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Write the above two headings in your book and
then answer the following:
1. After reading the text, Google image
search 'growing rice in Japan'. Then explain how rice is
grown and why some farms had to be terraced.
2. What evidence is there in the
passage to suggest that the peasants were unfairly and
harshly treated by some shogun rulers.
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A. Farming and the Forests.
Farmers were the highest of the peasant
classes as they produced the food that everyone in the social
pyramid needed and consumed.
Their main food crop was rice which they planted in ground that
was flooded to a depth of about 3 to 4 centimetres.
As Japan was very mountainous, farmers often had to terrace
sloping ground with low dam walls so they could still grow rice.
(See below.) The water helps the rice grow tall but also
stops weeds growing and pests from eating the young plants.
Rice production was labour intensive as you
can see in the picture on the left.
Since there was very little land available
for farming in Japan, there were few farms, therefore making
food valuable.
Even though the farmers were an honoured
class, they still had to pay heavy tax fees.
It got so extreme, that when the third shogun, Tokugawa,
ruled, the farmers were to hand over all of their rice to him,
and received only a small percent back as ‘charity’!
(From:
http://veryasian.weebly.com/feudal-japan.html)
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Since the
beginning of Japan’s history, wood has been the most sourced
material used in the building of: temples, shrines, houses and
even castles. Wood was also used as fuel within houses and
industries.
Towards the
end of the 17th century, cities became more populated
meaning a higher demand for timber. Since it was forbidden to
import timber from foreign countries, the Japanese people had to
cut trees down from their own forests, with permission from the
feudal lords (daimyo) of course!
The Tokugawa shoguns realised that they had a problem; they had
to cater for the increasing number of people who needed houses,
but also ensure that they did not use up all their natural
resources.
To ensure that the forests in Japan were not all cut down,
and would survive and remain healthy into the the future, the Tokugawa shoguns introduced the following laws and reforms:
·
Reforms were introduced to protect seedlings and ensure
selective cutting of trees.
·
Logging
without permission became a serious crime
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Plantations
were created on ‘common’ land near the villages. The
local people were responsible for the planting, forestry and
selling of their own timber.
Marking the end of Tokugawa rule in 1867 were successive
governments right up to the present day, inspired to continue
the sustainable forest management started by the
previous leaders. With increasing modernisation and western
influence, Japanese society has moved away from agriculture and
forestry which up until the 19th century made up 80
per cent of the population’s livelihood.
(From:http://
www.tesaustralia.com/teaching-resources)
3. Name four structures that were
built from wood cut from the forests in Medieval Japan during the
time of the shoguns.
4. List four measures that were introduced by
the Tokugawa shoguns to preserve the health and future of Japans
forests.
5. Google and read about 'sustainable
forest management'. Then write out a good definition of 'sustainable
forest management' or explain what it means. First look at the video on the
following site to get
some ideas:
http://study.com/academy/lesson/what-is-sustainable-forest-management-definition-and-examples.html#lesson
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B.
Type the heading: Food
and Dining Customs. Then explore this interactive site with
sound, where you will dicover what it would be like if you were
going to
have dinner with the Shogun.
As you play through the quiz, write five sentences. For each of
the sentences, use one of the following groups of words:
a) '...small portions of food...'. b) '...eat off the floor...'. c) '...seaweed and ice...'. d) '...blackened teeth...' e)
'...taxes with rice...'. |
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C. Travelling in Shogun Japan
1. Under the
above heading summarise the following informattion into
point form notes:
The Edo
period
or Tokugawa
period
is the period between 1603 and 1868 in the history
of Japan,
when Japanese society was under the rule of the Tokugawa
shogunate and
the country's 300 regional Daimyo.
The Tōkaidō
was the most important of the Five
Routes of
the Edo
period, connecting Edo (modern-day Tokyo)
to Kyoto in Japan.
The Tōkaidō travelled along the sea coast of eastern Honshū.
2. Print off
this map of Japan and
using
this site mark on it:Kyoto, Edo and the Tokaido.
3. Google '53 stations of Tokaido' and open the '53 stations'
wikipedia site. At that site look through the
slides of the woodcuts showing different scenes along the
Tokaido.
a) List three things that the woodcut scenes tell
you about sites you might see in everyday life during
the time of the shogun.
b)
Using the above site explain why the five major roads
were built across Japan during the Edo or Tokugawa
period.
4. Open this site and then enter Edo:http://www.us-japan.org/edomatsu/
Then click the castle and then the icon for 'next'.
Explain what the Seki were and what happened at a
Seki. |
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D.
The Tokugawa Period
of Peace and Prosperity
Tokugawa Ieyasu moved to Edo as the Bakufu, or Military leader
of the Japan in 1603. He established the shogunate and changed Edo from a remote fishing
village to being the center of political and cultural life.
For the first time in centuries, Japan was relatively
peaceful. The strict political and social policies of Ieyasu and
subsequent shoguns ushered in a golden age of economic and
cultural prosperity.
To maintain this so-called Pax Tokugawa,
the bakufu instituted its sakoku (closed-country) policy in an
attempt to keep foreign powers out of Japan.
The Spanish, the English, and the
Portuguese were expelled as subversive influences. Christianity
was banned, and Japanese Christians were hunted down and
persecuted.
But sakoku was far from pure isolationism.
Japan still conducted frequent but strictly regulated trade with
Korea and China.
And not all Europeans were driven out: the
Dutch were allowed to maintain a small trading post on an
artificial island in Nagasaki harbor.
(From: http://www.ushistory.org/civ/10e.asp)
1. Under the heading provided, summarise
the top two paragraphs into point form notes.
2. Explain the policy of 'sakoko' that was
followed by the Tokugawa samurai.
3. Using this website:
http://www.ushistory.org/civ/10e.asp or your own research,
list the cultural and entertainment activities the Samurai
engaged in during this period of about 200 years of relative
peace.
4. Look at the nine traditional Japanese
games the many children played during this period:
http://web-japan.org/nipponia/nipponia26/en/topic/topic01.html
Select one that you think might be fun to try and briefly
explain how it was played.
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Dutch traders were the only Europeans allowed to remain in
Japan under the Tokugawa shogunate's sakoku policy,
but even they were restricted to Dejima, an artificial
island constructed in Nagasaki harbor.
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E. Scan your eyes down this
web page about the history of the Kimono:
http://webjapan.org/kidsweb/virtual/kimono/kimono01.html
Write the heading 'Traditional Japanese Clothing'
and then briefly answer these questions using complete sentences
- Use the main words in the questions when writing your answers.
1. Why during the Kamakura and Muromachi periods in Japan did
the Samurai start wearing particular coloured kimonos on the
battlefield?
2. Use the information on the above website to label the first
diagram on this page. Print
this page and paste it in
your book, or keep the copy in your folder.
3.
Use the information found on this page about traditional
clothing to label the second diagram of the Japanese children
wearing traditional dress.
4. Read
this web page about the Shogun peasants and then list three
materials used by the medieval Japanese pesants to make their
clothes.
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F. Design a mid map about
The Ninja in Feudal Japan.
It can be
Hand Drawn
(Google image search 'mind maps' for
some examples.)
or using one of these
Mind Map Makers.
Include small illustrations in your mind map.
Google image search "feudal japan
ninja'.
In your mind map include such aspects as :when they existed in
the Japanese society; tools and weapons; tactics; clothing;
their role: spying; assassination and fighting as an elite
fighting force.
(Optional extra- 'female Ninja'.)
Some sites you could use:
Skwirk,
Kidsweb,
Wikipedia,
Neatorama... |
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G.(Optional
Research activity):The Siege of Osaka
The Siege of Osaka was a series of battles
undertaken by the Tokugawa shogunate against the Toyotomi clan,
and ending in that clan's destruction. Divided into two stages
(Winter Campaign and Summer Campaign), and lasting from 1614 to
1615, the siege put an end to the last major armed opposition to
the shogunate's establishment. (https://en.wikipedia.org/wiki/Siege_of_Osaka)
Following your own research, briefly relate the events of the Siege of Osaka -
Background causes, key events and fighting tactics, and finally
the results of the siege.
Present your research findings in the form of a comic, or a
Prezi, or Photo Story, or a historical fiction account by one of
the Samurai warriors.
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While youe are
waiting for the rest of your class to finish this unit try your hand
with this game set in
feudal Japan:
http://web-japan.org/kidsweb/games/step_back/index.html
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