CAUSATION AND CONTINUITY/CHANGE MODULE OVERVIEW€¦ · CAUSATION AND CONTINUITY/CHANGE MODULE...

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CCOTMODULE//Day11

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

Statesrespondedinavarietyofwaystotheeconomicchallengesofthetwentiethcentury.

Howarebeliefsystemsutilizedtostrengthenthelegitimacyofrulersorregimes?

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

AP-ALIGNEDASSESSMENT:ShortAnswerQuestionShortAnswerQuestion:

A. Identifyabeliefsystemreflectedinthepassageprovided.B. Explainhowanotherbeliefsystemsupportedstate-buildingeffortsinKoreabefore

1450CE.C. Explainhowabeliefsystemsupportedstate-buildingeffortsoutsideofKoreaafter

1450CE.

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:LongEssayQuestionLongEssayQuestion:“DevelopanargumentthatevaluatestheextenttowhichatleastonespecificgovernmentinAsiaguidedeconomicdevelopmentintheperiodafterWorldWarII.”

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

AP-ALIGNEDASSESSMENT:Document-BasedQuestionDocument-Based Question: Evaluate the extent to which Korean leaders utilized beliefsystemstostrengthentheirpoliticalpowerthroughtheperiodfrom600CEtopresent.

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CAUSATIONANDCONTINUITY/CHANGEMODULESOURCES

AUTHOR SOURCE DATE1. WangGeon TenInjunctions 9432.AnonymousOfficialhistoryoftheKoreanGoryeodynasty14003.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

AUTHOR SOURCE DATE1. KWLF ImagesofInchonandBusan1950/20102. 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

AUTHOR SOURCE DATE

1. WangGeon TenInjunctions 9432. XuChing NotesfromadiplomatictriptoKorea 11003. AnonymousOfficialHistoryoftheKoreanGoryeodynasty 14004. YiSeong-gye FoundingEdict 13925. Anonymous Mapofcapitalcity,Hanyang 18226.ParkChung-hee ToBuildaNation 19717.USRecord TestimonyofRalphCloughandBruceCumings 1985

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DAY 1 BASEDONA60-MINUTECLASS

LessonQuestion:ContinuityandChangeinKoreanHistory—Howarebeliefsystemsutilizedtostrengthenthelegitimacyofrulersor

regimes?

APCURRICULUMFRAMEWORKREFERENCE LearningObjectiveCUL-2—Explainhowreligions,beliefsystems,philosophies,andideologiesaffectedpolitical,economic,andsocialdevelopmentsovertime.

KeyConcept3.2—Stateformationanddevelopmentdemonstratedcontinuity,innovation,anddiversityinvariousregions.

KeyConcept4.3.I—Rulersusedavarietyofmethodstolegitimizeandconsolidatetheirpower.

KeyConcept6.2—Peoplesandstatesaroundtheworldchallengedtheexistingpoliticalandsocialorderinvaryingways.

HistoricalReasoningSkill:ContinuityAndChangeOverTime

OVERVIEW

Thisactivityisdesignedtoengagestudentsincriticalthinkingabouthowstatesutilizedbeliefsystemstostrengthenthelegitimacyoftheirrulersandregimes.StudentswillbenefitfromsomepriorknowledgeofConfucianism,Neo-Confucianism,andtheculturalconnectionbetweenChinaandtheKoreanpeninsula.StudentswillviewacollectionofprimaryandsecondarysourcestobetterunderstandhowKoreanstates—theGoryeoandJoseonDynastiesandtheSouthKoreangovernment—haveutilizedbeliefsystemstostrengthentheirlegitimacyovertime.Afterthelesson,studentswillcompleteashortanswerquestionbasedonawrittenprimarysource.

MATERIALSNEEDEDFOR:

In-ClassActivity

● Warm-UpChart(p.7)(statesthatusedbeliefsystems)

● BeliefSystemsNotesPages(pp.8-9)

● SetsofdocumentsfromGoryeo(p.10),Joseon(p.12),andRepublicofKorea(p.16)(SouthKorea)

● ContinuityandChangeWrap-UpPage(p.17)

Assessment

• ShortAnswerQuestion(p.18)

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SEQUENCEOFINSTRUCTION

CLASSACTIVITY1OF6:WARMUP/INTRODUCTION

WARMUP/INTRODUCTION(6MINUTES):

Thewarmuphastwopurposes:

a. Toreactivatepriorknowledgeabouthowbeliefsystemsaffectedpoliticalstates.

b. Togivestudentsafoundationforlateranalysisanddiscussion.

1. Studentswillcompleteachart(p.7)providingtheirownexamplesofpoliticalstatesthathaveusedbeliefsystemstolegitimizetheirpower.

2. Tocheckonknowledge,studentswillsharesomeoftheirexamplestothewholeclass.

Teaching Tip

Teachersmaypointstudentstoclassnotesorparticularchapterswithintheirtextbook,ifcertainhistoricalperiodsareinneedofreview.

CLASSACTIVITY2OF6:DOCUMENTSET1

DOCUMENTSET1(15MINUTES):

1. Teacherswilldividestudentsintogroupsofthree,providingeachstudentwithacopyoftheDocumentSetNotesTracker(pp.8–9).

2. AllstudentswillreadPrincipalSource1(p.10)(set1,source1),onKorea’sGoryeoDynasty.[1minute]

3. Studentswillwritedownandthendiscusstheirinitialreactionstothissourcewithintheirsmallgroup.Howdoesthedocumentshowhowbeliefsystemswereutilizedtolegitimizerule?[3minutes]

4. Eachstudentinthegroupwillreadoneofthesupplementalsources(1A(p.10),1B(p.11),or1C(p.11))tobuildfurtherbackgroundknowledgeinlightoftheprincipalsource.[1minute]

5. Afterreadingonesupplementalsourceandwritingbriefnotesontheconnectionbetweenbeliefsystemsandpoliticallegitimacy,eachofthestudentswillsharewiththesmallgroupwhatwaslearnedfromthesupplementalsource.Studentsshouldnotsummarizetheirdocumentbutratherexpandonhowthedocumenttheyreadshowsthewayinwhichbeliefsystemswereutilizedtostrengthenlegitimacy.[3minutes]

6. Workingcollaboratively,eachsmallgroupwillwriteasummarystatementonhowbeliefsystemswereutilizedtostrengthenlegitimacybasedonevidencefromallfoursources.[4minutes]

7. Tocheckonknowledge,selectgroupsshouldreadtheirsummarystatementstothewholeclass.[3minutes]

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Teacher Notes Teachersshouldencouragestudentstoreadthesources’annotationinformationforcluesabouthowtheauthormayconnecttotheKoreanstate.

Teaching Tip Iftimeisverylimited,teachersmightstreamlineactivities2through4intoajigsaw

activityandassigneachofthreedifferentgroupsadifferentsetofdocuments.Thenonestudentfromeachofthethreegroupscouldmeetinanewtriadto

discussthedifferentsetsofsources.

Teaching Tip Ifmoretimeisavailable,teachersmighthaveallstudentsreadallsupplemental

sources.Thiswillprovidesomeinstructionaladvantagesandwiderexposuretomoredocuments,aswellasmorepracticereading,interpreting,andanalyzing

primarysources.

1. RepeatsequencefromActivity2usingPrincipalSource#2(p.12)(fromKorea’sJoseonDynasty)andthethreesupplementalsources(2A(p.13),2B(p.13),2C(p.14)).

1. RepeatsequencefromActivity2usingPrincipalSource#3(p.15)(fromtheRepublicof[South]Korea)andthethreesupplementalsources(3A(p.15),3B(p.16),3C(p.16)).

CLASSACTIVITY5OF6:WRAPUP

WRAPUP(9MINUTES):

1. First,studentswillcompletetheWrap-UpHandout(p.17).

2. Then,studentswilldiscusswiththeirgroupsthecontinuitiesandchangesinthewaythatbeliefsystemswereutilizedinKoreatostrengthenlegitimacyovertime.

3. Finally,studentswillshareexamplesofcontinuitiesandchangeswiththewholeclass.

Teacher Notes Teachersmaychoosetohavestudentsshareoneexampleofcontinuityorchangewiththeclass,ormightcirculatethroughtheroomtocheckforunderstanding.Thiscouldbeshortenedtoaverbaldebrief.

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CLASSACTIVITY6OF6:ASSESSMENT/CHECKFORUNDERSTANDING

FORMATIVEASSESSMENT—SHORTANSWERQUESTION(13MINUTES):

StudentswillcompleteallthreepartsoftheShortAnswerQuestion(p.18).AScoringGuide(p.19)isavailableforcheckinganswers.

Teacher Notes

Teachershavethreeoptionsforwhentodothisassessment,dependingonwhentimepermits:itcanbedoneattheendoftheclass,assignedashomework,orcompletedatthebeginningofthefollowingclassperiod.

Teaching Tip

Ifmoretimeisavailable,teacherscanhavestudentspeergradetheSAQsets.TheScoringGuidecanbesharedwithstudents,orteacherscanprovideverbalguidanceanddirectioninscoringeachpartoftheSAQ.

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IN-CLASSACTIVITYMATERIALS

Warm-UpChart

Howwerebeliefsystemsutilizedtostrengthenlegitimacy?Reflectonhowempiresandkingdomsthatyouhavestudiedutilizedbeliefsystemstosupportstate-buildingefforts.Amodelanswerisshown;youshouldprovidethreeadditionalexamplesintheboxesprovidedbelow.

NameofEmpireorKingdom

BeliefSystemUsed Howthebeliefsystemidentifiedwasutilizedtostrengthen

legitimacy?

MauryanEmpire

Buddhism

AshokaconvertedtoBuddhism,promotedmissionaryactivity,andcodifiedlawsandedictsthroughouttheempire.Asaresult,manypeopleinSouthAsiaconvertedtoBuddhism.

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DocumentSetsNoteTracker

UTILIZINGBELIEFSYSTEMSTOSTRENGTHENLEGITIMACY

OldestDocuments:Korea’sGoryeoDynasty,918-1392CE

1. PrincipalSource1foryoursmallgroup:HowwasabeliefsystemutilizedbyWangGeontostrengthenhislegitimacy?

2. SupplementalSourceindividualtoyou(1A,1B,or1C):WhatdoesthisdocumentsayaboututilizingbeliefsystemstostrengthenlegitimacyduringtheGoryeoDynasty?Shareyourthoughtswithyoursmallgroup.

3. GroupSummaryStatementtosharewiththeclass:Writeaquicksummarystatementaboututilizingbeliefsystemstostrengthenlegitimacyinthistimeperiod.Bepreparedtoshareyourstatementwiththewholeclass.

Second-OldestDocuments:Korea’sJoseonDynasty,1392-1897CE

1. PrincipalSource2foryoursmallgroup:HowwasabeliefsystemutilizedbyYiSeong-gyetostrengthenhislegitimacy?

2. SupplementalSourceindividualtoyou(2A,2B,and2C):WhatdoesthisdocumentsayaboututilizingbeliefsystemstostrengthenlegitimacyduringtheJoseonDynasty?Shareyourthoughtswithyoursmallgroup.

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MostRecentDocuments:RepublicofKorea(SouthKorea),1945-Present

1. PrincipalSource3foryoursmallgroup:HowwasabeliefsystemutilizedbyParkChung-heetostrengthenhislegitimacy?

2. SupplementalSourceindividualtoyou(3A,3B,3C):WhatdoesthisdocumentsayaboututilizingbeliefsystemstostrengthenlegitimacyinSouthKorea?Shareyourthoughtswithyoursmallgroup.

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DocumentSet1OLDESTDOCUMENTS:KOREA'SGORYEODYNASTY(918-1392CE)

PrincipalSource1 WangGeon,firstkingoftheKoreanGoryeoDynasty,TenInjunctions,943C.E.

1.ThesuccessofeverygreatundertakingofourstatedependsuponthefavorandprotectionofBuddha.Therefore,thetemplesofboththeMeditationandDoctrinalschoolsshouldbebuilt,andmonksshouldbesentouttothosetemplestoministertoBuddha.

2.TemplesandmonasterieswerenewlyopenedandbuiltuponthesiteschosenbythemonkTosonaccordingtotheprinciplesofgeomancy.*Hesaid,“Iftemplesandmonasteriesareindiscriminatelybuiltatlocationsnotchosenbyme,theterrestrialforceandenergywillbesappedanddamaged,hasteningthedeclineofthedynasty.”

6.IdeemthetwofestivalsofYondungandP'algwanofgreatspiritualvalueandimportance.ThefirstistoworshipBuddha.ThesecondistoworshipthespiritofHeaven,thespiritsofthefivesacredandothermajormountainsandrivers,andthedragongod.

*GeomancyisthebeliefthattheWillofHeavencamefromacertainarrangementofmountains,nearacertainpartofariver,andfromfacingidealdirections.

P e t e r H . L e e a n d W i l l i a m T h e o d o r e d e B a r y , e d s . , w i t h a n d Y ô n g h o C h ' o e H u g h H . W . K a n g . 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 . 1 : F r o m E a r l y T i m e s T h r o u g h t h e S i x t e e n t h

C e n t u r y ( I n t r o d u c t i o n t o A s i a n C i v i l i z a t i o n s ) , C o l u m b i a U n i v e r s i t y P r e s s , 1 9 9 6 . 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 .

SupplementalSource1A HistoryofKingInjong(1133-1146),fromtheOfficialHistoryoftheKoreanGoryeoDynastywrittenintheearly1400s.

Theofficialastrologermemorialized[theKing]:“Recentlyasshamanismhasbeenwidelypracticed,itsindecentsacrificeshaveincreaseddaily.Irequestthekingtoinstructtheofficesconcernedtoexpelalltheshamans.”Therequestwasgranted.Manyshamansweregrievedbythis.Thepowerfulofficialsthereuponwrotetheking:“Spiritsbeingformless,wecannotknowwhethertheyarefakeorreal.Tobanthemcompletelyisneveradvantageous.”Theking,agreeingwiththisargument,rescindedtheearlierprohibition.

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SupplementalSource1B BrianHogarth,scholarlyarticletitled“GoryeoBuddhism,”2003.

BuddhismwasintroducedtoKoreafromChinainthefourthcentury.[…]Fortherulingclass,itrepresentedasophisticatedmodelofstatecraft,withuniversaldeitiesactingasprotectorsofthestate.Kingsactedasbeneficentmonarchswiththeconsentandadviceofspiritualleaders.[…]

TherewasanaturaltendencyforKoreanmonkstosiftthroughthesemany[Buddhist]schoolslookingforcommondenominators.ThiswasespeciallytrueduringtheGoryeodynasty,whenconcernsaboutKoreannationalunityandsecuritymadesuchprinciplesevenmoreappealing.

B r i a n H o g a r t h , “ G o r y e o B u d d h i s m , " i n G o r y e o D y n a s t y E d u c a t o r W o r k s h o p , p r e s e n t e d i n c o n j u n c t i o n w i t h t h e e x h i b i t G o r y e o D y n a s t y : K o r e a ’ s A g e o f E n l i g h t e n m e n t ( 9 1 8 t o

1 3 9 2 ) , 2 0 0 3 , h t t p : / / e d u c a t i o n . a s i a n a r t . o r g / s i t e s / a s i a n a r t . o r g / f i l e s / r e s o u r c e -d o w n l o a d s / G o r y e o . p d f .

SupplementalSource1C CharlesMuller,scholarlyarticletitled“KoreanBuddhism:AShortOverview,”1997.

ThegeneraltrendoftheBuddhismofthelatterhalfoftheGoryeo[dynasty]isthatofdeclineduetocorruptionandtheriseofstronganti-Buddhistpoliticalandphilosophicalsentiment.Butontheotherhand,thisperiodofrelativedecadencewouldproducesomeofKorea'smostrenownedSeon*masters.[…][SomeBuddhistmonks]showedanunusualinterestinscripturalstudy,aswellasastrongunderstandingofConfucianismandTaoism,duetotheincreasinginfluenceofChinesephilosophyasthegroundofofficialeducation.

*SeonisaformofBuddhistpracticeoriginatinginChinathatemphasizesmeditation

U s e d w i t h p e r m i s s i o n f r o m C h a r l e s M u l l e r

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DocumentSet2SECOND-OLDESTDOCUMENTS:FROMKOREA’SJOSEONDYNASTY(1392-1897CE)

PrincipalSource2 YiSeong-gye,firstkingoftheJoseondynasty(1392-1897),FoundingEdict.

ItisHeavenwhichcreatedallthepeopleoftheEarth,Heavenwhichordainstheirrulers,Heavenwhichnurturedthemtosharelifewitheachother,andHeavenwhichgovernedthemsoastoenjoypeacewithoneanother.Therehavebeenbothgoodandbadrulers,andtherehavebeentimeswhenpeoplefollowedtheirrulerswillinglyandothertimeswhentheyturnedagainstthem.SomehavebeenblessedwiththeMandateofHeavenandothershavelostit.Thisisaprinciplethathasremainedconstant.

ThePrivyCouncilandallranksofofficialstogetherurgedmetotakethethrone,saying:“Theancestralshrinesandinstitutionsshouldonlybeentrustedtoonewhoisworthy,andthethronemustnotbeleftvacantforlong.People’smindsarealllookinguptoyourmeritoriousachievementsandvirtue,andyoushouldacceptthethronetorectifythesituation,therebysatisfyingthepeople’sdesire.”Becausethepeopleinsistedsosteadfastly,Iyieldedfinallytotheirwillandascendedthethrone.

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SupplementalSource2A Mapofthecapitalcity,Hanyang,recreationofawoodblockprintfrom1822.

ThismapofthecapitalcityofHanyan(nowSeoul)showsthemainConfucianpoliticalinstitutions—suchastheking’spalaces,theConfucianNationalUniversity,theConfucianAncestralShrine,andtheSixMinistries—allsurroundedbymountainsandriversinaharmoniousarrangement.

SupplementalSource2B MarkPeterson,scholarlyarticletitled“TheNeo-ConfucianFoundationofTheJoseonKingdom.”

WhenYiSŏngkye[YiSeong-gye]setouttofoundanewdynasty,hedidoneabsolutelyremarkablething.Ratherthanturningtoothermilitarymenforsupport,heturnedtocivilians,specificallyNeo-Confucianscholar-officials,asthebackboneofhisdynasty.Fromtheoutset,hespokeofsettingupadynastythatwouldlastfivehundredyears.Itlasted518.

Howcouldheevendreamofsuccessfullysettingupafive-hundred-yeardynasty?Hecouldseethestrengthofthepreviousdynastythatlastednearlyfivehundredyears,Goryeo(918-1392=476years).HeknewthehistoryoftheGoryeodynastythathadsufferedthroughamilitarytakeoverthatnearlytoppledthedynasty.Heknew,andapparentlybelieved,thatcivilianrulewasmorestablethanmilitaryruleaswellastheConfuciandogmathatputthemilitaryinasubordinatepositiontothecivilian.Thus,heturnedtotheNeo-Confucianscholarstosupporthisnewdynasty.

U s e d v i a C r e a t i v e C o m m o n s l i c e n s e : h t t p s : / / c r e a t i v e c o m m o n s . o r g / l i c e n s e s / b y - s a / 4 . 0 /

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SupplementalSource2C ChartcomparingConfucianismandNeo-Confucianism

Atthecoreofbothbeliefsystemsistheemphasisonvirtue.ren–benevolence(careforothers) yi–righteousness(doingtherightthingatalltimes

li–ritualpropriety(knowingone’srole)zhi–wisdom(seeingthetruthinothers)Gentleman/Sage:SuprememoralpersonPettyPerson:Personlackingvirtueinsomeway

Confucianism

• ThoughttohavecomefromtheZhouDynasty(1046-256BCE).

• ClassicalScholars:Kongzi/Confucius(551-479BCE);Mengzi/Mencius(372-289BCE)

• Isabeliefsystemandnotareligion;to“speculate”ontheafterlifeis“besidethepoint.”

• Oneshouldsacrificetoancestorsforthesakeofvirtue,notoutofconcernfortheafterlife.

• Basedonrelationships:rulertosubject;fathertoson;husbandtowife;elderbrothertoyoungerbrother;friendtofriend.

• Beliefthatmanbehavesbetterwhengivena“constantlivelihood.”

Neo-Confucianism

• StartedasareactiontothepopularityofBuddhism.

• Neo-ClassicalScholars:ZhuXi(1130-1200)• ConsideredmoremetaphysicalthanConfucianism• Focusesona“personalpathtosagehood”rather

thanrelyingonsages.• Containsmoreradicalviewsonthedangersof

desireandinternalthought.• Addedxin(faithfulness)• Onemustactvirtuouslywithout“asecond

thought.”Thenaturalurgetorationalizeourbehaviormustbetrainedoutofus.

• Believethatjoycomesfrombeingonewiththeuniverse

• Emphasizedthatwecanalterourviewthroughritual(e.g.,intentionallylongermourningperiodsforhighofficials).

• Virtueisbestshownunderpressure(e.g.,refusingalargebribeorspeakingupagainstanunjustruler).

B a s e d o n J u s t i n T i w a l d , " C o n f u c i a n i s m v s . N e o - C o n f u c i a n i s m , " i n T h e O x f o r d H a n d b o o k o f V i r t u e , e d . N a n c y S n o w . O x f o r d U n i v e r s i t y P r e s s , 2 0 1 8 .

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DocumentSet3MOSTRECENTDOCUMENTS:THEREPUBLICOFKOREA(SOUTHKOREA)1945-PRESENT

PrincipalSource3 ParkChung-hee,presidentofSouthKoreafrom1963untilhisassassinationin1979,ToBuildaNation,1971.

Weorganizedaplanningcommitteeofcollegeprofessorsandexpertswithspecializedknowledgeinmanyfields.Bymobilizingthemaximumavailableexpertiseforgovernmentadministrationandpolicymaking,weintendedtoholdincheckthearbitrarinessandrashnessofthemilitaryofficers.Theestablishmentofthiscommitteeservedasaturningpoint.Koreanprofessorsbegantoshowpositiveinterestintherealitiesofthecountryandtopresentpolicyrecommendationsonthebasisofscientificanalysesofthecountry’ssituation.Eventhoughnotalloftheserecommendationscouldbejustifiedintermsofefficiencyandrationality,theiradvicewasofgreathelptotherevolutionarygovernment.ThustheConfuciantraditionofYiKorea,inwhichscholarsplayedapositivepartingovernmentalaffairs,seemstohavebeenrevived.

SupplementalSource3A TestimonyofRalphCloughandBruceCumings,AmericanprofessorsofKoreanstudies,HearingsandMarkupsbeforetheSubcommitteeonAsianandPacificAffairsoftheCommitteeofForeignAffairs,UnitedStatesHouseofRepresentatives,1985.

USCongressionalRepresentativeStephenSolarz:WhyhavestudentsinKoreabeenthelocomotive,ortheengine,ofpoliticalchangeinthecountry?

ProfessorRalphClough:IthinkthisgoesbacktotheperiodofJapanesecontrol,whenstudentswereactiveindemonstratingagainsttheJapanesecolonialismofthattime.

Solarz:Butthestudentsofthosedaysarethegrandparentsoftoday.Ihavetheimpressionthatovertimeineverydecadeandgenerationitseemstobethestudentswhoareintheforefrontofthedemandforpoliticalreformanddemocratization.Arethereculturalfactorsthatexplainthat?

Clough:Ithinkso.IthinkitwasthefactthatstudentswereintheforefrontofmodernizationinKoreainthatperiod,butperhapsProfessorCumingswouldliketocomment.

ProfessorBruceCumings:Ithinkthereisatraditionthatperhapsgoesbackevenfurtherthanthat,andthat’stheConfuciandictumthatintellectualsandstudentsshouldbeamoralforceinsociety.Ithinkthatstudentsinheritedthattradition,butIalsothinkthey’refreetoprotestuptoapoint,freetoprotestinawaythatalmostnooneelseinSouthKoreansocietyis.Youhavetheuniversitiesassanctuariesagainsttheregime(butoftentheregimewillmovetroopsoncampus—6,000troopsoncampuslastNovember)and,second,thechurches.Sothechurchesandthestudentshavebeenintheforefrontbecausetheyhaveacertaincapacitytoconfronttheregime.

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SupplementalSource3B ParkChang-seok,journalistandscholar,Korea:FromRagstoRiches,2010.

Koreaisoftenmentionedasamodelcountrywhichhassuccessfullycaughttwobirdsinoneshot—athrivingeconomyanddynamicdemocracy.Theessentialelementsofsuccessweregoal-orientedexecutiveleadership,ahighly-educatedbureaucracy,andahardworkinglaborforce.Thegluebindingthemtogetherwasa“can-do”spiritinveterateamong[Korean]peoplealongwith[aKorean]ethicthatcallsforparentaleffortsforchildeducationandworkers’sacrifice.Inparticular,efficientbutstrongexecutiveleadershiphasenabledprimarynationalundertakingstohavebeensolvedpromptlyandboldly.Extraordinarycircumstances,typifiedbythetwinmenacesofCommunistinvasionandpoverty,neededextraordinarymeasurestosurmounttheobstacles.SouthKoreanleadershiphasbeenpresident-centricwiththepresidencyalwaysattheapexoftheexecutiveestablishment,whichhasoftencalledforpopularunityinthefaceofnumeroustrialsandadversities.

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 .

SupplementalSource3C ConstitutionoftheRepublicofKorea,1948.

Article7

(1)Allpublicofficialsshallbeservantsoftheentirepeopleandshallberesponsibletothepeople.

Article9

TheStateshallstrivetosustainanddeveloptheculturalheritageandtoenhancenationalculture.

Article11

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

Article32

(1)Allcitizensshallhavetherighttowork.TheStateshallendeavortopromotetheemploymentofworkersandtoguaranteeoptimumwagesthroughsocialandeconomicmeansandshallenforceaminimumwagesystemundertheconditionsasprescribedbyAct.

(2)Allcitizensshallhavethedutytowork.TheStateshallprescribebyActtheextentandconditionsofthedutytoworkinconformitywithdemocraticprinciples.

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ContinuityandChangeWrapUp

Inyourgroup,explainoneexampleeachofcontinuityandchangeinhowbeliefsystemswereutilizedtostrengthenlegitimacy.ExamplesshouldstretchacrossatleasttwotimeperiodsinKorea’shistory(Goryeo,Joseon,RepublicofKorea).

EXAMPLEOFCONTINUITY:

EXAMPLEOFCHANGE:

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SHORTANSWERQUESTIONASSESSMENTMATERIALSStudentswillcompletethefollowingshortanswerquestionset.

Usethepassagebelowtoanswerallpartsofthequestionthatfollows.

YiSeong-gye,FoundingEdict,1392

1.Usingthesourceabove,answer(a),(b),and(c).

a.Identifyabeliefsystemreflectedinthepassage.

b.Explainhowanotherbeliefsystemsupportedstate-buildingeffortsinKoreabefore1450CE.

c.Explainhowabeliefsystemsupportedstate-buildingeffortsoutsideofKoreaafter1450CE.

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SAQSCORINGGUIDE

YiSeong-gye,FoundingEdict,1392

A.Identifyabeliefsystemreflectedinthepassage.(1point)

Possibleanswersmayinclude:

• YireferencestheMandateofHeaven,anEastAsianbeliefsystemthatreinforcesthedivinesupportforhisrule.

• TheideathatabenevolentrulerisgrantedlegitimacythroughhisvirtueandworthinessisavalueofConfucianismandespeciallyNeo-Confucianism.

B.Explainhowanotherbeliefsystemsupportedstate-buildingeffortsinKoreabefore1450CE.(1point)

Possibleanswersmayinclude:

• BuddhismwasofficiallysupportedbytheGoryeodynasty.Thestate’ssupportofBuddhismgavethekingmorelegitimacyamonghispeople,manyofwhomwereBuddhists.

• Geomancyinfluencedtheplacementofgovernment-supportedbuildingprojectssuchaspalaces,temples,andotherpublicinstitutions.

• Thepracticeofshamanismwasprotectedbythekingsincepeoplecareddeeplyaboutspiritforces.Byprotectingshamanism,thekingcouldpreventthesepeoplefromgettingupset.

C.Explainhowabeliefsystemsupportedstate-buildingeffortsoutsideofKoreaafter1450CE.(1point)

Possibleanswersarenumerousandmayinclude:

• IslamwasusedbyOttoman,Mughal,andSafavidleaderstoshowthepietyofthesultans,emperors,andshahsandhelpthemmaintaintheirrule.

• Christianitywasusedbydivine-rightmonarchsinWesternEuropeandRussiatoadvancethenotionthatGodhadplacedkingsinpositionsofpoliticalauthority.

• InChina,ConfucianismwasusedbytheMingandQingdynastiestoorganizetheirgovernmentalbureaucracy.