Welcome
to South Korea!
Alia
Hamka
Jenny
Mc Cloud
Lindsay
Range
Jennifer
Ruthenberg
Bethany
Shelton
WELCOME TO SOUTH KOREA!
South Korea's
official name is Taihan-Min-quk (tie-HAHN min-GUK), or the Republic of Korea.
More than forty million people live in South Korea, most of them descendants of
the tribes that came to the Korean Peninsula thousands of years ago. South
Korea is about thirty-eight hundred square miles, about the size of Virginia.
Korea is a mountainous land and known by its people as Choson, the "Land
of the Morning Calm," because of the beautiful misty mornings in the
mountains.
Level: Upper
Elementary
Period
Length:
Each lesson is 50 minutes each day for three days.
Core
Democratic Value:
Economic Freedom: The right to buy, sell and trade private
property and the right to employment without the government interfering.
Prior
Skills of Students:
Familiar with their own culture
Know how to work
cooperatively in groups
Basic map skills
Basic
library/research skills
Basic
computer/Internet skills
How to conduct a
debate
* If students lack certain computer or research
skills they will learn because the teachers will demonstrate everything that is
expected by the students.
Controversial
Issue:
Should North Korea and South Korea become one country? The students will be divided into two
groups. One group representing
South Korea and the other group will represent North Korea. After research the class will conduct a
debate and then vote to decide whether the two countries should become one.
Five
Senses:
Touch- Korean
currency, Korean photographs, products made by Korea, Korean musical instruments,
Ho-Am Art Museum
Listen- Korean
music and instruments, Korean poetry
Taste- Korean
homemade food
View- Debate
between North and South Korean government, Korean religion, Ho-Am Art Museum
Smell- Korean
food
Technology
Used:
Internet- research, background information
Tape player- listen to Korean music
T.V. and V.C.R.
List of Books Related
To Korea for Upper Elementary through Middle School
The Best Older Sister
(Yearling First Choice Chapter Book (Cloth)
Sook Nyul Choi, et al / Hardcover 1997
The Best Older Sister
(Yearling First Choice Chapter Book (Paper)
Sook Nyul Choi, et al / Paperback 1997
Blue Dreams : Korean Americans and the Los Angeles
Riots
Nancy Abelmann, John Lie / Hardcover 1995
A Busy Day at Mr. Kang's
Grocery Store (Our Neighborhood (New York, N.Y.)
Christine Osinski (Illustrator), Alice K. Flanagan / Paperback
1997
A Busy Day at Mr. Kang's Grocery Store (Our
Neighborhood)
Alice K. Flanagan, Christine Osinski (Illustrator) / School & Library
Binding 1996
A Cab Called Reliable : A Novel
Patti Kim / Hardcover 1997
Caught in the Middle : Korean Merchants in America's
Multiethnic Cities
Pyong Gap Min, Pyong Gap Min / Paperback 1996
The Chicken Pox Panic (The Cul-De-Sac Kids) Beverly Lewis / Mass Market Paperback 1995
Clay Walls
Kim Ronyoung / Hardcover 1986
Comfort Woman
Nora Okja Keller / Hardcover 1997
Don't Bug Me, Molly (Cinnamon Lake Mysteries) Dandi
Daley MacKall, et al / Paperback 1997
The Double Dabble Surprise (The Cul-De-Sac Kids)
Beverly Lewis / Mass Market Paperback 1995
East to America : Korean American Life Stories Elaine H. Kim (Editor), et al / Hardcover 1996
East to America : Korean American Life Stories Elaine
H. Kim, et al / Paperback 1997
Families Are Different
Nina Pellegrini / School & Library Binding 1991
Father's Rubber Shoes
Yumi Heo / Hardcover 1995
Father's Rubber Shoes
Yumi Heo / Library Binding 1995
From the Land of Morning Calm : The Koreans in America
(Asian-American Experience)
Ronald Takaki, Rebecca Stefoff / Library Binding 1994
The Golden Mountain : The Autobiography of a Korean
Immigrant, 1895-1960 (The Asian American Experience)
Easurk Emsen Charr, Wayne Patterson (Editor) / Paperback 1996
Horrible Harry and the Drop of Doom
Suzy Kline, et al / Hardcover 1998
If It Hadn't Been for Yoon Jun
Marie G. Lee / Paperback 1995
In the New World : The Making of a Korean American
Peter Hyun / Paperback 1995
Korean Americans (Footsteps to America)
Alexandra Bandon / Library Binding 1994
The Korean Americans (The Immigrant Experience)
Brian Lehrer / Library Binding 1995
The Korean Americans (The Immigrant Experience)
Brian Lehrer, Sandra Stotsky (Editor) / Paperback 1995
The Koreans in America
Wayne Patterson, Hyung-Chan Kim / Paperback 1993
Necessary Roughness
Marie G. Lee / Hardcover 1996
Necessary Roughness
Marie G. Lee / Paperback 1998
The Photograph
Joe Porcelli, Charles L. Wyrick / Hardcover 1995
Quiet Odyssey : A Pioneer Korean Woman in America
Mary Paik Lee / Paperback 1990
Racial Conflict and Healing : An Asian-American
Theological Perspective ~
Andrew Sung Park / Hardcover 1996
Rosie's Tiger
Anna Myers / Hardcover 1994
Saying Goodbye
Marie G. Lee / Hardcover 1994
Song Lee and the Hamster Hunt
Suzy Kline, et al / School & Library Binding 1994
Song Lee and the Hamster Hunt
Suzy Kline, et al / Paperback 1996
Song Lee in Room 2B
Suzy Kline, et al / School & Library Binding 1993
Song Lee in Room 2B (A Young Puffin)
Suzy Kline, et al / Paperback 1995
Still Life With Rice : A Young American Woman
Discovers the Life and Legacy of Her Korean Grandmother
Helie Lee, Hetie Lee / Paperback 1997
Tae's Sonata
Haemi Balgassi / Hardcover 1997
Tall Boy's Journey
Joanna Halpert Kraus, Karen Ritz (Illustrator) / Paperback 1993
Tall Boy's Journey (Middle-Grade Fiction)
Joanna Halpert Kraus, Karen Ritz (Illustrator) / Library Binding 1992
Youn Hee & Me
C. S. Adler / Hardcover 1995
Yunmi and Halmoni's Trip
Sook Nyul Choi, Karen Dugan (Illustrator) / Hardcover 1997
Bridging the Gaps : Contextualization Among Korean
Nazarene Churches in America
(Asia Thought and Culture, Vol 18)
In-Gyeong Kim Lundell / Hardcover 1995
Caught in the Middle : Korean Merchants in America's
Multiethnic Cities
Pyong Gap Min / Hardcover 1996
Community in Crisis : New Directions for the Korean
American Community After the Civil Unrest of April 1992
George Ol Totten (Editor) / Hardcover 1994
Community in Crisis : The Korean American Community
After the Los Angeles Civil Unrest of April 1992
George O. Iii Totten, H. Eric Schockman (Editor) / Paperback 1995
Comparative Study of Korean Immigrants in the United
States : A Typological Approach
Won Moo. Hurh / Paperback 1977
Contemporary American Immigrants : Patterns of
Philippine, Korean, and Chinese Settlement in the United States
Luciano Mangiafico / Hardcover 1988
The Dreams of Two Yi-Min
Margaret K. Pai / Hardcover 1989
Entrepreneurship and Religion : Korean Immigrants in
Houston, Texas
(Garland Studies in Entrepreneurship)
Victoria Hyonchu Kwon / Hardcover 1997
The Golden Mountain : The Autobiography of a Korean
Immigrant, 1895-1960 (Asian American Experience)
Easurk Emsen Charr, Wayne Patterson (Editor) / Hardcover 1995
I Am Korean American (Our American Family)
Robert Kim, Ruth Turk / Library Binding 1998
If It Hadn't Been for Yoon Jun
Marie G. Lee / Turtleback 1995
Immigrant Entrepreneurs : Koreans in Los Angeles,
1965-1982
Ivan Light, Edna Bonacich / Hardcover 1988
Korean Americans (Cultures of America)
Lauren Lee / Library Binding 1995
The Korean Americans (New
Americans (Westport, Conn.)
Won Moo Hurh / Hardcover 1998
The Korean Americans (New Americans Series) Ann
Hagen Griffiths / Hardcover 1992
Korean Immigrants in America : A Structural Analysis
of Ethnic Confinement and Adhesive Adaptation
Won Moo Hurh, Kwang Chung Kim / Hardcover 1984
Koreans in America
Library Binding 1992
The Koreans in America (In America Series)
Wayne Patterson, Hyung-Chan Kim / Paperback 1993
Koreans in America (In America Series)
Wayne Patterson, Hyung-Chan Kim / Library Binding 1992
Man Sie : The Making of a Korean American
Peter Hyun / Hardcover 1986
Native Speaker
Hardcover 1995
Necessary Roughness
Marie G. Lee / Turtleback 1998
New Cat
Yangsook Choi / Paperback 1998
Plantation Child and Other Stories
Eve Begley Kiehm, Christine Joy Pratt (Illustrator) / Hardcover 1995
Quiet Odyssey
Paperback 1990
Song Lee in Room 2B
Suzy Kline / Turtleback 1995
Stella : On the Edge of Popularity
Lauren Lee / Hardcover 1994
Study of the Korean Church and Her People in Chicago
Sangho J. Kim / Paperback 1975
The Trip Back Home
Janet S. Wong, Bo Jia (Illustrator) / Hardcover 1999
Youn Hee & Me
C.S. Adler / Turtleback 1995
Acculturation of Korean residents in Georgia
Don Chang Lee
Asians in America
H.Brett Melendy 1981
Asians in America : Filipinos, Koreans, and East
Indians
Howard Brett Melendy 1977
The Buddy Trap
Sheri Cooper Sinykin 1991
The Case of the Mystery Mark (The Nicki Holland
Mysteries)
Angela Elwell Hunt 1991
The Case of the Mystery Mark (The Nicki Holland Mysteries,
No 1)
Angela Elwell Hunt 1993
Three Week Timeline on South Korea
Day 1:
Introduction to South Korea. Watch
video on economy and discuss.
Identify products found in households that are made in South Korea.
Day 2: Present
products to class. Use Venn
diagram on economy. Complete
treasure hunt using Internet.
Day 3: Discuss
treasure hunt. Make baseball cards
and present to class.
Day 4: Introduce
government in South Korea. Read
handout on North and South Korea’s government. Discuss and share with the class.
Day 5: Internet
research to prepare for debate on whether North and South Korea should unite.
Day 6: Have
student’s debate and vote on if North and South should unite as one country.
Day 7:
Introduce Food. Have students
compose Crostic poem. Put poems on
bulletin board.
Day 8: Make
Kimchi’s pot with given ingredients.
Have students complete worksheet on Korean food.
Day 9: Eat
Kimchi pot food. Color Kimchi pot
and place on bulletin board.
Day 10:
Introduce Korean music and watch video.
Students will listen to recordings and look at pictures of music and
instruments and discuss the differences.
Day 11: Use
Internet to search pictures of music and instruments. Put bulletin board together. Use body movements to interpret music.
Day 12:
Students will learn about five traditional music instruments. Students will create an instrument.
Day 13:
Introduce religion. Students will
search in teams about an assigned religion.
Day 14: Create
presentation by comparing and contrasting religions between two teams and show
using role paper.
Day 15: Finish presentations. Reflect on the Korean culture that was discussed during the three weeks. Present the items that students brought in relating to Korean culture. Use items to celebrate the culture.
Content
Standards covered in Unit:
Social Studies
*Standard
I- Historical Perspective
*Standard II-
Geographic Perspective
Standard II.1 -All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.
Standard II.2 -All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.
Standard II.4 –All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them.
*Strand III-
Civic Perspective
Standard III.3 -All students will understand how the world is organized politically, the formation of American foreign policy and the roles the United States plays in the international arena.
*Standard
V- Inquiry
Standard V.1 -All students will acquire information from books, maps, newspapers, data sets, and other sources,
organize and present the information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.
Standard V.2 - All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology.
Standard
VI- Public Discourse and Decision Making
Standard VI.2 -All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.
Standard
VII-Responsible Personal Conduct
Standard VII.1 -All students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.
Language Arts
*Meaning
And Communication
Standard 2 –All
students will demonstrate the ability to write clear and grammatically correct
sentences, paragraphs, and compositions.
*Inquiry
And Research
Standard 11 –All
students will define and investigate important issues and problems using a
variety of resources, including technology, to explore and create texts.
Science
Standard
II- Ecosystems
Standard
III.5 -All student will analyze how humans and the environment interact
Goals/Outcomes
The reason we chose our unit to be on
South Korea is because it is a nation that we felt the students may be less
familiar compared to other countries in the world due to its location and
culture.
·
To become familiar
with another culture
·
To understand
connections between Korea and United States
·
To see
similarities and differences of a different culture
·
To appreciate diversity
in the world
Field Trip
Brooklyn Children's Museum
145 Brooklyn Avenue
Brooklyn, NY 11213
(718) 735 4400 • (718) 735 4440 groups
Providing a great variety of interactive exhibitions and programs which draw upon issues relevant to the interests of its visitors, the Brooklyn Children's Museum is a wonderful place for a day with the family and for teachers with their students. This is the world's first museum for young people. Programs and exhibits are based on a remarkable collection of 20,000 cultural artifacts and natural history specimens, live plants and animals, and award-winning exhibitions.
Workshops and Special Events are offered to families and the general public. Call the Museum for a calendar.
School Groups from grades Pre-K to 12 can participate in programs that enrich and supplement the New York State curriculum. Some examples of School Programs: The Mysteries of Things for grades 3 - 12 explores cultural artifacts from around the world, unlocking their hidden secrets and teaching the special meanings people give to objects. Night Journeys for grades 2 - 8 introduces the world of sleep and dreams, unveiling the dream experience as seen by various cultures. Ready, Set, Grow! for Pre-K and grade 1 teaches children about nutrition, health, and caring for the earth.
All programs are tailored to their age groups. They are fun, interesting and, obviously, educational. Groups are limited to 35 students, 25 for Pre-K through grade 1.
Other programs and resources specific to the interests of local schools are also available.
Hours:
Wednesday - Friday 2 - 5pm
Saturday & Sunday 10am - 5pm.
Admission:
$4.00 per person.
Discounts available for school groups.
Group Reservations: At least 6 weeks in advance advised. Call between 10am and 5pm for an appointment.
Lunch: Park behind Museum available for picnics.
Handicapped: Accessible. Also special aids for hearing impaired. Call (718) 735 4402.
Directions: Triboro Bridge to Brooklyn-Queens Expressway (I-278) west, into Brooklyn to exit for Atlantic Ave. Take Atlantic Ave. to Brooklyn Ave., turn right and go 4 blocks to museum.
This is a Korean woman This
is a case, which
playing
a Korean musical a
Korean instrument
Instrument. is
placed in.
Korean people playing A
book of musical
their
instruments. notes
to play Korean
songs.
Korean musicians. Korean
conducter.
Day One: Describe, compare and Day Two: Internet research
Contrast between both countries. for arguments for the debate.
Day Three: The Debate.
Here would put our results with what the class came
up with and some of the students answers to why this decision was made.
Lesson Plans
Economics
Jennifer Ruthenberg
Goal:
To have students become familiar with South Korea’s economy. This also includes the similarities and differences of South Korea’s economy compared to the United States.
Objectives:
Third/ fourth grade students will:
-become more aware of South Korea’s economy
-identify resources of South Korea’s growing economy and learn more about the nation.
-identify South Korean products by locating them on the Internet, as well as to discuss why they are effective for the development of Korea and its influence on the United States.
Core Democratic Value:
-to better understand the Core Democratic Value, Economic Freedom; the right to buy, sell, and trade private property and the right to employment without the government interfering.
-to recognize Core Democratic Values as fundamental beliefs.
Evaluation:
Assess if students:
-brought in products made from South Korea.
-use the Internet by answering the worksheet on economic questions relating to South Korea.
-name and discuss the influence South Korea’s country has on the United States.
Rationale:
Third/ fourth grade students will become familiar with South Korea’s economy by recognizing products from that country. This will be exercised by locating items from the Internet and discussing why they are effective for the development of South Korea along with the influence it has on the United States.
Materials:
-Video on South Korea’s economy
-Korean products students may bring from home and/ or photos of them.
-Venn Diagram chart
-E- Treasure Hunt worksheets (one per student)
-Computer with Internet access
-Construction paper
-Crayons
Opener:
On the first
day of the unit students will be introduced to South Korea’s economy by a
video. After the completion of the
video, students will be asked to locate five products in their homes made in
South Korea. To evaluate students’
familiarity with such items, students can either bring their items to school
(if small enough and possible) or a picture of them for class discussion.
Procedures:
Day one:
Students will:
1. Be introduced to South Korea’s economy through a video.
2. Name some economic issues and/ or products of South Korea discussed within the video.
3. Identify at least five different products within their household that are made in South Korea.
Day two:
Students/ teacher will:
1. Discuss the products found in their homes by introducing them to the entire class.
2. Initiate a whole class discussion by using a Venn diagram. The Venn diagram will have one section relating to the economy of the United States, another section for South Korea’s economy. And the overlapping section of the Venn diagram will identify the similarities between South Korea and the United States economy.
3. Locate and answer from the Internet twelve questions about South Korea’s economy from the E- Treasure Hunt worksheet.
Day three;
Students will:
1. Discuss any loose- ends from the first two days of discussion by referring to the E- Treasure Hunt. This will include evaluating students’ results through a whole class discussion.
2. Develop four fact baseball cards. These facts will come from the previous two days of discussions, video, and activities.
3. Draw a picture of a South Korean economic issue/ product on one side of the fact baseball card.
4. On the backside of the fact baseball card, students will write facts relating to the picture. These facts can relate to only South Korea or United States economy or both.
5. Each student must present one fact baseball card to the entire class. At this time students will describe their picture (on the front) and read the facts (on the back) relating to the economic issue/ picture.
Wrap- up:
On the last day of the unit students will use their knowledge gained from the previous two days. First, this will be done by assessing students’ worksheets on the E- Treasure Hunt assignment through a whole class discussion. Next, students will continue exercising their knowledge by creating fact baseball cards. The fact baseball cards will contain a drawing (done by the student) of an economic product/ issue on the front side. On the back side of the fact baseball card the student will write information that relate to the drawing from the front of the card. Here, students will be required to construct at least four baseball cards. These baseball cards can relate to South Korea, United States, or a similarity between both nations. After each student has completed their fact baseball cards they will each present one to the entire class.
Government
Lindsay Range
Lesson Title: The Two Koreas
Objectives: The Students will:
1. Describe the governments of North and South Korea.
2. Compare and contrast the governments of North and South Korea.
3. Have a debate over if the Koreas should become one.
Evaluation: Observe if students:
1. Have described their countries governments.
2. Came up with similarities and differences of North Korea and South Korea.
3. Had a successful debate in class.
Rationale: This lesson will introduce to the
students a controversy that consists of North Korea and South Korea on becoming
one country.
Materials:
Handout on the South and North Korean government
Internet access
Pencil
Paper
Opener: Discuss government vocabulary so when the students read about their countries government, they will know what the word means.
Procedures:
Day One:
1.Students will read both handouts individually.
2.Then the teacher will divide the class into two groups one North Korea and the
other South Korea.
3. Explain to the students that they are to describe for all of us their government and
how it is ran. One person in the group is the spokesperson, but they write down their ideas as a group.
4. After the two countries have been described they are to individually make a comparison and contrast sheet for the countries.
5. The teacher then proposes this: “South Korea wants to be one country with North Korea. But in North Korea they do not want this to happen. They are happy with the way it is.” Have the students think about this why North Korea would not want to be a part of South Korea. Tell the students they will have time to research tomorrow but you can get a head start on it tonight if they want.
Day Two:
1. Give the students some time to research on the Internet with good arguments for the side that they are on. South Korea is for the conjugation and North Korea is against it.
2. Instruct them that as a group they have to have enough arguments to with hold a debate that is coming the following day.
3. Give them about an hour to research, print, and complete all of their findings.
4. Let them get into their groups to share what everyone has come up with and make a master list of arguments.
Day Three:
1. Seat the class according to their country so all of the South Koreans are together and all of the North Koreans are together.
2. Appoint a spokesperson for each group if they want they can have two people be the spokesman.
3. Direct the spokespeople to come to the front of the room and address their arguments.
4. Let them debate until you feel arguments are being used twice or there is nothing left to say.
5. At the end, tell each student to write on a sheet of paper if they are for the proposal or against it. No names on the sheet.
6. The teacher will tally up the results and share with the class.
7. The students are to write in one page why the vote resulted the way it did and/or discuss if they agree or disagree with the vote and why. Tell the students they can also write about which side was the strongest and why.
8. The teacher is to take pictures during these three days for the bulletin board.
Wrap-up: Now the students will know about their
countries government and know how to conduct a debate.
Food
Jenny McCloud
TITLE: KOREAN FOOD
TIME REQUIRED: THREE CLASS PERIODS
INSTRUCTIONAL OBJECTIVES: The students’ will:
- Identify traditional aspects of Korean food.
- Evaluate the extent to which Koreans maintain their food.
- Understand the ingredients in different Korean food
- Decorate a kimch’i pot, and build an acrostic poem for the bulletin board.
RATIONALE: 
Standard IV.1 Individual and Household Choices: All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic well-being of individuals and society.
BACKGROUND INFORMATION (OPENER): 
All people have basic needs and wants. The ways in which societies meet the needs of food differ. The structure of the food, the traditional ways in which to eat food, the techniques of food preparation, and the design of certain foods all reflect the beliefs and perspectives of a particular culture. The role of women in preparing food for the long winters in Korea, and the agrarian nature of the traditional economy are all reflected in the traditional lifestyles of the Korean people.
MATERIALS:
· Handouts of different ingredients.
· Pencil and crayons.
· Acrostic and kimch’i worksheets.
· Chinese cabbage and/or radishes Four green onions, one large clove garlic, one dried hot red chili pepper, one teaspoon grated ginger root, salt.
· Paper bowls and plastic wrap.
· Activity 2 worksheet.
PROCEDURES:
DAY ONE 1. Divide students into groups of four. 2. Have the students read and review the Korean food. 3. Have the students review all the information about Korean food, all of the given Ingredients, the map of Korea, the table manner sheet. After the groups read and reread all of the information, have them brainstorm all of the things that they found most interesting. 4. After discussion hand out the acrostic poem to each student and have them take their time to fill out the worksheet. The students can use any of the words that they have found in the reading to fill out their poem worksheet. 5. The students can then share their poems with their groups, and to the class. 6. Give each child time to decorate their poem nicely for the acrostic bulletin board.
DAY TWO 1. After allowing fifteen minutes for students to become experts of their kimch’i pot activity sheet have them return to their original groups. 2. The group discusses what will be needed for their kimch’i pot, after they come to a clear understanding, one person from each group can get the ingredients needed for their pot. (All ingredients should be on the teacher’s desk). 3. Have groups share the responsibility of adding ingredients. 4. After all of the ingredients have been added, place the plastic wrap over the dishes and place in the refrigerator for overnight fermentation. (Explain to children what fermentation is). 5. Have the class read and answer the following questions that are in activity sheet 2.
DAY THREE
1. Have the students get back into their groups so that they can taste their finished kimch’i pot. Have them write one paragraph about the way it taste. (This paragraph will also go on the bulletin board). 2. Have the students cut out the picture of the kimch’i pot and color it. 3. We will then have a discussion on the entire lesson plan, followed by decorating the bulletin board.
MAKING CONNECTIONS: 
Students can create a travel brochure illustrating what they have learned about Korean culture and food.
EVALUATION: 
For evaluation, have the students write a letter to a friend in Korea describing some of the interesting foods that they learned about. Have them identify traditional aspects of Korean food. Evaluate the extent to which Koreans maintain their food. Have each student include one interesting recipe that they liked. In their letter have them draw a kimch’i pot, and rewrite their acrostic poem. Have them end the letter by including their opinion on how they think their food taste.
WRAP-UP: 
Engage in discussion of the lesson. Eat the food,
and decorate the bulletin board.
Teaching About
Korea: Activity Sheet2
Directions: Read this Activity Sheet about traditional Korean foods and then list three (3) facts about Korea that you have learned. Be prepared to share this information with your group.
KOREAN FOODS The national dish or Korea which was named by the government a national treasure, is kimchi, or vegetables pickled in red peppers. Rice and several varieties of kimchi are served at every meal. In the fall, women make enough kimchi (using radishes and Chinese cabbage) to last until the next spring. The kimchi is stored outside in large clay jars called tokes. Kimchi making is featured in Korean art.
Recipe For
Kimchi
Ingredients
· One Large head of cabbage (preferably Chinese)
· Six large radishes
· Four green onions
· One large clove garlic (OP)
· One dried hot red chili (OP)
· Pepper, salt
1. cut cabbage into small pieces.
2. Sprinkle with 2 T. salt. Let stand 15 minutes.
3. Chop green onions
4. Wash salted cabbage.
5. Add onions, sliced radishes, garlic, chili, ginger and water to cover.
6. Mix well and let stand for one day.
7. Cover and refrigerate when it tastes sour enough. This will keep for two weeks.
Three facts about Korea:
1.
2.
3.
- This is where the food that we are talking about comes from. Look at the map; observe how it differs from where we live.
KOREAN FOOD
Main Dishes
Cooked Rice
Plain Rice (Ba'b)
Mixed Vegetable Rice (Bi Bim Ba'b)
Noodles, Dumplings & Rice Cakes
Cold Noodle with Beef Broth (Naeng Myun)
Hot Noodle & Soup (Gook Soo Jang Gook)
Dumpling in Soup (Man Doo Gook)
Side Dishes
Soups
(Gook & Tang)
Spicy Beef & Vegetable Soup (Yook Gye Jang)
Hot Beef Soup (Seol Leong Tang)
Chicken & Ginsang Soup (Sam Gye Tang)
Hot Stew-like Soup (Chi' Gae
Hot & Spicy Fish Stew (Saeng Sun Chi' Gae)
Soy Paste Stew (Doin Jang Chi' Gae)
Kim Chee Stew (Kim Chee Chi' Gae)
B.B.Q.
Beef
BBQ (Pul Go Gee)
Beef Ribs BBQ (Gal Bi Ku Ie)
Kim Chee
Cabbage Kim Chee (Bae Chu Kim Chee)
Oriental Radish Kim Chee (Ka'k D'u Gi)
Extra Sides
Green Onion Pan Cake (Pa Jeon)
Bean
& Vegetable Pan Cake (Bin Dae D'eo'k)
Spices
Salty Teste
Salt, Soy Sauce, Soy Paste
Sweet
Sugar, Corn or Barley Syrup
Spicy
Garlic, Mustard, Black Pepper, Red Pepper, Onion, Green Onion
Table Manners
* Lifting a spoon or chopsticks before the elders do is not considered mannered.
Finishing meal before the elders do is not considered mannered, either.
* When pouring wine or any kind of beverage to the elders, use both hands to hold the wine bottle.
When your cup is poured by the elders, use both hands to hold the cup.
If you are drinking in front of elders, turn your torso a bit (20 degree) to the side and drink .
Before the meal, always tell your hostess, " Jal Muk Get Sup Ni Da."
-I will have a good meal- (Thank you for the meal.)
After the meal, "Jal Muk Ut Sup Ni Da."
-I had a good meal - (That was very good.)
Don't get confused with one from the other!!
Facts about Korean Meals
* In old times, having meals was the most important thing for a Korean.
In Korea, people still asks each other "Have you had lunch (or dinner)?" instead of "How are you?"
* Most of the Koreans love to eat hot and spicy food.
But, Korea started importing chilly peppers from 18 Century.
Imagine! Koreans eating white Kimchi (Baek Kimchi) everyday, instead of red Kimchi.
* Chinese and Japanese use only chopsticks when eating rice.
Somehow, Koreans use spoons.
When eating rice, lifting a rice bowl close to one's mouth is not considered mannered in Korea,while it is OK in China and in Japan.
Recipes in Korea
Kuljon (Oysters Fried in Egg Batter)
Ingredients
2/3 lb. oysters ginger juice
1/2 cup flour salt
2 eggs black pepper
10 gingko nuts parsley
MSG (optional)
Directions
1. Buy fresh, large oysters. Wash them in salt water, remove the shells and drain.
2. Sprinkle the clean oysters with the black pepper and ginger juice.
3.Dip the oysters into flour and then into the beaten egg. Fry them in a hot oiled pan.
4. Stir-fry the shelled gingko nuts with salt and peel off the skin.
5. Arrange the fried oysters in a dish and garnish with the ginko nuts and parsley.
Khal Bi(Korean Barbecue Meat)
Yield: 1 servings
Ingredients
4 lb Short Ribs
1/2 c Shoyu
1 tb Sugar
1 ds Black pepper
2 Cloves Garlic;finely chopped
1 tb Honey
1 1" cube ginger;finely sliced
2 Stalks green onion;fine chop
1 ts Sesame oil
Directions
Slice meat 1/8 inch away from bone, leaving bone attached. Crisscross meat to break fibers and allow marinade to
penetrate. Combine sauce ingredients and marinate meat for a minimum of 1 hour. Broil or barbecue to desired doneness.
Chap Jae
Ingredients
1/2 lb. finely ground beef or pork
1/2 lb. cellophane noodles
1/2 bunch spinach (about 1 1/2 cup when cooked
10 mushrooms, fresh or dried
1/2-1 onion chopped
1-2 carrots, shredded or finely slivered
1 tablespoon sesame seed
2 tablespoons sesame oil
1/4 cup soy sauce
2-4 tablespoons sugar
1/2 teaspoon MSG (optional)
2 cloves garlic, crushed & finely chopped
Salt and pepper to taste
Cooking oil
Directions
1. Fry meat in small amount of cooking oil until done and set aside.
2. Cook noodles in boiling water, test for tenderness. They should be soft but firm. Rinse noodles in cold water when
done. 3. Cut noodles to 3 or 4 inch lengths.
4. Cook spinach in boiling water, drain, rinse in cold water and drain again. Cut into bite size pieces and set aside.
5. If dried mushrooms are used, wash well and soak in warm water for 15 minutes. If fresh, wash well.
6. Chop mushrooms into small pieces.
7. Over medium heat in wok or frypan, heat some cooking oil and stir-fry mushrooms, onion and carrots until barely
tender.
8. Add meat, noodles, spinach and more oil if needed to prevent sticking.
9. Stir and cook, adding sesame seeds, sesame oil,soy sauce, sugar, MSG, garlic, pepper and salt. Taste as you cook
and mix in seasonings, adjusting them to taste.
10. Heat just long enough to heat ingredients and blend flavors.
Makes about 6 servings.
Chapche Mixed Veggies
with Beef
Mixed vegetables with beef ("chapche") is usually made when there are some celebration or party. But it is easy to make and
now is served in any time people want.
The dishes contains seasoned beef, vegetables, and noodles. Its taste is sweet and very special.
Ingredients
5 oz lean beef
A: 2 T soy sauce, 1 T sesame oil,1 t sugar, 1/2 cooking wine.
Crushed garlic, roasted sesame seeds, finely chopped green onion
1 3/4 oz bean threads, i green onion, 4 dried mushrooms, soacked in water, 1 oz carrot, 1/3 oz dried cloud ear
mushrooms, soacked in water.
1 green peper, 2/3 t salad oil, salt and pepper.
B: 1 t roasted sesame seeds, 2/3 t soy sauce, 1/2 t sugar
1/3 t sesame oil, crushed garlic, pepper, MSG
Directions
1.In salted boiling water, cooked bean threads 3- 4 minutes until transparent.
2.Drain and cut into 2 1/2 inch length.
3.Cut beef and make it into strips.
4.Combine A and add beef to marinate.
5.Slice green onion diagonally.
6.Cut mushrooms into strips.
7.Cut ear mushrooms into bite size pieces. Cut carrot and green pepper into the strips.
8.Heat salad oil and add green onion. Cook briefly and seas on with salt and pepper. In the same manner cook all
vegetables.
9.Heat salad oil and cook beef strips.
10.Combine B. Add bean threads and mix well.
11.Add vegetables and beef. Mix and serve it.
Chen Ya Korean Meat Fritters
Serving Size : 4
Ingredients
2 lb Sirloin tip steak
3 Sprigs green onion, minced
2 tb Sesame seed oil
2 ts Sesame seeds
1/2 c Soy sauce
1 Clove garlic, minced
1 Dash of black pepper
5 Eggs
Directions
Slice meat 3"x4"x1/4" thick. Combine all other ingredients except eggs and soak meat in sauce for one hour. Flour
meat, dip in slightly beaten egg, and fry over medium head until brown. Serve hot with sauce. Sauce: 2 tbsp. soy
sauce 1 tsp. chopped green onion 1 tsp. sesame seeds 1 tsp. vinegar 1 tsp. sugar Mix all ingredients together.
-----------------VINEGAR SOY DIPPING SAUCE-----------------
3/4 c Light Soy Sauce
1/4 c White Vinegar
1/4 c White Sesame Seeds, Toasted - And Ground
2 ts Finely Chopped Green Onions
Directions
This cook-at-the-table one-pot dish is served with a biting vinegar soy sauce dip. The meat and vegetables are eaten
first; then the stock, well flavored by the ingredients and pepped up with chili, is served as a soup with a sprinkling of
diced onions.
Very thinly slice the liver, sprinkle with salt and pepper and fry lightly in a little vegetable oil with a few drops of
sesame oil until colored and sealed on the surface. Set aside.
Boil the tripe for 8 minutes in lightly salted water; drain and cut into narrow strips.
Cut the beef into thin slices. Pound with a meat mallet or the side of a cleaver and cut into small squares.
Mix the ground meat with the egg, adding salt, pepper and a few drops each of sesame oil and soy sauce. Form small
meatballs with wet hands. Fry in a half-and-half mixture of sesame and vegetable oils until lightly browned.
Peel and slice the carrot. Drain the mushrooms and remove the stems. Bring the stock to the boil in a suitable vessel
in the center of the table. Add the meat, vegetables and nuts and simmer gently for about 15 minutes. Spoon straight
from the pot into small bowls with the vinegar soy dip.
When the meat and vegetables have been eaten, add the finely shredded chili and green onions to the remaining
stock and serve in soup bowls.
Vinegar Soy Dipping Sauce: Mix all ingredients. The sauce keeps for several days in the refrigerator without the
green onions, one day with the green onions added.
Music (Hear)
Alia Hamka
Objective:
Introduce
students to Korean music, musical instruments, and their songs.
Through
the activities, students will learn about the Korean culture and develop
appreciation
of Korean music.
Evaluation:
Students
will evaluated on the third day of this lesson, which is on the
Korean
musical instrument they create using household objects, e.g. rubber bands,
strings, cups, empty
coffee can, beans, oatmeal cereal box, etc. They will create one of five Korean
instruments, which they will learn about and present it to the class.
Rationale:
Korean
musical is important for students to know about so they can feel and
hear
different songs as well as different instruments that make music, which may be
different
than what they have been exposed to.
Materials:
Video
and pictures of Korean musical instruments
A
recording of Korean songs
Household
objects: rubber band, strings, cups, empty coffee cans, beans, etc.
Computer
with internet access
Opener:
Learn a Korean song
Procedures:
Day
1:
Students
will be shown a video and pictures of Korean musical instruments.
Students
will listen to a recording of Korean music.
Students will be put
into small groups to discuss the differences in the instruments that they are
familiar with. Each group will fold a piece of paper hot dog style and make two
lists: Korean musical instruments, and musical instruments we are familiar
with.
Each group will then
present what they came up with to the entire class for a whole group
discussion.
Day
2:
Students will go to the
computer lab to search for pictures regarding Korean music and instruments.
Students will put
together a bulletin board with the pictures they found on the internet.
While listening to a
tape of Korean music students may clap their hands with the rhythm or express
the mood of the music with body movements.
Students will be told
to bring in household objects, e.g. rubber bands, strings, cups, empty coffee
can, beans, oatmeal cereal box, etc. for the next day’s activity.
Day
3:
Students will learn the
name as well as a description of five traditional musical instruments:
Komungo
The komungo is
representative of zithers with six strings of twisted silk. The second, third,
and fourth strings are stretched over 16 fixed frets and tuned by round pegs,
while the other strings are stretched over movable bridges and tuned by moving
the bridges to the left or right. The strings are plucked with a bamboo rod
(sultae), which is held between the index and middle fingers of the right hand,
while the left hand presses on the strings to produce microtones.
Kayagum
The kayagum, which is
related to the Chinese cheng and the Japanese koto, is another type of Korean
zither. It has 12 silk strings supported by 12 movable bridges. The thumb,
index and middle fingers of the right hand pluck the strings, while the index
and middle fingers of the left hand touch the strings on the left side of the
movable bridges. The tone quality is clear and delicate. The sanjo Kayagum is a
small, narrow type of kayagum patterned after the original kayagum called
popgum. It is used for the fast fingering of folk music and sanjo music.
Ajaeng
The ajaeng is a bowed
seven-stringed zither. Played with a resined bow made of forsythia wood, the
tone of the ajaeng is majestic and full. The instrument is used primarily in
court orchestras to reinforce the bass instruments.
Haegum
This two-stringed
fiddle without a fingerboard is held on the left knee and played vertically
with a bow. The tone quality is nasal and the sound is penetrating. The
instrument is always found in Korean court and folk music ensembles.
Taegum
The taegum is the
largest and most representative transverse flute of Korea. It has a blowing
hole, a hole covered with a thin membrane, six finger holes and five non-finger
holes at the lower end, for a total of 13. The vibration of the membrane lends
a beautiful, expressive tonal quality to the music. The taegum is an
indispensible instrument in any Korean music ensemble.
Each student will
create one of the five musical instruments they learned about using the
household objects, which they brought in.
Wrap –up:
Each student will then
present their Korean musical instrument along with playing it for the class.
Students will tell the class the name of the instrument, how they made it, and
one thing they appreciate about Korean music.
Religion
Bethany Shelton
Grade Level: 3rd
to 5th
Subject: Social Studies
Time Required: 3 days
Goal: Students will
become aware of the two major religions in South Korea.
Objectives:
Students will learn
about two of South Korea’s religions: Confucianism and Buddhism.
Students
will become more familiar with the Internet and how to use a search engine.
Students will improve
their ability to compare and contrast while working in small groups.
Evaluation:
Observe
if students:
Work
cooperatively in groups.
Find
accurate information on Internet and other resources.
Present
information in organized presentation providing accurate information.
Each
person presents information, showing knowledge of the subject.
Rationale:
Over the last few weeks
students will have learned about South Korea including its culture, government,
food, and music. This lesson on
the two major religions in South Korea will compare and contrast Buddhism and
Confucianism. It will also require
that students use the Internet and other resources to come up with their
information.
Materials Needed:
Computers
with Internet access
Library
Large
Roll Paper for Presentation sheets
Opener:
While learning about
South Korea, we have not explored their religion and how it plays a role in the
country.
Procedure:
Day
One:
Reflect
on the past classes dealing with culture, food, music, and government.
Ask
students to give a brief summary about main points of each.
Explain that the final
topic is the religion in South Korea: Highlight that they will be focusing on
Buddhism and Confucianism.
Explain that the
students are going to be required to give a short presentation on one of the
assigned religions.
Have
students break up into trio’s.
Assign
each group either Buddhism or Confucianism.
Instruct students,
using the library and computers, to locate information on their assigned religion.
Students
are to take notes due to lack of time.
Day
Two:
Pair
students up with another group that is presenting on the other religion.
Have
students compare and contrast the notes they took on their religion.
As a group of six, the
students will create a poster, on roll paper, that shows the differences in the
religions. They may create it any
way they please.
Students
will present the posters at the end of class.
Remind the students to
bring in something that represents South Korea: culture, government, food,
religion or music for party the next day.
Day
Three:
Students
will finish presenting posters from the previous day if they did not finish.
Students
will reflect on the five different aspects we studied on South Korea.
Students will present
the item to the class that they brought in that represents one aspect of South
Korea.
They
will explain what it is and why they choose to bring it in.
Students will enjoy the
culture using the different things that they brought while celebrating for the
rest of the period.
Wrap-up:
After three weeks of
learning about the culture, government, food, music, and religion in South
Korea, the students will now have a better understanding of the Korean culture.
References
Johnston, R. (1971). Getting to Know the Two
Koreas. New Your, NY: Coward, McCann, & Geoghegan, Inc.
Knowlton, M., Sachner, M., & Tolan, S. (1987). Children of the World: South Korea. Milwaukee: Gareth Stevens Publishing.
Sang-su, C. (1983). Annual Customs of Korea. Seoul, Korea: Seomun-dang Publishing Company.
Suyenaga, R. (1992). Multicultural
Celebrations: Korean Children's Day. Ohio: Modern Curriculum Press.
http://www.assembly.go.kr/english/index.html
http://www.korea.net/
http://www.geocities.com/Tokyo/Ginza/7978
http://www.museum.go.kr/
http://www.koreafolkart.com/eindex.asp
http://www.koreanhistoryproject.org/