Mary Conners' Proposal for the California History-Social Sciences Framework

Korea and the 2010 History-Social Science Framework  

(All new references to Korea in the Framework will appear in bold)

Kindergarten   Learning and Working Now and Long Ago

Standard K.1 Students understand that being a good citizen involves acting in certain ways.

a. To support ideas of good citizenship, teachers could introduce stories, fairy tales, and nursery rhymes that incorporate conflict and raise values that are both interesting and understandable for young children. This would be an opportunity to read Korean folktales that reveal Confucian values on respect and benevolence, filial devotion, and loyalty.

b. Students further their study of good citizenship by learning about people who exhibit honesty, courage, determination, individual responsibility, and patriotism in American and world history. Teachers may introduce students to important historical figures who exhibit these characteristics such as King Sejong and Admiral Yi.

Grade One   A Child’s Place in Time and Space.

Standard 1.4 Recognize similarities of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

This allows for stories from parents and grandparents on what life was like at an earlier time.

Standard 1.5 (3) Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.

There is no specific reference to Korea; however, Standard 1.5 refers to Cinderella stories from varied cultures and this allows for the inclusion of “The Korean Cinderella” story written by Shirley Climo.

Grade Two – People Who Make a Difference

Quality literature books may be shared to help students acquire deeper insights into

life in the past and the cultures from which the families came: the stories, games, and festivals parents or grandparents might have enjoyed as students.

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 there ancestors lived, describing when their Korean family came to America, and how and why they left Korea

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.

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.

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.

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.

There is no reference to Korea in the third grade; however, if a school is located in a Koreatown, there is an opportunity to examine the growth of this area and the Korean American experience. One might organize a field trip to the Korean American Museum

as it weaves the Korean American story into “the complex and colorful fabric of America’s cultural life. In doing so, the Korean American Museum helps define what it means to be Korean American.”  (www.kamuseum.org)

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).

The Koreans are mentioned for the first time along with other immigrant groups who arrived in the second half of the 19^th century. The Framework states that “The Chinese, Japanese, Korean, Filipino, Sikhs, and other immigrants of the second half of the nineteenth century, provided a new supply of labor for California’s railroads, agriculture, and industry and contributed as entrepreneurs and innovators, especially in agriculture.” This clearly allows for teaching Korean American history and showing the Arirang Classroom DVD that includes four lessons and interviews. See http://arirangeducation.com/main.

Grade Five – United States History and Geography: Making a New Nation

5.5 Students explain the causes of the American Revolution

Korea is not mentioned in the fifth grade, but students could compare the American Independence Movement with the Korean Independence Movement.

Grade Six – World History and Geography: Ancient Civilizations (to 500 A.D.)

6.6 (1) Describe how the Chinese civilization influenced the Koguryo, Paekche and Silla Kingdoms

The silk industry reaches Korea with the arrival of Chinese immigrants in 200 BCE. Buddhism and Confucianism are transported to Koguryo and Paekche from China in the 4^th century CE. In the 5^th century Silla adopts Buddhism as a state religion

6.6 (3) Know about the life of Confucius and the fundamental teachings of Confucianism and Daoism.

Korea is not mentioned in the sixth grade, however, students could learn about Confucianism and the fact that ultimately Korea became the most Confucian of all nations in East Asia. Efforts were made to include Korea in the sixth grade during the framework, but this was not possible as we had to work with the existing Standards. Students could learn that Confucianism and Daoism continue to have influence in Korea today.

Grade Seven – World History and Geography: Medieval and Early Modern Times (500 – 1789)

Standard 7.3 Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. The Framework now states that “Buddhism, introduced in earlier centuries from India, spread widely in China during the Tang period and began to alter religious life in neighboring Korea and Japan as well.”  [This could also allow for teaching about the role of Korea in the Silk Road]

Standard 7.5 (1) Describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

The Framework now includes the following entries: 1) The hunting and gathering people who inhabited Japan’s island chain adopted agriculture about 2,500 years ago, when farmers migrated from Korea to introduce rice cultivation….The coming of agriculture represents an early example of cultural and commercial contacts between Japan and both Korea and China. 2) Between the third and sixth centuries, when China was politically fragmented, many Chinese and Koreans migrated to Japan in search of refuge or opportunity. Those newcomers introduced many innovations, including advanced metallurgy, writing, silk production, textile manufacture, paper-making, and Buddhism. 3) Also, China’s immense power under the Tang dynasty (618-907) stimulated Japanese interest in Chinese and Korean culture. 4) A reference will be made to Korea’s early achievements in woodblock print technology 5) Exchanges with China and Korea grew, as merchants imported luxury goods in return for Japanese silver, copper, timber, and steel swords.

Standard 7.8 (3) Understand the effects of reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes (Korea is not mentioned specifically at this time, but the reference to the Silk Road will allow for a discussion of Korea and the Silk Road and the adoption of the Korea Society’s PowerPoint lecture “Silla and the Silk Road” and material from the Korea Society’s book, Silla Korea and the Silk Road: Golden Age, Golden Threads (also located on the Korea Society’s website).

Standard 7.8 (4) Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing. After 1455, the printing press (i.e. using moveable metal type that had been independently established in Korea 200 hundred years earlier) and the availability of manufactured paper proved to be important means for disseminating humanism and the outcomes of the Italian Renaissance to other parts of Europe and beyond.

Grade Eight – United States History and Geography: Growth and Conflict

Standard 8.12 (5) Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g. the effects on social fabric of cities, wealth and economic opportunity, the conservation movement.

The Framework states: “The Gold Rush in California and agricultural labor in Hawaii spurred unregulated Chinese, Korean, Japanese, Filipino, Hindu, and Sikh immigration to the United States.” This entry provides opportunities for teaching Korean American history and the roles of Koreans in California in the late 19^th and early 20^th centuries.

Grade Nine – Elective Courses in History – Social Science

Korea is not mentioned in any of the elective courses. I propose that an Asian Studies elective be offered in the future. A syllabus to teach Korean Studies has been created for grade nine and is available upon request by emailing MaryConnor@sbcglobal.net.

Grade Ten – World History, Culture, and Geography: The Modern World (1750 to the Present)

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 long-term responses by the people under colonial rule. Korea is not specifically mentioned, but the Standards provide an opportunity to include the Japanese occupation of Korea (1910-1945) and the possible adoption of either Linda Sue Park’s When My Name was Keoko or Richard Kim’s Lost Names.

Standard 10.9 (3) Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e. the Korean War, Vietnam War, Cuba, and Africa).  Korea is not mentioned in the revised Framework, but it can be taught since the Korean War is mentioned in the Standards.

Standard 10.11 Students analyze the integration of countries in the world economy and the information, technological, and communications revolutions (e.g. television, satellites, computers).

The revised framework states the following: Since the 1980s, much of Asia (particularly China, Singapore, Hong Kong, South Korea, and Japan) has become a notable economic success story.

Grade Eleven – United States History and Geography: Continuity and Change in the Twentieth Century

Standard 11.9 (3) Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the [Korean War, Vietnam War, etc] The revised framework states that “Students examine the United Nations’ intervention in Korea, Eisenhower’s conclusion of that conflict, and his administration’s defense policies based on nuclear deterrence and massive retaliation. The framework will also include Linda Granfield’s I Remember Korea and Rudy Tomedi’s No Bugles, No Drums, examples of oral histories that represent soldiers’ and refugees’ experiences during the Korean War.

Grade Twelve – Government

Standard 12.9 (1) Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices.

Standard 12.9 (7) Discuss the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland.

The revised framework states that “The nature of dictatorial communist rule in the Soviet Union should be compared to authoritarian regimes today in Cuba, Laos, Vietnam, North Korea, Sudan, and China, with attention to similarities and differences, such as the need for control of information, and the difficulties such regimes face in maintaining control of information given modern technology such as the internet and cell phones. Copies of Hyung Gu Lynn’s Bipolar Orders: The Two Koreas since 1989” in hopes that the framework committee would consider this book as a resource.

12.9 (8) Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them.

The revised framework includes the following: “Attention also can be given to the movements toward democratic government in such countries such as Spain, Poland, Argentina, Chile, the Philippines, South Korea, Guatemala, El Salvador, and South Africa.

Grade 12 – Principles of Economics

Korea is not mentioned.

Appendix A – Integration and Disintegration in the Contemporary World

This appendix offers some alternative perspectives on the contemporary world and proposes that students reflect on global themes.

The revised framework discusses globalization and notes that the modern multinational corporations are distinctive as they have the capacity to spread out the productive process across different countries. It notes that “Apple’s iPod is “designed in northern California and assembled in China, out of components that originate in Japan, Taiwan, Korea, Singapore, and many other countries.

The final new reference in the framework follows: “Overseas markets have been even more vital to the growth of smaller “Pacific Rim” economies such as Singapore, Taiwan, and South Korea in the 1980s and 1990s.”

Mary Conners and the Representation of Koreans and Korean Americans in Social Studies

The following is a small introduction of Mary Conners - an individual attempting to transform the California Framework for the Social Studies:

Mary Connor is President of an organization called Korea Academy for Educators.  She is also a Program Director for seminars and workshops on Korean History and Culture.  She attended every meeting of the development of the new California History/Social Science Framework in 2009. She spoke at every public hearing and brought chairs of Korean Studies Depts (UCLA [John Duncan] and Brigham Young University[Mark Peterson]) to speak on behalf of Korea. She communicated with Koreans and Korean Americans in the Sacramento area to also speak in the public forums. She also asked several Asian Americans to speak to include more Asian American history in the the California Framework. She studied the California Standards and old Framework and found places where information about Korea could be included in the new Framework. She wrote up this information, photocopied it, and spoke in the public forums about what to include about Korean history and culture. She also asked others to speak about this information in the public forums.

All of this worked well as Korea is now in the Framework. It really was democracy in action and indicated the possibilities of being politically involved in the democratic process. Since 2009, she has lobbied for the Framework. IKEN and individuals such as William Min and Sung Kim have assisted KAFE in communicating with the Korean American community to send letters, faxes, and emails to appropriate people in Sacramento. They have all made phone calls. She has also made many phone calls to individuals who are on the staff of the California Dept. of Education. She has communicated with the Korean Consulate General in LA and San Francisco and worked also with the Korean American community in the Silicon Valley/Cupertino/San Jose area.

She has recently communicated with Senator Loni Hancock's office in support of SB 1540. The measure was approved a few weeks ago by the Senate Education Committee. Sometime in May SB1540 will go to the Senate Appropriations Committee. If approved the estimated cost will be $30,000. Given the financial problems of the state, it may not pass. She will ask people to call members of the Senate Appropriations Committee in May, write letters, etc.

conversation with my literacy coach

I had a chance to talk about the issue on representation of minorities in World History textbooks.  He had a different take on this topic.  I thought it was a rather interesting view. He stated that we needed to look beyond the textbook content and teaching methodologies and focus on the CA framework.   He noted that the World History textbooks we use in our classrooms are based on the influences that the US has had on the world and the ways in the which the world has/is interacting with the US.  This is what the CA framework is based on, and this is what textbook makers are looking at when deciding the content and representation of covered material.

However, he also noted that the CA framework seems to be outdated.  The contents covered in the textbook does not address the most current issues and therefore does not accurately represent minorities.  When minorities are included in the textbooks, the viewpoints are outdated by decades. 

For example, in representing Koreans and Korean Americans, our textbooks today do not include an accurate account of the current relationship that Korea has with the US.  The relationship between these two countries in our textbooks are that of the Korean War and the relationship that developed following the event.  Needless to say, the relationships between these two countries has changed greatly in the decades that followed.

I am certain that this is the same case for many if not all of the foreign countries with which the US has had a relationship.  This means that the contents mandated by the CA framework must be updated to include the evolution of these relationships as a part of World History.

Representation of Minorities in History Textbooks

Hi all,

I wanted to pose a question to you:

How would you personally determine whether a minority group is being fairly represented in a history textbook?  Would the fairest way be to create state-specific textbook based on the state's population make-up?  For example, if CA's population is 30% Hispanic, then would it be fair to state that 30% of all history textbooks in CA should cover the Latino history and experience? 

What about the experiences and history that is already covered?  Do you think that minority experiences and histories are being represented fairly in our textbooks???