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320

New Global Patterns

Vocabulary Builder

1

1

SECTION

Standards-Based Instruction

Standards-at-a-Glance

• History-Social Science

Students have learned about the impact of imperialism in China and elsewhere. Now they will study how China’s neighbor Japan resisted Western domination by industrializing and starting to build an empire of its own.

• Analysis SkillsHR1

Students distinguish valid arguments from fallacious arguments in historical interpretations.

HR2

Students identify bias and prejudice in historical interpretations.

• English-Language Arts

Writing 1.0

Prepare to Read

Build Background Knowledge

Remind students that for more than two centuries Japan’s leaders kept the island nation isolated. Discuss reasons why Jap-anese leaders might reverse this policy and open Japan to foreign influences.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Changes for Japan

Discuss the implications of the emperor Meiji’s poem about his hopes for change in Japan.

■

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 1 Assessment answers.)

■

Preview

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

■

Reading Skill

Have students use the

Reading Strategy: Recognize Multiple Causes

worksheet.

Teaching Resources, Unit 2,

p. 108

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the cause and effect chart about the Meiji Restoration.

Reading and Note Taking Study Guide,

p. 82

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


p. 107;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

emphasize, p. 321

vt.

to stressThe teacher underlined the word with a red marker to

emphasize

its importance.

thereby, p. 322

adv.

by that means, because of thatThe player hit a home run,

thereby

breaking the tie and winning the game.

L3

L3

11WITNESS HISTORYWITNESS HISTORY AUDIO

Terms, People, and PlacesMatthew PerryTokyoMeiji RestorationDiet

zaibatsuhomogeneous societyFirst Sino-Japanese WarRusso-Japanese War

Japan ModernizesStandards Preview

H-SS 10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).H-SS 10.4.2 Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

Reading Skill: Identify Causes and EffectsAs you read this section, identify the causes and effects of the Meiji Restoration in a chart like the one below.

In 1853, the United States displayed its new military might, send-ing a naval force to make Japan open its ports to trade. Japaneseleaders debated how to respond. While some resisted giving uptheir 215-year-old policy of seclusion, others felt that it would bewiser for Japan to learn from the foreigners.

In the end, Japan chose to abandon its centuries of isolation.The country swiftly transformed itself into a modern industrialpower and then set out on its own imperialist path.

Discontent in Tokugawa JapanIn the early 1600s, Japan was still ruled by shoguns, or suprememilitary dictators. Although emperors still lived in the ceremonialcapital of Kyoto, the shoguns held the real power in Edo. Daimyo,or landholding warrior lords, helped the shoguns control Japan.In 1603, a new family, the Tokugawas, seized power. The Toku-gawa shoguns reimposed centralized feudalism, closed Japan toforeigners, and forbade Japanese people to travel overseas. Thenation’s only window on the world was through Nagasaki, wherethe Dutch were allowed very limited trade.

For more than 200 years, Japan developed in isolation. Internalcommerce expanded, agricultural production grew, and bustlingcities sprang up. However, these economic changes strained inJapanese society. Many daimyo suffered financial hardship. Theyneeded money in a commercial economy, but a daimyo’s wealthwas in land rather than cash. Lesser samurai were unhappy, too,because they lacked the money to live as well as urban merchants.

Emperor Meiji

Changes for JapanThe emperor Meiji wrote a poem to provide inspiration for Japan’s efforts to become a modern country in the late 1800s:

“May our country,Taking what is good,and rejecting what is bad,Be not inferiorTo any other.”

Focus Question How did Japan become a modern industrial power, and what did it do with its new strength?

EffectsMeijiRestoration

Causes

•••

••

•••

A traditional Japanese fan

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Chapter 10 Section 1

321

Solutions for All Learners

Teach

Discontent in Tokugawa Japan/Japan Opens Up

H-SS 10.4.1

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder terms and definitions. Ask them to list factors a ruler might con-sider when deciding what the govern-ment should

emphasize

under his or her reign.

■

Teach

Using the Think-Write-Pair-Share strategy (TE, p. T23), have stu-dents work together to identify the internal and external pressures faced in Tokugawa Japan. (

internal: discon-tent of daimyo, lesser samurai, mer-chants, and peasants; failure of Tokugawa reform efforts; weakening of shogun’s power; external: inability of Japan to defend itself against U.S. forces)

Ask

How did these pressures influence the signing of unequal treaties with foreign powers and the downfall of Tokugawa govern-ment?

(Together, these factors weak-ened Japan so much that the shogun felt he had to sign the unequal treaties. This act brought on great criticism of the shogun and then revolt.)

What was the Meiji reformers’ main goal?

(They wanted to adapt Western ways to Japanese needs so that Japan could withstand Western demands.)

■

Quick Activity

Read aloud the Pri-mary Source selection. Ask students whether they agree with Lord Ii’s opin-ion on contact with foreign powers. Then have students work in groups to discuss the decision by Japan’s rulers to adapt to Western ways rather than continue to isolate Japan from foreign influence. Have groups list reasons in support of each position.

Answer

The economy changed but the social structure remained the same, and the shoguns were no longer strong leaders.

L4

Advanced Readers

When Commodore Matthew Perry arrived in Japan in July 1853, the Japanese shogun was unsure how to respond so he sought the recommendations of his advi-sors. Ask students to conduct further research on Com-modore Perry’s arrival in Japan. Suggest that they pay special attention to the shogun’s decision and the factors he had to consider in making it. Then have students

L3

L4

Gifted and Talented

recreate a meeting of the shogun and his advisors con-cerning Perry’s arrival. Divide the class into three groups for the discussion: one group will argue for cooperation, one for resistance, and one will represent the shogun and remain undecided. Allow students time to prepare argu-ments for their side and questions for the other sides and then commence the meeting of the shogun’s council.

Merchants in turn resented their place at the bottom of the social lad-der. No matter how rich they were, they had no political power. Peasants,meanwhile, suffered under heavy taxes.

The government responded by trying to revive old ways, emphasizingfarming over commerce and praising traditional values. These effortshad scant success. By the 1800s, shoguns were no longer strong leaders,and corruption was common. Discontent simmered throughout Japan.

Standards Check By the mid-1800s, why did so many groups of people in Japan feel discontented? H-SS 10.4.1

Japan Opens UpWhile the shogun faced troubles at home, disturbing news reached himfrom abroad during the 1830s and 1840s. The British victory over Chinain the Opium War and the way in which imperialists had forced China tosign unequal treaties alarmed the shogun. Surely, he reasoned, it wouldnot be long before Western powers turned toward Japan.

External Pressure and Internal Revolt The shogun’s fearswere correct. In July 1853, a fleet of well-armed American shipscommanded by Commodore Matthew Perry sailed into lowerTokyo Bay. Perry had a letter from Millard Fillmore, the Presidentof the United States. The letter demanded that Japan open its portsto diplomatic and commercial exchange.

The shogun’s advisors debated what to do. Japan did not havethe ability to defend itself against the powerful United States Navy.In the Treaty of Kanagawa in 1854, the shogun agreed to open twoJapanese ports to American ships, though not for trade.

The United States soon won trading and other rights, includingextraterritoriality and low taxes on American imports. Europeannations demanded and won similar rights. Like the Chinese, theJapanese felt humiliated by the terms of these unequal treaties.Some bitterly criticized the shogun for not taking a strong standagainst the foreigners.

Vocabulary Builderemphasizing—(EM fuh syz ing) vt.stressing

In the Japanese woodblock print below, Japanese boats go out to meet one of Commodore Matthew Perry’s ships in Tokyo Bay. In response to Perry’s expedition, the Japanese statesmen Lord li considered Japan’s strategy toward contact with foreign powers:

Primary Source

“ There is a saying that when one is besieged in a castle, to raise the drawbridge is to imprison oneself. . . . Even though the Shogun’s ances-tors set up seclusion laws, they left the Dutch and Chinese to act as a bridge. . . . Might this bridge not now be of advantage to us, . . . providing us with the means whereby we may for a time avert the outbreak of hostilities and then, after some time has elapsed, gain a complete victory?”

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322

New Global Patterns

History Background

Independent Practice

Traveler’s Tales

To help students learn more about Fukuzawa’s impressions of the United States, have them read the selection

The First Japanese in America

and complete the worksheet.


p. 109

Monitor Progress

As students fill in their cause-and-effect charts, circulate to make sure they under-stand that both internal and external pressures led to the opening of Japan. For a completed version of the chart, see

Note Taking Transparencies,

38

An Eye-Opening Experience

During the Tokugawa era, the Japanese had viewed other world cultures as inconsequential. The humiliating experi-ence of being forced to accept Western demands made many Japanese people question this view. Over time, they reshaped their views of other societies. Fukuzawa argued that the technology, sciences, and

humane laws of Western countries made them both “civilized and enlightened.” Like Fukuzawa, whose observations students may read in the Traveler’s Tales feature and worksheet, many Japanese officials went abroad to study Western ways. In 1871, about half the key Meiji leaders spent some time in the United States or Europe.

Answer

Discontented samurai and daimyo restored the emperor to power and set about reforming Japan to allow it to compete more effectively with Western powers.

Foreign pressure deepened the social and economic unrest. In 1867,discontented daimyo and samurai led a revolt that unseated the shogunand “restored” the 15-year-old emperor Mutsuhito to power. When he wascrowned emperor, Mutsuhito took the name Meiji (MAY jee), which means“enlightened rule.” He moved from the old imperial capital in Kyoto to theshogun’s palace in Edo, which was renamed Tokyo, or “eastern capital.”

The Meiji Restoration The young emperor began a long reign knownas the Meiji Restoration. This period, which lasted from 1868 to 1912,was a major turning point in Japanese history. The Meiji reformers, whoruled in the emperor’s name, were determined to strengthen Japan. Theirgoal was summarized in their motto, “A rich country, a strong military.”The emperor supported and embodied the reforms.

The new leaders set out to study Western ways, adapt them to Japa-nese needs, and thereby keep Japan from having to give in to Westerndemands. In 1871, members of the government traveled overseas tolearn about Western governments, economies, technology, and customs.The government brought experts from Western countries to Japan andsent young samurai to study abroad, furthering Japan’s knowledge ofWestern industrial techniques.

Standards Check How did Japan react when it was forced to accept unequal treaties? H-SS 10.4.1

Japanese Diplomat Fukuzawa Yukichi Visits AmericaIn 1860, writer and educator Fukuzawa Yukichi (1835–1901)joined the first Japanese diplomatic mission to the United States. When he returned home, he wrote articles and books explaining Western customs and practices to the Japanese. In this selection from his autobiography, Fukuzawa recalls his earlyimpressions of San Francisco, and discusses some of the differ-ences between American and Japanese cultures and attitudes.

Vocabulary Builderthereby—(THEHR by) adv. by that means, because of that

mgwh07_se_ch25_S1_s.fm 22 Monday, July 25, 2005 3:18 PM


Chapter 10 Section

1

323

Link to Technology

The Meiji Transformation

H-SS 10.4.1

Instruct

■

Introduce

Have students develop a list of challenges the Meiji reformers may have faced as they tried to change Japan from a feudal society to a mod-ern, industrial nation. Ask students where they might start—education, government, or economy, for example. Encourage students to consider which groups in society might resist change most strongly, as well as the reasons why some Japanese people might sup-port change.

■

Teach

Using the Numbered Heads strategy (TE, p. T23), discuss the ways in which the Meiji Restoration trans-formed Japanese society. Create a two-column chart on the board, labeling one column

Area of Change

and the other

Effects of Change.

Have students fill in the chart with the changes discussed in the text, the consequences of each change, and the groups most strongly affected. Ask students to identify both short-term and possible long-term consequences.

■

Quick Activity

Display

Color Transparency 60: Western Culture Influences Japan.

Use the lesson suggested in the transparency book to guide a discussion of the Japanese com-mitment to modernization.

Color Transparencies,

60

Answers

Thinking Critically

1.

He thinks of carpets as a costly luxury item that people should not walk on in their street shoes.

2.

He finds it opulent, confusing, strange, and per-haps interesting.

Spinning a Fortune

When the Japanese govern-ment automated part of the silk-making process, the results were dramatic. Silk production soared from just over two million pounds in the 1870s to 93 mil-lion pounds in the late 1920s. Silk became a valuable export, and Japan won over markets previously con-trolled by the Chinese, whose silk workers made the fabric by hand.

Given such results, it is not surprising that the Japa-nese were encouraged to value new technology. In 1878, a song composed for Japanese children impressed on them the ten objects that their country should adopt from the West to be truly modern: steam engines, steamboats, horse carriages, cameras, light-ning conductors, gas lamps, telegrams, newspapers, schools, and a postal system.

L3“All of us wore the usual pair of swords at our sides and the [rope] sandals.

So attired, we were taken to the modern hotel. There we noticed, covering the

interior, the valuable carpets which in Japan only the more wealthy could buy

from importers' shops at so much a square inch to make purses and tobacco

pouches with. Here the carpet was laid over an entire room—something quite

astounding—[and] upon this costly fabric walked our hosts wearing the shoes

with which they had come in from the streets!”

“One evening our hosts said that some ladies and gentlemen were having a

dancing party and that they would be glad to have us attend it. We went.

To our dismay we could not make out what they were doing. The ladies and

gentlemen seemed to be hopping about the room together. As funny as it

was, we knew it would be rude to laugh, and we controlled our expressions

with difficulty as the dancing went on. These were but a few of the instances

of our bewilderment at the strange customs of American society.”

From The Autobiography of Fukuzawa Yukichi

� Fukuzawa Yukichi

� An American scene by a Japanese artist

Calligraphy by Fukuzawa which means "a spirit of independence and self respect"

�

The Meiji TransformationThe Meiji reformers faced an enormous task. They were committed toreplacing the rigid feudal order with a completely new political andsocial system and to building a modern industrial economy. Change didnot come easily. In the end, however, Japan adapted foreign ideas withgreat speed and success.

A Modern Government The reformers wanted to create a strongcentral government, equal to those of Western powers. After studyingvarious European governments, they adapted the German model. In 1889,the emperor issued the Meiji constitution. It set forth the principle that allcitizens were equal before the law. Like the German system, however, itgave the emperor autocratic, or absolute, power. A legislature, or Diet,was formed, made up of one elected house and one house appointed by theemperor. Additionally, voting rights were sharply limited.

Japan then established a Western-style bureaucracy with separatedepartments to supervise finance, the army, the navy, and education. Tostrengthen the military, it turned to Western technology and ended thespecial privilege of samurai. In the past, samurai alone were warriors. Inmodern Japan, as in the West, all men were subject to military service.

Thinking Critically1. Make Inferences Why is Fukuzawa

amazed that people in America walk on carpeting with their shoes on?

2. Identify Point of View What opinion do you think Fukuzawa has of Americanculture?



324

New Global Patterns

Solutions for All Learners


Break students into groups and assign them one of the following areas of change during the Meiji Restoration: govern-ment, industry, or society. Ask each group to create a poster or multimedia presen-tation describing the ways in which their assigned area changed. Have each group present to the class.

Monitor Progress

■

Have students reread the last para-graph before the Checkpoint on the next page. Ask

By the 1890s, how had the more modernized Japan changed its relationship with the West?

(Japan became more powerful, acquiring its own empire and revising the unequal treaties.)

■

If students need more instruction on identifying causes and effects, have them read the

Skills Handbook,

p. SH36.

Answer

Chart Skills

The graph shows an increase in the amount of yen invested in various economic activities, showing that the Meiji reformers supported their plans with resources.

To help visual learners summarize the changes in Japan, have them create an annotated timeline of Japan’s response to imperialism. For each item on the timeline, have them either write a description or illustrate the action.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 82

■

Adapted Section Summary, p. 83

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Industrialization Meiji leaders made the economy a majorpriority. They encouraged Japan’s businesses to adopt Westernmethods. They set up a modern banking system, built railroads,improved ports, and organized a telegraph and postal system.

To get industries started, the government typically built fac-tories and then sold them to wealthy business families whodeveloped them further. With such support, business dynastieslike the Kawasaki family soon ruled over industrial empires.These powerful banking and industrial families were known aszaibatsu (zy baht SOO).

By the 1890s, industry was booming. With modern machines,silk manufacturing soared. Shipyards, copper and coal mining,and steel making also helped make Japan an industrial power-house. As in other industrial countries, the population grew rap-idly, and many peasants flocked to the growing cities for work.

Changes in Society The constitution ended legal distinctions betweenclasses, thus allowing more people to become involved in nation building.The government set up schools and a university. It hired Westerners toteach the new generation how to use modern technology.

Despite the reforms, class distinctions survived in Japan as they didin the West. Also, although literacy increased and some women gainedan education, women in general were still assigned a secondary role insociety. The reform of the Japanese family system, and women’s positionin it, became the topic of major debates in the 1870s. Although thegovernment agreed to some increases in education for women, it dealtharshly with other attempts at change. After 1898, Japanese womenwere forbidden any political participation and legally were lumpedtogether with minors.

An Amazing Success Japan modernized with amazing speed duringthe Meiji period. Its success was due to a number of causes. Japan had astrong sense of identity, partly because it had a homogeneous society—that is, its people shared a common culture and language. Economicgrowth during Tokugawa times had set Japan on the road todevelopment. Japan also had experience in learning and adapting ideasfrom foreign nations, such as China.

Investment in Meiji Japan

120

100

80

60

40

20

0

35.9

57.6

Trade ManufacturingType of economic activity

Yen

inve

sted

(in

mill

ions

)

Railways Banking

SOURCE: S. Uyehara, The Industry and Trade of Japan

1883 1893

14.7

68.3

12.1

57.975.4

111.6

Chart Skills Japanese women (above) work in a silk manufacturing factory in the 1890s. How does the graph reflect the Meiji reformers’ drive to industrialize Japan?

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Chapter 10 Section

1

325

History Background

Japan’s Growing Military Strength

H-SS 10.4.1, 10.4.2

Instruct

■

Introduce

Have students read the introductory paragraph under Japan’s Growing Military Strength and then have them predict how industrializa-tion and economic needs might feed imperialist desires in Japan.

■

Teach

Discuss Japan’s efforts to expand its influence in East Asia. Ask

Why did Japan seek greater influ-ence in Korea?

(Japan wanted to cre-ate an empire equal to those of Western powers and gain natural resources.)

How did Japan assert its power in the region?

(by armed warfare, defeat-ing its rivals in the First Sino-Japanese War and the Russo-Japanese War)

In what ways did Japan benefit from expansion into East Asia?

(by gain-ing natural resources, territory, greater influence, and new ports)

■

Analyze the Visuals

Direct students to study the political cartoon on this page and identify which countries the figures in the cartoon represent. Then have students discuss how a Korean nationalist and a Japanese nationalist might each react to the cartoon.


Have students create a political cartoon or news article about imperialist rivalries in East Asia. They may represent pro-Japanese or anti-Japanese viewpoints, but should use details from the text to support their depictions.

Monitor Progress

Reread the red heading Japan’s Growing Military Strength. Ask students to summa-rize the ways in which Japan expanded its empire in the late 1800s and early 1900s.

Answers

The Meiji reforms brought about rapid indus-trialization, modernization, and changes in government and society in Japan.

Caption

Russia may feel that it will be the next target of Japanese aggression.

COMPARING VIEWPOINTS

The Japanese view is that colonization has improved Korea’s economy, while the Korean view is that colonization has created nothing but resentment.

The Russo-Japanese War

The Russo-Japanese War began and ended on the sea. On February 19, 1904, Japanese torpedo boats made a surprise attack on part of the Russian fleet, near Manchuria. Most of the Russian ships were wiped out. The rest of the Rus-sian navy was based in the Baltic Sea, more than

10,000 miles away. Its ships began a slow 15-month journey around Africa. When they reached the waters of East Asia on May 27, 1905, the Japanese navy attacked again. Japan’s faster ships and more accu-rate gunnery forced the Russians to surrender in a single day.

L3

from foreign nations, such as China.The Japanese were determined to resist foreign rule. By the 1890s,

Japan was strong enough to force Western powers to revise the unequaltreaties. By then, it was already acquiring its own overseas empire.

Standards Check What changes did the reformsof the Meiji Restoration bring about in Japan? H-SS 10.4.1

Japan’s Growing Military StrengthAs in Western industrial nations, Japan’s economic needs fed its imperi-alist desires. As a small island nation, Japan lacked many basicresources that were essential for industrial growth. It depended on othercountries to obtain raw materials. Spurred by this dependency and astrong ambition to equal the West, Japan sought to build an empire. Withits modern army and navy, it maneuvered for power in East Asia.

Korea in the Middle Imperialist rivalries put the spotlight on Korea.Located at a crossroads of East Asia, the Korean peninsula was a focus ofcompetition among Russia, China, and Japan. Korea had been a tribu-tary state to China for many years. A tributary state is a state that isindependent but acknowledges the supremacy of a stronger state.Although influenced by China, Korea had its own traditions and govern-ment. Korea had also shut its doors to foreigners. It did, however, main-tain relations with China and sometimes with Japan.

By the 1800s, Korea faced pressure from outsiders. As Chinese powerdeclined, Russia expanded into East Asia. Then, as Japan industrialized,it too eyed Korea. In 1876, Japan used its superior power to force Koreato open its ports to Japanese trade. Faced with similar demands fromWestern powers, the “Hermit Kingdom” had to accept unequal treaties.

Japan Gains Power As Japan extended its influence in Korea, it cameinto conflict with China. In 1894, competition between Japan and Chinain Korea led to the First Sino-Japanese War. (“Sino” means “Chinese.”)Although China had greater resources, Japan had benefited from mod-ernization. To the surprise of China and the West, Japan won easily. Itused its victory to gain treaty ports in China and control over

■ COMPARING VIEWPOINTS

The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s. Critical Thinking Howdo the two views on the results of colonization in Korea differ?

Positive Effects

Mining, fishery, and manufacturing have advanced. The baldmountains have been covered with young trees. Trade hasincreased by leaps and bounds. . . . Study what we aredoing in Korea. . . . Japan is a steward on whom devolves[falls] the gigantic task of uplifting the Far East.

—Japanese academic Nitobe Inazo

Negative Effects

The result of annexation, brought about without anyconference with the Korean people, is that the Japanese . . .by a false set of figures show a profit and loss accountbetween us two peoples most untrue, digging a trench ofeverlasting resentment deeper and deeper. . . .

—From the Declaration of Korean Independence, 1919

Analysis Skills HR1, HR2, HR3; E-LA

Reading 2.4, 2.5, 2.8

Japan RisingIn this political cartoon, Japan is depicted marching over Korea on its way to Russia.Why would Russia feel threatened by Japan’s aggression in Korea?

Colonization in Korea

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326

New Global Patterns

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 103

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

381

Reteach

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

Reading and Note Taking Study Guide,

p. 83

Adapted Reading and Note Taking Study Guide,

p. 83

Spanish Reading and Note Taking Study Guide,

p. 83

Extend

See this chapter’s Professional Development pages for the Extend Online activity on the Meiji Restoration.

Answer

Japan had few of the natural resources it needed to make industrial products. Expansion increased Japan’s access to natural resources and enabled it to build an empire similar to those of the Western powers.

Section 1 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.

After domestic discontent and weakness in the face of foreign powers, the Japanese overthrew their shogun and restored the emperor to power. Reformers modernized and westernized the government, economy,

and society. Japan used its power to pro-tect itself and to start its own empire.

3.

financial hardship, social resentment, heavy taxes, corruption

4.

a display of power by the United States

5.

Sample: Japan established a Western-style government, which strengthened the mili-tary; built modern factories, which boosted the economy; and ended legal distinctions among classes, which allowed more people to work toward nation-building.

6.

Korea’s location made it a major cross-roads for all of East Asia.

●

Writing About History

Sentences should show an understanding of the main idea of one of the writing topics given.

For additional assessment, have students access

Standards Monitoring

Online

at

Web Code mza-2511.

L3

L3

L2

L2

L4

L1

AssessmentStandard H-SS 10.4.1H-SS 10.4.2E-LA W 1.0

2, 3, 4, 56Quick Write

11

Ten years later, Japan successfully challenged Russia, its other rivalfor power in Korea and Manchuria. During the Russo-Japanese War,Japan’s armies defeated Russian troops in Manchuria, and its navydestroyed almost an entire Russian fleet. For the first time in modernhistory, an Asian power humbled a European nation. In the 1905 Treatyof Portsmouth, Japan gained control of Korea as well as rights in parts ofManchuria.

Japan Rules Korea Japan made Korea a protectorate. In 1910, itannexed Korea outright, absorbing the kingdom into the Japaneseempire. Japan ruled Korea for 35 years. Like Western imperialists, theJapanese set out to modernize their newly acquired territory. They builtfactories, railroads, and communications systems. Development, how-

ever, generally benefited Japan. Under Japanese rule, Koreans pro-duced more rice than ever before, but most of it went to Japan.

The Japanese were as unpopular in Korea as Western imperial-ists were elsewhere. They imposed harsh rule on their colony anddeliberately set out to erase the Korean language and identity.

Repression bred resentment. And resentment, in turn, nourisheda Korean nationalist movement.

Nine years after annexation, a nonviolent protest against theJapanese began on March 1, 1919, and soon spread throughoutKorea. The Japanese crushed the uprising and massacred manyKoreans. The violence did not discourage people who worked toend Japanese rule. Instead, the March First Movement becamea rallying symbol for Korean nationalists.

The Koreans would have to wait many years for freedom.Japan continued to expand in East Asia during the years thatfollowed, seeking natural resources and territory. By the early1900s, Japan was the strongest power in Asia.

Standards Check How did industrialization help start Japan on an imperialst course? H-SS 10.4.1, 10.4.2

Standards Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: mza-2511

Terms, People, and Places

1. Place each of the terms listed at the beginning of the section into one of the following categories: politics, culture, or economics. Write a sentence for each term explaining your choice.

2. Reading Strategy: Identify Causes and Effects Use your completed chart to answer the section Focus Question: How did Japan become a modern indus-trial power, and what did it do with its new strength?

Comprehension and Critical Thinking

3. Identify Central Issues What prob-lems weakened shogun rule in Japan in the mid-1800s?

4. Recognize Causes What caused Japan to end over 200 years of seclusion?

5. Draw Conclusions List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.

6. Connect to Geography Why was control of Korea desirable to both China and Japan?

● Writing About History

Quick Write: Choose a Topic When you write for assessment, you may occasionally be given a choice of topics. In that case, quickly jot down notes you could use to answer each prompt. Then, choose the prompt you know the most about. Practice this process using the two sample prompts below. Jot down notes about each prompt, choose one, and then write a sentence explaining why you chose that prompt.• Explain how Japan modernized under the

Meiji reformers.• Summarize how and why Korea became

a Japanese colony.

The Japanese in KoreaIn this illustration, Japanese soldiers march into Seoul, Korea’s capital city. Japan controlled Korea from 1905 until 1945.



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