Educerie
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Educerie · IB Diploma · History

Paper 1 Focused study 3: Political and economic transitions (from May 2028)

M1 The Meiji Restoration: what caused the transition? (1853–1868)

Why did the Tokugawa shogunate, which had ruled Japan for 250 years, collapse between 1853 and 1868, and why did power pass to the emperor and the men around him?

SL and HL. Paper 1 is the same paper at both levels, so every section here is examinable for both.

What you must be able to do

  • Explain the long-term decline of the Tokugawa shogunate: its political system, its finances, the samurai's debts and peasant unrestInquiry question: "Why did the Tokugawa shogunate collapse?"
  • Explain how Rangaku, Kokugaku and the Mito school changed what educated Japanese thought about the West and the emperorContext of a source by a Mito scholar or a student of Dutch learning (6 marks)
  • Explain the stagnation of the Tokugawa order and who demanded rapid modernisation, and whyContent of a reformer's memorial (6 marks)
  • Explain the influence of the United States: Perry (1853–1854), the Treaty of Kanagawa and the Harris Treaty (1858)Content of the Fillmore letter or a treaty (6 marks)
  • Explain the influence of Britain, France and the other European powers: the treaties, trade, Kagoshima (1863), Shimonoseki (1864), arms and advisersContext of a British diplomat's memoir (6 marks)
  • Explain how Satsuma and Chōshū moved from "expel the barbarians" to overthrowing the shogun, and narrate 1866 to January 1868Own knowledge in every answer
  • Weigh foreign pressure against internal weakness, using historians' perspectivesPerspectives across all three sources (12 marks)

At the end of the note you tick off each one you can do: Check your understanding.

In the exam. Paper 1, 1 hour 15 minutes, 24 marks (30% of the SL grade, 20% of HL). Three sources, A, B and C, framed by one inquiry question, and the same three questions every time: explain how the content of Sources A and B can be used to answer the inquiry question (6 marks); analyse how the context of Source C affects its use (6); examine how the perspectives in all three sources can be used (12). Focused study 3 has two examples, the Meiji Restoration and the Russian Federation (1985–1999); you must learn both, and the paper uses one.

1The Tokugawa order and how it decayed

Figure 1 · The road to January 1868 Figure 1 · The road to January 1868 Pressure from outside: the USA and Europe 1853 Perry's four warships off Edo with President Fillmore's letter 1854 Treaty of Kanagawa: Shimoda and Hakodate opened to US ships 1858 Harris Treaty, then the Ansei treaties: trade, extraterritoriality, fixed tariffs 1859– Trade at Yokohama: gold drains out, prices rise through the 1860s 1862 Namamugi: Satsuma men kill a British merchant 1863 British squadron bombards Kagoshima (Satsuma) 1864 Four-power fleet destroys Chōshū's forts at Shimonoseki 1865–67 France backs the shogun; Britain courts Satsuma and Chōshū; arms sold to both Weakness and change inside Japan 1600s Tokugawa order: rice taxes, fixed classes, outer lords shut out of power 1700s Money economy: samurai in debt, merchants rich; Rangaku and Kokugaku spread 1825 Mito school's New Theses: emperor at the centre, expel the West 1833–43 Tenpō famine, Ōshio's rising (1837), failed Tenpō Reforms 1858–60 Treaty signed without the emperor; Ansei Purge; Ii Naosuke killed 1863–65 Chōshū's Kiheitai rifle units; radicals take the domain 1866 Satsuma–Chōshū alliance; shogun's army beaten by Chōshū 1867 Mutsuhito emperor (Jan); Yoshinobu returns his powers (Nov) 1868 3 January: imperial rule restored; Boshin War won by 1869 long-term condition foreign trigger crisis or violence the overthrow The foreign threat struck a system already in trouble, and the domains that learned from it fastest overthrew the shogun in the emperor's name.
Figure 1 · The road to January 1868: pressure from outside, weakness inside

The system. After victory at Sekigahara (1600), Tokugawa Ieyasu became shogun in 1603. His family held about a quarter of Japan's land directly and controlled the rest through some 260 domains. The fudai lords, Tokugawa allies, ran the government; the tozama ("outer") lords, the defeated of 1600, were excluded from it. Alternate attendance (sankin kōtai) made every lord spend every other year in Edo and leave his family there as hostages, which kept the lords loyal and drained their treasuries. Society was fixed in law into samurai, peasants, artisans and merchants, and from the 1630s contact with the outside world was limited to Dutch and Chinese traders at Nagasaki, a policy later called sakoku, "closed country".

A rice system in a money economy. Two centuries of peace brought roads, cities and commerce. Edo had about a million people. Taxes were still assessed in rice, and samurai were paid in rice stipends, but they had to live in towns and buy with money. When rice was cheap and goods dear, the samurai lost out. Domains "borrowed" part of their retainers' stipends and fell into debt to Osaka merchants; many lower samurai lived poorly, while merchants, officially the bottom class, grew rich. That gap between legal rank and real wealth bred resentment among exactly the men who later made the Restoration.

The countryside. Population stopped growing after about 1720 at roughly 30 million. Peasant protests (ikki) became more frequent through the eighteenth and nineteenth centuries. The Tenpō famine (1833–1837) killed many thousands, and in 1837 Ōshio Heihachirō, a former shogunal official, led a rising in Osaka itself, the shogun's commercial capital. The Tenpō Reforms (1841–1843) tried to cut spending and push people back to the land; they failed and their author was dismissed.

Who reformed better. While the shogunate's reforms failed, some outer domains succeeded. Satsuma repaid its debts on terms that amounted to a near-default and profited from a sugar monopoly and trade through the Ryukyu Islands; Chōshū reorganised its finances in the 1840s. Both came to the 1850s with money, large samurai bands, and a 250-year-old memory of defeat by the Tokugawa.

Decline is not the same as collapse. The Tokugawa had survived famine, debt and riots before; what changed in the 1850s was that a foreign threat attacked the regime's one claim that could not be argued away, its ability to defend Japan.

2Stagnation, new ideas and the demand for modernisation

Rangaku, "Dutch learning". Through Nagasaki, Japanese scholars studied western medicine, astronomy and gunnery from Dutch books. In 1774 Sugita Genpaku and colleagues published a translation of a Dutch anatomy text after seeing that its drawings matched a dissection better than Chinese medical books did. Rangaku taught a minority that the West was technically ahead, and supplied the translators, doctors and gunnery experts of the 1850s and 1860s.

Kokugaku, "national learning". Scholars such as Motoori Norinaga (1730–1801) studied Japan's oldest texts to recover a Japanese way before Chinese influence. They taught that Japan was uniquely ruled by a line of emperors descended from the sun goddess. They did not attack the shogun, but they made the emperor the centre of what Japan was.

The Mito school. In the domain of Mito, itself a branch of the Tokugawa family, Aizawa Seishisai wrote the New Theses (1825), warning of western designs on Japan and calling for national unity around the emperor. The slogan sonnō jōi, "revere the emperor, expel the barbarians", came from this school. It was meant to strengthen the shogunate. After 1858 it was turned against it.

The demand for rapid modernisation. By the 1850s a group of thinkers argued that Japan must learn western technology fast to survive. Sakuma Shōzan summed it up as "Eastern ethics, Western science". His pupil Yoshida Shōin of Chōshū tried to stow away on Perry's ship in 1854, ran a small school whose students included Takasugi Shinsaku, Itō Hirobumi and Yamagata Aritomo, and was executed in 1859. Fukuzawa Yukichi travelled with the shogun's missions to the United States (1860) and Europe (1862), and his Conditions in the West (1866) was a best-seller.

The shogunate modernised too. It opened a naval training school with Dutch instructors at Nagasaki (1855), an institute for western books (1856), and with French help a shipyard at Yokosuka (from 1865) and a French military mission (1867). The last shogun, Tokugawa Yoshinobu, began serious reforms in 1867. This matters for the argument: the regime did not fall because it refused to change. It fell because its rivals changed faster and claimed the emperor.

3The influence of the United States

Why America came. The United States wanted coaling stations for steamships crossing to China, safe treatment for shipwrecked whalers, and trade. In July 1853 Commodore Matthew Perry brought four warships, two of them steam frigates, into the bay below Edo, delivered a letter from President Millard Fillmore asking for friendship, coal, provisions and trade, and said he would return for an answer.

The shogunate's choice. The chief councillor, Abe Masahiro, did something no shogunate had done: he circulated the letter to the daimyō and asked their advice. Most answers were hostile to opening the country, and few were practical. Asking at all admitted weakness, and invited lords who had been excluded from government for 250 years to have a say in it.

The Treaty of Kanagawa (31 March 1854). Perry returned in February 1854 with a larger squadron. The treaty opened Shimoda and Hakodate to American ships for supplies, promised good treatment for shipwrecked sailors, allowed a US consul at Shimoda and gave the United States any privilege later granted to another country (the most-favoured-nation clause). It was not yet a trade treaty.

The Harris Treaty (29 July 1858). The consul, Townsend Harris, used the news of Britain's and France's war against China to argue that Japan should sign a fair treaty with America before warships forced a worse one. The Treaty of Amity and Commerce opened more ports to trade, let foreigners live in Edo and Osaka, fixed import duties by treaty, and gave extraterritoriality: Americans who broke the law were tried by their own consuls. Within weeks similar treaties were signed with the Netherlands, Russia, Britain and France (the Ansei treaties). These were the unequal treaties: Japan could not change its tariffs or try foreigners without the powers' consent.

The political cost. The emperor, Kōmei, refused to approve the treaty. The shogun's chief minister, Ii Naosuke, signed it anyway, settled a succession dispute against the reformers' candidate, and purged his critics (the Ansei Purge, 1858–1859). In March 1860 samurai, most from Mito, killed him outside the Sakurada Gate of Edo Castle. A shogunate that could not protect its own chief minister in front of its own castle had lost its aura.

4The influence of Britain, France and the other European powers

Trade and inflation. Trade began at Yokohama in 1859. Silk and tea exports boomed, which raised prices at home. Japan valued gold low against silver compared with world markets, so foreign traders exchanged silver for Japanese gold coins and shipped the gold out; the shogunate's answer was to issue smaller coins, which fed inflation. Prices of rice and other goods rose sharply through the 1860s, hurting samurai on fixed stipends and townspeople, and anger at "the barbarians" spread.

Terror and reprisal. Radical samurai (shishi, "men of high purpose") murdered foreigners and officials. In 1862 Satsuma retainers killed the British merchant Charles Richardson at Namamugi; when Satsuma refused to hand over the killers, a British squadron bombarded its capital, Kagoshima, in August 1863. Chōshū obeyed the court's call to expel the foreigners by firing on western ships in the Shimonoseki strait in June 1863; in September 1864 a fleet of British, French, Dutch and American ships destroyed its forts.

From "expel" to "learn". Both domains drew the same lesson: the West could not be expelled with swords, so Japan must get western weapons first. Satsuma made peace with Britain and bought ships and rifles. In Chōshū, Takasugi Shinsaku had formed the Kiheitai (1863), rifle units that mixed samurai and commoners; in 1865 the radicals took over the domain. Five Chōshū students, including Itō Hirobumi and Inoue Kaoru, had already gone secretly to London in 1863, and Satsuma sent its own students in 1865.

Rival patrons. The French minister Léon Roches backed the shogunate with loans, advisers and a military mission. The British minister Harry Parkes and his interpreter Ernest Satow cultivated Satsuma and Chōshū; Satow's anonymous newspaper articles of 1866, arguing that the treaties should be made with the emperor and the lords rather than the shogun alone, circulated in Japanese translation. Arms dealers, among them the Scot Thomas Glover in Nagasaki, sold to whoever paid. No power fought the war for either side, but the West shaped who was armed and who looked legitimate.

5The fall, 1864–1868, and the historians

The alliance. In 1864 the shogunate sent an expedition that forced Chōshū's submission, but the radicals then seized control of the domain. Early in 1866, with Sakamoto Ryōma of Tosa as go-between, Satsuma and Chōshū made a secret alliance. That summer the shogun's second expedition against Chōshū was beaten by its rifle units; the shogun Iemochi died, and the campaign was called off. A government that could not discipline one domain could not rule Japan.

The end. In January 1867 Emperor Kōmei died and was succeeded by his fourteen-year-old son Mutsuhito. In November 1867, on Tosa's advice, Yoshinobu returned his governing powers to the emperor, hoping to lead a council of lords in the new order. Satsuma and Chōshū would not allow it. On 3 January 1868 their troops took control of the palace in Kyoto, and the court proclaimed the restoration of imperial rule and stripped Yoshinobu of his lands. At Toba–Fushimi (late January 1868) the outnumbered Satsuma and Chōshū forces, flying the imperial banner, beat the shogun's army. Edo surrendered without a fight in May 1868; the northern domains fought on until autumn, and the last shogunate holdouts surrendered at Hakodate in June 1869. This Boshin War completed the transfer of power.

The historians. Paper 1's third question asks you to examine perspectives, and the causes of the Restoration are one of the great debates in Japanese history.

HistorianArgumentUse it for
E. H. Norman, Japan's Emergence as a Modern State (1940)A revolution from above by lower samurai allied with rich merchants; it left a strong state with feudal habitsInternal, social and economic causes
Albert Craig, Chōshū in the Meiji Restoration (1961)Chōshū's men acted from loyalty to domain and emperor, not class interest; the old order supplied the tools of its own overthrowIdeas and the domains
Thomas C. Smith, "Japan's Aristocratic Revolution" (1961)Samurai abolished their own privileges, which needs explaining by more than classWhy the elite turned on itself
W. G. Beasley, The Meiji Restoration (1972)Nationalism and the foreign threat turned long-standing discontent into a revolutionForeign pressure as the decisive factor
Conrad Totman, The Collapse of the Tokugawa Bakufu (1980)The shogunate was reforming hard and its fall was not inevitable; it lost a political and military contestContingency, against "decay" stories
Mark Ravina, To Stand with the Nations of the World (2017)The Restoration as Japan's answer to a world of nation-states, mixing reinvented tradition with western modelsGlobal context

In Japan the Marxist historians of the 1930s split in two: one school (Kōza-ha) saw an absolutist state that kept feudal remnants, the other (Rōnō-ha) a bourgeois revolution. That debate shaped how the Restoration was taught in Japan for decades, and it is a useful example of how a historian's own time shapes their view, which is exactly what the 12-mark question rewards.

The judgement most examiners reward: the foreign threat did not create the Tokugawa's weaknesses, it made them fatal. Weigh the trigger (Perry, the treaties, the bombardments) against the conditions (debt, the outer domains, emperor-centred ideas), and say which turned which.

6Where marks are lost

Writing about the inquiry question instead of the sources. In Paper 1 you never answer the inquiry question directly. Every paragraph must say how a historian could use a source to answer it.

Calling 1868 the Meiji reforms. The Restoration of January 1868 was a coup in the emperor's name. The reforms that changed Japan came afterwards and belong to M2.

"Japan was closed" with no qualification. Dutch and Chinese trade at Nagasaki never stopped, and Rangaku came through it. Sakoku limited contact; it did not end it.

Making Perry the whole cause. Perry opened ports. The shogunate fell fifteen years later, after the treaties, the inflation, the murders, the bombardments and the Satsuma–Chōshū alliance. Show the chain.

Treating "revere the emperor, expel the barbarians" as one fixed programme. It began as advice to the shogun, became a weapon against him, and was quietly dropped once Satsuma and Chōshū had learned they could not expel anyone.

Context as a list of provenance facts. For the 6-mark context question, "it was written by a British diplomat in 1921" earns little. Say how that origin and purpose change what a historian can use the source for.

7Write it right

  1. Open with the inquiry question. Underline it. Every sentence you write is about how the sources help to answer it.
  2. First question: content of A and B. Pick specific details, quote briefly, and explain how each can be used to answer the inquiry question. Use both sources; one source alone is capped.
  3. Second question: context of C. Work through who made it, when, where, for whom and why, and how it survived. For each, say what it makes Source C good or weak evidence for this inquiry question.
  4. Third question: perspectives in all sources. Identify whose view each source gives (a Mito scholar, an American president, a British diplomat, a modern historian), where they agree or conflict, and how a historian would weigh them. Use all three sources and your own knowledge; this is the 12-mark answer, so give it half your time.
  5. Bring in own knowledge as evidence, not narrative. One precise fact (29 July 1858, Sakurada Gate, the Kiheitai, 3 January 1868) placed beside a source beats a paragraph of story.
  6. Name the perspective, not just the bias. "Satow wanted Britain to deal with the emperor, so his account stresses the shogun's weakness" is analysis; "Satow is biased" is not.

8In one breath

Tokugawa Japan ran on rice taxes and fixed classes in an economy that had moved to money, so samurai fell into debt, merchants grew rich and peasants rioted, while Rangaku showed the West's lead and Kokugaku and the Mito school made the emperor the centre of loyalty. Perry (1853) and the Treaty of Kanagawa (1854) forced the ports open; the Harris Treaty (1858), signed without the emperor's consent, brought extraterritoriality, fixed tariffs and inflation, and Ii Naosuke's murder (1860) showed the regime could not protect itself. Kagoshima (1863) and Shimonoseki (1864) taught Satsuma and Chōshū to learn from the West instead of expelling it; they allied in 1866, beat the shogun's army, and on 3 January 1868 restored imperial rule, winning the Boshin War by 1869. Historians weigh the foreign trigger (Beasley) against internal conditions (Norman, Craig) and contingency (Totman).


Check your understanding

Tick each one you could do in an exam without looking back. Read again whatever you cannot tick.

9Try it

Q1 and Q2 test recall; Q3 and Q4 practise the second and third Paper 1 questions on described sources. For whole papers on this note, with real sources and all three questions marked by band, use the 2 Meiji source sets in Practicerie. To drill the same sources fast, without writing, try 18 multiple-choice questions on them: content, context and perspectives, in the order of the paper.

Q1. Explain two long-term weaknesses of the Tokugawa shogunate before 1853. 4 marks

Q2. Explain two ways in which the Harris Treaty of 1858 weakened the shogunate. 4 marks

Q3. Source C is a memoir by Ernest Satow, A Diplomat in Japan, published in 1921. Satow was an interpreter at the British legation from 1862 and knew Satsuma and Chōshū leaders well. Analyse how the context of this source affects how a historian could use it to answer the inquiry question: "What caused the transition in Japan between 1853 and 1868?" 6 marks

Q4. Source A is an extract from Aizawa Seishisai's New Theses (1825) warning of western plans to conquer Japan; Source B is a passage from W. G. Beasley's The Meiji Restoration (1972) arguing that the foreign threat was decisive. Examine how the perspectives in these two sources could be used to answer the inquiry question: "What caused the transition in Japan between 1853 and 1868?" 6 marks

Answers

Q1. First, a rice-based tax system in a money economy: samurai on fixed rice stipends fell into debt to merchants, and domains cut their retainers' pay, so the regime's own warrior class became discontented. Second, the outer domains: Satsuma and Chōshū had been excluded from government since 1600, reformed their finances in the 1830s–1840s and had the money and men to challenge the shogun. for each weakness, 1 for a valid weakness and 1 for specific supporting detail. Also valid: peasant unrest and the Tenpō famine (Ōshio's rising, 1837); emperor-centred ideas from Kokugaku and the Mito school; the failure of the Tenpō Reforms. What scores zero: Perry or the treaties, which are not long-term weaknesses before 1853.

Q2. First, it was signed without the emperor's approval, so the shogun appeared to defy the throne; "revere the emperor" became a slogan against him, and Ii Naosuke, who signed it, was murdered in 1860. Second, its terms humiliated Japan and hurt its people: extraterritoriality and tariffs fixed by treaty showed the shogun could not defend Japan's sovereignty, and the trade it opened drained gold and pushed up prices, angering samurai on fixed incomes. 1 for each way and 1 for each developed with evidence. Also valid: the Ansei Purge, which made enemies of reformers. What scores zero: a description of the treaty's terms with no link to the shogunate's weakness.

Q3. A strong answer analyses: Origin and time. Satow was in Japan through the crisis and met the leaders who made the Restoration, so he can give first-hand evidence of their aims and of how the shogunate's weakness looked to foreign observers. But the memoir was published in 1921, more than fifty years later, after Japan had become a great power, so hindsight may make the shogun's fall look more certain and the Satsuma and Chōshū leaders more far-sighted than they seemed at the time. Purpose and audience. Written for British readers, partly to show the part British diplomacy played, it may stress British influence on the outcome and play down French support for the shogun. Position. As an interpreter close to the anti-shogun domains, he gives their perspective far better than the shogunate's. So: valuable for the foreign influence on the transition and for the views of its makers; to be checked against Japanese sources for the internal causes. band marking. 5–6 needs context analysed (not listed), several aspects (author, date, purpose, audience), each linked to how the source can be used for the inquiry question. Listing provenance facts with no link to use is 1–2.

Q4. A strong answer examines: Aizawa writes as a Mito scholar in 1825, before Perry, and his perspective is that of the shogunate's own loyalists alarmed by western ships: it shows that fear of the West and reverence for the emperor were already part of Japanese thought a generation before 1853, which a historian could use to argue that the ideas behind the Restoration were internal and long-term. Beasley writes in 1972 as an academic with hindsight and access to records from both sides; his perspective makes the foreign threat decisive. The two corroborate each other on the importance of the western threat, but differ in what they show: Aizawa a perception of threat before any treaty, Beasley a judgement that the threat converted discontent into revolution. A historian would use Aizawa as evidence of the conditions and Beasley as an interpretation to test, adding own knowledge such as the Harris Treaty, Ii's murder and the bombardments of 1863–1864 to show how fear became action. band marking. Top band identifies each perspective (who, when, why), shows where they support or conflict, and links both to the inquiry question with own knowledge. Treating Beasley as a primary source, or simply summarising both, stays in the lowest band.


Educerie · written from the published IB Diploma Programme History guide, first assessment 2028, focused study 3 Political and economic transitions, the Meiji Restoration (1853–1894): what caused the transition to take place? Original text, examples and questions. Diagrams drawn by Educerie. Last reviewed 3 October 2026.