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
00:00
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
00:00
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
00:00
​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
00:00
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
00:00
Extention: Research Project Supplemental Material: Combating Myths: 30 years after Rodney King
00:00
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

Activity 8.2: Oscar Winners: A Closer Look at Minari

    Students view and analyze a Korean American film, Minari, explore impacts on Korean American identity.        

 

 

Activity Questions

  • How have movies directed by or starring Koreans and Korean Americans made an international impact?
  • How does the film, Minari, shape your understanding of Korean American identify?
  • How might the increasing popularity of films by and about Koreans and Korean Americans impact the lives of Korean Americans today?

  Instructional Strategies

  • Use the Lesson 8: Korean Popular Culture in the United States (Activity 8.2) presentation to support this lesson.

  Introducing Minari

  • Use the presentation to introduce the film and discussion questions before viewing.

  Viewing Minari

  Movie Analysis

  • With at least one partner and no more than three others, have students choose and complete enough activities from the list below to earn a potential 90 points. Make all the worksheets available to students.
  • Level 1 Activities (30 pt. each)
    • Character Map
    • Story Map
    • Sequence Chart
  • Level 2 Activities (60 pt. each)
    • Movie Critique Presentation/Video
    • Movie Poster (digital or print)

  Discussing Minari

  • Use the questions below to engage students in discussion.

  Closing the Activity

  • End class with review and discussion of the activity questions.
  • If time permits, show the trailer for Parasite and encourage students to view the full movie.

  Resources

  • Video: Minari Trailer
  • Video: Parasite Trailer
  • Worksheet: Character Map (Word)
  • Worksheet: Character Map (PDF)
  • Worksheet: Story Elements Organizer (Word)
  • Worksheet: Story Elements Organizer (PDF)
  • Worksheet: Story Events Sequence Chart (Word)
  • Worksheet: Story Events Sequence Chart (PDF)
  • Handout: Movie Critique Presentation/Video Directions and Storyboard (Word)
  • Handout: Movie Critique Presentation/Video Directions and Storyboard (PDF)
  • Handout: Movie Poster Directions (Word)
  • Handout: Movie Poster Directions (PDF)

 

Character Map Worksheet (PDF)
Story Elements Organizer Worksheet (PDF)
 
Story Events Sequence Chart Worksheet (PDF)
Movie Poster Directions (PDF)
   
Movie Critique Presentation/Video Directions/Storyboard (PDF)
YouTube Video:  Minari Official Trailer (2 minutes)  
  Minari: A Korean-American family moves to an Arkansas farm in search of their own American Dream. Amidst the challenges of this new life in the strange and rugged Ozarks, they find the undeniable resilience of family and what really makes a home.

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