Teaching East Asia: Korea Teaching East Asia: Korea | Page 154

Traditional and Contemporary Korean Popular Culture

with challenges at a very early age , and how challenges can shape one ’ s perspective as an adult . He asks students to examine how culture guides one ’ s expectations and reactions , and how a very carefully crafted piece of writing can use a personal experience as a means to reveal an insightful perspective on significant political and historical experiences .
DISCUSSION QUESTIONS
PAGES 1 – 29
1 . What does the first paragraph do to set up the tone and voice in the piece ? The time frame suggests that the event which occurred in childhood is essential to Pyongt ’ ae ’ s adult life . How does his tone and voice influence your reaction to his focus ?
2 . How does Pyongt ’ ae set up the contrast between urban and rural values ? Can you see any modern American parallels ?
3 . What does the first scene with Sokdae tell us about Pyongt ’ ae ’ s expectations and fears in a new school ? Does it ring true to your experiences with a social order ?
4 . Describe the teacher ’ s acceptance of the pecking order . What does it suggest about the link between children and adults and power ?
5 . Explain Pyongt ’ ae ’ s father ’ s reaction to Sokdae . Do you see a link between the teacher and Pyongt ’ ae ’ s father ?
6 . Explain how Pyongt ’ ae looks to academics as a way to gain some recognition . How to does it reinforce Korean values ?
PAGES 30 – 61
1 . How does Yun Pyongjo ’ s dilemma display Sokdae ’ s ability to “ work ” the situation ? Does it ring true to your experiences as a kid with a bully ?
2 . Contrast Yun Pyongjo ’ s father ’ s job / role with Pyongt ’ ae ’ s father . What do they share and how are they different ? Whose plight would you prefer ?
3 . Explain the public performance of the teacher . Does it suggest he wants the opposite effect and is looking to reassure Sodae ’ s power ?
4 . How does Pyongt ’ ae misgauge the anonymous writing exercise ? What does it suggest about Sokdae ’ s power ?
5 . What does the physical fighting order suggest about the nature of male social order ?
6 . How does the shunning finally bring about “ the break ” and Pyongt ’ ae ’ s submission ?
PAGES 62 – 90 1 . Does the image of the window cleaning serve as any sort of significant metaphor ? 2 . Explain the line , “ And now that Sokadae was certain I had submitted to his rule , his favors fell like a waterfall .” ( page 70 ) 3 . How does Pyongt ’ ae ‘ s contribution of art to Sokdae ’ s portfolio of work serve as a metaphor ? 4 . What can one read into all the students giving up their point as part of a rough social contract ? 5 . How does the invitation to visit the factory destroyed by the
Japanese air raid foreshadow Sokdae ’ s fate ? 6 . How does Sokdae ’ s “ First in School ” title seem more important than getting caught ?
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PAGES 90 TO THE END 1 . Did your reaction to the severity of the beating surprise you ?
Did you feel he deserved it ?
2 . Explain the teacher ’ s line “ You weren ’ t even angry . You bent to unjust power and weren ’ t even ashamed .” ( page 95 ) Discuss personal experiences or historical events that fit this experience .
3 . Explain the line “ A butcher they say , can become a buddha if he lays down his knife .” ( page 100 ) Why does Pyongt ’ ae grow suspicious of the speed / degree of change ? 4 . What does the difficulty of the class election suggest ? 5 . How does the April 19 Revolution serve as a perfect metaphor for the classroom dilemma ? 6 . Explain the reemergence of Sokdae and his new role .
CULMINATING WRITING ASSIGNMENT Select one character and write two dramatic monologues revealing the conscience of that person .
FIRST MONOLOGUE : Writing in first person , justify all your character ’ s actions , thoughts , inactions , and feelings . It is essential that you employ specific lines or dialogue and actions from the text . For example , “ When I said , ‘ Will it take a beating to get you to talk ? little did I think . . .” ( page 93 ).
SECOND MONOLOGUE : Writing in the voice of the same character , create a statement that expresses the doubts , regrets , and afterthoughts about the issues discussed in the first monologue . Character choices : Han Pyongt ’ ae Om Sokdae The first teacher Han Pyongt ’ ae ’ s father Han Pyongt ’ ae ’ s mother Yun Pyongjo The second teacher
SARAH CAMPBELL is an English teacher at Ketchikan High School in Ketchikan , Alaska . She teaches Our Twisted Hero in her Asian Literature class . Her primary objective is for students to make connections between the historical record and Yi Munyol ’ s response to it in his political allegory . Examining the novella in terms of historical events gives this dramatic time a personality , and students can better relate to the Korean experience as a result . A junior in Ms . Campbell ’ s class reported that after reading Our Twisted Hero with the historical events in mind , he was able to “ see what the students were doing , understand what they were thinking and feeling ,” and went on to add that he had “ never been able to do that with a piece of American literature .” Analyzing Our Twisted Hero with historical texts is a relevant and powerful way to teach Korean history .
Ms . Campbell shares excerpts of historical documents with her students that flesh out the impact of Syngman Rhee ’ s dictatorship . She guides her students to make connections between the historical record and Yi Munyol ’ s response to it in Our Twisted Hero .
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