CCOTMODULE//Day21

CAUSATIONANDCONTINUITY/CHANGEMODULEOVERVIEWSKILL:CAUSATIONANDCCOT CONTENT:APWORLDC.F. KEYCONCEPT6.3 I D ThismodulefocusesoncausationandCCOT(ContinuityandChangeOverTime)throughanexaminationofthepoliticalandeconomicdevelopmentofSouthKorea.

Nationsrespondedinavarietyofwaystotheeconomicchallengesofthetwentiethcentury.

DAY1

Howarebeliefsystemsutilizedtostrengthenthelegitimacyofrulersorregimes?

CLASSACTIVITY:PrimarySourceInvestigationStudents work collaboratively to interpret a set of four sources. Students will analyzeevidencetodeterminehowseveralbeliefsystemswereutilizedinKoreatolegitimizerule.

AP-ALIGNEDASSESSMENT:ShortAnswerQuestionShortAnswerQuestion:

A. Identifyabeliefsystemreflectedinthepassageprovided.B. Explainhowanotherbeliefsystemsupportedstate-buildingeffortsinKoreabefore1450CE.C. Explainhowabeliefsystemsupportedstate-buildingeffortsoutsideofKoreaafter1450CE.

DAY2

WhatcausedtheEconomicMiracleinSouthKorea?

CLASSACTIVITY:EconomicMiracleMysteryInvestigationStudentswork in jigsawgroups to analyze sources in an investigationof howSouthKoreawasable to groweconomically after theKoreanWar. Students areassignedoneof threeexpertgroups—corporations,government,orcitizens—toexplainthecauseoftheeconomicmiracleinSouthKorea.

AP-ALIGNEDASSESSMENT:LongEssayQuestionLong Essay Question: “Develop an argument that evaluates the extent to which at least onespecificgovernmentinAsiaguidedeconomicdevelopmentintheperiodafterWorldWarII.”

DAY3

CLASSACTIVITY:TeachingtheDocument-BasedQuestionStudents practice three targeted document-based question skills: thesis writing,contextualization,andsourcing.Studentswillwritethefullessayand/orscorepeeressays.

AP-ALIGNEDASSESSMENT:Document-BasedQuestionDocument-Based Question: Evaluate the extent to which Korean leaders utilized beliefsystemstostrengthentheirpoliticalpowerthroughtheperiodfrom600CEtothepresent.

CCOTMODULE//Day22

CAUSATIONANDCONTINUITY/CHANGEMODULESOURCES

DAY1

AUTHOR SOURCE DATE1. WangGeon TenInjunctions 9432. AnonymousOfficialhistoryoftheKoreanGoryeodynasty 14003. BrianHogarth GoryeoBuddhism 20034. CharlesMuller “KoreanBuddhism:AShortOverview” 19975. YiSeong-gye FoundingEdict 13926. Anonymous Mapofcapitalcity,Hanyang18227. MarkPeterson TheNeo-ConfucianFoundationoftheJoseonKingdom20098. KWLFChart:ConfucianismandNeo-Confucianism20189. ParkChung-hee ToBuildaNation 197110. USRecordTestimonyofRalphCloughandBruceCumings198511. ParkChang-seokKorea:FromRagstoRiches201012. KoreanRecordConstitutionoftheRepublicofKorea1948

DAY2

AUTHOR SOURCE DATE1. KWLF ImagesofInchonandBusan 1950/20102. AhnChoong-yong“ChaebolTransformedIndustry” 20103. KWLFIntroductiontoChaebols20184. KoreanRecord ConstitutionoftheRepublicofKorea 19485. SyngmanRhee LettertoUSCongressmanPaulW.Shafer 19546. AndreiLankov "SaemaulUndong" 20127. ParkChang-seokKorea:FromRagstoRiches20108. ParkChung-heeToBuildaNation19719. KimDae-jungPresidentialInauguralAddress199810. ParkChang-seok“Mr.President:AKingpininNationBuilding”2010

DAY3

AUTHOR SOURCE DATE1. WangGeon TenInjunctions 9432. XuChing NotesfromadiplomatictriptoKorea11003. AnonymousOfficialHistoryoftheKoreanGoryeodynasty 14004. YiSeong-gye FoundingEdict 13925. Anonymous Mapofcapitalcity,Hanyang 18226.ParkChung-hee ToBuildaNation 19717.USRecord TestimonyofRalphCloughandBruceCumings 1985

CCOTMODULE//Day23

DAY 2 BASEDONA60-MINUTECLASS

LessonQuestion:WhatcausedtheEconomicMiracleinSouthKorea?

APCURRICULUMFRAMEWORKREFERENCE LearningObjectiveCUL-2—Explainhowreligions,beliefsystems,philosophies,andideologiesaffectedpolitical,economic,andsocialdevelopmentsovertime.KeyConcept6.3—AftertheKoreanWar(1950-1953),theroleofthestateinthedomesticeconomyvaried,andnewinstitutionsofglobalassociationemergedandcontinuedtodevelopthroughoutthetwentiethcentury.I.Statesrespondedinavarietyofwaystotheeconomicchallengesofthetwentiethcentury.

C.InnewlyindependentstatesafterWorldWarII,governmentsoftentookonastrongroleinguidingeconomiclifetopromotedevelopment.

D.InatrendacceleratedbytheendoftheColdWar,manygovernmentsencouragedfree-marketeconomicpoliciesandpromotedeconomicliberalizationinthelatetwentiethcentury.

HistoricalReasoningSkills: CAUSATION;CONTINUITYANDCHANGEOVERTIME

OVERVIEW

Thisactivityisdesignedtodevelopstudenthistoricalreasoningskillsincausationandcontinuityandchangeovertime(CCOT)throughtheuseofprimaryandsecondarysources.StudentswillfocusonthereasonsforSouthKorea’seconomicmiracleaftertheKoreanWar.ThislessonisbestusedafterstudentshaveacquiredsomebackgroundknowledgeoftheColdWarandglobaleconomicdevelopmentsinthelatetwentiethcentury.Throughoutthejigsawlesson,studentswilluseprimaryandsecondarysourcestomakeconclusionsabouthowSouthKorea’scorporations,government,andcitizenswereabletoachieveeconomicsuccessaftertheKoreanWar.Intheseactivities,studentsareaskedtotakeontheroleofahistorian.TeachersshouldbeawarethatmanycontemporaryhistoriansgrapplewiththisdebateoverSouthKorea’s“economicmiracle”andtherefore,thisactivitycanbeanopportunitytoencouragediverseinterpretationsbystudents,aswell.

MATERIALSNEEDEDFOR:Pre-AssignedHomework

• Accesstotheinternetforviewingvisualimagesandanimation• AnimationofGapminder.orgdataonSouthandNorthKorea• HomeworkMaterialsPartI(pp.8-9)• HomeworkMaterialsPartII(p.10)

In-ClassActivity• ExpertFile1:Corporations(pp.11-12)• ExpertFile2:Government(pp.13-14)• ExpertFile3:Citizens(pp.15-16)• JigsawGroupHandout(p.17)• SummaryandPieChartHandout(p.18)

Assessment• LongEssayQuestion(LEQ)(p.19)• HowtoCompletetheLEQ(pp.20-23)• LEQScoringSamples(pp.24-34)

CCOTMODULE//Day24

SEQUENCEOFINSTRUCTION

HOMEWORKOVERVIEW:PREPARATIONFORCLASS

HOMEWORK(20MINUTES):

1. StudentswillviewthetwophotographicimagesinHomeworkMaterialsPartI(pp.8-9):SouthKoreaduringtheKoreanWar(Inchon)andmodern-dayurbanSouthKorea(Busan).Studentswillwritethreeobservationsabouteachphotographandtwoquestionsraisedbytheinformationpresented.

2. Studentswillthenviewananimationofaninteractivechartofpercapitaincomeandlifeexpectancyoverthepasttwocenturies.ThischartusesdatacollectedbytheGapminderwebsite.StudentswillwritedownfiveobservationsaboutthedataandthreequestionsraisedbytheinformationpresentedinHomeworkMaterialsPartII(p.10).Sincetheinformationontheinteractivechartmovesquickly,studentsmaywanttoviewtheanimationseveraltimes.

Teacher Notes

Ifstudentsdonothaveaccesstotheinternetoutsideofschoolorarenotaccustomedtousingtechnologyforhomeworkassignments,theseactivitiescanbedoneduringthepreviousclassperiodoraspartofthewarmup.ToaccesstheGapminderdatadirectly,teacherscanvisitwww.gapminder.organdselectBubbleChart.CheckingtheboxesforSouthKoreaandNorthKoreaontheright-handsideofthescreenwillisolatethedataforthewealthandhealthofbothcountriesovertime.SinceviewingtheBubbleCharttakeslessthan40seconds,withthemostdramaticseparationbetweenthetworegionsattheend,teachersmaywanttoreplaythecharttwoorthreetimes.

CLASSACTIVITY1OF5:WARMUP

WARMUP(10MINUTES):

1.Studentsreviewtheirhomework.Studentsshouldworkinpairstoreviewtheirhomeworkobservationsandquestionsforboththephotographsandtheanimation.[4minutes]

2.Asawholeclass,studentsprovidewhattheyconsidertobetheessentialquestionsthattheyconsideredwhenexaminingtheinformationforhomework.[3minutes]

ThepurposeofthewarmupistosetuptheEconomicMiracleMysteryInvestigation,andtheessentialquestionofwhatcontributedtotheSouthKoreaneconomicmiracle.

Teacher Notes

Wewouldexpectthatthecentralquestiontoemergeduringthewhole-classdebriefwouldbe:Whatcausedthechangesthatweseeinthephotographsandtheinteractivechart?Teachersshouldbepreparedtoraisethequestionifitdoesn’tariseorganically,sincethisquestionframestherestoftheclassactivities.

CCOTMODULE//Day25

CLASSACTIVITY2OF5:EXPERTGROUPSFOCUSONANEXPLANATION

EXPERTGROUPS(20MINUTES):

1.Likemanymysteries,answeringquestionsaboutthecausesoftheSouthKoreaneconomicmiraclerequiresateamofexpertdetectivestofocusondifferentexplanations.Studentswillfirstworkinexpertgroupsoftwoorthree,andfocusononeofthreequestions:

• WhatwereSouthKoreancorporationsdoing?

• WhatwastheSouthKoreangovernmentdoing?

• WhatwereSouthKoreancitizensdoing?

Althoughtheclasswillhavemanygroups,thenumberofstudentsrepresentingeachofthethreespecialtiesshouldbesimilar.

2.Studentswilltakeafewminutestoreviewtheinformationintheirassignedexpertfile(ExpertFile1:Corporations(pp.11–12);ExpertFile2:Government(pp.13–14);ExpertFile3:Citizens(pp.15–16))andanswerthequestions.Inalateractivity,studentswillshareaquickoverviewofhowtheirentitycontributedtotheeconomicmiracleinSouthKorea;theywilldothisasindividuals,sharingwithmembersoftheothertwoexpertgroups.

Teacher Notes

Beforeclass,teachersshouldpreparethedocumentsetsforeachstudent.Placingtheseinfoldersmayhelporganizethematerials.Eachofthethreeexpertfileshasatleasttwodocumentsandonequestiontohelpstudentsunderstandhowgovernment,corporations,orcitizensaffectedtheeconomyofSouthKorea.Teacherscandecidewhetherstudentswillusepaperorelectronicversionsofthedocuments.

Teaching Tip

Teachersshouldcirculatearoundtheclassroomtomakesurestudentsunderstandtheirexpertgroup.Teachersshouldtaketimebeforeclasstoreviewthesematerialssotheycanfillingapsorcorrectcommonmisunderstandings.Forexample,the

studentswhochoosecorporationswillmostlikelyhavenopriorknowledgeofchaebols(SouthKoreanfamily-runconglomerates).Thisactivityshouldmovequickly,asstudentsreadthedocuments,considerthequestion,andreporttotheirsmallgroups.

CLASSACTIVITY3OF5:STUDENTSSHAREEXPERTGROUPFINDINGS

JIGSAWEXPERTGROUPS(20MINUTES):

1.Teacherswilldividestudentsintogroupsofthree,withonestudentrepresentingeachofthethreeexpertgroups(corporations,government,orcitizens).

2.Eachstudentwithinthejigsawgroupreportsonhowcorporations,government,orcitizenscontributedtotheeconomicmiracleinSouthKorea.TheotherstudentstakenotesontheJigsawGroupHandout(p.17).

CCOTMODULE//Day26

CLASSACTIVITY4OF5:CREATEAPIECHART

ANALYZINGEFFECTS(5MINUTES):

1.StudentswillworktogethertosummarizetheinfluenceofeachexpertgrouponthegrowthoftheSouthKoreaneconomy,usingtheSummaryandPieChartHandout(p.18).ThesummaryshouldexplainhowSouthKoreawasabletoachieveeconomicsuccessaftertheKoreanWar.Eachgroupofthreestudentsshouldthencollaboratetomakeapiechartinwhichtheyindicatetherelativeimportanceofcorporations,government,andcitizensintheSouthKoreaneconomicmiracle.

Teacher Notes

Thispartofthelessoncanbeadjustedbasedonthetimeavailable:Teacherscanaskstudentstowriteanofficialsummary,ortoagreeverballyonwhattosaytotheclasstojustifythepercentagebreakdownontheirpiechart.

CLASSACTIVITY5OF5:DEBRIEF

DEBRIEF(10MINUTES):

Inawhole-classdiscussion,studentswillsharesomeoralloftheirsummaries.Thisdebriefingcouldtaketheformofaclassdiscussionwithagreed-uponpointsontheboard,orstudentgroupscouldquicklypresenttheirfindingstotheclassusingtheirpiechartsasareference.

Teacher Notes

Teachersshouldcorrectmisunderstandingsandfillingapsofknowledge.Theyshouldalsoencouragediverseinterpretations.Somestudentsmayputmoreemphasisonthegovernment’sroleortheworkethicofthepeople,forexample.

ASSESSMENT/CHECKFORUNDERSTANDING

FORMATIVEASSESSMENT:LONGESSAYQUESTION

Choice1:StudentswillcompletetheLEQplanningsheetathome.(20minutes)

Choice2:StudentswillwritethefullLEQathome.(40minutes)

Choice2:StudentswillscorethesampleLEQsathome.(30minutes)

CCOTMODULE//Day27

Inthislesson,teachershaveoptionsforhowtheywillhelpstudentsbuildtheirwritingskillsusingtheknowledgeandlearningfromthisactivity.ALongEssayQuestion(p.19)isincludedthatcorrelateswiththecontentofthelesson.Forthoseclasseswithstudentswhoarestilldevelopingtheiressay-writingskills,aninstructionalHowtoCompletetheLEQ(pp.20–23)planningsheetisalsoincluded.Perhapsmosthelpfulofallisasetofsamplestudentessays.StudentscanscoretheseStudentSampleswithScoreJustificationstoseehowaccuratelytheygradedsampleLEQresponses.

Teaching Tip

Teachersmaychoosetohavestudentsusethenextclassperiodtobuildonessay-writingskillsinapairedpeerreviewofeachother’splanningsheet,writingthefullLEQ,orscoringthesampleLEQs.Peergradingcanbeusefulforreinforcingaspects

oftherubric.IfstudentspeergradetheirwrittenLEQs,theteachercanfollowupwithafewcommentsonboththeoriginalessayandthepeergrading.Whicheveroptionteacherschoose,thecheckforunderstandingismorestudentdirectedwhenpeergradingisused.

CCOTMODULE//Day28

HOMEWORKMATERIALS(PARTI)

P h o t o g r a p h o f t h e I n c h o n l a n d i n g i n 1 9 5 0

P h o t o g r a p h o f c o n t e m p o r a r y u r b a n S o u t h K o r e a ( B u s a n )

CCOTMODULE//Day29

HOMEWORK:VISUALANALYSISOFPHOTOGRAPHS

MakethreeobservationsaboutSouthKoreaduringtheKoreanWar(1951-1953)(Inchon).

1.

2.

3.

MakethreeobservationsaboutcontemporaryurbanSouthKorea(Busan).

1.

2.

3.

Whataretwoquestionsraisedbytheinformationpresentedinthetwophotographs?

1.

2.

CCOTMODULE//Day210

HOMEWORKMATERIALS(PARTII)

ViewtheinteractivechartfromGapminder.org.ThisinteractivechartdisplayspercapitaincomeandlifeexpectancyoverthepasttwohundredyearsusingdatacollectedbytheGapmindersite.NorthandSouthKoreaarehighlightedagainstthebackdropofothercountries.Sincetheinformationmovesquickly,youmaywanttoviewtheinteractivechartmorethanonce.

ImportantDates:1910,KoreabecameacolonyofJapan;1945,KoreawasliberatedfromJapanandpartitionedintoNorthandSouthKorea;1950-1953,KoreanWar;1960s,beginningofSouthKoreaneconomicreforms.

HOMEWORK:ANALYSISOFINTERACTIVECHART

Makefiveobservationsabouttheinformationpresentedintheinteractivechart.

1.

2.

3.

4.

5.

Whatarethreequestionsraisedbytheinformationpresentedintheinteractivechart?

1.

2.

3.

CCOTMODULE//Day211

ExpertFile1:CorporationsUsethefollowingsourcestobetterunderstandhowlargefamilycorporations(chaebols)operatedinSouthKorea.Underlineimportantpoints.ThenwritedownhowChaebolshelpedSouthKoreaachieveeconomicsuccess.

DOCUMENT1

SOURCE:AhnChoong-yong,presidentoftheKoreaInstituteforInternationalDevelopment,“ChaebolTransformedIndustry.”

SouthKorea’sindustrialconglomerates,whichoperatemanybusinesslinessimultaneouslyandareoftencontrolledbyasingleownerorfamilyandcommonlyknownas“chaebol,”havebeenthemostimportantdrivingforcebehindKorea’smodern“compressed”growthandindustrialtransformation.ItiswidelyagreedthatKorea’smoderneconomicdevelopmenthasoccurredwithinauniqueparadigmofanexport-based,butgovernment-andchaebol-ledindustrializationstrategywithvaryingdegreesofgovernmentintervention.Overtime,therespectiveroleofchaebolandtheirrelationshipwiththegovernmenthaveconstantlyevolvedtoadjusttothechanginginternationalanddomesticenvironmenttowardsperformance-basedcriteria.[…]

AttheoutsetofthebirthofKorea’smoderneconomyinitiatedinitsfirstfive-yeareconomicdevelopmentplan(1962-1967),Koreaadoptedanexport-orienteddevelopmentmodeltotakemaximumadvantageofalmost“unlimitedbuteducatedlaborforces”whileprovidingvarious“carrotsandsticks”intheformsofincentivesanddisincentivesbythegovernmentandrelyingonforeignborrowingtofinancemassivecapitalrequirements.

Inthe1960s,Korea’smajorexportswerelabor-intensiveproductssuchaswigs,plywood,footwearandlow-qualityclothingandapparel.Atpresent,however,Koreahasbecomeamajorexporterofsemiconductors,ironandsteel,ships,automobiles,electronicsandelectricalapplianceswithworld-renownedbrandnames.

Korea’sleadingmultinationalslikeSamsung,Hyundai,LGandPOSCOcanbefoundnexttotheworld’smostfamouscorporationsontheFortune500list.ThesechaebolshaveplayedavitalroleinKoreaachievinga“miracleperformance,”asthecountry’sdevelopmenthasbeendescribedbytheWorldBank.

I n K o r e a f r o m R a g s t o R i c h e s 1 9 5 0 - 2 0 1 0 : 6 0 G r e a t S t o r i e s o f K o r e a n M i r a c l e s , e d i t e d b y P a r k E u n g - k y u k a n d P a r k C h a n g - s e o k , 2 5 2 - 2 6 0 . S e o u l , K o r e a : T h e K o r e a I n s t i t u t e o f

P u b l i c A d m i n i s t r a t i o n , 2 0 1 2 .

CCOTMODULE//Day212

DOCUMENT2

SOURCE:IntroductiontoChaebols

IntroductiontoChaebolsChaebol(pluralchaebols)comesfromthecombinationoftheKoreanwordsforwealthandclan.Achaebolisa

largegroupofinterconnectedcompaniestypicallydominatedbyawealthyfamily.Theseconglomeratessimultaneouslymanagemultiple,diverseproductlinesandservices,suchasautomobileproduction,hotel

management,andretailchains,withleadershippositionsgenerallyheldbyrelativesofthechairman.

History

BusinessesrunbyfamiliesgoasfarbackastheJoseonDynasty.SamsungandLGwerealsoestablishedover100yearsago.ChaebolsbecamepopularaftertheKoreanWarwiththeriseofGeneralParkChung-hee(1963).Governmentofficialsfunneledreliefmoneyintheformofcheaploanstobusinessesthatagreedtohelprebuildtheeconomy.

Example:HyundaibuilttheGyeonbhuExpresswayinjust2.5years,andbuiltashipyardbeforebuildingships.

Products/Services

ElectronicsAppliancesEngineeringConstructionShipbuildingInsuranceCreditCards

Positives

Chaebolsallowedforrapiddevelopment.

Conglomerateswereexpectedtomeetquotastomaintaintheirgovernmentconnections.

GDPpercapita,1953:$67

GDPpercapita,1996:$10,315

Negatives

Lackofcompetition.

Chaebolsheldnearlytwo-thirdsofmarketsharebythe1990s.

Smallercompanieswereunabletoinfluencetheeconomy,leadingtociviliandissent.

TopChaebols

SamsungLGHyundaiHanjinKumhoLotte

SKGroup

B a s e d o n C a r l o s T e j a d a , “ M o n e y , P o w e r , F a m i l y , ” N e w Y o r k T i m e s , F e b r u a r y 1 7 , 2 0 1 7 , h t t p s : / / w w w . n y t i m e s . c o m / 2 0 1 7 / 0 2 / 1 7 / b u s i n e s s / s o u t h - k o r e a - c h a e b o l - s a m s u n g . h t m l .

HowdidchaebolshelpSouthKoreaachieveeconomicsuccess?

CCOTMODULE//Day213

ExpertFile2:GovernmentUsethefollowingsourcestobetterunderstandhowthegovernmentfunctionedinSouthKoreaanditsroleintheeconomy.Underlineimportantpoints.ThenwritehowtheSouthKoreangovernmenthelpedthecountryachieveeconomicsuccess.

DOCUMENT3

SOURCE:ConstitutionoftheRepublicofKorea,1948.

Article7

(1)Allpublicofficialsshallbeservantsoftheentirepeopleandshallberesponsibletothepeople.

Article9

TheStateshallstrivetosustainanddeveloptheculturalheritageandtoenhancenationalculture.

Article11

(1)Allcitizensareequalbeforethelaw,andtheremaybenodiscriminationinpolitical,economic,social,andculturallifeonaccountofsex,religion,orsocialstatus.

Article32

(1)Allcitizensshallhavetherighttowork.TheStateshallendeavortopromotetheemploymentofworkersandtoguaranteeoptimumwagesthroughsocialandeconomicmeansandshallenforceaminimumwagesystemundertheconditionsasprescribedbyAct.

(2)Allcitizensshallhavethedutytowork.TheStateshallprescribebyActtheextentandconditionsofthedutytoworkinconformitywithdemocraticprinciples.

DOCUMENT4

SOURCE:SyngmanRhee,presidentofSouthKorea,lettertoUSCongressmanPaulW.Shafer,1954.

MydearCongressmanShafer:

Iwritethisletterwiththesincerestdesireonmyparttosetfactsstraightaboutourphilosophyofgovernment.[…]Asforthedeclaredpurposeofyourresolution—tocreateanationaleconomybasedupontherightsofprivatepropertyandfreecompetitiveenterprise—itisfullyacceptable.Iquiteagreewithsuchagoal.HoweverIwishtopointoutthatitwouldbecompletelyuntruetoimplythattheRepublicofKoreaisasocialisticstatewithagovernmentofmonopolisticownershipofindustry.TheRepublicofKoreaGovernmentbelieveswholeheartedlyintheprinciplescommonlyrecognizedasthebasisoffreeenterprisesystem.

CCOTMODULE//Day214

DOCUMENT5

SOURCE:AndreiLankov,scholarfromtheSovietUnionwholivedinbothNorthandSouthKorea,excerptfromthescholarlyarticle“SaemaulUndong.”

PresidentParkChung-hee,whoruledthecountryintheyears1961-1979,hadamissiontoaccomplish.HewantedtotransformKorea,whichinthosetimeswasjustadirt-poorcountry,intoaprosperousandsuccessfulnation—doingwhateverittooktoachievethis.

Parkbelievedincapitalism.But,contrarytothemoderndayneoliberaleconomicorthodoxy,healsobelievedinstateinterventionandguidance.

Thefirstdevelopmentprogram,launchedjustafter1961,putanemphasisonindustry.[…]

I n K o r e a f r o m R a g s t o R i c h e s 1 9 5 0 - 2 0 1 0 : 6 0 G r e a t S t o r i e s o f K o r e a n M i r a c l e s , e d i t e d b y P a r k E u n g - k y u k a n d P a r k C h a n g - s e o k , 2 5 2 - 2 6 0 . S e o u l , K o r e a : T h e K o r e a I n s t i t u t e o f

P u b l i c A d m i n i s t r a t i o n , 2 0 1 2 .

DOCUMENT6

SOURCE:ParkEung-kyukandParkChang-seok,leadingscholarsatstate-runthinktanks,excerptfromKorea:FromRagstoRiches.

ParkChung-heecreatedfourministriestotakechargeofeconomicaffairs—theEconomicPlanningBoard,theMinistryofCommerceandIndustry,theMinistryofConstruction,andtheMinistryofFinance—allagencieswereresponsibleforbuildinginfrastructureforgrowth.

Five-yeardevelopmentplans,initiatedin1962undertheleadershipofthepowerfulEconomicPlanningBoard,providedalong-termvisionwhilemonthlymeetingsofferedanopportunitytosecuresustainedattentionfromtoppoliticalleadership,tomonitorprogresstoreachsolutions.Awardswerepresentedforexcellentexportperformancesatthemonthlymeetings.Onanationalscale,November30hasbeendesignatedas“ExportDay”tocommemoratethefirstachievementof$100millioninexportsin1964.

I n K o r e a f r o m R a g s t o R i c h e s 1 9 5 0 - 2 0 1 0 : 6 0 G r e a t S t o r i e s o f K o r e a n M i r a c l e s , e d i t e d b y P a r k E u n g - k y u k a n d P a r k C h a n g - s e o k , 2 5 2 - 2 6 0 . S e o u l , K o r e a : T h e K o r e a I n s t i t u t e o f

P u b l i c A d m i n i s t r a t i o n , 2 0 1 2 .

HowdidtheSouthKoreangovernmenthelpthecountryachieveeconomicsuccess?

CCOTMODULE//Day215

ExpertFile3:CitizensUsethefollowingsourcestobetterunderstandtheinfluenceoftheSouthKoreancitizensandotherpeopleinSouthKorea.Underlineimportantpoints.Thenwritedownhowthecitizens/peoplehelpedSouthKoreaachieveeconomicsuccess.

DOCUMENT7

SOURCE:ParkChung-hee,presidentofSouthKorea,ToBuildaNation,writtenin1971aboutthefirstfive-yearplan,whichstartedin1962.

[W]eorganizedaplanningcommitteeofcollegeprofessorsandexpertswithspecializedknowledgeinmanyfields.Bymobilizingthemaximumavailableexpertiseforgovernmentadministrationandpolicymaking,weintendedtoholdincheckthearbitrarinessandrashnessofthemilitaryofficers.Theestablishmentofthiscommitteeservedasaturningpoint.Koreanprofessorsbegantoshowpositiveinterestintherealitiesofthecountryandtopresentpolicyrecommendationsonthebasisofscientificanalysesofthecountry’ssituation.Eventhoughnotalloftheserecommendationscouldbejustifiedintermsofefficiencyandrationality,theiradvicewasofgreathelptotherevolutionarygovernment.ThustheConfuciantraditionofYiKorea,inwhichscholarsplayedapositivepartingovernmentalaffairs,seemstohavebeenrevived.

Thekeytoimprovingabackwardeconomyisthewayoneuseshumanresources,foreconomicdevelopmentisahumanundertaking,impossiblewithoutcombiningthepeople’spotentialintoadynamicdrivingforce.Thistaskrequiresnotonlystrongnationalwillpowerbutalsotheabilitytotranslatewillpowerintoachievement.Blueprintsmustbedrawnandexplained.Ifpeoplehaveasympatheticunderstandingofatask,theywillvoluntarilyparticipateinit.

DOCUMENT8

SOURCE:KimDae-jung,PresidentialInauguralAddress,1998.

MyFellowCitizens:

Wewillhaveanewcenturyinthreeyears.[…]Unfortunately,wearenowfacingourgreatestnationalcrisissinceJune25[1950,theoutbreakoftheKoreanWar].…Duringthisyear,consumerpricesandunemploymentratiowouldincrease.Incomeswoulddrop,andmanybusinesseswouldgobankrupt.Allofusarerequiredtoshedsweatandtears.

…MyFellowCitizens:Youhavedemonstratedremarkablepatriotismandpowerevenintoday’sdifficulties.WehaveaccomplishedapeacefultransitionofpowereveninthemidstoftheIMFCrisis.Youhavegatheredgoldtoovercomethenationalcrisisandhavealreadycollectedover$2billioningold.Iamveryproudofyourpatriotism,whichismorevaluablethangold.

Ourworkerssharetheburdenandagreetonoraises,despitethechallengestheyfaceeveryday.Businesseshavebuiltasurplusforthepastthreemonthsbyfocusingonincreasedexports.ThispatrioticcommitmentandtheresilienceoftheKoreanpeopleisearningwidespreadrecognitionacrosstheglobe…

T r a n s l a t e d b y Y o u n g e u n K i m

CCOTMODULE//Day216

DOCUMENT9

SOURCE:ParkChang-seok,managingeditoroftheEnglishlanguagenewspaperTheKoreaTimes,excerptfromthescholarlyarticle“Mr.President:AKingpininNationBuilding,"2010.

Koreaisoftenmentionedasamodelcountrywhichhassuccessfullycaughttwobirdsinoneshot—athrivingeconomyanddynamicdemocracy.Theessentialelementsofsuccessweregoal-orientedexecutiveleadership,ahighlyeducatedbureaucracyandahardworkinglaborforce.Thegluebindingthemtogetherwasa“can-do”spiritinveterateamongpeoplealongwithanethicthatcallsforparentaleffortsforchildeducationandworkers’sacrifice.

I n K o r e a f r o m R a g s t o R i c h e s 1 9 5 0 - 2 0 1 0 : 6 0 G r e a t S t o r i e s o f K o r e a n M i r a c l e s , e d i t e d b y P a r k E u n g - k y u k a n d P a r k C h a n g - s e o k , 2 5 2 - 2 6 0 . S e o u l , K o r e a : T h e K o r e a I n s t i t u t e o f

P u b l i c A d m i n i s t r a t i o n , 2 0 1 2 .

HowdidcitizensandotherpeopleinSouthKoreahelpthecountryachieveeconomicsuccess?

CCOTMODULE//Day217

JigsawGroupHandoutWhatcausedtheeconomicmiracleinSouthKorea?

EXPLAININGTHEECONOMICMIRACLEINSOUTHKOREA

EXPLAININGFACTOR NOTESFROMTHEEXPERT

CORPORATIONS

GOVERNMENT

CITIZENS/PEOPLE

CCOTMODULE//Day218

SummaryandPieChartHandoutThinkingbackontheexpertexplanationsinthisunit,summarizehowcorporations,government,andpeopleinSouthKoreaworkedtodevelopthenationinthechangingglobaleconomyofthetwentiethcentury:

Asagroup,developapiechartwiththreewedgesrepresentingtherelativeimportanceofcorporations,thegovernment,andthepeopleinSouthKorea’seconomicdevelopment.Bepreparedtopresentthepiecharttotheclasswithajustificationforyourweightingoftherelativeimportanceofeachgroup.

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LongEssayQuestion

APWorldHistoryFreeResponseQuestions

WorldHistorySectionIITotalTime:1Hour30minutes

Question2Inyourresponse,youshoulddothefollowing:•Respondtothepromptwithahistoricallydefensiblethesisorclaimthatestablishesalineofreasoning.•Describeabroaderhistoricalcontextrelevanttotheprompt.•Supportanargumentinresponsetothepromptusingspecificandrelevantexamplesofevidence.•Usehistoricalreasoning(e.g.,comparison,causation,orcontinuityandchangeovertime)toframeorstructureanargumentthataddressestheprompt.•Useevidencetocorroborate,qualify,ormodifyanargumentthataddresstheprompt.2.AfterWorldWarII,governmentsoftentookastrongroleinguidingeconomiclifetopromotedevelopment.DevelopanargumentthatevaluatestheextenttowhichatleastonespecificgovernmentinAsiaguidedeconomicdevelopmentintheperiodafterWorldWarII.

[Note:Forthepurposeofthisexercise,chooseSouthKoreaastheexample.]

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HowtoCompletetheLongEssayQuestion(LEQ)

SOUTHKOREANECONOMICDEVELOPMENTPRACTICE

TheQuestion

AfterWorldWarII,governmentsoftentookastrongroleinguidingeconomiclifetopromotedevelopment.

DevelopanargumentthatevaluatestheextenttowhichatleastonespecificgovernmentinAsiaguidedeconomicdevelopmentintheperiodafterWorldWarII.

[Note:Forthepurposeofthisexercise,chooseSouthKoreaastheexample.]

STEP1:CHOOSEAHISTORICALREASONINGSKILLTHATBESTFITSTHEQUESTION.

TheLEQwillassessoneofthreepossiblehistoricalreasoningskills.Youmustanswerthepromptusingthetargetedskillyouthinkwillbethemostusefulinansweringthequestionathand.Hereareyouroptions:

• Causation(anexaminationofthecauseand/oreffectoveraspanoftime,suchasthecauseand/oreffectofimportanthistoricalprocessesorpatterns)

• Comparison(acomparisonoftworegions,ideas,religions,etc.,thatdescribessimilaritiesand/ordifferences,dependingonthequestion)

• ContinuityandChangeOverTime(adiscussionoffactorsthatstaythesameandthosethatchangeoveratimespan)

Whichhistoricalreasoningskilldoyouthinkwouldbethebestfitforthisquestion?Why?

STEP2:WRITEATHESISSTATEMENTTHATANSWERSTHEQUESTION.

Argumentsareanswerstothequestionthataredefensiblewithevidence.

WhatarethreepossibleargumentsthatyoucouldmakeabouttheextenttowhichanAsiangovernment(SouthKorea,inthiscase)wasabletoguidetheeconomyafterWorldWarII?UsethehistoricalreasoningskillyoumentionedinSTEP1.

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PossibleArgument1

PossibleArgument2

PossibleArgument3

Putanasterisk(*)nexttotheargumentyouwillbeabletosupportwiththemostevidence.

Thinkofthethesisasaroadmapforthereader.Eachpartofyourthesisshouldtiedirectlytoabodyparagraphthatdirectlyanswersthequestion.Becarefulnottobetoovague.

NOTE:YoumaywanttoskiptoSTEP3beforewritingyourpracticethesis,toidentifytheevidenceyouwilluseforyourthesis.

Writeyourpracticethesisintheboxbelow.

Thesis:

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STEP3:IDENTIFYEVIDENCEYOUCANUSETOSUPPORTYOURARGUMENT.

Historicalargumentsneedtobesupportedwithhistoricalevidence.Yourevidencemusttiespecificallytoanargumentthatanswersthequestion.

Startbyconsideringwhichevents,people,andinnovationsaremostcloselytiedtoyourargument.Brainstormasmuchevidenceasyoucanthinkofrelatedtothequestion’stopic(theextenttowhichSouthKoreawasabletoguideitseconomy).Listthisevidenceintheboxbelow.

Evidence:

Next,elaborateontheitemsinyourevidencelist.Specifically,howdotheseevents,people,andinnovationshelpsupportyourargument?

ImpactofEvidence:

STEP4:EXPLAINAHISTORICALCONTEXTTHATAFFECTSTHEQUESTION’STOPIC.

Thenextstepistoexplainthehistoricaldevelopmentsoreventsthataffectthetopicofthequestion(andyouranswertothequestion)inacontextualizationstatement.

Towardstheendofthecontextualizationstatement,providea“bridge”byusingsomeofthetermsofthequestiontolinkthesebroadercontextualissuesbacktothequestionitself.

Whatareafewhistoricaldevelopmentsoreventsthathelpcontextualizeyourargument?Notethembelow.

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STEP5:COMPLEXITY

Toearnthesecondpointforhistoricalreasoning,yourargumentsmustbecomplex.Therearetwocommonwaystoaccomplishthecomplexityneededtoearnthispoint:

1. Goingbeyondtheminimumbydoingatleastoneofthefollowing:• Explainingbothsimilarityanddifference.• Explainingbothcontinuityandchange.• Explainingothercausalfactorsoftheeffectidentifiedintheessayquestion.• Explainingothereffectsofthecauseidentifiedintheessay.

2. Exploringacrosstimeand/orspacebyexplainingrelevantandinsightfulconnectionsinotherplacesand/or

timeperiods.Thisfurthersupportsyourargumentbyshowingthatasimilarpatternemergedinanothersettingortime.Anyexamplesyouusemustbeconnectedtoanargumentthatyoumakeintheessay.

Whichargument(1,2,or3)doyouplantomakemorecomplex?Writetheargumentintheboxbelow.

Argument:

Whichstrategydoyouplantouseformakingthisargumentmorecomplex?Writeitintheboxbelow.

Strategy:

Intheboxbelow,writeafewsentencesthatwouldmakeoneofyourargumentsmorecomplex.

ItemsthatAddComplexity:

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LEQScoringSamplesStudentswillbenefitfromreadingotherstudents’sampleessaysinresponsetothisquestion.

Studentsshouldreadthefoursampleessaysandscorethemusingthesix-pointCollegeBoardLEQrubric(https://apcentral.collegeboard.org/pdf/rubrics-ap-histories.pdf?course=ap-world-history).

Studentsshouldthenreviewtheirscoreswiththescoresexplainedinthejustificationssectionbelow.

LONGESSAYQUESTIONSCOREJUSTIFICATIONS

LEQ1

Thesisisstatedinthesecondparagraphcounts,althoughitwouldbebestifplacedattheendofthefirstparagraph.ThethesispresentsthreeclearwaysSouthKoreaguidedeconomicdevelopment.1point

Contextualizationisattemptedinthefirstparagraph.SouthKoreawasnotdemocraticwhenitwassplitaftertheKoreanWar.Democracydidnotcomeforseveralmoredecades.0points

Evidenceisplentifulandtiedtotopicsentencesatthetopofeachparagraph.Thesetopicsentencesorganizetheevidencetosupportthearguments.2points

Analysisshouldframetheargumentaroundahistoricalreasoningskill.Thisessayusescausationthroughouttheessay.Inthelastbodyparagraph,theskillofcontinuityisaddressed.1point

Total:4points

LEQ2

Thesisisnotspecificenoughtothequestion.Thestatement“didmanythings”doesnotadequatelylinktohowSouthKoreaguidedeconomicdevelopment.OnlythefirstsentenceinthesentencethatfollowsrelatestowhattheSouthKoreangovernmentdidtoguideeconomicdevelopment.0points

ContextualizationisattemptedinthefirstparagraphwithseveralreferencestoKoreanpoliticalhistory.Thishistoricalinformationisnotadequatelybridgedtothequestiononguidingeconomicdevelopment.0points

Evidenceisprovidedthatrelatestothetopicofgovernmentalinvolvementineconomicpolicy.1point

Analysisshoulduseahistoricalreasoningskillinordertoframetheargument.Noclaimsorargumentsaremadethatfullyaddressthequestion.0points

Total:1point

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LEQ3

Thesisisstatedclearlyattheendofthefirstparagraph.1point

Contextualizationispresentedinafragmentarywayinthefirstparagraphwithreferencetosomecountriestryingtocatchupeconomically.1point

Evidenceispresentedwithspecificitythroughouttheessay.Theminorerrorsdonotdetractfromtheoverallabundanceofinformation.Theevidenceisalsostructuredaroundclaimspresentedinthetopicsentencesofeachparagraph.2points

Analysiscomesthroughtheuseofcausationthroughouttheessay.EachoftheclaimsmadeinthetopicsentencesdescribeshowSouthKoreacausedeconomicdevelopment.1point

Total:5points

LEQ4

Thesisisclearlystatedinthelastpartofthefirstparagraph.1point

Contextualizationispresentedwellatthebeginningofthefirstparagraph.1point

Evidenceisspecificandrelevanttothequestion.Evidenceisalsolinkedtoclaimsmadeinthetopicsentencesofeachparagraph.2points

Thefirstanalysispointisearnedthroughtheconsistentuseoftheskillofcontinuityandchangewhenmakingclaims.Sincetheessaydeploysbothcontinuityandchange,thesecondanalysispointforcomplexityisearned.2points

Total:6points

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SAMPLELEQS

LEQ1

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LEQ2

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LEQ3

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LEQ4

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