General Outcome:
Through and examination of Japan, students will demonstrate
an understanding and appreciation of the way in which
beliefs, values and knowledge shape worldviews and
contribute to a society’s isolation and adaptation.
As a class we are going to analyze the effects of cultural
isolation during the Edo period by exploring
 In what ways did Japan isolate itself from the rest of the
world?
 How did isolation during the Edo period lead to changes in
Japan?
 How did the changes resulting from isolation affect Japan
economically, politically and socially during the Edo
period?
 How did the physical geography of Japan affect its
worldview?
 How did the shogun use the feudal system and the
hierarchical social classes to maintain control of Japan?
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Take the next 10-15 minutes to complete the
vocabulary for chapter 4
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Page 124. Read the focus question.
What do you think life would have been like in
Japan in 1600, knowing what you know about life
in Europe at the same time and modern Japan.
Examine the map, why do you think Japan is at
the centre? What does it say about the worldview
of a society?
How do the chapter titles on page 125 relate to the
focus question?
1603-1867
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Get into groups of 4-6
Respond to questions #1 and 2 on page 127 as a
group
The purpose of this activity is to get you to start
thinking about the decisions that were on the
mind of many Japanese leaders.
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Read pages 128-129
Grab a map handout of Japan
Locate geographic features mentioned in the
textbook on your map.
Review page 10- How geography can effect the
worldview of a society
PREDICT some of the values and beliefs of the
Japanese based on their geography.
COMPARE the world maps or the classroom world
map with the one on page 124.
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Japanese Art
What other geographic
features are in the print?
Why do you think the
artist made the waves so
prominent?
What other geographic
features could be
depicted in art?
What geographic features
would be in Canadian
art?
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Read pages 132-133 (even the sidebar)
Reflect and Respond #2
Read pages 134-136
 What concerns did the shogun and the Bakufu have
about foreign influences?
 What did they decide to do? – how does this compare
to decisions you and your group made in the
Worldview investigation activity?
 Pick one of the statements in the Closed Country Edict
of 1635, and write it in your own words.
i.
Why do you think it was included in the edict?
ii.
How might it affect certain people?
iii. How would authorities have planned to enforce this
part of the edict?
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Read page 137
Do we have any codes of behaviour in Canada? Do
any of them parallel Confucian values?
Documentary
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Read pages 138-140
What do you think life would have been like for a
daimyo?
Reflect and respond # 1-2
#. 1 Authority and power can determine the organization and relationships
among people.
• Power:
• Ability to act or to bring about an effect or change; it implies the
ability to use force, not just influence.
• Ability to exert influence beyond authority
• Power can exist without authority.
• Authority:
• Implies the granting of power for a specific purpose with specified
limits
• Authority can exist with or without power; eg., teacher has authority
over students, but does not have power over him.
At times the words are used interchangeably.
A person with power can delegate authority to others.
A person in authority has power to make changes.
#2. The shogun had the power to give the bakufu the authority to rule
over the daimyo; i.e., to have power over how the daimyo would live.
 Bakufu maintained power over a daimyo by giving him a specific rank
which determined:
• location and size of residence in Edo
• number of samurai he could bring to Edo
• where he would be seated in palace
• his credit rating among townsmen and merchants
 Bakafu also maintained power by
• being able to relocate the daimyo or abolish his domain
• making it impossible for the daimyo to form alliances among
themselves
• making it impossible for the daimyo to mass sufficient funds to pose
a threat to the shogun
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Please read pages 141-145
ROLE PLAY: get into groups of 5-6 and do
Question #1 page 145.
When finished respond to question #2a page 145
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Read 146-148 to find out what factors lead to the
growth of cities during the Edo period.
DISCUSS: how did the castle towns lead to the
growth of cities?
How did the annual pilgrimage to Edo change the
map of Japan?
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Read about Japans three major cities (149-150)
DISCUSS: what do these cities have in common?
Why were they called the three metropolises?
Those cities today:
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Discuss the concept/definition
Could include cooking, clothing, mass media,
entertainment, literature, and others.
Create a mind map about popular culture in
Canada today.
After reading pages 151-154 create a web with
popular culture at the center and add the elements
of Japanese popular culture.
DISCUSS: what factors brought people into
contact with each other so that popular culture
could develop in Japan?
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Read the profile page 155-156
Basho’s Trails
Complete the Haiku handout
Share your Haiku’s
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Read page 160 to compare the religious
intolerance in Japan to similar situations in
Europe at this time
How were Christians treated in Japan?
Why were they treated this way?
How were Christians treated in other countries
and why?
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Read page 161 to find out about how China and the
Dutch influenced Japanese worldview, even in a
period of isolation
Is there any hint that Japan might change their
policy of isolation?
Answer question #1a & b page 161
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Be sure to read page 162