Japan: From Isolation to Adaptation
The Causes of Isolation - Investigation
By Rhonda Swanson (NSCHS) and Terra Kaliszuk
Program of Studies Connections:
8.1.5 - analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following
questions and issues:
• In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC)
• How did isolation during the Edo period lead to changes in Japan?
• How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan?
8.S.1 develop skills of critical thinking and creative thinking:
• evaluate ideas, information and positions from multiple perspectives
8.S.2 develop skills of historical thinking:
• distinguish cause, effect, sequence and correlation in historical events, including the long and short-term causal relations
8.S.4 demonstrate skills of decision making and problem solving:
• propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and
decision making
• propose and apply strategies or options to solve problems and deal with issues
• participate in and predict outcomes of problem-solving and decision-making scenarios
� evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate
Objective: Through constructivist scenarios and powerful questions, students will investigate reasons for Japan’s
isolation to articulate a deep understanding of the effect that contact with European traders and missionaries had
on feudal roles, as well as the shogun’s motivations to control Japan.
Materials:
-
Student access to the internet and textbook resources
Student handout MissionariesSTUDENTHANDOUT.docx
Student handout EuropeanMissionaries.docx OR project the document images from a data projector
Student handout CauseEffectGO.docx
Prior Knowledge:
- Students will be familiar with Japanese worldview, as well as the feudal roles in Japan prior to the Edo
period.
Lesson Progression:
1.
Perspectives on Western Contact:
a. Present art selections to students (EuropeanMissionaries.docx), as well as the assignment
handout (MissionariesSTUDENTHANDOUT.docx). Assign student groups a rank in the feudal
system.
b. In light of the art selections, and their feudal role, student groups consider the question: How
would you react to seeing European traders and Christian missionaries arriving in your country?
c. Student groups complete the task on the assignment handout.
2.
Chain of Events:
a. Students use the cause and effect graphic organizer (CauseEffectGO.docx) to organize research
on the question: What was the chain of events that occurred to cause Tokogawa Iemitsu to fully
implement the Closed Country Edict of 1635?
b. Once students have researched the chain of events that prompted the shogun to isolate Japan,
students complete the second graphic organizer (cause and effect handout) to consider: If you
were Tokogawa Iemitsu, how would YOU have dealt with foreign threats to your country?
Students must logically justify the reasons for their decisions.
3.
Possibility for Extension: Students choose an appropriate format to answer the question: If you were the
shogun, would you have isolated Japan, too? Why or why not?