Assessments

Lesson 1: The Korean Diaspora and Korean Americans

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 2: Where Was the First Koreatown and Who Was Dosan Ahn Chang Ho?
  4. Assessments
  5. Extension: Civic Engagement Support

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 3.1: Who is Sammy Lee? What was the Immigrant Experience of his Family?
  4. Activity 3.2: How did U.S. Immigration Laws shape Sammy Lee’s Life?
  5. Assessments
  6. Extension: Literature and Writing Extension: Book Reviews and Storytelling

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 4.1: How was the Korean Independence Movement Impacted by Wilson’s Fourteen Points?
  4. Activity 4.2: How did the Korean Independence Movement shape and become shaped by Formation of the Korean American Identity in the United States?
  5. Assessments
  6. Extension: Writing Extensions

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 5.1: Who was the First Asian American to Command a U.S. Battalion?
  4. ​Activity 5.2: How is Colonel Young Oak Kim an Unsung Hero?
  5. Assessment & Extensions:: Argumentative Essay

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 6.1: Aftermath of the Korean War
  4. Activity 6.2: ​Korean War Orphans
  5. Activity 6.3: ​Experiences of Korean Transnational Adoptees
  6. Assessment
  7. Extensions

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 7.1: A Cry for Justice
  4. Activity 7.2: Experiences of Korean Americans during the 1992 LA Civil Unrest
  5. Activity 7.3: The Legacy of Saigu
  6. Assessment
  7. Extention: Research Project
  8. Extention: Research Project Supplemental

  1. Teacher Guide
  2. Alignment with California Content Standards
  3. Activity 8.1: Hallyu and K-Pop: A Global Phenomenon
  4. Activity 8.2: Oscar Winners: A Closer Look at Minari
  5. Activity 8.3: Korean Americans Past, Present, and Future
  6. Music Video Resources
  7. Assessment & Extension

Assessments

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

  • Activity 4.1
    • Worksheet on President Wilson’s 14 Points for Peace
  • Activity 4.2
    • ​Expert Group Assignment
    • Home Group Assignment (may also be considered a summative assessment)

Summative Assessment: Persuasive Letter to President Wilson

  •  Use the Lesson 3: Immigrant Experiences of Korean Americans:  The Sammy Lee Story (Summative Assessment) presentation to support this assessment.
  • Note:  This may be treated as a full writing process activity.  If so, follow the outline under Lesson 3 Assessments.

Introduce the Assignment

  • Have students reflect on what they have learned by having them take the persona of a Korean living in the U.S. in 1919 and compose a letter to President Wilson encouraging the U.S. to support the Korean Independence Movement.  This may be done as an informal or formal writing activity. Distribute the How to Write a Formal Letter Handout if students need the information.

Writing Prompt

  • Writing Prompt: Imagine you are a Korean schoolgirl who participated in the independence movement in 1919. Compose a letter to President Wilson, asking the U.S. to take a position in favor of Korean Independence.
  • Some arguments or points you should connect to in your letter:
    • The Fourteen Points Speech
    • The devastation of WW1
    • Global advocacy and organization for Korean Independence by Koreans living in the United States, Korea, China, Russia, and Mexico
    • Japan’s colonization of Korea and violation of principles of the Fourteen Points

​Resources

  • Handout: Persuasive Letter Directions and Scoring Rubric

Persuasive Letter Directions and Scoring Rubric (PDF)

Persuasive Letter Scoring Rubric (PNG) (image only)