Activity 4.1: How was the Korean Independence Movement Impacted by Wilson’s Fourteen Points?

Activity 4.1: How was the Korean Independence Movement Impacted by Wilson’s Fourteen Points?

 

Students situate President Woodrow Wilson’s Fourteen Points Peace Program and 1919 speech to congress in the development of the Korean Independence Movement. They compose a letter to Wilson to encourage the United States to support the Korean Independence Movement.

Activity Questions

  • How does the timeline for Korea’s annexation by Japan and subsequent independence movement correspond to that of World War I and World War II?
  • What do Wilson’s Fourteen Points say about imperialism, colonialism, and self-determination? ​
  • What was the impact of the Fourteen Points on the Korean Independence Movement?
  • How did the U.S. government respond to Korea’s hope of independence?

Instructional Strategies

  • Use the Lesson 4: The Korean Independence Movement (Activity 4.1) presentation to support this lesson.

Introduction to the Lesson

  • Invite students to share their understanding of imperialism (a policy of extending a country’s power and influence through diplomacy or military force). Lead them to the understanding that Japan wanted foreign resources in order to fuel their industrialization.

The Korean Independence Movement

  • Review the slides that introduce pivotal events in Korea between 1905 and 1919 and the ultimate annexation of Korea by Japan.
  • ​Show the video, How Schoolgirls Became Independence Fighters in 1919(4:18 minutes). Invite students to share their reactions and let them know they will be studying this movement in more detail in this lesson.

Introduction to the Fourteen Points

  • Continue with an introduction to Wilson’s Fourteen Points, situating his speech after World War I. Encourage students to share opinions on the importance of Point 5 and Wilson’s closing remarks.

Worksheet

  • Assign students to complete the Activity 4.1 worksheet. This might be completed individually, in pairs, or in small groups. ​​

Closing Activity

  • Conduct a Think-Pair-Share activity by having students pair up and respond to one or more of the activity questions. ​

Persuasive Letter

  • Have students take on the persona of Korean schoolgirls and compose a persuasive letter to President Wilson asking the U.S. to take a position in favor of Korean independence.

Resources

Activity 4.1 Worksheet on 14 Points (PDF)

Video: How Schoolgirls Became Independence Fighters