Lesson Plan Library

Students will be given the compelling question which will guide the entire inquiry. This lesson is a student driven lesson in which they will build their own understanding through the analysis of rich texts which depict the transformation in the South Korean economy, the causes for the economic growth, and a contrast with current status of the North Korean economy.
Advanced Placement Lessons: Lesson 5.5 and 5.6 address curricular requirements in the Advanced Placement Macroeconomics curriculum. As opposed to teaching economic growth and the use of fiscal policies in a vacuum, real examples from South Korea’s economic growth are utilized to enhance student understanding of the curricula.

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Post-war North and South Korea present a direct comparison case study through which students can understand how economic incentives help create wealth and good governance or deprivation and bad governance. By examining photos, charts, and videos, students will be able to understand the role of incentives in creating economic growth and democratic institutions.

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Students will research and compare the current economic development of Republic of Korea and the Democratic People’s Republic of Korea.

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During the Development Unit of AP Human Geography, students will look at data from other countries who were similar to South Korea in the 1960s, then the same data for today. Based on GDP, IHDI, and GNI they will use the obvious differences in development to draw conclusions as to how South Korea was able to develop so quickly, and what those countries can do to in an attempt to reach the same development level as South Korea.

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These lessons will involve student research about famous Koreans featured on Korean won. They will research the important people featured on South Korean currency in small groups. Students will then compare their new knowledge to what they know about US currency. This may require additional research by the students.

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By investigating the issue of Korean reunification, students will make decisions about what the obstacles of the reunification are and how to give weight to each.

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Students simulate the differences between Capitalism and Communism. They are tasked with working as a group to develop homes out of notecards. Only the Capitalist will have an incentive. This will build upon the previous day’s lesson revolving around students learning about the basics of the Korean War and the outcomes.

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The Republic of Korea has been lauded as an example of a booming capitalist economy since the end of the Korean War. One of the “Asian Tigers” economically, the nation has excelled in automotive and electronics production, increasing GDP and the standard of living since the devastation of the war. Currently, however, low birth rates threaten the long-term economic prospects of the nation and bring up policy solutions that may clash with traditional Korean culture. This lesson explores how the current low birth rate and gender inequality in the workforce threaten the Republic of Korea’s long-term economic prospects. The lesson also requires students to evaluate possible solutions to these problems.

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Why do some countries develop rapidly, growing their economies and influence on the world stage while other countries struggle to achieve economic takeoff? This is a central question in Human Geography and an important question in World History. The Korean Peninsula provides a case study for the exploration of this question. This peninsula of a common people with a shared history was divided not only by a civil war but by competing ideologies and foreign alliances. In this lesson students will explore the causes of South Korea’s rise and the sharp divisions that remain between the two Koreas.

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Students will explore the economic differences between North Korea and South Korea and apply concepts of production possibilities in order to make informed determinations about the economic prosperity (or lack thereof) in both North Korea and South Korea. In small groups of 4-5, students will be presented with a variety of sources. These sources will help students draw conclusions, make inferences and make comparisons of production possibilities in both North Korea and South Korea. Students will then engage in a gallery walk to view the conclusions of the various groups in the classroom. Finally, students will individually reflect on the activity.

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