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Japanese Economic Growth During the Edo Period*
Japanese Economic Growth during the Edo Period* Toshiaki TAMAKI Abstract During the Edo period, Japanese production of silver declined drastically. Japan could not export silver in order to import cotton, sugar, raw silk and tea from China. Japan was forced to carry out import-substitution. Because Japan adopted seclusion policy and did not produce big ships, it used small ships for coastal trade, which contributed to the growth of national economy. Japanese economic growth during the Edo period was indeed Smithian, but it formed the base of economic development in Meiji period. Key words: Kaimin, maritime, silver economic growth, Sakoku 1.Introduction Owing to the strong influence of Marxism, and Japan’s defeat in World War II, Japanese historians dismissed the Edo period (1603–1867) as a stagnating period. Japan, during this period, was regarded as a country that lagged behind Europe because of its underdeveloped social and economic systems. It had been closed to the outside world for over two hundred years, as a result of its Sakoku (seclusion) policy, and could not, therefore, progress as rapidly as Europe and the United States. This image of Japan during the Edo period began to change in the 1980s, and this period is now viewed as an age of economic growth, even if Japan’s growth rates were not as rapid as those of Europe. Economic growth during the Edo period is now even considered to be the foundation for the economic growth that occurred after the Meiji period. In this paper, I will develop three arguments that demonstrate the veracity of the above viewpoint. -
Westernization in Japan: America’S Arrival
International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-8, Aug.-2017 http://iraj.in WESTERNIZATION IN JAPAN: AMERICA’S ARRIVAL TANRIO SOPHIA VIRGINIA English Literature Department BINUS UNIVERSITY Indonesia E-mail: [email protected] Abstract- As America arrived with westernization during late Edo period also known as Bakumatsu period, Japan unwelcomed it. The arrival of America in Japan had initiated the ‘wind of change’ to new era towards Japan culture albeit its contribution to Japan proffers other values at all cost. The study aims to emphasize the importance of history in globalization era by learning Japan's process in accepting western culture. By learning historical occurrences, cultural conflicts can be avoided or minimized in global setting. The importance of awareness has accentuated an understanding of forbearance in cultural diversity perspectives and the significance of diplomatic relation for peace. Systematic literature review is applied as the method to analyze the advent of America, forming of treaty, Sakoku Policy, Diplomatic relationship, and Jesuit- Franciscans conflict. The treaty formed between Japan and America served as the bridge for Japan to enter westernization. Keywords- Westernization, Japan, America, Sakoku Policy, Jesuit-Franciscans Conflict, Treaty, Culture, Edo Period. I. INTRODUCTION Analysing from the advent of America leads to Japan’s Sakoku Policy which took roots from a Bakumatsu period or also known as Edo period, dispute caused by westerners when Japan was an specifically in the year of 1854 in Capital of Kyoto, open country. This paper provides educational values Japan, was when the conflict between Pro-Shogunate from historical occurrences. -
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. -
The International History Bee and Bowl Asian Division Study Guide!
The International History Bee and Bowl Asian Division Study Guide Welcome to the International History Bee and Bowl Asian Division Study Guide! To make the Study Guide, we divided all of history into 5 chapters: Middle Eastern and South Asian History, East and Southeast Asian History, US American History, World History (everything but American and Asian) to 1789, and World History from 1789-present. There may also be specific questions about the history of each of the countries where we will hold tournaments. A list of terms to be familiar with for each country is included at the end of the guide, but in that section, just focus on the country where you will be competing at your regional tournament (at least until the Asian Championships). Terms that are in bold should be of particular focus for our middle school division, though high school competitors should be familiar with these too. This guide is not meant to be a complete compendium of what information may come up at a competition, but it should serve as a starting off point for your preparations. Certainly there are things that can be referenced at a tournament that are not in this guide, and not everything that is in this guide will come up. At the end of the content portion of the guide, some useful preparation tips are outlined as well. Finally, we may post additional study materials, sample questions, and guides to the website at www.ihbbasia.com over the course of the year. Should these become available, we will do our best to notify all interested schools. -
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 -
A New Interpretation of the Bakufu's Refusal to Open the Ryukyus To
Volume 16 | Issue 17 | Number 3 | Article ID 5196 | Sep 01, 2018 The Asia-Pacific Journal | Japan Focus A New Interpretation of the Bakufu’s Refusal to Open the Ryukyus to Commodore Perry Marco Tinello Abstract The Ryukyu Islands are a chain of Japanese islands that stretch southwest from Kyushu to In this article I seek to show that, while the Taiwan. The former Kingdom of Ryukyu was Ryukyu shobun refers to the process by which formally incorporated into the Japanese state the Meiji government annexed the Ryukyu as Okinawa Prefecture in 1879. Kingdom between 1872 and 1879, it can best be understood by investigating its antecedents in the Bakumatsu era and by viewing it in the wider context of East Asian and world history. I show that, following negotiations with Commodore Perry, the bakufu recognized the importance of claiming Japanese control over the Ryukyus. This study clarifies the changing nature of Japanese diplomacy regarding the Ryukyus from Bakumatsu in the late 1840s to early Meiji. Keywords Tokugawa bakufu, Bakumatsu, Ryukyu shobun, Commodore Perry, Japan From the end of the fourteenth century until the mid-sixteenth century, the Ryukyu kingdom was a center of trade relations between Japan, China, Korea, and other East Asian partners. According to his journal, when Commodore Matthew C. Perry demanded that the Ryukyu Islands be opened to his fleet in 1854, the Tokugawa shogunate replied that the Ryukyu Kingdom “is a very distant country, and the opening of its harbor cannot be discussed by us.”2 The few English-language studies3 of this encounter interpret this reply as evidence that 1 16 | 17 | 3 APJ | JF the bakufu was reluctant to become involved in and American sources relating to the discussions about the international status of negotiations between Perry and the bakufu in the Ryukyus; no further work has been done to 1854, I show that Abe did not draft his guide investigate the bakufu’s foreign policy toward immediately before, but rather after the Ryukyus between 1854 and the early Meiji negotiations were held at Uraga in 1854/2. -
He Ideals of the Eas Ith Special Refereno O The
HE I DEALS OF THE EAS I TH SPECI AL REFERENO O THE A R T O F J A PA N " 11 7 3 2. BY KAKUZO O KAKURA L O N D O N J O HN URRAY ALBE ARLE S TREET M , M 1905 PRE FATO RY NO TE wishes to point ou t tha t this book is wr i tten in by a na i a n t ve qf J ap . CO N TE N TS I NTRODUCTI O N THE RANGE O F I DEALS THE PRI MITI VE A RT O F J APAN CON FUCIANI S M NO RTHERN CH I NA LAO I S M AND TAO I S M — S O UTH ERN CH I NA BUDD H I S M AND INDIAN ART — THE AS UKA PERI OD ( 5 5 0 700 A .D .) — 1 08 THE NARA PE RI OD (700 8 00 A .O .) - 1 28 THE HEIAN PERIOD (8 00 900 AD .) W — THE FUJ I ARA PE RIOD (900 1200 A.D .) K K 1 2 - 40 A D THE AMA URA PERIOD ( 00 1 0 . .) 1 4 0- 1 w AS HI KAGA PERI OD ( 0 600 .) Vll C ONTENTS PAGE TOYOTO MI AN D EARLY TO KUGAWA — PERI OD ( 1 600 1 700 A n.) LATER TO KU GAWA PERIOD ( 1 700. 1 8 5 0 A .D .) THE M EIJI PERI OD ( 1 8 5 0 TO THE PRESE NT DAY ) THE V I STA I N T R O D U C T I O N K A KUZ O K A KURA t his O , the author of work on Japanese A r t Ideals— and the t future au hor, as we hope , of a longer and completely illustrated book on the same subject— has been long known to his own people and to others as the foremost living authority on Oriental Archaeology and Art . -
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. -
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. -
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. -
The Edicts of the Tokugawa Shogunate: Excerpts from Laws of Military Households (Buke Shohatto), 1615
Primary Source Document with Questions (DBQs) THE EDICTS OF THE TOKUGAWA SHOGUNATE: EXCERPTS FROM LAWS OF MILITARY HOUSEHOLDS (BUKE SHOHATTO), 1615 Introduction The unification of Japan and the creation of a lasting national polity in the late sixteenth and early seventeenth centuries required more than just military exploits. Japan’s “three unifiers,” especially Toyotomi Hideyoshi (1536- 1598) and Tokugawa Ieyasu (1543-1616), enacted a series of social, economic, and political reforms in order to pacify a population long accustomed to war and instability and create the institutions necessary for lasting central rule. Although Hideyoshi and Ieyasu placed first priority on domestic affairs — especially on establishing authority over domain lords, warriors, and agricultural villages — they also dictated sweeping changes in Japan’s international relations. Although the Tokugawa shogunate proved a durable political system, it lacked the elaborate legal codes and sophisticated bureaucratic apparatus of the Chinese imperial state. One of the most important Tokugawa legal documents, the Laws of Military Households (Buke Shohatto), was issued in 1615, only one year before Tokugawa Ieyasu’s death, and provided basic regulations on the behavior of lords and warriors. Selected Document Excerpts with Questions From Japan: A Documentary History: The Dawn of History to the Late Tokugawa Period, edited by David J. Lu (Armonk, New York: M. E. Sharpe, 1997), 206-208. © 2001 M. E. Sharpe. Reproduced with the permission of the publisher. All rights reserved. The Edicts of the Tokugawa Shogunate: Excerpts from Laws of Military Households (Buke Shohatto), 1615 1. The study of literature and the practice of the military arts, including archery and horsemanship, must be cultivated diligently. -
APWH Key Terms
APWH Key Terms I. Foundations Term Description 1. prehistory vs. history 2. features of civilization 3. Paleolithic Era 4. Neolithic Era 5. family units, clans, tribes 6. foraging societies 7. nomadic hunters/gatherers 8. Ice Age 9. civilization 10. Neolithic Revolution 11. Domestication of plants and animals 12. nomadic pastoralism 13. migratory farmers 14. irrigation systems 15. metalworking 16. ethnocentrism 17. sedentary agriculture 18. shifting cultivation 19. slash-and-burn agriculture 20. cultural diffusion 21. specialization of labor 22. gender division of labor 23. metallurgy and metalworking 24. Fertile Crescent 25. Gilgamesh 26. Hammurabi’s Law Code 27. Egypt 28. Egyptian Book of the Dead 29. pyramids 30. hieroglyphics 31. Indus valley civilization 32. early China 33. the Celts 34. the Hittites and iron weapons 35. the Assyrians and cavalry warfare 36. The Persian Empire 37. The Hebrews and monotheism 38. the Phoenicians and the alphabet 39. the Lydians and coinage 40. Greek city-states 41. democracy 42. Persian Wars 43. Peloponnesian War 44. Alexander the Great 45. Hellenism 46. Homer 47. Socrates and Plato 48. Aristotle 49. Western scientific thought 50. Roman Republic 51. plebians vs. patricians 52. Punic Wars 53. Julius Caesar 54. Roman Empire 55. Qin, Han, Tang Dynasties 56. Shi Huangdi 57. Chinese tributary system 58. the Silk Road 59. Nara and Heian Japan 60. the Fujiwara clan 61. Lady Murasaki and “The Tale of Genji 62. Central Asia and Mongolia 63. the Aryan invasion of India 64. Dravidians 65. Indian caste system 66. Ashoka 67. Constantinople/Byzantine Empire 68. Justinian 69. early Medieval Europe “Dark Ages” 70.