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WITNESS HISTORY
4
AUDIO
A Jesuit in China
In 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.
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.
Focus Question How were European
encounters in East Asia shaped by the worldviews
of both Europeans and Asians?
SECTION
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.
Encounters in East Asia
Prepare to Read
Build Background Knowledge
Objectives
• 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.
Terms, People, and Places
Qing
Qianlong
Lord Macartney
Nagasaki
Macao
Guangzhou
Matteo Ricci
Manchus
Reading Skill: Understand Effects Fill in a chart
like the one below with effects of European
contacts in East Asia.
European Contacts in East Asia
China
•
•
Korea
•
•
Japan
•
•
Portuguese ships first reached China from their base in Malacca in
1514. To the Chinese, the Portuguese, like other foreigners, were
barbarians. Europeans, by contrast, wrote enthusiastically about
China. In 1590, a visitor described Chinese artisans “cleverly making devices out of gold, silver and other metals,” and wrote with
approval: “They daily publish huge multitudes of books.”
Refer students to a world map, and point
out that East Asia is farther from Europe
than Portugal’s other colonies. Ask students if they think this fact would have
made encounters at this time more or less
successful.
European Contact With Ming China
Set a Purpose
European interest in China and other parts of East Asia continued
to grow. The Ming, however, had no interest in Europe—since, as a
Ming document proclaimed, “our empire owns the world.”
■
The Ming Limit Trade The Portuguese wanted Chinese silks
and porcelains, but had little to offer in exchange. European textiles and metalwork were inferior to Chinese products. The Chinese therefore demanded payment in gold or silver. The Ming
eventually allowed the Portuguese a trading post at Macao near
Canton, present-day Guangzhou (GWAHNG joh). Later, they let
Dutch, English, and other Europeans trade with Chinese merchants. Foreigners could trade only at Canton under the supervision of imperial officials. When each year’s trading season ended,
they had to sail away.
Vocabulary Builder
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
imperial, p. 462
allegiance, p. 465
L3
Definitions and Sample Sentences
adj. relating to an emperor or empire
We knew the document was approved by the emperor because it had an
imperial stamp.
n. loyalty or devotion to a cause or person
The knights swore allegiance to the new king and promised to protect him.
L3
WITNESS 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 scholars, and adoption of Chinese dress indicate 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
Chapter 14 Section 4 461
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Seeking Converts Portuguese missionaries arrived in China along
Teach
Vocabulary Builder
European Contact With
Ming China
imperial—(im PIHR ee ul) adj. relating to
an emperor or empire
L3
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 backward 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 superior to that of Europe.)
Quick Activity Have students examine 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 European market.
with the traders. In later years the Jesuits—from Spain, Italy, and Portugal—arrived. Most Jesuits had a broad knowledge of many subjects, and
the Chinese welcomed the chance to learn about Renaissance Europe
from 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 beliefs
in China. They did, however, become important sources of information
for Europeans who knew little about China.
Why did Ming China demand that Europeans pay for
goods with gold or silver?
The Manchu Conquest
By the early 1600s, the aging Ming dynasty was decaying. Revolts
erupted, and Manchu invaders from the north pushed through the Great
Wall. The Manchus ruled a region in the northeast, Manchuria, that
had long been influenced by Chinese civilization. In 1644, victorious
Manchu armies seized Beijing and made it their capital.
INFOGRAPHIC
M
erchants 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 crisscrossing the waters of Europe, Africa, and Asia.
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 countries and regions and noting areas of
European influence. Administer the
Geography Quiz.
Africa
Divers 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.
Teaching Resources, Unit 3, p. 35
■
As students fill in their charts, circulate to make sure they have identified
the main effects of European contacts
in East Asia.
Note Taking Transparencies, 122
Solutions for All Learners
L1 Special Needs
Answer
They were not interested in any European
trade items.
L2 Less Proficient Readers
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 expansion. Each country had to decide how to respond based
on the possible outcome of each response.
462 The Beginnings of Our Global Age: Europe, Africa, and Asia
L2 English Language Learners
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
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Founding the Qing Dynasty The Manchus set up a new dynasty
called the Qing (ching). The Manchus won the support of Chinese scholarofficials because they adopted the Confucian system of government. For
each top government position, the Qing chose two people, one Manchu and
one Chinese. Local government remained in the hands of the Chinese, but
Manchu troops stationed across the empire ensured loyalty.
Two rulers oversaw the most brilliant age of the Qing. Kangxi (kahng
shee), who ruled from 1661 to 1722, was an able administrator and military leader. He extended Chinese power into Central Asia and promoted
Chinese culture. Kangxi’s grandson Qianlong (chyahn lung) had an
equally successful reign from 1736 to 1796. He expanded China’s borders
to rule the largest area in the nation’s history. Qianlong retired after
60 years because he did not want to rule longer than his grandfather had.
WITNESS HISTORY VIDEO
The Manchu Conquest
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.
Instruct
Spreading Peace and Prosperity The Chinese economy expanded
■
Introduce Display Color Transparency 83: Goldfish from China. Explain
that as a result of contact with the Chinese, 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 contributed 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 continued to restrict trade with Europeans,
because they saw their success as a justification of their limited trade policies.)
■
Quick Activity Show students Manchu China and the West from the Witness History Discovery School™
video program. Ask them what factors
led to the failure of Macartney’s mission. Then discuss whether cultural
impasses, such as Lord Macartney’s
inability to communicate with Emperor
Qianlong, occur today.
under both emperors. New crops from the Americas, such as potatoes and
corn, had been introduced into China. These crops boosted farm output,
which in turn contributed to a population boom. China’s population rose
from 140 million in 1740 to over 300 million by 1800. The silk, cotton,
and porcelain industries expanded. Internal trade grew, as did the
demand for Chinese goods from all over the world.
India
Indians turned cotton into
clothes, wall hangings (left), and
household goods. Though cotton
had been grown in India, Egypt,
and China since ancient times, it
was not known to most Europeans until the 1600s.
China
The Chinese prized silk,
using it to make elaborate clothes like the
imperial robe below.
Europeans eagerly
became involved in the
silk trade in the 1600s.
For: Interactive trade routes
Web Code: nap-1431
Thinking Critically
1. Analyze Information Which
European country most likely
monopolized the Indian
cotton trade?
2. Make Predictions What
impact would important
goods like cotton have on
European struggles for power
in the Americas?
Japan
Japanese blue-and-white porcelain, like this dish made in the
1600s, was prized by Europeans.
Later Dutch pottery known as
delftware was an imitation of
this Japanese style.
The Spice Islands
Cloves and other spices originated in
the Moluccas, later called the Spice
Islands. Asians used such spices for
centuries before Europeans began to
import them.
L3
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 nap1441 to take the Geography Interactive Audio Guided Tour and then
answer the map skills questions.
Monitor Progress
■
As students write their paragraphs, circulate to ensure they are supporting
their points with valid examples.
Solutions for All Learners
L4 Advanced Readers
L4 Gifted and Talented
Share with students that the Chinese civil service
system was established so that civil service positions would be assigned based on merit, instead of
on special or inherited privilege. Men were therefore 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 information they find.
Answers
Thinking Critically
1. England
2. Sample: Competition over cotton-producing
lands in the Americas would intensify struggles
for power.
Chapter 14 Section 4 463
Connect to Our World
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Korea Chooses Isolation/Foreign Traders
in Japan
L3
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 geographically, 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 different? (Japan also feared European
power, but its leaders also felt that only
in isolation could they keep the necessary control over their own people.)
Page 464 Wednesday, February 14, 2007 12:29 PM
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
to your entreaty to send one of your
“ Asnationals
. . . to my Celestial Court, this request
is contrary to all usage of my dynasty and cannot 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.
”
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 isolationism, 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.
Rejecting Contact With Europeans The Qing maintained
the Ming policy of restricting foreign traders. Still, Europeans
kept pressing to expand trade to cities other than Guangzhou. In
1793, Lord Macartney arrived in China at the head of a British
diplomatic mission. He brought samples of British-made goods to
show the Chinese the advantages of trade with Westerners. The
Chinese, who looked on the goods as rather crude products,
thought they were gifts offered as tribute to the emperor.
Further misunderstandings followed. Macartney insisted on
an audience with the emperor. The Chinese told Macartney he
would have to perform the traditional kowtow, touching his head
to the ground to show respect to the emperor. Macartney refused.
He also offended the Chinese by speaking of the natural superiority of the English. The negotiations faltered.
At the time, Qianlong’s attitude seemed justified by China’s
successes. After all, he already ruled the world’s greatest empire.
Why should he negotiate with a nation as distant as Britain? In
the long run, however, his policy proved disastrous. In the 1800s,
China would learn that its policy of ignoring Westerners and
their technology would have undesired consequences.
How did the Qing respond to Britain’s
diplomatic mission?
Korea Chooses Isolation
Before the 1500s, Korean traders had far-reaching contacts across
East Asia. A Korean map from the 1300s accurately outlines lands
from Japan to the Mediterranean. Koreans probably acquired this
knowledge from Arab traders who came to Korea.
In 1592, and again in 1597, the Japanese invaded Korea. The Japanese were driven out in 1598, but the invasions proved disastrous for
Korea. Villages were burned to the ground, famine and disease became
widespread, and the population decreased. Then, in 1636, before the
country was fully recovered, the Manchus invaded Korea. When the
Manchus set up the Qing dynasty in China, Korea became a tributary
state. It was run by its own government but forced to acknowledge
China’s supremacy.
Devastated by the two invasions, Korean rulers adopted a policy of isolation, excluding foreigners except the Chinese and a few Japanese.
When European sailors were shipwrecked on Korean shores, they were
imprisoned and held as spies. Although Korea had few contacts with
much of the world for almost 250 years, Koreans on tribute missions
brought back maps as well as books on scientific discoveries. This was
also a great age for Korean arts and literature.
Teaching Resources, Unit 3, p. 32
Why did Korea become isolated?
Monitor Progress
Foreign Traders in Japan
Check Reading and Note Taking Study
Guide entries for student understanding.
Unlike the Chinese or Koreans, the Japanese at first welcomed Westerners.
In 1543, the Portuguese reached Japan, followed by the Spanish, Dutch, and
English. They arrived at a turbulent time, when Japanese daimyo were
struggling for power. The daimyo quickly adopted Western firearms which
may have helped the Tokugawa shoguns centralize power and impose order.
Answers
History Background
P R I M A RY S O U R C E Sample: He says
that Britain’s offer “cannot possibly be
entertained” and that the Chinese “have no
use” for Britain’s trade items.
The Japanese Invasion of Korea Japan’s invasion of Korea in the 1590s had long-lasting consequences 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
The Qing emperor received Lord Macartney
but rejected Britain’s requests.
It wanted to avoid being crushed by more
powerful neighbors.
464 The Beginnings of Our Global Age: Europe, Africa, and Asia
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.
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Assess and Reteach
Assess Progress
L3
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies, 61
Teaching Resources, Unit 3, p. 25
Jesuits, such as the Spanish priest Francis Xavier, found the Japanese
curious about Christianity. A growing number of Japanese adopted the
new faith. The Japanese also welcomed the printing press the Jesuits
brought. The Tokugawa shoguns, however, grew increasingly hostile
toward foreigners. After learning that Spain had seized the Philippines,
they may have seen the newcomers as threats. They also worried that
Japanese Christians—who may have numbered as many as 300,000—
owed their allegiance to the pope, rather than to Japanese leaders. In
response, the Tokugawas expelled foreign missionaries. They brutally
persecuted 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 travel
abroad. To further their isolation, they outlawed the building of large
ships, thereby ending foreign trade. In order to keep informed about
world events, they permitted just one or two Dutch ships each year to
trade at a small island in Nagasaki harbor.
Japan remained isolated for more than 200 years. Art and literature
flourished, and internal trade boomed. Cities grew in size and importance, and some merchant families gained wealth and status. By the
early 1700s, Edo (present-day Tokyo) had a million inhabitants, more
than either London or Paris.
Bringing Trade and Christianity
This 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 Builder
allegiance—(uh LEE juns) n. loyalty or
devotion to a cause or person
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 categories: politics, culture, government,
or geography. Write a sentence for
each term explaining your choice.
Spanish Reading and
L2
Note Taking Study Guide, p. 136
Extend
2. Reading Skill: Understand Effects
Use your completed chart to answer the
Focus Question: How were European
encounters in East Asia shaped by the
worldviews of both Europeans and
Asians?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1441
Comprehension and Critical Thinking
3. Analyze Credibility Reread the quotation from the Ming document on
page 461. Do you think its characterization 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 isolation?
6. Synthesize Information Why did
Japan allow limited contact with the
Dutch, but not with the Spanish or
Portuguese?
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 themselves at the center of culture and Europeans on the fringes. Some Asians had a
If students need more instruction, have
them read the section summary.
L3
Reading and Note Taking
Study Guide, p. 136
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 136
Why did the Tokugawas turn against Europeans?
4
Reteach
● 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.
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 somewhat 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 remaining isolated.
L4
Display Color Transparency 88:
European Knowledge of the World.
Use the lesson suggested in the transparency 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.
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.
Chapter 14 Section 4 465