Foreign Policy Research Institute A Nation Must Think Before it Acts Korean Presidents: an Evaluation of Effective Leadership

Korean Presidents: an Evaluation of Effective Leadership

CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific detail to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-Literacy.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

– Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
– Determine an author’s point of view or purpose in analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
– Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
– Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
– Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
– Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
– Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

1) In an effort to establish background for discussion and further inquiry students will complete a homework reading. Students will create Cornell note style summary. Hand out # 1 is part of a homework assignment that will be summarized by the students

Day 1: Time Line Analysis
Hand out #2 is a partner activity and will spring board into the Evaluations exercise.

Hand Out # 2 Time Line:
Directions: Partner work.
Look through the timeline (Handout 2).
Choose 10 dates to research more information on: Create a presentation that explains these events to your classmates.

After completing the timeline analysis students will move to computers to gather information to rate the presidents. Each rating will need a solid argument as to the analysis of the presidency.

Day 2: Presidential ranking and Primary source analysis (Hand out 3 and 4).

After completing the timeline analysis students will move to jigsaw using the primary sources.

1. Divide the class into small groups
2. Distribute the document excerpts with guided worksheet (Hand out # 3) and explain to the students how these materials will be utilized in the lesson.

Small groups will read the excerpt you have been assigned.
1. Follow the directions for analysis of the document.

Write down all of the details you think are important from your reading. You will need to teach some of your classmates what you learned from this text, so feel free to use this section for notes you can use in class. Groups will the create a Ranking of South Korean Presidents on the graphic organizer Handout # 5

Assessment: Based on Student participation.

Flexible grouping to assist with struggling readers.

BBC News. BBC, 25 Feb. 2003. Web. 6 Sept. 2015.

“Eigen’s Political & Historical Quotations.” Park Chung-hee- Quote about Development, poverty, reform, South Korea, stagnation. Web. 6 Sept. 2015.

“Excerpts from Speech by South Korea President.” The New York Times. The New York Times, 30 June 1987. Web. 6 Sept. 2015.

“Full Text of Park’s Inauguration Speech.” Full Text of Park’s Inauguration Speech. Web. 6 Sept. 2015.

“Full Text of Lee’s Inaugural Speech.” National : News : The Hankyoreh. Web. 6 Sept. 2015.

“History of Korea.” Official Site of Korea Tourism Org. Web. 6 Sept. 2015.

Rhee, Syngman. “Korea Cannot Live Divided and Half-Occupied.” Vital Speeches of the Day; 9/1/52, 1 Sept. 1952, Vol. 18 Issue 22 ed.: P703. Print.

“Speech of H.E. President Kim Dae-Jung of the Republic of Korea Asean 1 Summit.” Speech of H.E. President Kim Dae-Jung of the Republic of Korea Asean 1 Summit. Web. 6 Sept. 2015.

“Timeline of Korean History.” Timeline of Korean History. Web. 6 Sept. 2015.

“William J. Clinton: The President’s News Conference With President Kim Yong-sam of South Korea.” William J. Clinton: The President’s News Conference With President Kim Yong-sam of South Korea. Web. 6 Sept. 2015.

Author
  • Ellen Resnek
  • Downingtown East High School
Related History Institute
Grade Level
  • High School: 10
Time Frame
  • 2 class periods including homework preparation.

If you have any questions about this lesson plan, or if you wish to contact the author, please email us at [email protected]