LESSON 20
JAPAN: FEUDALISM

OBECTIVES:
" To introduce the historical background of Japanese civilization
" To compare feudal Japan to feudal Europe
" To consider the philosophy of the samurai

PREREQUISITES
Instruct students to read the section on ancient Japan in their text and to bring their books to class.

NOTES TO TEACHER
Japan's isolation as an island nation has been instrumental in its development as a culture. By 500 BC it was still an undeveloped agrarian culture without cities. Outside influences which led to cultural advancement included (1) contacts with and importing of Chinese culture, especially in the areas of weaving, metals, art and government, (2) the arrival in AD 200 of Korean horse soldier, and (3) the arrival of Buddhism in AD as a religious and philosophical system merging with native Shinto beliefs. By the ninth century AD, Japan had developed enough of a sense of its own character to isolate itself from outside influence and let its own culture take a natural course of development.

Feudalism, complete with mounted, lightly-armored bowman and the bushi, or warrior caste, rose in the twelfth century (simultaneous with the establishment of the shogun or hereditary generalissimo) and lasted into the feudal period that existed in Europe from ninth through the fifteenth centuries.

Japanese society and art developed in its own way through its self-imposed isolation, and also from the fact that it was never a conquered nation. Even the attempts in 1274 and 1281 by the Mongols who has conquered China were foiled by the kamikazi (divine winds) or storms that halted the invading Mongol fleets. Japan remained, then, isolated until the arrival of Portuguese merchant sailors in 1542.

A brief chronological survey of Japan follows:

500 BC Agrarian culture
250 BC Mongol invaders
100 BC Yamato clan rules
AD 200 Korean horsemen arrive
AD 500 Buddhism arrives
AD 600 First supreme monarch - peak of Chinese influence, "Taika Reform"; first constitution in 604; Chinese embassy established in 607; central government established
AD 794-1147 Emperor becomes spiritual and ceremonial leader; Fujiwara clan becomes political and military rulers; first novel - Tale of Genji in AD 1020; beginning of feudal period
AD 1147-1192 Yoritomo Minamoto becomes first shogun, hereditary military leader, founding of Bushi military class
AD 1199-1333 Repelling of Mongol invaders in 1274 and 1281; founding of No theater in 1300s
PROCEDURE
1. This lesson should begin by either summarizing students' reading assignment or using the overhead transparency or blackboard to present a chronological survey of early Japan. Emphasis should be placed on concepts of Japan's island isolation, its self-imposed exile and the intentional cultural diffusion of Chinese culture. Stress that in China the emperor was both a political and military, as well as a religious and ceremonial, leader. In Japan the role of the emperor was strictly ceremonial and the power rested in the hands of the shogun. This represents a major difference in the two cultures.

2. As students what the term feudalism means. Have them determine its root (feud) and what it means (a fight). Feudalism refers to a military institution used for the protection when there are many rivals for power. Soldiers owe allegiance to their lord, who owes it to a higher lord, etc.

3. Distribute Handout 1. Ask students to refer to their texts for information about feudalism in the European Middle Ages. Allow time for students to read the selection and complete the chart which compares and contrasts feudal Europe and Japan. Small groups of two or three students may complete the chart together. Have students volunteer to share and compare their answers.

Similarities:

Differences:
1. Seppuku or hari-kari; stoic acceptance of death
2. Lord-vassal relationship based on moral code
3. Any son or adopted son was heir
4. Women should have a samurai attitude - be tough
5. Interest in the arts and learning

1. Survival, death as glory limited to the Crusades
2. Lord-vassal relationship based on legal code
3. Only firstborn son was heir
4. Cult of chivalry - women put on pedestal as fragile, inferior beings
5. Some contempt shown for arts and learning

4. Distribute Handout 2. Allow students time to read the selections and respond to the questions. Have them share their answers. Answers may be summarized on the board. Suggested responses.
a. They are brave, well-bred, calm, taciturn, stoic in acceptance of situations, open-minded and willing to receive positive criticism, capacity to constantly grow, not vain in their knowledge. These are the main points, although students could infer more.
b. Answers should show that he samurai were not only warriors but also social creatures with a constant mental attitude of personal and philosophical improvement.
c. Almost all are beneficial - loyalty to the boss and in particular to the company, self-sacrifice, honor, moral code, interests in the arts and learning for a well-rounded attitude, willingness to accept risks, etc.
5. Conclude by clarifying that the samurai tradition continued a long time and still exists below the surface of Japan today, though it has moved from the military world to the business area.

ENRICHMENT/EXTENSION
1. Read the novel Shogun by James Clavell, or view the film, and contrast the levels of civilization of Japan and Europe during feudal times.

2. Research Japanese castle towns like Himeji and compare them to Medieval European castle complexes.

3. Investigate Japanese culture looking for the philosophical, peaceful side of the samurai in things like No dram, the tea ceremony (Chanoyu), flower arranging (Ikebana), Zen Buddhism, etc.

4. Research parallels between samurai military practices and training with those of the business community in contemporary Japan.

5. View the film comedy Gung Ho and identify those elements of the samurai tradition which show up when a Japanese company takes over ownership of a small American car factory.