![]() ![]() The chaebols, including Samsung, Hyundai, and Daewoo, would play an important role in spurring economic growth by focusing on the export of cheap electroinc goods. After the Korean War, large sums of money were given to a handful of corporations (Samsung, Lotte, Hyundai, Daewoo, etc.) in order to spur economic growth in the South. ![]() ![]() Specifically, this focused inquiry is a case study of South Korean conglomerations, known as chaebols. The compelling question for this inquiry calls on students to consider whether conglomerates are good for the economy. Students will attempt to understand how we have talked-and are talking-with North Korea, weighing the benefits and drawbacks of each approach to answer the question, “How should the United States talk with North Korea, and why is it important in the resolution of North Korean issues?” These developments have brought the relationship between the United States and North Korea to the forefront of international relations. Additionally, despite assertions that North Korea would have to choose between its pursuit of nuclear weapons and its economic development, the North Korean economy has continued to grow amid worsening sanctions and waning international trade. At the present time, Kim Jong-un, the current leader of North Korea, has pushed forward on nuclear armament at a much faster pace than his predecessors, fueled by worsening political relations with the international community. At times that question has been answered with the use of direct diplomacy with North Korea, and at other times with the use of indirect diplomacy-compelling other countries to impose sanctions and other punitive measures on North Korea. How to talk with North Korea has been an important diplomatic question for US presidents from Truman to Trump. The compelling questions for this inquiry call on students is to research the history of diplomatic relations between the United States and North Korea. Teachers should also help students understand how the process of “forgetting” the Korean War reflects geopolitical events as well as domestic concerns. This leads students to questions of how the Korean War differed from previous and subsequent military engagements in terms of the remote threat it posed to the American people and an underlying Cold War sentiment that evolved from anti-communism to containment. Truman’s US presidency, the views of veterans and those on the home front, and the portrayal of Korea in US history textbooks. The inquiry has students consider the progression of the “conflict” to a “war,” actions of those in power during Harry S. This inquiry leads students through an investigation of how the Korean War came to be known as the “forgotten war.” By investigating the compelling question, “Why was the Korean War ‘forgotten’?,” students investigate how a major global event could seem to have been forgotten by the American public and, subsequently, in history. ![]()
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