LESSON SET VThe History of Japan, Korea, and Southwest Asia

1. What do you think is meant by the old saying “breaking bad cycles”?

2. Do you think that people are either good or bad from birth?

*Let’s Discuss The Cumulative Research/Review Cards

Lesson Set V-Bell Ringer #1 (Day 1)

I. HOOKSPAM! Welcome To The Rice Paddies!

Rice was an important crop in feudal Japan. The peasants who grew rice had an important job to do. There was a system in place to make sure the peasants did their job well so that enough rice could be grown to meet the needs of the nobles.

GROUPS OF 7

1 Samurai 2 Merchants 2 Artisans

The Remaining In Each Group Are Peasants

Peasants: Write “RICE” BIG on a sheet of paper! When we start, you should try to hide some of the rice for food and for trade.

Samurai: Come go around to every peasant and collect the rice. When asked, the peasant must surrender all the rice the samurai can see.

ROUNDS DEFINED

-Peasants will have 5 minutes to draw as much rice as they can in 5 minutes.

-At the end of 5 minutes, each group will subtract 1 rice for each peasant from their total (this will be your base).

Each time the samurai comes around, they MUST have at least this much to give him. If they do not have at least the minimum amount, the samurai will take 1 peasant of their choice and will execute them.

-The group must still grown the same amount minimum of rice!

EXECUTED PEASANTS

Once executed, they are assigned a new role: a child.

Must sit out 1 round before returning.

Go back to original group-IF your group is still in existence.

You are a peasant child and can work.

ARTISANS

You will create (draw) goods that the samurai may want.

Ideas: swords, armor, musical instruments, and/or food stuff.

MERCHANTS

During each round, take the goods the artisans make and trade with the samurai for rice.

The samurai sets the price and only gives what they want to!

The merchants then return to the artisans and share the rice they have traded for.

Between rounds, if the peasants have managed to successfully hide some rice, they can trade for goods with the merchants.

OTHER RULES:Timing: Each round is 5 minutes!

Crop Quality: If the rice drawn after the first round is drawn poorly (sloppy), the samurai may not accept it! His word is FINAL!

Stealing Rice: Peasants caught stealing rice by the samurai are executed and rice will be confiscated. Quotas will remain the same!!!

Food For Peasants: At end of each round, I will check to see if each group has created and successfully hidden enough rice so that at least each member of the group has at least 1 rice. If they do not, remove each member that does not have any (THEY HAVE DIED OF STARVATION)! The quota of rice remains the same!

Angel Of Death: During the third round, the teacher will select a group at random and representing “the angel of death” (fire, flood, epidemic, insects) takes away ½ of the rice they have created!

CONCLUSION:

The peasant CANT WIN!

The system was unstable!

Question 1: Do you think this system could function over time?

Question 2: Could the peasants ever win?

Question 3: Was their life a pleasant one?

Question 4: How do you think the peasants felt about the samurai?

HOOK ASSIGNMENT

Write 3-5 well-constructed sentences predicting what you think you will learn about this lesson set!

I I . BU IL DING A STR ON G FO UN DATIO N

“Break The Cycle-We Must Fix What Is Broken”“Be kind to one another, tenderhearted, forgiving one another, as you

desire forgiveness”…

A. Meditation Breathing ExerciseB. Moment Of Silence To Reflect On What’s Most Important To You C. Meditation LessonD. Lesson Character Challenge: The “Heal What Is Broken” ChallengeE. Write Your 3-5 Sentence Journal Entry

1. What do you think about the class system of Japan?

2. Which would have had the best quality of life and why (samurai, merchant, artisan, peasant)?

Lesson Set V-Bell Ringer #2 (Day 2)

Japan

7.27 Compare the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism.

Shintoism BuddhismNative to Japan

The afterlife, and belief, are not major concerns in Shinto; the emphasis is on fitting into this world instead of preparing for the next, and on ritual and observance rather than on faith.

no person or kami regarded as the holiest

Originated in India and change in china before spreading to Korea and Japan

Wants its followers to reach Nirvana (an enlightened state) One of the sects of Buddhism is Zen Buddhism which believes that you can find inner peace through self-control and a simple way of life. They disciplined their bodies through the practice of Martial Arts and meditation.

Holiest is Siddhartha Gautama

Both practiced in Japan

7.28 Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese

writing system were adopted.

• Buddhism became blended with Shintoism as a way to the afterlife

• Confucianism in Japan helped shape its moral, ethical, political and philosophical ideas. It was the bases for Japan’s constitution and guide how court would be.

• Chinese was the language of the educated in the same way Latin was in Europe. Scholars in other countries would learn Chinese to study and learn from the wealth of Chinese scholarship and philosophy. Prior to this Japanese was only a spoken language but the Japanese used Chinese letters to write in their own language

7.29 Trace the emergence of the Japanese nation during the Nara, 710-794, and the Heian periods, 794-

1180.• Prior to this period a constitution was written which gave order and

structure that allow civilization to grow during the Nara period. The capital at Nara was modeled after Chang'an, In many other ways, the Japanese upper classes patterned themselves after the Chinese, including adopting Chinese written characters , fashion, and the religion of Buddhism. Economic and administrative activity increased during the Nara period. Roads linked Nara to provincial capitals, and taxes were collected more efficiently and routinely.

• The Heian Period is considered a high point in Japanese culture (art, poetry and literature) that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan. The Emperors had power in name only, the real power was in a noble family. Despite cultural Development the economy suffered during this period as the resources were controlled by a corrupt few and the monetary system was miss managed.

1. Compare Buddhism and Shintoism.

2. Why is the Heian period considered the highpoint of Japanese culture?

Lesson Set V-Bell Ringer #3 (Day 3)

7.30 Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural

perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world’s first novels.

7.31 Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society• As time passed the emperors of Japan left more

and more of the power to regents, who handled day to day operations. Nobles in far territories took control and the government gave them land for their support, they no longer had to pay taxes.

• The nobles in turn gave the land to warriors called the samurai. The word means “to serve”, they lived by a strict code of conduct called Bushido which means “the way of the warrior”, it focused on loyalty, bravery, and honor.

• The nobles began to fight each other over land and control over the emperor. When the Minamoto won the civil war, the emperor named them the Shogun or commander of the military forces.

• The Shoguns would rule Japan for the next 700 years. In the 1200 the Mongols tried to attack the Japanese but their ships where crashed into the coast by a Divine Wind called “Kamikaze”

• A new shogunate, The Ashikaga took over in 1333 but were weak rulers and Japan was divided into a number of smaller territories ruled by strong military rulers called Daimyo (Dy-mee-oh) they ruled independently of the Emperor and Shoguns.

Korean History• Koreas location between China and Japan played a huge role in their history. They

would adopt features of Chinese and Japanese civilization. • The Korean people where nomads from central Asia who settled in to small villages

and grew rice and had iron tools. Chinese took control of northern Korea in 109 B.C. but lost it in 200s A.D. (Fall of the Han)

• Three Kingdoms emerged Koguryo(koh-goo-ryeoh) in the north, Paekche(payk-cheh) in southwest, and Silla (sheel-lah) in southeast. Chinese culture including Buddhism and Confucianism spread to the southern kingdoms through Koguryo. All three had powerful monarchs who ruled with help of Scholar-Official class.

• The Three Kingdoms were always at war until Silla backed by China captured the whole peninsula and brought peace, irrigating fields which grew Korea.

• After 300 years one northern noble took control his dynasty was called Koryo (Kaw-ree-oh). They were defeated by Mongols who mistreated them and used them in there attempt to build ships to conquer Japan.• Yi Dynasty ruled for 500 years had many advancements, supported Confucianism,

invented the worlds first Iron covered ships, they defeated the Japanese invasion with land help from China, war made them week and China forced them to pay tribute

1. How did the emperors role change over time?

2. How did Chinese culture spread to Japan and Korea?

Lesson Set V-Bell Ringer #4 (Day 4)

Early Japan• Japan was divided into clans, a clan called the Yamato (Yah-mah-taw)

ruled most of Japan while the other clans paid them tribute.• They believed that humans, animals, rocks, plants and rivers all have

their own spirit. This belief is called animism, it developed into Shintoism meaning “the way of the spirit”.

• About 600 AD a prince named Shotoku (Shoh-TOH-koo) made the first constitution, stated that emperor was all powerful leader. They used China’s government as a model

• 700 AD Japanese built a new capitol called Nara, They did not give power based on merit but on family ties, Buddhist teachings had become powerful since its introduction in the 500’s. In 770 a Buddhist monk tried to seize power.

• This rebellion made the emperor want to move the capitol to Heian-kyo (Hay-ahn kyoh)

Medieval Japan• As time passed the emperors of Japan left more and more of the power

to regents, who handled day to day operations. Nobles in far territories took control and the government gave them land for their support, they no longer had to pay taxes.

• The nobles in turn gave the land to warriors called the samurai. The word means “to serve”, they lived by a strict code of conduct called Bushido which means “the way of the warrior”, it focused on loyalty, bravery, and honor.

• The nobles began to fight each other over land and control over the emperor. When the Minamoto won the civil war, the emperor named them the Shogun or commander of the military forces.

• The Shoguns would rule Japan for the next 700 years. In the 1200 the Mongols tried to attack the Japanese but their ships where crashed into the coast by a Divine Wind called “Kamikaze”

• A new shogunate, The Ashikaga took over in 1333 but were weak rulers and Japan was divided into a number of smaller territories ruled by strong military rulers called Daimyo (Dy-mee-oh) they ruled independently of the Emperor and Shoguns.

• Daimyo gave land to samurai in exchange for pledges of Loyalty in battle, this made the samurai a vassal and is a system of government called Feudalism this lasted till 1567. During that time it was almost constant war between the Daimyo over land and power until only a few very powerful Daimyo remained.

• Most of the farmers of this time did not own their own land and worked for a Samurai. Each region got good or specialized in certain goods, pottery, paper, textiles, copper and swords

• Many Japanese began to believe in both Shintoism and Buddhism, seeing Shintoism as concerned with daily life and Buddhism as a reward in the afterlife. One of the sects of Buddhism is Zen Buddhism which believes that you can find inner peace through self-control and a simple way of life. They disciplined their bodies through the practice of Martial Arts and meditation.

1. What have you learned about China this lesson set?

2. What have you learned about Japan and/or Korea?

Lesson Set V-Bell Ringer #5 (Day 5)

IV. NARROWING IT DOWN

The activity this Lesson Set is to do a 9-week exam booklet.

You may use the text book and/or your notes-but not your classmates!

This will be checked together, and will be worth up to 12 points on your notebook check rubric!

Write the due date on the cover of your booklet and upon compleation, glue or staple it to your note outline at (IV.)!

1. Get out a piece of paper and number 1-?

2. Get your materials out for the pow-tide writing!

*Have your notebook ready for notebook check!

Lesson Set V-Bell Ringer # (Day )

V. ASSESSMENT & ACCOUNTABIL ITY

A. Multiple Choice Exam

B. POW-Tide Essay

C. Presentation Day (Auditorium)

Presentation Day At The End of The

Lesson Set

Phase v: mapping China (60 min) (Group Work)