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Social Studies 8 Chapter 4

Social Studies 8 Chapter 4. General Outcome: Through and examination of Japan, students will demonstrate an understanding and appreciation of the way in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation and adaptation.

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Social Studies 8 Chapter 4

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  1. Social Studies 8Chapter 4 General Outcome: Through and examination of Japan, students will demonstrate an understanding and appreciation of the way in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation and adaptation.

  2. Chapter 4 outcomes (things you need to know) As a class we are going to analyze the effects of cultural isolation during the Edo period by exploring • In what ways did Japan isolate itself from the rest of the world? • How did isolation during the Edo period lead to changes in Japan? • How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? • How did the physical geography of Japan affect its worldview? • How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan?

  3. Personal Glossary • Take the next 10-15 minutes to complete the vocabulary for chapter 4

  4. Introduction to chapter 4 • Page 124. Read the focus question. • What do you think life would have been like in Japan in 1600, knowing what you know about life in Europe at the same time and modern Japan. • Examine the map, why do you think Japan is at the centre? What does it say about the worldview of a society? • How do the chapter titles on page 125 relate to the focus question?

  5. Edo Period 1603-1867

  6. Worldview Investigation • Get into groups of 4-6 • Respond to questions #1 and 2 on page 127 as a group • The purpose of this activity is to get you to start thinking about the decisions that were on the mind of many Japanese leaders.

  7. Japanese Geography • Read pages 128-129 • Grab a map handout of Japan • Locate geographic features mentioned in the textbook on your map. • Review page 10- How geography can effect the worldview of a society • PREDICT some of the values and beliefs of the Japanese based on their geography. • COMPARE the world maps or the classroom world map with the one on page 124.

  8. Japanese Geography • What other geographic features are in the print? • Why do you think the artist made the waves so prominent? • What other geographic features could be depicted in art? • What geographic features would be in Canadian art? Japanese Art

  9. Closing the country • Read pages 132-133 (even the sidebar) • Reflect and Respond #2

  10. Isolation begins • Read pages 134-136 • What concerns did the shogun and the Bakufu have about foreign influences? • What did they decide to do? – how does this compare to decisions you and your group made in the Worldview investigation activity? • Pick one of the statements in the Closed Country Edict of 1635, and write it in your own words. • Why do you think it was included in the edict? • How might it affect certain people? • How would authorities have planned to enforce this part of the edict?

  11. Confucianism • Read page 137 • Do we have any codes of behaviour in Canada? Do any of them parallel Confucian values? • Documentary

  12. Life during Isolation • Read pages 138-140 • What do you think life would have been like for a daimyo? • Reflect and respond # 1-2

  13. Review #. 1 Authority and power can determine the organization and relationships among people. • Power: • Ability to act or to bring about an effect or change; it implies the ability to use force, not just influence. • Ability to exert influence beyond authority • Power can exist without authority. • Authority: • Implies the granting of power for a specific purpose with specified limits • Authority can exist with or without power; eg., teacher has authority over students, but does not have power over him. At times the words are used interchangeably. A person with power can delegate authority to others. A person in authority has power to make changes.

  14. Review • #2. The shogun had the power to give the bakufu the authority to rule over the daimyo; i.e., to have power over how the daimyo would live. • Bakufu maintained power over a daimyo by giving him a specific rank which determined: • location and size of residence in Edo • number of samurai he could bring to Edo • where he would be seated in palace • his credit rating among townsmen and merchants • Bakafu also maintained power by • being able to relocate the daimyo or abolish his domain • making it impossible for the daimyo to form alliances among themselves • making it impossible for the daimyo to mass sufficient funds to pose a threat to the shogun

  15. Social classes • Please read pages 141-145 • ROLE PLAY: get into groups of 5-6 and do Question #1 page 145. • When finished respond to question #2a page 145

  16. From castles to cities • Read 146-148 to find out what factors lead to the growth of cities during the Edo period. • DISCUSS: how did the castle towns lead to the growth of cities? • How did the annual pilgrimage to Edo change the map of Japan?

  17. Japan’s Three Metropolises • Read about Japans three major cities (149-150) • DISCUSS: what do these cities have in common? • Why were they called the three metropolises? • Those cities today:

  18. Popular culture • Discuss the concept/definition • Could include cooking, clothing, mass media, entertainment, literature, and others. • Create a mind map about popular culture in Canada today. • After reading pages 151-154 create a web with popular culture at the center and add the elements of Japanese popular culture. • DISCUSS: what factors brought people into contact with each other so that popular culture could develop in Japan?

  19. Basho Matsuo • Read the profile page 155-156 • Basho’s Trails • Complete the Haiku handout • Share your Haiku’s

  20. Same time, Different place • Read page 160 to compare the religious intolerance in Japan to similar situations in Europe at this time • How were Christians treated in Japan? • Why were they treated this way? • How were Christians treated in other countries and why?

  21. Strong foreign influence • Read page 161 to find out about how China and the Dutch influenced Japanese worldview, even in a period of isolation • Is there any hint that Japan might change their policy of isolation? Answer question #1a & b page 161

  22. Conclusion • Be sure to read page 162

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