Teaching East Asia: Korea Teaching East Asia: Korea | Page 246

Standard2.1 (1) Trace the history of a family through the use of primary and secondary sources,
including artifacts, photographs, interviews, and documents.
Standard 2.1(2) Compare and contrast their daily lives with those of their parents, grandparents,
and/or guardians.
Students may share family photographs, artifacts, and interview their parents and grandparents.
They can locate on a map where their ancestors lived, describing when their Korean family came
to America, and how and why they left Korea.
Standard 2.5 Students understand the importance of individual action and character and explain
how heroes long ago and the recent past have made a difference in others’ lives. (This will allow
for an opportunity for students to learn about famous Korean Americans past and present.)
The 2016 Framework includes the following:
To deepen student understanding and engagement, students can read Dear Juno, a story
about a young Korean boy who now lives in the United States and is corresponding with his
grandmother in South Korea. The book is written by Soyung Pak.
A lesson on Dear Juno is currently in Teaching East Asia: Korea.
Grade Three – Continuity and Change
Standard 3.3 (1) Research the explorers who visited here, the newcomers who settled here, and
the people who continue to come to the region, including their cultural and religious traditions
and contributions.
Standard 3.3 (3) Trace why their community was established, how individuals and families
contributed to its founding and development, and how the community has changed over time,
drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
Explain the first Korean immigrants and their settlement in Hawaii and the mainland. See
http://arirangeducation.com/main. Accessing this site will provide an interactive classroom
activity with lessons about Korean American history. The DVD of the Arirang’s classroom
activity can be purchased.
If a school is located in a Koreatown, there is an opportunity to examine the growth of this area
and the Korean American experience. See Amazon.com for Katherine Kim’s Los Angeles’s
Koreatown.
Grade Four – California: A Changing State
Standard 4.4 (3) Discuss immigration and migration to California between 1850 and 1900,
including the diverse composition of those who came; the countries of origin and their relative
locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion
Act).
Standard 4.4 (4) Describe rapid American immigration, internal migration, settlement, and the
growth of towns and cities (e.g. Los Angeles).
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