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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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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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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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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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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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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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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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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Korean American Ethnic Studies
About Lesson

Lesson 6: Aftermath of the Korean War: Korean Transnational Adoptions

States and metropolitan cities in the world where Korean adoptees adopted.
(Source: Wikipedia)

 

    Lesson Features

    • TOPICS: Korean War, Korean War orphans, Transnational adoptions
    • HISTORICAL TIMEFRAME: 1950-1970
    • SUMMATIVE ASSESSMENT: ​ Comparison/Contrast Essay

  Lesson Overview

    • 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.

  Timeframe

    • There are three activities in this lesson. Each requires 55 minutes.
    • The Summative Assessment comparison/contrast essay and web-based research on Korean transnational adoptions requires at least 55 minutes and homework.

  Objectives and Learning Goals

    • Students will be able to understand how the Korean War ended.
    • Students will be able to research primary and secondary sources to analyze the experiences of Korean soldiers, civilians, and children during and after the war. 
    • Students will be able to identify causes and effects of how humanitarian outreach turned into a campaign for Americans to adopt Korean and mixed-race children, and explain how and why such transnational adoptions persist today.
    • Students will be able to connect the historical origins of the Korean War to ongoing transnational adoptions from Korea.
    • Students will be able to describe experiences of Korean transnational adoptees.

  Vocabulary

    • Armistice – an agreement made by opposing sides in a war to stop fighting for a certain time; a truce.
    • Cold War – an ongoing political rivalry between the United States and the Soviet Union and their respective allies that developed after World War II. It was waged mainly on political, economic, and propaganda fronts and lasted until 1991.
    • Korean War – conflict fought between North Korea and South Korea from 25 June 1950 to 27 July 1953. The war began on 25 June 1950 when North Korea invaded South Korea following clashes along the border and rebellions in South Korea.  North Korea was supported by China and the Soviet Union while South Korea was supported by the United Nations, principally the United States. The fighting ended with an armistice on 27 July 1953.
    • US-Korea Relations commenced in 1950, when the United States helped establish the modern state of South Korea, also known as the Republic of Korea, and fought on its UN-sponsored side in the Korean War
    • Transnational Adoptions – International adoption, also referred to as inter-country adoption or transnational adoption, means a child who is born in one country is adopted by a family from another country.

  Original Resource

    • Woo, S. & Costa , V. (2022). Aftermath of the Korean War and Korean Transnational Adoptions. In G. Cho & V. Costa (Eds.). Korean American Ethnic Studies Curriculum: Teaching Resource Materials for K-12 Classrooms (pp.275-320). Consulate General of the Republic of Korea in Los Angeles.

 

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