History Background

Section 3Standards-Based Instruction

Chapter 12 Section 3 329

Standards at a Glance

In the last section, students learned about Prince Shotoku and the steps he took to unify Japan. The focus in this section is on changes in Japan related to the development of feudalism. These events involved the decline of central authority and the emergence of power-ful warlords.

Section Focus QuestionWhy did the power of the emper-or decline and feudal society develop in Japan?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The Fujiwara family took power through marriages with the imperial family. Other families resented the Fujiwaras’ power. Military feuds between clans followed. Landowning lords offered protection to people, leading to a system of feudalism.)

Prepare to Read

Build Background KnowledgeTo prepare students for their study of the concept of feudalism, review the power of Japan’s central government up to this time. Ask: What kind of leadership did Japan have around A.D. 700? (There was a strong central government ruled by the emperor.) How did the Taika Reform strengthen the emperor’s power? (Possible answer: All peo-ple were direct subjects of the emperor, and all land became public land.) Explain that in Section 3, students will see a major change in the status of the emperor.

Set a Purpose■ Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements true or false.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 68

■ Have students discuss the statements in pairs or groups of four and then mark their worksheets again. Use the Give One, Get One strategy (TE p. T39) to call on students to share their group’s per-spectives. The students will return to these worksheets later.

Taika Taxes The Taika Reform gave Japan a tax system that, like so many changes during this time, was modeled after that of China. The system was meant to strength-en the emperor’s power (see p. 326), but it backfired. Many farmers could not afford the heavy taxes; as a result, their lands were taken over by the wealthy upper class and by Buddhist monasteries. The

monasteries were exempt from taxation, and many aristocrats found ways to avoid paying taxes (such as by taking bureau-cratic jobs). Over time, the loss of tax income weakened the government, as did the increasing power gained by wealthy landowners. This helped set the scene for the power shifts that students will read about on p. 331.

L2

L2

Section

Section 3 The Development of Feudalism 329

3The Development of Feudalism

H-SS 7.5.3 Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samuraiand the lasting influence of the warrior code throughout the twentieth century.

E-LA Reading 7.1.3 Clarifyword meanings through the use of definition, example, restatement, or contrast.

Reading Preview

Reading Skill

Clarify Meaning With Contrast Contrast can offer readers a special kind of clue to a word’s meaning. Rather than telling readers what a word means, contrast clues describe or give an example of the opposite meaning. For example, in Section 2, the text says, “Shotoku was not an emperor. He served as regent for the empress, his Aunt Suiko.” This tells readers that a regent is not an emperor but a ruler of a different kind. Look for more contrast clues as you read Section 3.

Vocabulary Builder

High-Use Wordsaccumulate (uh KYOOM yoo layt), p. 330decline (dee KLìN), p. 333

Key Terms and PeopleMinamoto Yoritomo (mihn ah MOH toh yoh ree TOH moh), p. 332shogun (SHOH guhn), p. 332daimyo (Dì myoh), p. 333feudalism (FYOOD uhl ihz uhm), p. 333samurai (SAM uh rì), p. 333

Background Knowledge Prince Shotoku and thereformers who followed him had hoped to make Japan a uni-fied nation. But as you will read, they did not fully succeed.Over time, unity faded, and Japan became a violent land gov-erned by rival warriors.

Two New CapitalsThe Taika Reform called for building a permanent imperial

capital for Japan. Earlier emperors had ruled from their ownestates. As the government grew, this became impractical. In710, the government settled at the new city of Nara.

Imperial Rule at Nara The new city of Nara was mod-eled after the Chinese capital at Chang’an. Its streets were laidout in a checkerboard pattern, with roads, palaces, and tem-ples scattered throughout. The city became a center of cultureand learning.

Japan had two different capitals in the 700s. Buddhist influence was an important factor in this period.

Universal Access

330 Chapter 12

Teach

Two New Capitals

H-SS 7.5.3

Instruction■ Vocabulary Builder

High-Use Words Before teaching this lesson, preteach the high-use words accumulate and decline, using the strat-egy on TE p. 319.Key Terms Following the instructions on p. 7, have students continue to pre-view key terms.

■ Read Two New Capitals, using the Structured Silent Reading strategy (TE p. T36).

■ Ask: How was the capital at Nara simi-lar to the Chinese capital at Chang’an? (Possible answers: In both cities, the streets were laid out in checkerboard patterns; both cities were cultural centers.) How was Japan’s capital different from China’s? (Nara didn’t have a defensive wall.)

■ Ask: Why did Emperor Kammu move the capital to Heian-kyo? (Kammu thought that the Buddhist priests and monks were too powerful and too ambitious and that Nara had too many connections to Buddhism.) Why is a capital city impor-tant? (Possible answers: It is a central loca-tion for leaders or government to meet; it reinforces the ideas of unity, strength, and centralization.)

Independent PracticeHave students begin to fill in the Interac-tive Reading and Notetaking Study Guide.

Interactive Reading and Notetak-ing Study Guide, Chapter 12, Section 3 (Adapted version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand both the people and places involved in the shifts in power.

Answers

Emperor Kammu was unhap-py with the first capital at Nara because he saw the wealthy and powerful Buddhist priests and monks there as a threat, so he moved the capital to Heian-kyo.

Interpret Images Possible answer: He is wearing fine clothes and he has a musical instrument.

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Understanding Contrasts Have students complete and discuss these “contrast” sen-tences.

The Chinese government used the merit system to award government jobs. In Japan, however, _____. (most of these jobs went to members of noble families)

By around A.D. 850, the emperor still

seemed to be ruling Japan, but the real power to govern _____. (lay in the hands of the Fujiwara family)

Although the Taira and Minamoto had cooperated on ending Fujiwara power, once they succeeded, _____. (they turned against each other and began a series of clan wars)

L2

330 Chapter 12 The Rise of Japan

A Fujiwara LeaderThis picture shows a member of the Fujiwara family, which controlled Japan for three centuries. The Fujiwara eventually lost power to rival clans. Critical Thinking: Interpret Images What clues in the picture show that this man comes from a wealthy and important family?

Vocabulary Builderaccumulate (uh KYOOM yoo layt) v.to gradually get more of something

There was one important difference between Nara andChang’an, however. Nara did not have a defensive wall. Japanfelt protected from external enemies by the sea.

The imperial court at Nara was divided into differentranks, or levels, of nobles. Privileges and power dependedmainly on one’s rank. Unlike China, Japan did not give outgovernment jobs based on merit. Most officials were sons fromnoble families.

Buddhist influence dominated the new capital. Buddhistpriests brought art, literature, mathematics, and engineeringfrom Tang China. The imperial family also favored Buddhism.

The Capital Moves Aristocrats in Nara spent gener-ously on Buddhist temples and monasteries. Buddhist monksand priests accumulated great wealth and political power. In770, a priest named Dokyo even tried to become emperor.

Officials realized that things had gone too far. In 794,Emperor Kammu moved the government to a new capital. Thepowerful Buddhist monasteries of Nara were not allowed to fol-low. The new city was named Heian-kyo, or “capital of peaceand calm.” Later, it was simply called Kyoto, “the capital.”

Why did Japan have two capital cities in the 700s?

History Background

Chapter 12 Section 3 331

Shifts in Power

H-SS 7.5.3

Instruction■ Have students read Shifts in Power.

Remind students to look for support of the main idea.

■ Have students summarize the subsec-tion, Rise of the Fujiwara. (Possible answer: Fujiwara daughters and sisters married princes. The Fujiwara persuaded emperors to abdicate as soon as sons were born to these couples, and the Fujiwara served as regents and then advisors to these children. When these children grew up and had children of their own, the cycle began again. Although emperors remained as fig-ureheads, the Fujiwara slowly gained con-trol of Japan.)

■ Ask: How did the Fujiwara family lose power? (The Taira and Minamoto clans worked together to force out the Fujiwara.)

Answers

Reading Skill A puppet ruler is one who appears to be in charge but who is controlled by someone else, someone who holds the true power. The text says that the emperor “was not a true ruler. Behind the scenes, the Fujiwara pulled the strings.”

Draw Conclusions Possible answer: Once he took power, other clans would fight him to take the power for themselves.

End of Contact with China Around 900, the Japanese government stopped sending representatives to China. At that time, China itself was in a state of decline, and Buddhists there were being persecuted. Japan no longer held great respect for Chinese institutions. Instead, Japan turned

inward and developed its own distinctive culture. This included not only art and literature, but also government structures. For example, Japan’s new Metropolitan Police Board replaced the largely ceremo-nial imperial guards.

L2

Section 3 The Development of Feudalism 331

Shifts in PowerThe emperor and nobles of the Heian-kyo court appeared

to live wonderful lives. Their nights and days were filled withdinner parties, dances, poetry contests, music, and religiousrituals. As you will read in the next chapter, they also pro-duced magnificent art and literature.

Rise of the Fujiwara In the 800s, the emperor’s powerbegan to fade. By about 850, the Fujiwara family was runningthe country. The emperor had become a “puppet.” He was nota true ruler. Behind the scenes, the Fujiwara pulled the strings.Their power lasted for about 300 years.

The Fujiwara rose to power by having their daughters orsisters marry princes of the imperial family. As soon as a sonwas born, the emperor was persuaded to step down frompower. A Fujiwara leader would then become regent for thechild. When the young emperor was finally old enough to rule,his uncle or grandfather would become his advisor until a newson was born. Then the cycle began again.

Fortunately for Japan, most of the Fujiwara were able rul-ers. But their long rule marked a shift in power. The imperialgovernment had less and less control. Contact with Chinaended. Japan remained unified, but the Fujiwara family—notthe emperor—was in charge.

Rival Clans Battle for Power Outside of the capital,other clans both envied and resented the Fujiwara’s power.Some clan leaders began to raise their own private armies. Thewarriors they trained were fiercely loyal to their own clans, notto the Fujiwara or the emperor.

The most powerful of these warrior clans were the Taira andMinamoto. They worked together just long enough to drive theFujiwara from power. Then they turned against each other.

Over long years of war, power shifted between the Tairaand Minamoto clans. The violence eventually reached the cap-ital. In 1159, Minamoto forces stormed into Kyoto and attackedthe emperor’s residence. The palace was burned, and manycourt officials were slain.

The First Shogun In 1185, Minamoto and Taira forcesclashed at sea. On one of the Taira ships stood seven-year-oldAntoku, the emperor of Japan, along with his mother andgrandmother. The three carried the ancient symbols of impe-rial power—the mirror, sword, and jewel.

The emperor’s power faded, and powerful clans gained control over Japan.

E-LA 7.1.3 ClarifyWith ContrastWhat does the word

puppet mean when it describes a ruler? Find a sentence that helps explain the meaning through contrast.

Minamoto YoritomoYoritomo was a leader of the Minamoto clan. He became one of the most powerful Japanese rulers. Critical Thinking: Draw ConclusionsYoritomo gained power through conflict among clans. What kinds of problems might that present for his rule?

SSMM_CH12.book Page 331 Saturday, February 26, 2005 2:02 PM

Universal Access

332 Chapter 12

Instruction (continued)■ Invite students to retell the story of

Antoku and his grandmother. Ask: What is the political importance of this story? (The death of the young Emperor Antoku and the loss of the sacred royal sword symbolize the end of imperial Japan.)

■ As you discuss the rise and rule of the shoguns, distribute the worksheet, Biog-raphy: Minamoto Yoritomo. After stu-dents complete the worksheet, ask: How did Minamoto Yoritomo change the meaning of shogun? (In the past, the leader of the imperial army was a temporary position. Yoritomo meant to keep the title permanently and rule Japan in the name of the emperor.)

Teaching Resources, Unit 5, Biography: Minamoto Yoritomo, p. 73

A New Social Order

H-SS 7.5.3

Instruction■ Have students read A New Social

Order. Remind students to look for causes and effects as they read.

■ Ask: In feudal Japan, who were the local leaders? (the daimyo or landowning lords) How were the roles of peasants and samurai similar? (Both groups served the daimyo and received something in return.) How were they different? (Pos-sible answers: Peasants worked the land and received protection, whereas samurai pro-tected the land and people and received land and money; the samurai were in a higher class than the peasants.)

Independent PracticeHave students complete the Interactive Reading and Notetaking Study Guide.

Interactive Reading and Notetak-ing Study Guide, Chapter 12, Section 3 (Adapted version also available.)

Monitor Progress

Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 68

AnswerReading Diagrams (a) the emperor (b) Possible answer: A daimyo might build a samurai force that was loyal enough and strong enough to overthrow a shogun.

L3

Advanced Readers L3

Gifted and Talented

Depicting Power Shifts Ask students, working individually or in small groups, to create a graphic that depicts how the emperor’s power faded and the feudal system took over. This graphic might take the form of a chart, a diagram, or a cartoon.

Then, have students assume the role of Japanese peasants and write diary entries about a day in their lives under these changing political conditions. Work with students to create a format for sharing their finished graphics and diary entries.

L2

332 Chapter 12 The Rise of Japan

The imperial family watched in horror as the Minamotoapproached their ship. Capture seemed certain. But Antoku’sgrandmother refused to allow the young emperor or the royalsword to be taken by their enemies. She told Antoku to say hisprayers. Then, she held the boy and the sword in her arms andjumped overboard. The emperor and the sacred sword sankbelow the waves, both lost forever.

The winner of this final battle was Minamoto Yoritomo.He became the most powerful man in Japan. Yoritomowanted—and got—the title of shogun, or supreme militarycommander. It was an old title, but Yoritomo gave it newmeaning and importance.

In the past, the emperor granted the title of shogun to theleader of the imperial army. The position was supposed to betemporary, but Yoritomo intended to keep the title perma-nently. More importantly, as shogun, he planned to rule Japanin the name of the emperor. However, the clan warfare thathad begun with the Taira-Minamoto rivalry was far from over.

Why were the Fujiwara important to the government in Japan?

Emperor

Shogun

Daimyo

Peasants Merchants Artisans

Samurai

Feudal Society in Japan

By the 1200s, a new type of social order called feudalism had taken hold in Japan. This diagram shows the various groups and their relationships in a feudal society.

(a) Read a Diagram Who had the highest position in Japa-nese feudal society?

(b) Draw Conclusions How might the daimyo have been a threat to the shogun?

Chapter 12 Section 3 333

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, p. 78

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chap-ter 12, Section 3

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Interactive Reading and Notetaking Study Guide, Chapter 12, Section 3 (Adapted version also available.)

ExtendAsk students to use library and Internet resources to research the role of the emper-or of Japan today. Have them write about the responsibilities of the emperor and oth-ers who serve in Japan’s central govern-ment. Encourage students to compare the role of emperor today with the emperor’s role at the time of Minamoto Yoritomo.

Writing Rubrics Share rubrics with students before they write their para-graphs.

Score 1 Paragraph does little or nothing to support the topic sen-tence and fails to include a quota-tion.Score 2 Paragraph has some state-ments that are vague or inaccurate. The quotation is not correctly cited or its connection to the topic sen-tence is absent.Score 3 Paragraph presents some logical support, including a proper-ly cited quotation.Score 4 Paragraph includes a prop-erly cited, appropriate quotation and other good support; paragraph is unified and coherent.

Answer

Peasants worked the daimyo’s land in exchange for protection by the samurai, who were paid by the daimyo.

Section 3 Check Your Progress

1. (a) Japan felt safe from external ene-mies. (b) Possible answer: No, unity faded. Buddhist priests became too powerful and clan warfare began again.

2. (a) The emperor lost power and the Fujiwara family ruled Japan.(b) Possi-ble answer: After the Fujiwara family took power, other families challenged the Fujiwaras. Eventually, military pow-

er, under shoguns and samurai, became crucial for protecting land and people.

3. behavior that deserves rewards

4. the highest military leader

5. in which lords granted people land or other rewards in exchange for military service

6. they were the local landowning lords

7. highly trained, loyal warriors

8. See rubric.

L2

L1

L3

Section 3 The Development of Feudalism 333

Section 3 Check Your Progress

A New Social OrderLife under the shoguns was often lawless and violent. The

job of protecting people became the responsibility of thedaimyo, or local land-owning lords. The result was a newsocial order known as feudalism. This is a social system inwhich lords grant people land or other rewards in exchangefor military service.

Each daimyo relied on peasants to work his land. Inexchange for their labor, he promised them protection. He pro-vided this protection through a small army of samurai, orhighly trained warriors. In Japanese, samurai means “thosewho serve.” In exchange for their service, the daimyo grantedhis samurai land or money.

What was the relationship between the daimyo and his samurai and peasants?

Looking Back and Ahead In this section, you haveread about the decline of the emperor’s power and the devel-opment of a feudal society in Japan. In the next section, youwill read about life under the shoguns.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mxa-5123H-SS: 7.5.3; E-LA: Reading 7.1.3

Comprehension and Critical Thinking1. (a) Recall Why was Nara

built without a defensive wall?(b) Analyze Cause and Effect Did the Taika Reform have the result that Prince Shotoku had hoped for? Explain.

2. (a) Explain How did the rise of the Fujiwara repre-sent a shift of power in Japan?(b) Analyze Cause and Effect How did this shift in power eventually give rise to feudalism?

Reading Skill3. Clarify Meaning With

Contrast Read these sen-tences, and then explain the meaning of merit: Privileges and power depended mainly on one’s rank. Unlike China, Japan did not give out gov-ernment jobs on merit. Most officials were sons from noble families.

Vocabulary BuilderComplete each of the following sentences so that the second part further explains the first part and clearly shows your understand-ing of the highlighted words.

4. Minamoto Yoritomo became Japan’s first shogun: _____.

5. Japan developed a system of feudalism: _____.

6. Daimyo became central fig-ures under feudalism: _____.

7. Feudal lords depended on samurai: _____.

Writing8. Write a paragraph that sup-

ports the following topic sentence. Topic sentence:Struggles for power in Japan eventually gave rise to feu-dalism. Include a quotation from this section, and be sure to cite it correctly.

Japan became a feudal society under the shoguns.

Vocabulary Builderdecline (dee KL�̄N) n. gradual decrease in the quality or importance of something

Universal Access

334 Chapter 12

Castles in JapanBuild Background KnowledgeHave students recall how Japan went from imperial rule to rule by a shogun. (Through their planning and influence, the Fujiwara clan came to control Japan as the power behind the throne. After the Taira and Minamoto clans overthrew the Fujiwara, they went to war against each other. The Minamoto triumphed; Yoritomo, the leader of that clan, became the first shogun to rule Japan in the emperor’s name.)

Instruction■ Have students read the introductory

paragraph. Ask: Who were the daimyo, and how did they fit into the new system? (The daimyo were landowning lords; they, not the shoguns, had the main responsibility for protecting the people who worked their land.)

■ Remind students that to understand the material, they should read the captions. Have students take turns reading these captions.

■ Have students read about the family crests worn by soldiers. What can they infer about battles, based on the need for such markings? (Battles could be very cha-otic, and it would be easy to become confused about whom you were fighting.)

■ Draw attention to the image and description of the main tower. Ask: Why would this building be a good com-mand center and watchtower? (It is a tall enough building that it would give the daimyo and his samurai a good vantage point from which to observe the approach of, and manage defense operations against, the enemy.)

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Prepare a Presentation Have students work in teams of six to eight to present a brief lesson on the content of this feature. Within each team, assign groups of two to read and prepare an explanation for one of the numbered labels. These teams should prepare a brief explanation of the signifi-cance of their assigned topics, using their

own words. Then, have the whole, larger team practice presenting the explanations to the class, going in order through each step. Be sure a team member presents the introduction, as well. Finally, have the team make the presentation to the whole class.

L2

L2

Castles in JapanLife was dangerous in feudal Japan.Warfare was a way of life for the daimyoand their samurai. To protect themselves,they built large castles. The heart of thecastle was the main tower. This buildinghoused the daimyo and his family, andit was used to store food, weapons, andsupplies. During an attack, it also servedas a command center, watchtower, andplace of safety for defending soldiers.

History-Social Science 7.5.3 Describe the values,social customs, and traditionsprescribed by the lord-vassalsystem consisting of shogun,daimyo, and samurai and thelasting influence of the warriorcode throughout thetwentieth century.

Family CrestFamily crests, or badges,were painted on armor andbanners. During a battle, thesemarkings helped soldiers tellthe difference between friends and foes.

The Main Tower This model shows theconstruction of the maintower. The tower was mademostly of wood, which wasthickly plastered to reducethe risk of fire. A layer ofstones protected the base.

334 Chapter 12 The Rise of Japan

History Background

Chapter 12 335

Instruction (continued)■ How do you think the maze-like quality

of the complex aided in its defense? (Defenders knew where they were and where they wanted to go, but attackers, who were unfamiliar with the complex, did not.)

■ You may wish to show students the color transparency Tour a Japanese Cas-tle at this time.

Color Transparencies, Tour a Japanese Castle

Monitor Progress

Have students share their answers to the Analyze question on the Student Edition page. Correct any misunderstandings.

Answer

Analyze LIFE AT THE TIME

Battle plans and drawings will vary but should demon-strate a clear understanding of weaponry available (swords and arrows) and of the strengths and weaknesses of the castle complex.

Japanese Castles The building of castles in Japan had to take into consideration the frequent earthquakes that rocked the islands. For example, the stone walls that provided an outer defense of the complex had to be made without mortar, which

would not survive a strong earthquake. Japanese castle builders instead relied on stone walls in which stones of different sizes were carefully placed and wedged together. This provided strength and supe-rior resiliency in the event of earthquake.

The Castle ComplexCastles were often set on hills, with nearby rivers, lakes, or the seasacting as natural barriers. Castles were surrounded by a strong wall.Attackers had to fight their way through a maze of courtyards toreach the main tower.

Sloping walls were hardfor attackers to climb.

Narrow windowopenings protectedpeople inside.

The top floor of themain tower offereda good view from all four sides.

Chutes on walls alloweddefenders to drop rocks,boiling oil, or scaldingwater on attackers.

Small openingsin the wall wereused for shootingarrows or guns.

You are a samurai on animportant spy mission. Yourdaimyo wants you to study thiscastle and come up with a planof attack. You do not havecannons, so you will have to

find other ways to break intothe courtyard and capture the tower. Write an attack planand draw diagrams toillustrate the plan.

History InteractiveTour a

Japanese CastleVisit:Web Code:

PHSchool.commxp-5123

Life at the Time 335

ssmmch12c06LT_s.fm Page 335 Monday, December 20, 2004 10:35 AMSSMM_CH12.book Page 335 Saturday, February 26, 2005 2:02 PM