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.
0/7
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 1.1: Why did Koreans leave their Country and Disperse around the Globe? What is the Korean Diaspora?
00:00
Activity 1.2: Who are Korean Americans? Why did they leave Korea and come to the U.S.?
00:00
Video Resources
00:00
Summative Assessment: Oral History Analysis
00:00
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.
0/5
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 2: Where Was the First Koreatown and Who Was Dosan Ahn Chang Ho?
00:00
Assessments
00:00
Extension: Civic Engagement Support
00:00
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.
0/6
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 3.1: Who is Sammy Lee? What was the Immigrant Experience of his Family?
00:00
Activity 3.2: How did U.S. Immigration Laws shape Sammy Lee’s Life?
00:00
Assessments
00:00
Extension: Literature and Writing Extension: Book Reviews and Storytelling
00:00
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.
0/6
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 4.1: How was the Korean Independence Movement Impacted by Wilson’s Fourteen Points?
00:00
Activity 4.2 How did the Korean Independence Movement shape and become shaped by Formation of the Korean American Identity in the United States?
00:00
Assessments
00:00
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.
0/5
Teacher Guide
00:00
Alignment with California Content Standards
00:00
​Activity 5.1: Who was the First Asian American to Command a U.S. Battalion?
00:00
​Activity 5.2: How is Colonel Young Oak Kim an Unsung Hero?
00:00
Assessment & Extensions:: Argumentative Essay
00:00
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.
0/7
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 6.1: Aftermath of the Korean War
00:00
Activity 6.2: Korean War Orphans
00:00
Activity 6.3: ​Experiences of Korean Transnational Adoptees
00:00
Assessment: Comparison/Contrast Essay & Research on Korean Transnational Adoptee Experiences
00:00
Extensions: Writing Extensions
00:00
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.
0/8
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 7.1: A Cry for Justice
00:00
Activity 7.2: Experiences of Korean Americans during the 1992 LA Civil Unrest
00:00
Activity 7.3: The Legacy of Saigu
00:00
Assessment: T-Chart of Cause and Effects of the 1992 LA Civil Unrest
00:00
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
0/7
Teacher Guide
00:00
Alignment with California Content Standards
00:00
Activity 8.1: Hallyu and K-Pop: A Global Phenomenon
00:00
Activity 8.2: Oscar Winners: A closer look at Minari
00:00
Activity 8.3: Korean Americans Past, Present, and Future
00:00
Music Video Resources
00:00
Assessment & Extension: Memoir Essay Plan, Biographical Research Presentation, Notable Korean Americans
00:00
Korean American Ethnic Studies
About Lesson

Research Project: Koreans and Korean Americans in the U.S. Economy after 1992

 

Individually, in pairs, or small groups, students create a culminating project that demonstrates their understanding of the impacts of Koreans and Korean Americans in the US Economy after 1992, as well as connections to their family, community, and Korean American history.   There are six options; these options are aligned with California/National History Day.  Some options may be completed as a pair or small group; others are individual only.

Fans queueing to buy BTS merchandise before a concert in Los Angeles in 2021. (Source: Wikipedia)

 

 

 

Activity Questions

  • How have Koreans and Korean Americans contributed to the US economy since 1992?

  • How will I demonstrate what I have learned and its connections to my family, community, and Korean American history?

 

​Instructional Strategies​

  • There is no presentation to accompany this activity.

Park Essay: Koreans and Korean Americans in the US Economy after 1992

  • Distribute the Park Essay (download below) and assign students to read and annotate the Park Essay.  (This could be completed as a homework assignment.)

  • Have students quickwrite to the following prompt:

    • Since 1992, Koreans and Korean Americans have contributed to the world-wide and US economy in significant ways.  Identify two contributions and explain how these contributions are uniquely Korean and Korean American. Be prepared to share.​

  • Select students to share answers with the class.

  • Divide students into groups of 4-5 and have them complete the first four questions on the Park Essay Worksheet (download below).

  • Have students answer questions 5 and 6 on their own. Divide students into new groups (i.e., students must be in a new group with no more than one person from their previous group) and have them share their answers to questions 4, 5, and 6.

  • Have each group tally the answers (for either or both questions) and then tally for the full class. Ideally, tally all answers; alternatively, have each group identify the top 3-5 answers. The goal of tallying answers is for the teacher and students to see the diversity (or lack of it) of possible project ideas.

Introduction to Project

  • For the Korean American History Project, students will choose one of six options aligned with  California/National History Day. Some options may be completed as a pair; others are individual only.

  • Plan one day weekly for the next 8 weeks to provide support for project completion.

  • Present the Korean American History Project and explain that it will be completed over an 8-week timeline (show an updated timeline with your deadlines), with the first assignment to identify a project thesis statement and category. Distribute the Korean American History Project Menu Options (download below). Review the basics of each category and show examples from the History Day Website. In small groups or as a class, ask students to share what project category they like, and why.  This will help students identify others to partner with.

  • Assign the Project Title, Thesis Statement, Category, and Group Members Worksheet (download below). Identify the due date for this assignment. and provide time in class for students to begin work during class. Ask for students to share their progress at the end of class.

Project Category Planning Worksheet

  • On the day of the deadline, collect, review, and provide feedback on the Project Title, Theme, Category, and Group Members Worksheet.

  • Assign the Project Category Planning Worksheets(s) (download below) based on project category selected. Identify the due date for this assignment. and provide time in class for students to begin work during class. Ask for students to share their progress at the end of class.

Annotated Bibliography

  • On the day of the deadline, collect, review, and provide feedback on the Project Planning Worksheet.

  • Assign the Annotated Bibliography and review the assignment by using the NHD Annotated Bibliography Guide (download below or from NHD Website). Explain what is required for the draft and what is required for the final assignment. Identify the due date for this assignment. and provide time in class for students to begin work during class.

Process Paper

  • On the day of the deadline, collect, review, and provide feedback on the Annotated Biography draft.

  • Assign the Process Paper Worksheet (download below) and review how to complete. Identify the due date for this assignment. and provide time in class for students to begin work during class.

NHD Project Checklist

  • On the day of the deadline, collect, review, and provide feedback on the Process Paper Worksheet.

  • Assign the appropriate NHD Project Checklist and review how to complete. NOTE: There may be items you don’t require, so check and identify as needed. Identify the due date for this assignment. and provide time in class for students to begin work during class.

Project Draft and NHD Scoring Guide/Rubric

  • On the day of the deadline, collect, review, and provide feedback on the NHD Project Category Checklists (download below or from NHD Website)).

  • On the day of the project draft deadline, collect, review, and provide feedback on students progress so far (this may review viewing video documentaries, listening to audio podcasts, reading papers and websites, and watching performances).

  • Let students know that on next deadline, a group of their peers will be assigned to provide a peer evaluation of their project using the NHD Scoring Guide/Rubrics (download below or from NHD Website).  Have students review their project category scoring guide and make plans for any needed revisions (based on your review and the scoring guide). Identify the due date for this assignment. and provide time in class for students to begin work.

Final Deadline

  • Have students present their projects to the class and or an external audience. Use the NHD Scoring Guide /Rubrics (download below or from NHD Website) to assess student work.

  • Have students submit all written materials (Process Paper, Annotated Bibliography, etc.).​​

Resources

  • Word documents are linked below; PDF documents are shown below and are downloadable.

  • NHD Checklists and Scoring Guides (on the right) are linked to PDF documents on the California NHD Website.

​

Essay Assignment Resources

  • Essay: Koreans and Korean Americans in the US Economy after 1992. (John S.W. Park, Professor of Asian American Studies UC Santa Barbara, December 7, 2021) (PDF)

  • Park Essay Worksheet (Word) 

​

Project Resources

​

Project Category Planning Worksheets

National History Day (NHD) Website Resources
CAHD.png

   
Park Essay (PDF)
Park Essay Worksheet  (PDF)
 
KA History Project Menu Options  (PDF)
Process Paper Worksheet (PDF)

Previous
Next

KASOnline

KASEF

MENU

© Copyright 2024 | Developed by ATLA, LLC., Creators of Apitap | Managed by KASEF | All Rights Reserved |

Go to Top