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Chapter Introduction
Section 1 The Decline of the Qing
Dynasty
Section 2 Revolution in China
Section 3 Rise of Modern Japan
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the development of East Asia. 
• Western nations used political persuasion
and military strength to gain trading
privileges with China and Japan. 
• China’s internal problems made it easier
for Western nations to penetrate the
country and strengthen their influence. 
• Japan’s ability to adopt Western ways and
to maintain its own traditions enabled it to
develop into a modern, powerful nation.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The issues raised by the Opium War
continue to be addressed, since drug
addiction is still a major international
problem. 
• Japan has one of the world’s largest
industrialized, free-market economies. 
• China’s large market continues to attract
Western business and trade.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• describe changes that led to the decline
of the Qing dynasty, including the Opium
War, the Tai Ping Rebellion, and the
Boxer Rebellion. 
• describe the “self-strengthening reforms”
of the Qing dynasty. 
• list the three stages of Sun Yat-sen’s
proposal to reform China’s government. 
• list three effects Western trade had on the
Chinese economy.
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Chapter Objectives
After studying this chapter, you should be
able to:
• describe the new political system of
Japan. 
• explain the influence of Western culture
on the Japanese.
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The Decline of the Qing Dynasty
Main Ideas
• The Qing dynasty declined because of
internal and external pressures. 
• Western nations increased their economic
involvement with China. 
Key Terms
• extraterritoriality 
• sphere of influence 
• self-strengthening 
• indemnity
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The Decline of the Qing Dynasty
People to Identify
• Hong Xiuquan 
• Guang Xu 
• Empress Dowager
Ci Xi 
• John Hay
Places to Locate
• Guangzhou 
• Hong Kong
• Chang Jiang 
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The Decline of the Qing Dynasty
Preview Questions
• What internal problems led to the decline of the
Qing dynasty? 
• What role did Western nations play in the Qing
dynasty’s decline?
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The Decline of the Qing Dynasty
Preview of Events
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listen to the audio again.
Under the pseudonym of Sax Rohmer,
the British mystery novelist Arthur
Sarsfield Ward (1886–1959) wrote books
featuring a character named Fu Manchu.
The long, drooping Fu Manchu
moustache is named after this character.
Causes of Decline
• In 1800 the Qing dynasty of the Manchus
was at the height of its power. 
• After more than a century of Western
humiliation and harassment, the Qing
dynasty collapsed in the early 1900s. 
• Internal changes also played a role in
the downfall of the Qing dynasty.
(pages 683–684)
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Causes of Decline (cont.)
• It began to suffer from corruption, peasant
unrest, and incompetence. 
• Rapid population growth–400 million by
1900–along with food shortages and
regular famine made these matters
worse. 
• The ships, guns, and ideas of foreigners
probably hastened the end of the Qing
Era.
(pages 683–684)
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Causes of Decline (cont.)
Is there a population problem in the
world today?
(pages 683–684)
The Opium War
• In 1800 European merchants in China
were restricted to a trading outlet at
Guangzhou, or Canton. 
• The British were not happy with the
arrangement. 
• Britain also imported more from China
than it exported to China, giving Britain
an unfavorable balance of trade as its
hard currency was paid to China.
(pages 684–685)
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The Opium War (cont.)
• Negotiations to address the trade
imbalance failed, and Britain turned to
trading opium to address their economic
concerns. 
• The British East India Company grew the
opium in India and shipped it to China,
where its use skyrocketed. 
• Soon silver was flowing out of China to
Britain.
(pages 684–685)
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The Opium War (cont.)
• The Chinese knew of the dangers of this
highly addictive drug and had made its
trade illegal. 
• At first they appealed to the British
government on moral grounds to stop the
export of opium into China. Britain refused
to stop. 
• The Chinese government blockaded
Guangzhou to force the traders to
surrender their opium, and Britain
responded by starting the Opium War
(1839–1842).
(pages 684–685)
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The Opium War (cont.)
• After the British fleet sailed almost
unopposed up the Chang Jiang, China
made peace. 
• The Treaty of Nanjing (1842) opened five
coastal ports in China to British trade,
limited taxes on imported British goods,
and gave the British the island of Hong
Kong. 
• The Chinese also agreed to pay for the
war. 
• The treaty did not mention opium.
(pages 684–685)
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The Opium War (cont.)
• Europeans lived in the five ports in their
own sections and were not subject to
Chinese laws, a practice known as
extraterritoriality. 
• The end of the Opium War marked the
beginning of strong Western influence
in China. 
• China offered the same concessions to
other Western nations it had to Britain,
and soon the five treaty ports were
booming with trade.
(pages 684–685)
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The Opium War (cont.)
• More than 100 years later, in 1984, Great
Britain and China signed a joint
declaration in which Britain agreed to
return Hong Kong to China in 1997. 
• China promised that Hong Kong would
remain a free market and have its own
way of life. 
• Hong Kong grew tremendously as people
in the 1950s and 1960s fled the
Communist regime in mainland China. 
• Today it is the eighth largest trading
nation in the world.
(pages 684–685)
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The Opium War (cont.)
What items did the British import from
China, and how did they pay for them?
The British imported tea, silk, and
porcelain from the Chinese. They sent
Indian cotton as well as silver to China
to pay for the imports.
(pages 684–685)
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The Tai Ping Rebellion
• Because the Chinese government failed
to handle its internal economic problems,
the Tai Ping Rebellion, a peasant revolt,
occurred from 1850 to 1864. 
• It was led by Hong Xiuquan, who saw
himself as the younger brother of Jesus
Christ. 
• He was convinced God had given him the
mission of destroying the Qing dynasty.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
• Hong and his peasant army captured
Yongan, where he proclaimed a new
dynasty–the Heavenly Kingdom of Great
Peace (Tai Ping Tianguo in Chinese,
hence the name Tai Ping Rebellion.) 
• The rebellion called for social reforms that
included giving land to all peasants and
treating women as the equals of men. 
• Women had their own units in the Tai Ping
army.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
• Hong’s rebellion called for people to give
up private possessions. 
• Land was to be held in common, and food
and money were to be shared equally. 
• Hong outlawed alcohol, tobacco, and foot
binding. 
• The social goals of the twentieth-century
Chinese Communist Revolution would be
similar.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
• In 1853, the rebels seized Nanjing and
massacred 25,000 men, women, and
children. 
• Europeans helped the Qing dynasty
respond to the rebellion. 
• In 1864, combined Chinese and
European forces took back Nanjing. 
• Gradually, the power of the rebellion
weakened.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
• The Tai Ping Rebellion was one of
history’s most devastating civil wars. 
• As many as twenty million people died
in the 14-year struggle.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
• One reason the Qing dynasty failed to
deal well with the internal unrest was its
ongoing struggle with the Western
powers. 
• In 1856, Great Britain and France began
applying force to gain greater trade
privileges. 
• In the ensuing Treaty of Tianjin in 1858,
the Chinese agreed to legalize the opium
trade, open new ports to foreign trade, and
surrender the Kowloon Peninsula to Great
Britain. 
• The British seized Beijing in 1860 when
the Chinese resisted parts of the treaty.
(pages 685–686)
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The Tai Ping Rebellion (cont.)
Certain revolutionary movements have
believed that private property is socially
harmful. Do you agree or disagree that
people should hold things in common
and not claim private ownership?
(pages 685–686)
Efforts at Reform
• By the late 1870s, the Qing dynasty was
in serious decline. 
• Warlords who had organized armies to
fight against the Tai Ping Rebellion kept
their armies and continued to collect local
taxes to support their forces.
(pages 686–687)
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Efforts at Reform (cont.)
• Reformers called for a new policy of “selfstrengthening” for the Qing dynasty. 
• This approach meant that China should
adopt Western technology while keeping
its Confucian values and institutions. 
• This policy guided China for the next 25
years.
(pages 686–687)
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Efforts at Reform (cont.)
• Some reformers wanted to introduce
democracy, but such an idea was too
radical for most. 
• Rather, China tried to modernize its
military and industrialize while retaining
the basic elements of Chinese civilization
and values.
(pages 686–687)
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Efforts at Reform (cont.)
Is it possible to adopt Western
technology and keep Confucian values?
It may be possible, but doing so would
be difficult. Industrialization was a social
system as well as an economic
technique, and its values of individual
achievement, loyalty to the company,
and, above all, the profit motive
conflicted with Confucianism.
(pages 686–687)
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The Advance of Imperialism
• The new policy did not help the Qing
dynasty retain power. 
• European advances into China and
internal deterioration continued. 
• Russia forced China to give up territories
in Siberia. 
• Tibet was freed from Chinese influence
by the struggle for it between Russia
and Great Britain.
(pages 687–688)
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The Advance of Imperialism (cont.)
• European states began to create spheres
of influence inside China. 
• Chinese warlords negotiated with the
foreign powers to exchange trading,
mining, and building rights for money. 
• In 1894 another matter weakened the
Qing. 
• China went to war with Japan over
Japanese inroads into Korea, and
Japan soundly defeated the Chinese.
(pages 687–688)
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The Advance of Imperialism (cont.)
• New pressures for Chinese territories
arose. 
• Germany demanded territories after two
of its missionaries were murdered in
1897. 
• When China conceded, other European
powers made new claims on Chinese
territory.
(pages 687–688)
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The Advance of Imperialism (cont.)
• This scramble for territory took place in a
time of internal crisis. 
• The emperor Guang Xu launched his
massive reform campaign called the One
Hundred Days of Reform. 
• He called for political, administrative,
and educational reforms in an attempt
to westernize China and make it move
toward democracy. 
• Conservatives at court opposed the
reforms.
(pages 687–688)
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The Advance of Imperialism (cont.)
• The Empress Dowager Ci Xi, the
emperor’s aunt, also opposed the
reforms. 
• With the help of the army, she
imprisoned the emperor and ended
the reform efforts. 
• She ruled China for almost 50 years.
(pages 687–688)
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The Advance of Imperialism (cont.)
Give examples of reforms that Guang Xu
had in mind.
Replacing the civil service examination
with a new educational system and
Western-style schools, adopting
Western-style banks and a free press,
and training the army in Western
fighting techniques were three of his
proposed reforms.
(pages 687–688)
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Opening the Door to China
• Great Britain and the United States feared
other nations would overrun China should
its government collapse. 
• In 1899 the U.S. secretary of state John
Hay proposed equal access to the
Chinese market for all nations. 
• No nation disagreed, and Hay declared
that the foreign states agreed China
should have an Open Door policy.
(pages 688–689)
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Opening the Door to China (cont.)
• The policy reflected the American concern
for China’s survival and the trading
companies’ desires to operate in open
markets without the existing division into
spheres of influence. 
• The Open Door policy did lift restrictions
on foreign imports imposed by the
dominant power within each sphere,
although spheres of influence remained.

• The Open Door policy lessened the fears
of the Western powers that one of them
would try to dominate the Chinese market
for itself.
(pages 688–689)
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Opening the Door to China (cont.)
The North American Free Trade Agreement
(NAFTA) signed by the United States,
Mexico, and Canada opened up markets
among the three countries in 1994. Is
NAFTA a good treaty for the United States?
Why or why not?
(pages 688–689)
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Opening the Door to China (cont.)
Possible answers: Those supporting
NAFTA may point to the cheaper prices
for imports and increased opportunity for
exports that they believe it brings. Critics
may argue that NAFTA leads to job
losses and worker exploitation in
Mexico.
(pages 688–689)
The Boxer Rebellion
• The Open Door policy did not stop the
Boxer Rebellion, however. 
• Boxer was the popular name for members
of the secret group called the Society of
Harmonious Fists, who practiced a
system of exercise they thought would
protect them from bullets.
(page 689)
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The Boxer Rebellion (cont.)
• The Boxers were upset over foreign
influence in China. 
• They especially disliked Christian
missionaries and Chinese converts to
Christianity. 
• They killed Christians and foreigners,
including the German envoy to Beijing.
(page 689)
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The Boxer Rebellion (cont.)
• In response an allied army of the Western
powers and Japan attacked Beijing in
1900. 
• It restored order and demanded more
concessions from the Chinese
government, which was forced to pay a
heavy indemnity–payment for damages–
to the powers that had ended the
rebellion. 
• The Chinese imperial government was
weaker than ever.
(page 689)
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The Boxer Rebellion (cont.)
How did the Boxer Rebellion have an
effect opposite to what it intended?
It sought to rid China of foreign
influences, but its methods caused
such a strong military response from
the foreign powers that the failed
rebellion further weakened the Qing
dynasty and led the Chinese
government to pay heavy reparations
to the Western nations and Japan.
(page 689)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. payment for damages
A. extraterritoriality
__
A 2. living in a section of a country B. selfset aside for foreigners but
strengthening
not subject to the host
C. spheres of
country’s laws
influence
__
B 3. a policy promoted by
D. indemnity
reformers toward the end
of the Qing dynasty under
which China would adopt Western technology
while keeping its Confucian values and institutions
__
C 4. areas in which a foreign power has been granted
exclusive rights and privileges, such as trading
rights and mining privileges
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Checking for Understanding
Analyze how the Tai Ping Rebellion
helped to weaken the Qing dynasty.
The Tai Ping Rebellion caused a
devastating civil war lasting 14 years,
during which almost 20 million people
died. Because of the rebellion, the
Qing dynasty was forced to rely on
European aid.
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Checking for Understanding
List the countries that supplied troops
for the allied army, which was formed
to fight the Boxers in 1900.
Britain, France, Germany, Russia,
the United States, and Japan
supplied troops for the allied army.
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Critical Thinking
Drawing Inferences Why did
European nations agree to follow
the Open Door policy proposed by
the United States?
European nations agreed to follow
the Open Door policy proposed by
the United States because it helped
reduce imperialist hysteria over
access to the China market and
lessened the attempt of any one
country to dominate the market.
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Analyzing Visuals
Examine the illustration of the Tai
Ping Rebellion shown on page 686 of
your textbook. What visual evidence in
this picture shows that both the British
and the Chinese were determined to
win the battle?
Both are fierce and committed.
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Close
Compare the activities of European
countries in China to European
activities in Southeast Asia and India.
Why didn’t the European countries
attempt to exert direct control over
China as they did in other countries?
Revolution in China
Main Ideas
• Sun Yat-sen introduced reforms that led to a
revolution in China. 
• The arrival of Westerners brought changes to
the Chinese economy and culture. 
Key Terms
• provincial 
• commodity
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Revolution in China
People to Identify
• Sun Yat-sen 
• General Yuan Shigai 
• Henry Pu Yi 
Places to Locate
• Shanghai 
• Wuhan
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Revolution in China
Preview Questions
• What was Sun Yat-sen’s role in the collapse
of the Qing dynasty? 
• How did Western influence affect the Chinese
economy and culture?
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Revolution in China
Preview of Events
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listen to the audio again.
General Yuan Shigai was known as the
“father of the warlords.” At least 10 of the
most powerful warlords of the 1920s had
served as officers in his army. Many of
the other warlords achieved power
mainly through the backing of foreign
powers, including Japan, Great Britain,
and the Soviet Union.
The Fall of the Qing
• After the Boxer Rebellion, China
desperately tried to reform. 
• Even the Empress Dowager now
embraced educational, administrative,
and legal reforms.
(pages 691–693)
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The Fall of the Qing (cont.)
• A Western educational system replaced
the traditional civil service examination
educational system. 
• In 1909, legislative assemblies were
formed at the provincial (local) level. 
• Elections for a national assembly were
held in 1910.
(pages 691–693)
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The Fall of the Qing (cont.)
• The emerging elite of merchants and
professionals was angry on learning that
the new assemblies could not pass laws
but could only advise the ruler. 
• The reforms did nothing for the peasants,
artisans, and miners, whose conditions
worsened as taxes rose.
(pages 691–693)
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The Fall of the Qing (cont.)
• The first signs of revolution came with
Sun Yat-sen and his Revive China
Society, founded in the 1890s. 
• He believed China had to be united
under a strong government to resist
the foreigners. 
• Sun developed a three-part reform
process: military takeover, a period in
which Sun’s revolutionary party would
prepare the people for democracy,
and a constitutional democracy.
(pages 691–693)
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The Fall of the Qing (cont.)
• Sun united radical groups from across
China and formed the Revolutionary
Alliance, later the Nationalist Party. 
• It adopted Sun’s Three People’s
Principles–nationalism, democracy, and
the right for people to pursue their own
livelihoods.
(pages 691–693)
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The Fall of the Qing (cont.)
• In 1908, the Empress Dowager died, and
the Qing dynasty was near its end. 
• The infant Henry Pu Yi now occupied the
throne. 
• In 1911, followers of Sun Yat-sen began
an uprising in central China. 
• Sun was in the United States. 
• The Qing dynasty collapsed, but Sun’s
party did not have the strength to form
a new government, so it turned to a
member of the old order, General Yuan
Shigai, who controlled the army and had
been sent to suppress the rebellion.(pages 691–693)
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The Fall of the Qing (cont.)
• General Yuan negotiated with Sun’s party
and agreed to serve as president of a
Chinese republic and allow for the election
of a legislature. 
• Even so, the events of 1911 did not
produce a new social and political order. 
• The Revolutionary Alliance with its
Western liberal democratic principles was
supported mainly by the urban middle
class and so was too small to support a
new order.
(pages 691–693)
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The Fall of the Qing (cont.)
Why did Sun Yat-sen want China to be a
democracy?
He wanted the country to be unified, but
in a just and modern manner.
(pages 691–693)
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An Era of Civil War
• The military took over after the end of the
Qing dynasty. 
• The Revolutionary Alliance distrusted
General Yuan’s motives, however. 
• He did not understand Western liberalism
and tried to set up a new imperial dynasty,
even using murder and terror to destroy
the new democratic institutions.
(pages 693–694)
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An Era of Civil War (cont.)
• When General Yuan dissolved the
parliament, the Nationalists rebelled.

• The rebellion failed, and Sun Yat-sen
fled to Japan. 
• After he died in 1916, Yuan was
succeeded by one of his officers. 
• For several years China slipped into civil
war as weakened governmental power
allowed warlords to seize provincial
power. 
• Massive destruction and hunger were
the outcome.
(pages 693–694)
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An Era of Civil War (cont.)
How do you think China’s traditionalists
reacted to General Yuan’s reign?
The conservatives were angry with him
for casting his lot with the Nationalist
Party, even though the Nationalists
came to oppose him.
(pages 693–694)
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Chinese Society in Transition
• In traditional China young people were not
seen as individuals but as members of the
family, valued for their potential for work,
passing on the family name, and taking
care of aging parents. 
• In the early 1900s this attitude was
changing, due in part to a new
educational system. 
• Young people began to respect the past
less, especially the Confucian concept of
the family. 
• A spirit of individualism emerged out of
the revolt of the youth.
(pages 694–695)
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Chinese Society in Transition (cont.)
• Chinese society was already changing
in the mid-1800s. 
• The growth of industry and trade brought
to the cities a market for commodities–
marketable products–such as oil, copper,
salt, tea, and porcelain. 
• Transportation was improving, and new
crops from abroad increased food
production.
(pages 694–695)
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Chinese Society in Transition (cont.)
• Westerners affected the Chinese
economy in three ways: introducing
new means of transportation, creating
an export market, and integrating the
Chinese market into the nineteenthcentury world economy.
(pages 694–695)
Chinese Society in Transition (cont.)
• To some, these economic and other
changes were beneficial since they shook
China out of its traditional ways. 
• To others, the changes harmed China by
destroying local industry and by allowing
most of the profits to go to foreign
countries.
(pages 694–695)
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Chinese Society in Transition (cont.)
• China’s pace of change quickened in the
first quarter of the twentieth century. 
• After World War I, the Chinese began to
develop new ventures. 
• Cities like Shanghai and Wuhan became
major industrial and commercial centers
with a growing middle class and an
industrial working class.
(pages 694–695)
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Chinese Society in Transition (cont.)
Why did young people in China begin to
have less respect for the past at this point
in Chinese history?
Western ideas taught in the new urban
schools promoted individualism. In
addition, the teenage children of
westernized elites began copying the
“modern” clothing, music, and ideas of
young people in Europe and America.
(pages 694–695)
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China’s Changing Culture
• In 1800, life for most Chinese–farmers
whose lives revolved around the harvest
cycle and established customs and
rituals–was the same as it had been for
centuries. 
• A visitor to China in 1925 would have
seen a different society.
(pages 695–696)
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China’s Changing Culture (cont.)
• China’s changes were most visible in the
cities. 
• Many Chinese saw the Confucian values
and traditions as oppressive, and wanted
to replace them with the social ideals of
the modern, liberal West.
(pages 695–696)
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China’s Changing Culture (cont.)
• The struggle between old and new was
most visible in the field of culture. 
• Radical reformers wanted to eliminate
traditional culture to create a China the
modern world would respect. 
• In the late nineteenth century, intellectuals
began introducing Western books,
painting, music, and ideas. 
• By 1925, Western culture had flooded
China.
(pages 695–696)
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China’s Changing Culture (cont.)
• Western art became popular with the
urban middle class, while the traditional
culture remained popular with the more
conservative population, especially in
rural areas.
(pages 695–696)
China’s Changing Culture (cont.)
• Most creative artists followed the Western,
foreign trends. 
• Most Chinese novels, for example,
reflected the Western tendency toward a
realistic portrayal of society and described
the changing customs of urban elites. 
• Ba Jin’s trilogy Family, Spring, and
Autumn portrays the disintegration of
Confucian ways as young people try
to break from their elders.
(pages 695–696)
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China’s Changing Culture (cont.)
Why were China’s changes most visible
in the cities?
Those who had been educated and so
exposed to Western ideas and arts more
commonly lived in the cities.
(pages 695–696)
Click the mouse button or press the
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. local; of or relating to
a province
__
B 2. a marketable product
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A. provincial
B. commodity
Checking for Understanding
Describe the attitudes toward Western
culture held by Chinese in rural and
urban areas. Which of these two
groups do you think benefited more
from Western involvement in the
Chinese economy and society?
Urban areas embraced Western
culture, and rural areas retained
traditional ideas. Urban groups
benefited more from Western
involvement in the Chinese
economy and society.
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Checking for Understanding
List the stages in Sun Yat-sen’s threestage process for reform. What
principles did he hope to promote
in China?
Sun Yat-sen’s stages were: (1)
military takeover, (2) transitional
phase, and (3) constitutional
democracy. He hoped to promote
nationalism, democracy, and the
pursuit of livelihood in China.
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Critical Thinking
Analyze Why did the reforms
introduced by Empress Dowager
Ci Xi and General Yuan Shigai fail
to improve the way China was
governed?
The reforms failed to improve the way
China was governed because they
were too slow and limited. Conditions
did not improve for many.
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Analyzing Visuals
Examine the photograph of Sun Yatsen’s soldiers shown on page 692 of
your textbook. What inferences can
you draw about his army from looking
at the photo? How important was this
army in overthrowing the Qing
dynasty?
His army looks well equipped but more
relaxed and less regimented than
expected. The army was not significant
to the overthrow of the government.
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Close
The conflict between tradition and
change is never resolved and
seems to be repeated, usually with
less intensity than in China, by
every generation. Describe how
you have experienced or
witnessed the conflicts between
culture and change.
Rise of Modern Japan
Main Ideas
• Western intervention opened Japan, an
island nation that had been isolated for 200
years, to trade. 
• The interaction between Japan and Western
nations gave birth to a modern industrial
society. 
Key Terms
• concession 
• prefecture
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Rise of Modern Japan
People to Identify
• Matthew Perry 
• Mutsuhito 
• Millard Fillmore 
• Ito Hirobumi 
Places to Locate
• Edo Bay 
• Edo 
• Kyoto 
• Port Arthur
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Rise of Modern Japan
Preview Questions
• What effect did the Meiji Restoration have
on Japan? 
• What steps did Japan take to become an
imperialist nation?
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Rise of Modern Japan
Preview of Events
Click the Speaker button to
listen to the audio again.
The famous Japanese woodblock artist
Hokusai influenced Western painting in the
nineteenth century. He became known in
Europe and the United States because his
prints often were used to wrap porcelain
and other objects that were fashionable in
the West and exported there. Soon the
prints themselves became all the rage.
Serious artists learned new aesthetic ideas
from Hokusai’s prints and from the prints
of other Japanese artists.
An End to Isolation
• By 1800, the Tokugawa shogunate had
ruled the Japanese islands for two
hundred years. 
• The country was virtually isolated from
foreigners. 
• Foreign ships were driven away, and
the little foreign trading was done only
through Nagasaki.
(pages 697–698)
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An End to Isolation (cont.)
• Western powers approached Japan in the
hope of opening it up to their economic
interests. 
• The United States was the first foreign
country to succeed with Japan. 
• In 1853, four warships under Commodore
Matthew Perry arrived in Edo Bay (now
Tokyo Bay).
(pages 697–698)
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An End to Isolation (cont.)
• The purpose was to bring the “isolated
people into the family of civilized
nations.” 
• Perry carried a letter from President
Millard Fillmore, asking to open relations
between the two countries. 
• Some shogunate officials argued against
contact and others recommended
concessions, or political compromises. 
• The shogunate’s response was ultimately
dictated by the guns of Perry’s ships when
he returned for an answer with a larger
fleet.
(pages 697–698)
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An End to Isolation (cont.)
• Under military pressure Japan agreed to
the Treaty of Kanagawa. 
• It provided for the return of American
shipwrecked sailors, who previously
were treated as criminals, the opening
of two ports to Western traders, and
the establishment of a U.S. consulate
in Japan.
(pages 697–698)
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An End to Isolation (cont.)
• In 1858, a new treaty called for the
opening of several new ports to U.S.
trade and residence, and an exchange
of ministers. 
• Several European nations soon signed
such treaties with Japan.
(pages 697–698)
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An End to Isolation (cont.)
Which motive–the economic or the
civilizing–do you think was uppermost
for the U.S. government in establishing
relations with Japan?
(pages 697–698)
Resistance to the New Order
• Resistance to this change in relations with
the West was especially strong among the
samurai warriors in the territories of
Satsuma and Choshu. 
• In 1863, the Sat-Cho alliance forced the
shogun to promise to end relations with
the West.
(page 698)
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Resistance to the New Order (cont.)
• The Sat-Cho rebels were convinced they
needed to strengthen their military after
losing an exchange with Western ships. 
• They also demanded that the shogun
resign and restore the power of the
emperor. 
• Sat-Cho armies attacked the shogun’s
palace in Kyoto in 1868. 
• They declared the emperor restored. 
• The shogun’s forces and the shogunate
soon collapsed.
(page 698)
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Resistance to the New Order (cont.)
Why do you think the Sat-Cho alliance
was so opposed to opening relations
with the West?
Possible answers: The Sat-Cho alliance
saw Western culture and products as a
threat to traditional Japanese values. A
second reason might be that it saw the
West as imposing its will through military
threats.
(page 698)
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The Meiji Restoration
• Although the Sat-Cho leaders mistrusted
the West, they soon realized Japan must
modernize. 
• The new leaders embarked on reforms
that transformed Japan into a modern
industrial nation.
(pages 698–702)
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The Meiji Restoration (cont.)
• The young emperor Mutsuhito called his
reign the Meiji, or “Enlightened Rule.” 
• This period is known as the Meiji
Restoration. 
• Mutsuhito was controlled by the Sat-Cho
leaders, and the capital was moved to
their location, Edo (now Tokyo).
(pages 698–702)
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The Meiji Restoration (cont.)
• To undercut the power of the daimyo–
the local nobles–the new leaders stripped
them of the titles to their lands in 1871. 
• Their territories were organized into
prefectures, and the daimyo were
named governors of their previous
holdings. 
• Today, Japan is divided into 45
prefectures.
(pages 698–702)
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The Meiji Restoration (cont.)
• The Meiji reformers set out to create a
Western-style political system. 
• The leaders pledged in the Charter Oath
to create a new legislative assembly
within the framework of continued
imperial rule.
(pages 698–702)
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The Meiji Restoration (cont.)
• A commission under Ito Hirobumi traveled
to Great Britain, France, Germany, and
the United States to study their
governments. 
• Two factions appeared in Japan–Liberals
and Progressives. 
• Each wanted a government with power
divided between the legislature (parliament)
and the executive, but the Liberals wanted
power ultimately to reside with the
legislature and the Progressives wanted
it to reside with the executive. 
• The Progressives won.
(pages 698–702)
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The Meiji Restoration (cont.)
• Real executive authority lay not with the
emperor but with the prime minister and
his cabinet ministers, handpicked by the
Meiji leaders. 
• Further, the upper house included royal
appointments and elected nobles. 
• The government was democratic in form
but authoritarian in practice. 
• The traditional ruling class kept its
influence and economic power.
(pages 698–702)
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The Meiji Restoration (cont.)
• Meiji leaders set up a new system of land
ownership. 
• Peasants were given the lands of the
daimyo, who were compensated with
government bonds. 
• The leaders levied an annual 3 percent
land tax, which brought in revenues but
was a real burden to the farmers.
(pages 698–702)
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The Meiji Restoration (cont.)
• The government turned to promoting
industry, wanting to create a “rich country
and a strong state.” 
• The government subsidized industries,
brought in foreign advisers, improved
transportation, and started a new
educational system that stressed
applied science.
(pages 698–702)
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The Meiji Restoration (cont.)
• From the start, a unique feature of the
Meiji model of industrial development
was the close relationship between
government and private business. 
• Businesspeople were given money and
privileges to start new enterprises, and
the government played some role even
after the business was on its feet.
(pages 698–702)
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The Meiji Restoration (cont.)
• The Meiji reformers transformed other
institutions, especially the military. 
• In 1871, a new army based on
compulsory military service was formed. 
• All men served for three years.
(pages 698–702)
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The Meiji Restoration (cont.)
• A ministry of education guided the change
to universal education and instruction in
modern technology. 
• Soon the ministry adopted the American
educational system. 
• Bright students were sent to study
abroad. 
• However, much emphasis was still
placed on the virtues of loyalty to family,
community, and, especially, the emperor.
(pages 698–702)
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The Meiji Restoration (cont.)
• The Meiji Restoration changed Japan’s
social structure considerably. 
• Before, community and hierarchy ruled
society, and women especially were ruled
by the “three obediences”: child to father,
wife to husband, widow to son. 
• Now, for the first time women were
allowed to seek an education. 
• The shift to industry meant thousands
of Japanese took jobs that signaled
a change in the social structure.
(pages 698–702)
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The Meiji Restoration (cont.)
• Western fashions became the rage among
the elite. 
• Baseball was imported from the United
States. 
• Young people were increasingly
influenced by Western culture and
values, imitating Western clothes,
hairstyles, and social practices.
(pages 698–702)
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The Meiji Restoration (cont.)
• The social changes had a dark side. 
• Many workers were ruthlessly exploited
in the coal mines and textile mills. 
• Miners trying to escape their horrible
conditions sometimes were shot. 
• Even so, resistance was not unknown.

• Many sought political rights and
recognition of basic human rights.
(pages 698–702)
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The Meiji Restoration (cont.)
• The change to a “modern society” did not
undermine the old loyalties, however. 
• They were taught in the new schools and
codified in the constitution of 1890 and
the Civil Code of 1898, where, for
example, individual rights were played
down, the right to vote was limited to
men, and women were placed within the
context of their family role exclusively.
(pages 698–702)
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The Meiji Restoration (cont.)
Why did young people in Japan adopt
the clothing styles, hairstyles, and social
practices of European and American
young people in the late 1800s?
It was a way of shaping one’s identity
and was viewed as modern.
(pages 698–702)
Click the mouse button or press the
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Joining the Imperialist Nations
• Japan also copied the Western imperialist
approach to foreign affairs, in part
because it had no natural room for
expansion. 
• To compete with the West, Japan
believed it would need colonies as
a source of wealth and power.
(pages 702–703)
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Joining the Imperialist Nations
(cont.)
• In 1874, the Japanese claimed control
of the Ryukyu Islands, previously
subject to Chinese rule. 
• Japan’s navy forced Korea to open its
ports to Japanese trade. 
• In the 1880s, tension between China
and Japan over Korea grew. 
• They warred, and the Japanese
destroyed the Chinese fleet and
entered the Manchurian city of Port
Arthur.
(pages 702–703)
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Joining the Imperialist Nations
(cont.)
• Rivalry with Russia over influence
in Korea led to strained relations. 
• Russia was supremely confident it
could defeat Japan in a war. 
• Japan launched a surprise attack on
the Russian naval base at Port Arthur,
which Russia had taken from China
(Japan had earlier returned the port to
China). 
• Japanese forces moved into China,
and the Russian troops were not a
match for them.
(pages 702–703)
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Joining the Imperialist Nations
• Meanwhile, the Japanese navy
defeated the Russian navy. 
(cont.)
• Russia agreed to a humiliating peace
in 1905. 
• They gave the strategic Liaodong
Peninsula to Japan, as well as part
of an island north of Japan. 
• The victory established Japan as
a world power.
(pages 702–703)
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Joining the Imperialist Nations
(cont.)
• Japan consolidated its position in
northeastern Asia, annexing Korea
in 1910. 
• The United States recognized Japan’s
role in Korea in return for Japan’s support
for American authority in the Philippines. 
• Mutual suspicion between the two
countries was growing, however. 
• Japan resented U.S. restrictions on
immigration, and many Americans
feared Japan’s growing power.
(pages 702–703)
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Joining the Imperialist Nations
(cont.)
How did geography play an important
role in Japanese imperialism?
Japan was a relatively small nation, with
few natural resources and no room to
expand. To become powerful, Japan
would have to conquer other regions.
(pages 702–703)
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Culture in an Era of Transition
• The wave of Western technology and
ideas that entered Japan greatly changed
traditional Japanese culture, especially
in literature. 
• Japanese authors began imitating the
Western models. 
• Other aspects of culture also changed. 
• The Japanese invited technicians,
engineers, architects, and artists from
Europe and the United States to teach
modern skills to Japanese students.
(pages 703–704)
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Culture in an Era of Transition (cont.)
• By the end of the 1800s, however,
a national reaction had set in. 
• In 1889 the Tokyo School of Fine Arts
was established to promote traditional
Japanese art. 
• Some Japanese artists searched for
a new but traditional means of
expression.
(pages 703–704)
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Culture in an Era of Transition (cont.)
• Cultural exchange flowed East to West,
as well. 
• Japanese porcelains, textiles, fans,
woodblock prints, and folding screens
became fashionable in Europe and
North America. 
• Japanese art influenced Western
painters, and Japanese gardens
became especially popular in the
United States.
(pages 703–704)
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Culture in an Era of Transition (cont.)
What is an Asian influence on
contemporary popular culture?
The clearest influence is martial
arts and martial arts movies.
(pages 703–704)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. in the Japanese Meiji
Restoration, a territory
governed by its former
daimyo lord
__
A 2. political compromise
Click the mouse button or press the
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A. concession
B. prefecture
Checking for Understanding
Explain how the Japanese educational
system promoted traditional values
even as it adopted Western educational
models.
The Japanese educational system
retained an emphasis on loyalty to
family, community, and emperor.
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Checking for Understanding
List the professionals that the Japanese
invited from abroad to teach “modern”
skills.
The Japanese invited technicians,
engineers, architects, and artists
to teach “modern” skills.
Click the mouse button or press the
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Critical Thinking
Explain How did the Japanese land
reform program create internal
problems?
The Japanese land reform program
created internal problems because the
new tax did not vary by size of harvest.
Many farmers were forced to sell their
land.
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Analyzing Visuals
Examine the photograph on page 700
of your textbook. What characteristics
of modern Japan does it illustrate?
The photograph illustrates the highly
mechanized characteristics of modern
Japan. Also, the worker wears Western
clothing.
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Close
Reform efforts in Japan produced
dramatic changes but did not provide
security or stability. Discuss changes
and developments in Japan that
contributed to social and economic
instability.
Chapter Summary
Imperialist powers advanced into China
and Japan in the nineteenth century. China’s
government fell, but Japan’s modernized
and endured.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. The daimyo governed _______________
prefectures
after the
Meiji Restoration seized their lands.
2. Europeans who lived by their own laws while on
extraterritoriality
Chinese soil practiced _______________.
3. European traders established _________________
spheres of influence
in which they negotiated directly with Chinese
warlords.
4. The presence of Commodore Perry’s fleet pressured
concessions
the Japanese to make _____________.
self-strengthening called for the
5. The policy of _______________
Chinese people to adopt Western technology while
retaining their Confucian values and institutions.
Click the mouse button or press the
Space Bar to display the answers.
Reviewing Key Facts
Economics What items did the British
import from China, and how did they
pay for them?
The British imported tea, silk, and
porcelain from China. As payment,
they gave Indian cotton, silver, and
opium.
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Reviewing Key Facts
Government List the terms of the
Treaty of Nanjing.
The Chinese agreed to open five
coastal ports to British trade, limit
taxes on imported British goods,
pay for the Opium War, and give
the island of Hong Kong to the
British.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Culture Explain the One Hundred
Days of Reform and their outcome.
Emperor Guang Xu issued edicts
calling for major political, administrative,
and educational reforms based on
changes in Japan. Conservatives and
Empress Dowager Ci Xi opposed the
reforms. Ci Xi imprisoned Guang Xu
and ended his reform efforts.
Click the mouse button or press the
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Reviewing Key Facts
Citizenship Summarize the terms of
Sun Yat-sen’s reform program and tell
whether or not they were
implemented.
Sun Yat-sen called for a three-stage
process to introduce democracy to
China: military takeover, a transitional
phase, and constitutional democracy.
No, the Revolution of 1911 marked the
collapse of the old order, not the
creation of a new system.
Click the mouse button or press the
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Reviewing Key Facts
Government What was the role of
the Revolutionary Alliance?
It united radical groups from across
China. It advocated Sun Yat-sen’s
Three People’s Principles, which
promoted nationalism, democracy,
and the right for people to pursue
their own livelihoods.
Click the mouse button or press the
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Critical Thinking
Summarizing Summarize the effects
of imperialism on nineteenth-century
China.
Western demands undermined the
authority of the Qing dynasty,
strengthened provincial warlords, and
opened China up to more contact with
the West. The benefits included the
development of modern transportation
and communications, the creation of an
export market, and the integration of
the Chinese market into the nineteenthcentury world economy.
Click the mouse button or press the
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Critical Thinking
Analyzing How effective was Japan’s
territorial expansion program?
Critical Thinking
Identifying Options Instead of
importing opium to China, what else
might the British have done to restore
the balance of trade?
Analyzing Maps and Charts
Study the chart below and answer the questions on the
following slides.
Analyzing Maps and Charts
What impact did the Meiji Restoration
have on the social structure of Japan?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
The Japanese adopted many Western
practices.
Analyzing Maps and Charts
How do you think the daimyo felt
about the Meiji Restoration?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Possible answers: The daimyo were angry to lose
their land. The textbook states that they were
compensated with government bonds and by being
made governors of their prefectures. In the long run,
they probably appreciated the political stability and
economic progress that resulted.
Analyzing Maps and Charts
What effect did the Meiji Restoration
have on industry?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
The Meiji Restoration encouraged
industry.
Standardized Test Practice
Directions: Use the map and your knowledge of world
history to answer the question on the following slide.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
Which of the following resulted from Japanese expansion?
F Japan was humiliated by its losses.
G Japan became an important military force.
H Russia and Japan competed for control of China.
J China’s government was strengthened and reformed.
Test-Taking Tip Any time you get a map, pay careful
attention to the title and to the map legend. The legend
gives information crucial to understanding the map.
The information in the legend may also help you
eliminate answer choices that are incorrect.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Economics Participate in a debate on the issues
of foreign trade. Assume the role of Chinese
officials and European merchants. The debate
topic should be: What should the Chinese trade
policy be? Should the Chinese keep foreign
merchants out of China?
Language Arts Watch the 1987 film The Last
Emperor. Write a report analyzing the way the film
uses the story of Pu Yi as a mirror reflecting China’s
passage from feudalism through revolution toward
a modern society.
Music
Sociology
Click on a hyperlink to view the corresponding slide.
Music Puccini’s popular opera Madame Butterfly,
which was first performed in 1904, dramatizes some
of the consequences of Japan’s relationship with the
West. Research the opera and summarize its central
themes.
Sociology The Japanese in America had already suffered
discrimination before World War II. In reaction to a wave of
Japanese immigration in the late 1890s and early 1900s,
Californians organized a Japanese and Korean Exclusion
League with the aim of combating the “Japanese menace.”
In 1906, a San Francisco school board assigned all Asian
students to one segregated school. The Japanese
government officially protested this intended slur to the
government. Theodore Roosevelt fashioned an agreement
whereby San Francisco retracted the segregation order in
exchange for a promise from Japan to limit immigration of
farmers and workers to the United States and to Hawaii.
Matthew Perry On his mission to Japan,
Commodore Perry was careful to bring examples
of modern technology to leave with the Japanese,
in order to impress the Japanese with the power
and scientific advances of the West, including a
telegraph. Perry even set up a miniature railroad
along the coast that caught the attention of
Japanese officials as it chugged along its tracks.
The technological and military significance of these
gifts was not lost on the Japanese. Why would Perry
try to impress the Japanese with Western
technology?
What were the conditions of the Treaty of Kanagawa
that helped make Japan an imperialist nation?
Writing a Report
Why Learn This Skill?
You have learned about taking notes, making outlines, and
finding sources for researching a paper. Now how do you
put all those skills together to actually write a report?
This feature can be found on page 690 of your textbook.
Writing a Report
Learning the Skill
Use the following guidelines to help you in writing a report: 
• Select an interesting topic. As you identify possible topics,
focus on resources that are available. Do preliminary
research to determine whether your topic is too broad or too
narrow. For example, writing about Japan in the nineteenth
century is very broad. There is too much information to
research and write about. Narrowing it down to one event in
the nineteenth century, such as the Treaty of Kanagawa, is
much more practical. If, however, you cannot find enough
information about your topic, it is probably too narrow.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Writing a Report
Learning the Skill
Use the following guidelines to help you in writing a report:
• Write a thesis statement. The thesis defines what you
want to prove, discover, or illustrate in your report. 
• Prepare and do research on your topic. Make a list of
main idea questions, and then do research to answer those
questions. Prepare note cards on each main idea question,
listing the source information. 
• Organize your information. Use an outline or another kind
of organizer. Then follow your outline or organizer in writing
a rough draft of your report.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Writing a Report
Learning the Skill
Use the following guidelines to help you in writing a report:
• Include an introduction, main body, and conclusion.
The introduction briefly presents the topic and gives your
topic statement. The main body should follow your outline
to develop the important ideas in your argument. The
conclusion summarizes and restates your findings. 
• Revise the first draft. Before writing the final draft of your
report, wait one day and then reread and revise your first
draft.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Writing a Report
Practicing the Skill
Suppose you are writing a report on the decline of the Qing
dynasty. Answer the questions on the following slides about
the writing process.
This feature can be found on page 690 of your textbook.
Writing a Report
Practicing the Skill
What is a possible thesis statement?
Thesis statements define what you want to
prove, discover, or illustrate in your report.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing a Report
Practicing the Skill
What are three main idea questions?
Possible answers: What were the internal
causes? What were the external causes?
What could the Qing rulers have done
differently to stop or reverse the decline?
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing a Report
Practicing the Skill
What are three possible sources of information?
Possible answers: Three sources of information
include the Internet, encyclopedias, and books
on the Qing dynasty.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing a Report
Practicing the Skill
What are the next two steps in the process
of writing a report?
The next steps in writing a report include
creating an outline and writing a rough draft.
This feature can be found on page 690 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The Summer Palace in Beijing today
Palace interior
Read Looting of the Summer Palace on page 682 of
your textbook. Then answer the questions on the
following slides.
This feature can be found on page 682 of your textbook.
Which groups were trying to carry out activities
in China and Japan?
European merchants and missionaries were
trying to carry out activities in China and
Japan.
This feature can be found on page 682 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How did China respond to the challenge of
Western influences?
China was resistant, but eventually gave in
to the challenge of Western influences.
This feature can be found on page 682 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What role did the military play in the opening of
China and Japan to European merchants and
missionaries?
The military provided a threat of force.
This feature can be found on page 682 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page
705 of your textbook.
Read the information
on page 705 of your
textbook. Then
answer the
questions on the
following slides.
This feature can be found on page 705 of your textbook.
Click the Speaker button to listen to the audio again.
What did President Fillmore want from the
Japanese?
President Fillmore wanted to be permitted
to trade with them and to have shipwrecked
American sailors treated justly and protected
until they could be picked up.
This feature can be found on page 705 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why can his letter be seen as a masterful
combination of salesmanship, diplomacy,
and firmness?
President Fillmore was very complimentary
and conciliatory but also direct and
persuasive.
This feature can be found on page 705 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
From the perspective of President Fillmore,
and others in the United States, the emperor's
decision may have looked easy. Explain why
this would not have been a simple decision for
the emperor.
This feature can be found on page 705 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Possible answer: While trade with the United
States might be advantageous, the emperor
probably knew that if he made concessions
to the Americans, he would be forced to
make concessions to the British, the French,
the Germans, and the Russians. The
Japanese would be inundated with foreign
ideas, which would threaten the Japanese
way of life. The emperor probably also
realized that, if he refused, the United States
would use force. He was in a no-win
situation and forced to make the best of it.
This feature can be found on page 705 of your textbook.
China
In traditional China, children were
thought of not as individuals but
as members of a family. Indeed,
children were valued because
they–especially the sons–would
help with the work in the fields,
carry on the family name, and
care for their parents in old age.
By the beginning of the twentieth
century, however, these attitudes
had changed in some parts of
Chinese society.
Read the excerpt on pages 694–
695 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 694–695 of your textbook.
Contrasting Contrast the traditional way of life
with life after 1915 for young people in China.
Traditionally, children were valued not as
individuals but as part of the family. After 1915,
young people developed a spirit of
individualism and rejected ideas such as
respect for elders, supremacy of men over
women, and sacrifice of individual needs to
the demands of the family.
This feature can be found on pages 694–695 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing about History How do the teenagers
in China during the early twentieth century
compare to the young people in the United
States today? What common problems might
both experience? Write a one-page essay
explaining your ideas. Give specific examples
to support your point of view.
This feature can be found on pages 694–695 of your textbook.
The Russo-Japanese War
Objectives
After viewing “The Russo-Japanese War,” you should: 
• Recognize the role the United States played in fostering
Japan's interaction with the Western world in the mid-19th
century. 
• Know some of the ways in which
Western practices and ideas
influenced Japan's culture. 
• Understand that Japan's defeat of
Russia in 1905 established Japan
as a military force and had
far-reaching consequences.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
The Russo-Japanese War
Why did 19th-century Japanese leaders create
a national constitution?
When Japanese leaders discovered that
Western nations had constitutions, they
wanted Japan to have one in order to claim
the same status as its Western counterparts.
Click the mouse button or press the
Space Bar to display the answer.
The Russo-Japanese War
What was President Theodore Roosevelt's role
in ending the Russo-Japanese War?
President Roosevelt served as mediator
between Russia and Japan, leading to a
peace treaty between the two that was signed
in 1905.
Click the mouse button or press the
Space Bar to display the answer.
Maps
Qing Empire, 1911
Spheres of Influence in China, 1900
Click on a hyperlink to view the corresponding slide.
Peasants were involved
in the Tai Ping
Rebellion.
The British refusal to halt
Opium trade caused the
Opium War.
Click the mouse button or press the
Space Bar to display the answers.
The killing of
foreigners by Boxer
bands caused the
allied forces to attack.
He believed the Qing
Dynasty was in decay.
He believed China
should have a
republic.
Click the mouse button or press the
Space Bar to display the answers.
He believed it should
be equalized.
Japanese gardens
became popular in
the United States.
Wood block prints, textiles,
arts, and crafts influenced
Western culture.
Click the mouse button or press the
Space Bar to display the answers.
Baseball and
ballroom dancing
became part of
Japanese culture.
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