A Study on Description of Prehistoric Eras in Middle School History Textbooks

This paper reviews problems and direction found in the depiction of prehistoric eras in the middle school history textbook, particularly focusing on current version (2015 Revised Curriculum). Firstly, it identifies issues pertaining to the depiction of prehistoric eras, including the lack of coverage, other associated problems, and the roles played by textbooks in addressing these concerns. The absence of description regarding prehistoric eras entails the omission or lack of coverage, including the neglect of the Neolithic Age in South Korea. Additional issues in the depiction include the failure to incorporate archaeological excavations and research findings over time, the presence of errors and inaccuracies in information delivery, and disjointed descriptions. Lastly, the role of the textbook is closely linked to its method of description. The current textbook's approach puts focus on conveying individual historical facts rather than prompting thinking through questioning. This method of description fosters a perception that prehistoric eras are disconnected from our modern lives. To address the description issues surrounding prehistoric eras in the current history textbook, it is crucial to expand the coverage of South Korea's prehistoric periods. However, even more importantly, greater involvement of experts is necessary without dissenting voices being marginalized. Such experts involvement would facilitate more organic reorganization of the descriptions, showing unique characteristics of Korea. Furthermore, there is an urgent need for collaboration among specialists, textbook writers, authorities, and government agencies to rediscover the purpose and direction lost in the portrayal of prehistoric eras in order to enable collective discussions and critical thinking about how these eras are relevant to our lives, and what to discuss and contemplate with regard to the prehistoric eras.