The Development of Feudalism - Mr. Gonzales` History Class

Section
3
The Development
of Feudalism
Section
3
Standards-Based Instruction
Reading Preview
H-SS 7.5.3 Describe the
values, social customs, and
traditions prescribed by the
lord-vassal system consisting of
shogun, daimyo, and samurai
and the lasting influence of
the warrior code throughout
the twentieth century.
E-LA Reading 7.1.3 Clarify
word meanings through the
use of definition, example,
restatement, or contrast.
Reading Skill
Standards at a Glance
Vocabulary Builder
Clarify Meaning With
Contrast Contrast can offer
readers a special kind of clue
to a word’s meaning. Rather
than telling readers what a
word means, contrast clues
describe or give an example
of the opposite meaning. For
example, in Section 2, the text
says, “Shotoku was not an
emperor. He served as regent
for the empress, his Aunt
Suiko.” This tells readers that
a regent is not an emperor
but a ruler of a different kind.
Look for more contrast clues
as you read Section 3.
Key Terms and People
Minamoto Yoritomo (mihn ah
MOH toh yoh ree TOH moh),
p. 332
shogun (SHOH guhn), p. 332
daimyo (Dì myoh), p. 333
feudalism (FYOOD uhl ihz
uhm), p. 333
samurai (SAM uh rì), p. 333
Section Focus Question
Why did the power of the emperor decline and feudal society
develop in Japan?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The Fujiwara family took
power through marriages with the imperial
family. Other families resented the Fujiwaras’
power. Military feuds between clans followed.
Landowning lords offered protection to people,
leading to a system of feudalism.)
Background Knowledge Prince Shotoku and the
reformers who followed him had hoped to make Japan a unified nation. But as you will read, they did not fully succeed.
Over time, unity faded, and Japan became a violent land governed by rival warriors.
Prepare to Read
Build Background
Knowledge
Two New Capitals
The Taika Reform called for building a permanent imperial
capital for Japan. Earlier emperors had ruled from their own
estates. As the government grew, this became impractical. In
710, the government settled at the new city of Nara.
Japan had two different
capitals in the 700s. Buddhist
influence was an important
factor in this period.
Imperial Rule at Nara The new city of Nara was modeled after the Chinese capital at Chang’an. Its streets were laid
out in a checkerboard pattern, with roads, palaces, and temples scattered throughout. The city became a center of culture
and learning.
Section 3 The Development of Feudalism
329
monasteries were exempt from taxation,
and many aristocrats found ways to avoid
paying taxes (such as by taking bureaucratic jobs). Over time, the loss of tax
income weakened the government, as did
the increasing power gained by wealthy
landowners. This helped set the scene for
the power shifts that students will read
about on p. 331.
L2
To prepare students for their study of the
concept of feudalism, review the power of
Japan’s central government up to this time.
Ask: What kind of leadership did Japan
have around A.D. 700? (There was a strong
central government ruled by the emperor.)
How did the Taika Reform strengthen the
emperor’s power? (Possible answer: All people were direct subjects of the emperor, and all
land became public land.) Explain that in
Section 3, students will see a major change
in the status of the emperor.
Set a Purpose
■
History Background
Taika Taxes The Taika Reform gave Japan
a tax system that, like so many changes
during this time, was modeled after that of
China. The system was meant to strengthen the emperor’s power (see p. 326), but it
backfired. Many farmers could not afford
the heavy taxes; as a result, their lands
were taken over by the wealthy upper
class and by Buddhist monasteries. The
In the last section, students learned
about Prince Shotoku and the steps he
took to unify Japan. The focus in this
section is on changes in Japan related to
the development of feudalism. These
events involved the decline of central
authority and the emergence of powerful warlords.
High-Use Words
accumulate (uh KYOOM yoo
layt), p. 330
decline (dee KLìN), p. 333
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements true or false.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 68
■
Have students discuss the statements in
pairs or groups of four and then mark
their worksheets again. Use the Give
One, Get One strategy (TE p. T39) to call
on students to share their group’s perspectives. The students will return to
these worksheets later.
Chapter 12 Section 3 329
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your textbook for this image.
Teach
Two New Capitals
H-SS 7.5.3
Instruction
■
L2
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
accumulate and decline, using the strategy on TE p. 319.
Key Terms Following the instructions
on p. 7, have students continue to preview key terms.
■
Read Two New Capitals, using the
Structured Silent Reading strategy (TE
p. T36).
■
Ask: How was the capital at Nara similar to the Chinese capital at Chang’an?
(Possible answers: In both cities, the streets
were laid out in checkerboard patterns; both
cities were cultural centers.) How was
Japan’s capital different from China’s?
(Nara didn’t have a defensive wall.)
■
Ask: Why did Emperor Kammu move
the capital to Heian-kyo? (Kammu
thought that the Buddhist priests and monks
were too powerful and too ambitious and
that Nara had too many connections to
Buddhism.) Why is a capital city important? (Possible answers: It is a central location for leaders or government to meet; it
reinforces the ideas of unity, strength, and
centralization.)
A Fujiwara Leader
This picture shows a member
of the Fujiwara family, which
controlled Japan for three
centuries. The Fujiwara
eventually lost power to rival
clans. Critical Thinking:
Interpret Images What clues
in the picture show that this
man comes from a wealthy
and important family?
The Capital Moves Aristocrats in Nara spent gener-
Independent Practice
Vocabulary Builder
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
accumulate (uh KYOOM yoo layt) v.
to gradually get more of
something
Interactive Reading and Notetaking Study Guide, Chapter 12, Section 3
(Adapted version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand both the people and places
involved in the shifts in power.
There was one important difference between Nara and
Chang’an, however. Nara did not have a defensive wall. Japan
felt protected from external enemies by the sea.
The imperial court at Nara was divided into different
ranks, or levels, of nobles. Privileges and power depended
mainly on one’s rank. Unlike China, Japan did not give out
government jobs based on merit. Most officials were sons from
noble families.
Buddhist influence dominated the new capital. Buddhist
priests brought art, literature, mathematics, and engineering
from Tang China. The imperial family also favored Buddhism.
ously on Buddhist temples and monasteries. Buddhist monks
and priests accumulated great wealth and political power. In
770, a priest named Dokyo even tried to become emperor.
Officials realized that things had gone too far. In 794,
Emperor Kammu moved the government to a new capital. The
powerful Buddhist monasteries of Nara were not allowed to follow. The new city was named Heian-kyo, or “capital of peace
and calm.” Later, it was simply called Kyoto, “the capital.”
Why did Japan have two capital cities in the 700s?
330 Chapter 12 The Rise of Japan
Universal Access
Answers
Emperor Kammu was unhappy with the first capital at Nara because he
saw the wealthy and powerful Buddhist
priests and monks there as a threat, so he
moved the capital to Heian-kyo.
Interpret Images Possible answer: He is
wearing fine clothes and he has a musical
instrument.
330 Chapter 12
L1 English Language Learners
L1 Less Proficient Readers
Understanding Contrasts Have students
complete and discuss these “contrast” sentences.
The Chinese government used the merit
system to award government jobs. In
Japan, however, _____. (most of these jobs
went to members of noble families)
By around A.D. 850, the emperor still
L1 Special Needs
seemed to be ruling Japan, but the real
power to govern _____. (lay in the hands of
the Fujiwara family)
Although the Taira and Minamoto had
cooperated on ending Fujiwara power,
once they succeeded, _____. (they turned
against each other and began a series of clan
wars)
SSMM_CH12.book Page 331 Saturday, February 26, 2005 2:02 PM
Shifts in Power
The emperor and nobles of the Heian-kyo court appeared
to live wonderful lives. Their nights and days were filled with
dinner parties, dances, poetry contests, music, and religious
rituals. As you will read in the next chapter, they also produced magnificent art and literature.
Rise of the Fujiwara In the 800s, the emperor’s power
began to fade. By about 850, the Fujiwara family was running
the country. The emperor had become a “puppet.” He was not
a true ruler. Behind the scenes, the Fujiwara pulled the strings.
Their power lasted for about 300 years.
The Fujiwara rose to power by having their daughters or
sisters marry princes of the imperial family. As soon as a son
was born, the emperor was persuaded to step down from
power. A Fujiwara leader would then become regent for the
child. When the young emperor was finally old enough to rule,
his uncle or grandfather would become his advisor until a new
son was born. Then the cycle began again.
Fortunately for Japan, most of the Fujiwara were able rulers. But their long rule marked a shift in power. The imperial
government had less and less control. Contact with China
ended. Japan remained unified, but the Fujiwara family—not
the emperor—was in charge.
Rival Clans Battle for Power Outside of the capital,
other clans both envied and resented the Fujiwara’s power.
Some clan leaders began to raise their own private armies. The
warriors they trained were fiercely loyal to their own clans, not
to the Fujiwara or the emperor.
The most powerful of these warrior clans were the Taira and
Minamoto. They worked together just long enough to drive the
Fujiwara from power. Then they turned against each other.
Over long years of war, power shifted between the Taira
and Minamoto clans. The violence eventually reached the capital. In 1159, Minamoto forces stormed into Kyoto and attacked
the emperor’s residence. The palace was burned, and many
court officials were slain.
The emperor’s power faded,
and powerful clans gained
control over Japan.
Shifts in Power
H-SS 7.5.3
Instruction
E-LA 7.1.3 Clarify
With Contrast
Have students read Shifts in Power.
Remind students to look for support of
the main idea.
■
Have students summarize the subsection, Rise of the Fujiwara. (Possible
answer: Fujiwara daughters and sisters
married princes. The Fujiwara persuaded
emperors to abdicate as soon as sons were
born to these couples, and the Fujiwara
served as regents and then advisors to these
children. When these children grew up and
had children of their own, the cycle began
again. Although emperors remained as figureheads, the Fujiwara slowly gained control of Japan.)
■
Ask: How did the Fujiwara family lose
power? (The Taira and Minamoto clans
worked together to force out the Fujiwara.)
What does the word
puppet mean when it
describes a ruler? Find a
sentence that helps explain
the meaning through contrast.
Minamoto Yoritomo
Yoritomo was a leader of the
Minamoto clan. He became
one of the most powerful
Japanese rulers. Critical
Thinking: Draw Conclusions
Yoritomo gained power
through conflict among clans.
What kinds of problems might
that present for his rule?
L2
■
The copyright holder has not
granted permission to display this
image in electronic format. Please
see the teacher's edition of your
textbook for this image.
The First Shogun In 1185, Minamoto and Taira forces
clashed at sea. On one of the Taira ships stood seven-year-old
Antoku, the emperor of Japan, along with his mother and
grandmother. The three carried the ancient symbols of imperial power—the mirror, sword, and jewel.
Section 3 The Development of Feudalism
331
Answers
History Background
End of Contact with China Around 900,
the Japanese government stopped sending
representatives to China. At that time,
China itself was in a state of decline, and
Buddhists there were being persecuted.
Japan no longer held great respect for
Chinese institutions. Instead, Japan turned
inward and developed its own distinctive
culture. This included not only art and
literature, but also government structures.
For example, Japan’s new Metropolitan
Police Board replaced the largely ceremonial imperial guards.
Reading Skill A puppet ruler is
one who appears to be in charge but who
is controlled by someone else, someone
who holds the true power. The text says
that the emperor “was not a true ruler.
Behind the scenes, the Fujiwara pulled the
strings.”
Draw Conclusions Possible answer: Once
he took power, other clans would fight him
to take the power for themselves.
Chapter 12 Section 3 331
Feudal Society in Japan
Instruction (continued)
■
■
Invite students to retell the story of
Antoku and his grandmother. Ask:
What is the political importance of this
story? (The death of the young Emperor
Antoku and the loss of the sacred royal
sword symbolize the end of imperial Japan.)
As you discuss the rise and rule of the
shoguns, distribute the worksheet, Biography: Minamoto Yoritomo. After students complete the worksheet, ask: How
did Minamoto Yoritomo change the
meaning of shogun? (In the past, the
leader of the imperial army was a temporary
position. Yoritomo meant to keep the title
permanently and rule Japan in the name of
the emperor.)
Emperor
By the 1200s, a new type of
social order called feudalism
had taken hold in Japan. This
diagram shows the various
groups and their relationships
in a feudal society.
Shogun
Daimyo
(a) Read a Diagram Who had
the highest position in Japanese feudal society?
(b) Draw Conclusions How
might the daimyo have been
a threat to the shogun?
Samurai
Peasants
Merchants
Artisans
Teaching Resources, Unit 5,
Biography: Minamoto Yoritomo, p. 73
A New Social Order
H-SS 7.5.3
Instruction
L2
■
Have students read A New Social
Order. Remind students to look for
causes and effects as they read.
■
Ask: In feudal Japan, who were the
local leaders? (the daimyo or landowning
lords) How were the roles of peasants
and samurai similar? (Both groups served
the daimyo and received something in
return.) How were they different? (Possible answers: Peasants worked the land and
received protection, whereas samurai protected the land and people and received land
and money; the samurai were in a higher
class than the peasants.)
The imperial family watched in horror as the Minamoto
approached their ship. Capture seemed certain. But Antoku’s
grandmother refused to allow the young emperor or the royal
sword to be taken by their enemies. She told Antoku to say his
prayers. Then, she held the boy and the sword in her arms and
jumped overboard. The emperor and the sacred sword sank
below the waves, both lost forever.
The winner of this final battle was Minamoto Yoritomo.
He became the most powerful man in Japan. Yoritomo
wanted—and got—the title of shogun, or supreme military
commander. It was an old title, but Yoritomo gave it new
meaning and importance.
In the past, the emperor granted the title of shogun to the
leader of the imperial army. The position was supposed to be
temporary, but Yoritomo intended to keep the title permanently. More importantly, as shogun, he planned to rule Japan
in the name of the emperor. However, the clan warfare that
had begun with the Taira-Minamoto rivalry was far from over.
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
Interactive Reading and Notetaking Study Guide, Chapter 12, Section 3
(Adapted version also available.)
Monitor Progress
Tell students to fill in the last column of the
Reading Readiness Guide. Probe for what
they learned that confirms or invalidates
each statement.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 68
Answer
Reading Diagrams (a) the emperor (b)
Possible answer: A daimyo might build a
samurai force that was loyal enough and
strong enough to overthrow a shogun.
332 Chapter 12
Why were the Fujiwara important to the government
in Japan?
332 Chapter 12 The Rise of Japan
Universal Access
L3 Advanced Readers
L3 Gifted and Talented
Depicting Power Shifts Ask students,
working individually or in small groups,
to create a graphic that depicts how the
emperor’s power faded and the feudal
system took over. This graphic might take
the form of a chart, a diagram, or a cartoon.
Then, have students assume the role of
Japanese peasants and write diary entries
about a day in their lives under these
changing political conditions. Work with
students to create a format for sharing
their finished graphics and diary entries.
A New Social Order
Life under the shoguns was often lawless and violent. The
job of protecting people became the responsibility of the
daimyo, or local land-owning lords. The result was a new
social order known as feudalism. This is a social system in
which lords grant people land or other rewards in exchange
for military service.
Each daimyo relied on peasants to work his land. In
exchange for their labor, he promised them protection. He provided this protection through a small army of samurai, or
highly trained warriors. In Japanese, samurai means “those
who serve.” In exchange for their service, the daimyo granted
his samurai land or money.
Japan became a feudal society
under the shoguns.
Assess Progress
read about the decline of the emperor’s power and the development of a feudal society in Japan. In the next section, you
will read about life under the shoguns.
Section
3 Check Your Progress
H-SS: 7.5.3; E-LA: Reading 7.1.3
Comprehension
and Critical Thinking
1. (a) Recall Why was Nara
built without a defensive
wall?
(b) Analyze Cause and
Effect Did the Taika Reform
have the result that Prince
Shotoku had hoped for?
Explain.
2. (a) Explain How did the
rise of the Fujiwara represent a shift of power in
Japan?
(b) Analyze Cause and
Effect How did this shift in
power eventually give rise to
feudalism?
Reading Skill
3. Clarify Meaning With
Contrast Read these sentences, and then explain the
meaning of merit: Privileges
and power depended mainly
on one’s rank. Unlike China,
Japan did not give out government jobs on merit. Most
officials were sons from
noble families.
Vocabulary Builder
Complete each of the following
sentences so that the second part
further explains the first part and
clearly shows your understanding of the highlighted words.
Teaching Resources, Section
Quiz, p. 78
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 12, Section 3
Reteach
1. (a) Japan felt safe from external enemies. (b) Possible answer: No, unity
faded. Buddhist priests became too
powerful and clan warfare began again.
2. (a) The emperor lost power and the
Fujiwara family ruled Japan.(b) Possi-
ble answer: After the Fujiwara family
took power, other families challenged
the Fujiwaras. Eventually, military pow-
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Vocabulary Builder
decline (dee KL¯ N) n. gradual
decrease in the quality or
importance of something
Interactive Reading and
Notetaking Study Guide, Chapter 12,
Section 3 (Adapted version also available.)
Extend
For: Self-test with instant help
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4. Minamoto Yoritomo became
Japan’s first shogun: _____.
5. Japan developed a system of
feudalism: _____.
6. Daimyo became central figures under feudalism: _____.
7. Feudal lords depended on
samurai: _____.
L3
Ask students to use library and Internet
resources to research the role of the emperor of Japan today. Have them write about
the responsibilities of the emperor and others who serve in Japan’s central government. Encourage students to compare the
role of emperor today with the emperor’s
role at the time of Minamoto Yoritomo.
Writing Rubrics Share rubrics with
students before they write their paragraphs.
Score 1 Paragraph does little or
Writing
8. Write a paragraph that supports the following topic
sentence. Topic sentence:
Struggles for power in Japan
eventually gave rise to feudalism. Include a quotation
from this section, and be
sure to cite it correctly.
Section 3 The Development of Feudalism
Section 3 Check Your Progress
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
What was the relationship between the daimyo
and his samurai and peasants?
Looking Back and Ahead In this section, you have
Assess and Reteach
333
er, under shoguns and samurai, became
crucial for protecting land and people.
3. behavior that deserves rewards
nothing to support the topic sentence and fails to include a quotation.
Score 2 Paragraph has some statements that are vague or inaccurate.
The quotation is not correctly cited
or its connection to the topic sentence is absent.
Score 3 Paragraph presents some
logical support, including a properly cited quotation.
Score 4 Paragraph includes a properly cited, appropriate quotation
and other good support; paragraph
is unified and coherent.
4. the highest military leader
5. in which lords granted people land or other
rewards in exchange for military service
6. they were the local landowning lords
7. highly trained, loyal warriors
8. See rubric.
Answer
Peasants worked the
daimyo’s land in exchange for protection
by the samurai, who were paid by the
daimyo.
Chapter 12 Section 3 333
Castles in Japan
Castles in Japan
Build Background
Knowledge
L2
Have students recall how Japan went from
imperial rule to rule by a shogun. (Through
their planning and influence, the Fujiwara clan
came to control Japan as the power behind the
throne. After the Taira and Minamoto clans
overthrew the Fujiwara, they went to war
against each other. The Minamoto triumphed;
Yoritomo, the leader of that clan, became the
first shogun to rule Japan in the emperor’s
name.)
Instruction
■
L2
Have students read the introductory
paragraph. Ask: Who were the daimyo,
and how did they fit into the new
system? (The daimyo were landowning
lords; they, not the shoguns, had the main
responsibility for protecting the people who
worked their land.)
■
Remind students that to understand the
material, they should read the captions.
Have students take turns reading these
captions.
■
Have students read about the family
crests worn by soldiers. What can they
infer about battles, based on the need for
such markings? (Battles could be very chaotic, and it would be easy to become confused
about whom you were fighting.)
■
Life was dangerous in feudal Japan.
Warfare was a way of life for the daimyo
and their samurai. To protect themselves,
they built large castles. The heart of the
castle was the main tower. This building
housed the daimyo and his family, and
it was used to store food, weapons, and
supplies. During an attack, it also served
as a command center, watchtower, and
place of safety for defending soldiers.
History-Social Science
7.5.3 Describe the values,
social customs, and traditions
prescribed by the lord-vassal
system consisting of shogun,
daimyo, and samurai and the
lasting influence of the warrior
code throughout the
twentieth century.
Family Crest
Family crests, or badges,
were painted on armor and
banners. During a battle, these
markings helped soldiers tell
the difference between friends
and foes.
The Main Tower
This model shows the
construction of the main
tower. The tower was made
mostly of wood, which was
thickly plastered to reduce
the risk of fire. A layer of
stones protected the base.
Draw attention to the image and
description of the main tower. Ask: Why
would this building be a good command center and watchtower? (It is a tall
enough building that it would give the
daimyo and his samurai a good vantage
point from which to observe the approach of,
and manage defense operations against, the
enemy.)
334 Chapter 12 The Rise of Japan
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Prepare a Presentation Have students
work in teams of six to eight to present a
brief lesson on the content of this feature.
Within each team, assign groups of two to
read and prepare an explanation for one of
the numbered labels. These teams should
prepare a brief explanation of the significance of their assigned topics, using their
334 Chapter 12
L1 Special Needs
own words. Then, have the whole, larger
team practice presenting the explanations
to the class, going in order through each
step. Be sure a team member presents the
introduction, as well. Finally, have the
team make the presentation to the whole
class.
SSMM_CH12.book
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February
ssmmch12c06LT_s.fm
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December
20, 2004
10:35 AM26,
2005 2:02 PM
The Castle Complex
Castles were often set on hills, with nearby rivers, lakes, or the seas
acting as natural barriers. Castles were surrounded by a strong wall.
Attackers had to fight their way through a maze of courtyards to
reach the main tower.
Sloping walls were hard
for attackers to climb.
Instruction (continued)
The top floor of the
main tower offered
a good view from
all four sides.
■
How do you think the maze-like quality
of the complex aided in its defense?
(Defenders knew where they were and where
they wanted to go, but attackers, who were
unfamiliar with the complex, did not.)
■
You may wish to show students the
color transparency Tour a Japanese Castle at this time.
Narrow window
openings protected
people inside.
Color Transparencies, Tour a Japanese Castle
Monitor Progress
Have students share their answers to the
Analyze question on the Student Edition
page. Correct any misunderstandings.
Chutes on walls allowed
defenders to drop rocks,
boiling oil, or scalding
water on attackers.
You are a samurai on an
important spy mission. Your
daimyo wants you to study this
castle and come up with a plan
of attack. You do not have
cannons, so you will have to
Small openings
in the wall were
used for shooting
arrows or guns.
find other ways to break into
the courtyard and capture the
tower. Write an attack plan
and draw diagrams to
illustrate the plan.
History Interactive
Tour a
Japanese Castle
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Web Code: mxp-5123
Life at the Time
335
History Background
Japanese Castles The building of castles
in Japan had to take into consideration the
frequent earthquakes that rocked the
islands. For example, the stone walls that
provided an outer defense of the complex
had to be made without mortar, which
would not survive a strong earthquake.
Japanese castle builders instead relied on
stone walls in which stones of different
sizes were carefully placed and wedged
together. This provided strength and superior resiliency in the event of earthquake.
Answer
Analyze LIFE AT THE TIME
Battle plans and
drawings will vary but should demonstrate a clear understanding of weaponry
available (swords and arrows) and of the
strengths and weaknesses of the castle
complex.
Chapter 12 335