DOCSLIB.ORG

Social Studies Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Studies Curriculum Missoula Area Curriculum Consortium Kindergarten-Grade 12 SOCIAL STUDIES CURRICULUM May 6, 2009 Alberton K-12, Bonner Elementary, Clinton Elementary, DeSmet Elementary, Drummond K-12, Florence-Carlton K-12, Frenchtown K-12, Lolo Elementary, Potomac Elementary, Seeley Lake Elementary, Sunset Elementary, Superior K-12, Swan Valley Elementary, Valley Christian K-12, Woodman Elementary TABLE OF CONTENTS MCCC 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS 1 MCCC STUDENT EXPECTATIONS 3 CURRICULUM PHILOSOPHY 3 GUIDING PRINCIPLES 4 CONTENT SCOPE AND SEQUENCE 5 SOCIAL STUDIES STANDARDS 6 NCSS CURRICULUM STANDARDS FOR SOCIAL STUDIES 6 LEARNER COMPETENCIES 8 MEETING DIVERSE STUDENT NEEDS 8 MONTANA CODE ANNOTATED-INDIAN EDUCATION FOR ALL 9 TEACHING ABOUT CONTROVERSIAL ISSUES 10 ASSESSMENT 10 GRADE/COURSE LEVEL LEARNER COMPETENCIES: Kindergarten: Learning and Working Now and Long Ago 11 Grade 1: A Child’s Place in Time and Space 15 Grade 2: People Who Make a Difference 20 Grade 3: Community and Change 23 Grade 4: Montana and Regions of the United States 28 Grade 5: United States History and Geography: Beginnings to 1850 31 Grade 6: World History and Geography: Ancient Civilizations 39 Grade 7: World History and Geography: Medieval and Early Modern Times 48 Grade 8: United States History and Geography: Constitution to WWI 59 Grade 6-8: Historical and Social Sciences Analysis Skills 71 Grades 9-12: World Geography 72 Grades 9-12: Montana: People and Issues 76 Grades 9-12: Modern World History 79 Grades 9-12: Ancient World History 87 Grade 10: Modern World History/Honors English 2 93 Grades 10-12: Psychology 98 Grades 10-12: Sociology and Criminology 104 Grades 11-12: World Issues Seminar 111 Grades 11-12: United States History: World War I to Present 117 Grades 11-12: Advanced Placement: United States History 123 Grades 12: United States Government and the Political Economy 131 Grades 12: Advanced Placement United States Government and the Political Economy 140 Grades 12: Comparative Political Systems 145 APPENDIX INSTRUCTIONAL PRACTICES 151 READING COMPREHENSION STRATEGIES 153 BEST PRACTICES IN SOCIAL STUDIES 154 HABITS OF MIND—HISTORY 155 ESSENTIAL SKILLS FOR SOCIAL STUDIES: Acquiring Information 156 Organizing & Using Information 160 Interpersonal Relationships & Social Participation 164 SOCIAL STUDIES WEBSITES 165 SOCIAL STUDIES MATERIALS SELECTION INSTRUMENT 173 MISSOULA AREA CURRICULUM CONSORTIUM 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS AND CONSORTIUM MEMBER DISTRICTS Marlene Froelich Alberton SD #2 Jean Belangie PO Box 330 Jessica Cox 306 Railroad Avenue Maureen Edwards Alberton, MT 59820 Sandy Welch 406/722-4413 Sue Peterson Fax: 406/722-3040 Lolo Elementary SD #7 11395 Highway 93 South Marlene Greil Lolo, MT 59847 Jack Swenk 406/273-6686 (K-4) Bonner Elementary SD #14 406/273-6141 (5-8) PO Box 1004 Fax: 406/273-2628 Bonner, MT 59823 406/258-6151 John Arvish Fax: 406/258-6153 Kim Kingston, Principal Potomac Elementary SD #11 Rachal Edwards 29750 Potomac Road Clinton Elementary SD #32 Bonner, MT 59823 PO Box 250 406/244-5581 Clinton, MT 59825 Fax: 406/244-5840 406/825-3113 Fax: 406/825-3114 Seeley Lake Elementary SD #34 PO Box 840 DeSmet Elementary SD #20 Seeley Lake, MT 59868 6355 Padre Lane 406/677-2265 Missoula, MT 59802 Fax: 406/677-2264 406/549-4994 Fax: 406/549-4994 Sunset Elementary SD #30 PO Box 344 Caleb Hutchins Greenough, MT 59836 Clint Barkell 406/244-5542 Janet Hauptman Drummond School District #11 Superior School District #3 PO Box 349 PO Box 400 Drummond, MT 59832 Superior, MT 59872 406/288-3281 406/822-3600 406/288-3299 (fax) 406/822-3601 (fax) Karen Branzell Colleen Kesterson Rachel Camp Susan Bracha Leanne Deschamps Swan Valley Elementary SD #33 Scott Stiegler 6423 Highway 83 Archie Tamietti Condon, MT 59826 Florence-Carlton SD #15-6 406/754-2320 5602 Old Highway 93 South Fax: 406/754-2627 Florence, MT 59833 406/273-6741 (K-5) Cyndi Parsons 406/273-0547 (6-8) Valley Christian 406/273-6301 (9-12) 2526 Sunset Lane Fax: 406/273-2802 Missoula, MT 59804 406/549-0482 Dalene Normand Fax: 406/549-5047 Carol Flint John Fred Woodman Elementary SD #18 Merle Johnston 18740 Highway 12 West Judy McKay, 4-6 Principal Lolo, MT 59847 Frenchtown School District #40 406/273-6770 PO Box 117 Frenchtown MT 59834 Christine Kuschel, Ed.D. 406/626-5762 Professional Consultant 406/626-4571 406/251-5885 MISSOULA AREA CURRICULUM CONSORTIUM STUDENT EXPECTATIONS By the time MACC students reach grade 12, it is expected that they will achieve the following skills, perspectives, and behaviors: 1. Read, write, compute, and communicate effectively 2. Know how to access, evaluate, and use information 3. Think creatively and critically 4. Solve problems cooperatively and individually 5. Use technology effectively 6. Recognize and develop their talents 7. Respect themselves and the rights and property of others 8. Appreciate world events, history, and cultural diversity 9. Appreciate and participate in the fine and performing arts 10. Understand, appreciate, and practice healthy lifestyle 11. Be committed to active citizenship, and community service 12. Continue to learn, grow, and adapt to a rapidly changing job market and world. CURRICULUM PHILOSOPHY Those who study history and social science develop an appreciation of how ideas, events, and individuals have produced change over time and recognize the conditions and forces that maintain continuity within human societies. They understand the value, the importance, and the fragility of democratic institutions and develop a keen sense of ethics and citizenship. They come to care deeply about the quality of life in their community, their nation, and their world. They see the connection between ideas and behavior, between the values and ideals that people hold and the ethical consequences of those beliefs. They learn about the cultures, societies, and economic systems that prevail in other parts of the world and recognize the political and cultural barriers that divide people, as well as the common human qualities that unite them. These opportunities afforded by a study of history and the social sciences must be provided to all students in order to ensure they are prepared to participate effectively as citizens in our democratic society and in our increasingly global society. This social studies curriculum is based on guiding principles developed by the full committee as a result of its study of current research in best practices and strategies in social studies. Most of these principles can be placed in one of three categories: Knowledge and Cultural Understanding, incorporating learnings from history and the other humanities, geography, and the social sciences; Democratic Understanding and Civic Values, incorporating an understanding of our national identity, constitutional heritage, civic values, and rights and responsibilities; and Skills Attainment and Social Participation, including basic study skills, critical thinking skills, and participation skills that are essential for effective citizenship. 4 GUIDING PRINCIPLES Knowledge and Cultural Understanding 1. Major historical events and periods are best studied within a recognizable chronology. 2. The teaching of history and social science requires both an integrated and correlated approach. To understand human events, students must understand the characteristics of the places in which those events occurred. 3. The study of history is enriched by literature, both literature of the period and literature about the period, and by primary source documents. 4. Major historical events and periods must be studied in depth as opposed to superficial skimming of enormous amounts of material. 5. An effective curriculum is sequential; knowledge and understanding are built up in a carefully planned and systematic fashion from kindergarten through grade twelve. 6. A multicultural perspective must be incorporated throughout the history and social science curriculum, connecting the past to the present and emphasizing indigenous people. The history of community, state, region, nation, and world must reflect the experiences of men and women and of different racial, religious, and ethnic groups. Students should develop respect for the human dignity of all people and understanding of different cultures and ways of life. 7. Teachers must present controversial issues honestly and accurately within their historical or contemporary context. Through the study of controversial issues, students learn that judgments must be based on reasonable evidence and not on bias and emotion. 8. The importance of religion in human history must be acknowledged. Students must become familiar with the basic ideas of the major religious and ethical traditions of each time and place… and the role of religion in the founding of this country. 9. A variety of content-appropriate teaching methods that engage students actively in the learning process are necessary. 10. Political economics must be a part of the social studies curriculum. Students must understand the basic economic problems confronting all societies. 11. Social studies must always connect the past to the present. Current events and an awareness of changing historical interpretations must be an integral part of the curriculum. 12. Learn about the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Montana Indian tribal groups and governments. Democratic Understanding and Civic Values 1. The development of civic and democratic values is an integral element of good citizenship. Students must appreciate the value and fragility of our democracy. Students must understand the qualities and individual responsibilities required of citizens in a democracy for the full realization of this government’s highest ideals. 2. Frequent study and discussion of the fundamental principles embodied in the United States Constitution and the Bill of Rights are essential. Students must understand the nation’s constitutional heritage and the principles of the Constitution that created our democratic form of government. Students must understand political and social systems, the relationship between a society and its laws, and the differences between democratic and non-democratic political systems.
Load more

Recommended publications
  • A MILLENNIAL PERSPECTIVE the World Angus Maddison Provides a Comprehensive View of the Growth and Levels of World Population Since the Year 1000
    Development Centre Studies «Development Centre Studies The World Economy A MILLENNIAL PERSPECTIVE The World Angus Maddison provides a comprehensive view of the growth and levels of world population since the year 1000. In this period, world population rose 22-fold, per capita GDP 13-fold and world GDP nearly 300-fold. The biggest gains occurred in the rich countries of Economy today (Western Europe, North America, Australasia and Japan). The gap between the world leader – the United States – and the poorest region – Africa – is now 20:1. In the year 1000, the rich countries of today were poorer than Asia and Africa. A MILLENNIAL PERSPECTIVE The book has several objectives. The first is a pioneering effort to quantify the economic performance of nations over the very long term. The second is to identify the forces which explain the success of the rich countries, and explore the obstacles which hindered advance in regions which lagged behind. The third is to scrutinise the interaction between the rich and the rest to assess the degree to which this relationship was exploitative. The World Economy: A Millennial Perspective is a “must” for all scholars of economics and economic history, while the casual reader will find much of fascinating interest. It is also a monumental work of reference. The book is a sequel to the author’s 1995 Monitoring the Economy: A Millennial Perspective The World World Economy: 1820-1992 and his 1998 Chinese Economic Performance in the Long Run, both published by the OECD Development Centre. All OECD books and periodicals are now available on line www.SourceOECD.org www.oecd.org ANGUS MADDISON This work is published under the auspices of the OECD Development Centre.
    [Show full text]
  • Social Studies Curriculum
    WASHINGTON WEST SUPERVISORY UNION SOCIAL STUDIES CURRICULUM Crossett Brook Middle School Fayston Elementary School Harwood Union Middle and High School Moretown Elementary School Thatcher Brook Primary School Waitsfield Elementary School Warren Elementary School October 16, 2001 August 29, 2001 Dear Reader, During the opening phases of writing this document, the committee referred to a variety of materials to begin formulating the work found within these pages. We examined the national standards, state standards, and curricula from other states and districts within Vermont. After exploring these materials, the committee began preparing the skeleton of the document. This phase of the process was long and arduous. It took years of collaboration and compromise. The Scope and Sequence that follows represents a draft that has been reviewed by the committee, the administration, WWSU educators, and experts in the field outside our supervisory union. This document was written for the purpose of informing the practitioner who will use it to guide his or her teaching in the classroom. However, the committee encourages any educator to share his or her pieces with other interested parties. The committee recognizes there might be a need to interpret the meaning of the content for the layperson. The Social Studies Curriculum will include overlying materials such as the WWSU Pre-K – 12 scope and sequence, goals and desired outcomes. Following this overlying material, each grade level includes an introduction sheet with theme(s), geography implications, community service project guidelines, questions to consider, and key concepts covered in that grade. A partial list of resources is included and will be added to at a later date.
    [Show full text]
  • Medieval Japan
    Medieval Japan Kingaku Temple in Kyoto, Japan A..D..300 A..D.7.700 1100 1500 c. A.D. 300 A.D.646 1192 c. 1300s Yayoi people Taika reforms Rule by Noh plays organize strengthen shoguns first into clans emperor’s powers begins performed Chapter Overview Visit ca.hss.glencoe.com for a preview of Chapter 5. Early Japan Physical geography plays a role in how civilizations develop. Japan’s islands and mountains have shaped its history. The Japanese developed their own unique culture but looked to China as a model. Shoguns and Samurai Conflict often brings about great change. Japan’s emperors lost power to military leaders. Warrior families and their followers fought each other for control of Japan. Life in Medieval Japan Religion influences how civilization develops and culture spreads. The religions of Shinto and Buddhism shaped Japan’s culture. Farmers, artisans, and merchants brought wealth to Japan. View the Chapter 5 video in the Glencoe Video Program. Categorizing Information Make this foldable to help you organize information about the history and culture of medieval Japan. Step 1 Mark the midpoint of the Step 2 Turn the Reading and Writing side edge of a sheet of paper. paper and fold in Jap an As you read the chapter, each outside edge organize your notes to touch at the by writing the main midpoint. Label ideas with supporting as shown. details under the appropriate heading. Draw a mark at the midpoint Early Shoguns and Life in Japan Samurai Medieval Japan Step 3 Open and label your foldable as shown.
    [Show full text]
  • Bowl Round 4 Bowl Round 4 First Quarter
    NHBB C-Set Bowl 2017-2018 Bowl Round 4 Bowl Round 4 First Quarter (1) In 1858, this object was recast in Whitechapel, after which a team spent 18 hours hauling this object to its belfry. This object was silenced following the death of Margaret Thatcher, and is currently disconnected during renovations of Elizabeth Tower. \Quarter bells" that play the Westminster Chimes every 15 minutes accompany, for ten points, what massive bell that names an iconic London clock tower? ANSWER: Big Ben (accept descriptive answers about the bell in Big Ben that say \Big Ben;" prompt on descriptive answers like \the bell in Westminster" that don't say \Big Ben;" prompt on the Great Bell) (2) Hermogenes recounts this man's desire to die relatively young in order to escape the afflictions of old age in an account of this man's Apology by Xenophon. This husband of Xanthippe was put to death by an Athenian tribunal by drinking hemlock on charges of corrupting the youth. For ten points, name this classical philosopher whose namesake \method" employs rigorous questioning and who mentored Plato. ANSWER: Socrates (3) This case was briefly interrupted when judge Robert Jackson suffered a heart attack. The \massive resistance" movement attempted to circumvent this case's ruling, which was to be carried out with \all deliberate speed." Thurgood Marshall argued for the plaintiffs in this case, which struck down Plessy vs. Ferguson. For ten points, name this Supreme Court case that overturned the \separate but equal" principle in public schools. ANSWER: Brown vs Board of Education of Topeka, Kansas (4) During this battle, heavy fighting took place near Papelotte and La Haye Sainte.
    [Show full text]
  • Kamakura Period, Early 14Th Century Japanese Cypress (Hinoki) with Pigment, Gold Powder, and Cut Gold Leaf (Kirikane) H
    A TEACHER RESOURCE 1 2 Project Director Nancy C. Blume Editor Leise Hook Copyright 2016 Asia Society This publication may not be reproduced in full without written permission of Asia Society. Short sections—less than one page in total length— may be quoted or cited if Asia Society is given credit. For further information, write to Nancy Blume, Asia Society, 725 Park Ave., New York, NY 10021 Cover image Nyoirin Kannon Kamakura period, early 14th century Japanese cypress (hinoki) with pigment, gold powder, and cut gold leaf (kirikane) H. 19½ x W. 15 x D. 12 in. (49.5 x 38.1 x 30.5 cm) Asia Society, New York: Mr. and Mrs. John D. Rockefeller 3rd Collection, 1979.205 Photography by Synthescape, courtesy of Asia Society 3 4 Kamakura Realism and Spirituality in the Sculpture of Japan Art is of intrinsic importance to the educational process. The arts teach young people how to learn by inspiring in them the desire to learn. The arts use a symbolic language to convey the cultural values and ideologies of the time and place of their making. By including Asian arts in their curriculums, teachers can embark on culturally diverse studies and students will gain a broader and deeper understanding of the world in which they live. Often, this means that students will be encouraged to study the arts of their own cultural heritage and thereby gain self-esteem. Given that the study of Asia is required in many state curriculums, it is clear that our schools and teachers need support and resources to meet the demands and expectations that they already face.
    [Show full text]
  • The Medieval Globe
    The Medieval Globe Volume 2 Number 1 Article 1 December 2015 The Medieval Globe 2.1 (2016) Carol Symes University of Illinois, Urbana-Champaign, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/tmg Part of the Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons, Classics Commons, Comparative and Foreign Law Commons, Comparative Literature Commons, Comparative Methodologies and Theories Commons, Comparative Philosophy Commons, Medieval History Commons, Medieval Studies Commons, and the Theatre History Commons Recommended Citation Symes, Carol (2015) "The Medieval Globe 2.1 (2016)," The Medieval Globe: Vol. 2 : No. 1 , Article 1. Available at: https://scholarworks.wmich.edu/tmg/vol2/iss1/1 This Complete Issue is brought to you for free and open access by the Medieval Institute Publications at ScholarWorks at WMU. It has been accepted for inclusion in The Medieval Globe by an authorized editor of ScholarWorks at WMU. For more information, please contact [email protected]. THE MEDIEVAL GLOBE Volume 2.1 | 2016 THE MEDIEVAL GLOBE The Medieval Globe provides an interdisciplinary forum for scholars of all world areas by focusing on convergence, movement, and interdependence. Contri­ not encompass the globe in any territorial sense. Rather, TMG advan ces a new butions to a global understanding of the medieval period (broadly defined) need theory and praxis of medieval studies by bringing into view phenomena that have been rendered practically or conceptually invisible by anachronistic boundaries, categories, and expectations. TMG also broadens dis cussion of the ways that medieval processes inform the global present and shape visions of the future.
    [Show full text]
  • The Last Samurai: the Life and Battles of Saigo Takamori
    THE LAST SAMURAI The Life and Battles of Saigo- Takamori MARK RAVINA John Wiley & Sons, Inc. THE LAST SAMURAI THE LAST SAMURAI The Life and Battles of Saigo- Takamori MARK RAVINA John Wiley & Sons, Inc. This book is printed on acid-free paper. Copyright © 2004 by Mark Ravina.All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as per- mitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty:While the publisher and the author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accu- racy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.The advice and strategies contained herein may not be suit- able for your situation.You should consult with a professional where appropriate.
    [Show full text]
  • Introduction to the Taiheiki: the Chronicle of Great Peace
    Volume 14 | Issue 14 | Number 2 | Article ID 4904 | Jul 15, 2016 The Asia-Pacific Journal | Japan Focus Introduction to the Taiheiki: The Chronicle of Great Peace Joan Piggott Helen McCullough translated and published the well known courtier Tōin Kinsada (1340-99) first twelve chapters of the medieval military names the monk Kojima as one author, while chronicle Taiheiki, The Chronicle of Great Imagawa’s Criticisms of the Taiheiki mentions Peace, in 1979. In the late 1980s and early two other monks, Echin and Gen’e, as 1990s, Kyoko Selden and I, then colleagues on compilers. Gen’e was an intimate of Ashikaga the faculty of Cornell University, beganTakauji’s younger brother and lieutenant meeting weekly to read, discuss, and translate Tadayoshi (1306-52), as well as a prominent a broad range of Japanese historical texts, scholar of China’s Sung dynasty (960-1279). including sections of theTaiheiki through Since both Echin and Gen’e died in the 1350s, Chapter 19 (out of forty). Our short-term they would have been early contributors to the objective was to develop materials for an manuscript.2 As for the issue of how the early interdisciplinary seminar that would introduce story was written, historian Satō Kazuhiko more of the Taiheiki to English readers. In this thinks that, at least for battle narratives, the special issue, two selections from theauthors used records made by Ji-sect monks, Taiheiki—the dramatic and tragic death of Go- who followed armies of the day and tended to Daigo’s cast-off son Prince Moriyoshi (alt. funerary rites on the battlefield.
    [Show full text]
  • Yama No Kami~Die Japanische Berggottheit
    Yama no Kami~die japanische Berggottheit (Teil I : Grundvorstellungen) V o n N e l l y N a u m a n n INHALTSVERZEICHNIS (English summary p. 331-339) Einleitung. 0.1 Quellenmaterial. 0.2 Stand der Forschung. 0.3 “Berg” und “Wald” in Japan. 0.4 Das Thema und seine Probleme. Die Mythen des K ojiki und Nihonshoki. 1.1 Die Mythentexte. 1.11 Entstehungsmythen. 1.12 Wei ter e Mythen. 1.2 Analyse der Mythen. 1.21 Entstehungsmythen. Anzahl der Berggottheiten. “Oberste Berggottheit”. 1.22 Name und Wesen. 1.23 Die Berggottheiten der eroberten Gebiete. Yama no kami, die Gottheit der Jager und Waldarbeiter. 2.1 Der <(Herr der Tiere5*. 2.11 Tiergestalt des Yama no kami. 2.12 Der Spender des Jagdgliicks. 2.121 Legenden. 2.122 Opfer und Gebete vor der Jagd. 2.123 Danksagung nach der Jagd. Behandlung des er- legten Wildes. 2.13 Weitere Jagdriten. 2.14 Der Beschiitzer der Haustiere. 134 NELLY NAUMANN 2.15 Kurze Zusammenfassung. Tradition. Beziehungen des Yama no kami als Jagdgottheit zu den Jagdgottheiten der nordeurasischen Volker. 2.16 Anhang: Motive in Mythen, Sagen und Marchen, die sich auf einen Wild- oder Waldgeist beziehen. 2.2 Der “Herr des Waldes”. 2.21 Der Besitzer des Bodens. 2.22 Der Herr der Baume. 2.221 Der Baum als Wohnsitz des Yam a no kami. 2.222 Opfer beim Fallen von Baumen. 2.223 Der “Erste Gang in den Wald”，das Heimbringen von Baumchen und Zweigen und ihre Verwendung. 2.224 Der Schopfer und Erhalter des Waldes. 2.23 Die “Baumseele”.
    [Show full text]
  • The History of Law in Japan, Through Historical Sources Murakami Kazuhiro & Nishimura Yasuhiro Eds. Translated and Interpret
    The History of Law in Japan, Through Historical Sources Murakami Kazuhiro & Nishimura Yasuhiro eds. Translated and Interpreted by Dan Sherer Lecture 3: The Judicial Formulary of 1232 and Medieval Law Traditionally, schoolchildren in Japan have been taught that the Kamakura shogunate began in 1192, when Minamoto no Yoritomo (1147-99) was appointed Barbarian-subduing Generalissimo (seii taishōgun, hereafter “shogun”) by the monarch’s court. Lately, however, the trend has been to teach 1185, the year when Yoritomo defeated the Ise Taira, defeated and killed his brother Minamoto no Yoshitsune, and appointed the first military governors and land stewards. Other possibilities have also been put forward as well, including the year Yoritomo raised troops against the Taira in Izu and entered Kamakura (1180), the year that the Taira escaped westward and Go-Shirakawa gave his official imprimatur to Yoritomo’s rule in the east (1183), and the year of Yoritomo’s appointment as Captain of His Majesty’s Inner Palace Guards of the Right (1190). The beginning of the “Kamakura shogunate” is ambiguous. In Japanese schools the focus is on military governance, which began with Yoritomo as the shogun in Kamakura and the initiator of 1 warrior government—the shogunate—that endured until the modern period (the third shogunate, that of the Tokugawa shoguns, was disestablished in 1868). Setting its beginning in 1192, in contrast, emphasizes longer term shogunate-court relations that are vital to understanding medieval Japanese history. According to this narrative, military organization allowed Yoritomo to succeed in the Gempei Wars (1180-85). The houseman (gokenin) and land steward (jitô) systems, as the foundations of the shogunal lord-and-retainer relationship, were subsequently enabled by the relationship between the Kyoto court and the Kamakura shogunal government.
    [Show full text]
  • Medieval Japan Through Art: Samurai Life in Medieval Japan
    www.colorado.edu/ptea-curriculum/imaging-japanese-history Medieval Japan Through Art: Samurai Life in Medieval Japan by Jaye Zola, Retired Teacher and Librarian, Boulder Valley Schools Introduction: Teachers are encouraged to read “Medieval Japan: An Introductory Essay,” by historian Ethan Segal, prior to conducting this lesson. The introductory essay may also be assigned to students with advanced reading abilities (grades 11-12). The essay provides context for this lesson by sketching the history of medieval Japan. Medieval Japan saw warfare and chaos. The growth of the warrior class and the influence of Buddhism eventually gave rise to a refined culture having roots in the classical Japanese tradition. The time period referred to as medieval Japan actually comprised three distinct periods: the Kamakura (1185-1333), Muromachi (1336-1573), and Momoyama (1568-1603). Beginning with the Kamakura through the mid-19th century, military rulers governed Japan. During the Muromachi and Momoyama, the feudal structure concentrated wealth, culture, and power in the hands of feudal lords called daimyō. The social structure of samurai as retainers to noble lords enabled a few powerful daimyō to eventually be shogun or the military ruler. This lesson is designed to challenge the view of sword-wielding samurai of U.S. movies. Rather than focusing on one particular art form, this lesson uses a variety of images from scrolls, screens, and artifacts. Using these visual sources, students learn about the three different periods of medieval Japan. Adding to the visual record of this time period, literature selections bring the voice of the samurai into the historical account.
    [Show full text]
  • Abhandlungen, Übersetzungen Und Referate Aus Verschiedenen Wissenschaftlichen Gebieten 3 № 21: Omina-Texte
    Inhaltsverzeichnis D: Abhandlungen, Übersetzungen und Referate aus verschiedenen wissenschaftlichen Gebieten 3 № 21: Omina-Texte . 3 № 22: Zen-Worte im Tee-Raume . 4 № 23: Goethe und Stefan George . 6 № 24: Beiträge zur Ostasienkunde . 7 № 25: Japanische Theodicee . 7 № 26: Japans Bildungswesen . 8 № 27: Grundsätzliches zum Fremdsprachenunterricht . 8 Blick in die Arbeit der im japanischen Schulwesen tätigen Deutschen . 9 № 29: Sommerzusammenkünfte in Karuizawa . 9 № 30: Buddhistische Sonntagsschullieder . 9 № 31: Buddhistisches Sonntags-Schulwesen . 9 XXth Century . 11 № 32: Mirror, Sword and Jewel . 11 № 33: Path of the Bushi . 11 № 34: Battle of Sekigahara . 12 № 35: Märchen und Geschichten . 12 № 36: Japan-Bilder . 13 D: Abhandlungen, Übersetzungen und Referate aus verschiedenen wissenschaftlichen Gebieten (von Hermann Bohner) Von den № 21, 23, 24, 25, 28, 29 und 30-32 existieren Sonderdrucke. № 21: Assyrische und chinesisch-koreanische Omina-Texte Referat (mit Bildillustrationen), OAG , № 41, 1936, S. 33-42. Detaillierendes Referat einer Gegenüberstellung assyrischer und (andrerseits) chinesisch-koreani- scher Omina-Texte, wie sie der jap. Religionswissenschaftler Ishibashi Chishin1 in neuester Arbeit vollzieht, indem er das neuerdings entdeckte und in den Vordergrund des Interesses getretene, China, genauer Korea entstammende Werk Kuan K’uei Chiyao 2 den assyrischen Texten von Morris Jastrow3 gegenüberstellt. Das koreanische Werk ist eine wahre Fundgrube für Omina-Kunde. … Die Übereinstimmung einer großen Reihe der Texte dieses Verkes mit den assyrischen Texten ist überaus auällig; mehr- fach muß, trotz aller Diskrepanz der beiden Sprachen oder Schreibweisen, von wirklicher Überein- stimmung geredet werden. Besonders weithin entsprechen sich die Reihen der Vordersätze, d. i. der aufgezählten Omina, von denen ausgegangen wird, während die Deutung selbst zwar meist im Unglücks- oder Glückscharakter entspricht, aber im übrigen oft selbständig ist, z.
    [Show full text]