COMPARISON MODULE OVERVIEW - World History Digital ...need to have extensive knowledge of Korean...
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COMPARISON MODULE // Day 3 1 COMPARISON MODULE OVERVIEW SKILL: COMPARISON CONTENT: AP WORLD C.F. KEY CONCEPT 6.3 This module focuses on comparison through an examination of South and North Korea. The two activities lead toward a document-based question (DBQ) that addresses the economic impact of differing ideologies. After the Korean War (1950-1953), the role of the state in the domestic economy varied, and new institutions of global associations emerged and continued to develop throughout the twentieth century. DAY 1 What is the state’s role in developing the economy? CLASS ACTIVITY: Comparing North and South Korea through Sources Students work collaboratively to compare the roles that the state, ideology, and historical developments played in the development of North and South Korea’s economies after World War II until the 1980s. During the activity, students construct evidenced-based interpretations using North and South Korean sources, culminating in a thesis statement and contextualization. AP ALIGNED ASSESSMENT: Long Essay Question (LEQ) Long Essay Question—Thesis and Contextualization Focus: “Develop an argument that evaluates the extent to which the governments of North and South Korea differed in developing their economies.” DAY 2 How did economic models, ideologies, and political structures differ between North and South Korea after 1950? CLASS ACTIVITY: Escape Room!!!!! Comparing North and South Korea Students work in groups to apply content knowledge from pre-assigned homework readings about North and South Korea to a sequence of puzzles in an “escape room” scenario. The activity involves some advance teacher and student preparation, but the puzzle work and group interaction reinforce material that is sometimes challenging. AP ALIGNED ASSESSMENT: Long Essay Question (LEQ) Long Essay Question—Thesis writing: “Evaluate the extent to which ideologies influenced the outcome of economic or political planning in North Korea or South Korea after 1951.” DAY 3 Students can practice three targeted document-based question skills: thesis writing, contextualization, and sourcing. Students do not need extensive knowledge of Korean history. Teachers could alternatively assign students to write the full AP-aligned DBQ. AP ALIGNED ASSESSMENT: Document-Based Question Document-Based Question: Evaluate the extent to which political ideologies affected the economies of Korea after 1945.
Transcript of COMPARISON MODULE OVERVIEW - World History Digital ...need to have extensive knowledge of Korean...
COMPARISONMODULE//Day31
COMPARISONMODULEOVERVIEW
SKILL:COMPARISON CONTENT:APWORLDC.F. KEYCONCEPT6.3
ThismodulefocusesoncomparisonthroughanexaminationofSouthandNorthKorea.Thetwoactivitiesleadtowardadocument-basedquestion(DBQ)thataddressestheeconomicimpactofdifferingideologies.
AftertheKoreanWar(1950-1953),theroleofthestateinthedomesticeconomyvaried,andnewinstitutionsofglobalassociationsemergedandcontinuedtodevelopthroughoutthetwentiethcentury.
DAY1
Whatisthestate’sroleindevelopingtheeconomy?
CLASSACTIVITY:ComparingNorthandSouthKoreathroughSourcesStudentswork collaboratively to compare the roles that the state, ideology, andhistoricaldevelopmentsplayedinthedevelopmentofNorthandSouthKorea’seconomiesafterWorldWar II until the 1980s. During the activity, students construct evidenced-basedinterpretationsusingNorthandSouthKoreansources,culminatinginathesisstatementandcontextualization.
APALIGNEDASSESSMENT:LongEssayQuestion(LEQ)Long Essay Question—Thesis and Contextualization Focus: “Develop an argument thatevaluates the extent to which the governments of North and South Korea differed indevelopingtheireconomies.”
DAY2
Howdideconomicmodels,ideologies,andpoliticalstructuresdifferbetweenNorthandSouthKoreaafter1950?
CLASSACTIVITY:EscapeRoom!!!!!ComparingNorthandSouthKoreaStudentsworkingroupstoapplycontentknowledgefrompre-assignedhomeworkreadingsaboutNorthandSouthKorea toa sequenceofpuzzles inan “escape room” scenario. Theactivity involves some advance teacher and student preparation, but the puzzlework andgroupinteractionreinforcematerialthatissometimeschallenging.
APALIGNEDASSESSMENT:LongEssayQuestion(LEQ)LongEssayQuestion—Thesiswriting:“EvaluatetheextenttowhichideologiesinfluencedtheoutcomeofeconomicorpoliticalplanninginNorthKoreaorSouthKoreaafter1951.”
DAY3 Studentscanpracticethreetargeteddocument-basedquestionskills:thesiswriting,
contextualization,andsourcing.StudentsdonotneedextensiveknowledgeofKoreanhistory.TeacherscouldalternativelyassignstudentstowritethefullAP-alignedDBQ.
APALIGNEDASSESSMENT:Document-BasedQuestion
Document-Based Question: Evaluate the extent to which political ideologiesaffectedtheeconomiesofKoreaafter1945.
COMPARISONMODULE//Day32
COMPARISONMODULESOURCES
DAY1
AUTHOR SOURCE DATE
1. MaoZedong TelegramtoFilippov(JosefStalin) 19522. KimIl-sung SpeechtotheKoreanWorkers'PartyCentralCommittee 19563. KimIl-sung Speechtothe5thCongressofKoreanWorkers'Party 19704. NorthKorea Propagandapostertargetedat“YoungHeroes” 19855. SyngmanRhee LetteronU.S.economicdevelopmentofSouthKorea 19546. ParkChung-hee Semi-autobiographicalaccountofSouthKorea'sprogress 19717. KimDae-jung SpeechaddressingSouthKorea'seconomy 19858. KwanS.Kim Workingpaperaddressing“TheKoreanMiracle” 1991
DAY2
AUTHOR SOURCE DATE1. C.Wolf,Jr.
andN.Levin ReportonattemptstomodernizeNorthKorea 20082. BruceCumings Influencesondevelopment 20053. JongwooHan Political,economic,andideologicalfeatures 20134. CIA Memorandumoneconomicdevelopment 19725. JongwooHan ArticleonKoreaneconomicdevelopment 2018
DAY3
AUTHOR SOURCE DATE
1. SyngmanRheePresidentialInauguralAddress 19482. KimIl-Sung Speech,“OnEliminatingDogmatism…” 19553. YiSujong“DeclarationoftheSeoulNationalUn.Students'Assoc.” 19604. ParkChung-hee ToBuildaNation 19715. Anonymous Studentfliersandslogans 1980s6. KimDae-jung PresidentialInauguralAddress 19987. NorthKorea Publicityposter,50thanniversary 1998
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DAY 3 BASEDONA60-MINUTECLASS
LessonQuestion:Howdopoliticalideologiesaffecteconomicdevelopment?
APCURRICULUMFRAMEWORKREFERENCE
CenteredonThematicLearningObjectiveCUL-2—Explainhowreligions,beliefsystems,philosophies,andideologiesaffectedpolitical,economic,andsocialdevelopmentsovertime.KeyConcept6.3—AftertheKoreanWar(1950-1953),theroleofthestateinthedomesticeconomyvaried,andnewinstitutionsofglobalassociationsemergedandcontinuedtodevelopthroughoutthetwentiethcentury.
I. Statesrespondedinavarietyofwaystotheeconomicchallengesofthe20thcentury.
A. Incommuniststates,suchastheSovietUnionandChina,governmentscontrolledtheirnationaleconomies,oftenthroughrepressivepoliciesandwithnegativerepercussionsfortheirpopulations.[NorthKorea]
C. InnewindependentstatesafterWorldWarII,governmentsoftentookonastrongeconomicroleinguidingeconomiclifetopromotedevelopment[largerdevelopment]
D. InatrendacceleratedbytheendoftheColdWar,manygovernmentsencouragedfree-marketeconomicpoliciesandpromotedeconomicliberalizationinthelate20thcentury[SouthKorea]
HistoricalReasoningSkills:COMPARISON,CAUSATION
OVERVIEW
Thisactivityisdesignedtoengagestudentsinthreeparticularskills involvedinwritingadocument-basedquestion:thesisstatement,contextualization,andsourcing.StudentsdonotneedtohaveextensiveknowledgeofKoreanhistory,althoughtheactivitiesforDay1andDay2provideusefulcontentintroductiontothisDBQactivity.Studentswill havetheentireclassperiodtoengagewiththreeskills involvedinwritingandevaluatingthedocument-basedquestion,whichcomprises25%oftheirAPWorldHistoryexamscore.Teachersshouldnotethattheycanexpandthislessontohavestudentswriteafull DBQiftimepermits.
MATERIALSNEEDEDFOR:
Homework• Copiesofthedocument-basedquestionforeverystudent
InClassActivity• GalleryWalkinstructionsdocumentforbreakdownandanalysisofprompt• Markers• Butcherpaper• Graphicorganizerforcontextualizationoftheargumentandthesisrefinement• Handoutsforsourcingthedocuments
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SEQUENCEOFINSTRUCTION
HOMEWORKOVERVIEW HOMEWORK(30MINUTES):
HomeworkDocument: Document-BasedQuestion(p.8)Studentswillreadthedocuments(teachersmightchoosetoincludethepromptorsimplyallowstudentstofocusonthedocuments)addressingthepoliticalideologiesthataffectedtheeconomiesofKoreaafter1950.Thepurposeofthehomeworkisto:
a. PreparestudentstounderstandthepromptanddocumentsforthisDBQ. b. HavestudentsgainpracticeinthreeoftheessentialtasksfortheDBQ.
Teacher Notes IfteachersarenotabletoassigntheDBQashomework,studentscantaketimeinclasstoreadovertheDBQinordertoprepareforreadingthesampleessays.Withthisapproach,studentswillnothavetimetowritetheirownthesisandcontextualizationstatementsunlessthislessoniscarriedovermorethanoneclassperiod.Onealternativeistoassignthethesisstatementashomeworkforthenextday.
Teaching Tip TeachersmaywanttheirstudentstopracticewritingthefullDBQratherthanjustprovidingcontextualization,sourcingthedocuments,andwritingthethesisstatement.Teachersmightchoosetousetwoclassperiodsinordertoallow
studentstowriteafullDBQ.Thislessonhasbeendesignedforflexibilitysothatteacherscanmakedecisionsbasedonthespecificneedsoftheirstudents.
CLASSACTIVITY:WARMUP/INTRODUCTION
WARMUP/INTRODUCTION(10MINUTES):
ACTIVITY1: BRAINSTORMORGANIZATION(5MINUTES)
Studentswilldiscussthepromptandbrainstormseveralpossiblewaystoorganizethedocumentsinresponsetotheprompt.Ingroupsofthreeorfour,studentswillusethewarm-uppartoftheclassroomorganizertodiscusspossiblewaystoorganizeanargument.TheywillidentifypossiblecomponentstoorganizeintoaworkingthesisandwriteitatthetopofapieceofbutcherpaperthatwilldevelopintoaGalleryWalkdocument(p.13)bytheendofclass,butitshouldbemadeclearthatthecomponentsaretentativeatthispoint.Studentgroupswilldiscusstheorganizationoptionsandtentativethesiscomponentsinordertochooseonesystemoforganizationtousefortheotheractivities.
ACTIVITY2: BRAINSTORMCONTEXT(5MINUTES)
Studentswillbrainstormcontextualizationoptionstousefortheargumentchosenbytheirgroup.Thegraphicorganizerwilldirectthemtodiscussions,butitshouldbemadeclearthattheircontextualizationistentativeandwilldependonthefinalthesisdecision.
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Teacher Notes Thewarm-upactivitiesaredesignedtoprovideafirstpassthroughtheargument-organizationprocess.TeachersshouldencouragestudentstoexploretheoptionsinashortamountoftimeinordertohelpthemadjusttotimeconstraintsinarealDBQsetting.
Teaching Tip Teachersalsohavetheoptionofaskingstudentstoworkonthepromptanalysis
andcontextualizationactivitiesaspartofthehomework,butstudentsmaybelessintimidatedwhenallowedtocompletethoseactivitiesingroups.Sincethegoalof
thelessonistohavestudentsbetterorganizetheirargumentsinpreparationforwritingtheDBQ,teachersmightbebetteroffaskingstudentstoconsideranargumentstructureandcontextualizationduringthehomeworkreading,buttheyshouldclarifythattimewillbegivenforgroupworkduringtheclassroomwarm-up.
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CLASSACTIVITYPART1:DOCUMENTSOURCING,CONTEXTUALIZATION,ANDTHESISREFINEMENT
CLASSACTIVITY(35MINUTES):
ACTIVITY1:DOCUMENTSOURCING(22MINUTES)
StudentswillworkintheirgroupstoanalyzethedocumentsoftheDBQusingtheDocumentSourcingforDBQhandout(p.14).Studentswilldiscussandwritepossiblewaystoevaluatetheuseofeachdocumentincraftingaresponsetotheprompt.Eachstudentcantakenotesonseparatehandouts.Thentheycancomparetheirindividualsourcingideasastheyanalyzethehistoricalsituation,intendedaudience,purpose,andpointofview(HIPP)foreachdocument.GroupswillchoosethebestresponsesforeachdocumentandcompleteonecopypergroupoftheGroupCopyofDocumentSourcingforDBQhandout(p.18)topresenttotheclassforthegallerywalk.Theycaneitherwritethesourcingchoicesbyhand,orpastethesourcinghandoutdirectlyontotheGalleryWalkdocument(p.13).
Teaching Tip
TeachersmaywanttoassigntheHIPPhandoutaspartofthehomeworkassignmentsothatstudentscanspendmoreofthetimeinclassidentifyingstrongexamplesofeachcomponentfromtheirgroupmembers’responses.
Teaching Tip TeachersmaywanttohavestudentscopytheirHIPPresponsesontoasheetofbutcherpaper,ortheycantapeorpastetheirgroupcopyontothebutcherpaperastheycombinetheactivitiesforthegallerywalk.
Teaching Tip Teacherswillwanttocirculateamongthegroupstoprovidehintsforsourcing,remindgroupsthatmaterialalreadyprovidedinthedocumentsdoesnotcountforsourcing,andkeepworkmovingforward.Timeremindersarekey.Studentsshould
cometounderstandtheimportanceofdevelopingafastpacewhenanalyzingdocuments.TeacherscanremindstudentsthatonlyonecomponentoftheHIPPsourcingisrequiredperdocument,butthatpracticinganalyzingdifferentpartsofHIPPhelpsbuildskillandspeed.
Teaching Tip TeacherscanfindthefullhandoutwithsourcetextembeddedinthefollowinglinkforDocumenttoSourceforDBQ.
ACTIVITY2:CONTEXTUALIZATION(6MINUTES)
Studentswillworkintheirgroupstofurtherdevelopthecontextualizationtheybrainstormedinthewarmup.Studentswillextendtheirbrainstormedideasandwritethreetofivesentencesofcontextfortheirworkingthesisandthedocumentstheyhavesourced.TheywillusetheContextualizationandThesisRevisionhandout(p.20)tocompiletheirexamplesandchoosetheonethatbestalignswiththegroup’sworkingthesis.Theywilltransferthatexampleontothegallerywalkbutcherpaper.
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ACTIVITY3:THESISREFINEMENT(7MINUTES)StudentswillusetheContextualizationandThesisRevisionhandout(p.20)toreviewtheprompt,documentsourcing,andcontextualizationtorefinethethesistheirgroupwillusetostatetheirargument.TheywillwritetherevisedthesisontheGalleryWalkdocument(p.13).
CLASSACTIVITYPART2:GALLERYWALKANDDEBRIEF
CLASSACTIVITY(15MINUTES):
ACTIVITY1:GALLERYWALK(15MINUTES)Studentswillpastetheirbutcherpaperandgallerywalkdocumentworkontotheclassroomwalls.Studentswilltakeagallerywalktoreviewatleasttwootherpostersandevaluatedifferentstructurescreatedbyothergroups.
ACTIVITY2:OPTIONALDEBRIEFStudentswillanalyzeanddiscussthecomponentsofeachgroup’sDBQpracticework.Teacherscandirectthediscussionthroughthefollowingpossiblequestions:• Howmanydifferentargumentorganizationsdidyounoticeinthegallerywalk?• Wouldyouchangeanythingaboutthecontextualizationandthesisyouandyourgroupcreated?
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IN-CLASSACTIVITYMATERIALS
Document-BasedQuestionSuggestedreadingandwritingtime:1hour
Youshouldspend15minutesreadingthedocumentsand45minuteswritingyourresponse.
Note:Youmaybeginwritingyourresponsebeforethereadingperiodisover.
Directions
Question1isbasedontheaccompanyingdocuments.Thedocumentshavebeeneditedforthepurposeofthisexercise.
Inyourresponse,youshoulddothefollowing.
• Respondtothepromptwithahistoricallydefensiblethesisorclaimthatestablishesalineofreasoning.• Describeabroaderhistoricalcontextrelevanttotheprompt.• Supportanargumentinresponsetothepromptusingspecificandrelevantexamplesofevidencefrom
atleastsixdocuments.• Foratleastthreedocuments,explainhowtheauthor’spointofview,author’spurpose,historical
situation,and/oraudienceisrelevanttoanargument.• Explainhowatleastoneadditionalpieceofhistoricalevidencebeyondthosefoundinthedocuments
relatestoanargumentaboutthequestion.• Useevidencetocorroborate,qualify,ormodifyanargumentthataddressestheprompt.
1. EvaluatetheextenttowhichpoliticalideologiesaffectedtheeconomiesofKoreaafter1945.
COMPARISONMODULE//Day39
DOCUMENT1
SOURCE:SyngmanRhee,PresidentofSouthKorea1948-1960,PresidentialInauguralAddress,15August1948,http://syngmanrhee.kr/20/?q=YToxOntzOjEyOiJrZXl3b3JkX3R5cGUiO3M6MzoiYWxsIjt9&bmode=view&idx=263903&t=board.
Amongourpeopletherearethosewhobelievethatwithoutadictatorshipthereisnowaytomoveforwardfromthesedifficulttimesorthosewhothinkthatthereisnomethodotherthandictatorshipbecausetheyholdtheviewwelackthewisdomandabilitytosolvetheseriousproblemcreatedbythedestructivecommunistmovement.Butweallthinkthisisregrettable.
Wewillneverpermitourdemocraticprinciples,whichgiveuspermanentbenefits,tobeinvalidatedbecauseoftemporaryobstacles.Ithasbeenprovenbyhistorythatdictatorshipcannotbringaboutfreedomorprogress.
T r a n s l a t e d b y G r e g g B r a z i n s k y
DOCUMENT2
SOURCE:KimIl-sung,leaderofNorthKorea1948-1994,speech,“OnEliminatingDogmatismandFormalismandEstablishingJucheinIdeologicalWork,”1955.
Itisofparamountimportancetostudy,andwidelypublicizeamongtheworkingpeople,thehistoryofourcountryandofourpeople'sstruggle,beforeanythingelse.
Thisisnotthefirsttimewehaveraisedthisquestion.Asfarbackastheautumnof1945,thatis,immediatelyafterliberation,weemphasizedtheneedtostudythehistoryofournation'sstruggleandtoinherititsfinetraditions.Onlywhenourpeopleareeducatedinthehistoryoftheirownstruggleanditstraditions,cantheirnationalpridebestimulatedandthebroadmassesbearousedtotherevolutionarystruggle.
Yet,manyofourfunctionariesareignorantofourcountry'shistory,andsodonotstrivetodiscoverandcarryforwarditsfinetraditions.Unlessthisiscorrected,itwilllead,inthelongrun,tothenegationofKoreanhistory.….
Itisimportantinourworktograsprevolutionarytruth,Marxist-Leninisttruth,andapplyitcorrectlytotheactualconditionsofourcountry.TherecanbenosetprinciplethatwemustfollowtheSovietpattern.SomeadvocatetheSovietwayandotherstheChinese,butitisnothightimetoworkoutourown?
ThepointisthatweshouldnotmechanicallycopyformsandmethodsoftheSovietUnion,butshouldlearnfromitsexperienceinstruggleandMarxist-Leninisttruth.So,whilelearningfromtheexperienceoftheSovietUnion,wemustputstressnotontheformsbutonlearningtheessenceofitsexperience.
S o u r c e : M a r x i s t s I n t e r n e t A r c h i v e
COMPARISONMODULE//Day310
DOCUMENT3
SOURCE:YiSujong,studentleader,“DeclarationoftheSeoulNationalUniversityStudentsAssociation,”April1960.
Wehavesteppedoutfromtheivorytowerintothestreets[totakepartinthedemonstration]againstSyngmanRhee[’s]regime.Byparticipatinginthewhirlwindofhistoricalcurrents,wewanttoplanttheseedsofreason,truth,freedom,andthespiritoftheuniversityinthebarrensoilofourcountry.
Inthenameofreasonandconscience,weherebyindicttheregimeinpowerforcreatingthepresentmiseryandevilanddemandtherectificationofthecurrentintolerablesituation.Wefirmlybelievethatthebleakrealityfacingourcountryiscausedbytheabuseofdespoticpowerbythepresentregime,whichfalselypretendstofollowdemocracyandfreedom.Thepoliticalhistoryofdemocracyhasbeenahistoryofthestruggleforfreedom.Ithastaughtusthatdespotism,whateverformitmaytaketodominatethepeople,isnothingmorethanapapertiger.
JustasweareveryproudofthecourageousstruggleouruniversitywagedagainstthedespotismofCommunisminitsshorthistory,wetakegreatprideinresistingthedespotismoftheextremeright-wingpoliticalgroup,whichhasputashamfacadeondemocracy.Thefoundationofmoderndemocracyisfreedom.Andyet,wearenowwitnessingourfreedombeingtakenaway—nay,ourfreedomisbeingeradicatedintotalbythedespoticregime.
P e t e r H . L e e , W i l l i a m T h e o d o r e d e B a r y , a n d Y ô n g h o C h ' o e . S o u r c e s o f K o r e a n T r a d i t i o n , V o l . 2 : F r o m t h e S i x t e e n t h t o t h e T w e n t i e t h C e n t u r i e s , C o l u m b i a U n i v e r s i t y
P r e s s , 2 0 0 0 . U s e d w i t h p e r m i s s i o n o f C o l u m b i a U n i v e r s i t y P r e s s .
DOCUMENT4
SOURCE:ParkChung-hee,PresidentofSouthKorea1963-1979,ToBuildaNation,1971.
WhenItookoverpowerastheleaderoftherevolutionarygroupon16May1961,Ifelt,honestlyspeaking,asifIhadbeengivenapilferedhouseholdorabankruptfirmtomanage.AroundmeIcouldfindlittlehopeorencouragement.Theoutlookwasbleak.
Toachievethisstability,themilitaryrevolutionarygovernmenttemporarilysuspendedpoliticalactivitiesofstudents,thepress,laborunions,andothersocialandpoliticalorganizations,whichhadcausedpoliticalcrisesandsocialunrestduringtheruleoftheDemocraticPartyregime.Wealsomadeitclearthatciviliangovernmentwouldberestoredin1963.
Meanwhile,weorganizedaplanningcommitteeofcollegeprofessorsandexpertswithspecializedknowledgeinmanyfields.Bymobilizingthemaximumavailableexpertiseforgovernmentadministrationandpolicymaking,weintendedtoholdincheckthearbitrarinessandrashnessofthemilitaryofficers.Theestablishmentofthiscommitteeservedasaturningpoint.Koreanprofessorsbegantoshowpositiveinterestintherealitiesofthecountryandtopresentpolicyrecommendationsonthebasisofscientificanalysesofthecountry’ssituation.Eventhoughnotalloftheserecommendationscouldbejustifiedintermsofefficiencyandrationality,theiradvicewasofgreathelptotherevolutionarygovernment.ThustheConfuciantraditionofYiKorea,inwhichscholarsplayedapositivepartingovernmentaffairs,seemstohavebeenrevived.
COMPARISONMODULE//Day311
DOCUMENT5
SOURCE:AnonymousquotationsfromSouthKoreanstudentfliersandslogans,1980s.
“Ourtargetisthecompradorchaebolthatexploitsthemasses’laborwhileremainingblindtotheiravariciousness.”
“Let’sdismantlethecompradorchaebolsthatfilltheirbelliesbysellingthenation!”
“Teardownthethieving,swindling,monopolisticchaebol!”
DOCUMENT6
SOURCE:KimDae-jung,PresidentofSouthKorea1998-2003,PresidentialInauguralAddress,February1998.
MyFellowCitizens:Youhavedemonstratedremarkablepatriotismandpowerevenintoday’sdifficulties.WehaveaccomplishedapeacefultransitionofpowereveninthemidstoftheIMF[InternationalMonetaryFund]Crisis.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
COMPARISONMODULE//Day312
DOCUMENT7
SOURCE:OfficialNorthKoreangovernmentpublicitypostercommemoratingthe50thanniversaryofthefoundingofthegovernment,displayedinPyongyangandotherareasinNorthKorea,1998.
PosterfeaturesPresidentKimIl-sung(left)andhiswifeKimJeong-suk.Translation:“Let’shaveaharvestfulloffruitsandmeat!”
“ K i m J o n g I l ’ s s u s h i c h e f r e t u r n s a f t e r f l e e i n g f o r l i f e , " b y P a u l a H a n c o c k s , C N N , S e p t e m b e r 1 9 , 2 0 1 2 , f r o m I m p e r i a l C h i n e s e R e g e n c y : A d v o c a c y v i a R e g e n c y f o r
C o n s t i t u t i o n a l M o n a r c h y i n C h i n a
COMPARISONMODULE//Day313
GalleryWalkInstructionsforDBQSkillsPractice
Directions
1. Writeafirstdraftforthethreesectionsbelow.2. ReviseyourThesisinsection43. Transferyouranswerstothebutcherpaperusingmarkersandthebutcherpaperprovided.Giveeach
sectiononefourthofthepage.
1.WorkingThesis:Writethisatthetopofyourgroup’sbutcherpapertouseasyourroadmapthroughdiscussionsaboutsourcingandcontextualization.
2.HIPPSourcing:Choosethebestsourcingforeachdocumentbasedontheworkingthesisstatement.Youmayhandwritethesourcingorpastethegroup’sdocumentdirectlyontothebutcherpaper.
3.Contextualization:Choosethebestcontextualizationfortheworkingthesisandwriteitclearlybelowthesourcing.
4.ThesisRevision:Reviewtheprompt,sourcing,andcontextualizationtodetermineanychangesthatmightneedtobemadetothethesisstatement.Oncethegrouphasdecidedonanychanges,revisethethesisstatementandtransferontothebutcherpaper.
Whenallgroupshaveputtheirgallerywalkpapersondisplay,eachgroupshouldexaminetheresponsesofothergroupsandcomparethem.Bereadytodiscussstrengthsofthegallerywalkpages.
COMPARISONMODULE//Day314
DocumentSourcingforDBQDirections UsetheHIPPtechniquetoanalyzesourcingforthefollowingdocuments.Asyousourceeachdocument,considerhowitwouldoperateinthecontextofwritingadocument-basedquestion.Inwhatoverallcontextcanthedocumentsbeplaced?Willthesourcingdescriptionyoucreatefitintoanoverallargumentthatrespondstotheprompt?Writeoneortwosentencesdevelopingyoursourceanalysisforeachofthecomponentsandbereadytodiscussthiswithyourgroupmembers.
Historicalcontext:
Whateventsweredevelopingintheplaceandthetimeperiodinwhichthedocumentwasproduced?Howdothoseeventsapplytothecreationofthedocument?Towhatbroadhistoricaltheme(s)doesthesourcerelate?
Intendedaudience:
Forwhomwasthesourcecreated?Wastheintendedaudiencebroaderthanthestatedaddressee?
Purposeofdocument:
Whatwastheauthorhopingtoachievebyproducingthesource?
Pointofviewofauthor:
Basedontheauthor’sidentity,howdoestheauthorviewthetopic?Don’tjustrestatethedocument’scontent.Discusstheauthor’ssupport,opposition,and/orconcernsaboutthetopicbeingaddressed.Rememberthateachauthorhasmultiplecomponentstoher/hisidentity,suchasgender,socialbackground,economicstatus,politicalpersuasion,ethnicity,nationality,religion,andrace.Whichpartoftheauthor’sidentityinformsthecreationofthedocument?
DOCUMENT1
SOURCE:SyngmanRhee,PresidentofSouthKorea1948-1960,PresidentialInauguralAddress,15August1948.
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COMPARISONMODULE//Day315
DOCUMENT2
SOURCE:KimIl-sung,leaderofNorthKorea1948-1994,speech,“OnEliminatingDogmatismandFormalismandEstablishingJucheinIdeologicalWork,”1955.
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DOCUMENT3
SOURCE:YiSujong,studentleader,“DeclarationoftheSeoulNationalUniversityStudents’Association,”April1960.
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COMPARISONMODULE//Day316
DOCUMENT4
SOURCE:ParkChung-hee,PresidentofSouthKorea1963-1979,ToBuildaNation,1971.
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DOCUMENT5
SOURCE:AnonymousquotationsfromSouthKoreanstudentfliersandslogans,1980s.
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DOCUMENT6
SOURCE:KimDae-jung,PresidentofSouthKorea1998-2003,PresidentialInauguralAddress,February1998.
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DOCUMENT7
SOURCE:OfficialNorthKoreangovernmentpublicitypostercommemoratingthe50thanniversaryofthefoundingofthegovernment,displayedinPyongyangandotherareasinNorthKorea,1998.
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COMPARISONMODULE//Day318
GroupCopyofDocumentSourcingforDBQ
Directions Asagroup,usetheHIPPsourcetechniquetoanalyzesourcingforthefollowingdocuments.Asyouandyourgroupmembersdiscussthesourcingofeachdocument,considerhowitwouldoperateinthecontextofwritingadocument-basedquestion.Whichofthesourcingpossibilitiesworksbestforeachdocument?Dotheyconnecttotheoverallargumentyourthesisdescribes?Onceyouandyourgroupmateshavechosenthesourcingforthedocument,identifywhichtypeofsourcingitisandwriteoneortwosentencesexplainingitssignificanceintheboxesbelow.Youwillattachyoursourcingexplanationstoyourgallerywalkpresentation.
Historicalcontext:
Whateventsweredevelopingintheplaceandthetimeperiodinwhichthedocumentwasproduced?Howdothoseeventsapplytothecreationofthedocument?Towhatbroadhistoricaltheme(s)doesthesourcerelate?
Intendedaudience:
Forwhomwasthesourcecreated?Wastheintendedaudiencebroaderthanthestatedaddressee?
Purposeofdocument:
Whatwastheauthorhopingtoachievebyproducingthesource?
Pointofviewofauthor:
Basedontheauthor’sidentity,howdoestheauthorviewthetopic?Don’tjustrestatethedocument’scontent.Discusstheauthor’ssupport,opposition,and/orconcernsaboutthetopicbeingaddressed.Rememberthateachauthorhasmultiplecomponentstoher/hisidentity,suchasgender,socialbackground,economicstatus,politicalpersuasion,ethnicity,nationality,religion,andrace.Whichpartoftheauthor’sidentityinformsthecreationofthedocument?
DOCUMENT1
TypeofSourcing(H,I,P,orPOV?):
DOCUMENT2
TypeofSourcing(H,I,P,orPOV?):
COMPARISONMODULE//Day319
DOCUMENT3
TypeofSourcing(H,I,P,orPOV?):
DOCUMENT4
TypeofSourcing(H,I,P,orPOV?):
DOCUMENT5
TypeofSourcing(H,I,P,orPOV?):
DOCUMENT6
TypeofSourcing(H,I,P,orPOV?):
DOCUMENT7
TypeofSourcing(H,I,P,orPOV?):
COMPARISONMODULE//Day320
ContextualizationandThesisRevisionforDBQ
CONTEXTUALIZATION
ToearnthecontextualizationpointinaDBQ,yourresponsemustrelatethetopicoftheprompttobroaderhistoricalevents,developments,orprocessesthatoccurbefore,during,orcontinueafterthetimeframeofthequestion.Thispointisnotawardedmerelyforaphraseorreference,sotwotofivesentencesshouldbedeployedtodevelopthecontextualization.
Directions
Basedontheprompt,considerthreebroaderhistoricalevents,developments,orprocessesthatcontributedtothegeneraltopicsharedbythedocuments.Besureyourcontextualizationexamplesconnectclearlytoyourworkingthesisstatement.Onceyouhavedevelopedthreecontributingfactors,choosethestrongestexampleofcontextualizationforyourgroup’sargument.Writeitonyourgallerybutcherpaper.
Example1:
Example2:
Example3:
COMPARISONMODULE//Day321
THESISREVISION
Nowthatyouhavechosensourcinganalysisforthesevendocumentsanddevelopedcontextualizationforyourgroup’sargument,returntoyourworkingthesisstatement.Discussthefollowingquestions,makinganyrevisionstothethesisstatementthatareneededtosupportyourargumentbasedonyoursourcinganalysis.
Writetheworkingthesishere:
Question1:Doesthethesisstatementanswerallpartsoftheprompt?
Doesanythingneedtobeaddedtothethesisstatementtoaccountforallofthedocuments?
Question2:Doeseachdocumentprovideevidencethatsupportsthethesisstatement?
Foranythatdonot,dotheycontradictthethesisstatementinawaythatcanbeanalyzedandexplained?
Question3:Whatchangesshouldbemadetothethesisstatement,ifany?
Rewritethethesiswithanyappropriatechangesbelow.
