Embedded Files
June 3rd (short day - online)
The class then discusses social structure (review from the Chinese unit). The class will then start to read about the social classes in Choson Korea. Students will do four activities based on the reading. Students can use the following resource to help them answer the compare and contrast questions.
Helper Words
Similarities: is similar to, both, also, too, as well
Differences: on the other hand, however, but, in contrast, differs from, while, unlike
Similarities
is similar to (Example:) Spring weather in Vancouver is similar to spring weather in Halifax.
Both (Example:) Both Vancouver and Halifax have rain in the spring.
Also (Example:) Halifax, also has a rainy spring season.
Too (Example:) Halifax has a rainy spring season, too.
as well (Example:) As well, Halifax has a very rainy spring season.
Differences
on the other hand (Example:) On the other hand, winter is much colder in Halifax.
however (Example:) However, winter is much colder in Halifax.
but (Example:) Vancouver has a mild winter, but Halifax has a cold one.
in contrast to (Example:) In contrast to Vancouver, Halifax has a cold winter.
differs from (Example:) Halifax differs from Vancouver by having a cold winter.
while (Example:) While Vancouver has a mild winter, Halifax has a cold winter
Unit 2 Test will be held on June 9th.
June 2nd
Students will review what they learnt about hangul the previous day. They will create Success Criteria on the Learning Goal.
Now download the Worksheet Korean Phrases. Students will use the phrases and the audio of the phrases below to create a short conversation in Korean.
The students perform a short skit using their knowledge of hangul.
The class will then use the rest of the period to work on their Queen Seondeok and King Sejong essay. While they are doing this the teacher will check to see how they are progressing with the organizer for Queen Seondeok and King Sejong.
June 1st
The class will review Ancient Korea by answering the following questions:
What is Prehistory?
What can we learn about Ancient Korea from the Tangun myth?
What are three Korean dynasties?
What are two characteristics of each?
What dynasty did Queen Sondok come from? King Sejong?
Name two important things that each contributed to the development of Korea.
Next the class will review what they know about the Silk Road and talk about what was moved along the road. The class will discuss what are the advantages of having a written language and what are the problems with having hanzi as the written language. The class will then go over a brief reading about hangul as they are reading they make their own notes on hangul.
Hangul: Korean Writing
Hangul was invented during the Choson Dynasty. It was invented because Koreans wrote only in Chinese characters, which were difficult. Most commoners couldn’t read or write because they didn’t have the time to study or money for education. They were busy trying to survive. King Sejong wanted commoners to read and write, so he had a simpler writing system invented in 1446 CE. Hangul has 14 consonants and 10 vowels. Sejong made the characters look like the shape of your mouth when you pronounce them. People used Chinese characters until the 20th century. This is because upper class people considered the study of Chinese higher education and a sign of status. However, literacy in Choson Korea grew quickly because of hangul. It also helped make the sense of ‘Korean identity’ stronger. The Chinese writing system is more difficult to write and learn, thus takes more time to master. Today hangul is used with few Chinese characters (called hanja in Korean). Language experts (linguists) today say that hangul is one of the most scientific and efficient writing systems in the world. Koreans are very proud of it!
The class will watch a short video on the making of Hangul.
Students can read a short comic on how to write hangul. Then they will then download the Hangul Worksheet and practice writing their name in hangul.
May 29th
To begin with the class will create Success Criteria for the last activity.
Next, students read about Queen Seondeok and King Sejong. After reading about the two monarchs, students complete the organizer. They will use the readings and an extra website to decide which leader is the best leader.
This is an important step for the next assignment. Students will use their organizer to determine which leader they think was the more important ruler. Class will follow the same format that was developed when writing the first 5 paragraph essay.
May 28th
Students will have this period to work on their poster. This will be the last class work time for the project.
May 27th (short day - club day)
The class will discuss myths, what are they, why would they be used. (should be review).
Students are then given the CARDS Ancient Origins Tangun Legend worksheet. Students use the CARDS to try and put the story in the correct order / sequence. After about ten minutes, stop them and ask if the exercise is hard or easy. What could help them make it easier? The class will discuss sequencing words. The class will then discuss when do we need / use sequencing and ordering language. (e.g. recipes, writing history, etc.). The class will then watch a short video to help them understand sequencing words. Each student will need to create a five sentence (at the minimum) example of sequencing. They will have 5 minutes. The teacher will go around and look at their examples.
Students will use the reading Ancient Origins of Korea(Tangun Story) and put the story in the correct order. Students then get into pairs and practice orally telling the story to each other. The class will then read about the Ancient Origins of Korea(Tangun Story). They will discuss what we can learn about the Ancient Koreans from this story? Why would they connect their beginnings to a god and a magical event?
May 26th
The class will finish the skimming and scanning exercise.
They will then have time to work on their POSTER project which is due on Friday. While they are doing that interviews will continue.
May 25th (exam day 3)
The class will start by answering the questions about their map on Ancient Korean Sites.
Where did the Ancient Koreans live? Why?
Why would they live in these areas?
Which type of site was the least popular? What could be the reason?
The class will then go over how we can measure time reminding them of B.C.E, the year zero and C.E. We can also organize events through time lines to make the process easier to see. The class will then be introduced to the skill of skimming and scanning.
The class will then read together about Korean Dynasties. Students will then do a skimming and scanning on Korean Dynasties.
They then complete a chart about the Origins/Location of the Dynasty; Cultural Features; Other Events / Characteristics of the Dynasty for the Three Kingdoms, Shilla, Koryo, and Choson Dynasties.
May 22nd
The class will finish up the activity on Self and Peer Feedback.
They will then have a chance to work on their Poster Assignment. While they are doing that they will be called up to start Midterm interviews.
May 21st
The class will create Success Criteria for the previous lesson.
Students will use the Korean Map to create their own Prehistory Korean Sites map. The map will include five petroglyphs, five dolmens, five menhirs, five pyramids and four statues. Students need to make sure that their map contains all the elements of a map in B.O.L.T.S.S. Here is a link to an online source for the map. Here are the guidelines for citing an online map to help you complete your citation.
Author, editor, or compiler. [Format]. Map Title. Map. Scale. Date Published. Medium. URL. Date of Access
[Physical Map of Indian Subcontinent]. [Cartographer]. Map. n.d. Web. http://coursesite.
uhcl.edu/HSH/Whitec/ximages/mapsglobes/SoAsia/IndiaMaps.html. 17 Mar. 2017.
*If author, editor, or compiler is not given, move article title to the front position.
*If a map does not have a title, create your own logical title and place it in [brackets]to indicate so.
The class will then do an exercise on how to write self & peer evaluations.
May 20th (club day - short day)
The class will then start Unit #2 by reviewing the three different types of maps: physical, political and thematic. The class will take a look at the Korean Map and discuss what kind of map they believe it is. Discuss why they believe so. The class will review Thematic maps with the following notes:
Thematic maps are maps that have one special topic, theme, or concept. They are also called special purpose maps. Like any map, the legend is important to understanding the topic, and often uses symbols and colours. Examples of these kinds of maps can be population density, vegetation, or climate. (and much, much more)
The class will use the Korean Map to review B.O.L.T.S.S. Next they will answer the following questions using the map.
What is the title?
What can we infer what the purpose of this map is?
What countries are shown on the map?
What does the legend show?
What would be your next step in understanding this map be?
Let's take a look at some images. Let's place them in groups according to similarities. What do you think they were used for?
The class will then talk about why these are important to the study of history in Ancient Korea by looking at notes on Pre-History.
Prehistory and Ancient Historical Sites
People in prehistoric times didn’t write, so we have to make educated guesses using artifacts and things they left behind. We call these times ‘prehistoric’ because there is no written history. There are many different kinds of historical sites that help us learn about prehistoric people. On the Korean peninsula, for example, there are petroglyphs, dolmens, menhirs, statues and pyramids. Korea has many of these all over the peninsula. They show us a little about how prehistoric “Koreans” lived.
The five ancient Korean sites are:
Petroglyph: a prehistoric stone with line drawings (called carvings) and pictures.
Dolmen: a prehistoric monument that has standing stones with a stone slab across the top.
Menhir: a prehistoric standing stone.
Statue: a solid cast image of a person; prehistoric statues are made of stone.
Pyramid: a monument with sloping sides that meet at a common point; there can be 3, 4 and 6-sided pyramids.
Students then read Korean Prehistory and answer the following questions:
1. What is the difference between pre-history and history?
2. Where do today’s modern Korean people come from? Explain.
3. How did Ancient Koreans express religion?
4. What do we learn about ancient Korean society from petroglyphs, dolmen, and menhirs?
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