some of this can be completed during class, but contact must be made by phone or email to confirm the possibilities. 
  • Approve their final choices and give them time to complete the activities. Remind them to track their hours on the Civic Engagement Time Log Sheet.
  • Finally, have students prepare their report.  Review the Civic Engagement Report Presentation Scoring Guide and have them deliver presentations during class. 

  ​Resources

  • See also Lesson 2 Teacher’s Guide and Presentation found under Activity 2.
  • Video: What is Civic Engagement?
  • Civic Engagement Choices
  • Civic Engagement Options
  • Civic Engagement Time Log Sheet
  • Civic Engagement Report Presentation Scoring Guide

Civic Engagement Choices (PDF)

Civic Engagement Options (PDF)

 

Civic Engagement Time Log Sheet (PDF)

Civic Engagement Report Scoring Guide (PDF)

 

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