Mike Nichols World Cultures 11th Grade Transition from Tokugawa Shogunate to Meiji Japan Unit Objectives: Upon completion of the unit plan, students will be able to…

1. Evaluate the West’s role in the modernization process of Tokugawa Japan to Meiji Japan.

2. Identify key historical vocabulary terms, phrases, events, people of Tokugawa and Meiji Japan.

3. Analyze the location of places and regions of Tokugawa and Meiji Japan. 4. Interpret, Summarize, and Evaluate primary documents in the greater historical

context of Tokugawa and Meiji Japan. 5. Analyze works of art, literature, and imagery from its historical and cultural

perspective of Tokugawa and Meiji Japan. PDE Standards Used in Unit PDE Academic History Standards: 8.1.12 B Synthesize and evaluate historical sources. 8.1.12 C Evaluate historical interpretation of events. 8.4.12 A Evaluate the significance of individuals and groups who made major political and cultural contributions … since 1450. 8.4.12 B Identify and evaluate primary documents... since 1450. 8.4.12 C Evaluate how continuity and change through history has impacted commerce, industry….transportation. PDE Interdisciplinary Standards: 1.1.8 G Demonstrate after reading understanding and interpretations of both fiction and nonfiction text. 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in the text. 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas. 1.4.8 B Write Multi-paragraph informational pieces. 1.4.11 C Write persuasive pieces.

PDE Interdisciplinary Standards Continued: 1.6.11 A Listen to Others. 1.6.11 E Participate in small and large group discussions. 3.7.10 C Apply basic computer operations and concepts. 6.2.6 C Explain the function of money and its use in society. 7.1.12 B Analyze the location of places and regions. 9.2.12 D Analyze a work of art from its historical and cultural perspective. References: Lesson Plan 1: Map 1 Exercise - Blank Map of Japan http://www.japaneseteaching.org/projects/JLTNQ/songs/mapjapan.gif Map 1 – Four Main Islands of Japan http://www2.newton.mec.edu/~patricia_kelly/japan/graphics/map.gif Vocabulary List Exercise 1 (Tokugawa/Meiji Japan) Kodansha Encyclopedia of Japan, 9th ed., s.v. “Oda Nobunaga-Shogun.” Lesson Plan 2: Excerpts from the edicts of Hideyoshi and the early Tokugawa shôguns http://afe.easia.columbia.edu/japan/japanworkbook/traditional/tedicts.htm Lesson Plan 3: The Four Classes of Tokugawa Japan http://afe.easia.columbia.edu/japan/japanworkbook/traditional/fourcla.htm Lesson Plan 4: Video Exercise 1 The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB) videocassette.

Lesson Plan 4 Continued: Image 1 - Mt. Fuji Wood Block http://upload.wikimedia.org/wikipedia/commons/d/d4/Hiroshige_Mt_Fuji_seen_across_a_plain.jpg Image 2 - Samurai Wood Block http://upload.wikimedia.org/wikipedia/commons/b/bb/Kunisada_-_fifty-three_post_stations_of_Tokaido.jpg Image 3 - The Wave Wood Block http://pantransit.reptiles.org/images/1996-07-28/hokusai-the-wave.png Lesson Plan 5: Video Exercise 2 The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB) videocassette. Closure Exercise 1 http://afe.easia.columbia.edu/japan/japanworkbook/literature/basho.htm Lesson Plan 6: Jigsaw Steps http://www.jigsaw.org/steps.htm Jigsaw Part 1 http://eh.net/encyclopedia/article/mosk.japan.final Jigsaw Part 2 http://eh.net/encyclopedia/article/mosk.japan.final Jigsaw Part 3 http://en.wikipedia.org/wiki/Edo_period Jigsaw Part 4 http://www.wsu.edu/~dee/TOKJAPAN/SHOGUN.HTM Jigsaw Part 5 http://www.wsu.edu/~dee/TOKJAPAN/SHOGUN.HTM Jigsaw Questions http://afe.easia.columbia.edu/japan/japanworkbook/traditional/merchan.htm

Lesson Plan 7: Map 2 -Francis Xavier’s Travels http://upload.wikimedia.org/wikipedia/commons/8/81/Xavier_f_map_of_voyages_asia.PNG Vocabulary List Exercise 2 (Tokugawa/Meiji Japan) Kodansha Encyclopedia of Japan, 9th ed., s.v. “Tokugawa Iemitsu-Sakoku.” Closed Country Edict of 1635 http://www.wfu.edu/~watts/w03_Japancl.html Lesson Plan 8: Handouts from Lesson 8 Corruption of Samurai 1855, and Decline in Samurai Morale 1796 excerpts in Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. Lesson Plan 9: Sam’s Tour http://www.us-japan.org/jsnc/virtualjapan/BSS/samstour/ms1.htm Image 4 - American Perspective "Black Ships" http://en.wikipedia.org/wiki/Image:PerryFleet.jpg Image 5 - Japanese Perspective "Black Ships" http://en.wikipedia.org/wiki/Image:PerryIkokusen.jpg Lesson Plan 10: Letter from President Millard Fillmore to the Emperor of Japan http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/perry.html#document%201 Lesson Plan 11: The Charter Oath of 1868 http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html#note%201

Lesson Plan 12: Emperor Meiji’s Letter to President Grant on Iwakura Mission 1871 excerpt in Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. Lesson Plan 13: Image 6 - Western Ways http://ic.ucsc.edu/~naso/hist159b/presentations/bunmei%20kaika%20pres/national_expositions.htm Image 7 - Civilization Game http://ic.ucsc.edu/~naso/hist159b/presentations/bunmei%20kaika%20pres/civilization_game.htm Lesson Plan 14: The Meiji Constitution http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html#note%201 Lesson Plan 15: Essay Question Long, Jeff. “Midterm I,” Bloomsburg University, October 20, 2006.

Essential Questions and Problems Was Japan Westernized? Overall guiding question for the Unit. Were the seeds for Modernization already there? Overall guiding question for the Unit. Modernization at What Cost? Overall guiding question for the Unit. In what ways would you consider the transition from Tokugawa to Meiji revolutionary? Overall guiding question for the Unit. How are Japan and the United States different? Same? Anticipatory Set Charter Oath of 1868. Questions that could be asked for a lesson(s) on Five Point Oath.

1) How did the new leaders envision the role of citizens in the new government? 2) Which parts of this oath would you describe as "democratic," "undemocratic"? Why? 3) Read the Meiji Constitution of 1889 that follows and decide whether the promises made in the Charter Oath were fulfilled by the Constitution.

Meiji Constitution. Questions that could be asked for a lesson(s) on the Constitution of 1890.

1) A constitution outlines the powers of various government leaders and government bodies, as well as defining the rights and responsibilities of citizens. According to the Meiji Constitution what powers did the following people/groups have?

1. The Emperor 2. The Diet (legislature) 3. Minister of State and Privy Councilor 4. Judicature

2) How were the above chosen for office? Which were appointed? By whom were they appointed? Which were elected?

3) What process needed to be followed to amend this constitution?

4) During the years leading to World War II, Japan's military became the most influential government body. Some have blamed the Meiji Constitution for this. What does the Meiji Constitution say or not say about the military? To whom was the military responsible?

Arrival of Commodore Perry and Impact on Japan. Questions that could be asked for a lesson with use of primary source documents on the impact Perry had on Japan.

1. What image of the United States do these letters portray? How do President Fillmore and Commodore Perry describe the United States? What examples are given of American's strength and position in the world?

2. What image of Japan is portrayed in these letters?

3. What are the intentions of the United States as stated in these letters?

4. How does the tone change from President Fillmore's letter in November of 1852 to Perry's letters of July 1853?

5. What, if any, aspects of these letters strike you as "dated"? What statements might not be acceptable in a letter written by a U. S. leader today?

6. Did Commodore Matthew C. Perry actually “open” up Japan?

Important People, Events, Ideas, and Terms People Tokugawa Yoshinobu – 15th and last Shogun of Japan, leader of Shogunate forces in Boshin War. President Millard Fillmore - 13th President of the United States of America authorized Perry’s Expedition to Japan to open trade talks. Commodore Matthew C. Perry – compelled opening of Japan to the West. Emperor Mutsuhito – Emperor of Meiji era Japan, Emperor Meiji (Emperor of Enlightened Rule). Saigo Takamori – leader of Satsuma domain, very influential samurai leader, lead allied forces of the Satsuma and Choshu han in Boshin War. Later lead Satsuma Rebellion. Kido Takayoshi – leader of Choshu domain, politician, forged alliance with Takamori. Ito Hirobumi – one of the “Choshu five”, convinced modernization of Japan was necessary, 1st Prime Minister. Iwakura Tomomi – lead “Iwakura Mission”, Minister of State. Keywords Bakufu – “tent government” of the Shogun. Black Ships – Japanese name for Perry’s fleet. Bunmei Kaika – Civilization and Enlightenment. Bushi – “knights” of Early Modern Japan, males of the buke (privileged) class. Bushido - Way of the Warrior, code of ethics to mold beliefs and behavior of warrior estate. Daimyo – territorial lord who ruled over holdings with an assessed productive capacity of the thousand or more koku of rice. Han – Japanese domains, daimyo system. Koku – rice stipends based on ability to fed one person for one year.

Meiji – Enlightened Rule Ronin – “floating man”, masterless samurai. Samurai – to serve, Japanese military nobility. Sakoku – “country in chains” foreign policy of Early Modern Japan of isolation. Shogun – field marshal, leader. Events Boshin War (1868-1869) – War between Tokugawa Shogunate and the pro-Imperial forces in Japan. Mainly allied Satsuma and Choshu hans (domains). Iwakura Mission (1871-1873) – delegation of important government statesmen and students organized and led by Iwakura Tomomi. Visited United States and Europe from 1871 to 1873 in effort to secure treaty revisions and study political and economic systems of the West. Satsuma Rebellion (1877) – Revolt of Satsuma samurai led by Saigo Takamori who was responsible in forming the government he now fought. The rebellion resulted from the stripping of the privileges the samurai enjoyed as modernization progressed. Sino-Japanese War (1894-1895) – War between Meiji Japan and Qing Dynasty Japan Control over of Korea. Shows the decline of China’s influence and strength while demonstrating the success of the modernization of Japan. Russo-Japanese War (1904-1905) – War between Japan and Russia over imperialist ambitions on the Korea Peninsula and Manchuria. First time a Western power is defeated by an Eastern power.

Multimedia Kokichi, Katsu. Musui’s Story: The Autobiography of a Tokugawa Samurai. Translated by Teruko Craig. Tucson, AZ: University of Arizona Press, 1988. This book will help the student understand the life of a samurai living in late Tokugawa period Japan on the brink of the Meiji Restoration. This will provide a better understanding of Japanese society during the Tokugawa period that will change Western misconceptions of time period. Empires: Japan Memoirs of a Secret Empire. Produced by Public Broadcasting Service. 180 Minutes. Digital Video Disc. This film will help introduce where the Japanese people are coming from prior to the Meiji Restoration. Meiji: Asia’s Response to the West. Produced by Pacific Basin Institute in association with KCTS/Seattle. 60 Minutes. The Pacific Century. Vol. 2. 1992. Videocassette. This video will reinforce the discussions dealing with modernization of Japan and the repercussions it had on society. The Last Samurai. Directed by Edward Zwick. Produced by Warner Bros. Pictures. 154 Minutes. 2003. Digital Video Disc. The Last Samurai will give the student an understanding of the Satsuma Rebellion and reinforce why the samurai rebelled the new Meiji government. Twilight Samurai. Directed by Yoji Yamada. Produced by Hakuhodo Incorporated in association with Nippon Television Network Corporation. 129 Minutes. 2002. Digital Video Disc. This video was created in response of the American misconceptions of samurai such as the film The Last Samurai and the misconceptions it had of samurai life during the Meiji period. Comparing Twilight Samurai and The Last Samurai will better enable the student to understand the differences of Western thought and Eastern thought. http://www.indiana.edu/~japan/games/eastasia.swf This website contains a map of Japan in which students would play a game to determine whether or no they know the geographically location of Japan and its neighboring countries.

http://www.indiana.edu/~japan/games/japancity.swf This website contains a map of Japan in which students would play a game to determine whether or not they know the geographically location of cities within Japan. http://www.us-japan.org/jsnc/virtualjapan/BSS/samstour/st3.htm This website contains a guide “Sam” on which he gives a tour on the arrival of Commodore Matthew C. Perry in Japan. http://encyclopedia.kids.net.au/page/me/Meiji_era This website contains a student friendly description of the Meiji era. http://www.us.oup.com/us/companion.websites/0195110609/timeline/?view=usa This website will help students visualize the timeframe of the Tokugawa period and transition to the Meiji era.

Primary Sources “Emperor Meiji’s Letter to President Grant on Iwakura Mission, 1871.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. “Ito Hirobumi’s Memorial on Constitutional Government.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. “Letter of Milliard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, November 13, 1852.” September 2006. http://afe.easia.columbia.edu/ “Letter of Commodore Perry in Connection with the Delivery of a White Flag, July 14, 1853.” September 2006. http://afe.easia.columbia.edu/ “Letter of Commodore Perry to the Emperor, July 7, 1853.” September 2006. http://afe.easia.columbia.edu/ “Meiji Constitution.” September 2006. http://afe.easia.columbia.edu/ “Replacing Han with Prefectures, Letter of Kido Koin, 1871.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. “The Treaty of Amity and Commerce Between the United States and Japan, 1858.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. “Three Drafts of the Charter Oath, 1868.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997. “Tokugawa Nariaki to Bakufu, 14 August 1853.” In Lu, David, ed. Japan: A Documentary History. Vol. II, The Late Tokugawa Period to the Present. New York: M.E. Sharpe, 1997.

Secondary Sources Beasley, William G. The Rise of Modern Japan: Political, Economic, and Social Change since 1850. New York: St. Martin’s Press, 1995. Beasley’s book will aid my unit development by charting Japan’s dramatic and swift change from a late feudal society to a more modern and Western society. Hall, John W. “Old Values and New Techniques in the Modernization of Japan.” In Modern Japan: An Interpretive Anthology, edited by Irwin Scheiner. New York: Macmillian, 1974. Hall’s essay will help focus my unit on the assimilation of Western techniques into Japanese culture and society during the Meiji Restoration. Herbert, Norman E. Japan’s Emergence as a Modern State: Political and Economic Problems of the Meiji Period. Westport, CT: Greenwood Press, 1973. Herbert’s book will benefit my unit when discussion centers on the unequal treaties between Japan and the West. It will aid in discussion of the changing economic system that transformed from the late Tokugawa Period to Early and Middle Meiji. Irokawa, Diakichi. The Culture of the Meiji Period. Translated by Marius B. Jansen. Princeton, NJ: Princeton University Press, 1988. Irokawa’s book that was translated by Marius Jansen will provide insight in the radical changes that took place from the transition from Tokugawa Society to Meiji Period and aid my unit by giving insight into ordinary people’s thoughts about the change. Jansen, Marius B. The Emergence of Meiji Japan. New York: Cambridge University Press, 1995. Jansen’s book will contribute to my unit discussion by providing insight on the Meiji Constitution of 1890 and the political ramifications it had on Meiji society. Keene, Donald. Emperor of Japan: Meiji and His World 1852 -1912. New York: Columbia University, 2002. Keene’s book will help my unit by helping understand Emperor Mutsuhito during the Meiji Restoration and the role he played. McClain, James L. Japan: A Modern History. New York: W.W. Norton & Company, 2002. McClain’s book aids in the development of my unit by discussing how Japanese Society was not homogenous as most believe.

Scheiner, Irwin. “The Significance of Nationalism in Modern Japanese Thought.” In Modern Japan: An Interpretive Anthology, edited by Irwin Scheiner. New York: Macmillian, 1974. Scheiner’s essay will help prepare my discussion on how Nationalism played a role in the modernization of Japan, the Sino-Japanese War, and the Russo-Japanese War. Sims, Richard L. Japanese Political History Since the Meiji Renovation 1868-2000. New York: Palgrave. 2001. Sims’ book is beneficial to my unit by comparing the Meiji Restoration to the French Revolution of 1789 and Russian Revolution of 1917. He argues that Restoration is misleading and aptly calls it Renovation . This will spur discussion of why either should describe the Meiji period in Japan. Yamamura, Kozo. A Study of Samurai Income and Entrepreneurship: Quantitative Analyses of Economic and Social Aspects of the Samurai in Tokugawa and Meiji, Japan. Cambridge, MA: Harvard University Press, 1974. Yamamura’s book is helpfully in giving insight in how the samurai received payment for their duties. The Meiji Government eventually strips the samurai of their titles, roles, and payment which leads to rebellion. Understanding the samurai income will help breakdown why they rebelled against the Meiji Government.

The motive of Meiji Japan imperialist resulted from a nationalist desire to be

equal with the West, a need for raw resources and materials, and strategic security

concerns. Western conception of the Meiji Restoration is that Commodore Matthew

Perry’s arrival sparked a transformation from a “feudal” society to a modern one in a few

decades.

The textbooks World History and Japan: A Modern History both present the

arrival of Commodore Perry as important in the modernization of Japan. The World

History, a middle school textbook that describes the arrival of Commodore Perry in Japan

“insisted that the Japanese open their ports to American traders. The Japanese shogun or

leader, refused.”1 However according to Japan: A Modern History, a college textbook,

Perry left without a response and would return if necessary, “with a larger force” to learn

the shogun’s response.2 World History omits this information letting the reader believe

the Japanese shogunate refused Perry’s requests.

The Russo-Japanese War in the textbooks, American Journey, a high school

textbook, and Japan: A Modern History, describe the importance of the event as the first

Eastern country to defeat a Western one. The American Journey describes Japan’s war

with Russia as “eager to expand its power in Asia, Japan began to ignore the Open Door

policy.”3 However, Japan: A Modern History describes how the Japanese fought the

Sino-Japanese War to strengthen the “line of advantage” and prevent Russian

colonization of Korea.4 The result led to a war between Russia and Japanese with the

1 Berson, J. Michael ed., Lawrence McBride, and Stephen Lawrence. Harcourt Horizons: World History. New York: Harcourt School Publishers, 2005. 596-597. 2 McClain L. James. Japan: A Modern History. New York: W.W. Norton & Company, 2002, 136-137. 3 Appleby, Joyce, Alan Brinkley, and James M. McPherson. American Journey. New York: Glencoe McGraw-Hill, 2003, 647-648. 4 McClain, 302.

Japanese striking first in a surprise attack on the Russian fleet stationed at Port Arthur.

The war resulted in a stalemate. According to Japan: A Modern History the Japanese

asked Theodore Roosevelt, “to mediate a settlement” between the Russians and

Japanese.5 American Journey describes the same event as, “Roosevelt offered to meet

with their (Japan and Russia) leaders in Portsmouth, New Hampshire, to help settle the

conflict.”6 The American Journey depicts the United States as being the peace makers

and fails to mention that the Japanese sought to get Roosevelt’s help instead of being

offered it. This illustrates an attempt to galvanize American students into believing that

the United States was the “good guy” in the situation.

The comparisons of textbooks throughout the middle school, high school, and

college levels indicate a clear attempt to altering history. The two secondary school

textbooks lie and omit certain key facts that alter the historical context of Japanese

history. Students will believe that Japan is an aggressive and hostile country during the

late 19th and early 20th centuries. It is important to present an objective view of the

modernization and imperialism of Japan during the Meiji period so students will be able

to understand the importance and significance of this time period.

5 McClain, 306. 6 Appleby, 648.

World Cultures 11th Grade Day 1 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Unification Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Evaluate the significance of individuals and groups who made major political and cultural contributions … since 1450. Interdisciplinary Connections: 7.1.12 B Analyze the location of places and regions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Understand events that led to Unification of Japan. 2. Define important historical terms from the Vocabulary List Exercise 1. 3. Distinguish important historical figures from the Vocabulary List Exercise 1. 4. Identify the four main islands of Japan and locate the city of Edo on a map 1 of

Japan. Materials: 35 Copies of Map Exercise 1 of Japan, 35 Copies of Vocabulary List Exercise 1. Anticipatory Set: (3 Minutes) Discuss: “How was the period of Warring States in Japan similar or different to the American Civil War?” Procedure: (30 Minutes)

1. Distribute homework handouts: Blank map of Japan and Vocabulary List. ( 2 Minutes)

2. Show map 1 of Japan and ask students the following questions: "Is Japan an island or a continent?" "What is Japan's location in Asia or the Pacific?" "What is Japan's climate?" "What is Japan's topography?" (11 Minutes)

3. Lecture (11 Minutes) a. Warring States (also known as Sengoku) Period (3 Minutes) b. Three Unifiers: Oda Nobunaga (1534-1582), Toyotomi Hideyoshi (1536-

1598), and Tokugawa Ieyasu (1542-1616) (8 Minutes) 4. Think Pair Share (6 Minutes): “Who were the Three Unifiers?” “Why did they unite?” Why were they called this?”

5. Lecture (11 minutes) a. Battle of Sekigahara (also known as Realm Divide) (1600) (3 Minutes) b. Unification: Political change: Shogun and the Emperor, class system:

samurai, farmers, artisans, and traders. (8 Minutes) Closure/Summary: (6 Minutes) Think Pair Share: “What were the four social classes of Japan?” “What class was on the top?” “the bottom?” Evaluation: Students’ discussions through the two Think Pair Share activities.

World Cultures 11th Grade Day 1 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Unification Time Length of Class: 50 Minutes Reflection: The lesson revolved around complex social and political concepts that led to the unification of Japan. Using Think Pair Share students were able to talk over material with a neighbor allowing time for questions and answers.

Warring States (Sengoku Period) • 15th to 17th century • Political upheaval • Separate Daimyos ruled themselves

Unifications: Three Unifiers

• Oda Nobunaga (1534-1582) o a major daimyo that helped in unification of Japan from the Owari

Province. • Toyotomi Hideyoshi (1536-1598)

o a major daimyo that helped in unification of Japan from the Owari Province. Developed the class structure of the Tokugawa Shogunate: Samurai, Farmers, Artisans, and Traders.

• Tokugawa Ieyasu (1542-1616) o a major daimyo that helped in the unification of Japan from the Mikawa

Province. The first shogunate of the Tokugawa Bakufu.

• Battle of Sekigahara (also known as Realm Divide) (1600) o Last major battle. Set up the Tokugawa Shogunate

Pair Share

• Who were the three unifiers of Japan? • Why were they called this? • Why did they unite?

Political Change • Shogun vs. Emperor: Shogun rules, Emperor figurehead • Class Structure: rigidity, four class: samurai, farmers, artisans, and traders.

Vocabulary List People Oda Nobunaga – a major daimyo that helped in unification of Japan from the Owari Province. Toyotomi Hideyoshi – a major daimyo that helped in unification of Japan from the Owari Province. Developed the class structure of the Tokugawa Shogunate: Samurai, Farmers, Artisans, and Traders. Tokugawa Ieyashu – a major daimyo that helped in the unification of Japan from the Mikawa Province. The first shogunate of the Tokugawa Bakufu. Events

Battle of Sekigahara (Realm Divide)- Last major battle that set the way for the Tokugawa shogunate.

Terms Bakufu – “tent government” of the Shogun. Bushi – “knights” of Early Modern Japan, males of the buke (privileged) class. Daimyo – territorial lord who ruled over holdings with an assessed productive capacity of the thousand or more koku of rice. Han – Japanese domains, daimyo system. Koku – rice stipends based on ability to fed one person for one year. Hegemony – predominant influence, as of a state, region, or group, over another or others. Samurai – to serve, Japanese military nobility. Shogun – field marshal, leader.

Vocabulary List Exercise 1 (Tokugawa/Meiji Japan) People Oda Nobunaga – a major daimyo that helped in unification of Japan from the Owari Province. Toyotomi Hideyoshi – a major daimyo that helped in unification of Japan from the Owari Province. Developed the class structure of the Tokugawa Shogunate: Samurai, Farmers, Artisans, and Traders. Tokugawa Ieyashu – a major daimyo that helped in the unification of Japan from the Mikawa Province. The first shogunate of the Tokugawa Bakufu. Events

Battle of Sekigahara (Realm Divide)- Last major battle that set the way for the Tokugawa shogunate.

Terms Bakufu – “tent government” of the Shogun. Bushi – “knights” of Early Modern Japan, males of the buke (privileged) class. Daimyo – territorial lord who ruled over holdings with an assessed productive capacity of the thousand or more koku of rice. Han – Japanese domains, daimyo system. Koku – rice stipends based on ability to fed one person for one year. Hegemony – predominant influence, as of a state, region, or group, over another or others. Samurai – to serve, Japanese military nobility. Shogun – field marshal, leader.

World Cultures 11th Grade Day 2 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Reestablishment of Order in the Tokugawa Shogunate Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 B Identify and evaluate primary documents... since 1450. Interdisciplinary Connections: 1.6.11 A Listen to Others. 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Evaluate impacts that the edicts developed by Hideyoshi and early Tokugawa shoguns had on early Tokugawa society.

2. Judge how useful a primary document is in understanding Tokugawa society. Materials: 35 Handouts of excerpts from the website Asia for Educators (http://afe.easia.columbia.edu/) Anticipatory Set: (5 Minutes) Collect Homework assignments: Completed Map Exercise 1 of Japan (Tokugawa Meiji Japan), and Vocabulary List Exercise 1 (Tokugawa/Meiji Japan). Discuss: “Should primary sources be used to study and learn history?” “Why or why not?” Procedure: (37 Minutes)

1. Distribute handouts of excerpts from Asia for Educators. (1-2 Minutes) 2. Introduce Reestablishment of Order in the Tokugawa Shogunate from

Introduction (Sheet 1). (2-3 Minutes) 3. “Read the excerpts 1 and 3 at your desk and write down what regulations that

specifically deals with the samurai.” (18 Minutes) 4. “Answer the following question by writing on a piece of paper by yourself.”

“Hideyoshi gives two different reasons for forbidding farmers to keep swords. What were they? Why do you think he felt he needed to give both?” (9 Minutes)

5. “Share your results with your neighbor.” (5 Minutes) 6. Collect written responses to questions posed in step 3 of the procedure. (1-2

Minutes) Closure/Summary: (6 Minutes) Discuss: “Do you think Hideyoshi had a specific reason in limiting swords to just the samurai class?” “Was it fear of another civil war?” Evaluation: The students’ written responses from the questions in step 3 of the procedure and responses to the discussion questions in the closure demonstrate whether or not the students understand the reestablishment of order in the early stages of Tokugawa Japan.

World Cultures 11th Grade Day 2 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Reestablishment of Order in the Tokugawa Shogunate Time Length of Class: 50 Minutes Reflection: Utilizing primary sources allow students to make their own judgments on how the new bakufu attempted to stabilize and legitimize rule through the edicts of Hideyoshi.

Lesson Plan 2 Introduction (Sheet 2) Reestablishment of Order in the Tokugawa Shogunate

• Concerned to keep order of newly unified Japan • strong centralized control led to

o commercial growth, urbanization, and centralized bureaucratic structures evolve to form the pre-modern foundation

• Limited foreign trade.

Excerpts from the edicts of Hideyoshi and the early Tokugawa shoguns Edict 1

In 1577, Hideyoshi issued an edict asking that the heads of each domain collect all swords from all non-samurai.

a) the edict 1. Farmers of all provinces are strictly forbidden to have in their possession any swords, short swords, bows, spears, firearms, or other types of weapons. If unnecessary implements of war are kept, the collection of annual rent may become more difficult, and without provocation uprisings can be fomented. Therefore, those who perpetrate improper acts against samurai who receive a grant of land must be brought to trial and punished. However, in that event, their wet and dry fields will remain unattended, and the samurai will lose their rights to the yields from the fields. Therefore, the heads of the provinces, samurai who receive a grant of land, and deputies must collect all the weapons described above and submit them to Hideyoshi's government. 2. The swords and short swords collected in the above manner will not be wasted. They will be used as nails and bolts in the construction of the Great Image of Buddha. In this way, farmers will benefit not only in this life but also in the lives to come. 3. If farmers possess only agricultural implements and devote themselves exclusively to cultivating the fields, they and their descendants will prosper. This compassionate concern for the well-being of the farms is the reason for the issuance of this edict, and such a concern is the foundation for the peace and security of the country and the joy and happiness of all the people. . . .

World Cultures 11th Grade Day 3 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Social Classes of Tokugawa Japan Time Length of Class: 50 Minutes PDE Academic Standards: 8.1.12 B Synthesize and evaluate historical sources. 8.4.12 B Identify and evaluate primary documents... since 1450. Interdisciplinary Connections: 1.1.8 G Demonstrate after reading understanding and interpretations of both fiction and nonfiction text, 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to… 1. Understand the Tokugawa Ieyasu’s definition of the four social classes. (Warrior, Farmer, Artisan, and Merchant) Materials: 35 Handouts of the excerpt from the website Asia for Educators (http://afe.easia.columbia.edu/) discussing the class structure from the point of view of Tokugawa Ieyashu. Anticipatory Set: (5 Minutes) Discuss: “What is a class system?” “Do you think there is a class system in the United States today?” “If, so which one do you think you are apart of?” Procedure: (37 Minutes)

1. Distribute handouts of excerpts from Asia for Educators. (1-2 Minutes) 2. Introduce the Social Class of Tokugawa Japan from Introduction (Sheet 2). (2-3

Minutes) 3. “Read the excerpt at your desk and write down the four classes and each class’

description.” (18 Minutes) 4. “Answer the following question by writing on a piece of paper by yourself.”

“Why do you think occupations were ranked in this order in Tokugawa Japan?” “Why was the farmer's importance to society placed above that of the artisan and the merchant?” “Are occupations ranked this way today?” “If so, why?” “If not explain.” (9 Minutes)

5. “Share your results with your neighbor.” (5 Minutes) Closure/Summary: (8 Minutes) Question and Writing Session: “Going back to discussion questions I asked at the start of class and knowing what we learned about Japanese social class today answer the following on a piece of paper: “What Japanese social class best represents you in the modern United States and why?” “When you are done, wait till the bell rings and drop off your answers in the answer box.” Evaluation: The students’ written responses from the question in the closure will demonstrate whether students can apply what they have learned about social classes in the United States.

World Cultures 11th Grade Day 3 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Social Classes of Tokugawa Japan Time Length of Class: 50 Minutes Reflection: Teaching this way allows for students to interact with history and compare/contrast social classes of Tokugawa Japan and the United States.

Lesson Plan 3 Introduction (Sheet 2) Tokugawa Class System

• Based on neo-Confucianism • Samurai backbone of society

o Law and order, only allowed to carry swords

The Four Classes of Tokugawa Society

A feature of Tokugawa society was a strict four class system designed to limit social mobility. The following selection is from an anecdote told by a contemporary of Tokugawa Ieyasu, the first Tokugawa shôgun.

Reading

Once Lord Ieyasu conversed with Honda, Governor Sado, on the subject... The warrior is one who maintains his martial discipline even in time of peace... The farmer's toil is proverbial...he selects the seed from last fall's crop and undergoes various hardships and anxieties through the heat of the summer until the seed grows finally to a rice plant...the rice then becomes the sustenance for the multitudes... The artisan's occupation is to make and prepare wares and utensils for the use of others... The merchant facilitates the exchange of goods so that the people can cover their nakedness and keep their bodies warm...* * Selection taken from Ryusaku Tsunoda, Wm. Theodore de Bary, & Donald Keene, Sources of Japanese Tradition, Vol. I. (New York: Columbia University Press, 1964), pp. 329-330.

Discussion Questions

1) Why do you think occupations were ranked in this order in Tokugawa Japan? 2) Why was the farmer's importance to society placed above that of the artisan and the merchant? 3) Are occupations ranked this way today?

World Cultures 11th Grade Day 4 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Art and Literature of Tokugawa Japan Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Identify the significance of individuals and groups who made major political and cultural contributions … since 1450. Interdisciplinary Connections: 9.2.12 D Analyze a work of art from its historical and cultural perspective. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify Tokugawa literary figures Chikamatsu and Saikaku. 2. Interpret the images of Tokugawa Japan through wood block pictures.

Materials: Videotape: The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB), 35 copies of Video Exercise 1, and 35 copies of the three wood block images: Mt. Fuji, Samurai, and The Wave. Anticipatory Set: (5 Minutes) Discuss: “Do you think art and literature can describe a society, a country?” “If so, explain? Procedure: (40 Minutes)

1. Handout copies of Video Exercise 1 (Tokugawa/Meiji Japan) and Start the video 35 Minutes into it (2-3 Minutes)

2. Start the film, Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) 35 minutes in. (1 Minute)

a. Merchant Culture (4 Minutes) i. The Floating World (Ukiyo): world of here & now, fun, change

ii. Art: Ukiyo-e Woodblock Painting 3. Pause and Discuss (4 Minutes): “What is the Floating World, explain?” “What is Ukiyo-

e, explain?” 4. Resume the film. (1 Minute)

a. The Dramatist Chikamatsu (7 Minutes) i. Two new theater forms: Kabuki and Bunraku (puppet theater)

ii. Puppet Play: The Love Suicides at Sonezaki 5. Pause and Discuss (4 Minutes): “What are two forms of Japanese Puppet Theater seen in

the film?” 6. Resume the film. (1 Minute)

a. The Novelist Saikaku (3 Minutes) i. Comic Writer: Selection from “What the Seasons Brought the Almanac

Maker, “Five Women Who Loved Love.” 7. Think Pair Share (5 Minutes): “Review your answers from Video Exercise 1 sheet with

your neighbor.” 8. Hand out Copies of the three wood block images. (1-2 Minutes)

Closure/Summary: (10 Minutes) Write: “Choose one of the three wood block images.” “Write and explain why the image you choose represents Tokugawa Japan, represents Tokugawa society, and/or why the image is a historical “looking glass” that peers into Japanese history.” Evaluation: Students will be evaluated through the completed Video Exercise 1 sheet and the explanation they provided in discussing the wood block images.

World Cultures 11th Grade Day 4 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Art and Literature of Tokugawa Japan Time Length of Class: 50 Minutes Reflection: Presenting the information in video allows students to hear works of three authors of Tokugawa Literature: Chikamatsu, and Saikaku.

Video Exercise 1 Description of Film The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB) videocassette. The Japanese History and Literature video series, which feature commentaries of Columbia University Japanese studies faculty along with striking background art. The supporting teacher’s guide includes primary source-based lessons utilizing passages from the Japanese literary canon to reinforce the video.1

1 http://www.fpri.org/footnotes/086.200312.ellington.filmsaboutjapan.html

Lesson Plan 4

Discussion Questions: The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868)1

1. What were ukiyo-e and what subjects were popular in ukiyo-e?

2. Whose tastes were reflected in the plays, novels, and poetry of the period?

3. Who were the heroes of Chikamatsu's time?

4. How many men does it take to operate a Bunraku puppet? What effects are possible?

5. Who did Saikaku write about in his stories?

6. How is he different in approach from Chikamatsu?

1 Ninette R. Enrique, “Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô,” Tokugawa Society, http://afe.easia.columbia.edu/webcourse/ta/ta_8_vid.htm.

World Cultures 11th Grade Day 5 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Identify the significance of individuals and groups who made major political and cultural contributions … since 1450. Interdisciplinary Connections: 9.2.12 D Analyze a work of art from its historical and cultural perspective. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify and Analyze a Japanese poem or Haiku. 2. Identify the poet Bashô.

Materials: Videotape: The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB) , 35 copies of Video Exercise 1, and 35 copies of Closure Exercise 1. Anticipatory Set: (5 Minutes) Discuss: “What is a poem?” “Does a poem allow for better historical understanding?” “If so, how?” Procedure:

1. The Poet Bashô and Haiku (21 Minutes) a. Haikai as precursor of haiku (comic linked verse) b. Structure of haiku c. The Narrow Road to the Deep North

2. Think Pair Share (5 Minutes): “Read and review your answers with your neighbor.”

3. Divide the class into groups in equal numerical size. (2-3 Minutes) 4. Handout copies of Closure Exercise 1. (1-2 Minutes)

Closure/Summary: “I (teacher) will read the passage to you.” “When I am done, you and your fellow group members should review the passage if necessary and fulfill the requirements of the assignment.” “When your group is done, please turn them in before you are dismissed to next period.” Evaluation: Students will be assessed by answering correctly the questions posed in Video Exercise 1 (Tokugawa/Meiji Japan) and their written Haiku. Reflection: Presenting the information in video allows students to hear works of three authors of Tokugawa Literature: Chikamatsu, Saikaku, and Bashô. It also allows students to evaluate Bashô’s haiku and attempt to conceptualizing his meaning in their own words.

Video Exercise 2 Description of Film The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868) (Annenberg/CPB) videocassette. The Japanese History and Literature video series, which feature commentaries of Columbia University Japanese studies faculty along with striking background art. The supporting teacher’s guide includes primary source-based lessons utilizing passages from the Japanese literary canon to reinforce the video.1

1 http://www.fpri.org/footnotes/086.200312.ellington.filmsaboutjapan.html

Discussion Questions: The Japanese History and Literature Video Series: 3. Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô (1600-1868)1

1. From what poetic form did haiku evolve?

2. How many syllables are in the haiku?

3. Among what segment of the population was haikai, comic linked verse, a great hit?

4. What two components must every haiku have?

5. Can haiku have multiple interpretations? Why?

6. What is the name of Bashô's famous prose composition?

7. Why is Bashô fascinating to the Japanese people?

1 Ninette R. Enrique, “Tokugawa Japan and Puppet Theater, Novels, and Haiku by Bashô,” Tokugawa Society, http://afe.easia.columbia.edu/webcourse/ta/ta_8_vid.htm.

Lesson Plan 5 Closure Exercise 1 (Tokugawa/Meiji Japan) “Haiku are very difficult to translate from Japanese into English. One of Bashô's most famous poem, below, has been translated in many different ways. Make your own translation of it. Bashô wrote it when he visited the site of an old battlefield, now covered over by weeds. Does knowing the context in which Bashô wrote the poem affect how you choose to translate it?”

Natsugusa (Summer grass) ya (O!) (English meaning of each word is already given in parentheses) Tsuwamonodomo ga (warriors) Yume no (dream's) ato (afterwards)

World Cultures 11th Grade Day 6 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Economy of Tokugawa Japan Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 C Evaluate how continuity and change through history has impacted commerce, industry….transportation. Interdisciplinary Connections: 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions, 6.2.6 C Explain the function of money and its use in society. Objectives: Upon completion of today’s lesson, students will be able to…

1. Understand the structure of the Tokugawa Economy 2. Define the vocabulary term autarky. 3. Evaluate the importance of rice as a cash crop and currency. 4. Identify trends of urbanization.

Materials: Overhead of Jigsaw Steps, 35 Copies of Jigsaw Parts, and 35 Copies of Discussion Questions. Anticipatory Set: (3 Minutes) Discuss “What is a jigsaw puzzle?” “Would a jigsaw puzzle help in learning about Tokugawa Japan’s economy?” Procedure: (42 Minutes)

1. Distribute Jigsaw steps. (1-2 Minutes) 2. Review Jigsaw steps and answer any student questions or comments. (3-5

Minutes) 3. Divide class numerically in to five groups. (2 Minutes) 4. Divide parts of Jigsaw upon among groups by A, B, C,D,E. (2 Minutes) 5. Students then will be assigned a Jigsaw part 1-5 in their A,B,C,D,E group. Each

Jigsaw Part 1 students will meet with the other Part 1s, and 2s will meet with 2s, etc. (10 Minutes)

6. Students will regroup with their original A,B,C,D,E group and present their assigned Jigsaw step in numerical order to the rest of their group. (15 Minutes)

7. Groups will answer discussion questions on the handout and turn it in when completed. (6 Minutes)

Closure/Summary: (5 Minutes) Discussion within Groups: “What was the importance of autarky in the development of the Tokugawa economy?” “Does agriculture enforce the roles of merchants, farmers in the Tokugawa social class structure?” Evaluation: The answers from the Jigsaw discussion questions will illustrate how each group applied Jigsaw Parts 1-5.

World Cultures 11th Grade Day 6 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Economy of Tokugawa Japan Time Length of Class: 50 Minutes Reflection: Having the information presented in the Jigsaw format allows for each student to become a “teacher” of their information. When the students regroup they will play the role of the teacher and student.

World Cultures 11th Grade Day 5 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Economy of Tokugawa Japan Jigsaw Part 1

Why Japan?

In answering this question, Mosk (2001), Minami (1994) and Ohkawa and Rosovsky (1973) emphasize the achievements of Tokugawa Japan (1600-1868) during a long period of "closed country" autarky between the mid-seventeenth century and the 1850s: a high level of urbanization; well developed road networks; the channeling of river water flow with embankments and the extensive elaboration of irrigation ditches that supported and encouraged the refinement of rice cultivation based upon improving seed varieties, fertilizers and planting methods especially in the Southwest with its relatively long growing season; the development of proto-industrial (craft) production by merchant houses in the major cities like Osaka and Edo (now called Tokyo) and its diffusion to rural areas after 1700; and the promotion of education and population control among both the military elite (the samurai) and the well-to-do peasantry in the eighteenth and early nineteenth centuries.

autarky - A self-sufficient region or country.

Jigsaw Part 2

Tokugawa political economy: daimyo and shogun

These developments were inseparable from the political economy of Japan. The system of confederation government introduced at the end of the fifteenth century placed certain powers in the hands of feudal warlords, daimyo, and certain powers in the hands of the shogun, the most powerful of the warlords. Each daimyo -- and the shogun -- was assigned a geographic region, a domain, being given taxation authority over the peasants residing in the villages of the domain. Intercourse with foreign powers was monopolized by the shogun, thereby preventing daimyo from cementing alliances with other countries in an effort to overthrow the central government. The samurai military retainers of the daimyo were forced to abandon rice farming and reside in the castle town headquarters of their daimyo overlord. In exchange, samurai received rice stipends from the rice taxes collected from the villages of their domain. By removing samurai from the countryside -- by demilitarizing rural areas -- conflicts over local water rights were largely made a thing of the past. As a result irrigation ditches were extended throughout the valleys, and riverbanks were shored up with stone embankments, facilitating transport and preventing flooding. The sustained growth of proto-industrialization in urban Japan, and its widespread diffusion to villages after 1700 was also inseparable from the productivity growth in paddy rice production and the growing of industrial crops like tea, fruit, mulberry plant growing (that sustained the raising of silk cocoons) and cotton. Indeed, Smith (1988) has given pride of place to these "domestic sources" of Japan's future industrial success.

Jigsaw Part 3

Economic development

Economic development during the Tokugawa period included urbanization, increased shipping of commodities, a significant expansion of domestic and, initially, foreign commerce, and a diffusion of trade and handicraft industries. The construction trades flourished, along with banking facilities and merchant associations. Increasingly, han authorities oversaw the rising agricultural production and the spread of rural handicrafts. By the mid-eighteenth century, Edo had a population of more than 1 million and Osaka and Kyoto each had more than 400,000 inhabitants. Many other castle towns grew as well. Osaka and Kyoto became busy trading and handicraft production centers, while Edo was the center for the supply of food and essential urban consumer goods. Rice was the base of the economy, as the daimyo collected the taxes from the peasants in the form of rice. Taxes were high, about 40% of the harvest. The rice was sold at the fudasashi market in Edo. To raise money, the daimyo used forward contracts to sell rice that was not even harvested yet. These contracts were similar to modern futures trading.

Jigsaw Part 4 Koku: Rice as Currency

The glue that bonded the social hierarchy was rice, produced of course by the farmers. The standard of measurement for rice was the koku, equivalent to approximately 5 bushels. One koku could feed one person for a year. The estimated annual production of rice in Japan at this time was 25 million koku. The shogun was responsible for the distribution of this national crop. He took 20% off the top for himself. In addition, he distributed significant amounts to the local lords, the daimyo. According to Charles J. Dunn, the most powerful daimyo, the Kaga in northern Japan, received 1,300,000 koku. there were over 270 daimyo in Tokugawa Japan with at least 10,000 koku.

Jigsaw Part 5 Merchants Merchants, especially those in the cities, were in a position to become wealthy, but they were at the bottom of the social hierarchy. This was due to the Confucian belief that merchants did not produce anything, like farmers or craftspeople did. Instead they made their money off the productive labor of others. Nevertheless, there was money to be made, and those in the other class positions, even the lower ranking samurai, were sometimes tempted to accept this lower status. Furthermore, as the Tokugawa period progressed and the economy gradually shifted from a feudal to a commercial one, merchants as a whole were able to improve their social standing. Trade was generally a slow and cumbersome enterprise in Tokugawa Japan. Though the road system was extensive and well-maintained however the shogun prohibited wheeled traffic on roads for fear of military reprisals against his rule. Thus, most goods moved overland on the backs of horses or humans.

Jigsaw Assignment

A man wrote in 1616: A great peace is at hand. The shogun rules firmly and with justice at Edo. No more shall we have to live by the sword. I have seen that great profit can be made honorably. I shall brew sake and soy sauce and we shall prosper. --Mitsui Takatoshi, founder of the Mitsui Empire. * * Translation provided by Carol Gluck, George Sansom Professor of Japanese History, Columbia University.

Discussion Questions

1.) What does the writer mean when he says "No more shall we have to live by the sword"?

2.) The Mitsui Empire began with food products. What businesses is Mitsui involved in today?

3.) Does this passage reflect the information you learned about the Tokugawa economy?

The Prosperous Merchant in Tokugawa Society

The Tokugawa period was a time of dynamic commercial growth. At the center of this was the merchant class. Although socially the merchants had less prestige then other classes, they held great economic power. A number of the great Japanese multi-national corporations of today came from simple beginnings in the Tokugawa period.

Reading

A man wrote in 1616: A great peace is at hand. The shÙgun rules firmly and with justice at Edo. No more shall we have to live by the sword. I have seen that great profit can be made honorably. I shall brew sake and soy sauce and we shall prosper. --Mitsui Takatoshi, founder of the Mitsui empire. * * Translation provided by Carol Gluck, George Sansom Professor of Japanese History, Columbia University.

Discussion Questions

1) What does the writer mean when he says "No more shall we have to live by the sword"? 2) The Mitsui empire began with food products. What businesses is Mitsui involved in today? 3) Research what other major Japanese corporations had their beginnings in the Tokugawa period.

Merchants Merchants, especially those in the cities, were in a position to become wealthy, but they were at the bottom of the social hierarchy. This was due to the Confucian belief that merchants did not produce anything, like farmers or craftspeople did. Instead they made their money off the productive labor of others. Nevertheless, there was money to be made, and those in the other class positions--even the lower ranking samurai--were sometimes tempted to accept this lower status. Furthermore, as the Tokugawa period progressed and the economy gradually shifted from a feudal to a commercial one, merchants as a whole were able to improve their social standing. Trade was generally a slow and cumbersome enterprise in Tokugawa Japan. Though the road system was extensive and well-maintained, the shogun prohibited wheeled traffic on roads for his own military protection. Thus, most goods moved overland on the backs of horses or humans.

Economic development

Economic development during the Tokugawa period included urbanization, increased shipping of commodities, a significant expansion of domestic and, initially, foreign commerce, and a diffusion of trade and handicraft industries. The construction trades flourished, along with banking facilities and merchant associations. Increasingly, han authorities oversaw the rising agricultural production and the spread of rural handicrafts.

By the mid-eighteenth century, Edo had a population of more than 1 million and Osaka and Kyoto each had more than 400,000 inhabitants. Many other castle towns grew as well. Osaka and Kyoto became busy trading and handicraft production centers, while Edo was the center for the supply of food and essential urban consumer goods.

Rice was the base of the economy, as the daimyo collected the taxes from the peasants in the form of rice. Taxes were high, about 40% of the harvest. The rice was sold at the fudasashi market in Edo. To raise money, the daimyo used forward contracts to sell rice that was not even harvested yet. These contracts were similar to modern futures trading.

. As a result, commerce was promoted and cities developed. Widespread commercialization occurred in the latter half of the 17th century, centred in the Kinki region, where productive capacity was the most advanced. Now the nationwide farming populace (hyakusho) of independent landowners, although subject to heavy taxes and various kinds of labour services, sought the means to enjoy a better standard of living. In addition to their primary efforts as cultivators, they reclaimed new lands and produced various commercial crops and handicraft goods for sale in the city and town markets. Among these commercial crops were cotton and rapeseed oil in the Kinki region and silk in eastern Japan. Communications and transportation also developed for the circulation of such goods, thanks to the earlier efforts of various daimyo to maximize production in their domains and to the increased mobility caused by the sankin kotai system. As a result

of the development of commerce and communications, new-style merchants such as wholesalers and brokers to handle commercial crops came to the fore, and powerful financiers also appeared.

The glue that bonded the social hierarchy was rice, produced of course by the farmers. The standard of measurement for rice was the koku, equivalent to approximately 5 bushels. One koku could feed one person for a year. The estimated annual production of rice in Japan at this time was 25 million koku. The shogun was responsible for the distribution of this national crop. He took 20% off the top for himself. In addition, he distributed significant amounts to the local lords, the daimyo. According to Charles J. Dunn, the most powerful daimyo, the Kaga in northern Japan, received 1,300,000 koku. there were over 270 daimyo in Tokugawa Japan with at least 10,000 koku.

Economic and political affairs in the first half of the 19th century a) The economy of the Kasei period (1804-1830) The rule of Tokugawa Ienari The decline of castle towns and the increasing power of rural areas Changes in distribution networks The commencement of inflation b) Changes in the international environment The increasing number of visits by foreign ships Changes in foreign policy The order to drive away foreign ships (gaikokusen uchiharairei) c) The Tenpo reforms of Mizuno Tadakuni (1841-43) The influence of the Opium War Price policies The dissolution of the guild system and its consequences Restoring rural areas Government of land requisitions (agechirei) 2. The Japanese economy in the late Tokugawa period a) The industrial structure of the late Tokugawa period The agricultural and non-agricultural sectors b) Features of the Tokugawa economy Production and distribution The limits of the city merchants The role of the newly emerged rural merchants c) The effect of the period of 'isolation' on Japan's economic history

World Cultures 11th Grade Day 7 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Foreign Influences: Trade and Religion Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Evaluate the significance of individuals and groups who made major political and cultural contributions … since 1450. Interdisciplinary Connections: 7.1.12 B Analyze the location of places and regions, 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Define Historical Terms from the Vocabulary Exercise List 2. 2. Understand the Nanban Trade Period in Japan. 3. Explain the Closed Country Edict of 1635. 4. Recognize the historical events that led to the Sakoku foreign relation policy.

Materials: 35 Copies of Vocabulary Exercise 2, 35 Copies of the Closed Country Edict of 1635 from the website The Seclusion of Japan. (http://www.wfu.edu/~watts/w03_Japancl.htm). Anticipatory Set: (3 Minutes) Discuss: “Does trade allow for exchange in culture (arts, beliefs, institutions, and all other products of human work and thought), customs, and religions?” Procedure:

1. Distribute homework handouts of Vocabulary Exercise 2 and copies of Closed Country Edict of 1635. (2 Minutes)

2. Lecture (15 Minutes) a. Nanban Trade Period (7 Minutes) b. Francis Xavier (8 Minutes)

i. Map 2 of Francis Xavier’s voyages ii. Main goal in Japan

3. Think Pair Share (5 Minutes): “What is the Nanban Trade Period?” “Where Westerners in Japan during this period?” “What was Xavier’s mission in Japan?”

4. Lecture (15 Minutes) a. Tokugawa Iemitsu and his legacy as Shogun (5 Minutes) b. Shimabara Rebellion: reasons for uprising (5 Minutes) c. Sakoku: Japan’s new foreign policy (5 Minutes)

Closure/Summary: (10 Minutes) Think Pair Share: “With your partner, read the excerpts from the Closed Country Edict of 1635. Answer the discussion questions that follow handing them in when completed.” Evaluation: Students will be evaluated on their responses of the discussion questions in the closure.

World Cultures 11th Grade Day 7 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Foreign Influences: Trade and Religion Time Length of Class: 50 Minutes Reflection: The think pair share activities allow for students to ask and answer questions from each other. The use of the primary source, Closed Country Edict of 1635, allows for students to read a document that restricted foreigners and Japanese alike.

Lesson Plan 7 Lecture Outline Nanban Trade Period

• Foreigners: William Adams: an English navigator that became a samurai and an advisor to Tokugawa Ieyasu

• Trade Exchanges: Gunpowder and Guns. • Other Exchanges: Religion.

Francis Xavier (1506-1552)

• Jesuit priest that reached Japan in 1549 to spread Catholicism. • Voyages and Map 2 exercise

Think Pair Share: “What is the Nanban Trade Period?” “Where Westerners in Japan during this period?” “What was Xavier’s mission in Japan?” Tokugawa Iemitsu and his legacy as Shogun

• Third Tokugawa Shogunate. • Isolated Japan from the West in 1633 and • Banned Christianity. • Set up system where daimyo’s family would live in Edo have of the year to assure

loyalty. Shimabara Rebellion

• Peasant uprisings due to heavy tax burden • Anti-Christian policies of the Shogunate

Sakoku

• Expulsion of foreigners • Closed Country Edict of 1635 • “country in chains”

Vocabulary List Exercise 2 (Tokugawa/Meiji Japan) People Tokugawa Iemitsu – third Tokugawa Shogunate. Isolated Japan from the West in 1633 and banned Christianity. Set up system where daimyo’s family would live in Edo have of the year to assure loyalty. William Adams – an English navigator that became a samurai and an advisor to Tokugawa Ieyasu Francis Xavier – Jesuit priest that reached Japan in 1549 to spread Catholicism. Events Shimabara Rebellion - peasant uprising due to heavy taxes and anti-Christian policies Nanban Trade Policy – “Southern Barbarian Trade Period” a Chinese term the Japanese used to describe everyone that was not from Japan. Terms Sakoku – “country in chains”, Japanese isolation foreign policy.

CLOSED COUNTRY EDICT OF 1635

1. Japanese ships are strictly forbidden to leave for foreign countries. 2. No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority. 3. If any Japanese returns from overseas after residing there, he must be put to death. 4. If there is any place where the teachings of the [Catholic] priests is practiced, the two of you must order a thorough investigation. 5. Any informer revealing the whereabouts of the followers of the priests must be rewarded accordingly. If anyone reveals the whereabouts of a high ranking priest, he must be given one hundred pieces of-silver. For those of lower ranks, depending on the deed, the reward must be set accordingly. 6. If a foreign ship has an objection (to the measures adopted) and it becomes necessary to report the matter to Edo,1 you may ask the Omura2 domain to provide ships to guard the foreign ship. . . . 7. If there are any Southern Barbarians3 who propagate the teachings of the priests, or otherwise commit crimes, they may be incarcerated in the prison. . . . 8. All incoming ships must be carefully searched for the followers of the priests.

9. No single trading city shall be permitted to purchase all the merchandise brought by foreign ships. 10. Samurai4 are not permitted to purchase any goods originating from foreign ships directly from Chinese merchants in Nagasaki. 11. After a list of merchandise brought by foreign ships is sent to Edo, as before you may order that commercial dealings may take place without waiting for a reply from Edo. 12. After settling the price, all white yarns5 brought by foreign ships shall be allocated to the five trading cities6 and other quarters as stipulated. 13. After settling the price of white yarns, other merchandise [brought by foreign ships] may be traded freely between the [licensed] dealers. However, in view of the fact that Chinese ships are small and cannot bring large consignments, you may issue orders of sale at your discretion. Additionally, payment for goods purchased must be made within twenty days after the price is set. 14. The date of departure homeward of foreign ships shall not be later than the twentieth day of the ninth month. Any ships arriving in Japan later than usual shall depart within fifty days of their arrival. As to the departure of Chinese ships, you may use your discretion to order their departure after the departure of the Portuguese galeota.7

4 Members of Japan's military aristocracy. 5 Raw silk. 6 The cities of Kyoto, Edo, Osaka, Sakai, and Nagasaki.

15. The goods brought by foreign ships which remained unsold may not be deposited or accepted for deposit.

16. The arrival in Nagasaki of representatives of the five trading cities shall not be later than the fifth day of the seventh month. Anyone arriving later than that date shall lose the quota assigned to his city. 17. Ships arriving in Hirado8 must sell their raw silk at the price set in Nagasaki, and are not permitted to engage in business transactions until after the price is established in Nagasaki.

QUESTIONS FOR ANALYSIS

1. According to the edict of 1635, what steps are to be taken to suppress Christianity?

2. How are commercial dealings with foreigners to be handled before they are ended altogether?

3. In what ways did the 1635 edict affect the shogun's Japanese subjects?

4. Does trade or Christianity seem to have been the greater threat to Japan, according to the 1635 edict?

World Cultures 11th Grade Day 8 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Decline of the Samurai Class Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Evaluate the significance of individuals and groups… since 1450. 8.4.12 B Identify and evaluate primary documents... since 1450. Interdisciplinary Connections: 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas, 1.4.8 B Write Multi-paragraph informational pieces, 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Evaluate impacts that the decline of the samurai class had on late Tokugawa society.

2. Judge how useful primary documents are in understanding late Tokugawa society. Materials: 35 copies of Corruption of Samurai 1855, and Decline in Samurai Morale 1796 excerpts from David Lu’s Japan: A Documentary History: The Late Tokugawa Period to the Present. Anticipatory Set: (5 Minutes) Collect Homework Assignments: Vocabulary Exercise 2. Discuss: “Samurai were the backbone of Tokugawa society, would their decline indicate a failing Tokugawa society?” Procedure: (32 Minutes)

1. Distribute handouts of excerpts from David Lu’s Japan: A Documentary History. (1-2 Minutes)

2. “Read the excerpt a Decline in Samurai Morale, 1796 and write down key words, phrases that would indicate to you a failing samurai class.” (10 Minutes)

3. “Share your results with your neighbor.” (5 Minutes) 4. “Read the excerpt Corruption of Samurai 1855 and write down key words and

phrases that would indicate to you a failing samurai class.” (10 Minutes) 5. “Share your results with your neighbor.” (5 Minutes)

Closure/Summary: (13 Minutes) “Imagine yourself as a samurai during the late Tokugawa period.” “Write a journal entry on a piece of paper about the difficulties you face in your job, life, and with your family.” “Draw upon specific examples from David Lu’s two passages, Decline in Samurai Morale 1796 and Corruption of Samurai 1855.” Evaluation: The students’ written journal entries will demonstrate their ability to understand late Tokugawa Japan.

World Cultures 11th Grade Day 8 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Decline of the Samurai Class Time Length of Class: 50 Minutes Reflection: Utilizing primary sources allow students to read information from that period. Writing journal entries allows students to place themselves in the shoes of the declining samurai class.

World Cultures 11th Grade Day 9 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Arrival of Commodore Perry Time Length of Class: 50 Minutes PDE Academic Standards: 8.1.12 C Evaluate historical interpretation of events. 8.4.12 C Evaluate how continuity and change through history has impacted… since 1450. Interdisciplinary Connections: 3.7.10 C Apply basic computer operations and concepts. 9.2.12 D Analyze a work of art from its historical and cultural perspective. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify Commodore Matthew Perry. 2. Evaluate the Japanese perspective on the arrival of Americans.

Materials: Internet enabled computer with working internet program (Internet Explorer, Firefox, etc.) and website: http://www.us-japan.org/jsnc/virtualjapan/BSS/samstour/ms1.htm. 35 copies of Perry’s “Black Ships” Anticipatory Set: (3 Minutes) Discuss: “The arrival of Commodore Matthew Perry ended centuries of seclusion in Japan and prompted tremendous change.” “Do you think change was already present in Japan upon his arrival?” Procedure:

1. Handout image of Perry’s Black Ships. (1-2 Minutes) 2. “Logon to the network with your username and password.” (1-2 Minutes) 3. “Enter http://www.us-japan.org/jsnc/virtualjapan/BSS/samstour/ms1.htm in your

web browser.” (1-2 Minutes) 4. “Take Sam’s Tour.” (25 Minutes) 5. “Answer Sam’s questions.” (5 Minutes) 6. “Close out of the website and log off when finished after I’ve verified your

answers.” (1-2 Minutes) Closure/Summary: (9 Minutes) Discuss: “From taking Sam’s Tour what do you remember from the images?” “Do you think they represent Americans correctly?” “Does Sam’s tour give us an historical representation of Japan at the time of Perry’s arrival?” Write: “For homework I would like you to write, as a Japanese citizen, what you think of Perry’s “black ships.” Evaluation: From taking Sam’s tour, students will have experienced Perry’s arrival through the Japanese perspective. Taking home the images of Perry’s ship, students will have to write as Japanese witnessing Perry’s Black Ships.

World Cultures 11th Grade Day 9 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Arrival of Commodore Perry Time Length of Class: 50 Minutes Reflection: Using the internet allows students to use technology to learn. The website provides stimulating images which will allow students to see how the Japanese viewed Perry, his crew, and his ships.

World Cultures 11th Grade Day 10 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: United States Goal Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 B Identify and evaluate primary documents... since 1450. Interdisciplinary Connections: 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in the text. Objectives: Upon completion of today’s lesson, students will be able to…

1. Assess the image of the Untied States and Japan from the American Perspective. 2. Identify the two main reasons for the United States arrival.

Materials: 35 Handouts of excerpts from the website Asia for Educators (http://afe.easia.columbia.edu/) Anticipatory Set: (5 Minutes) Collect Homework assignments: Japanese citizen perspective papers on the Black Ships. Discuss: “How do you think the President would write a letter to a country today?” “Would he/she boast about the United States? Would he/she look down on the country he/she is writing to?” Procedure: (39 Minutes)

1. Distribute handouts of President Fillmore’s letter from the website Asia for Educators. (1-2 Minutes)

2. “Read the letter from President Fillmore and envision yourself as the Emperor of Japan.” (25 Minutes)

3. “On a piece of paper answer the discussion questions.” (10 Minutes) 4. Collect the answers to the discussion questions. (1-2 Minutes)

Closure/Summary: (6 Minutes) Discuss: “How do you think the Japanese responded to this letter?” “If you were Emperor how would you respond to this letter?” Evaluation: Students will be evaluated through their discussions in the closure segment. Students will also be evaluated through their answers to the discussion questions that followed President Fillmore’s letter. Reflection: Teaching this lesson this way will allow for students to understand the reasons for the United States to send an expedition to Japan.

Lesson Plan 10 Letter from President Millard Fillmore to the Emperor of Japan.

Letter of Millard Fillmore, President of the United States of America, to His Imperial Majesty, the Emperor of Japan, November 13, 1852. (1)

GREAT and Good Friend: I send you this public letter by Commodore Matthew C. Perry, an officer of the highest rank in the navy of the United States, and commander of the squadron now visiting your imperial majesty's dominions.

I have directed Commodore Perry to assure your imperial majesty that I entertain the kindest feelings towards your majesty's person and government, and that I have no other object in sending him to Japan but to propose to your imperial majesty that the United States and Japan should live in friendship and have commercial intercourse with each other.

The Constitution and laws of the United States forbid all interference with the religious or political concerns of other nations. I have particularly charged Commodore Perry to abstain from every act which could possibly disturb the tranquility of your imperial majesty's dominions.

The United States of America reach from ocean to ocean, and our Territory of Oregon and State of California lie directly opposite to the dominions of your imperial majesty. Our steamships can go from California to Japan in eighteen days.

Our great State of California produces about sixty millions of dollars in gold every year, besides silver, quicksilver, precious stones, and many other valuable articles. Japan is also a rich and fertile country, and produces many very valuable articles. Your imperial majesty's subjects are skilled in many of the arts. I am desirous that our two countries should trade with each other, for the benefit both of Japan and the United States.

We know that the ancient laws of your imperial majesty's government do not allow of foreign trade, except with the Chinese and the Dutch; but as the state of the world changes and new governments are formed, it seems to be wise, from time to time, to make new laws. There was a time when the ancient laws of your imperial majesty's government were first made.

About the same time America, which is sometimes called the New World, was first discovered and settled by the Europeans. For a long time there were but a few people, and they were poor. They have now become quite numerous; their commerce is very extensive; and they think that if your imperial majesty were so far to change the ancient laws as to allow a free trade between the two countries it would be extremely beneficial to both.

If your imperial majesty is not satisfied that it would be safe altogether to abrogate the ancient laws which forbid foreign trade, they might be suspended for five or ten years, so

as to try the experiment. If it does not prove as beneficial as was hoped, the ancient laws can be restored. The United States often limit their treaties with foreign states to a few years, and then renew them or not, as they please.

I have directed Commodore Perry to mention another thing to your imperial majesty. Many of our ships pass every year from California to China; and great numbers of our people pursue the whale fishery near the shores of Japan. It sometimes happens, in stormy weather, that one of our ships is wrecked on your imperial majesty's shores. In all such cases we ask, and expect, that our unfortunate people should be treated with kindness, and that their property should be protected, till we can send a vessel and bring them away. We are very much in earnest in this.

Commodore Perry is also directed by me to represent to your imperial majesty that we understand there is a great abundance of coal and provisions in the Empire of Japan. Our steamships, in crossing the great ocean, burn a great deal of coal, and it is not convenient to bring it all the way from America. We wish that our steamships and other vessels should be allowed to stop in Japan and supply them selves with coal, provisions, and water. They will pay for them in money, or anything else your imperial majesty's subjects may prefer; and we request your imperial majesty to appoint a convenient port, in the southern part of the empire, where our vessels may stop for this purpose. We are very desirous of this.

These are the only objects for which I have sent Commodore Perry, with a powerful squadron, to pay a visit to your imperial majesty's renowned city of Edo: friendship, commerce, a supply of coal and provisions, and protection for our shipwrecked people.

We have directed Commodore Perry to beg your imperial majesty's acceptance of a few presents. They are of no great value in themselves; but some of them may serve as specimens of the articles manufactured in the United States, and they are intended as tokens of our sincere and respectful friendship.

May the Almighty have your imperial majesty in His great and holy keeping!

In witness whereof, I have caused the great seal of the United States to be hereunto affixed, and have subscribed the same with my name, at the city of Washington, in America, the seat of my government, on the thirteenth day of the month of November, in the year one thousand eight hundred and fifty-two.

[Seal attached.]

Your good friend, Millard Fillmore.

Discussion Questions

1. What image of the United States does President Fillmore portray? How does President Fillmore describe the United States? What examples are given of American's strength and position in the world?

2. What image of Japan is portrayed in Fillmore’s letter?

3. What are the intentions of the United States as stated in Fillmore’s letter?

4. What, if any, aspects of these letters strike you as "dated"? What statements might not be acceptable in a letter written by a U. S. leader today?

World Cultures 11th Grade Day 11 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Meiji Restoration and Boshin Rebellion Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Evaluate the significance of individuals and groups who made major political and cultural contributions … since 1450. 8.4.12 B Evaluate historical documents, material artifacts and historic sites important to world history since 1450. Interdisciplinary Connections: 1.4.11 C Write persuasive pieces, 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify Saigo Takamori and Kido Takayoshi in the greater historical context of the Meiji restoration.

2. Evaluate the effectiveness of the Charter Oath of 1868. Materials: 35 Handouts of the Charter Oath of 1868 from the website Asia for Educators (http://afe.easia.columbia.edu/) Anticipatory Set: (3 Minutes) Discuss: “How was the American Civil War similar to the Boshin War?” Procedure:

1. Distribute handouts of excerpts from the website Asia for Educators. (1-2 Minutes)

2. Lecture (12 Minutes) a. Meiji Restoration (6 Minutes) b. Satsuma-Choshu Alliance: Saigo Takamori and Kido Takayoshi (6

Minutes) 3. Think Pair Share (12 Minutes): “Read the Charter Oath with your neighbor and

answer the discussion questions that follow.” “When you are done turn them in with both of your names on the top right.”

4. Lecture (12 Minutes) a. Boshin War (1868-1869)

i. Tokugawa Shogunate Forces vs. Imperial Factions ii. Battle of Hakodate

1. French Involvement Closure/Summary: (9 Minutes) Write: “From the lesson today, write a brief page on whether the Meiji restoration in Japan was a positive or negative event.” “Hand in your page as you leave for your next class.” Evaluation: Students will be evaluated through their answers on the discussion question segment and on their page description on the positives/negatives of the Meiji Restoration on Japan.

World Cultures 11th Grade Day 11 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Meiji Restoration and Boshin Rebellion Time Length of Class: 50 Minutes Reflection: Lecturing segments of presents information around key figures and events. The pair share segment breaks up the lecture and allows the students to handle a primary source document that illustrates the goal of the Meiji restoration. The writing segment allows students to express their opinions on whether the Meiji restoration was good/bad for Japan.

Lesson Plan 11 Lecture Outline Meiji Restoration

• 1866 – 1869 • Transition from Tokugawa Shogunate to new Meiji government

Satsuma-Choshu Alliance

• Saigo Takamori o Leader of the Satsuma Domain o an early opponent of the Tokugawa shogunate o supported the emperor

• Kido Takayoshi o Leader of the Choshu Domain o A part of the movement sonno joi undo (movement to revere the emperor

and expel the barbarians) o Drafted the Charter Oath of 1868

• Allied to overthrow the Tokugawa Shogunate Pair Share

• The Charter Oath • Discussion Questions

Boshin War

• Tokugawa Shogunate vs. Imperial Faction: Satsuma, Choshu and Tosa • Battle of Hakodate: Last Battle for Japan

o French Involvement

The Charter Oath of 1868 (1) The following declaration, often called the "Charter Oath of 1868" is one of the first documents written by the new Meiji leaders and reveals much about the new society they hoped to created.

By this oath we set up as our aim the establishment of the national weal on a broad basis and the framing of a constitution and laws.

1. Deliberative assemblies shall be widely established and all matters decided by public discussion. 2. All classes, high and low, shall unite in vigorously carrying out the administration of affairs of state. 3. The common people, no less than the civil and military officials, shall each be allowed to pursue his own calling so that there may be no discontent. 4. Evil customs of the past shall be broken off and everything based upon the just laws of Nature. 5. Knowledge shall be sought throughout the world so as to strengthen the foundations of imperial rule.*

The oath was written by the new leaders and given to the newly restored emperor to present to the people.

Discussion Questions

1) How did the new leaders envision the role of citizens in the new government? 2) Which parts of this oath would you describe as "democratic," "undemocratic"? Why? 3) Read the Meiji Constitution of 1889 that follows and decide whether the promises made in the Charter Oath were fulfilled by the Constitution.

World Cultures 11th Grade Day 11 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Iwakura Mission Time Length of Class: 50 Minutes PDE Academic Standards:8.4.12 A Evaluate the significance of individuals and groups… since 1450. 8.4.12 B Identify and evaluate primary documents… since 1450. Interdisciplinary Connections: 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas. Objectives: Upon completion of today’s lesson, students will be able to…

1. Interpret the greater historical meaning of Emperor Meiji’s letter to President Grant.

2. Evaluate the success of Meiji Japan’s Iwakura Mission. 3. Judge how useful a primary document is in understanding Meiji Japan.

Materials: 35 copies of Emperor Meiji’s Letter to President Grant on Iwakura Mission 1871 excerpt from David Lu’s Japan: A Documentary History: The Late Tokugawa Period to the Present. Anticipatory Set: (5 Minutes) Discuss: “Recall the letter President Fillmore sent to the Emperor during Commodore Perry’s expedition to Japan.” “Did the Japanese adhere to Pres. Fillmore’s requests?” “Were those requests fair?” Procedure: (Minutes)

1. Distribute handouts of Emperor Meiji’s Letter to President Grant on Iwakura Mission 1871. (1-2 Minutes.)

2. “Read the letter and signify key points, such as phrases, names, events that would indicate Emperor Meiji’s request.” (12 Minutes)

3. Discuss: “As we discuss, write down key points in your notes.” “Does the letter seem like Japan wants to become more Western?” “More specifically, does Japan favor American methods over European?” “Does the letter represent Japanese desire to be more equal with Western powers?” (12 Minutes)

4. “Brainstorm ideas on how you, President Grant, would respond to Emperor Meiji’s letter.” (5 Minutes)

Closure/Summary: (14 Minutes) Write: “As President Grant you must respond in a letter to Emperor Meiji.” “In your letter you must include whether or not you will revise the treaty with Japan, if you will allow Japanese delegates to inquire about technological advances i.e. railways, and if you will adhere to the Emperor’s additional requests.” Evaluation: Students’ response letter to Emperor Meiji will demonstrate their understanding of the goals of the Iwakura Mission.

World Cultures 11th Grade Day 11 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Iwakura Mission Time Length of Class: 50 Minutes Reflection: Utilizing Emperor Meiji’s letter engages students in the changing attitudes of Meiji Japan. The letter demonstrates Japan’s willingness to send delegates to foreign countries to gain Western advances.

World Cultures 11th Grade Day 13 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.12 A Evaluate the significance of individuals and groups who made major political and cultural contributions … since 1450. Interdisciplinary Connections: 1.6.11 A Listen to Others, 1.6.11 E Participate in small and large group discussions. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify the following historical terms Bunmei Kaika, Fukuzawa Yukichi. 2. Evaluate Western influences in images of Meiji Japan.

Materials: Computer with Microsoft Office software and PowerPoint Presentation with 35 accompanying printed copies and 35 copies of Fukuzawa Yukichi’s passage. Anticipatory Set: (4 Minutes) Discuss: “Do you think the Iwakura Mission was successful in obtaining Western ideas: in technology, transportation, government?” Procedure:

1. Distribute PowerPoint presentation and Fukuzawa Yukichi’s passage to students. (1-2 Minutes)

2. Lecture Presentation (16 Minutes) a. Bunmei Kaika: “Civilization and Enlightenment” (5 Minutes) b. Western Ways (Image 3) (3 Minutes) c. Fukuzawa Yukichi (8 Minutes)

i. “Weak and Backward Japan” ii. “Western Cultural and Progress”

iii. New Japanese Citizen: “Spirit of Civilization” 3. Think Pair Share (10 Minutes): Fukuzawa Yukichi’s passage. “Read the passage

and answer the questions with your neighbor.” “Do you think Fukuzawa is too harsh on Japan’s past and present conditions?” “Do you think Fukuzawa is writing about Westernization or Modernization of Japan?”

4. Lecture Presentation (10 Minutes) a. Meiji Public Education (10 Minutes)

i. 1872 Mandatory Compulsory Education ii. French vs. American Models

iii. Goals of Meiji Education Closure/Summary: (8 Minutes) Discuss (Website 1): “Look at the website’s image of the Civilization Game.” “What do you see here?” “Any Western Ideas?” “If so, what?” “Does this reflect the changing times in Meiji Japan?” “Does this picture and game reflect Fukuzawa’s “Civilization and Enlightenment?” Evaluation: Students will be evaluated at two points in the lesson. Students’ answers to Fukuzawa’s passage during the Think Pair Share and during the discussion of the “Civilization Game.

World Cultures 11th Grade Day 13 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Time Length of Class: 50 Minutes Reflection: Using a PowerPoint presentation allows students to visualize and hear the information at the same time. Focusing more on key points and not names allows students to understand the overall theme for this lesson that Japan was backward and weak country and the only way to correct it was to become more like the West.

Transition from Tokugawa Shogunate to Meiji Period

Fostering Civilization and Enlightenment: Intellectuals and

Educators

Lesson Plan 13

Guiding Question

• Do you think the Iwakura Mission was successful in obtaining Western ideas:

• in technology?• transportation?• government ?

Bunmei Kaika• Bunmei Kaika – “Civilization and Enlightenment• Meiji Japan taking all things Western

– Western Literature:• Writings of Tocqueville, Rousseau, and Samuel Smile’s Self Help• The key point most Japanese look at is from Smile’s Self

Help: “Each individual had the duty to work hard and to cultivate his own talents in order to advance in the world and make Japan a stronger country.”

• Do you notice any underlying Western themes?

What Western Innovations do you see here?

Fukuzawa Yukichi• Prominent Meiji figure that pushed Western knowledge

over Japanese.• Believed Japan to be “weak and backward”• Only way to overcome weakness and backwardness in

Japan is to replicate:– Western Cultural Perspectives and Progress

• Japan’s need for a new kind of citizen– “Spirit of Civilization”

Think Pair Share• Read Fukuzawa Yukichi’s passage.• Write down answers to the following questions with your

neighbor:• Do you think you Fukuzawa’s is to harsh on Japan’s past

and present conditions?• Do you think Fukuzawa is writing about Westernization

or Modernization of Japan?

Meiji Public Education

• 1872: mandatory compulsory education – Four years, later increased to six years

• French v. American models – Secular content (both) – Centralized v. de-centralized – Tracked v. flexible – Co-educational (American) – Shift toward French model

http://ic.ucsc.edu/~naso/hist159b/presentations/bunmei%20kaika%20pres/bunmei_kaika.htm

Meiji Public Education

• Goals of early Meiji public education • Training of different groups for specialized

roles in the new Japan (in contrast to ideal of everyone gets equal opportunity)

http://ic.ucsc.edu/~naso/hist159b/presentations/bunmei%20kaika%20pres/bunmei_kaika.htm

http://ic.ucsc.edu/~naso/hist159b/presentations/bunmei%20kaika%20pres/bunmei_kaika.htm

Civilization Game

• Civilization Game reflecting Bunmei Kaika

• What do you see here? Any Western Ideas? If so, what?

• Does this reflect the changing times in Meiji Japan?

• Does this picture represent Fukuzawa’s “Civilization and Enlightenment?

Lesson Plan 13 Fukuzawa Yukichi’s Passage “If we compare the knowledge of the Japanese and Westerners, in letters, in techniques, in commerce, or in industry, from the largest to the smallest matter, there is not one thing in which we excel. Outside of the most stupid person in the world, no one would say that our learning or business is on par with those of the Western countries. Who would compare our carts with their locomotives, or our swords with their pistols? In Japan’s present condition there is nothing in which we may take pride vis-à-vis the West. All that Japan has to be proud of is its scenery.”1 Vis-à-vis – “face to face” a French phrase.

1 James L. McClain, Japan: A Modern History (New York: W.W. Norton and Company 2002), 177.

World Cultures 11th Grade Day 14 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: The Meiji Constitution Time Length of Class: 50 Minutes PDE Academic Standards: 8.1.12 B Synthesize and evaluate historical sources, 8.4.12 B Identify and evaluate primary documents... since 1450, Interdisciplinary Connections: 1.1.8 G Demonstrate after reading understanding and interpretations of both fiction and nonfiction text, 1.2.8 A Read and understand essential content of informational texts and documents in all academic areas. Objectives: Upon completion of today’s lesson, students will be able to…

1. Identify four powers that the Emperor, the Diet, Minister of State, Privy Councilor, and Judicature had under the Meiji Constitution.

2. Compare and Contrast the Meiji Constitution to the United States Constitution. Materials: 35 Copies homework assignment of The Meiji Constitution from the website Asia for Educators. (http://afe.easia.columbia.edu/) Anticipatory Set: (5 Minutes) Discuss: “What is a constitution?” “What do you think or remember of the United States Constitution?” “How do you think the Meiji Constitution would compare to the United States?” Procedure: (38 Minutes)

1. Distribute the 35 copies of The Meiji Constitution to students. (1-2 Minutes) 2. Introduce the Meiji Constitution from Introduction 14 (Sheet 3). (3-4 Minutes) 3. Read the Meiji Constitution Preamble to students. (4-5 Minutes) 4. “Students, read the rest of the Meiji Constitution to yourself and when you are

finished with the reading answer the discussion questions that follow.” (15-20 Minutes)

5. Think Pair Share (7 Minutes): “With your neighbor summarize the Meiji Constitution and then compare your answers.” “When you are done pass forward your completed discussion questions.”

Closure/Summary: (7 Minutes) Discuss: “From reading excerpts from the Meiji Constitution, do you see any prevailing Western Themes? “If so,why?” “If not, explain.” “What about democratic ideals?” Evaluation: Students will be evaluated in their completed discussion questions about the Meiji Constitution and during the discussion in the closure procedure.

Reflection: Presenting the students with excerpts of the Meiji Constitution allows them to distinguish Western ideas and elements. Comparing the Meiji Constitution to United States Constitution allows for students to basis something foreign and new against something they should know at this stage of educational development.

Lesson Plan 14 Introduction (Sheet 3) The Meiji Constitution

• Also known as the Constitution of the Empire of Japan • Used from November 29, 1889 to May 2, 1947 • A constitutional monarchy based on the Prussian (German) model • Emperor is active ruler

o Shared power with the Diet ( legislature) the U.S. Congress

Lesson Plan 14 The Meiji Constitution

Preamble

Having, by virtue of the glories of Our Ancestors, ascended the Throne of a lineal succession unbroken for ages eternal; desiring to promote the welfare of, and to give development to the moral and intellectual faculties of Our beloved subjects, the very same that have been favored with the benevolent care and affectionate vigilance of Our Ancestors; and hoping to maintain the prosperity of the State, in concert with Our people and with their support, We hereby promulgate, in pursuance of Our Imperial Rescript of the 12th day of the 10th month of the 14th year of Meiji, a fundamental law of State, to exhibit the principles, by which We are to be guided in Our conduct, and to point out to what Our descendants and Our subjects and their descendants are forever to conform.

The rights of sovereignty of the State, We have inherited from Our Ancestors, and We shall bequeath them to Our descendants. Neither We nor they shall in future fail to wield them, in accordance with the provisions of the Constitution hereby granted.

We now declare to respect and protect the security of the rights and of the property of Our people, and to secure to them the complete enjoyment of the same, within the extent of the provisions of the present Constitution and of the law.

The Imperial Diet shall first be convoked for the 23rd year of Meiji and the time of its opening shall be the date when the present Constitution comes into force.

When in the future it may become necessary to amend any of the provisions of the present Constitution, We or Our successors shall assume the initiative right, and submit a project for the same to the Imperial Diet. The Imperial Diet shall pass its vote upon it, according to the conditions imposed by the present Constitution, and in no otherwise shall Our descendants or Our subjects be permitted to attempt any alteration thereof.

Our Ministers of State, on Our behalf, shall be held responsible for the carrying out of the present Constitution, and Our present and future subjects shall forever assume the duty of allegiance to the present Constitution.

Chapter 1 The Emperor

ARTICLE I. The Empire of Japan shall be reigned over and governed by a line of Emperors unbroken for ages eternal.

ARTICLE II. The Imperial Throne shall be succeeded to by Imperial male descendants, according to the provisions of the Imperial House Law.

ARTICLE III. The Emperor is sacred and inviolable.

ARTICLE XI. The Emperor has the supreme command of the Army and Navy.

ARTICLE XII. The Emperor determines the organization and peace standing of the Army and Navy.

ARTICLE XIII. The Emperor declares war, makes peace, and concludes treaties.

Chapter II Rights and Duties of Subjects

ARTICLE XVIII. The conditions necessary for being a Japanese subject shall be determined by law.

ARTICLE XIX. Japanese subjects may, according to qualifications determined in laws or ordinances, be appointed to civil or military or any other public offices equally.

ARTICLE XX. Japanese subjects are amenable to service in the Army or Navy, according to the provisions of law.

ARTICLE XXI. Japanese subjects are amenable to the duty of paying taxes, according to the provisions of law.

ARTICLE XXII. Japanese subjects shall have the liberty of abode and of changing the same within the limits of law.

ARTICLE XXIII. No Japanese subject shall be arrested, detained, tried or punished, unless according to law.

ARTICLE XXIV. No Japanese subject shall be deprived of his right of being tried by the judges determined by law.

ARTICLE XXV. Except in the cases provided for in the law, the house of no Japanese subject shall be entered or searched without his consent.

ARTICLE XXVI. Except in the cases mentioned in the law, the secrecy of the letters of every Japanese subject shall remain inviolate.

ARTICLE XXX. Japanese subjects may present petitions, by observing the proper forms of respect, and by complying with the rules specially provided for the same.

ARTICLE XXXI. The provisions contained in the present Chapter shall not affect the exercise of the powers appertaining to the Emperor, in times of war or in cases of a national emergency.

Chapter III The Imperial Diet

ARTICLE XXXIII. The Imperial Diet shall consist of two Houses, a House of Peers and a House of Representatives.

ARTICLE XXXIV. The House of Peers shall, in accordance with the Ordinance concerning the House of Peers, be composed of the members of the Imperial Family, of the orders of nobility, and of those persons who have been nominated thereto by the Emperor.

ARTICLE XXXV. The House of Representatives shall be composed of Members elected by the people, according to the provisions of the Law of Election.

ARTICLE XXXVI. No one can at one and the same time be a Member of both Houses.

ARTICLE XXXVII. Every law requires the comment of the Imperial Diet.

ARTICLE XL. Both Houses shall vote upon projects of law submitted to it by the Government, and may respectively initiate projects of law.

ARTICLE XLI. A bill, which has been rejected by either the one or the other of the two Houses, shall not be again brought in during the same session.

ARTICLE XL. Both Houses can make representations to the Government, as to laws or upon any other subject.

When, however, such representations are not accepted, they cannot be made a second time during the same session.

ARTICLE XLII. A session of the Imperial Diet shall last during three months. In case of necessity, the duration of a session may be prolonged by Imperial Order.

ARTICLE XLIII. When urgent necessity arises, an extraordinary session may be convoked, in addition to the ordinary one.

The duration of an extraordinary session shall be determined by Imperial Order.

ARTICLE XLV. When the House of Representatives has been ordered to dissolve, Members shall be caused by Imperial Order to be newly elected, and the new House shall be convoked within five months from the day of dissolution.

Chapter IV

The Ministers of State and the Privy Council

ARTICLE LV. The respective Ministers of State shall give their advice to the Emperor, and be responsible for it.

All Laws, Imperial Ordinances and Imperial Rescripts of whatever kind, that relate to the affairs of the State, require the countersignature of a Minister of State.

ARTICLE LVI. The Privy Councilor shall, in accordance with the provisions for the organization of the Privy Council, deliberate upon important matters of State, when they have been consulted by the Emperor.

Chapter V The Judicature

ARTICLE LVII. The Judicature shall be exercised by the Courts of Law according to law, in the name of the Emperor.

The organization of the Courts of Law shall be determined by law.

ARTICLE LVIII. The judges shall be appointed from among those who possess proper qualifications according to law.

No judge shall be deprived of his position, unless by way of criminal sentence or disciplinary punishment.

Rules for disciplinary punishment shall be determined by law.

ARTICLE LIX. Trials and judgments of a Court shall be conducted publicly. When, however, there exists any fear that such publicity may be prejudicial to peace and order, or to the maintenance of public morality, the public trial may be suspended by provision of law or by the decision of the Court of Law.

ARTICLE LX. All matters that fall within the competency of a special Court shall be specially provided for by law.

ARTICLE LXI. No suit at law, which relates to rights alleged to have been infringed by the illegal measures of the administrative authorities and which shall come within the competency of the Court of Administrative Litigation specially established by law, shall be taken cognizance of by a Court of Law.

Discussion Questions

1) A constitution outlines the powers of various government leaders and government bodies, as well as defining the rights and responsibilities of citizens. According to the Meiji Constitution what powers did the following people/groups have?

1. The Emperor 2. The Diet (legislature) 3. Minister of State and Privy Councilor 4. Judicature

2) How were the above chosen for office? Which were appointed? By whom were they appointed? Which were elected?

3) What process needed to be followed to amend this constitution?

4) During the years leading to World War II, Japan's military became the most influential government body. Some have blamed the Meiji Constitution for this. What does the Meiji Constitution say or not say about the military? To whom was the military responsible? (Look at chapter 1 of the Constitution.)

World Cultures 11th Grade Day 15 of 15 Unit Title: Transition from Tokugawa Shogunate to Meiji Period Lesson Title: Tokugawa and Meiji Exam Time Length of Class: 50 Minutes PDE Academic Standards: 8.4.6 A, 8.4.12 A, 8.4.12 C Interdisciplinary Connections: 1.1.8 G, 1.2.8 A, 1.4.8 B, 7.1.12 B, 1.4.11 C Objectives: Upon completion of today’s lesson, students will be able to…

1. Recall historical terms: people, vocabulary words, and phrases. 2. Summarize and support their opinions regarding change and modernization in

Tokugawa Japan to Meiji Japan. Materials: 35 copies of Unit Exam: Transition from Tokugawa Shogunate to Meiji Period. Anticipatory Set: (3 Minutes) Ask: “Any last minute questions regarding the unit?” Procedure: (45 Minutes)

1. Distribute 35 copies of the Unit Exam to students. (1-2 Minutes) 2. Read over directions of the test to students. (1-2 Minutes) 3. “You have 40-41 minutes to take this exam.” (40-41 Minutes)

Closure/Summary: (2 Minutes) “Hand in your test as you leave for your next period class.” Evaluation: Students’ answers to the test questions will reflect if they understood and learned the information covered in the Unit: Transition from Tokugawa Shogunate to Meiji Period. Reflection: The test questions were developed to assess each student on the material covered in the 14 lessons on the transition of Tokugawa Shogunate to the Meiji Period.

Tokugawa and Meiji Exam

PART I: MATCHING (15 @ 2 points each = 30 points) Historical vocabulary terms taken from exercises: video, vocabulary lists, lecture notes, worksheets. PART II: MULTIPLE CHOICE (10 @ 2 points each = 20 points) Questions taken from multiple choice banks. PART III: SHORT ANSWER (2 @ 10 points each = 20 points) Using information from the notes, answer the following questions with brief paragraphs.

1. What are two forms of urbanization that took place in Tokugawa Japan?

2. What were the four classes of Tokugawa Japan? Give a description of each.

PART IV: MAP EXERCISE (1 @ 25 points each = 25) Label the four main islands of Japan and the Tokugawa/Meiji capitals. PART V: ESSAY (1 @ 25 Points each = 25 points) Choose one and answer one of the following.

1. In what ways did political, or social, or economic, and/or cultural changes in Tokugawa Japan prepare or not prepare the way for the extraordinary national development of Meiji Japan?1

2. After the arrival of Commodore Matthew Perry and the United States, Japan experienced extraordinary modernization. In your opinion, do you think the West modernized Japan or was Japan already in the process of modernizing?

1 Long, Jeff. “Midterm I,” Bloomsburg University, October 20, 2006.