Korea+-+The+Fulcrum+of+Power+in+East+Asia


 * [[image:Taewongun.jpg caption="Taewongun - Regent and father of King Kojong" link="http://en.wikipedia.org/wiki/Heungseon_Daewongun"]]

[|Photographs from the late Chosun Dynasty to the early 1920s]

Korea**, like Japan went through the same challenges from external forces and internal conflict as did Japan during the early years of the Meiji Restoration. The differences are largely based on timing and the nature of Korean society and its history. What you should be able to do at the end of this section: =Central question that you should be able to answer in an essay format: __**//Was Japanese annexation of Korea inevitable?//**__=
 * Explain the differences between the Japanese experience to modernize and the Korean and account for those differences.
 * Identify those pivotal moments in Korea's history during the 19th and early 20th century where they missed opportunities to change the course of events that eventuated in their loss of sovereignty under Japanese imperialism.


 * Exercise: Comparing the Kabo (Gabo) Reform Edicts (1894) and the Meiji Charter of Oath (1868)**


 * Document I: The Gabo Reform Edicts** (1)
 * 1) Korea is a sovereign country (i.e., completely independent from China's interference).
 * 2) Only the King (and not the [|Yangban] elite) is to control the government.
 * 3) Those with talent are to be allowed to study.
 * 4) The army is to be established on the basis of conscription, regardless of background.
 * 5) Appointment to the government is to be based on merit alone.
 * 6) Leather working, acting and so on are to no longer be regarded as degrading work.
 * 7) Hierarchical society (//sinbun// class system) is to be abolished.

1. Source: Wikipedia


 * Document II: The Charter Oath of 1868** [|(1)]

The following declaration, often called the "Charter Oath of 1868" is one of the first documents written by the new Meiji leaders and reveals much about the new society they hoped to created.

By this oath we set up as our aim the establishment of the national weal on a broad basis and the framing of a constitution and laws. 1. Deliberative assemblies shall be widely established and all matters decided by public discussion. 2. All classes, high and low, shall unite in vigorously carrying out the administration of affairs of state. 3. The common people, no less than the civil and military officials, shall each be allowed to pursue his own calling so that there may be no discontent. 4. Evil customs of the past shall be broken off and everything based upon the just laws of Nature. 5. Knowledge shall be sought throughout the world so as to strengthen the foundations of imperial rule.*

The oath was written by the new leaders and given to the newly restored emperor to present to the people. (1) Source: //Sources of Japanese Tradition//, volume II, compiled by Ryusaku Tsunoda, Wm. Theodore de Bary and Donald Keene (N.Y.:Columbia University Press, 1958) p. 137.

Record your answers.
 * Questions:**
 * 1) How are these documents alike? Be specific in showing exactly how they are similar.
 * 2) How are these documents different? Be specific in showing how exactly they are different.
 * 3) What, ultimately, is their purpose?


 * Class question:**

These were very lofty goals for both people to try to achieve. To what degree do you feel the Koreans and the Japanese able to achieve their objectives?

=Queen Min=

What was Korean society in the final years of the Chosun (one of many spellings) Dynasty? What was life like for the main characters the Court of King Kojong? Who was Queen Min? What importance does she have in Korean history?

media type="youtube" key="p3B75kPGWHU" height="385" width="480"

Like Taewon Gun, Queen Min (and her family) had considerable impact on Korean efforts to modernize. She might be seen by some to be the human embodiment of Korea's experience in this important era. She tried with great effort to make a difference in her nation, was convinced of the need to modernize, was pulled in directions that might not have been her choice and ultimately lost her life at the hands of Japanese. Lesson taken from David M. Hanna from [|Asia for Educators] Procedure Read the following two readings on Queen Min, then in your groups answer the following questions.

Questions of Reading #1 a. Who was Queen Min? b. Why was she chosen to be queen? c. Was this a wise choice? From whose viewpoint? d. How did she try to maintain Korea's independence? Did she succeed? e. What can her death tell us about the measures imperialists will take to ensure their interests? f. Do you admire her? Why or why not?

Questions for Reading #2 a. Who was [|Isabella Bird]? b. What were Ms. Bird's first impressions of Queen Min? c. What might the clothes and jewelry worn by Queen Min tell us about her view of her place in Korean society? d. Which personal characteristics of the Queen tell us about what kind of woman she was? e. Which personal characteristic of the Queen's do you feel is the most revealing? Why? f. Would you like to have met Queen Min? Why or why not?


 * Homework**

Read pp.135-140 (and p. 142 the Kabo Reforms) and write a brief response to the following questions
 * 1) Why was Korea referred to as the Hermit Kingdom?
 * 2) How were the Tonghaks like the Taipings?
 * 3) What were the reasons for peasants to revolt against their //yangba//n overlords? What made the Tonghaks attractive to the peasants?
 * 4) How was the Treaty of Kanghwa like the Treaty of Kanagawa? How did this treaty create the conditions for revolt in Korea?
 * 5) How did the failure of the Kapsin Coup lead to the Japanese seeking more overt methods to control Korea?
 * 6) What were the conditions of the Treaty of Shimonoseki that enlarged the Japanese empire? What element in it sounded the death knoll of Korean independence?
 * 7) Why did Russia seek to become involved in Korean affairs?

=Project Assignment= =Timeline of Korean History: The Last One Hundred Years of the Chosun Dynasty= A teacher asks you to tell them what you feel were the most important events of the latter years of the Chosun Dynasty. You are not sure, you have spent so much time examining Chinese and Japanese history that you are honestly don't know. Moreover, a lot of the text material focuses on those two other nations. As such you have decided to answer the question by creating a time line that will become a basis for teaching this period of Korean history. You are to create a time line featuring information that will include the cause and effects of significant events in the last one hundred years of the Chosun Dynasty. You should include pictures and other visual information where needed. Your time line will include those international conflicts or events that had some impact on Korea even if they did not involve her directly, i.e. Sino-Japanese War, or the Anglo-Japanese Alliance in 1902. Be sure to always list the cause and the effect for the events you identify. You should use [|Dipity]. Sources must be documented using [|MLA]. The events you choose should be significant to understanding the forces the effected change in Korean history. The number of them is not as important as the reason for their selection. If they are of little impact on the future of Korean history, then they might not be worth having in your time line. As always, your text book is the best place to begin. Try also [|ABC-CLIO.] I would prefer you use English sourced material when possible. I am, though, aware that few sources are available in English on the internet - the moniker 'Hermit Kingdom' remains at least on electronic sources. However, I have located what might be a reliable source (citations for it are not that abundant, but are present), see [|The Korean History Project]. Here's another website (Special thanks to Megan for finding this)[| KoreanHistory]. You may work individually or with a partner. No more than two people can hand in one time line for a grade. Your grade will be based on how well you address these areas:
 * Problem:**
 * Avenue to solve the problem:**
 * Program to use to create the time line:**
 * Point of consideration**:
 * Limitation**:
 * Grading Rubric**:
 * Content: clearly articulated and correct descriptions of the cause(s) and effect(s) for events is provided. Do note that many people see a correlation as a cause. That is, just because something occurred before an event does not necessarily make it a direct cause of said event. See [|Correlation does not imply causation].
 * The number of events chosen: is important insofar as addressing what are in fact significant events (see the effects to determine this). Also, keep in mind the period and the purpose of this assignment; we want to understand what were the most important events leading ultimately to the annexation of Korea by Japan and thus the end of the Chosun Dynasty.
 * Attractiveness of timeline: of course it ought to be easy to read and identify the important events. There is always a learning curve involved in using a software program. Your mastery of this shows some type of skill and knowledge. Is this super important? No, but it will form part of your mark.
 * Issues of grammar: of course this is significant. Your correct use of all elements of language matter.
 * Sources are identified. This must be done. Any sources used and not cited will result in a grade of zero as this is clearly plagiarism and a violation of the student code of conduct.