the east asian world - breathitt county schools chap09.pdf264 the east asian world 1400–1800 key...

264

The East Asian World

14001800

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 HistoryModern 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

1610 1645 1680 1715 1750 1785

HISTORY

Chapter OverviewVisit the Glencoe WorldHistoryModern Times Web site at

and click on Chapter 9Chapter Overview topreview chapter information.

wh.mt.glencoe.com

1603Tokugawarule beginsGreatPeace

1644Last Mingemperordies

1661EmperorKangxi begins61-year reign

1750Edo is one ofthe worldslargest cities

1793Britains 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

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 countrys 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 neighborsmerely 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 Chinas 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-buss 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 Les death, thevoyages were halted, never to be revived. One canonly guess what difference it would have made ifZheng Hes 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

60E 90E 120E

0

30N

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, 14051433

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

20N

10N

40N

50N

30N

90E 100E80E110E

120E

130E

140E

White LotusRebellion

17961804

Li Zicheng16411645

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, 13681911

Bronze Buddha,Ming dynasty

Empire of Ming dynasty (13681644)Area added by Qing dynasty (16441911)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?

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 DZUHCHUNG). 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 Zichengs 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 Manchussharing of power won the support of many Chinese.

Reign of Kangxi Kangxi (KONGSEE), 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 Kangxis 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 (17961804).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


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 countrysmanufactures. 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 Events1400 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.



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-Hsings The Silk Industry in China in thePrimary Sources Library.)

Despite the growth in trade and manufacturing,China did not develop the kind of commercialcapitalismprivate business based on profitthatwas 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 Chinas most


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 ImperialCitya complex of palacesand templesin 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 lineslines 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 41N.

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 74W.

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 YorkCitys grid address would be 41N, 74W.

Practicing the SkillUse the map above to answer the following

questions.

1 What is Ises approximate grid address?

2 What city sits at approximately 35N, 140E?

3 What is Osakas approximate grid address?

4 What is Mt. Fujis 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 sites approximate gridlocation.

Glencoes Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Lambert Conformal Conic projection400 kilometers0

400 miles0

N

S

EW

30N

40N

130E 140E

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

1568Japans unificationbegins

1750Edo is one of the largestcities in the world

Guide to Reading

Tokugawa Japan and Korea

Preview of Eventsc. 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.



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 WorldHistoryModern Times Web site at

and click on Chapter 9Student Web Activity to learn more about therole of the shogun inJapan.

wh.mt.glencoe.com

Jesuit priests in Japan

The first was Oda Nobunaga (ohDAHnohbooNAHgah). 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 (tohyohTOHmee HEEdayYOHshee), afarmers 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 Hideyoshis death in 1598, Tokugawa Ieyasu(tohkuhGAHwah eeYAHsoo), 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

Japans 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.

Hideyoshis edict was at first not strictly enforced.The Jesuits were allowed to continue their activities.

Reading Check


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 residencesone 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 peaceknown as theGreat Peacebrought 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, Japansclass system became rigid. Rulers established strict


N

S

EW

400 kilometers0Lambert Azimuthal Equal-Area projection

400 miles0

40N

30N

150E

130E 140E

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, 16031868

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 Japans 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 husbands 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 Japans greatest writers.Saikakus 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 loveand 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 nations 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 shoguns 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 Basho16441694Japanese 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 alightedThe 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 calledthe Hermit Kingdom?

Reading Check


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 Japanspolicy 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 mans 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 hitsa 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

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, Japans 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-ments 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

Chinasgreatestemperor

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 HistoryModern Times Website at and click on Chapter 9Self-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.


Writing About History20. Expository Writing Compare the isolationist periods of

China and Japan. Discuss each governments 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 countrys 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

30N

40N

130E 140E

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


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, PrehistoryA.D. 1500Chapter 1: The First Civilizations and Empires, PrehistoryA.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, 4001500Section 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, 8001500Section 1: Europe in the Middle AgesSection 2: The AmericasChapter 4 Assessment and Activities

Unit 2: The Early Modern World, 14001800Chapter 5: Renaissance and Reformation, 13501600Section 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, 15001800Section 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, 15501715Section 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, 14501800Section 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, 14001800Section 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, 15501800Section 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, 17891815Section 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, 18001914Chapter 12: Industrialization and Nationalism, 18001870Section 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, 18701914Section 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, 18001914Section 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, 18001914Section 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, 19141945Chapter 16: War and Revolution, 19141919Section 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, 19191939Section 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, 19191939Section 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, 19391945Section 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, 1945PresentChapter 20: Cold War and Postwar Changes, 19451970Section 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, 1970PresentSection 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, 1945PresentSection 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, 1945PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastChapter 23 Assessment and Activities

Chapter 24: Asia and the Pacific, 1945PresentSection 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 IfEyewitness to HistoryWorld LiteratureNational Geographic Special ReportA Story That MattersPeople In HistorySkillBuilderSocial StudiesCritical ThinkingTechnologyStudy & Writing

Looking Backto 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, Preyistwa500 Apre Jezi-KriChapit 2: Lagrs ak Wm Antik, 1900 Avan Jezi-Kri500 Apre Jezi-KriChapit 3: Sivilizasyon Rejyonal, 4001500Chapit 4: An Direksyon yon Monn Nouvo, 4001500Chapit 5: Renesans ak Refm, 13501600Chapit 6: Laj Eksplorasyon, 15001800Chapit 7: Kriz ak Absolitis nan Lewp, 15501715Chapit 8: Anpi Mizilman yo, 14501800Chapit 9: Monn Azyatik-de-Ls, 14001800Chapit 10: Revolisyon ak Syk Limy, 15501800Chapit 11: Revolisyon Frans ak Napoleyon, 17891815Chapit 12: Endistriyalizasyon ak Nasyonalis, 18001870Chapit 13: Sosyete Mas ak Demokrasi, 18701914Chapit 14: Devlpman Enperyalis, 18001914Chapit 15: Azi-de-Ls Anba Defi, 18001914Chapit 16: Lag ak Revolisyon, 19141945Chapit 17: Lws nan Peryd Lag yo, 19191939Chapit 18: Nasyonalis Toupatou nan Monn lan, 19191939Chapit 19: Dezym G Mondyal, 19391945Chapit 20: Gfwad ak Chanjman Apre Lag, 19451970Chapit 21: Monn Oksidantal Kontanporen, 1970Jouk Kounye aChapit 22: Amerik Latin, 1945Jouk Kounye aChapit 23: Afrik ak Mwayennoryan, 1945Jouk Kounye aChapit 24: Azi ak Pasifik, 1945Jouk 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 EditionCaptulo 1: Las primeras civilizaciones e imperios, prehistoria1500 d.C.Seccin 1: Los primeros humanosSeccin 2: Asia occidental y EgiptoSeccin 3: La India y China

Captulo 2: La antigua Grecia y Roma, 1900 a.C.500 d.C.Seccin 1: Grecia antiguaSeccin 2: Roma y el surgimiento del cristianismo

Captulo 3: Civilizaciones regionales, 4001500Seccin 1: El mundo islmicoSeccin 2: Primeras civilizaciones africanasSeccin 3: El mundo asiticoSeccin 4: El surgimiento de Europa y el Imperio Bizantino

Captulo 4: Hacia un mundo nuevo, 8001500Seccin 1: Europa en la Edad MediaSeccin 2: El continente americano

Captulo 5: El renacimiento y la reforma, 13501600Seccin 1: El RenacimientoSeccin 2: El Renacimiento artstico e intelectualSeccin 3: La Reforma protestanteSeccin 4: La difusin del protestantismo y la reforma catlica

Captulo 6: La era de la exploracin, 15001800Seccin 1: Exploracin y expansinSeccin 2: frica en una era de transicinSeccin 3: El sureste asitico en la poca del comercio de las especias

Captulo 7: Crisis y absolutismo en Europa, 15501715Seccin 1: Europa en crisis: las guerras de religinSeccin 2: Crisis sociales, guerra y revolucinSeccin 3: La respuesta a la crisis: el absolutismoSeccin 4: El mundo de la cultura europea

Captulo 8: Los imperios musulmanes, 14501800Seccin 1: El Imperio OtomanoSeccin 2: El dominio de los safawesSeccin 3: La grandeza mogol

Captulo 9: El mundo de Asia Oriental, 14001800Seccin 1: China en su apogeoSeccin 2: La sociedad y la cultura chinasSeccin 3: El Japn de los tokugawa y Corea

Captulo 10: La revolucin y la ilustracin, 15501800Seccin 1: La revolucin cientficaSeccin 2: La IlustracinSeccin 3: El influjo de la IlustracinSeccin 4: Los imperios coloniales y la Revolucin Estadounidense

Captulo 11: La Revolucin Francesa y Napolen, 17891815Seccin 1: Comienza la Revolucin FrancesaSeccin 2: La Revolucin radical y la reaccinSeccin 3: La era napolenica

Captulo 12: La industrializacin y el nacionalismo, 18001870Seccin 1: La Revolucin IndustrialSeccin 2: Reaccin y revolucinSeccin 3: Unificacin nacional y estados nacionalesSeccin 4: Cultura: romanticismo y realismo

Captulo 13: La sociedad de masas y la democracia, 18701914Seccin 1: El aumento de la prosperidad industrialSeccin 2: El surgimiento de la sociedad de masasSeccin 3: Los estados nacionales y la democraciaSeccin 4: Hacia la conciencia moderna

Captulo 14: La cumbre del imperialismo, 18001914Seccin 1: El dominio colonial en el sureste de AsiaSeccin 2: La creacin de imperios en fricaSeccin 3: El dominio ingls en la IndiaSeccin 4: La formacin de las naciones latinoamericanas

Captulo 15: Asia Oriental en crisis, 18001914Seccin 1: El ocaso de la dinasta QingSeccin 2: La Revolucin ChinaSeccin 3: El nacimiento del Japn moderno

Captulo 16: Guerra y revolucin, 19141919Seccin 1: El camino a la Primera Guerra MundialSeccin 2: La GuerraSeccin 3: La Revolucin RusaSeccin 4: El fin de la guerra

Captulo 17: Occidente entre las dos guerras, 19191939Seccin 1: La bsqueda intil de la estabilidadSeccin 2: La aparicin de los regmenes dictatorialesSeccin 3: Hitler y la Alemania naziSeccin 4: Tendencias culturales e intelectuales

Captulo 18: El nacionalismo en el mundo, 19191939Seccin 1: El nacionalismo en Medio OrienteSeccin 2: El nacionalismo en frica y AsiaSeccin 3: Caos revolucionario en ChinaSeccin 4: El nacionalismo en Amrica Latina

Captulo 19: La Segunda Guerra Mundial, 19391945Seccin 1: Los caminos a la guerraSeccin 2: El curso de la Segunda Guerra MundialSeccin 3: El nuevo orden y el holocaustoSeccin 4: El frente interno y las secuelas de la guerra

Captulo 20: La Guerra Fra y los cambios de la posguerra, 1945 1970Seccin 1: El desarrollo de la guerra fraSeccin 2: La Unin Sovitica y Europa OrientalSeccin 3: Europa Occidental y Estados Unidos

Captulo 21: El mundo contemporneo, 1970PresenteSeccin 1: El ocaso de la Unin SoviticaSeccin 2: Europa OrientalSeccin 3: Europa y Estados UnidosSeccin 4: Cultura y sociedad en Occidente

Captulo 22: Amrica Latina, 1945PresenteSeccin 1: Tendencias generales en Amrica LatinaSeccin 2: Mxico, Cuba y CentroamricaSeccin 3: Las naciones de Sudamrica

Captulo 23: frica y Medio Oriente, 1945PresenteSeccin 1: La independencia de fricaSeccin 2: Los conflictos en Medio Oriente

Captulo 24: Asia y el Pacfico, 1945PresenteSeccin 1: La China comunistaSeccin 2: Estados independientes en el sur y sureste de AsiaSeccin 3: Japn y el Pacfico

Captulo 25: Retos y esperanzas para el futuroSeccin 1: Los retos de nuestro mundoSeccin 2: Visiones mundiales

Spanish SummariesCaptulo 1: Las primeras civilizaciones e imperios, prehistoria1500 d.C.Captulo 2: La antigua Grecia y Roma, 1900 a.C.500 d.C.Captulo 3: Civilizaciones regionales, 4001500Captulo 4: Hacia un mundo nuevo, 8001500Captulo 5: El renacimiento y la reforma, 13501600Captulo 6: La era de la exploracin, 15001800Captulo 7: Crisis y absolutismo en Europa, 15501715Captulo 8: Los imperios musulmanes, 14501800Captulo 9: El mundo de Asia Oriental, 14001800Captulo 10: La revolucin y la ilustracin, 15501800Captulo 11: La Revolucin Francesa y Napolen, 17891815Captulo 12: La industrializacin y el nacionalismo, 18001870Captulo 13: La sociedad de masas y la democracia, 18701914Captulo 14: La cumbre del imperialismo, 18001914Captulo 15: Asia Oriental en crisis, 18001914Captulo 16: Guerra y revolucin, 19141919Captulo 17: Occidente entre las dos guerras, 19191939Captulo 18: El nacionalismo en el mundo, 19191939Captulo 19: La Segunda Guerra Mundial, 19391945Captulo 20: La Guerra Fra y los cambios de la posguerra, 1945 1970Captulo 21: El mundo contemporneo, 1970PresenteCaptulo 22: Amrica Latina, 1945PresenteCaptulo 23: frica y Medio Oriente, 1945PresenteCaptulo 24: Asia y el Pacfico, 1945PresenteCaptulo 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

HelpInternet LinkPrevious DocumentSearch - DocumentSearch - Full *Available on OS X and Windows in Reader 6.0.1*Page NavigatorExit

Button1:

the east asian world - breathitt county schools chap09.pdf264 the east asian world 1400–1800 key...

Documents