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Review of Ancient History As Described in High School History Textbooks International Journal of Korean History (Vol.15 No.1, Feb.2010) 1 G Review of Ancient History as Described in High School History Textbooks Yun Jae-woon* Introduction Historical materials serve as an essential tool which can be used in the field of historical education to objectively perceive historical facts and cultivate proper perceptions and attitudes towards history. Historical studies deal with human activities that happened in the past. In this regard, historical materials can be regarded as one of the most effective sources of data that can be used to perceive a past that cannot be directly experienced. Such materials also help to shed some light on the actual features of human behavior and history. Historical materials serve at once as a medium which connect historians with past facts, and as a tool which historians can use to better understand history. They are criticized and interpreted by historians seeking to create values which can contribute to explaining historical facts. In terms of historical materials whose value is accepted by historians, those used for education purposes should be regarded as including only empirical and consolidated facts which can contribute to the resolution of issues. Historical materials play the following educational roles: first, they satisfy the interest in, and intellectual curiosity for, history. They also GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG * Professor, Department of Historical Education, Daegu University 2GGGReview of Ancient History as Described in High School History Textbooks motivate students who are accustomed to being taught history in a monotonous manner to learn more about history. Second, historical materials can help overcome some of the limitations associated with the unilateral descriptions found in history textbooks. They can supplement the contents found in history textbooks, which are described in a chronological manner, and also add more flavor to the contents found in such textbooks, that more often than not feature only the most basic of descriptions.1 The materials used in history classes can be broken down into the historical materials included in textbooks, other printed and edited materials, reproduced materials that reflect the original item, and original materials.2 This study is concerned with the analysis of the historical materials used in high school history textbooks (hereinafter referred to as the ‘textbook’).3 The growing emphasis on the need for textbooks that serve as comprehensive collections of a wide range of data rather than mere description-based texts has resulted in an increasing variety of historical materials being included in textbooks. The textbooks designated under the 7th Korean National Curriculum include activities which help to develop a better awareness of historical facts through the analysis or interpretation of the historical materials introduced therein. The number of cases in which the historical materials found in textbooks have replaced the main text or played a primary role in terms of learning content has been on the rise. In other words, such materials are no longer used solely as supplementary sources.4 The analysis of the historical materials which have been cited in textbooks is of great significance in terms of the examination of the value of such textbooks, which after all constitute one of the most important tools used to learn about history in the actual field. Furthermore, it is expected that this study can contribute to the reorganization of history related textbooks. This study delves into the topics of politics, economy, society, and culture as addressed in high school history textbooks in turn. Yun Jae-woo 3 Analysis of Politics The Prehistoric Era and Formation of Statelets This topic is covered in Unit 2. (Formation of Statelets) of Section II. <Prehistoric Culture and Formation of Statelets>. The other subunit within this unit is 1. Kojosǂn and Bronze Culture (distribution of bronze, use of iron, lifestyle during the Bronze and Iron Ages, arts during the Bronze and Iron Ages, Tan’gun and Kojosǂn, Wiman Chosǂn, and the Society of Kojosǂn). The following four quotes are taken from this section. 1-1. <Reading Material> The Laws of Kojosǂn (in Kojosǂn) there was a code of laws that consisted of eight articles. These included the following: He who kills another shall immediately be put to death; He who causes bodily injury to another shall pay compensation in grain; He who steals another’s possessions shall be made the slave of his victim, However, exemption from such penalty many be obtained by payment of 500,000 pieces of copper. Even though a thief was forgiven and had his status restored to that of commoner, he could not remove this stain on his record and had difficulties finding a marriage partner. As a result, the people of Kojosǂn never stole, which meant that people never had to close their gates. Women were faithful and did not commit adultery. Farmers ate their meals in containers made of bamboo. Meanwhile, much like government officials and merchants, urban residents had their meals in earthen bowls and goblets. <Hanshu (豀苗, History of the Han Dynasty)> 1-2. <Reading Material> Legend of the Foundation of Koguryǂ The founder of Koguryǂ, whom is referred to as Tongmyǂng sǂngwang, was a man named Ko (family name) Chumong (first name). One day King Kǎmwa of Puyǂ met a woman while traveling south of 4GGGReview of Ancient History as Described in High School History Textbooks T’aebaek Mountain. When he asked who she was, she replied that she was the daughter of Habaek, and that Yuhwa was her name. … Puzzled by her story, King Kǎmwa confined her in a room. However, the blazing sunlight grasped her and cast its warm rays over her body till she conceived and gave birth to a giant egg. … Eventually, the shell cracked and a boy came out of the egg. The boy looked noble and gracious. By the time he was seven years old the child was already strong and mature. He forged a bow and arrows for himself. His marksmanship was so great that he was called Chumong, a term used to refer to a master bowman. … Chumong’s mother learned of this horrible conspiracy and said to him, “Your life is in danger. You must go away. You have been endowed with many heavenly gifts which will ensure your success.” Chumong fled with three followers and reached a river. The enemy upon his heels, Chumong found himself unable to cross the river. Chumong cried to the deep water, “I am the son of heaven and Habaek’s grandson. I fled and my enemy is following me. What shall I do?” Immediately a host of fish and turtles gathered together on the surface of the water to form a bridge so that Chumong and his party could cross. … Chumong continued his journey to Cholbonch’ǂn, a place characterized by fertile lands and harsh mountain ranges. He decided to make this place the capital of his kingdom. … He called his land Koguryǂ and adopted Ko as his family name. <Samguk sagi (芓糑艋絽, History of the Three Kingdoms)> 1-3. <Advanced Curriculum> Growth of Chieftains and Social Change In the ancient record known as the <Kogi (篴絽, Old Book)> it is written, “In ancient times Hwanin (Heavenly King) and his son Hwanung descended from heaven and appeared under a sandalwood tree on T’aebaek Mountain. Along with three heavenly treasures and three thousand of his loyal subjects, Hwanin established the city of Sinsi (city of god). He led his ministers of wind, rain and clouds in teaching the people more than 360 useful arts. These included Yun Jae-woo 5 agriculture, life, medicine, moral principles and the imposition of a code of law. He brought happiness to human beings. A bear and a tiger prayed to be reincarnated as human beings. Hwanung gave each mugwort and garlic, saying that if they ate this holy food and did not see the sunlight for one hundred days they would become human beings. The bear, who had faithfully observed the king’s instructions, became a woman after twenty-one days. Hwanung married her and bore a son who was called Tan’gun Wanggǂm. 1-4. <Advanced Curriculum> Record of the Eastern Barbarians in the Book of Wei of the <Sanguozhi (芓糑西, The History of the Three Kingdoms) a) As Koguryǂ had big mountains and deep valleys and lacked plains and lakes, its people resided in villages along the valleys and drank the water that flowed there. The lack of fertile land rendered it difficult to provide enough food for the general population. The people of Koguryǂ were said to be crude and quick to anger, and to be very fond of plundering and pillaging. b) Puyǂ possessed the widest plains in the area occupied by the Dongyi (Eastern barbarians) as well as numerous lakes. Although its land was good enough to grow grain on, it did not produce any fruits. The people of Puyǂ were of strong stature, honest, courageous, moral and generous, and never plundered the goods of other states. c) Okchǂ, which had long been invaded by its bigger neighbors, was eventually subjugated by Koguryǂ. Koguryǂ appointed an Okchǂ national to serve as their representative, and the latter ruled over Okchǂ with the help of the indigenous ruling class. Tongye did not have a chieftain system. However, it introduced a bureaucratic hierarchy structure that featured such elements as hu (越, feudal lord), ǎpkun (蜲糗, leader of local district unit), and samro (芓罨, three 6GGGReview of Ancient History as Described in High School History Textbooks leaders) during the Han era. In terms of the customs and traditions of Tongye, the people regarded mountains and rivers as being of great importance. As the lands of the various tribes of Tongye were divided by mountains and rivers, it was very difficult for one tribe to inadvertently wander into another’s territory.
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