Chapter 13 Japan Under the Shogun

Buzz Words Confucianism Daimyo Ethical Codes Filial piety Outcasts Ronin Samurai Seppuku Shogun Shogunate

Buzz Words Confucianism: the teachings of the Chinese scholar Confucius Daimyo: powerful noble landowners in Japan Ethical Codes: rules about right and wrong behavior Filial piety: faithfulness and devotion to one’s parents Outcasts: Japanese people who were shunned or ignored by other classes because of the type of work they did Ronin: samurai warriors without masters Samurai: professional, paid members of the Japanese military Seppuku: ritual suicide performed as an honorable alternative to humiliation and public shame Shogun: a Japanese military ruler in Edo Japan Shogunate: a strong council of advisors, officials and administrators

Part One: Power and Control How can military power and social structure be used to maintain control in a society? Read page 283. “To understand the story of the ronin is to understand Japan.”

Edo Period 1600 - 1868 Fill in the blanks on page 2 of your booklet! 100 years before the Edo period Japan was locked in constant warfare. Powerful landowners/nobles, known as daimyo competed for territory and power. What was needed was a strong leader. Tokugawa Ieyasu became the most powerful man in Japan after he defeated rival daimyo in a great battle. 3 years later in 1603 the Emperor made him the shogun.

How did Tokugawa Create a Strong Shogunate How did Tokugawa Create a Strong Shogunate? Fill in this chart on page 2 of your booklet using pages 285 and 286 of your textbook! Problem Solution Controlling the wealth of the daimyo Sharing Power Controlling personal lives Controlling uprisings

there is a better copy on the next slide! Fill in the blanks on page 3 of your booklet! Don’t fill in the pyramid yet… there is a better copy on the next slide! Japan had a feudal system based on land; local lords controlled domains and supported themselves by collecting taxes from peasant farmers. Each class was determined by birth. Although there was no social mobility in the hierarchy, people in lower levels did manage to improve their situation through hard work, talent, or gaining wealth. Strict rules governed the behaviour of each class and punishments were harsh for anyone who disobeyed. For example, an upper- class women had to wear 12 silk kimonos! See page 286.

Japanese Social Hierarchy Fill in the pyramid on page 3 of your booklet! Emperor Shogun Daimyo Samurai Peasants Artisans Merchants Outcasts

Record the information on the following slides on page 4 of your Chapter booklet!

Samurai Honour Samurai Virtues: honour, bravery, unquestioning loyalty, self discipline and self denial. These became the ideals for everyone in Japanese society during the Edo period. Discuss: In what ways were values and behaviour of the samurai similar to those of the knights and monks of medieval Europe and Humanists during the Renaissance? In what ways were they different.

How did social controls shape Japanese identity and citizenship? Chapter 13: Part 2 Honor and Duty How did social controls shape Japanese identity and citizenship? Answer the questions on page 5 of your booklet before you start this section!

Toward a Harmonious Society The Tokugawa shogun did not create the Japanese social structure. However, they did use its values and social control to support their rule. Fill in the blanks on page 6 of your booklet!

Fill in the blanks on page 6 of your booklet! The teachings of Confucianism played an important role in the Japanese acceptance of class distinctions. Fill in the blanks on page 6 of your booklet! Confucius was a Chinese scholar whose teachings for moral living were brought over to Japan by Buddhist monks. Everyone had a proper place in society. If everyone accepted their duties and obligations, there would be peace and order. If not, there would be chaos and suffering. Many of Confucius’s sayings encourage people to be modest and work and study hard.

5 Basic Relationships Ruler Subject Father Children Husband Wife Older Brother Younger Brother Friend Duties and Obligations To be a wise and just leader To support and provide for the other To protect the other Duties and Obligations To obey To respect To honour Fill in the blanks on page 7 of your booklet! In Edo Japan, samurai schools and schools for commoners stressed Confucian ideals of duty, especially what is called filial piety, or faithfulness and devotion to parents.

Group Responsibility and Shame The samurai organized the lower classes into groups of five families called goningumi (go-neen-goo-mee). Members of these groups were supposed to help each other. Everyone in the group could be punished if one person was disobedient, did not show respect to a superior, or did not work hard enough. Fill in the blanks on page 7 of your booklet!

Part Three: First Contact with the West In 1543 a Portuguese ship was wrecked off the shore of a small Japanese island. They were traders. Because they approached Japan from the south they became known as the Southern Barbarians. They soon were followed by Spanish, Dutch, and British traders and by Christian missionaries. At first, they thought they might like each other, but the Portuguese worldview had been heavily influenced by Renaissance ideals of competition, the individual and flexible social structures, which did not work well with the Japanese worldview. Fill in the blanks on page 8 of your booklet!

A New Kind of Belief Fill in the blanks on page 8 of your booklet! Francis Xavier, a Jesuit, arrived in Japan in 1549 to start missions to convert the upper classes, the daimyo and the samurai, to Christianity. Franciscan priests were also sent to work with the poor and lower classes. The Christian idea of one god was new for the Japanese. This was a big threat to the power of the daimyo, shogun and emperor. The Japanese’s religious beliefs were a combination of Shinto worship, Confucian code of correct behaviour and the Buddhist value of self-discipline. Both groups had one thing in common: ethical codes. However, both groups agreed that they were very different in most other respects. The biggest difference was where their loyalties were: Japanese: loyalty to daimyo, emperor and shogun Christians: loyalty to God

Chapter 14: Edo Japan A Closed Society

Fill in these definitions on page 1 of your Chapter 14 booklet! Chapter 14 Buzz Words Bunraku Dutch Scholars Haiku Kabuki Kendo Martyr Noh Sumo Wrestling Fill in these definitions on page 1 of your Chapter 14 booklet!

In 1848, Ranald (not Ronald) MacDonald, a twenty-four -year old Métis, insisted that he be set adrift in a small boat off the coast of Hokkaido, the northernmost island of Japan. Read Page 305 in the textbook.

After you have read page 305….. Why do you think the sailors who had accidentally landed in Canada weren’t allowed to return to Japan?

How did the above situation come about???? In the early 1500’s, Japan had welcomed Portuguese traders and their fashions and firearms. But by the time Ranald MacDonald entered Japan in 1848, the attitude toward outsiders had changed. Foreign ships were being fired on and driven away. Question for discussion: How did the above situation come about????

Part One: Locking out the World (page 2) By the late 1500s and early 1600’s, the ruling shogun came to consider foreigners a threat to his military control. If the daimyo acquired European weapons, they might challenge the shogun’s authority.

New Ways of Belief and Thought (page 2) The shogun felt that loyalty to a Christian God and the Church were threats to his authority. 1614- rumors were that foreigners were going to take over Japan. Shogun orders all Christian missionaries to leave the country Churches were burned down. Japanese Christians had to give up their new faith or face execution.

This persecution lasted until 1640. It is estimated that many thousands of Japanese Christians and about 70 missionaries were put to death. Japanese Christians being put to death for their religious beliefs are called martyrs.

Read the Japanese writer Masaharu Anesaki comments of the shogun’s response on the top of page 307. Write down your answers to the following questions on the top of page 3 in your booklet. Questions: Why do you think the lower classes were more likely to defy the shogun’s orders and keep their new religious beliefs? Why did the missionaries risk death to try and convert the Japanese?

Why did the missionaries risk death to try and convert the Japanese? Answers to Questions: Why do you think the lower classes were more likely to defy the shogun’s orders and keep their new religious beliefs? The lower classes felt they had nothing to lose. If they died, according to Christian belief, they would go to heaven to be with their God, so the threat of death was not as scary to them. Why did the missionaries risk death to try and convert the Japanese? They believed strongly in the Bible, and the Bible is very clear that they must go and “spread the good news” about their God. They believed so strongly that they were willing to die for their beliefs (their God’s will was more important to them than their lives)

Use the next 2 slides to fill in the blanks on page 3 of the booklet! Cutting off Contact Missionaries continued to come to Japan disguised as traders. This resulted in the shogun passing isolation or exclusion laws.

Terms of the Exclusion Laws (page 3) All Christian missionaries and foreign traders were forced to leave Japan. Newcomers were no longer allowed to enter. The Japanese were not allowed to go abroad. Ships large enough to make long voyages could no longer be built and existing ones were destroyed. Japanese who were out of the country were forbidden to return. Most foreign objects were forbidden. All foreign books containing a Christian message were banned; scientific books were forbidden.

Were You Listening? Before Japan became a closed society, ships like this one were used to trade with Asian countries. Why were these types of vessels destroyed? Tell the person next to you in 15 seconds or less!

In 1639, the shogun banned Portuguese ships in Japan and expelled all foreigners except for the Dutch, Korean, and Chinese traders. The Dutch were only allowed on a small island in the harbor of the city of Nagasaki. Shogun felt that the isolation policy was essential for national security. He felt it was the only way to eliminate possible threats to his power and to protect the Japanese culture. Fill in the blanks on page 4!

Exceptions to the Exclusion Laws Why were the Dutch allowed to hang around Japan??????

Dutch Traders offered a New Worldview (answer the question on page 4 of your booklet with this information) The Shogun allowed the Dutch to live only on the island of Deshima off Nagasaki. They were only allowed to stay because they appeared to be solely concerned about trade, not religion. Some Japanese were allowed to be Dutch scholars and were directed to educate themselves about Western ways. Most Japanese were not exposed to the new ideas of the West, as the shogun thought it might “confuse” them (translation: he thought it would make them forget their absolute obedience to him).

Maintaining Rule in Japan Through all of this… Japan maintained its feudal system. The economy was tied to agriculture, and the social classes were rigid and unchanging. The shogun was determined to prove that Japan was strong, that his rule was strong. Use this information to fill in the blanks on the bottom of page 4 in your booklet!

Part 2: Change Within Isolation Skill power: the dictionary defines the word “progress” as “improvement,” but some improvements can also have negative effects. Using the chart on page 5 of your booklet, explore some examples of faster, bigger, and improved changes to your life. For each example, think of a positive and a negative effect. Examples Positive Negative Faster Bigger Improved

Toward an Ideal Society (Fill in the blanks on page 5 of your booklet) Japanese wanted to live in a society that embodied the things that were important to them: Peace, Safety, and Security. Harmony, Respect, and a sense that everyone has his or her place. Leisure time and opportunities for personal expression and enjoyment of the arts, sports, entertainment, and crafts.

The Cost????? (These notes are already written on page 6 of your booklet.) Life was controlled by rigid rules. People could not move from the social class of their birth and they were not encouraged to think for themselves. There was little personal freedom, such as the freedom of expression.

Influence of the Shogun Social controls and the threat of harsh punishments under the Tokugawa shogunate effectively discouraged crime and social disorder. (These notes are already written on page 6 of your booklet.)

The Upside of A Booming Economy Farmers increased production New irrigation techniques developed Road improvements financed by the daimyo Population increase in urban centers. Silver and gold coins introduced as currency or money Fill in blanks in the “up” arrow on page 6 of your booklet!

The down side of the economy….. Little foreign trade. Peasants were overtaxed. Continued use of rice for payment in most transactions held the economy back. Fill in the blanks in the “down” arrow on page 6 of your booklet!

A Golden Age of Culture (label the pictures on page 7 of your booklet) The arts flourished in Edo Japan: Kabuki (only male actors) Japanese tea ceremony Sumo wrestling

Haiku Bunraku (puppet theatre) Woodblock Prints Martial Arts

(Fill in the blanks on page 8 of your booklet) The Floating Worlds (Fill in the blanks on page 8 of your booklet) Cultural activities like Kabuki took place in areas called the floating world. There, the rules and controls of tokugawa society were relaxed. The shogun tried to suppress the kabuki theatre and discourage the samurai from wasting their time and money. Rather than close them down, the authorities kept these entertainment districts under surveillance. Why keep the Floating Worlds????? Allowing people some rest and relaxation kept them from revolting against the shogun!

Summary of Changes Political Changes Economic Changes Social Changes Shogun maintained sole power. Agricultural production increased. Population increased. Dutch residents were quarantined on the island of Deshima. Roads were improved. Arts and culture flourished. Other foreign nationals were evicted. Money introduced as currency. Use this information to complete the chart on page 8 of your booklet!

Part 3: Cracks in the Foundation Japan’s closed feudal society starts to break down… The next three slides contain the information that goes in the bubble chart on page 9 of your booklet!

Class System in Upheaval Toward the end of the Edo period, the merchants gained wealth and power because more people needed their services. Many became money lenders. Many daimyo were nearing bankruptcy. Little real work for the samurai. Everyone blamed the shogun and his extravagant officials. Some blamed the Tokugawa clan.

Disasters and Hard Times During the 1700s and early 1800s, Japan was struck by many natural disasters that brought about famines and took many lives. A third of the population died of starvation. Land was deserted as peasants fled into the cities where they could not find work. Rice was scarce…prices rose steeply. City dwellers rioted over price increases and attacked the homes of the wealthy. Many people felt that the shogunate’s responses to these problems were ineffective.

The Expansionist Threat from Outside By the early 1800s, several nations were knocking on Japan’s door. Russia, England and the United States requested trade or, at the very least, water and coal for their passing ships. In 1825, the shogunate responded with the “No Second Thought Expulsion Order”. This meant that any foreign ship was to be fired upon and that any foreign person could be taken prisoner.