Teaching East Asia: Korea Teaching East Asia: Korea | Page 22

globalization. What were the probable challenges and benefits for the people of Silla? What are
the challenges and benefits of globalization today? 4) What were Korea’s early achievements in
printing? How were they remarkable? (See Science and Technology chapter)
Grade Eight – United States History and Geography: Growth and Conflict
The New Nation’s Westward Expansion
Standard 8.12 (7) Identify the new sources of large-scale immigration and the contributions of
immigrants to the building of cities and the economy; explain the ways in which new social and
economic patterns encouraged assimilation of newcomers into the mainstream amidst growing
cultural diversity; and discuss the new wave of nativism.
The Framework discusses the waves of immigrants and migrants to the American West in the
19 th century.
The 2016 Framework includes references to Korea in the late 19 th and early 20 th century.
They also encountered immigrants from Asia, including China, Japan, Korea, the
Philippines, and India, in search of labor in gold mines and farming.
Teaching East Asia: Korea has a chapter on Korean American history that contains information
on two famous Koreans, such as Ahn Chang Ho (Korean Independence Movement) and Young
Oak Kim (World War II hero who led the famous 100 th Infantry Battalion of the U.S. Army).
Grade Nine – Elective Courses in History – Social Science
There is no listed course on Asian Studies in the California History-Social Science Framework.
There are few schools (public or private) in California that offer courses in Asian Studies. Some
schools are listed as having Asian Studies, but upon contacting many of these schools most
responded that they are no longer teaching Asian Studies. If they claim to be teaching Asian
Studies, it is usually within a geography class, such as Advanced Placement Human Geography.
Grade Ten – World History, Culture and Geography: The Modern World
(1750 to the Present)
The more than two hundred and fifty year period covered by the tenth-grade course highlights
the intensification of a truly global history as people, products, diseases, knowledge, and ideas
spread around the world as never before.
Standard'10.4'(2)'Discuss'the'locations'of'the'colonial'rule'of'such'nations'as'England,'France,'
Germany,'Italy,'Japan,'the'Netherlands,'Russia,'Spain,'Portugal,'and'the'United'States.''
Standard'10.4'(3)'Explain'imperialism'from'the'perspective'of'the'colonizers'and'the'colonized'
and'the'varied'immediate'and'longKterm'responses'by'the'people'under'colonial'rule.'Since'
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