고1) 한국사2 2학기 중간고사 핵심 특강

Main ideas / lessons conveyed

• Purpose of the video (exam-focused):

  • As the midterm approaches, Teacher Hyundong introduces short exam-review videos on Korean history.
  • The lesson focuses on understanding the Japanese colonial period by “how Japan ruled”—specifically governance methods—rather than treating national movements as isolated events.

• How to study colonial-era content:

  • Learn colonial governance by period, so you can tell apart national activities and resistance movements that occur in different phases.
  • Re-review textbook/study materials for detail.

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Methodology / structured outline presented in the video

1) Japanese colonial period: divided into 3 eras (with key themes)

Era 1: 1910s — Military rule / coercive control

• Overall framing: This is an explicitly coercive era.
• Key mechanism: the “military police system”
  • Ordinary policing was supplemented by military personnel/soldiers acting as police.
  • They could punish on the spot with little or no justification (examples are given in the subtitles, including punishment for petty “disobedience” types of acts).
• Why military authority shifted to Japan
  • Japan deployed the main army forces to key areas.
  • Korea’s forces had been disbanded earlier (referenced via the Jeongmi Treaty, Article 7 in 1907), so authority shifted fully to Japan.
• Legal violence example
  • The video describes “legalizing beating” of disobedient Koreans (tied to a Joseon Taeyoung–type implementation, as stated).
• Economic features
  • The 1910s are linked to the land survey project.
  • Colonies use this to cover governance costs.
  • Interpretation: Japan seeks economic gain by placing undeclared land / unclear ownership under the Governor-General’s control.
• Control of economic activity
  • Businesses could be established only with permission of the Governor-General’s office.
  • The office could issue forced dissolution orders if a company was deemed unsound or inappropriate.
  • Exam lesson: the system limited Koreans’ ability to create companies freely.

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Era 2: 1920s — “Cultural politics” / rule by division

• Textbook terminology: often described as “cultural politics” or “rule by division.”
• Police changes
  • Policing appears less outwardly oppressive than in the 1910s.
  • However, police numbers increased dramatically (more than three times), so oppression was not necessarily reduced.
• Strategy: fostering ethnic division and collaboration
  • The state promotes pro-Japanese collaborators through curated structures and social mechanisms.
  • Collaborators may appear to have “authority” mostly via display/listing, rather than genuine power—intended to divide the nation.
• Press and civic freedoms
  • Compared with the 1910s, there is more relaxed freedom (press/publication/assembly/association).
  • Yet censorship still exists: even with “freedom,” parts could be censored or deleted.
• Representative pro-Japanese organization
  • Example: Iljinhoe
    • In the 1910s: described as Koreans following Japan.
    • It had been disbanded earlier.
    • In the 1920s, the direction shifts again, reflecting aims for national division.
• Why governance style changed
  • The video claims the shift occurred because a major national movement emerged: the Three-Day Movement (1919).
• Economic policy link: rice and control
  • Japan’s rice shortage (linked to the rise of industrial factories) increases extraction from Joseon.
  • The Rice Production Increase Plan is used to justify taking scarce rice.
  • Date/scope note:
    • The plan extends until 1934.
    • For teaching convenience, the instructor places it under 1920s “cultural politics,” while noting it overlaps with the next era’s wartime control economy.
    • Don’t confuse “spanning longer than a decade” with “being only a single decade.”
• Company system change
  • Corporate system abolition → replaced with a notification system (as stated).
  • This makes it easier for Japanese capital to enter “Chosun University” (likely referring to Joseon).

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Era 3: 1930s–1940s — “Policy of ethnic extermination” / wartime control

• Duration framing: spans the 1930s and 1940s (longer than earlier eras), roughly 15 years leading up to defeat in 1945.
• Core condition: “We are at war.”
• Main goals
  • Destroy Korean religious identity so Koreans are forced to believe/act in religion against their will for wartime mobilization.
  • Japanize Koreans
    • Control Korean language and Joseon-hwa to prevent usage (as stated).
    • Force Japanese-style naming.
• Use of the Korean Peninsula for Japan’s war expansion
  • The peninsula becomes a base to expand fronts:
    • toward the Chinese front and further south to the Pacific (as stated).
  • Emphasis on military industry
    • Subtitles mention chemical fertilizer factories as a representative example.
    • The region is described as partly fostering military-related heavy industry (with a north/south geographic split implied).
• Policy example: Nam-myeon Bokyang
  • Raises cotton and sheep for wartime production.
  • Purpose: manufacture military uniforms.
• Forced labor and sexual slavery
  • Men: forced labor.
  • Women: taken as Japanese military comfort women.
• Study cue (page references)
  • The instructor directs students to textbook/workbook pages: textbook p. 30 and workbook/study guide p. 47.

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2) National movements and resistance themes (from the 1910s onward)

• The video emphasizes that visible resistance and efforts to reclaim “what is ours” become clearer from the 1910s onward.
• A handout/keyword-focused review is referenced (not fully shown).

• Examples of groups/figures/regions mentioned:

  • Gando region: “North Gando Central Lecture Hall” (later linked to Northern Military Government).
  • Shinmin faction: people who sold assets (example: Yi Hoe-hyeong).
  • “Shinheung Ganggeupso” renamed to Shinheung Military Academy.
  • Independence efforts linked to the US/Korea (subtitles mention the Independence Righteous Army and In Byeong-chan).

• Concepts/organizations mentioned:

  • Abdominal wallism (as written in subtitle)
    • Described as returning to an imperial system (likened to the Korean Empire).
    • Associated with the Daehan Ganggukhoe and former judge Park Sang-jin, combining armed power with practical activity.
    • Aimed for a political republic (as stated in subtitles).
  • Choi Heung-won: last righteous army soldier active in northern areas.
  • Chinese-party-related organization:
    • Shinhan Youth Party (terms treated as equivalent: “youth party/youth corps”).
    • Mentions Kim Kyu-sik to connect ideas.

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Detailed list: Three-Day Movement (1919) and its significance

Key points stressed

• Timing and nature
  • The Three-Day Movement is described as a national activity in 1919.
• Relationship to Japanese imperial rule
  • Influenced changes in Japan’s methods, including:
    • authoritarian rule
    • rule of national division
• Precursor event
  • Before March 1st: a smaller March 1st-type event occurred in Tokyo, the 28th Declaration of Independence.
• How many gathered
  • The funeral of King Gojong served as a major gathering point; people demonstrated and cheered him.
• International ideological backdrop
  • Mentions:
    • Wilson’s principle of national self-determination
    • expectations that a Soviet socialist state would support weaker nations’ movements
• Spread pattern
  • Began in Seoul → expanded to major cities and rural areas → spread nationwide.
  • Example figure linked to spreading: Yuk Gwan-seong.
• Key turning point in organization
  • The “33 national representatives” voluntarily surrendered first.
  • Reason given: fear that if the public learned the information, protests would intensify.
  • Without the representatives, the movement is interpreted as developing toward the organized/systematic Provisional Government of the Republic of Korea.
• Violence and related events
  • The instructor suggests connecting the Three-Day Movement with early-stage massacres (Gojul and Mijul named in subtitles).
• Catalyst role
  • The Three-Day Movement is said to have served as a catalyst for China’s May Fourth Movement.
• Participation and method
  • Participation across all social classes.
  • Generally described as non-violent on March 1st, but violence is noted as occurring in some areas.

Provisional government and governance debates

• Republican claim
  • The Provisional Government is described as republican, tied to a Great Unity Declaration aimed at a republican government.
• Shanghai as the center
  • Three provisional governments emerged and were later integrated (the subtitle notes appear to contain a likely error about timing).
  • Location: Shanghai, described as suitable for diplomacy and referenced with wordplay in subtitles (e.g., “city of shells” / “eye city”).
• Factional disputes
  • Diverse viewpoints unified, but worsening circumstances triggered debate over strategies.
  • Leads to the Creationist vs Reformist controversy and stagnation of the “South Korean Minsi government” (as stated).
  • Stagnation later overcome via collective leadership following Syngman Rhee’s impeachment.
  • In 1931, formation of Kan-aegukdan (as stated).
• Tease for what comes next
  • The instructor says it rises again later (as a lead-in to subsequent content).

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Detailed list: Armed independence struggle of the 1920s (as presented)

National assembly independence movement base (transition to armed struggle)

• The video links earlier “base construction” (autonomous body pretext) to military engagement and soldier training.
• Armed fighting begins/expands starting in the 1920s.

Bongcheongganja and related events (as named in subtitles)

• Subtitles list components such as:
  • Bongu-dong, Cheongsan-ri
  • Gando Massacre
  • Suicide Massacre
• Mentions a “Part 3” call:
  • True Department
  • Justice Department
  • Citizen Department

Two organizations / ministry restructuring (as explained in subtitles)

• The instructor says there were two organizations, then explains “in numbers”:
  • 2. Bongudong and Cheongsanri won twice.
  • 2. Two incidents of damage:
    • Gandokchanbyeon
    • Jayusi tragedy
• One “damage” category is described as civilian; the other as an independence fighter.

Reorganization logic: three branches → one government

• Independence forces reorganize after suffering losses.
• “Integration of the three branches” is summarized as:
  • one government, establishing a system with:
    • civil administration agencies
    • administrative agencies
    • military organizations

Ministry of the People’s Innovation (new structure)

• A new organizational structure analogous to a government emerges:
  • Ministry of the People’s Innovation

Miese Agreement and external cooperation (as stated)

• Under the Miese Agreement:
  • “Bunbeol and Japanese forces” are described as uniting to push independence army forces out of the Chinese party.
• The instructor comments it is an “integration” idea (contrasted between “three becoming one” vs “three to two integration”).

“National Unification Party Movement” (broader label)

• The video says the above is also referred to as the National Unification Party Movement in a broader sense.

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Righteous struggle / righteous army (1919) — what students should remember

• The video emphasizes students should remember:
  • Righteous Army founded by Kim Won-bong in 1919
• Test-style linkage cues (as suggested):
  • CSAT-like questions may connect:
    • the Korean Revolution Declaration written by Shin Che-ho
    • righteous army activities and other figures active in the righteous army besides Kim Won-bong
• Whether activities continued with the Uiyeoldan:
  • Subtitles answer: No
• Development theme:
  • This is connected to the later evolution into an armed independence struggle.
• Mentioned “Korean League” and three representative people:
  • Kim Guk
  • Yun Bong-gil
  • Lee Bong-chang

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Skill-based exercises (exam-relevant summaries)

Mulsan Jangryo Movement (domestic product consumption campaign)

• Definition:
  • Koreans consume goods produced in Korea to promote domestic products.
• Criticism during the campaign:
  • Socialists and capitalists criticize it as basically spending their own money.
• Origin:
  • Starts in Pyongyang.
• Linked educational activity:
  • Movement to establish a private university.
  • Motivation: want higher education but lack private universities.
  • Activity halted after the Japanese side created Keijo Imperial University.
• Fundraising:
  • Fundraising success is described as not very successful.

Autonomy movement proponents (as described at the end)

• Called the Autonomy movement (as stated).
• Reasoning:
  • Under Japanese control/oppression, people don’t know when independence/liberation will come.
  • Strategy proposed:
    • make the country a single Japanese administrative district,
    • elect representatives,
    • govern autonomously based on the situation (self-governance).
• Major flaw/critique given:
  • Autonomy involves acknowledging Japan’s colonial past, so most supporters are described as ending up on the side of pro-Japanese collaborators.

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Closing wrap-up

Teacher Hyundong summarizes the overall flow for exam revision, emphasizing:

• focus on content leading up to about the mid-1920s within the Japanese colonial history framework
• review carefully because the connections (“flow”) are exam-relevant.

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Speakers / sources featured

• Teacher Hyundong (main speaker)
• Textbooks / workbook / study guide (mentioned generally)
  • Includes page references: textbook p. 30 and workbook/study guide p. 47
• Historical figures and groups referenced
  • Yi Hoe-hyeong, In Byeong-chan, Park Sang-jin, Choi Heung-won, Kim Kyu-sik
  • Kim Won-bong, Shin Che-ho, Kim Guk, Yun Bong-gil, Lee Bong-chang, Yuk Gwan-seong
  • Syngman Rhee, Wilson
  • Organizations/terms: Iljinhoe, Provisional Government of the Republic of Korea, Kan-aegukdan
  • Independence Righteous Army, Shinhan Youth Party, Uiyeoldan, Miese Agreement
  • Ministry of the People’s Innovation (plus others referenced in subtitles)