North Korea’s Korean language textbooks will be organized around Kim Il-sung’s teaching style (education in political thought and culture of the socialist educational system). Dual-class liberal education is one of the four elements of liberal education in political history, a ritual education that enmeshes “Wonsu.” By analyzing the contents of North Korean language textbooks, this study aimed to find out how the “Wonsu” awareness education for classist culture education was applied from the perspective of the transition of Korean language education in the era of unification. Elementary school textbooks have focused on illustrations and I have seen many inappropriate pictures and pictures of school-age children. The Korean language of middle and high schools and literature textbooks have focused on the content. The “Wonsu” in North Korean language textbooks was described as “the United States, Japan, South Korea, imperialism, landlord capitalists, feudal rulers, and vicious animals.” These “Wonsu” were described as various divisions due to the historical situation at that time. The people who suffer under “Wonsu” are considered “social underdogs”; for example, girls, boys, children, members of the People’s Army, sisters, mothers, grandfathers, and grandmothers. “Wensu” is described as being more cruel. Classical education related to “Wonsu” is being provided in various learning situations, such as fairy tales, fables, true stories, short and long novels, diaries, appreciation sentences, and foreign novels, as well as in reading, speaking, and writing. The analysis of North Korean language textbooks was aimed at finding a point of transition by carefully reviewing them to establish a foundation for the unification era. All classical liberal education is designed to realize hostility toward “Wensu,” but there were elements of the content that could be a turning point, such as “sympathy, mercy, morality, harmony, one vein, forgiveness.” It is a hopeful element of Korean language education to usher in the era of unification that such topics can be found in the planned and designed educational content. Based on this, various aspects of Korean language education in the period of unification should be considered.