-
264
The East Asian World
1400–1800
Key EventsAs you read this chapter, look for the key events in
the history of the East Asian world.
• China closed its doors to the Europeans during the period of
exploration between 1500 and 1800.
• The Ming and Qing dynasties produced blue-and-white porcelain
and new literary forms.
• Emperor Yong Le began renovations on the Imperial City, which
was expanded by succeeding emperors.
The Impact TodayThe events that occurred during this time still
impact our lives today.
• China today exports more goods than it imports.• Chinese
porcelain is collected and admired throughout the world.
• The Forbidden City in China is an architectural wonder that
continues to attract people from around the world.
• Relations with China today still require diplomacy and
skill.
World History—Modern Times Video The Chapter 9 video,“The
Samurai,” chronicles the role of the warrior class in Japanese
history.
1400 1435 1470 1505 1540 1575
1405Zheng Hebegins voyagesof exploration
1514Portuguesearrive inChina
1550Ming dynastyflourishes
Chinese sailing ship
Ming dynasty porcelain bowl
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1610 1645 1680 1715 1750 1785
HISTORY
Chapter OverviewVisit the Glencoe WorldHistory—Modern Times Web
site at
and click on Chapter 9–Chapter Overview topreview chapter
information.
wh.mt.glencoe.com
1603Tokugawarule begins“GreatPeace”
1644Last Mingemperordies
1661EmperorKangxi begins61-year reign
1750Edo is one ofthe world’slargest cities
1793Britain’s KingGeorge III sendstrade mission to China
1796White Lotusrebellionweakens Qingdynasty
1598Japaneseunificationbegins
The Forbidden City in the heart of Beijing contains hundreds of
buildings.
Japanese samurai
265
http://wh.mt.glencoe.com
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266
n 1793, a British official named Lord George Macartneyled a
mission on behalf of King George III to China.
Macartney carried with him British products that he thoughtwould
impress the Chinese so much that they would beeager to open their
country to trade with Great Britain. KingGeorge wrote in his letter
to the Chinese emperor: “No doubtthe exchange of goods between
nations far apart tends totheir mutual convenience, industry, and
wealth.”
Emperor Qianlong, however, was not impressed: “You, O King, are
so inclined toward our civilization that you havesent a special
envoy across the seas . . . to present your nativeproducts as an
expression of your thoughtfulness. . . . As amatter of fact, the
virtue and prestige of the Celestial Dynastyhaving spread far and
wide, the kings of the myriad nationscome by land and sea with all
sorts of precious things. Conse-quently, there is nothing we lack,
as your principal envoy andothers have themselves observed. We have
never set muchstore on strange or ingenious objects, nor do we need
anymore of your country’s manufactures.”
Macartney was shocked. He had believed that the Chinesewould
recognize, as he said, “that superiority which English-men,
wherever they go, cannot conceal.” An angered Macart-ney compared
the Chinese Empire to “an old, crazy, first-rateman-of-war [naval
warship].” It had once awed its neighbors“merely by [its] bulk and
appearance” but was now destined,under poor leadership, to be
“dashed to pieces on the shore.”
IMission to China
Why It MattersBetween 1500 and 1800, Chinaexperienced one of its
most gloriouseras. The empire expanded, andChinese culture
flourished. In 1514,Portuguese ships arrived on thecoast of China.
At first, the newarrivals were welcomed. During theseventeenth
century, however, mostof the European merchants andmissionaries
were forced to leave.Chinese leaders adopted a “closedcountry”
policy to keep out foreignideas and protect their values
andinstitutions. Until 1800, China waslittle affected by events
taking placeoutside the region. Japan andKorea, too, remained
isolated.
History and You Visit the Website of a major art museum.
Locateartifacts in their permanent collec-tion from the dynasties
discussed inthis chapter, and explain how theytypify the art of the
time period.
The meeting of Emperor Qianlong and Lord George Macartney
Emperor Qianlong
-
China at Its HeightGuide to Reading
✦1500 ✦1540 ✦1580 ✦1620 ✦1660 ✦1700 ✦1740
1551China allows Portugueseto occupy Macao
1630Major epidemic reduces thepopulation in many areas
1736Emperor Qianlongbegins reign
Preview of Events
CHAPTER 9 The East Asian World 267
Emperor Kangxi
Main Ideas• China opened its doors to Europeans
but closed those doors when itobserved the effect of Western
ideas on Chinese society.
• Between 1500 and 1800, Chinese artand culture flourished.
Key Termsqueue, banner
People to IdentifyMing, Zheng He, Manchu, Qing, Kangxi
Places to LocateGuangzhou, Beijing, Manchuria, Taiwan
Preview Questions1. What was remarkable about the naval
voyages under Emperor Yong Le?2. How did the Manchus gain the
sup-
port of the Chinese?
Reading StrategyCompare and Contrast As you read thissection,
complete a diagram like the onebelow to compare and contrast
theachievements of the two dynasties.
Ming Qing
Ferdinand Verbiest, a European missionary, reported on his
experience with theChinese emperor:
“This emperor [Kangxi] [punishes] offenders of the highest as
well as lowest classwith marvelous impartiality, according to their
misdeeds, depriving them of rank anddignity. . . . On this account
men of all ranks and dignities whatsoever, even the near-est to him
in blood, stand in his presence with the deepest awe, and recognize
him assole ruler. . . . The same goodwill he showed us on many
other occasions, to wit, infrequently sending us dishes from his
own table to ours. He even ordered us some-times to be entertained
in his own tent.”
—Sources of World History, Mark A. Kishlansky, ed.,1995
Kangxi was one of the greatest of the many strong emperors who
ruled China dur-ing the Ming and Qing dynasties.
The Ming DynastyAs you read this section, you will discover how
the decision to stop
the voyages of exploration in the 1400s caused China to turn
inward for four centuries,away from foreign trade and toward
agriculture.The Mongol dynasty in China was overthrown in 1368. The
founder of the new
dynasty took the title of Ming Hong Wu (the Ming Martial
Emperor). This was thebeginning of the Ming dynasty, which lasted
until 1644.
Under Ming emperors, China extended its rule into Mongolia and
central Asiaand briefly reconquered Vietnam. Along the northern
frontier, the Chinese
Voices from the Past
-
strengthened the Great Wall and made peace with thenomadic
tribes that had troubled them for centuries.
At home, Ming rulers ran an effective governmentusing a
centralized bureaucracy staffed with officialschosen by the civil
service examination system. Theyset up a nationwide school system.
Manufacturedgoods were produced in workshops and factories invastly
higher numbers. New crops were introduced,which greatly increased
food production. The Mingrulers also renovated the Grand Canal,
making itpossible to ship grain and other goods from southernto
northern China. The Ming dynasty truly began anew era of greatness
in Chinese history.
The Voyages of Zheng He Ming Hong Wu,founder of the dynasty,
ruled from 1368 until 1398.After his death, his son Yong Le became
emperor.This was after a four-year campaign to defeat therightful
heir. To establish the legitimacy of his rule,Yong Le built large
monuments, strengthened theGreat Wall, and restored Chinese rule
over Vietnam.
In 1406, Yong Le began construction of the Imper-ial City in
Beijing. In 1421 he moved the capital fromNanjing to Beijing, after
construction was sufficientlyfar along. The Imperial City (known
today as the For-bidden City) was created to convey power and
pres-tige. For nearly 500 years the Imperial City was hometo
China’s emperors. Yong Le died in 1424 and wasburied with his wife
and 16 concubines in a newcemetery for emperors outside of
Beijing.
During his reign, Yong Le also sent a series of navalvoyages
into the Indian Ocean that sailed as far westas the eastern coast
of Africa. Led by the court officialZheng He (JUNG HUH), seven
voyages of explo-ration were made between 1405 and 1433. On the
firstvoyage, nearly 28,000 men embarked on 62 ships. Thelargest
ship was over 440 feet (134.1 m) long. (Colum-bus’s Santa Maria was
only 75 feet [22.9 m] long.) Thefleet passed through Southeast Asia
and visited thewestern coast of India and the city-states of
EastAfrica. It returned with items unknown in China andinformation
about the outside world. The emperorwas especially fascinated by
the giraffes from Africa,and he placed them in the imperial
zoo.
The voyages led to enormous profits, whichalarmed
traditionalists within the bureaucracy. Someof them held the
Confucian view that trading activi-ties were unworthy. Shortly
after Yong Le’s death, thevoyages were halted, never to be revived.
One canonly guess what difference it would have made ifZheng He’s
fleet had reached the Americas beforeColumbus did.
First Contacts with the West In 1514, a Por-tuguese fleet
arrived off the coast of China. It was thefirst direct contact
between the Chinese Empire andEurope since the journeys of Marco
Polo.
At the time, the Ming government thought little ofthe arrival of
the Portuguese. China was at the heightof its power as the most
magnificent civilization on
268 CHAPTER 9 The East Asian World
N
S
EW
1,000 kilometers0Mercator projection
1,000 miles0
60°E 90°E 120°E
0°
30°N
EQUATOR
MalayPeninsula
Sumatra Borneo
Java
Sri Lanka(Ceylon)Maldive
Islands
RedSea
PersianGulf
ArabianSea
Bay ofBengal
SouthChina
Sea
INDIaNOCEaN
PaCIFICOCEaN
CHINA
INDIA
ARABIA
AFRICA
MombasaMalindi
Mogadishu
Aden
JeddahMakkah (Mecca)
Hormuz
Calicut
Chittagong
Bangkok
Melaka
Quanzhou
Nanjing
Voyages of Zheng He, 1405–1433
Exploration routes of Zheng He's fleet
Zheng He brought backtrade goods and tributefrom many lands.
1. Interpreting MapsName the cities thatZheng He reached.
Estimate the distance he traveled.
2. Applying GeographySkills Research one of the cities Zheng
Hereached. Did that citybecome important inmaritime trade?
-
officials and made them more receptive to Westernideas.
Both sides benefited from this early culturalexchange. Chinese
scholars marveled at their abilityto read better with European
eyeglasses. Christianmissionaries were impressed with many aspects
ofChinese civilization, such as the teachings of Confu-cius, the
printing and availability of books, and Chi-nese architecture.
Reports back home soon madeEuropeans even more curious about this
great civi-lization on the other side of the world.
Fall of the Ming Dynasty After a period of pros-perity and
growth, the Ming dynasty graduallybegan to decline. During the late
sixteenth century, aseries of weak rulers led to a period of
governmentcorruption. High taxes, caused in part by this
corrup-tion, led to peasant unrest. Crop yields declinedbecause of
harsh weather.
269CHAPTER 9 The East Asian World
Earth. From the perspective of the emperor, the Euro-peans were
only an unusual form of barbarian. To theChinese ruler, the rulers
of all other countries weresimply “younger brothers” of the Chinese
emperor,who was seen as the Son of Heaven.
The Portuguese soon outraged Chinese officialswith their
behavior. They were expelled fromGuangzhou (Canton) but were
allowed to occupyMacao.
At first, the Portuguese had little impact on Chinesesociety.
Portuguese ships did carry goods betweenChina and Japan but direct
trade between Europe andChina remained limited. Perhaps more
importantthan trade, however, was the exchange of ideas.
Christian missionaries had also made the longvoyage to China on
European merchant ships. TheJesuits were among the most active.
Many of themwere highly educated men who brought alonginstruments,
such as clocks, that impressed Chinese
Two-Point Equidistant projection500 kilometers0
500 miles0
N
S
EW
Grea
t Wall
20°N
10°N
40°N
50°N
30°N
90°E 100°E80°E110°E
120°E
130°E
140°E
White LotusRebellion
1796–1804
Li Zicheng1641–1645
SouthChina
SeaBay ofBengal
YellowSea
Taiwan
Hainan
G O B I
CHINA
VIETNAMCAMBODIA
THAILAND
LAOSBURMA
BHUTANINDIA
KOREA
NEPAL
MONGOLIA
TIBET
MANCHURIA
HI M
A L A Y A
Macao
Guangzhou
Beijing
Nanjing
Quanzhou
Ming and Qing Empires, 1368–1911
Bronze Buddha,Ming dynasty
Empire of Ming dynasty (1368–1644)Area added by Qing dynasty
(1644–1911)States paying tribute to Qing ChinaPeasant uprising
Several outstanding mon-archs contributed to thegreatness of the
Qingdynasty.
1. Interpreting MapsApproximately howmany degrees of latitudedid
the Qing Empirecover?
2. Applying GeographySkills How did therebellion of Li
Zichengcontribute to the Qingconquest of Ming China?
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CHAPTER 9 The East Asian
The Martial Arts in China
The phrase martial arts refers to arts ofcombat and
self-defense. Martial artsare a significant part of Asian his-tory
and culture. In recent years,they have become part of West-ern
culture as well. Throughoutthe United States, for example,one can
learn Japanese karateand judo, Korean tae kwon do,and Chinese kung
fu and tai chi.Chinese martial arts are espe-cially well known
because offilms featuring actors trained inthe martial arts.
Chinese martial arts werealready highly visible during theHan
dynasty. Later, in 495, a ZenBuddhist monastery in Henan
province developed methods of physicaltraining that became
Shaolin Quan. Thisstyle of boxing is known to the worldtoday as
kung fu.
Archery contest270
The Qing DynastyAt first, the Chinese resisted the new rulers.
At one
point, rebels seized the island of Taiwan just off thecoast of
China. The new Manchu government evacu-ated the coastline across
from the island in prepara-tion for an attack on the rebels. To
make it easier toidentify the rebels, the government ordered all
men toadopt Manchu dress and hairstyles. All Chinese maleswere to
shave their foreheads and braid their hair intoa pigtail called a
queue. Those who refused were to beexecuted: “Lose your hair or
lose your head.”
The Manchus eventually adopted the Chinesepolitical system and
were gradually accepted as thelegitimate rulers of the country. The
Qing flourishedunder a series of strong early rulers. The
emperorspacified the country, corrected serious social and
eco-nomic ills, and restored peace and prosperity.
Qing Adaptations The Qing maintained the Mingpolitical system
but faced one major problem: theManchus were ethnically and
culturally differentfrom their subject population. The Qing dealt
withthis reality in two ways.
In the 1630s, a major epidemic greatly reducedthe population in
many areas. One observer in amajor city wrote, “There were few
signs of humanlife in the streets and all that was heard was
thebuzzing of flies.”
The suffering caused by the epidemic helped sparka peasant
revolt led by Li Zicheng (LEE DZUH•CHUNG). The revolt began in
central China and thenspread to the rest of the country. In 1644,
Li and hisforces occupied the capital of Beijing (BAY• JING).The
last Ming emperor committed suicide by hanginghimself from a tree
in the palace gardens.
The overthrow of the Ming dynasty created anopportunity for the
Manchus, a farming and huntingpeople who lived northeast of the
Great Wall in thearea known today as Manchuria. The Manchus
con-quered Beijing, and Li Zicheng’s army fell. The victo-rious
Manchus then declared the creation of a newdynasty called the Qing
(CHING), meaning “pure.”This dynasty, created in 1644, remained in
poweruntil 1911.
Describing What were the achieve-ments of the Ming dynasty?
Reading Check
-
Martial arts in China fell into five groups:empty-hand boxing,
sparring, training in pairs,group exercises involving six or more
athletes,and weapons training. Weapons included bowsand arrows,
swords, spears, and chains with apointed tip.
The Tang dynasty began to select military officials through
martial arts contests and established regular competitions. During
theMing dynasty, the martial arts became evenmore developed. The
classic work on martialarts, Treatise on Armament Technology,
waspublished, and martial arts techniques wereorganized into
schools.
One method developed during the Ming erawas tai chi. This method
focused on providingfor better health and longer life by
unlockingthe flow of energy (chi) in the body. Today,martial arts
such as tai chi are used as methodsof exercise.
After Communists came to power in China in1949, the government
again fostered the martialarts as a competitive sport. Martial arts
teams
Tai chi practice outside the Forbidden City
have spread throughout the world. In 1991, anInternational Wushu
(Martial Arts) Associationwas formed, consisting of representatives
from38 nations. That same year, the First World Martial Arts
Championship took place in Beijing.
First, the Qing tried to preserve their distinct iden-tity
within Chinese society. The Manchus, who madeup only 1 percent of
the population, were definedlegally as distinct from everyone else
in China. TheManchu nobility maintained large landholdings
andreceived revenues from the state treasury. OtherManchus were
organized into separate militaryunits, called banners. The
“bannermen” were thechief fighting force of the empire.
Second, the Qing dealt with the problem of ethnicdifferences by
bringing Chinese into the imperialadministration. More than 80
percent of lower postswere filled by Chinese, although they held a
muchsmaller share of the top positions. The Manchus’sharing of
power won the support of many Chinese.
Reign of Kangxi Kangxi (KONG•SEE), who ruledfrom 1661 to 1722,
was perhaps the greatest emperorin Chinese history. A person with
political skill and astrong character, Kangxi took charge of the
govern-ment while still in his teens and reigned for 61 years.
Kangxi rose at dawn and worked until late atnight. He wrote,
“One act of negligence may causesorrow all through the country, and
one moment of
negligence may result in trouble for thousands ofgenerations.”
Kangxi calmed the unrest along thenorthern and western frontiers by
force. As a patronof the arts and letters, he gained the support of
schol-ars throughout the country.
During Kangxi’s reign, the efforts of Christianmissionaries
reached their height. The emperor wasquite tolerant of the
Christians. Several hundred offi-cials became Catholics, as did an
estimated threehundred thousand ordinary Chinese. The
Christianeffort was undermined by squabbling among theWestern
religious orders who opposed the Jesuit pol-icy of accommodating
local beliefs and practices inorder to facilitate conversion.
Although Kangxi triedto resolve the problem, no solution was
reached. Afterthe death of Kangxi, however, his successor began to
suppress Christian activities throughout China.
Westerners in China Qianlong, who ruled from1736 to 1795, was
another outstanding Qing ruler.During his reign, however, the first
signs of internaldecay began to appear in the Qing dynasty. As
theemperor grew older, he fell under the influence of
CONNECTING TO THE PAST1. Summarizing Information Identify at
least five mar-
tial arts and the five groups of Chinese martial arts.
2. Writing about History Martial arts are very popu-lar in the
United States today. Why do you think thisis so? Write a persuasive
essay in which you presenta case for offering martial arts classes
as part of thephysical educational program at your school.
-
destructive elements at court. Corrupt officials andhigher taxes
led to unrest in rural areas. Growing pressure on the land because
of population growthalso led to economic hardship for many
peasants. Incentral China, unhappy peasants launched a revoltknown
as the White Lotus Rebellion (1796–1804).The revolt was suppressed,
but the enormousexpenses of fighting the rebels weakened the
Qingdynasty.
Unfortunately for China, the Qing dynasty wasdeclining just as
Europe was seeking more trade. Atfirst, the Qing government sold
trade privileges to
272 CHAPTER 9 The East Asian World
Checking for Understanding1. Define queue, banner.
2. Identify Ming, Zheng He, Manchu,Qing, Kangxi.
3. Locate Guangzhou, Beijing,Manchuria, Taiwan.
4. Explain how the pigtail became apolitical symbol under the
Qingdynasty.
5. List the ways the Ming and Qingdynasties tried to limit
contactsbetween Europeans and the Chinesepeople. Why did the
British initiallyaccept the restrictions?
Critical Thinking6. Make Generalizations What was the
general attitude of the Chinese regard-ing trade with the
Western world? Giveexamples from the text to support
youranswer.
7. Summarizing Information Create achart like the one below to
show howboth the Europeans and Chinese bene-fited from their early
cultural exchange.
Analyzing Visuals8. Examine the picture of the Chinese
peasants farming shown above. Whatconclusions can you draw about
peas-ant life in China from looking at thispicture? How do your
conclusions com-pare and contrast with the depictions ofpeasant
life found in other cultures youhave already read about?
9. Expository Writing Using the Inter-net or print resources,
research thevoyages of Zheng He and Columbus.Write an essay
comparing the tech-nology, equipment, purpose, andresults of the
explorations of ZhengHe and Columbus.
European Benefits Chinese Benefits
the Europeans. However, to limitcontacts between Europeans
andChinese, the Qing confined allEuropean traders to a small
islandjust outside Guangzhou. Thetraders could reside there only
fromOctober through March and coulddeal only with a limited number
ofChinese firms licensed by thegovernment.
For a while, the British acceptedthis system. By the end of the
eigh-teenth century, however, someBritish traders had begun
todemand access to additional citiesalong the Chinese coast. At
thesame time, the Chinese government
was under pressure from its own merchants to openChina to
British manufactured goods.
In 1793, a British mission led by Lord GeorgeMacartney visited
Beijing to seek more liberal tradepolicies. However, Emperor
Qianlong wrote to KingGeorge III that China had no need of “your
country’smanufactures.” The Chinese would later pay for
theirrejection of the British request.
Predict Consequences Predict the consequences of the Chinese
attitude toward trade with Europe.
Reading Check
Sixteenth-century farming in China
-
1368Ming dynasty begins a newera of greatness in China
1406Renovations are begunon the Imperial City
1791Popular novel, The Dream of theRed Chamber, is published
Guide to Reading
Chinese Society and Culture
Preview of Events✦1400 ✦1475 ✦1550 ✦1625 ✦1700 ✦1775 ✦1850
In the sixteenth century, an Italian named Matteo Ricci
expressed a great apprecia-tion of Chinese printing:
“The Chinese method of printing has one decided advantage,
namely, that oncethese tablets are made, they can be preserved and
used for making changes in the textas often as one wishes. . . .
The simplicity of Chinese printing is what accounts for
theexceedingly large numbers of books in circulation here and the
ridiculously low pricesat which they are sold.”
—China in the Sixteenth Century, Louis J. Gallagher, trans.,
1942
Europeans who lived in China found much to admire in Chinese
civilization.
Economic ChangesBetween 1500 and 1800, China remained a mostly
agricultural society. Nearly
85 percent of the people were small farmers. Nevertheless, the
Chinese economywas changing.
The first change involved an increase in population, from less
than 80 millionin 1390 to more than 300 million at the end of the
1700s. The increase had severalcauses. A long period of peace and
stability under the early Qing dynasty was one.Improvements in the
food supply were another. A faster growing species of ricefrom
Southeast Asia increased the food supply.
Voices from the Past
CHAPTER 9 The East Asian World 273
Chinese printers at work
Main Ideas• A rapid increase in population led to
rural land shortages.• Chinese society was organized around
the family. • Architecture, decorative arts, and
literature flourished during this period.
Key Termscommercial capitalism, clan, porcelain
People to IdentifyCao Xuegin, Emperor Yong Le
Places to LocateImperial City, Beijing
Preview Questions1. Why did the population increase
between 1500 and 1800?2. Why did commercial capitalism not
develop in China during this period?
Reading StrategyOrganizing Information Use a concen-tric circle
diagram like the one below toshow the organization of the
Chinesefamily.
Husband, Wife, and Family
-
CHAPTER 5 Rome and the Rise of Christianity274 CHAPTER 9 The
East Asian World274 CHAPTER 5 Rome and the Rise of Christianity
A Population ExplosionBetween 1700 and 1800, many areas in the
world
experienced a population explosion. In Europe, China,India, and
the Muslim world, the number of peoplegrew dramatically. Europe,
for example, went from 120million people in 1700 to almost 200
million by 1800;China, from less than 200 million to 300 million
duringthe same period.
Four factors were important in causing this popula-tion
explosion. First, better agricultural growing condi-tions affected
wide areas of the world and enabledpeople to produce more food.
Second, new foods pro-
vided additional sourcesof nutrition. Food cropswere introduced
in newareas: sweet potatoes inChina, corn in Africa andEurope, and
potatoes innorthern Europe and Rus-sia. Third, states con-trolled
larger territories
and were able to ensure a higher degree of order. Lessviolence
led to fewer deaths.
Finally, by the eighteenth century, people had begunto develop
immunities to epidemic diseases. The migra-tion of people after
1500 had led to devastating epi-demics. For example, the arrival of
Europeans in Mexicoled to millions of deaths from smallpox,
measles, andchicken pox among a native population that had
noimmunities to European diseases. By 1750, however,the number and
effects of plagues and epidemic dis-eases had decreased in Europe,
India, China, andSouthwest Asia.
under the firm control of the government. Many Chi-nese looked
down on trade and manufacturing asinferior to farming. The state
reflected this attitudeby levying heavy taxes on manufacturing and
tradeand low taxes on farming.
Contrasting What was the key differ-ence in government policy
toward trade and manufacturing inEurope and in China?
Daily LifeDaily life in China remained similar to what it
had
been in earlier periods. The emphasis on family rela-tionships,
based on Confucian ideals, contributedstability to Chinese
society.
The Chinese Family Chinese society was organ-ized around the
family. The family was expected toprovide for its members’ needs,
including the educa-tion of children, support of unmarried
daughters,and care of the elderly. At the same time, all
familymembers were expected to sacrifice their individualdesires
for the benefit of the family as a whole.
Reading Check
� Many cities experienced agrowth in population.
274
The population increase meant there was less landavailable for
each family. The imperial court tried tomake more land available by
limiting the amountwealthy landowners could hold. By the
eighteenthcentury, however, almost all the land that could befarmed
was already being farmed. Shortages of landin rural areas led to
unrest and revolts.
Another change in this period was a steadygrowth in
manufacturing and increased tradebetween provinces. Taking
advantage of the long eraof peace and prosperity, merchants and
manufactur-ers expanded their trade in silk, porcelain,
cottongoods, and other products. ; (See page 775 to readexcerpts
from Sung Ying-Hsing’s The Silk Industry in China in thePrimary
Sources Library.)
Despite the growth in trade and manufacturing,China did not
develop the kind of commercialcapitalism—private business based on
profit—thatwas emerging in Europe. Some key differencesbetween
China and Europe explain this fact.
In the first place, middle-class merchants andmanufacturers in
China were not as independent asthose in Europe. Trade and
manufacturing remained
Many demographers believe that the world iscurrently
experiencing another population boom.Research current population
figures and predictionsfor the next 50 years. Check at least three
sources.Is the information corroborated in three sources? If not,
what reasons can explain the differences?How can you assess the
reliability of the sourcesyou used?
-
The ideal family unit in Qing China was theextended family, in
which as many as three or fourgenerations lived under the same
roof. When sonsmarried, they brought their wives to live with
themin the family home. Unmarried daughters alsoremained in the
house, as did parents and grandpar-ents. Chinese society held the
elderly in high regard.Aging parents knew they would be cared for
by theirchildren.
Beyond the extended family was the clan, whichconsisted of
dozens, or even hundreds, of relatedfamilies. These families were
linked by a clan councilof elders and a variety of common social
and reli-gious activities. The clan system made it possible
forwealthier families to help poorer relatives.
The Role of Women Women were considered infe-rior to men in
Chinese society. Only males could havea formal education and pursue
a career in govern-ment or scholarship. Within the family,
capablewomen often played strong roles. Nevertheless, thewife was
clearly subordinate to the husband. Legally,she could not divorce
her husband or inherit prop-erty. The husband, in contrast, could
divorce his wife
275
if she did not produce sons. He could also take a sec-ond wife.
Husbands were expected to provide sup-port for their wives and
children. In many cases, thehead of the family would also be
responsible for pro-viding for more than just his own wife and
children.
A feature of Chinese society that restricted themobility of
women was the practice of footbinding.The origins of footbinding
are not clear. Scholarsbelieve it began among the wealthiest class
of womenand was later adopted by all classes. Bound feet werea
status symbol. Women who had bound feet weremore marriageable than
those who did not, thusthere was a status incentive as well as an
economicincentive. An estimated one-half to two-thirds of thewomen
in China bound their feet.
The process, begun in childhood, was verypainful. Women who had
their feet bound could notwalk, they were carried. Not all clans
looked favor-ably on footbinding. Women who worked in thefields or
in occupations that required mobility didnot bind their feet.
Describing What was the legal statusof women in China?
Reading Check
CHAPTER 9 The East Asian World
Silk production began in China about 5,000years ago. Describe
the labor involved as shownin these paintings. Why was silk only
worn bythe wealthy?
History
-
Cultural DevelopmentsDuring the late Ming and the early Qing
dynasties,
traditional culture in China reached new heights.
The Chinese Novel During the Ming dynasty, anew form of
literature arose that eventually evolvedinto the modern Chinese
novel. Works in this literaryform were enormously popular,
especially amongwell-to-do urban dwellers.
One Chinese novel, The Golden Lotus, is consideredby many to be
the first realistic social novel. TheGolden Lotus depicts the
corrupt life of a wealthylandlord in the late Ming period who
cruelly manip-ulates those around him for sex, money, and
power.
The Dream of the Red Chamber, by Cao Xuegin, isgenerally
considered even today to be China’s most
276 CHAPTER 9 The East Asian World
distinguished popular novel. Published in 1791, ittells of the
tragic love between two young peoplecaught in the financial and
moral disintegration of apowerful Chinese clan.
Ming and Qing Art During the Ming and the early Qing dynasties,
China experienced an out-pouring of artistic brilliance.In
architecture, the mostoutstanding example is theImperial City in
Beijing.Emperor Yong Le beganconstruction of the ImperialCity—a
complex of palacesand temples—in 1406. Suc-ceeding emperors
continuedto add to the palace.
The Imperial City is animmense compound surrounded by six and
one-halfmiles (10.5 km) of walls. It includes a maze of
privateapartments and offices, as well as stately halls forimperial
audiences and banquets and spacious gar-dens. Because it was
off-limits to commoners, thecompound was known as the Forbidden
City.
The decorative arts also flourished in this period.Perhaps the
most famous of all the arts of the MingEra was blue-and-white
porcelain. Europeansadmired the beauty of this porcelain and
collected itin great quantities. Different styles of porcelain
wereproduced during the reign of individual emperors.
Describing What were the artisticaccomplishments of the Ming and
Qing dynasties?
Reading Check
Checking for Understanding1. Define commercial capitalism,
clan,
porcelain.
2. Identify Cao Xuegin, Emperor Yong Le.
3. Locate Imperial City, Beijing.
4. Explain the significance of the Chineseextended family.
5. Summarize the plot of The Dream ofthe Red Chamber.
Critical Thinking6. Draw Conclusions Although legally
inferior to men, what important rolesdid women in the peasant
class have?
7. Identifying Information Use adiagram to identify the
economicchanges in China from 1500 to 1800.
Analyzing Visuals8. Examine the picture of women spin-
ning silk shown on page 275 of yourtext. How does this picture
reflect therole of women in Chinese society during the eighteenth
century?
9. Persuasive Writing Pretend you are aChinese mother talking to
your daugh-ter in 1700. Using research or yourown ideas, convince
her that foot-binding is necessary and beneficial.
Economic Change
The Gate of Supreme Harmonyat the Forbidden City is guarded
by a centuries-old lion.
Beijing
YellowSea
EastChina
Sea
CHINA
-
277
Finding Exact Location on a MapWhy Learn This Skill?
A friend tells you that she lives at the northwestcorner of Vine
Street and Oak Avenue. By giving youthe names of two streets that
cross, she has pin-pointed her exact location. We use a similar
systemto identify the exact location of any place on Earth.
Learning the SkillOver many centuries, cartographers
developed
a grid system of imaginary lines—lines of latitudeand lines of
longitude. Lines of latitude run east andwest around the earth.
Because they always remainthe same distance from each other, they
are alsocalled parallels. The parallel lines of latitude meas-ure
distance north and south of the Equator, whichis located at 0
degrees latitude. Each line of latitudeis one degree, or 69 miles
(110 km), from the next.There are 90 latitude lines between the
Equator and each pole. For example, New York City lies 41 degrees
north of the Equator, or 41ºN.
Lines of longitude, or meridians, run north andsouth from pole
to pole. Unlike lines of latitude,lines of longitude are not always
the same distancefrom each other. Lines of longitude are
farthestapart at the Equator, and they intersect at the North and
South Poles. The prime meridian marks 0 degrees longitude and runs
through Greenwich,England, and western Africa. Longitude lines
aremeasured by their distance east and west of theprime meridian up
to 180 degrees. New York City,for example, lies 74 degrees west of
the primemeridian, or 74ºW.
With this system we can pinpoint the “gridaddress” of any place
on Earth. For example, if wewanted to find a grid address for New
York City, we would first find the line of latitude closest to
it.Then, by following this line, we would locate thenearest line of
longitude to cross it. The point wherethe lines intersect is the
grid address. New YorkCity’s grid address would be 41ºN, 74ºW.
Practicing the SkillUse the map above to answer the
following
questions.
1 What is Ise’s approximate grid address?
2 What city sits at approximately 35ºN, 140ºE?
3 What is Osaka’s approximate grid address?
4 What is Mt. Fuji’s approximate grid address?
Applying the Skill
Create a travel itinerary for a tour of the ruins of
ancientEgypt, Greece, or Southwest Asia. Choose at least 10sites to
visit. Draw a map of each region, including gridlines. On the map,
identify each site’s approximate gridlocation.
Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides
instruction and practice in keysocial studies skills.
Lambert Conformal Conic projection400 kilometers0
400 miles0
N
S
EW
30°N
40°N
130°E 140°E
PacificOcean
Sea of Japan
Korea
Stra
it
YellowSea
East ChinaSea
CHINA
Honshu
Shikoku
Kyushu
Mt. Fuji
KamakuraPeninsula
Hokkaido
RUSSIA
KOREA Edo(Tokyo)
OsakaIseNara
Heian(Kyoto)
Early Japan
-
c. 1450Power of shoguncollapses
1568Japan’s unificationbegins
1750Edo is one of the largestcities in the world
Guide to Reading
Tokugawa Japan and Korea
Preview of Events✦c. 1450 ✦1500 ✦1550 ✦1600 ✦1650 ✦1700
✦1750
In 1649, the Japanese government issued an edict to be read in
every village:
“Peasants are people without sense or forethought. Therefore
they must not giverice to their wives and children at harvest time,
but must save food for the future. They should eat millet,
vegetables, and other coarse food instead of rice. Even thefallen
leaves of plants should be saved. The husband must work in the
fields, the wifemust work at the loom. However good-looking a wife
may be, if she neglects herhousehold duties by drinking tea or
sightseeing or rambling on the hillsides, she mustbe divorced.
Peasants must wear only cotton or hemp. They may not smoke tobacco.
It is harmful to health, it takes up time and costs money.”
—A History of World Societies, J.P. McKay, B.D. Hill, and J.
Buckler, eds., 1996
The life of the Japanese peasant was a difficult one, and there
were many peasantrevolts between 1500 and 1800.
The Three Great UnifiersAt the end of the fifteenth century,
Japan was in chaos. The centralized power
of the shogunate had collapsed. Daimyo, heads of noble families,
controlled theirown lands and warred with their neighbors. Soon,
however, a dramatic reversalwould unify Japan. The process of
unification began in the late sixteenth centurywith three powerful
political figures.
Voices from the Past
278 CHAPTER 9 The East Asian World
Japanese rice farmers
Main Ideas• Japan was unified by three powerful
political figures.• Between 1500 and 1800, Japan experi-
enced many peasant uprisings.• Korea could not withstand
invasions by
the Japanese and Manchus.
Key Termsdaimyo, han, hostage system, eta
People to IdentifyOda Nobunaga, Toyotomi Hideyoshi,Tokugawa
Ieyasu, Matsuo Basho
Places to LocateKyoto, Osaka, Edo, Korea
Preview Questions1. What economic changes took place
under the Tokugawa shoguns?2. How did Japanese culture change
dur-
ing the Tokugawa Era?
Reading StrategyCategorizing Information Using a dia-gram like
the one below, categorize thedifferent elements of Japanese
culture.
Culture
-
Under Tokugawa Ieyasu,however, all missionar-ies were expelled,
andJapanese Christians werepersecuted.
European merchantswere the next to go. Only asmall Dutch
communityin Nagasaki was allowedto remain in Japan. Dutchships were
permitted todock at Nagasaki harboronly once a year and couldremain
for only two orthree months.
Explaining What was the effect ofthe Jesuit practice of
destroying shrines?
Tokugawa RuleThe Tokugawa rulers set out to establish control
of
the feudal system that had governed Japan for overthree hundred
years. As before, the state was dividedinto about 250 separate
territories called hans, ordomains. Each was ruled by a daimyo. In
theory, the
Reading Check
279
HISTORY
Web Activity Visitthe Glencoe WorldHistory—Modern Times Web site
at
and click on Chapter 9–Student Web Activity to learn more about
therole of the shogun inJapan.
wh.mt.glencoe.com
Jesuit priests in Japan
The first was Oda Nobunaga (oh•DAHnoh•boo•NAH•gah). Nobunaga
seized the imperialcapital of Kyoto and placed the reigning
shogununder his control. During the next few years, he triedto
consolidate his rule throughout the central plains.
Nobunaga was succeeded by Toyotomi Hide-yoshi (toh•yoh•TOH•mee
HEE•day•YOH•shee), afarmer’s son who had become a military
commander.Hideyoshi located his capital at Osaka. By 1590, hehad
persuaded most of the daimyo on the Japaneseislands to accept his
authority.
After Hideyoshi’s death in 1598, Tokugawa Ieyasu(toh•kuh•GAH•wah
ee•YAH•soo), the powerfuldaimyo of Edo (modern-day Tokyo), took
control ofJapan. Ieyasu took the title of shogun in 1603.
TheTokugawa rulers completed the restoration of centralauthority
begun by Nobunaga and Hideyoshi. Toku-gawa shoguns remained in
power at their capital atEdo until 1868. Tokugawa rule brought a
long periodof peace known as the “Great Peace.”
Identifying Sequence the eventsthat led to the unification of
Japan.
Europeans in JapanAs you read this section, note how
Japan’s “closed country” policy removed Europeaninfluence,
allowing Japan to remain in isolation forcenturies.As the three
great commanders were unifying
Japan, the first Europeans began to arrive. Portuguese traders
landed on the islands in 1543. In a few years, Portuguese ships
began stopping reg-ularly at Japanese ports to take part in the
regionaltrade between Japan, China, and Southeast Asia.
At first, the visitors were welcomed. The Japanesewere
fascinated by tobacco, clocks, eyeglasses, andother European goods.
Daimyo were interested in buying all types of European weapons.
OdaNobunaga and Toyotomi Hideyoshi found the newfirearms helpful in
defeating their enemies and uni-fying the islands.
The first Jesuit missionary, Francis Xavier, arrivedin 1549. The
Jesuits converted a number of localdaimyo. By the end of the
sixteenth century, thou-sands of Japanese had become Christians.
However,the Jesuit practice of destroying shrines caused asevere
reaction. In 1587, Hideyoshi issued an edictprohibiting Christian
activities within his lands.
Hideyoshi’s edict was at first not strictly enforced.The Jesuits
were allowed to continue their activities.
Reading Check
http://wh.mt.glencoe.com
-
daimyo were independent, because they were able tosupport
themselves from taxes on their lands. Inactuality, the shogunate
controlled the daimyo by ahostage system.
In this system, the daimyo were required to main-tain two
residences—one in their own lands and onein Edo, where the court of
the shogun was located.When the daimyo was absent from his
residence inEdo, his family was forced to stay there.
During this long period of peace—known as the“Great
Peace”—brought by Tokugawa rule, thesamurai who had served the
daimyo graduallyceased to be a warrior class. Many of them
becamemanagers on the lands of the daimyo.
Explaining What was the hostagesystem? What was its effect on
the daimyo?
Economic and Social ChangesA major economic change took place
under the
Tokugawa. Since the fourteenth century, manyupper-class
Japanese, influenced by Confucianism,had considered trade and
industry beneath them.Under the Tokugawa, trade and industry began
to
Reading Check
flourish as never before, especially in the growingcities of
Edo, Kyoto, and Osaka.
By 1750, Edo had a population of over a millionand was one of
the largest cities in the world. Bank-ing flourished, and paper
money became the normalmedium of exchange in business transactions.
AJapanese merchant class emerged and began to playa significant
role in the life of the Japanese nation.
What effect did these economic changes have onJapanese peasants,
who made up most of the popula-tion? Some farm families benefited
by exploiting thegrowing demand for cash crops (crops grown for
sale).Most peasants, however, experienced both decliningprofits and
rising costs and taxes. Many were forced tobecome tenants or to
work as hired help.
When rural conditions became desperate, somepeasants revolted.
Almost seven thousand peasantrevolts and demonstrations against
high taxes tookplace during the Tokugawa Era.
The Class System Social changes also marked theTokugawa Era.
These changes affected the class sys-tem and the role of women.
During this era, Japan’sclass system became rigid. Rulers
established strict
280 CHAPTER 9 The East Asian World
N
S
EW
400 kilometers0Lambert Azimuthal Equal-Area projection
400 miles0
40°N
30°N
150°E
130°E 140°E
PaCIFIC Ocean
Sea ofJapan
To China andNetherlands
CHINA
KOREA
Kyushu
Shikoku
Honshu
Hokkaido
Matsumae
Miyako
NiigataAizuwakamatsu
Tottori
Wakayama
Hiroshima
KochiHirado
NagasakiKumamoto
Kagoshima
OsakaKyoto
Edo
Nagoya
Kanazawa
Tokushima
Arahama
Major land transport routeSea transport routePopulation over
100,000
Tokugawa Japan, 1603–1868
The Tokugawa rulers unifiedJapan.
1. Interpreting MapsWhich island containsthe cities with the
great-est populations?
2. Applying GeographySkills Create a diagramthat compares access
totrade routes with popula-tion size. What conclu-sions can you
draw?
-
legal distinctions among the four main classes: war-riors,
peasants, artisans, and merchants. Intermar-riage between classes
was forbidden.
The emperor and imperial court families were atthe very top of
the political and social structure. Nextcame the warrior class
composed of the shogun,daimyo, samurai, and ronin. The shogun
wassupreme ruler below the emperor and distributor ofthe national
rice crop. The local daimyo received landand rice from the shogun
in exchange for militaryservice. Samurai received rice from the
daimyo inexchange for their services as advisors, castle guards,and
government officials. Finally, the ronin werewarriors without
masters who traveled the country-side seeking employment.
Below the warriors were the farmers (peasants).Farmers produced
rice and held a privileged positionin society, but were often poor.
The artisan classincluded craftspeople such as swordmakers and
car-penters. Finally, the merchant class distributed foodand
essential goods. This class was at the bottom ofthe social
hierarchy because they profited from thelabor of others.
Below these classes were Japan’s outcasts, the eta.The Tokugawa
enacted severe laws to regulate theplaces of residence, the dress,
and even the hairstylesof the eta.
The Role of Women The role of women in Toku-gawa society became
somewhat more restricted.Especially in the samurai class, where
Confucian val-ues were highly prized, the rights of females
wererestricted. Male heads of households had broadauthority over
property, marriage, and divorce.
Among the common people, women were alsorestricted. Parents
arranged marriages, and a wifewas expected to move in with her
husband’s family.A wife who did not meet the expectations of her
hus-band or his family was likely to be divorced. Still,women were
generally valued for their roles as child-bearers and homemakers
among the common peo-ple. Both sexes worked in the fields as well,
althoughmen did the heavier labor.
Explaining In what ways were therights of women of the common
class restricted?
Tokugawa CultureIn the Tokugawa Era, a new set of cultural
values
began to appear, especially in the cities. It includedthe rise
of popular literature written by and for thetownspeople.
Reading Check
Literature The best examples of the new urban fic-tion in the
seventeenth century are the works of IharaSaikaku, considered one
of Japan’s greatest writers.Saikaku’s greatest novel, Five Women
Who Loved Love,tells of a search for love by five women of the
mer-chant class. The women are willing to die for love—and all but
one eventually do.
Much of the popular literature of the TokugawaEra was
lighthearted and intended to please its audi-ences. Poetry remained
a more serious form of liter-ary expression. Exquisite poetry was
written in theseventeenth century by the greatest of all
Japanesepoets, Matsuo Basho.
Theater and Art A new world of entertainment inthe cities gave
rise in the theater to Kabuki, whichemphasized action, music, and
dramatic gestures toentertain its viewers. Early Kabuki dramas
dealt withthe world of teahouses and dance halls in the cities.
Government officials feared that such activitiescould corrupt
the nation’s morals. Thus, the govern-ment forbade women to appear
on stage. Officialstherefore created a new professional class of
maleactors to impersonate female characters.
Art also reflected the changes in Japanese cultureunder the
Tokugawa regime. The shogun’s order thatall daimyo and their
families have residences in Edosparked an increase in building.
Nobles competed toerect the most magnificent mansions with lavish
andbeautiful furnishings. The abundant use of gold foil on
281CHAPTER 9 The East Asian World
Matsuo Basho1644–1694—Japanese poet
Basho was one of the chief literaryfigures in Tokugawa Japan.
Althoughhe lived most of his life in Kyoto andEdo, he also traveled
to many otherparts of the country. He was concernedwith the search
for the meaning of lifeand found answers to his quest in nature.
Hispoems, called haiku, are grounded in natural images.This feature
is evident in the following examples, whichare among his most
famous poems:
The ancient pondA frog leaps inThe sound of the water.
On the withered branchA crow has alighted—The end of autumn.
-
walls and ceilings helped reflect the light indark castle rooms,
where windows were oftensmall.
Japanese art was enriched by ideas fromother cultures. Japanese
pottery makers bor-rowed techniques and designs from Korea tocreate
handsome ceramic pieces. The Japanesestudied Western medicine,
astronomy, lan-guages, and even painting styles. In turn,
Euro-peans wanted Japanese ceramics, which wereprized as highly as
the ceramics of the Chinese.
Summarizing Why weregovernment officials concerned about Kabuki
theater?
Korea: The Hermit KingdomThe Yi dynasty in Korea, founded at
the
end of the fourteenth century, remained inpower during the
entire Tokugawa Era inJapan. From their capital at Hanyang
(modern-day Seoul), Yi rulers patterned theirsociety after that of
their powerful Chineseneighbors to the north.
Korean rulers tried to keep the country isolatedfrom the outside
world, earning it the name “the Her-mit Kingdom.” They were not
always successful,however. A Japanese force under Toyotomi
Hideyoshiinvaded Korea in the late sixteenth century. Althoughthe
Japanese invaders were defeated, Korea was dev-astated, and the Yi
dynasty was weakened. In the
Reading Check
1630s, a Manchu army invaded northern Korea andforced the Yi
dynasty to become subject to China.Korea remained largely untouched
by European mer-chants and Christian missionaries.
Summarizing Why was Korea called“the Hermit Kingdom”?
Reading Check
282 CHAPTER 9 The East Asian World
Checking for Understanding1. Define daimyo, han, hostage
system,
eta.
2. Identify Oda Nobunaga, ToyotomiHideyoshi, Tokugawa Ieyasu,
MatsuoBasho.
3. Locate Kyoto, Osaka, Edo, Korea.
4. Sequence the events that led to Japan’spolicy of
isolation.
5. List the four main social classes thatexisted during the
Tokugawa Era. Whowas at the top of the social structure,and who was
at the bottom?
Critical Thinking6. Draw Inferences How were most
peasants affected by the economicchanges in Japan?
7. Organizing Information Using a chartlike the one below, show
how the newurban centers in Japan influenced thearts and
entertainment.
Analyzing Visuals8. Examine the photograph of a Kabuki
actor shown above. What does thisphotograph tell you about
JapaneseKabuki theater, and how does thistheater compare to and
contrast withthe different forms of theater (opera,pantomime,
realistic drama) thatdeveloped in the West?
9. Descriptive Writing Imagine thatyou are the literate wife of
a samu-rai. Write a journal entry thatdescribes your relationship
to yourhusband, your children, and yourmother-in-law.
urban centers
Kabuki actor
-
283
The Japanese Discover FirearmsTHE PORTUGUESE BROUGHTguns to
Japan in the sixteenthcentury. In this selection, thedaimyo of a
small island offthe southern tip of Japan provides an explanation
of how to use the newweapons. Obviously, he isfascinated by the
results.
“There are two leadersamong the traders. In theirhands they
carried somethingtwo or three feet [.6 or .9 m]long, straight on
the outsidewith a passage inside, andmade of a heavy substance.The
inner passage runsthrough it although it is closedat the end. At
its side, there isan opening which is the pas-sageway for fire. Its
shape defies comparison withanything I know. To use it, fill it
with powder andsmall lead pellets. Set up a small target on a
bank.Grip the object in your hand, compose your body,and closing
one eye, apply fire to the opening. Thenthe pellet hits the target
squarely. The explosion islike lightning and the report like
thunder. Bystandersmust cover their ears. This thing with one blow
cansmash a mountain of silver and a wall of iron. If onesought to
do mischief in another man’s domain andhe was touched by it, he
would lose his lifeinstantly. . . . Lord Tokitaka saw it and
thought it wasthe wonder of wonders. He did not know its nameat
first nor the details of its use. Then someonecalled it
‘ironarms.’
Disregarding the high price of the arms, Tokitakapurchased from
the aliens two pieces of thefirearms for his family treasure. As
for the art ofgrinding, sifting, and mixing of the powder,
Tokitaka
let his retainer learn it. Tokitaka occupied himself,morning and
night, and without rest in handling thearms. As a result, he was
able to convert the missesof his early experiments into hits—a
hundred hits ina hundred attempts.”
—Lord Tokitaka, On the Use of Firearms
This detail from a late sixteenth-century Japanese painting
records thearrival of the first Portuguese traders at the port city
of Nagasaki, Japan.
Analyzing Primary Sources
1. Who introduced firearms to Japan in the sixteenthcentury?
2. Considering the description of thefirearm the Portuguese
brought, whatdo you think we would call it today?
3. In the last paragraph, to whom doesthe term aliens refer?
0264-0285 C09SE-860705 10/7/03 5:25 AM Page 283
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CHAPTER 9 The East Asian World
Using Key Terms1. Military units called were strategically
placed
throughout China as the chief fighting force of the Manchu
Empire.
2. Trade and manufacturing in China did not develop intoas it
did in Europe.
3. Chinese pottery makers were famous for their blue andwhite
.
4. Heads of noble Japanese families, , controlled theirown
lands.
5. The shogunate controlled the daimyo by what has beencalled a
, forcing the daimyo lords to leave theirfamilies in their Edo
residence when the daimyo lords were away.
6. Japan was divided into 250 separate territories called , each
ruled by a daimyo lord.
7. During the Tokugawa Era, Japan’s class system became rigid
with four classes and an underclass of outcasts, called the .
Reviewing Key Facts8. Culture What was the Chinese view of
Europeans, and how
did interactions with Europeans impact Chinese society?
9. Government How did the Qing government solve the prob-lem of
being ethnically and culturally different from the peo-ple they
governed?
10. Culture Why is the Imperial City in Beijing called the
Forbidden City?
11. Society Explain how the samurai gradually ceased to be a
warrior class.
12. Government How did the completion of the Grand Canalimpact
China?
13. Economics What was the Chinese attitude toward
Europeanproducts?
14. Society Why did Toyotomi Hideyoshi turn against the
Jesuitmissionaries?
15. History What year did the Portuguese make official
contactwith China?
16. Geography What is the current name of Edo, Japan? Whywas Edo
an important city to the Tokugawa rulers?
17. Geography Where was the ancient capital of Korea
located?
Critical Thinking18. Making Generalizations Do you believe that
the plots of
The Golden Lotus and The Dream of the Red Chamberwould appeal to
Western readers? Give your reasons.
19. Analyzing How might the surgeon general of the UnitedStates
today respond to the portion of the Japanese govern-ment’s edict in
1649 that said, “They [peasants] should eatmillet and vegetables
and other coarse food instead ofrice. . . . They may not smoke
tobacco. It is harmful tohealth. . . .”?
Ming Hong Wu Yong Le Zheng He Li Zicheng Kangxi Qianlong
TokugawaPeople
ChallengedMongol Empire
Strongemperor
Voyages ofexploration
OccupiedBeijing
Calmedunrest;
patron ofthe arts
White LotusRebellion
Changes
EstablishedMing dynasty
Movedcapital toBeijing
Reaffirmedlow viewof trading
OverthrewMing
dynasty
China’sgreatestemperor
TheGreatPeace
WeakenedQing
dynasty
Completedrestorationof centralauthority
Results
284
By the nineteenth century, Japanese and Chinese societies had
changed as a result of thedecisions and policies of their
leaders.
-
Self-Check QuizVisit the Glencoe World History—Modern Times
Website at and click on Chapter 9–Self-Check Quiz to prepare for
the Chapter Test.
wh.mt.glencoe.com
HISTORY
Directions: Use the passage and yourknowledge of world history
to answer thefollowing question.
“[I]t seems to be quite remarkable . . . that in a kingdom of
almost limitless expanse and innu-merable population . . . [that
has] a well-equippedarmy and navy . . . neither the King nor his
peo-ple ever think of waging a war of aggression.”
—Journals of Matteo Ricci
The author suggests that people in the Ming dynasty
F lived in a militaristic society.G adopted a “closed country”
policy.H were impoverished and starving.J were prosperous but
focused inward.
Test-Taking Tip: Do not rely on your memory of the pas-sage to
answer this question. Instead, look at each answerchoice and check
it against the quote.
CHAPTER 9 The East Asian World 285
Writing About History20. Expository Writing Compare the
isolationist periods of
China and Japan. Discuss each government’s reasons for
iso-lation, as well as the impact of isolation on their
societies.
Analyzing SourcesRead the following excerpts from A Story That
Matters, page 266.
“. . . there is nothing we lack. We have never setmuch store on
strange or ingenious objects, nor do weneed any more of your
country’s manufactures.”
—Emperor Qianlong
“. . . that superiority which Englishmen, whereverthey go,
cannot conceal.”
—Lord George Macartney
21. Compare the attitudes of Lord Macartney and
EmperorQianlong.
22. What have been some of the historical results of the
politicalviews of China and Britain?
Applying Technology Skills23. Creating an Electronic Database
Conduct outside research
to learn more about the Tokugawa emperors in Japan. Thencreate
an electronic database listing names of the emperors,dates each
ruled, their significant accomplishments, and anyproblems that
arose in Japan during their reigns. Share yourdatabase with your
class.
Making Decisions24. Imagine you are a Jesuit missionary in
Japan. What would
lead you to destroy Japanese religious shrines? When itbecomes
evident that the Japanese are outraged by youractions, what would
you do and why?
Analyzing Maps and ChartsStudy the map on this page to answer
the following questions.
25. How many major daimyo clans existed during the Tokugawa
Era?
26. How many miles separate Uesugi and Shimazu?27. Which clans
are located at the same latitudes?
400 kilometers0Lambert Conformal Conic projection
400 miles0
S
N
EW
30°N
40°N
130°E 140°E
PacificOcean
Sea ofJapan
Uesugi
HojoTakedaOda
ImagawaMori
SogabeOtomo
Shimazu
Japan, 1572
StandardizedTest Practice
Boundaries of daimyo domainsColors indicate the most powerful
daimyo clans.
0264-0285 C09SE-860705 11/3/03 4:18 PM Page 285
http://wh.mt.glencoe.com
Glencoe World History: Modern Times - Kentucky EditionKentucky
Core Content for Social Studies AssessmentTable of ContentsCore
Content for Social Studies AssessmentCorrelation to the Core
Content for Social Studies AssessmentPreparing for the Kentucky
Core Content Test for Social StudiesStandardized Test PracticeFocus
on KentuckyDepth of Knowledge Levels for Social Studies
Table of ContentsPreviewing Your TextbookScavenger HuntWhat Is
History?Reading for InformationReading Skills HandbookIdentifying
Words and Building VocabularyReading for a ReasonUnderstanding What
You ReadThinking About Your ReadingUnderstanding Text
StructureReading for Research
Geography's Impact on HistoryNational Geographic Reference
AtlasWorld: PoliticalWorld: PhysicalNorth America: PoliticalNorth
America: PhysicalSouth America: PoliticalSouth America:
PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica:
PhysicalAsia: PoliticalAsia: PhysicalMiddle East:
Physical/PoliticalPacific Rim: Physical/PoliticalWorld Land
UseWorld Population CartogramWorld Gross Domestic Product
CartogramWorld's People: Religions, Economy, Languages, and
Population DensityWorld Historical ErasArctic Ocean:
PhysicalAntarctica: Physical
National Geographic Geography HandbookHow Do I Study
Geography?Globes and MapsCommon Map ProjectionsUnderstanding
Latitude and LongitudeTypes of MapsGeographic Dictionary
Unit 1: The World Before Modern Times, Prehistory–A.D.
1500Chapter 1: The First Civilizations and Empires, Prehistory–A.D.
500Section 1: The First HumansSection 2: Western Asia and
EgyptSection 3: India and ChinaChapter 1 Assessment and
Activities
Chapter 2: Ancient Greece and Rome, 1900 B.C.–A.D. 500Section 1:
Ancient GreeceSection 2: Rome and the Rise of ChristianityChapter 2
Assessment and Activities
Special Feature: World ReligionsChapter 3: Regional
Civilizations, 400–1500Section 1: The World of IslamSection 2:
Early African CivilizationsSection 3: The Asian WorldSection 4:
Emerging Europe and the Byzantine EmpireChapter 3 Assessment and
Activities
Chapter 4: Toward a New World, 800–1500Section 1: Europe in the
Middle AgesSection 2: The AmericasChapter 4 Assessment and
Activities
Unit 2: The Early Modern World, 1400–1800Chapter 5: Renaissance
and Reformation, 1350–1600Section 1: The RenaissanceSection 2: The
Intellectual and Artistic RenaissanceSection 3: The Protestant
ReformationSection 4: The Spread of Protestantism and the Catholic
ResponseChapter 5 Assessment and Activities
Chapter 6: The Age of Exploration, 1500–1800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
TradeChapter 6 Assessment and Activities
Chapter 7: Crisis and Absolutism in Europe, 1550–1715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European CultureChapter 7 Assessment and
Activities
Chapter 8: The Muslim Empires, 1450–1800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the MogulsChapter 8 Assessment and Activities
Chapter 9: The East Asian World, 1400–1800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and KoreaChapter 9 Assessment and Activities
Special Feature: World LanguagesChapter 10: Revolution and
Enlightenment, 1550–1800Section 1: The Scientific RevolutionSection
2: The EnlightenmentSection 3: The Impact of the
EnlightenmentSection 4: Colonial Empires and the American
RevolutionChapter 10 Assessment and Activities
Chapter 11: The French Revolution and Napoleon, 1789–1815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of NapoleonChapter 11 Assessment and
Activities
Unit 3: An Era of European Imperialism, 1800–1914Chapter 12:
Industrialization and Nationalism, 1800–1870Section 1: The
Industrial RevolutionSection 2: Reaction and RevolutionSection 3:
National Unification and the National StateSection 4: Culture:
Romanticism and RealismChapter 12 Assessment and Activities
Chapter 13: Mass Society and Democracy, 1870–1914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern ConsciousnessChapter 13 Assessment and Activities
Chapter 14: The Height of Imperialism, 1800–1914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin AmericaChapter 14 Assessment and Activities
Chapter 15: East Asia Under Challenge, 1800–1914Section 1: The
Decline of the Qing DynastySection 2: Revolution in ChinaSection 3:
Rise of Modern JapanChapter 15 Assessment and Activities
Unit 4: The Twentieth-Century Crisis, 1914–1945Chapter 16: War
and Revolution, 1914–1919Section 1: The Road to World War ISection
2: The WarSection 3: The Russian RevolutionSection 4: End of the
WarChapter 16 Assessment and Activities
Chapter 17: The West Between the Wars, 1919–1939Section 1: The
Futile Search for StabilitySection 2: The Rise of Dictatorial
RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and
Intellectual TrendsChapter 17 Assessment and Activities
Chapter 18: Nationalism Around the World, 1919–1939Section 1:
Nationalism in the Middle EastSection 2: Nationalism in Africa and
AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism
in Latin AmericaChapter 18 Assessment and Activities
Chapter 19: World War II, 1939–1945Section 1: Paths to
WarSection 2: The Course of World War IISection 3: The New Order
and the HolocaustSection 4: The Home Front and the Aftermath of the
WarChapter 19 Assessment and Activities
Unit 5: Toward a Global Civilization, 1945–PresentChapter 20:
Cold War and Postwar Changes, 1945–1970Section 1: Development of
the Cold WarSection 2: The Soviet Union and Eastern EuropeSection
3: Western Europe and North AmericaChapter 20 Assessment and
Activities
Chapter 21: The Contemporary Western World, 1970–PresentSection
1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3:
Europe and North AmericaSection 4: Western Society and
CultureChapter 21 Assessment and Activities
Chapter 22: Latin America, 1945–PresentSection 1: General Trends
in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection
3: The Nations of South AmericaChapter 22 Assessment and
Activities
Chapter 23: Africa and the Middle East, 1945–PresentSection 1:
Independence in AfricaSection 2: Conflict in the Middle EastChapter
23 Assessment and Activities
Chapter 24: Asia and the Pacific, 1945–PresentSection 1:
Communist ChinaSection 2: Independent States in South and Southeast
AsiaSection 3: Japan and the PacificChapter 24 Assessment and
Activities
Chapter 25: Challenges and Hopes for the FutureSection 1: The
Challenges of Our WorldSection 2: Global VisionsChapter 25
Assessment and Activities
AppendixMini AlmanacPrimary Sources LibraryHonoring
AmericaGlossarySpanish GlossaryIndexAcknowledgements and Photo
Credits
Feature ContentsPrimary Sources LibraryScience, Technology &
SocietyThe Way It WasYoung People In...Sports & ContestsFocus
on Everyday Life
Fact Fiction FolkloreOpposing ViewpointsConnectionsAround the
WorldPast to Present
What If…Eyewitness to HistoryWorld LiteratureNational Geographic
Special ReportA Story That MattersPeople In
HistorySkillBuilderSocial StudiesCritical ThinkingTechnologyStudy
& Writing
Looking Back…to See AheadPrimary Source QuotesCharts, Graphs,
& TablesNational Geographic Maps
Student WorkbooksActive Reading Note-Taking Guide - Student
EditionChapter 1: The First Civilizations and Empires,
Prehistory-A.D.500Section 1: The First HumansSection 2: Western
Asia and EgyptSection 3: India and China
Chapter 2: Ancient Greece and Rome, 1900 B.C.-A.D.500Section 1:
Ancient GreeceSection 2: Rome and the Rise of Christianity
Chapter 3: Regional Civilizations, 400-1500Section 1: The World
of IslamSection 2: Early African CivilizationsSection 3: The Asian
WorldSection 4: Emerging Europe and the Byzantine Empire
Chapter 4: Toward a New World, 800-1500Section 1: Europe in the
Middle AgesSection 2: The Americas
Chapter 5: Renaissance and Reformation, 1350-1600Section 1: The
RenaissanceSection 2: The Intellectual and Artistic
RenaissanceSection 3: The Protestant ReformationSection 4: The
Spread of Protestantism and the Catholic Response
Chapter 6: The Age of Exploration, 1500-1800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
Trade
Chapter 7: Crisis and Absolutism in Europe, 1550-1715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European Culture
Chapter 8: The Muslim Empires, 1450-1800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the Moguls
Chapter 9: The East Asian World, 1400-1800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and Korea
Chapter 10: Revolution and Enlightenment, 1550-1800Section 1:
The Scientific RevolutionSection 2: The EnlightenmentSection 3: The
Impact of the EnlightenmentSection 4: Colonial Empires and the
American Revolution
Chapter 11: The French Revolution and Napoleon, 1789-1815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of Napoleon
Chapter 12: Industrialization and Nationalism, 1800-1870Section
1: The Industrial RevolutionSection 2: Reaction and
RevolutionSection 3: National Unification and the National
StateSection 4: Culture: Romanticism and Realism
Chapter 13: Mass Society and Democracy, 1870-1914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern Consciousness
Chapter 14: The Height of Imperialism, 1800-1914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin America
Chapter 15: East Asia Under Challenge, 1800-1914Section 1: The
Decline of the Qing DynastySection 2: Revolution in ChinaSection 3:
Rise of Modern Japan
Chapter 16: War and Revolution, 1914-1919Section 1: The Road to
World War ISection 2: The WarSection 3: The Russian
RevolutionSection 4: End of the War
Chapter 17: The West Between the Wars, 1919-1939Section 1: The
Futile Search for StabilitySection 2: The Rise of Dictatorial
RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and
Intellectual Trends
Chapter 18: Nationalism Around the World, 1919-1939Section 1:
Nationalism in the Middle EastSection 2: Nationalism in Africa and
AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism
in Latin America
Chapter 19: World War II, 1939-1945Section 1: Paths to
WarSection 2: The Course of World War IISection 3: The New Order
and the HolocaustSection 4: The Home Front and the Aftermath of the
War
Chapter 20: Cold War and Postwar Changes, 1945-1970Section 1:
Development of the Cold WarSection 2: The Soviet Union and Eastern
EuropeSection 3: Western Europe and North America
Chapter 21: The Contemporary Western World, 1970-PresentSection
1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3:
Europe and North AmericaSection 4: Western Society and Culture
Chapter 22: Latin America, 1945-PresentSection 1: General Trends
in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection
3: The Nations of South America
Chapter 23: Africa and the Middle East, 1945-PresentSection 1:
Independence in AfricaSection 2: Conflict in the Middle East
Chapter 24: Asia and the Pacific, 1945-PresentSection 1:
Communist ChinaSection 2: Independent States in South and Southeast
AsiaSection 3: Japan and the Pacific
Chapter 25: Challenges and Hopes for the FutureSection 1: The
Challenges of Our WorldSection 2: Global Visions
Haitian Creole SummariesChapit 1: Premye Sivilizasyon ak Anpi
yo, Preyistwa–500 Apre Jezi-KriChapit 2: Lagrès ak Wòm Antik, 1900
Avan Jezi-Kri–500 Apre Jezi-KriChapit 3: Sivilizasyon Rejyonal,
400–1500Chapit 4: An Direksyon yon Monn Nouvo, 400–1500Chapit 5:
Renesans ak Refòm, 1350–1600Chapit 6: Laj Eksplorasyon,
1500–1800Chapit 7: Kriz ak Absolitis nan Lewòp, 1550–1715Chapit 8:
Anpi Mizilman yo, 1450–1800Chapit 9: Monn Azyatik-de-Lès,
1400–1800Chapit 10: Revolisyon ak Syèk Limyè, 1550–1800Chapit 11:
Revolisyon Fransè ak Napoleyon, 1789–1815Chapit 12:
Endistriyalizasyon ak Nasyonalis, 1800–1870Chapit 13: Sosyete Mas
ak Demokrasi, 1870–1914Chapit 14: Devlòpman Enperyalis,
1800–1914Chapit 15: Azi-de-Lès Anba Defi, 1800–1914Chapit 16: Lagè
ak Revolisyon, 1914–1945Chapit 17: Lwès nan Peryòd Lagè yo,
1919–1939Chapit 18: Nasyonalis Toupatou nan Monn lan,
1919–1939Chapit 19: Dezyèm Gè Mondyal, 1939–1945Chapit 20: Gèfwad
ak Chanjman Apre Lagè, 1945–1970Chapit 21: Monn Oksidantal
Kontanporen, 1970–Jouk Kounye aChapit 22: Amerik Latin, 1945–Jouk
Kounye aChapit 23: Afrik ak Mwayennoryan, 1945–Jouk Kounye aChapit
24: Azi ak Pasifik, 1945–Jouk Kounye aChapit 25: Defi ak Lespwa pou
Lavni
Reading Essentials and Study Guide - Student EditionChapter 1:
The First Civilizations and Empires, Prehistory-A.D.500Section 1:
The First HumansSection 2: Western Asia and EgyptSection 3: India
and China
Chapter 2: Ancient Greece and Rome, 1900 B.C.-A.D.500Section 1:
Ancient GreeceSection 2: Rome and the Rise of Christianity
Chapter 3: Regional Civilizations, 400-1500Section 1: The World
of IslamSection 2: Early African CivilizationsSection 3: The Asian
WorldSection 4: Emerging Europe and the Byzantine Empire
Chapter 4: Toward a New World, 800-1500Section 1: Europe in the
Middle AgesSection 2: The Americas
Chapter 5: Renaissance and Reformation, 1350-1600Section 1: The
RenaissanceSection 2: The Intellectual and Artistic
RenaissanceSection 3: The Protestant ReformationSection 4: The
Spread of Protestantism and the Catholic Response
Chapter 6: The Age of Exploration, 1500-1800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
Trade
Chapter 7: Crisis and Absolutism in Europe, 1550-1715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European Culture
Chapter 8: The Muslim Empires, 1450-1800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the Moguls
Chapter 9: The East Asian World, 1400-1800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and Korea
Chapter 10: Revolution and Enlightenment, 1550-1800Section 1:
The Scientific RevolutionSection 2: The EnlightenmentSection 3: The
Impact of the EnlightenmentSection 4: Colonial Empires and the
American Revolution
Chapter 11: The French Revolution and Napoleon, 1789-1815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of Napoleon
Chapter 12: Industrialization and Nationalism, 1800-1870Section
1: The Industrial RevolutionSection 2: Reaction and
RevolutionSection 3: National Unification and the National
StateSection 4: Culture: Romanticism and Realism
Chapter 13: Mass Society and Democracy, 1870-1914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern Consciousness
Chapter 14: The Height of Imperialism, 1800-1914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin America
Chapter 15: East Asia Under Challenge, 1800-1914Section 1: The
Decline of the Qing DynastySection 2: Revolution in ChinaSection 3:
Rise of Modern Japan
Chapter 16: War and Revolution, 1914-1919Section 1: The Road to
World War ISection 2: The WarSection 3: The Russian
RevolutionSection 4: End of the War
Chapter 17: The West Between the Wars, 1919-1939Section 1: The
Futile Search for StabilitySection 2: The Rise of Dictatorial
RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and
Intellectual Trends
Chapter 18: Nationalism Around the World, 1919-1939Section 1:
Nationalism in the Middle EastSection 2: Nationalism in Africa and
AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism
in Latin America
Chapter 19: World War II, 1939-1945Section 1: Paths to
WarSection 2: The Course of World War IISection 3: The New Order
and the HolocaustSection 4: The Home Front and the Aftermath of the
War
Chapter 20: Cold War and Postwar Changes, 1945-1970Section 1:
Development of the Cold WarSection 2: The Soviet Union and Eastern
EuropeSection 3: Western Europe and North America
Chapter 21: The Contemporary Western World, 1970-PresentSection
1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3:
Europe and North AmericaSection 4: Western Society and Culture
Chapter 22: Latin America, 1945-PresentSection 1: General Trends
in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection
3: The Nations of South America
Chapter 23: Africa and the Middle East, 1945-PresentSection 1:
Independence in AfricaSection 2: Conflict in the Middle East
Chapter 24: Asia and the Pacific, 1945-PresentSection 1:
Communist ChinaSection 2: Independent States in South and Southeast
AsiaSection 3: Japan and the Pacific
Chapter 25: Challenges and Hopes for the FutureSection 1: The
Challenges of Our WorldSection 2: Global Visions
Spanish Reading Essentials and Study Guide - Student
EditionCapítulo 1: Las primeras civilizaciones e imperios,
prehistoria–1500 d.C.Sección 1: Los primeros humanosSección 2: Asia
occidental y EgiptoSección 3: La India y China
Capítulo 2: La antigua Grecia y Roma, 1900 a.C.–500 d.C.Sección
1: Grecia antiguaSección 2: Roma y el surgimiento del
cristianismo
Capítulo 3: Civilizaciones regionales, 400–1500Sección 1: El
mundo islámicoSección 2: Primeras civilizaciones africanasSección
3: El mundo asiáticoSección 4: El surgimiento de Europa y el
Imperio Bizantino
Capítulo 4: Hacia un mundo nuevo, 800–1500Sección 1: Europa en
la Edad MediaSección 2: El continente americano
Capítulo 5: El renacimiento y la reforma, 1350–1600Sección 1: El
RenacimientoSección 2: El Renacimiento artístico e
intelectualSección 3: La Reforma protestanteSección 4: La difusión
del protestantismo y la reforma católica
Capítulo 6: La era de la exploración, 1500–1800Sección 1:
Exploración y expansiónSección 2: África en una era de
transiciónSección 3: El sureste asiático en la época del comercio
de las especias
Capítulo 7: Crisis y absolutismo en Europa, 1550–1715Sección 1:
Europa en crisis: las guerras de religiónSección 2: Crisis
sociales, guerra y revoluciónSección 3: La respuesta a la crisis:
el absolutismoSección 4: El mundo de la cultura europea
Capítulo 8: Los imperios musulmanes, 1450–1800Sección 1: El
Imperio OtomanoSección 2: El dominio de los safawíesSección 3: La
grandeza mogol
Capítulo 9: El mundo de Asia Oriental, 1400–1800Sección 1: China
en su apogeoSección 2: La sociedad y la cultura chinasSección 3: El
Japón de los tokugawa y Corea
Capítulo 10: La revolución y la ilustración, 1550–1800Sección 1:
La revolución científicaSección 2: La IlustraciónSección 3: El
influjo de la IlustraciónSección 4: Los imperios coloniales y la
Revolución Estadounidense
Capítulo 11: La Revolución Francesa y Napoleón, 1789–1815Sección
1: Comienza la Revolución FrancesaSección 2: La Revolución radical
y la reacciónSección 3: La era napoleónica
Capítulo 12: La industrialización y el nacionalismo,
1800–1870Sección 1: La Revolución IndustrialSección 2: Reacción y
revoluciónSección 3: Unificación nacional y estados
nacionalesSección 4: Cultura: romanticismo y realismo
Capítulo 13: La sociedad de masas y la democracia,
1870–1914Sección 1: El aumento de la prosperidad industrialSección
2: El surgimiento de la sociedad de masasSección 3: Los estados
nacionales y la democraciaSección 4: Hacia la conciencia
moderna
Capítulo 14: La cumbre del imperialismo, 1800–1914Sección 1: El
dominio colonial en el sureste de AsiaSección 2: La creación de
imperios en ÁfricaSección 3: El dominio inglés en la IndiaSección
4: La formación de las naciones latinoamericanas
Capítulo 15: Asia Oriental en crisis, 1800–1914Sección 1: El
ocaso de la dinastía QingSección 2: La Revolución ChinaSección 3:
El nacimiento del Japón moderno
Capítulo 16: Guerra y revolución, 1914–1919Sección 1: El camino
a la Primera Guerra MundialSección 2: La GuerraSección 3: La
Revolución RusaSección 4: El fin de la guerra
Capítulo 17: Occidente entre las dos guerras, 1919–1939Sección
1: La búsqueda inútil de la estabilidadSección 2: La aparición de
los regímenes dictatorialesSección 3: Hitler y la Alemania
naziSección 4: Tendencias culturales e intelectuales
Capítulo 18: El nacionalismo en el mundo, 1919–1939Sección 1: El
nacionalismo en Medio OrienteSección 2: El nacionalismo en África y
AsiaSección 3: Caos revolucionario en ChinaSección 4: El
nacionalismo en América Latina
Capítulo 19: La Segunda Guerra Mundial, 1939–1945Sección 1: Los
caminos a la guerraSección 2: El curso de la Segunda Guerra
MundialSección 3: El nuevo orden y el holocaustoSección 4: El
frente interno y las secuelas de la guerra
Capítulo 20: La Guerra Fría y los cambios de la posguerra, 1945–
1970Sección 1: El desarrollo de la guerra fríaSección 2: La Unión
Soviética y Europa OrientalSección 3: Europa Occidental y Estados
Unidos
Capítulo 21: El mundo contemporáneo, 1970–PresenteSección 1: El
ocaso de la Unión SoviéticaSección 2: Europa OrientalSección 3:
Europa y Estados UnidosSección 4: Cultura y sociedad en
Occidente
Capítulo 22: América Latina, 1945–PresenteSección 1: Tendencias
generales en América LatinaSección 2: México, Cuba y
CentroaméricaSección 3: Las naciones de Sudamérica
Capítulo 23: África y Medio Oriente, 1945–PresenteSección 1: La
independencia de ÁfricaSección 2: Los conflictos en Medio
Oriente
Capítulo 24: Asia y el Pacífico, 1945–PresenteSección 1: La
China comunistaSección 2: Estados independientes en el sur y
sureste de AsiaSección 3: Japón y el Pacífico
Capítulo 25: Retos y esperanzas para el futuroSección 1: Los
retos de nuestro mundoSección 2: Visiones mundiales
Spanish SummariesCapítulo 1: Las primeras civilizaciones e
imperios, prehistoria–1500 d.C.Capítulo 2: La antigua Grecia y
Roma, 1900 a.C.–500 d.C.Capítulo 3: Civilizaciones regionales,
400–1500Capítulo 4: Hacia un mundo nuevo, 800–1500Capítulo 5: El
renacimiento y la reforma, 1350–1600Capítulo 6: La era de la
exploración, 1500–1800Capítulo 7: Crisis y absolutismo en Europa,
1550–1715Capítulo 8: Los imperios musulmanes, 1450–1800Capítulo 9:
El mundo de Asia Oriental, 1400–1800Capítulo 10: La revolución y la
ilustración, 1550–1800Capítulo 11: La Revolución Francesa y
Napoleón, 1789–1815Capítulo 12: La industrialización y el
nacionalismo, 1800–1870Capítulo 13: La sociedad de masas y la
democracia, 1870–1914Capítulo 14: La cumbre del imperialismo,
1800–1914Capítulo 15: Asia Oriental en crisis, 1800–1914Capítulo
16: Guerra y revolución, 1914–1919Capítulo 17: Occidente entre las
dos guerras, 1919–1939Capítulo 18: El nacionalismo en el mundo,
1919–1939Capítulo 19: La Segunda Guerra Mundial, 1939–1945Capítulo
20: La Guerra Fría y los cambios de la posguerra, 1945–
1970Capítulo 21: El mundo contemporáneo, 1970–PresenteCapítulo 22:
América Latina, 1945–PresenteCapítulo 23: África y Medio Oriente,
1945–PresenteCapítulo 24: Asia y el Pacífico, 1945–PresenteCapítulo
25: Retos y esperanzas para el futuro
Standardized Test Skills Practice Workbook - Student
EditionObjectives Addressed in the ActivitiesWorkbook
OverviewPreparing for a Standardized TestActivity 1: Classifying
Facts and DetailsActivity 2: Identifying the Main IdeaActivity 3:
Descriptive Writing About a VisualActivity 4: Predicting
OutcomesActivity 5: Recognizing Point of ViewActivity 6:
Distinguishing Between Fact and NonfactActivity 7: Persuasive
Writing About an IssueActivity 8: Taking NotesActivity 9: Outlining
Information for WritingActivity 10: Forming HypothesesActivity 11:
Making GeneralizationsActivity 12: Interpreting GraphsActivity 13:
Writing About a Political CartoonActivity 14: Interpreting Primary
SourcesActivity 15: Forming HypothesesActivity 16: Making
DecisionsActivity 17: Identifying and Evaluating EvidenceActivity
18: Writing to Inform an AudienceActivity 19: Recognizing Forms of
PropagandaActivity 20: Interpreting and Writing EditorialsActivity
21: Perceiving Cause-and-Effect RelationshipsActivity 22:
Developing a Process to Solve a ProblemActivity 23: Writing a News
StoryActivity 24: Using a Bar Graph to Interpret DataActivity 25:
Analyzing Statistics
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