Chapter 14 Section

4

461

SECTION

Vocabulary Builder

4

4

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Describe European contacts with Ming China.

■

Understand the Manchu conquest and its impact on European trade.

■

Analyze the factors that led Korea to isolate itself from other nations.

■

Summarize Japan’s attitudes toward foreign trade and how they changed over time.

Prepare to Read

Build Background Knowledge

Refer students to a world map, and point out that East Asia is farther from Europe than Portugal’s other colonies. Ask stu-dents if they think this fact would have made encounters at this time more or less successful.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

A Jesuit in China

Ask

What do Ricci’s actions in China and the painting tell you about his attitudes toward the Chinese?

(His language skills, relationships with schol-ars, and adoption of Chinese dress indi-cate that he respected Chinese culture.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 4 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the chart showing the effects of European contacts.

Reading and Note Taking Study Guide,

p. 135

Use the information below and the following resources to teach the high-use words from this section.

Teaching Resources, Unit 3,

p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

imperial, p. 462

adj.

relating to an emperor or empireWe knew the document was approved by the emperor because it had an

imperial

stamp.

allegiance, p. 465

n.

loyalty or devotion to a cause or personThe knights swore

allegiance

to the new king and promised to protect him.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

44

Terms, People, and PlacesMacaoGuangzhouMatteo RicciManchus

QingQianlongLord MacartneyNagasaki

Reading Skill: Understand Effects Fill in a chart like the one below with effects of European contacts in East Asia.

Encounters in East AsiaObjectives• Describe European contacts with Ming China.• Understand the Manchu conquest and its impact

on European trade.• Analyze the factors that led Korea to isolate

itself from other nations.• Summarize Japan’s attitudes toward foreign

trade and how they changed over time.

Portuguese ships first reached China from their base in Malacca in1514. To the Chinese, the Portuguese, like other foreigners, werebarbarians. Europeans, by contrast, wrote enthusiastically aboutChina. In 1590, a visitor described Chinese artisans “cleverly mak-ing devices out of gold, silver and other metals,” and wrote withapproval: “They daily publish huge multitudes of books.”

European Contact With Ming ChinaEuropean interest in China and other parts of East Asia continuedto grow. The Ming, however, had no interest in Europe—since, as aMing document proclaimed, “our empire owns the world.”

The Ming Limit Trade The Portuguese wanted Chinese silksand porcelains, but had little to offer in exchange. European tex-tiles and metalwork were inferior to Chinese products. The Chi-nese therefore demanded payment in gold or silver. The Mingeventually allowed the Portuguese a trading post at Macao nearCanton, present-day Guangzhou (GWAHNG joh). Later, they letDutch, English, and other Europeans trade with Chinese mer-chants. Foreigners could trade only at Canton under the supervi-sion of imperial officials. When each year’s trading season ended,they had to sail away.

A Chinese watercolor portrays Matteo Ricci with European objects, including a model of the universe. A geography book that Ricci translated into Chinese is shown at the top.

A Jesuit in ChinaIn 1583, a young Jesuit priest arrived in China. He had studied Chinese and immediately impressed Chinese rulers with his fluency as well as his knowledge of European science. Matteo Ricci recognized that the Chinese would not accept a European religion “unless it be seasoned with an intellectual flavoring.” In his nearly 30 years in China, Ricci translated five European books into Chinese. Ricci adopted Chinese dress and established friendships with Confucian scholars. When he died in 1610 at age 58, he was buried near the emperor. Much of Europe’s knowledge about China came from Ricci’s writings.

Focus Question How were European encounters in East Asia shaped by the worldviews of both Europeans and Asians?

European Contacts in East Asia

China Korea Japan••

••

••

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462

The Beginnings of Our Global Age: Europe, Africa, and Asia

Solutions for All Learners

Teach

European Contact With Ming China

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask them to consider if an

imperial

officer could help facilitate trade or hinder it.

■

Teach

Explain that Ming China was a powerful, unified empire. Ask

How did the Ming view Europeans?

(as back-ward and uncivilized, with only inferior objects to trade)

Did the arrival of the Jesuits change this view?

(Yes, in that the Chinese respected many of the Jesuits as intellectuals, though they still saw their own culture as far supe-rior to that of Europe.)

■

Quick Activity

Have students exam-ine the Infographic on this page. Assign small groups of students a trade item shown in the Infographic. Have them use the information there, as well as additional information in the text, to trace the item from its origin to a Euro-pean market.

Independent Practice

Have students fill in the Outline Map

World During the Age of Discovery,

noting the areas of European influence.

Teaching Resources, Unit 3,

p. 33

Monitor Progress

■

Circulate to make sure students are accurately filling in their Outline Map, by correctly labeling the names of coun-tries and regions and noting areas of European influence. Administer the Geography Quiz.

Teaching Resources, Unit 3,

p. 35

■

As students fill in their charts, circu-late to make sure they have identified the main effects of European contacts in East Asia.

Note Taking Transparencies,

122

Answer

They were not interested in any European trade items.

L1

Special Needs

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 135

■

Adapted Section Summary, p. 136

L3

L2

Less Proficient Readers L2

English Language Learners

Discuss ways to respond when confronted by a bully. Ask students to list the pros and cons of the following options: fighting back, negotiating, and giving in. Explain to students that Asian countries faced a similar set of choices when confronted with European expan-sion. Each country had to decide how to respond based on the possible outcome of each response.

Merchants and traders followed on the heels of the European explorers, establishing trading posts and ports throughout the Eastern Hemisphere. Within a few years, European ships carrying valuable goods were criss-crossing the waters of Europe, Africa, and Asia.

AfricaDivers in the 1990s exploring a European shipwreck off the southwestern coast of England found these African objects. Dating from the 1600s, the objects point to a thriving trade relationship between Africa and Europe at the time.

INFOGRAPHIC

Seeking Converts Portuguese missionaries arrived in China alongwith the traders. In later years the Jesuits—from Spain, Italy, and Portu-gal—arrived. Most Jesuits had a broad knowledge of many subjects, andthe Chinese welcomed the chance to learn about Renaissance Europefrom these scholars. The brilliant Jesuit priest Matteo Ricci (mah TAY

oh REE chee) made a particularly strong impression on the Chinese. Still,Ricci and other priests had little success spreading their religious beliefsin China. They did, however, become important sources of informationfor Europeans who knew little about China.

Why did Ming China demand that Europeans pay for goods with gold or silver?

The Manchu ConquestBy the early 1600s, the aging Ming dynasty was decaying. Revoltserupted, and Manchu invaders from the north pushed through the GreatWall. The Manchus ruled a region in the northeast, Manchuria, thathad long been influenced by Chinese civilization. In 1644, victoriousManchu armies seized Beijing and made it their capital.

Vocabulary Builderimperial—(im PIHR ee ul) adj. relating to an emperor or empire

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Chapter 14 Section

4

463

Connect to Our World

The Manchu Conquest

Instruct

■

Introduce

Display

Color Transpar-ency 83: Goldfish from China.

Explain that as a result of contact with the Chi-nese, the goldfish (in art and as a pet) spread to Europe. Have students think of other Asian goods that may have been introduced to Europe at this time.

Color Transparencies,

83

■

Teach

Explain that with the Manchu conquest, China became more powerful and successful. Ask

What factors con-tributed to peace and prosperity in Qing China?

(A population boom raised output and strengthened the economy; Qing government practices strengthened the empire.)

What effect did this prosperity have on trade with Europeans?

(The Chinese con-tinued to restrict trade with Europeans, because they saw their success as a jus-tification of their limited trade policies.)

■

Quick Activity

Show students

Man-chu China and the West

from the

Wit-ness History Discovery School

™

video program. Ask them what factors led to the failure of Macartney’s mis-sion. Then discuss whether cultural impasses, such as Lord Macartney’s inability to communicate with Emperor Qianlong, occur today.

Independent Practice

■

Display

Color Transparency 84: Europe Spreads Its Influence.

Ask students to review the transparency, and then write a paragraph explaining whether China was wise to limit trade.

Color Transparencies,

84

■

Have students access

Web Code nap-1441

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions.

Monitor Progress

■

As students write their paragraphs, cir-culate to ensure they are supporting their points with valid examples.

Answers

Thinking Critically

1.

England

2.

Sample: Competition over cotton-producing lands in the Americas would intensify struggles for power.

L4

Advanced Readers

L3

The Spice IslandsCloves and other spices originated in the Moluccas, later called the SpiceIslands. Asians used such spices for centuries before Europeans began to import them.

IndiaIndians turned cotton into clothes, wall hangings (left), and household goods. Though cottonhad been grown in India, Egypt, and China since ancient times, it was not known to most Europ-eans until the 1600s.

ChinaThe Chinese prized silk, using it to make elabo-rate clothes like the imperial robe below. Europeans eagerly became involved in the silk trade in the 1600s.

JapanJapanese blue-and-white porce-lain, like this dish made in the 1600s, was prized by Europeans. Later Dutch pottery known as delftware was an imitation of this Japanese style.

Founding the Qing Dynasty The Manchus set up a new dynastycalled the Qing (ching). The Manchus won the support of Chinese scholar-officials because they adopted the Confucian system of government. Foreach top government position, the Qing chose two people, one Manchu andone Chinese. Local government remained in the hands of the Chinese, butManchu troops stationed across the empire ensured loyalty.

Two rulers oversaw the most brilliant age of the Qing. Kangxi (kahngshee), who ruled from 1661 to 1722, was an able administrator and mili-tary leader. He extended Chinese power into Central Asia and promotedChinese culture. Kangxi’s grandson Qianlong (chyahn lung) had anequally successful reign from 1736 to 1796. He expanded China’s bordersto rule the largest area in the nation’s history. Qianlong retired after60 years because he did not want to rule longer than his grandfather had.

Spreading Peace and Prosperity The Chinese economy expandedunder both emperors. New crops from the Americas, such as potatoes andcorn, had been introduced into China. These crops boosted farm output,which in turn contributed to a population boom. China’s population rosefrom 140 million in 1740 to over 300 million by 1800. The silk, cotton,and porcelain industries expanded. Internal trade grew, as did thedemand for Chinese goods from all over the world.

For: Interactive trade routesWeb Code: nap-1431

WITNESS HISTORY VIDEOWITNESS HISTORY VIDEO

Watch Manchu China and the West on the Witness History Discovery School™ video program to learn more about the interactions between two very different cultures.

Thinking Critically1. Analyze Information Which

European country most likely monopolized the Indian cotton trade?

2. Make Predictions Whatimpact would important goods like cotton have on European struggles for power in the Americas?

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L4

Gifted and Talented

Share with students that the Chinese civil service system was established so that civil service posi-tions would be assigned based on merit, instead of on special or inherited privilege. Men were there-fore recruited based on how they performed on a civil service examination. Over time, this exam

became more complex and difficult. Have students research to find out more about China’s civil service exam, specifically on the varying levels that were given and what subjects were covered. With a partner, ask students to write a mini exam based on the informa-tion they find.

Solutions for All Learners

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464

The Beginnings of Our Global Age: Europe, Africa, and Asia

History Background

Korea Chooses Isola-tion/Foreign Traders in Japan

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary term and definition. Have them predict how

allegiance

to a certain faith could provoke hostility.

■

Teach

Explain that while Korea and Japan were both isolated geographi-cally, they had contact with the peoples of East Asia for many years before their encounters with Europeans. Still, both countries chose a path of isolation. Ask

What was Korea’s main reason for choosing isolation?

(a desire to avoid being controlled by its more powerful neighbors—China and Japan)

How was Japan’s path to isolation dif-ferent?

(Japan also feared European power, but its leaders also felt that only in isolation could they keep the neces-sary control over their own people.)

■

Analyzing the Visuals

Have students view the Japanese screen on the next page. Ask them to identify how the art reflects Japanese attitudes toward Europeans.

Independent Practice

Viewpoints

To help students better understand the way different historians view Japan’s decision to pursue isolation-ism, have them read the selection

Japan’s Shoguns Reject the West,

and answer the questions on the worksheet. Then, in small groups, have them discuss how the two viewpoints differed.

Teaching Resources, Unit 3,

p. 32

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

PRIMARY SOURCE

Sample: He says that Britain’s offer “cannot possibly be entertained” and that the Chinese “have no use” for Britain’s trade items.

The Qing emperor received Lord Macartney but rejected Britain’s requests.

It wanted to avoid being crushed by more powerful neighbors.

The Japanese Invasion of Korea

Japan’s inva-sion of Korea in the 1590s had long-lasting conse-quences for all three nations involved. For Ming China, which aided Korea early in the war, the large cost weakened the dynasty, which was already in decline. When the Manchus later challenged the Ming dynasty, the Ming did not have the resources to successfully fight back. In Korea, towns and temples were destroyed. Cultural objects were ransacked or stolen, and the

conflict hardened Korean feelings against foreigners. Japan is the only nation to have benefited from the fighting. The stolen books and artwork aided scholastic development, as did the movable type printing machine, which they stole and imitated. They also took Korean prisoners, including potters and weavers who helped build Japan’s growing ceramic and textile industry.

L3

Rejecting Contact With Europeans The Qing maintainedthe Ming policy of restricting foreign traders. Still, Europeanskept pressing to expand trade to cities other than Guangzhou. In1793, Lord Macartney arrived in China at the head of a Britishdiplomatic mission. He brought samples of British-made goods toshow the Chinese the advantages of trade with Westerners. TheChinese, who looked on the goods as rather crude products,thought they were gifts offered as tribute to the emperor.

Further misunderstandings followed. Macartney insisted onan audience with the emperor. The Chinese told Macartney hewould have to perform the traditional kowtow, touching his headto the ground to show respect to the emperor. Macartney refused.He also offended the Chinese by speaking of the natural superi-ority of the English. The negotiations faltered.

At the time, Qianlong’s attitude seemed justified by China’ssuccesses. After all, he already ruled the world’s greatest empire.Why should he negotiate with a nation as distant as Britain? Inthe long run, however, his policy proved disastrous. In the 1800s,China would learn that its policy of ignoring Westerners andtheir technology would have undesired consequences.

How did the Qing respond to Britain’s diplomatic mission?

Korea Chooses IsolationBefore the 1500s, Korean traders had far-reaching contacts acrossEast Asia. A Korean map from the 1300s accurately outlines landsfrom Japan to the Mediterranean. Koreans probably acquired thisknowledge from Arab traders who came to Korea.

In 1592, and again in 1597, the Japanese invaded Korea. The Japa-nese were driven out in 1598, but the invasions proved disastrous forKorea. Villages were burned to the ground, famine and disease becamewidespread, and the population decreased. Then, in 1636, before thecountry was fully recovered, the Manchus invaded Korea. When theManchus set up the Qing dynasty in China, Korea became a tributarystate. It was run by its own government but forced to acknowledgeChina’s supremacy.

Devastated by the two invasions, Korean rulers adopted a policy of iso-lation, excluding foreigners except the Chinese and a few Japanese.When European sailors were shipwrecked on Korean shores, they wereimprisoned and held as spies. Although Korea had few contacts withmuch of the world for almost 250 years, Koreans on tribute missionsbrought back maps as well as books on scientific discoveries. This wasalso a great age for Korean arts and literature.

Why did Korea become isolated?

Foreign Traders in JapanUnlike the Chinese or Koreans, the Japanese at first welcomed Westerners.In 1543, the Portuguese reached Japan, followed by the Spanish, Dutch, andEnglish. They arrived at a turbulent time, when Japanese daimyo werestruggling for power. The daimyo quickly adopted Western firearms whichmay have helped the Tokugawa shoguns centralize power and impose order.

Emperor Qianlong wrote a letter to King George III denying Britain’s request for more trading rights and permanent ambassadors. How does Emperor Qianlong’s language express his

view that China is superior to Britain?

Primary Source

“As to your entreaty to send one of your nationals . . . to my Celestial Court, this request is contrary to all usage of my dynasty and can-not possibly be entertained. . . .

I have but one aim in view, namely, to maintain a perfect governance and to fulfill the duties of the State: strange and costly objects do not interest me. . . . Our dynasty’s majestic virtue has penetrated unto every country under Heaven, and Kings of all nations have offered their costly tribute by land and sea. As your Ambassador can see for himself, we possess all things. I set no value on objects strange or ingenious, and have no use for your country’s manufactures.”

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Chapter 14 Section

4

465

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 3,

p. 25

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

61

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 136

Adapted Reading and Note Taking Study Guide,

p. 136

Spanish Reading and Note Taking Study Guide,

p. 136

Extend

Display

Color Transparency 88: European Knowledge of the World.

Use the lesson suggested in the transpar-ency book to guide a discussion about how Europeans’ knowledge of the world expanded as their contact with people and places outside of Europe increased.

Color Transparencies,

88

Answer

They came to see Europeans as a threat to their power, and they feared that Japanese Christians would shift their allegiance from Japan to the pope.

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section as well as the proper categorization.

2.

Europeans considered the world theirs to discover. Most Asian peoples saw them-selves at the center of culture and Europe-ans on the fringes. Some Asians had a

practical world view that allowed them to avoid destructive conflict.

3.

Sample: It is not credible because China did not control the whole world; it is some-what credible because at that time in its history, China dominated most of Asia.

4.

They suggest that China had a very strong, self-sustained economy.

5.

Both were small nations that thought they could survive more easily by remain-ing isolated.

6.

Because the Dutch did not send large numbers of missionaries, the Japanese may have felt less threatened by them.

●

Writing About History

Summary statements should be broad enough to cover the person’s life and should also support a specific thesis statement.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-1441.

L3

L3

L4

L2L1

L2

44

Jesuits, such as the Spanish priest Francis Xavier, found the Japanesecurious about Christianity. A growing number of Japanese adopted thenew faith. The Japanese also welcomed the printing press the Jesuitsbrought. The Tokugawa shoguns, however, grew increasingly hostiletoward foreigners. After learning that Spain had seized the Philippines,they may have seen the newcomers as threats. They also worried thatJapanese Christians—who may have numbered as many as 300,000—owed their allegiance to the pope, rather than to Japanese leaders. Inresponse, the Tokugawas expelled foreign missionaries. They brutallypersecuted Japanese Christians, killing many thousands of people.

By 1638, the Tokugawas had turned against European traders as well.Japan barred all European merchants and forbade Japanese to travelabroad. To further their isolation, they outlawed the building of largeships, thereby ending foreign trade. In order to keep informed aboutworld events, they permitted just one or two Dutch ships each year totrade at a small island in Nagasaki harbor.

Japan remained isolated for more than 200 years. Art and literatureflourished, and internal trade boomed. Cities grew in size and impor-tance, and some merchant families gained wealth and status. By theearly 1700s, Edo (present-day Tokyo) had a million inhabitants, morethan either London or Paris.

Why did the Tokugawas turn against Europeans?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1441

Terms, People, and Places

1. Place each of the key terms, people, or places listed at the beginning of the section into one of the following cate-gories: politics, culture, government, or geography. Write a sentence for each term explaining your choice.

2. Reading Skill: Understand EffectsUse your completed chart to answer the Focus Question: How were European encounters in East Asia shaped by the worldviews of both Europeans and Asians?

Comprehension and Critical Thinking

3. Analyze Credibility Reread the quo-tation from the Ming document on page 461. Do you think its character-ization of China is credible? Explain.

4. Draw Inferences What do Qing China’s trade policies with Europeans in the 1700s tell you about the state of the Qing economy?

5. Make Comparisons Why did both Japan and Korea respond to increased foreign contact by going into isola-tion?

6. Synthesize Information Why did Japan allow limited contact with the Dutch, but not with the Spanish or Portuguese?

● Writing About History

Quick Write: Write a Conclusion Write a sentence to conclude a biographical essay about Matteo Ricci. Read the information about Ricci in this section. Then construct a broad summary sentence that covers the main point you want to make about his life. For example, if your thesis is that Ricci believed Chinese culture to be superior to European culture, you would include that point in your summary sentence.

Bringing Trade and ChristianityThis 1600s decorative screen shows Japanese people meeting a Portuguese ship carrying European goods and missionaries. Did the presence of missionaries help or hurt European-Japanese trade relations?

Vocabulary Builderallegiance—(uh LEE juns) n. loyalty or devotion to a cause or person

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