2 머리말

머리말

한국사는 우리 민족이 살아온 발자취로서 우리 자신이 영위하고 있는 삶의 뿌리이다. 그 역사에는

희열과 비탄, 평화와 시련이 얽혀 있어 밝은 때가 있었는가 하면 어두운 때도 있었다. 그래서 인내는

쓰지만 열매는 달다고 하지 않던가? 현실은 비록 시험 준비로 고달프지만 달콤한 열매를 맛보기

위한 과정에서 이 교재는 여러분들이 합격의 주인공이 될 수 있도록 탄탄하고 아름다운 동행자가 될

것임을 확신하며 다음과 같이 구성되었다.

첫 번째 모든 문제는 분류사로 출제된다는 점을 감안하여 한국사의 방대한 내용을 총 100개의

주제로 정리하여 중요도에 따라 별표(★) 표시를 하였다. 따라서, 역사의 흐름과 핵심을

빈출 중요도에 따라 한눈에 쉽게 이해할 수 있도록 스마트하게 정리하였으므로 각종 공

무원 시험을 비롯하여 한국사능력검정시험의 준비에도 손색이 없도록 하였다.

두 번째 역사적으로 중요한 가치가 있고, 시험에 자주 출제되기에 반드시 알아야 하는 다양한

사료와 사진 자료를 수록함으로써 학습 효율과 능률을 더욱 높이고 올바른 역사 지식을

습득할 수 있도록 하였다.

세 번째 단순 암기 능력의 측정보다는 창의적인 문제의 해결 능력과 사고력을 검증하고자 하는

방향에 초점을 맞추었다. 따라서 이 교재는 이러한 문제를 해결할 수 있도록 기본적인

이론은 물론 한국사능력검정시험에도 자주 출제되고 있는 유네스코 한국 유산까지 정리

하여 수록함으로써 내용을 풍부하게 하였다.

아울러, 한국사 공부를 시작하시는 여러분께 아래 몇 가지 당부 말씀을 드린다.

첫 번째 기출문제 만큼 좋은 문제는 없다.

기본서만 숙독한다고 결코 고득점을 받는 것은 아니다. 기출문제를 정리함으로써 역사

적 사실의 중요도에 대한 감지와 앞으로의 공부 방향을 잡을 수 있다. 중요한 내용은

계속 출제될 수밖에 없으며, 실제 출제 경향 또한 그렇다.

머리말 3

P R O L O G U E

두 번째 외워야 할 것은 꼭 외워버리자.

모든 역사적 사실들을 반드시 암기해야 되는 것은 아니지만 역사란 역사적 사실의 기초

위에 흐름과 이해, 나아가 추론과 분석이 가능한 것이기 때문에 역사적 사실에 대한 정

확한 암기가 선행되지 못한다면 이는 공허한 메아리식 공부일 뿐이다.

세 번째 문제를 통해 스킬(Skill)하자.

그날 공부한 것은 문제를 통해 완전한 자기의 것으로 만들어야 한다. 그렇게 함으로써

문제에 대한 응용력을 기를 수 있다.

끝으로, 단순히 점수 따기 식의 공부보다는 한국사와 호흡을 같이하는 공부를 하라는 것이다.

우리가 이러한 역사를 공부하는 궁극적인 목적은 비록 시험 준비를 위한 한국사 공부

라고 하지만 마음속으로부터 우리나라의 역사를 이해하고, 그와 고통을 같이하면서 장

래를 걱정하는 마음 자세로 공부할 때 그것이 결과적으로 가장 효과적인 공부가 될 것

이다.

아울러, 본 교재 출판에 심혈을 쏟아주신 공드림 문병영 이사님과 미래가치 강재경 사장님, 원고 정

리에 도움을 준 충남도립대학교 경찰행정학과에 재학중인 사랑하는 제자 윤홍인 님께 진심으로 감사

를 드리며 수험생 여러분의 건투를 기원한다.

백봉서재에서 박용선

4 출제 경향

출제경향

01 전 시대에 걸쳐 고르게 출제되고 있다.

최근 10년간의 출제 분포를 보면 고등학교 교과 과정을 중심으로 특정 시대에 편중되지 않고

전체 시대에 걸쳐 고르게 출제되고 있다.

02 전체적인 흐름 속에서 기본 개념 및 원리를 묻는 문제가 반복 출제되고 있다.고대사회의 성격, 신라 중대의 성격과 하대의 사회 변화, 민정문서, 묘청의 서경 천도운동, 왜란과

호란, 대동법, 실학, 흥선 대원군의 정책, 동학농민운동, 광무개혁, 일제식민통치와 독립운동의

전개, 대한민국의 통일정책 등이 반복 출제되고 있다. 언뜻 보기에 단순 암기형의 문제인것 같지만

깊이 들여다보면 전체적인 흐름을 배경으로 꼭 파악해야 할 각 시대별 핵심적인 내용들이다.

03 단순한 제도사를 묻는 문제에서 벗어나 점차 사회, 경제, 문화사의 문제가 늘어나고 있다.각 시대의 대립적인 주요세력(진골귀족과 6두품, 권문세족과 신진사대부, 훈구파와 사림파, 위

정척사사상가와 개화사상가), 민중의 사회 경제생활, 고려와 조선의 여성의 지위 변화, 역대 토

지제도의 변천 과정, 조선 후기 경제적 변화와 신분제 변동의 관계, 문화의 새로운 경향 등을

묻는 문제가 자주 출제되고 있다.

04 이해력과 논리적 추론을 요하는 수능 유형의 통합적 문제가 출제되고 있다.단답형의 문제를 탈피하여 분류사 문제가 출제되고 있는데 예를 들면 통일신라의 정전과 조선

시대 관수관급제의 공통된 실시 목적, 풍수지리설과 도교가 당시 사회에 끼친 영향, 나말여초와

여말선초의 사회상, 역대 주요 역사서의 성격, 각 시대별 불교의 성격, 공민왕․조광조․갑신정

변의 개혁이 실패한 요인 등 통합적인 문제, 흥선 대원군의 정책에 대한 긍정적인 측면과 한계

등 당시 역사적 상황에 대한 정확한 이해를 바탕으로 한 통합적인 문제가 출제되고 있다.

05 다양한 사료와 지문을 통해 기본 개념을 확인하고 역사적 이해를 요구하는 문제 유형이 증가하는 추세이다.

한 시대의 특징을 유추할 수 있는 적절한 사료나 지문을 제시하고 그에 대한 다양한 접근을 유도

하는 문제와 주요 개념을 묻는 문제들이 출제되고 있다.

효율적인 학습 방법 5

효율적인 학습 방법

01 기본 개념을 정확히 이해한다.

각 시대별 중요한 기본 개념, 시대적 상황 등을 정확히 파악한다.

02 전 시대에 걸친 종합적인 이해가 필요하다.종래의 단순 암기식 문제에서 점차 이해 위주의 문제가 출제되고 있고, 여러 단원에 걸친 분류

사적인 문제가 출제되고 있기 때문에 전 시대의 흐름과 전환기의 상황을 통찰하여 학습하여야

한다.

03 시사적으로 부각되는 면을 광범위하게 정리한다.일본의 역사 왜곡, 중국의 동북공정 프로젝트, 간도와 독도 문제, 북한의 핵 문제, 해외 문화재

등에 대해서 관심을 가져야 한다.

04 전체적인 역사 흐름과 사회의 과도기 특징을 이해한다.연맹왕국에서 고대사회, 나말여초, 여말선초, 왜란과 호란의 영향, 조선 후기의 사회와 경제 변

동, 19세기 열강의 침략 등의 내용은 매우 중요한 부분이다. 이러한 시기 기득권층과 민중들의

사회 변화 대처 능력에 초점을 맞추어 파악해야 한다.

05 다양한 자료를 분석하고 해석하는 문제 유형에 대비해야 한다.최근 한국사 문제는 수능형 문제가 강화되는 추세이다. 따라서 기본 개념을 정확히 세운 뒤 사

료, 자료 등을 활용하여 자료에 대한 분석 능력과 응용력을 키워야 한다.

6 차례

차 례

Part 01 한국사의 시작

｜Chapter 1｜한국사의 바른 이해 ······················································································································· 15주제 001 한국사의 개관 ····················································································································· 15주제 002 역사란 무엇인가? ··············································································································· 16■ 확인 학습 문제 ································································································································· 20

｜Chapter 2｜선사 시대의 문화 ··························································································································· 21주제 003 인간과 자연 환경 ··············································································································· 21주제 004 선사 시대의 문화 ··············································································································· 24■ 확인 학습 문제 ································································································································· 31

｜Chapter 3｜국가의 형성 ······································································································································ 34주제 005 청동기와 철기 시대 ············································································································ 34주제 006 고조선의 성립 ····················································································································· 41주제 007 여러 나라의 성장 ··············································································································· 48■ 확인 학습 문제 ································································································································· 56

Part 02 한국 고대사

｜Chapter 1｜고대 정치사 ······································································································································ 65주제 008 고대 국가의 성립 ··············································································································· 65주제 009 고구려의 성립과 발전 ········································································································ 67주제 010 백제의 성립과 발전 ············································································································ 72주제 011 신라의 성립과 발전 ············································································································ 76주제 012 가야의 성립과 발전 ············································································································ 81주제 013 삼국의 통치제도 ················································································································· 83주제 014 삼국의 대외관계 ················································································································· 88주제 015 신라의 삼국 통일 ··············································································································· 90주제 016 통일신라의 발전 ················································································································· 93주제 017 발해의 건국과 발전 ············································································································ 98주제 018 후삼국의 성립 ··················································································································· 102■ 확인 학습 문제 ······························································································································· 106

｜Chapter 2｜고대 경제사 ···································································································································· 113주제 019 고대의 경제 ······················································································································ 113■ 확인 학습 문제 ······························································································································· 119

차례 7

C O N T E N T S

｜Chapter 3｜고대 사회사 ···································································································································· 121

주제 020 고대의 사회 ······················································································································ 121■ 확인 학습 문제 ······························································································································· 129

｜Chapter 4｜고대 문화사 ···································································································································· 133주제 021 고대 문화의 성격 ············································································································· 133주제 022 한학의 발달 ······················································································································ 135주제 023 불교의 수용 ······················································································································ 140주제 024 도교와 풍수지리사상 ········································································································ 146주제 025 과학기술의 발달 ··············································································································· 148주제 026 고대 국가의 무덤(古墳) ···································································································· 152주제 027 고대 국가의 건축 ············································································································· 155주제 028 고대 국가의 불상 ············································································································· 158주제 029 고대 국가의 예술 ············································································································· 161주제 030 고대 문화의 일본 전파 ····································································································· 164■ 확인 학습 문제 ······························································································································· 166

Part 03 한국 중세사

｜Chapter 1｜중세 정치사 ···································································································································· 177주제 031 중세 사회로의 전환 ·········································································································· 177주제 032 주요 국왕의 업적 ············································································································· 181주제 033 고려의 통치 조직 ············································································································· 190주제 034 문벌 귀족사회의 성립과 변천 ·························································································· 198주제 035 무신정변(1170) ·················································································································· 201주제 036 고려의 대외관계 ··············································································································· 206■ 확인 학습 문제 ······························································································································· 219

｜Chapter 2｜중세 경제사 ···································································································································· 230주제 037 고려의 경제 ······················································································································ 230■ 확인 학습 문제 ······························································································································· 242

｜Chapter 3｜중세 사회사 ···································································································································· 246주제 038 고려의 사회 ······················································································································ 246■ 확인 학습 문제 ······························································································································· 254

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｜Chapter 4｜중세 문화사 ···································································································································· 260

주제 039 고려의 유학과 한문학 ······································································································ 260주제 040 고려의 사상 ······················································································································ 266주제 041 고려의 과학기술 ··············································································································· 273주제 042 고려의 예술 ······················································································································ 278■ 확인 학습 문제 ······························································································································· 283

Part 04 한국 근세사

｜Chapter 1｜근세 정치사 ···································································································································· 293주제 043 근세 사회로의 전환 ·········································································································· 293주제 044 주요 국왕의 업적 ············································································································· 297주제 045 조선의 통치 조직 ············································································································· 304주제 046 사림의 대두 ······················································································································ 314주제 047 붕당 정치의 시작 ············································································································· 317주제 048 조선 전기 대외 관계 ········································································································ 322주제 049 임진왜란과 정유재란 ········································································································ 325주제 050 정묘호란과 병자호란 ········································································································ 332■ 확인 학습 문제 ······························································································································· 336

｜Chapter 2｜근세 경제사 ···································································································································· 345주제 051 조선 전기의 경제 ············································································································· 345■ 확인 학습 문제 ······························································································································· 358

｜Chapter 3｜근세 사회사 ···································································································································· 363주제 052 조선 전기의 사회 ············································································································· 363■ 확인 학습 문제 ······························································································································· 369

｜Chapter 4｜근세 문화사 ···································································································································· 375주제 053 조선 전기의 학문 ············································································································· 375주제 054 조선 전기의 사상 ············································································································· 383주제 055 조선 전기의 과학 기술 ····································································································· 390주제 056 조선 시대의 문학과 예술 ································································································· 396■ 확인 학습 문제 ······························································································································· 410

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C O N T E N T S

Part 05 한국 근대사(태동기)

｜Chapter 1｜근대 태동기 정치사 ····················································································································· 421주제 057 근대 사회로의 전환 ·········································································································· 421주제 058 조선 후기의 통치구조 ······································································································ 424주제 059 조선 후기의 붕당정치 ······································································································ 426주제 060 영조와 정조의 탕평책 ······································································································ 430주제 061 세도정치의 전개(1800~1863) ·························································································· 435■ 확인 학습 문제 ······························································································································· 438

｜Chapter 2｜근대 태동기 경제사 ····················································································································· 445주제 062 조선 후기 수취제도 개편 ································································································· 445주제 063 조선 후기 경제구조의 변화 ······························································································ 451■ 확인 학습 문제 ······························································································································· 463

｜Chapter 3｜근대 태동기 사회사 ····················································································································· 467주제 064 조선 후기 사회 구조의 변동 ···························································································· 467주제 065 조선 후기 사회의 동향 ····································································································· 473■ 확인 학습 문제 ······························································································································· 482

｜Chapter 4｜근대 태동기 문화사 ····················································································································· 489주제 066 조선 후기 문화의 새 기운 ······························································································· 489■ 확인 학습 문제 ······························································································································· 509

Part 06 한국 근대사(발전기)

｜Chapter 1｜근대 발전기 정치사 ····················································································································· 519주제 067 흥선 대원군의 등장(1863~1873) ····················································································· 519주제 068 개항과 근대의 시작 ·········································································································· 523주제 069 개화 정책의 추진과 반발 ································································································· 527주제 070 임오군란(1882)과 갑신정변(1884) ···················································································· 531주제 071 동학농민운동과 청․일 전쟁(1894) ·················································································· 537주제 072 갑오개혁과 을미개혁(1894~1895) ··················································································· 543주제 073 독립협회(1896)와 대한제국(1897) ···················································································· 547주제 074 간도와 독도 ······················································································································ 552주제 075 항일 운동의 두 방향 ········································································································ 555■ 확인 학습 문제 ······························································································································· 560

10 차례

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｜Chapter 2｜근대 발전기 경제사 ····················································································································· 576

주제 076 열강의 경제 침탈 ············································································································· 576주제 077 경제 자주권 수호 운동 ····································································································· 580■ 확인 학습 문제 ······························································································································· 584

｜Chapter 3｜근대 발전기 사회사 ····················································································································· 588주제 078 개항 이후 사회의 변화 ····································································································· 588■ 확인 학습 문제 ······························································································································· 592

｜Chapter 4｜근대 발전기 문화사 ····················································································································· 594주제 079 근대 문물의 수용 ············································································································· 594주제 080 근대 교육과 국학 연구 ····································································································· 597주제 081 문예와 종교의 새 경향 ····································································································· 600■ 확인 학습 문제 ······························································································································· 605

Part 07 민족 독립 운동기

｜Chapter 1｜일제의 식민 통치 ························································································································· 611주제 082 국권의 침탈 과정 ············································································································· 611주제 083 일제의 식민 통치 ············································································································· 616주제 084 일제의 식민지 경제정책 ··································································································· 619■ 확인 학습 문제 ······························································································································· 630

｜Chapter 2｜항일 운동의 전개 ························································································································· 636주제 085 1910년대 항일 운동 ·········································································································· 636주제 086 1920년대 항일 운동 ········································································································· 646주제 087 1930년대 항일 운동 ········································································································· 652주제 088 1940년대 항일 운동 ········································································································· 652■ 확인 학습 문제 ······························································································································· 655

｜Chapter 3｜사회주의 사상의 대두 ················································································································· 665주제 089 사회주의 민족 운동 ·········································································································· 665주제 090 민족 유일당 운동 ············································································································· 667주제 091 일제하 경제 구국 운동 ····································································································· 672■ 확인 학습 문제 ······························································································································· 677

차례 11

C O N T E N T S

｜Chapter 4｜식민지 문화 정책 ························································································································· 681

주제 092 식민지 문화 정책 ············································································································· 681주제 093 민족 문화 수호 운동 ········································································································ 685■ 확인 학습 문제 ······························································································································· 694

Part 08 한국 현대사

｜Chapter 1｜현대 정치사 ···································································································································· 707주제 094 대한민국 정부의 수립 ······································································································ 707주제 095 북한 정부의 수립(1948.9.9) ····························································································· 713주제 096 대한민국 정부의 발전 ······································································································ 714주제 097 북한 사회의 변화 ············································································································· 727주제 098 한반도 통일 정책 ············································································································· 728■ 확인 학습 문제 ······························································································································· 731

｜Chapter 2｜현대 경제․사회사 ······················································································································· 738주제 099 현대 경제의 발전 ············································································································· 738주제 100 현대 사회의 발전 ············································································································· 742■ 확인 학습 문제 ······························································································································· 746

Part 09 부록

01 유네스코 한국 문화유산 ········································································································································ 75302 유네스코 한국 인류 무형유산 ······························································································································· 75503 유네스코 한국 기록유산 ········································································································································ 75704 역대 왕조 계보 ······················································································································································ 76105 역대 연호 ······························································································································································· 76506 60간지와 시간․방위 표시 ···································································································································· 766

대한민국 공무원 준비생을 위한공무원 한국사

P A R T

01 한국사의시작Chapter 01 한국사의 바른 이해

주제 001 한국사의 개관주제 002 역사란 무엇인가?

Chapter 02 선사 시대의 문화주제 003 인간과 자연 환경주제 004 선사 시대의 문화

Chapter 03 국가의 형성주제 005 청동기와 철기 시대주제 006 고조선의 성립주제 007 여러 나라의 성장

제1장 한국사의 바른 이해 15

∙한국사의 흐름을 이해한다.

∙역사의 객관적인 측면을 주장하는 랑케의 사관과 역사의 주관적인 측면을 주장하는 E. H.

Carr의 사관을 구분하는 문제가 출제되므로 이에 대한 기본 개념을 정리해 두어야 한다.

01 한국사의 바른 이해CHAPTER

빈출☆☆☆☆☆

한국사의 개관001

16 제1편 한국사의 시작

빈출★☆☆☆☆

역사란 무엇인가?002

1 객관적 의미

⑴ 어원

① 독일어의 ‘과거에 일어난 일’을 뜻하는 ‘Geschichte’,한자(漢字)로는 세월, 세대, 왕조 등의 하나하나 순서를 따라 계속되어 간다는 것이다.

② ‘과거에 있었던 사실’이나 ‘인간이 과거에 행한 것’을 의미하는 ‘역(歷)’을 들 수 있다.

⑵ 의미

① ‘과거에 있었던 사실’, 즉 ‘사실(事實)로서의 역사(history as past)’이다.② 시간적으로 현재에 이르기까지 일어났던 과거의 모든 사건으로 바닷가

의 모래알과 같이 수많은 과거 사건들의 집합체를 의미한다.

⑶ 랑케(L. Ranke)의 역사 인식

① 19세기 독일의 역사학자로 “역사가는 자기 자신(선입감, 편견, 주관, 감정)을 죽이고 과거가 본래 어떠했는가를 밝히는 것을 그의 지상 과제로

삼아야 하고, 이때 오직 역사적 사실(事實)로 하여금 이야기하게 해야

한다.”고 하였다.② 역사적 사실의 비중을 극대화시키고 사실(事實)로서의 역사를 강조하였다.

⑷ 한계

① 역사 서술에 종사하는 사람이 감정이나 정서에 따른 개별적인 차이도

있을 수 있으며, 지적 배경이 다른 설명 내용에 따라 달라질 수 있다.

② 역사적인 사건의 설명에 주관성을 완전히 배제할 수 없다.

2 주관적 의미

⑴ 어원

① 그리스어로 ‘탐구’ 또는 ‘탐구하여 획득한 지식’을 의미하는 ‘historia’, 한자(漢字)로는 활쏘기에 있어서 옆에서 적중한 수를 계산 기록하는 사

람을 가리키는 말이다.

② ‘기록을 관장하는 사람’ 또는 ‘기록한다’는 의미로 쓰인다.⑵ 의미

① ‘조사되 기록된 과거’, 즉 ‘기록으로서의 역사(history as historiography)’이다.

사실(事實)

과거에 실제로 있었던 일이나 현재에 있는 일

역(歷)

세월, 세대, 왕조 등이 하나하나 순서를 따

라 계속되어 가는 것 의미

사(史)

활쏘기에 있어서 옆에서 적중한 수를 계산․

기록하는 사람 의미

제1장 한국사의 바른 이해 17

② 과거의 사실을 토대로 역사가가 이를 조사하고 연구하여 재구성한 기록

된 자료이다.

③ 과거의 모든 사실이 그 대상이 아니라 역사가들이 특별한 의미가 있다

고 선정한 사실(史實)이다.

⑶ 카아(E. H. Carr)의 역사 인식

① 20세기 영국의 역사학자로 그의 저서 ｢역사란 무엇인가｣에서 그는 ‘역사가는 과거의 사실을 토대로 자신의 관점에서 해석하고 재구성하는 존

재이다. 그러므로 역사란 역사가와 사실 사이의 부단한 상호작용의 과

정이며, 현재와 과거 사이의 끊임없는 대화이다.’라고 하였다.② 사료의 중요성과 함께 역사가의 올바른 역사 해석의 중요성을 강조하며

기술(記述)로서의 역사를 강조하였다.

⑷ 한계

① 역사가는 자기가 원하는 유리한 증거부터 선택할 위험성이 있다.

② 개인적 가치관이나 정치적인 의도에 말려들 우려가 있다.

3 역사 학습의 목적

⑴ 역사 학습의 두 의미

① 역사(歷史) 그 자체를 배운다 :사료(史料)를 통해 사실(事實)을 인식하고

판단하여 과거 사실에 대한 지식을 늘리는 것이다.

② 역사(歷史)를 통하여 배운다 :역사적 인물․사실을 통해 현재의 내가 필

요한 능력과 교훈을 얻을 수 있다는 것이다.

⑵ 역사 학습의 목적

① 현재 나 자신의 정체성(正體性)을 찾기 위함이다.

과거의 사실을 배우고 이해함으로써 나를 찾을 수 있다는 것이다. 이는

단순히 현재의 ‘나’를 찾는 작업만이 아니라 더 나아가 공통적인 민족의 정체성, 즉 역사를 통해 한국인들의 살아온 모습들을 전반적으로 이해

하고 한국인으로서의 정체성을 확립할 수 있는 것이다.

② 현재의 문제 해결에 도움을 준다는 것이다.

역사적 사실을 토대로 오늘 현재 내가 겪는 문제들에 대한 해답을 과거

의 예(例)를 통해 지혜를 얻음으로써 극복해 낼 수 있는 것이다.

③ 역사적 사고력과 비판력을 기를 수 있다는 것이다.

역사 학습을 함으로써 직접적으로 그 사건에서 드러나는 모습(외연)과

직접 드러나지는 않지만 그러한 사건이 일어나게 된 원인과 주체들의

의도(내연)를 생각해 보는 과정에서 인과 관계를 파악하는 능력과 사고

력이 증진된다는 것이다.

사료(史料)

유물, 유적, 금석문, 각종 문헌 등 역사 연구

에 필요한 기본 자료

사실(史實)

과거의 사실(事實) 중에서 역사가가 중요하

다고 판단되어 기록한 사실

18 제1편 한국사의 시작

4 한국사의 보편성과 특수성

⑴ 세계사적 보편성(普遍性)

보편성이란 사전적 의미로 모든 것에 두루 미치는 성격이나 특성을 말한

다. 예를 들면 인간 사회에서 이상으로 삼는 자유나 평화, 행복 같은 것들

은 인간이라면 누구나 원하고 추구하는 것들인데 우리는 이런 것들을 세계

사적 보편성이라고 한다.

⑵ 민족적․지역적 특수성(特殊性)

특수성이란 역시 사전적인 의미로 보자면 사물 고유의 특수한 성질을 말한

다. 예를 들면 인류가 지구상에서 살아가는 각 지역의 자연 환경, 언어와

문자, 종교나 제도 등이 모두 다른 모습으로 다양하게 나타나는데 이러한

것들을 특수성이라 한다.

⑶ 역사의 바른 이해

모든 민족의 역사에는 보편성과 특수성이 함께 존재한다. 한국사도 동아시

아 반도국이라는 환경을 바탕으로 다양한 문물을 교류하며 내재적 발전을

이룩하였다. 이것이 한국사의 보편성이라고 한다면 한국사의 특수성은 단

일 민족 역사의 전통을 유지하면서 충효와 향도, 계, 두레와 같은 공동체

조직이 발달하였다는 점이다. 우리는 이러한 세계사적 보편성 속에서 한국

사의 특수성을 이해하는 것이 올바른 역사 학습의 태도라고 하겠다.

5 한국사의 바른 이해

⑴ 보편성(普遍性)

우리의 민족 문화는 우리 민족의 특수성을 지니면서 보편적인 가치를 지향

하였다. 즉, 동아시아의 한반도에 자리 잡아 선사 시대부터 북방문화를 받

아들였고, 중국의 문화와 깊은 관련성을 가지고 있으면서 우리 스타일의

문화를 만들어 갔다. 그 대표적인 것이 불교와 유교이다.

⑵ 특수성(特殊性)

유교는 삼국 시대에 도입되었고, 고려 시대에 정치 이념으로 채용되어 과

거제도와 함께 정비되었다. 고려 말 성리학이 전래된 후 유교문화는 조선

시대에 와서 빛을 발하게 되는데, 조선은 유교국가라고 할 만큼 유교가 정

치부터 개개인의 생활까지 모두 영향력을 발휘하였던 것이다. 16세기에 와

서 유교는 개개인의 생활을 좌지우지할 만큼 그 영향력이 확대되어 나라에

충성하고 부모에게 효도하는 것을 강조하게 되었고, 일반 백성들이 지킬

수 있도록 ｢삼강오륜(三綱五倫)｣과 같은 책을 한글로 만들어 보급하였다.

보편성과 특수성을 고려한 한국사 인식

민족이란 일정한 특징을 지닌 하나의 집합

체로, 어느 민족이나 민족으로서의 기본적

인 공통성을 지니고 있다. 모든 민족은 선

후와 정도의 차이는 있지만, 대개가 비슷한

역사적 경험을 쌓아 오늘에 이르렀다. 이러

한 공통점을 지니고 있는 것은 민족에 작용

하는 힘이나 압력, 이를 극복하기 위하여

요구되는 노력이 공통성을 지니고 있기 때

문이다. 그런데 모든 민족들이 공통점을 지

니고 있다 하더라도 실제의 역사는 각 민족

에 따라서 다양하게 전개되었다. 즉, 모든

민족이나 국가의 역사에 하나의 일관된 법

칙이 적용되는 것은 아니라는 것이다. 따라

서 한국사의 연구는 우리 민족의 역사적 사

실에 대한 깊이 있는 연구를 바탕으로 각

민족과 공통적으로 지니고 있는, 일반화할

수 있는 법칙을 추론할 수 있어야 한다.

제1장 한국사의 바른 이해 19

이렇듯 유교는 조선 시대 공동체의 질서 수호와 사회정의 실현에 관심을

갖는 한국적인 유교로 토착화되었다. 즉, 우리의 전통 문화하면 유교가 떠

오를 정도로 그 영향력은 계속되어 오고 있다.

불교 또한 우리의 민족 문화에 매우 큰 의미를 지닌다. 삼국 시대에 전래되

어 한국화와 토착화 과정을 거치는데 신라 법흥왕 때 원광법사의 ‘세속오계’, 임진왜란 때 서산대사와 같은 승병의 항쟁에서 나타나는 호국 불교적인 성격은 우리 불교의 특징이다. 또한 아들 낳기를 기원하는 삼신당이 사

찰에 있는 것을 통해 복을 비는 현세구복적인 성격을 찾을 수 있는데 이

역시 우리 불교의 특징이라 하겠다.

⑶ 민족 문화의 올바른 이해

우리가 현재 전통 문화라 부르는 것들은 이처럼 외래사상으로 전래되었지

만 그 문화를 주체적이며 우리의 상황과 필요에 맞게 받아들여 보편성 속

에서 우리 민족만의 특수성을 갖는 새로운 것으로 창조해 낸 것들이다. 오

늘날 역시 급변하는 세계화 시대에 안으로는 우리 민족의 역사적 삶의 특

수성을 이해하고 그 가치를 깨우치고, 우리 역사와 문화의 특수성에 대한

올바른 인식을 토대로 민족의 주체성을 견지하며, 밖으로는 외부의 세계

변화에 적극적으로 대응하는 개방적인 민족주의에 기초하여 민족적 자존

심을 잃지 않고 세계 문화에 공헌하는 데 이바지하여야 할 것이다.

6 동양의 역사 연구

동양에서는 역사학이 정책의 입안을 위한 이론적 근거와 참고 자료를 마련하

기 위하여 연구되었다. 동양에서는 역사학의 제1차적인 목적을 귀감에서 찾는

다. 그러기에 대부분의 역사책은 거울 감(鑑)자를 쓴다. 우리나라에서는 서거

정의 동국통감, 중국에서는 사마광의 자치통감, 주희의 통감강목, 원추의 통감

기사본말 등이 그 대표적인 예이다.

실제로 중국의 역사를 보면 주대의 봉건적 지방 분권 체제가 춘추 전국 시대라

는 혼란기를 초래하였다는 것을 귀감으로 삼아 진의 시황제는 중앙 집권적인

군현제를 실시하였고, 송 태조는 당의 멸망 원인이 절도사의 난립에 있었음을

귀감으로 삼아 철저한 문치주의를 표방하였다.

20 제1편 한국사의 시작

확인 학습 문제

01 역사란 ‘사실로서의 역사’와 ‘기록으로서의 역사’가 있다. ㉠은 객관적 의미의 사실, 즉 역사란 과거에 있었던 그대로의 기록인

시간적으로 과거에서 현재까지 일어난 모든 사건으로서 일어난

사건 그 자체를 토대로 기록하는 것이다.

02 제시된 자료는 역사가의 주관적인 입장을 강조한 것이고 ①, ②, ③은 역사의 주관적 측면, ④는 역사의 객관적인 측면에 대한 설명이다.

03 “역사는 과거와 현재와의 끊임없는 대화이다.”라는 말을 남긴 영국의 역사 철학자 E. H. Carr는 과거의 사실을 현재적 관점에

서 해석하는 이른바 주관적인 역사 해석을 강조하였다. 제시된

내용은 그러한 면을 강조한 것으로서 독일의 랑케사관으로 대

표하는 객관적인 의미의 역사 해석과는 대비되는 내용이다.

04 지문의 역사 이해는 역사가의 주관이 반영된 주관적 측면의 기록으로서의 역사이며 ①, ②, ④는 객관적인 측면에서의 역사에 대한 설명이다.

01 ④ 02 ④ 03 ① 04 ③

01 역사의 의미다음 중 ㉠의 입장에서 서술된 것은?

‘역사’라는 단어는 사람에 따라 매우 다양한 뜻으로 사용되고 있지만 일반적으로

㉠ ‘사실로서의 역사(history as past)’와㉡ ‘기록으로서의 역사(history as historiography)’라

는 두 측면이 있다.

① 역사가의 가치관과 주관적 요소가 개입되어 있다.

② 역사가가 특별히 의미가 있다고 선정한 사실에 한정

되어 있다.

③ 역사란 역사가가 과거의 사실을 조사하고 연구하여

재구성한 것이다.

④ 역사란 바닷가의 모래알과 같이 수많은 과거 사건들

의 집합체이다.

02 역사의 주관적 의미역사에 관하여 다음의 내용과 인식의 방향을 달리한 것은?

∙역사의 인식에 주관이 개입하지 않을 수 없다.

∙역사가는 역사적 사실을 전체적으로 그리고 전부

인식하지 못하는 한계를 안고 있다.

① 역사는 조사되어 기록된 과거이다.

② 역사는 역사가에 의해 주관적으로 재구성된 것이다.

③ 우리는 기록으로서의 역사를 배우는 것이다.

④ 역사가는 자신을 죽이고 오직 역사적 사실로 하여금

이야기하게 해야 한다.

03 역사의 주관적 의미다음 내용과 관계 깊은 역사 이해의 태도를 고르면?

국권 상실의 위기 속에서 전쟁 영웅들의 전기를 써서

일본의 침략에 직면한 국민들의 사기를 북돋우고, 외

국의 건국․망국사를 소개함으로써 독립 의지와 역사

의식을 높이려 하였다.

① 역사는 시대마다 새롭게 쓰여 질 수 있다.

② 역사가의 제1의 임무는 역사의 해석이 아니라 역사

사실의 확인이다.

③ 역사는 과거의 객관적 사실 그 자체만을 의미한다.

④ 역사가는 자신을 버리고 사실로 하여금 이야기하게

해야 한다.

04 역사의 주관적 의미다음은 어떤 역사서의 서문이다. 역사를 바라보는 필자의

태도와 가장 가까운 진술은?

듣건데 새 도끼 자루를 다루듯 헌 도끼 자루를 표준

으로 삼고 …(중략)… 범례는 사만천의 ｢사기｣를 본받

았고, 본기라고 하지 않고 세가라고 한 것은 명분의

중요함을 보이려 한 것인데 신우(우왕), 신창(창왕)을

세가에 넣지 않고 열전으로 내려놓은 것은 왕위찬탈

한 죄를 엄히 밝히려한 까닭입니다.

① 역사는 과거의 복원이다.

② 역사가는 자신을 죽이고 사실로 하여금 말하게 해야

한다.

③ 역사 학습의 목적은 교훈을 얻는 데 있다.

④ 역사가는 과거의 사건을 평가해서는 안 된다.

제2장 선사 시대의 문화 21

02 선사 시대의 문화CHAPTER

∙인류의 진화 과정과 한반도의 형성 시기를 정리한다.

∙우리 민족의 연원에 대해 이해한다.

∙구석기, 중석기, 신석기 시대의 유물과 유적지를 제시하고 이 시대의 생활 모습을 구별

하는 문제가 출제된다.

∙각 시기의 특징적인 유물과 유적지를 중심으로 그 시대의 사회상을 이해하여야 한다.

빈출☆☆☆☆☆

인간과 자연 환경003

1 인류의 등장

⑴ 인류의 출현

① 인류의 출현 :지구상에 인류가 처음으로 출현한 것은 지금부터 약 300

만~350만 년 전으로 지구의 역사 홍적세인 구석기 시대에 최초로 등장

하였다.

② 최초의 인류 :아프리카에서 화석이 발견된 오스트랄로피테쿠스가 최초의

인류로서 이들은 두뇌 용량이 현생 인류의 3분의 1정도였으나 직립 보행

을 하여 두 손으로 간단하고 조잡한 도구를 만들어 사용할 수 있었다.

⑵ 구석기 시대의 모습

① 자연 환경 :여러 번의 큰 빙하기를 겪는 과정에서 해수면의 저하현상과

동시에 육지 면적의 확대를 가져와 동물들의 이동과 인류의 이주 현상

을 가져왔다. 이들 인류는 처음에 나무 도구를 사용하다가 곧이어 돌로

도구를 만들었으며, 지혜가 발달하면서 불 사용법을 알게 되어 음식을

익혀 먹었고, 빙하기에 추위를 견딜 수 있게 되었다.

원시 인류의 진화

오스트랄로피테쿠스

(350만 년 전후)

호모 하빌리스

(200만 년 전후)

호모 에렉투스

(50만 년 전후)

호모 사피엔스

(20만 년 전후)

호모 사피엔스 사피엔스

(3~4만 년 전후)

인류의 진화 요인

인류가 진화할 수 있었던 것은 생각하는 능

력을 가지고 있었고 주변의 자연 환경에 적

응하면서 문화를 창조해 나갔기 때문이다.

인류 진화의 요인 중 가장 중요한 것은 직

립 보행이었다. 인류는 직립 보행으로 자유

로워진 두 손을 이용하여 도구를 사용할 수

있게 되었고, 두뇌 용량이 커져 지능이 발

달하게 되었다. 또한 언어를 사용하여 의사

소통을 하고 문화를 발전시킬 수 있었다.

22 제1편 한국사의 시작

② 한반도의 모습 :이 시기는 빙하기 북반구의 많은 부분이 얼음으로 덮여

있던 시기로 해수면이 낮아져 한반도와 일본 열도는 육지로 연결되어

있었다.

③ 현재의 조상:구석기 시대 후기인 약 3~4만 년 전부터 현생 인류인 호모

사피엔스 사피엔스가 출현하였는데, 이들의 두뇌 용량과 체질상의 특징이

오늘날의 인류와 거의 같아 현생 인류의 직계 조상으로 추정되고 있다.

⑶ 기원전 1만 년경

① 자연 환경 :빙하기가 끝나면서 전 세계적으로 후빙기가 시작되어 기후

가 매우 따뜻해져 가는 과정에서 인간들은 농경과 어로의 생활 방식으

로 변하여 갔다.

② 현재의 해안선 형성 :신생대 4기 충적세는 4차례의 빙하기와 간빙기를

거쳐 해수면이 100m가량 증가한 시기로서 지금으로부터 1만 년 전 무

렵에 오늘날과 같은 해안선이 형성되었다.

⑷ 신석기 시대의 세계

① 전개 시기 :기원전 1만 년경에 빙하기가 끝나고 해빙기가 시작되면서

인류의 생활은 환경의 변화에 적응하여 또다시 바뀌었다. 이에 구석기

시대가 지나고 과도기인 중석기 시대를 거쳐 신석기 시대가 전개되었다.

② 신석기 혁명 :구석기 시대 사람들이 식량 채집 생활을 한 것과는 달리

신석기 시대 사람들은 농경과 목축을 시작하여 식량을 생산하는 경제

활동의 전개와 간석기와 토기를 사용함으로써 인류의 생활양식은 크게

변하여 촌락공동체가 형성되었다.

③ 문화의 확산 :이러한 획기적인 변화는 중동 지방을 비롯하여 아시아 여

러 지역에서 기원전 10,000년경에 시작된 것으로 추정되며 이후 세계

각 지역으로 퍼져 나갔다.

⑸ 청동기 문명의 형성

① 세계 문명의 형성 :기원전 3,000년경을 전후하여 메소포타미아의 티그

리스 강과 유프라테스 강, 이집트의 나일 강, 인도의 인더스 강, 중국의

황허 강 유역에서 문명이 형성되었다.

② 청동기 문명의 형성 요소 :큰 강 유역에서는 관개 농업의 발달, 청동기의

사용, 도시의 출현, 문자의 사용, 국가의 형성 등이 이루어져 문화가 크

게 발달하여 인류는 선사 시대를 지나 역사 시대로 접어들게 되었다.

신석기 혁명

앨빈 토플러의 ｢제3의 물결｣에 나오는 제1

의 물결로서 이동생활에서 정착생활, 자연

경제에서 생산경제로 인간의 생활이 변화

되었음을 지칭하는 용어

선사 시대와 역사 시대

① 구분 기준 :문자의 사용 여부로 구분된다.

㉠ 선사 시대 :문자가 사용되지 못한 구

석기 시대~신석기 시대를 말한다.

㉡ 역사 시대 :문자로 쓰여진 기록에 의

하여 알 수 있는 청동기 시대 이후를

말한다.

② 우리나라의 문자 사용 :철기 시대부터

문자를 사용한 것으로 추정된다.

㉠ 진과(秦戈) :평양에서 출토된 기원전

3세기 진나라 창(秦始皇 二五年 글자

각인)

㉡ 동모(銅鉾) :평양에서 발견된 기원전

3세기의 청동칼(五十季氏 글자 각인)

㉢ 붓 :경남 창원 다호리 유적에서 발견

된 기원전 2세기 경 유물로 한자 사

용의 증거

제2장 선사 시대의 문화 23

2 우리 민족의 연원

⑴ 분류

① 지역적 분류 :우리 조상들은 대체로 중국의 요서지방, 만주(요령성, 길

림성, 흑룡강성), 한반도를 중심으로 동북아시아에 넓게 분포하여 살고

있었다.

② 인류학적 분류 :인종상으로는 황인종에 속하고, 언어학상으로는 투르크

어파, 몽골어파, 만주 퉁구스어파를 포함하는 알타이어 계에 속한다.

⑵ 한(韓)민족의 형성

① 인류의 거주 :우리나라에 사람이 살기 시작한 것은 구석기 시대부터였

으나 이들이 현재 우리의 직접적인 조상은 아니다.

② 형성 시기 :신석기 시대에서 청동기 시대를 거치는 과정에서 민족의 기

틀이 이루어지게 되었다.

㉠ 신석기인 :빙하기 말기 신석기 시대에는 세 차례에 걸친 종족의 이

동이 있었으나 새로운 종족은 선주민을 말살하지 않고 동화시킴으

로써 그 혈통이 단절되지 않고 계승되었다. 그러면서도 폭넓게 북방

민족의 요소와 중국 문화, 남방 문화의 영향을 함께 받으면서 신석

기 문화를 발전시켜 나갔다.

㉡ 청동기인:한반도와 시베리아, 중․남부 만주지역에 살던 청동기 문화

의 주인공인 알타이어 계통의 예(濊)족․맥(貊)족․퉁구스족들이 빗살

무늬토기 문화를 흡수하여 절충하면서 민족의 형성이 이루어졌다.

③ 한(韓) 민족의 기록 :중국의 고전인 논어, 맹자, 사기, 한서, 산해경 등에

는 우리 민족이 예(濊)족, 맥(貊)족, 예맥(濊貊)족, 한(韓)족, 동이(東夷)

족 등으로 기록되어 있다.

④ 동방 문화권의 형성 :동아시아에서는 선사시대에 여러 민족이 문화의

꽃을 피웠는데, 그 중에서도 우리 민족은 오래 전부터 하나의 민족 단위

를 형성하고 농경 생활을 바탕으로 하여 중국 황하 유역의 은(殷), 주

(周), 내몽골 지역의 문화와 구별되는 독자적인 문화, 즉 우리만의 스타

일로 발전시켜 나갔다.

우리나라에서 발견된 화석

① 슬기 사람:덕천 승리산 동굴(한반도 최초,

1972), 단양 상시 동굴(남한 최초, 1981)

② 슬기 슬기 사람 :덕천 승리산 사람, 평남

상원 용곡 사람, 청원 흥수아이, 평양 만

달인 등

동방 문화권

요서, 만주, 한반도를 포함한 지역으로 우리

민족을 형성하는 근간이 된 문화권

동이족(東夷族)

① 중국을 중심으로 동쪽에 있는 여러 부족

을 총칭하여 동이족이라 불렀으며, 이

(夷)라는 글자는 본래 큰활(大弓)을 사용

하는 사람을 가리키는 글자이다.

② 중국은 주변의 민족을 오랑캐라고 하고,

중국의 동쪽에 있는 여러 민족을 동이

(東夷), 서쪽의 여러 민족을 서융(西戎),

남쪽의 여러 민족을 남만(南蠻), 북쪽의

여러 민족을 북적(北狄)이라 하였다.

③ 동이족은 한민족(韓民族)을 비롯하여 만

주족과 여진족을 포함하고 있으나 한민

족을 가리키는 경우가 일반적이다. 순

(舜)․복희(伏羲)씨도 동이인으로 알려져

있고, 은(殷)나라도 동이족이 건국한 나

라이며, 우리 민족도 동이족의 일파이다.

24 제1편 한국사의 시작

구석기 시대 유적지

빈출★☆☆☆☆

선사 시대의 문화004

1 구석기 시대

⑴ 시작과 지역

① 시작 :우리나라와 그 주변 지역에 구석기인들이 살기 시작한 것은

약 70만 년 전부터이다.

② 분포 :전국 각지에 널리 분포되어 있어 구석기 시대에 사람들이 널

리 퍼져 살고 있었음을 알 수 있다.

⑵ 구분

① 기준 :구석기 시대는 석기를 다듬는 정도에 따라 전기, 중기, 후기

의 세 시기로 나누어진다.

② 전기

㉠ 단양 금굴 :약 70만 년 전에 형성된 우리나라 최고(最古)의 유

적지로 주먹도끼, 양날찍개, 주먹괭이, 짐승의 화석 등이 출토

되었다.

㉡ 연천 전곡리 : 1978년 유럽 아슐리안계의 주먹도끼가 출토되어 인도

를 기준으로 유럽․아프리카는 찍개문화에서 양면핵석기 문화로 발

전한 반면에 동아시아는 찍개문화만 존재한다는 모비우스 학설을

반박하는 계기가 되었다.

㉢ 상원 검은모루 동굴 : 60만~40만 년 전의 말․코뿔소․포유류 동물

화석이 출토되었으며, 차돌로 만든 주먹도끼, 긁개, 망치 등의 손질

하지 않은 석기 등도 발견되었다.

③ 중기

㉠ 웅기 굴포리 :맘모스 화석이 출토되었다.

㉡ 덕천 승리산 동굴 :사람의 이빨 2개, 어깨뼈가 발견되어 ‘덕천인’이라 명명하였으며, 이곳에서 또 다른 인골(후기 구석기)이 발견되어

‘승리산인’으로 명명하였다.㉢ 제천 점말동굴 :사람의 얼굴을 새긴 코뿔소 뼈의 화석이 출토되었다.

④ 후기

㉠ 종성 동관진 : 1933년 우리나라에서 최초로 발견된 구석기 시대의 유

적지이다.

㉡ 공주 석장리 : 1964년 남한에서 최초로 발굴된 구석기 전기에서 후기

까지 계속된 유적지로 후기의 문화층에서 주거지인 막집과 불 땐 자

리가 발견되었고 개모양의 석상, 고래, 멧돼지 조각과 새, 사슴 등을

새긴 선각화와 흑요석 등이 발견되었다.

종성 동관진

1933년 한반도에서 최초로 발견된 구석기 시

대 유적지(철도 공사 당시 쥐의 이빨 발견)

단양 금굴

구석기 시대 가장 오래된 유적지

흑요석

백두산, 일본 규슈 등이 주요 산지로 화산

이 분화할 때 생성되는 유리질이 많은 암석

(깨뜨렸을 때 날이 날카롭게 쪼개지는 특성)

제2장 선사 시대의 문화 25

㉢ 단양 수양개 :몸돌망치, 주먹도끼, 슴베찌르개 등이 출토되어 석기

제작소임이 밝혀졌다.

㉣ 청원 두루봉 동굴 : 1983년 5살 정도 아이(110~120cm)의 뼈가 발견

되어 ‘흥수아이’라고 명명하였으며, 이곳은 장례 풍습에 의해 매장되어 세계적으로 주목을 받은 유적지로 약 4만 년 전 인류의 화석이다.

⑷ 유물

① 뗀석기 :사냥용(주먹도끼, 찍개, 슴베찌르개, 팔매돌), 조리용(긁개, 밀

개), 공구(새기개) 등이 출토되었다.

② 뼈도구 :털코끼리, 큰뿔사슴, 코뿔소, 쥐, 토끼 등 북방계와 남방계의

다양한 동물의 뼈가 출토되어 구석기 시대 자연 환경의 변화와 생활상

이 밝혀지게 되었다.

⑸ 사회 생활

① 무리 생활 :무리를 이루어 사냥감을 찾아 집단으로 떠돌아다니는 생활

을 하였다.

② 공동체적 생활 :무리 가운데 연장자나 경험이 많고 지혜로운 사람이 지

도자가 되었으나 권력을 갖지는 못하였다.

③ 기타 :불과 언어를 사용하였다.

⑹ 경제 생활

① 자연 경제 :아직 농경법을 알지 못하였고, 동물의 뼈나 뿔로 만든 뼈도

구와 뗀석기를 가지고 동물을 사냥하거나 나무 열매와 뿌리를 채집하여

식생활을 하였다.

② 사용 도구 :처음에는 몸돌에서 직접 떼기로 한쪽을 떼어내어 사용하였

으나, 차츰 뗀석기를 제작하는 기술이 발달함에 따라 사냥용 도구(주먹

도끼․찍개․슴베찌르개․팔매돌), 조리용 도구(긁개․밀개), 공구(새

기개) 등 용도가 뚜렷한 작은 석기들을 만들게 되었다.

⑺ 주거 생활

① 집터 :동굴이나 바위그늘에서 살거나 강가에 막집을 짓고 살았으며, 후

기의 집자리에는 기둥자리․담자리 및 불 땐 자리가 남아 있고, 개 모양

의 석상․고래․멧돼지 등의 조각과 새․사슴 등 동물을 새긴 선각화

(線刻畵)가 발견되었다.

② 크기 :대략 3~4명에서 10명이 살았을 정도의 규모이다.

뗀석기

구석기 시대 대표적인 도구로 돌을 타격하

여 깨뜨려 사용한 주먹도끼, 찍개, 찌르개,

팔매돌, 긁개, 밀개 등의 총칭

주먹도끼

뼈도구

구석기 시대 대표적인 도구로 짐승 사냥 후

고기는 식용으로 하고, 뼈를 이용하여 사용

한 도구의 총칭

슴베찌르개

후기 구석기 시대 창의 용도로 슴베(자루)

달린 찌르개의 명칭

막집

구석기 시대의 주거지로 간단히 막처럼 만

들어 거주하는 형태의 명칭

/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False

/Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure true /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles true /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /NA /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /LeaveUntagged /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice