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.
This module focuses on contextualization through an examination of South and North Korea. The two activities lead toward a document-based question (DBQ) that has students evaluate the extent to which the Cold War affected economic and technological development.
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To what extent is South Korea a manufacturing or information economy?
Students work collaboratively to better understand the current context surrounding South Korean economic development. Students will examine secondary sources to develop an understanding of South Korea’s economic and technological developments in comparison to other states.
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Students will explore economic developments in South Korea through a structured source analysis of common and paired readings, referred to as the Box Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of the contextualization behind South Korea’s economic development after the Korean War and into the twenty-first century. This task is designed for students with little to no understanding of the Information Age and economic liberalization trends in the post-World War II era. Students will need prior knowledge of basic economic concepts like gross domestic product (GDP) and conglomerates to access the homework and opening stages of the activity. Students should finish the activity with a greater understanding of the role technology played in South Korea’s economic development and greater insight into unique economic strategies used by South Korea to improve its economic standing in the second half of the twentieth century.
How are North and South Korea impacted by the Cold War, economic liberalization, and Information Age technological developments?
Students work collaboratively to investigate the impact of the Cold War, economic liberalization, and the Information Age on North and South Korea. Students will read paired sources, one on North Korea and one on South Korea, to compare the responses of each to the three twentieth- and twenty-first-century historical developments.
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This activity is designed to engage students in an analysis of the impact of the Cold War, economic liberalization, and Information Age technological developments on North and South Korean development. Students should have general knowledge of each of the three historical developments mentioned above. Students will work in collaborative pairs on an analysis of one of three sets of paired sources. Each set explores one of the three historical developments—the Cold War, economic liberalization, or the Information Age—through North and South Korean sources. In the second stage of the lesson, student pairs will join other pairs to develop a short presentation to share their learning. At the conclusion of the lesson, students will demonstrate their learning by writing responses to Short Answer Questions (SAQs).
Teachers should note that students are initially divided into pairs with only one set of sources to allow for deeper exploration of one historical development. The lesson could be extended to allow pairs to explore all three historical developments, if time permits. The sources will demonstrate how North and South Korea responded to the larger historical developments of the period. For instance, though the second historical development is economic liberalization, the North Korean reaction was to reject this trend and focus instead on continued central planning according to communist command-economy principles, while South Korea introduced elements of central planning and state coordination onto a capitalist framework. The Information Age sources likewise reflect the distinct differences between the types of technology on which North and South Korea focused.
DBQ: Evaluate the extent to which the Cold War affected economic and technological development.
Students can write (and/or peer grade) an AP-aligned DBQ. A set of annotated Scoring Guidelines are provided for the teacher and/or student to use in assessing student work and offering feedback.
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This activity is designed to engage students in the complete DBQ writing process. Students will complete a DBQ that assesses their ability to argue about the relative influence of the Cold War on economic and technological development.