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.
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.
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.
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.
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.
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.
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.
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
Korean American Ethnic Studies
About Lesson


  Formative Assessments Directions for these assessments are provided under each Activity.

  • Activity 5.1
    • What We Know; How We Felt; What We Learned
    • Think-Write-Pair-Share


  • Activity 5.2
    • Annotated Text Excerpt
    • Characteristics of a Hero Worksheet
    • BioPoem
    • Quick-Writes

  Summative Assessment

  • Argument Construction Worksheet
  • Argument Construction Peer Review Checklist
  • Argumentative Essay​

  Summative Assessment: Argumentative Essay ​This Summative Assessment builds on what was learned in both Activities and involves students in the Writing Process.  This activity takes students through the five-step writing process, including using their 5.2 Quick-Writes as a prewriting activity (step 1) and the Argument Construction Worksheet to plan and outline (step 2).  A Writer’s Workshop or Peer Review is recommended for step 4.

  • Use the Lesson 5: ​Young Oak Kim: Hero and Humanitarian (Summative Assessment) presentation to support this assessment. ​

Students Prewrite  

  • Have students locate and review their Quick-Writes responses from Activity 5.2. 

  Students Plan and Outline  

  • Show students the presentation slides for details on the six parts to an argument and review the Argumentative Essay Rubric.
  • Post the writing prompt.
    • WRITING PROMPT: Choose one of the following claims and defend it in a 5-paragraph essay.
      • ​Colonel Young Oak Kim made critical contributions to the Japanese American community, as well as to the progress of civil rights of all racial minority communities in the United States.
      • Colonel Young Oak Kim is an Unsung Hero.
      • Korean Americans, such as Colonel Young Oak Kim, played a huge and important role in the U.S. military and in the community for Asian American civil rights, social justice, and advancement.
      • The contributions of Asian American and Pacific Islanders, such as Colonel Young Oak Kim, should be studied to better understand how ethnic minorities are treated in the United States military and as civilians.
      • The myth that Asian Americans as docile, passive, or too small of a community to be care about by political leaders is contradicted by the life of Colonel Young Oak Kim.
      • It is important to learn about diversity, immigrants and racism in the United States.
  • Have students select their argument claim and complete the Argument Construction Worksheet before writing. NOTE: This worksheet may also be used during peer review.
  • Approve the argument construction worksheet before students advance to writing their first draft.

    Students Compose First Draft  

  • Allocate sufficient time for students to compose their first draft.  

    Students Review and Revise   

  • Provide students with feedback through the following strategies:
    • Writer’s Workshop – students sign up for 10-minute conferences with the teacher to get assistance. 
    • Peer Review – in pairs or small groups, students read each other’s drafts and provide feedback using the Argument Construction Worksheet Checklist.

  Students Edit and Publish  

  • Allow students time to edit their essays and finalize for submission.


  • See also Lesson 5: ​Young Oak Kim: Hero and Humanitarian (Summative Assessment) under Activity 5.1
  • Handout: Argument Construction Worksheet and Checklist
  • ​Handout: Rubric for Assessment of the Argumentative Essay


Argument Construction Worksheet and Checklist (PDF)
Rubric for Assessment of the Argumentative Essay (PDF)

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