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Rosch, Richard, Ed. Teaching More About Korea: Lessons F DOCUMENT RESUME ED 425 988 SO 027 879 AUTHOR Hoge, John Douglas, Ed.; Rosch, Richard, Ed. TITLE Teaching More about Korea: Lessons for Students in Grades K-12 INSTITUTION Korea Society, New York, NY. .PUB DATE 1997-03-00 NOTE 246p.; This book is the result of a Summer Fellowship in Korean Studies in 1995. AVAILABLE FROM The Korea Society, 950 Third Avenue, 8th floor, New York, NY 10022; Tel: 212-759-7525. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Area Studies; Asian History; *Asian Studies; Elementary Secondary Education; Foreign Countries; *Global Education; Instructional Materials; International Relations; *Korean Culture; *Korean War; *Multicultural Education; Non Western Civilization; Social Studies; Teaching Guides; World History IDENTIFIERS *South Korea ABSTRACT The lessons in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. The book is divided into seven parts with lesson plans in each area. Part 1, "Language," contains: (1) "The Korean Alphabet" (John Hoge); and (2)"Korean Expressions" (Harold Christensen). Part 2, "Geography," includes: (1) "Korea's Climate" (Harold Christensen); (2) "Parallel Peninsulas" (Theron L. Trimble); and (3)"Learning About Korea" (Charles Holt) . Part 3, "History," focuses on: (1) "Kyongju Capital of Ancient Korea" (Sharon Goralewski); (2) "Teaching About the Korean War With Documents" (Beth Haverkamp); (3) "Two Koreas" (Theron L. Trimble); and (4) "Together Again?" (Theron L. Trimble). Part 4,"Culture," emphasizes: (1) "Korean Cultural Artifact" (John Hoge); (2) "South Korea and Its Culture" (Mariam Baradar); (3) "Family Celebrations" (Mary Haas); (4) "Korean Culture Mystery Box" (Marlene M. Johnson); (5) "Using Korean Numbers" (Harold Christensen); (6) "Korea's Vision for the Future" (William Wilen); and (7)"East Meets West" (Burnell Peterson) .Part 5, "Economy," examines: (1) "Characteristics of Korea Today" (Mary Haas); (2) "Korea: Still Land of the Morning Calm?" (Rick Borries); (3) "Graphing South Korea's Industrial Growth" (Harold Christensen); and (4)"Korea: A Model for Development" (Gail Tamaribuchi). Part 6,"Literature," suggests: (1) "Impossible Goodbyes" (Arthur Svensen); (2) "Using Korean Literature: Village Life and Customs" (Gregory Tumminio); (3) "Using Korean Literature: Korea's Tragic Past" (Gregory Tumminio); (4) "Using Korean Literature: Korean Symbols" (Gregory Tumminio); (5) "Using Korean Literature: Political Conflict and Personal Relationships" (Gregory Tumminio); and (6)"Using Korean Literature: Gender and Korean Society" (Gregory Tumminio). Part 7 offers "Resources on Korea" with "Using the Internet to Explore Korea"(S. Rex Morrow). (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** TEACHINGMORE ABOUT KOREA LESSONS FORSTUDENTS IN GRADES K-1 2 U.S. DEPARTMENT OF EDUCATION Office ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Pr This document has been reproduced as received f rom the person or orgaffization originating O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent officio! OE RI position or pohcy. 00 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTEE BY -3-i. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The Korea Society 950 Third Avenue, 8th Floor New York, NY 10022 Tel: 212-759-7525 Fax: 212-759-7530 http://www.koreasociety.org FOREWORD This book bears the fruits of all the hard work and efforts of the U.S. educators who participated in the Summer Fellowship in Korean Studies in 1995. The Summer Fellowship in Korean Studies has existed for the past nine years. The participants are dedicated and talented educators who are selected to learn about Korea through direct experience with its people, historical landmarks, and culture. The fellowship is designed to promote the integration of the study of Korea into social studies and language arts curricula in American schools by offering opportunities for educators to experience Korea on a first-hand basis. After completing the summer fellowship, teachers return to their classrooms and bring Korea alive for their students through their first-hand reflections, various resources, and other independently acquired materials. It is gratifying to realize that these lesson plans will be available now not only the participants themselves, but to those teachers we have not yet met who want to share their passion for and knowledge of Korea with many more U.S. students. The book has also proved to be an accessible introduction to those teachers who understand that students need interesting ways to be intrigued about the world outside their neighborhoods, a world that includes the 5,000 dramatic years of Korean culture and history. First and foremost, I am deeply indebted to the Korea Foundation in Seoul, Korea, for providing the support that makes the fellowship possible.I also owe thanks to the Freeman Foundation for its generous financial support of the trip to Korea and production of this publication. A special thanks goes to Dr. John D. Hoge and his assistant Richard Rosch for editing and compiling this book. Their persistence and commitment proved to be the essential ingredient necessary to bring this project to a successful conclusion. Also, thanks to Namyoung Lee and Helen Kim at The Korea Society for their help with the layout and the proofreading of the book. It is my earnest dream that the study of Korea becomes a deeply ingrained part of the curriculum in all American schools so that everyone, not just native Koreans, will gain familiarity with and respect for Korea's unique history and culture.I am sure this publication will greatly contribute to the fulfillment of this dream. March, 1997 Yong Jin Choi Director Korean Studies The Korea Society 3 EDITORS John Douglas Hoge, Associate Professor, Social Studies Education, The University of Georgia, Athens, GA Richard Rosch, Graduate Student, Social Studies Education, The University of Georgia, Athens, GA PROJECT DIRECTOR Yong Jin Choi, Director, Korean Studies, The Korea Society, New York, NY CURRICULUM CONTRIBUTORS Mariam Baradar, Portland, OR Rick Borries, Evansville, IN Harold Christensen, Winona, MN Sharon Goralewski, Oxford, MI Mary Haas, Morgantown, WV Beth Haverkamp, Washington, DC John Dough las Hoge, Athens, GA Charles Holt, Morehead, KY Marlene Johnson, Iowa, IA S. Rex Morrow, Norfolk, VA Burnell Peterson, Wrenshall, MN Arthur Svensen, Quincy, MA Gail Tamaribuchi, Honolulu, HI Theron L. Trimble, Naples, FL Gregory Tumminio, New York, NY William Wilen, Munroe Falls, OH Lessons contained in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. Lessons and hand-outs may be reprinted for educational purposes only. 4 TABLE OF CONTENTS PART ONE LANGUAGE (6N6) I page # A. The Korean Alphabet 1 B. Korean Expressions 9 PART TWO GEOGRAPHY (CHIRI) A. Korea's Climate 13 B. Parallel Peninsulas 19 C. Learning About Korea 27 PART THREE HISTORY (YoKSA) A. Kyongju - Capital of Ancient Korea 39 B. Teaching About the Korean War with 53 Documents C. Two Koreas: A Comparison Using Economic 73 and Demographic Data D. Together Again? Korean Unity or Korean 79 Separation? PART FOUR CULTURE (MUNHWA) A. Korean Cultural Artifact 85 B. South Korea and Its Culture 99 C. Family Celebrations 135 D. Korean Culture Mystery Box 141 E. Using Korean Numbers 145 F. Korea's Vision for the Future 153 G. East Meets West 165 PART FIVE ECONOMY (KYoNGJE) A. Characteristics of Korea Today 173 B. Korea: Still Land of the Morning Calm? 187 C. Graphing South Korea's Industrial Growth 213 D. Korea: A Model for Development 217 5 PART SIX LITERATURE (MUNHAK) A. Impossible Goodbyes 223 B. Using Korean Literature: Village Life and 233 Customs C. Using Korean Literature: Korea's Tragic Past 237 D. Using Korean Literature: Korean Symbols 241 E. Using Korean Literature: Political Conflict and Personal Relationships 245 F. Using Korean Literature: Gender and 249 Korean Society PART SEVEN RESOURCES ON KOREA A. Using the Internet to Explore Korea 253 Resources for Kindergarten to College 6 PART ONE LANGUAGE (6No) 7 THE KOREAN ALPHABET Sounds and First Words GRADE LEVEL: 1-3 AUTHOR: John Hoge SUBJECT: Language Arts TIME REQUIRED: One class period OBJECTIVES: As a result of this lesson, students will: 1. learn the sound for each letter of the Koran alphabet. 2. sound out simple words and phrases written in Hangul. MATERIALS REQUIRED: Handouts on the Consonants of Hangul Vowels of Hangul Sample Words Large "flash cards" of the Korean alphabet BACKGROUND: The Korean alphabet was developed by a team of scholars at the bidding of King Sejong in the 15th century. King Sejong wanted to bring literacy to the common people, so he asked his scholars to develop an alphabet that would be so simple that a bright person could memorize the sounds of the letters and begin reading in less than half a day. Today the Korean alphabet, called Hangul, (which means Korean) is composed of 10 vowels and 14 consonants. The vowels and consonants may be blended to form many different sounds. PROCEDURES: 1. Distribute the handout Consonants of Hangul and go over each one with the class. Review the list to make sure that all students have heard and reproduced the sounds of each letter at least twice. 2. Use flash cards to drill the students in matching the sound to the proper letter of the alphabet. 3. Repeat the process using the vowels. 4. Try out the sample words on the handout. 5. Try reading and saying sample phrases. EVALUATION: Were the children able to learn the letter sounds of the in the Korean alphabet? Were they able to sound out simple words and phrases written in Hangul? TEACHING MORE ABOUT KOREA Alphabet 1 8 ENRICHMENT: 1. Label items around the room in Hangul. 2.
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