2015 Accelerated Japan and Western Imperialism Lesson Plan
Dates:
Day One:
1. Quiet Question: Type Two Prompt---Using your China and Western Imperialism Time Notes,
you and your partner are going to answer the Reflection Questions on the primary sources.
Reflection Questions:
a)What does Feng Guifen see as China’s weakness? Why? Give an EXAMPLE of this from your
Timeline Notes.
b)When Feng Guifen looks at the West, what sort of things does he notice and draw the attention
of his fellow Chinese to? Why? Give an EXAMPLE from your Timeline Notes on why this would be
important.
c)What do Yan Fu’s ideas expressed in the excerpt indicate about China’s future as he sees it?
Explain. How does this relate to what happened to China?
Primary Sources:
Introduction: As the Qing Empire suffered military defeat and economic encroachment at the
hands of the Western powers and Japan in the nineteenth century, Chinese scholars searched for
the roots of their country’s weakness, for the keys to the power of the West and Japan, and thus
for whatever actions the Qing Empire and the Chinese people could take in order to make their
country rich, powerful, and able to stand up to external enemies.
One way of accomplishing these goals was to learn more about Western physical and social
sciences, philosophy, religion, and culture. To this end, many Chinese scholars devoted
themselves to the study of Western things and to the translation of Western Books.
Yan Fu (1854-1921) was one of the nineteenth century’s most noted translators of Western books
into Chinese. In his primary source excerpt, Yan discusses learning from the West in terms of two
concepts from Chinese philosophy. Yong which means concrete techniques. Ti which means the
cultural foundation of context of those techniques.
Fen Guifen (1809-1874) was also one of the leading scholars. He was a classically educated
scholar, served as a government official, and was also an advisor to the leading Qing statesmen.
In his primary source excerpts, Feng discusses Western learning and its role in the Qing Empire.
Primary Source One: Feng Guifen and “On the Adoption of Western Learning”
“...Today the world is 90,000 li around. There is no place boats and vehicles do not travel or
human power does not reach...According to Westerners’ maps, there are at least one hundred
countries in the world. Of the books of these hundred countries, only those from Italy from the
time of the end of the Ming Dynasty and from present-day England, numbering in all several tens,
have been translated....”
“Books on mathematics, mechanics, optics, light, chemistry, and others all contain the ultimate
principles of understanding things. Most of this information is unavailable to people in China....I
have heard that with their new methods the Westerners have found that the movements of the
earth conform closely to those of the heavens. This can be of assistance in fixing the calendar...I
have heard the Westerner’s methods of clearing sand from harbors is very effective...This can be
of assistance to keep the water flowing. Also, for agricultural and sericultural tools, and things
required for various crafts, they mostly use mechanical wheels, which require little energy but
accomplish much.... There are many intelligent people in China. Surely there are some who,
having learned from the barbarians, can surpass them....”
“The principles of government are derived from learning. In discussing good government, the
famous historian Sima Qian said: ‘Take the later kings as models,’ because they were closer to his
own time, and customs, having changed, were more alike, so that their ideas were easy to
implement because they were plain and simple. In my humble opinion, at the present time it is
also appropriate to say learn from the various nations, for they are similar to use and hence their
ways are easy to implement. What could be better than to take Chinese ethical principles of
human relations and Confucian teachings as the foundation (Ti) and supplement them with the
techniques (Yong) of wealth and power of the various nations?”
Primary Source Two: Yan Fu and “Learning From The West”
“I think the greatest difference between China and the West, which can never be made up, is that
the Chinese are fond of antiquity but neglect the present. The Westerners are struggling in the
present in order to supersede the past. Chinese consider that a period of order and a period of
disorder, and a period of prosperity and a period of decline are the natural course of heavenly
conduct of human affairs; while Westerners consider that daily progress should be endless, and
that what has already been prosperous will not decline, and that when things are well governed,
they will not be in disorder again---all of which they take as an absolute law of academic thought
and political ideas...”
“The foundation of Ti and the use of Yong mean the same thing. The body of an ox should have
the use of carrying heavy things; the body of the horse should have the use of carrying something
to a distance. I have never heard that the ox is the body or the foundation, while the horse is for
use. The difference between Chinese and Western knowledge is as great as that between
complexions and the eyes of two races. We cannot force the two cultures to be the same or
similar. Therefore, Chinese knowledge has its foundation and function; Western knowledge has
also its foundation and function. If the two are separated, each can be independent; if the two
were combined, both would perish....”
2.
Class: We are now going to begin the study of Japan and Western Imperialism. Of all the
regions we have studied this year, Japan is the ONLY ONE to take a different path. Look at
the quote below, what do you think was the different path? After discussing this, we are
going to read the attached introduction reading entitled “New Identity in Japan: Resistance
and Change.”
“The Japanese willow bent with the winds of western imperialism and survived; the Chinese oak
stood fast against the winds from the west and fell.” What does this quote mean?
3. Class: The teacher is going to begin the Japan and Western Imperialism PowerPoint. You are
to take notes in the provided graphic organizer.
4. Homework: Continue to work on the East Asia and Imperialism Propaganda Poster following
the chunking.
Day Two:
5. Class: The teacher is going to finish the Japan and Western Imperialism PowerPoint. You are
to finish taking notes in the provided graphic organizer.
6. Homework: Continue to work on the East Asia and Imperialism Propaganda Poster. It is due
on:__________________________