Standard Indicators
Japanese Heritage
Purpose
Students will explain how Japan became more independent of earlier
Chinese influences, developing its own political, religious, social, and
artistic traditions, and will describe the development of Japanese court
life, the shogunate and warrior class system, feudalism, and the rise of
military society.
Materials
For each student: copy of Black Line Master (BLM) The Samurai
X-Games, sheet of butcher paper, markers or crayons
For the class: access to information resources about samurai
and feudal Japan
Activity
A. Shedding Chinese Influence
1. Explain to students that Japanese culture was strongly influenced
by China. Elements of Chinese culture, such as Chinese writing
and Buddhism, reached Japan through Korea.
2. Tell students that early Japanese government was based
on the Chinese government of the Tang Dynasty.
3. Explain that during the Heian Period (794−1185 C.E.), the
Japanese began developing a more unique culture that was less
influenced by China. Say that they developed their own art,
architecture, poetry, and written Japanese language, and they
changed from the Chinese style of government to a much less
centralized form.
4. Tell students that the Japanese borrowed ideas from other
cultures, but changed them to make them their own.
B. Feudalism and Military Society
1. Explain to students that a shogun was a type of supreme leader
over the military and that because the military was so powerful
in controlling unrest in Japan, the shoguns were actually more
powerful than the emperor, who was a religious figure.
2. Explain to students that shogunates were governments, similar
to Chinese dynasties, named for the city that the shogun made
into the capital or headquarters: the shogunates were the
Kamakura Shogunate from 1185−1333 C.E., the Ashikaga
Shogunate from 1358−1573 C.E., and the Tokugawa Shogunate
from 1603−1867 C.E.
(continued)
Standard 1 / Curriculum Framework / Activity 9
Indiana Social Studies Grade 7 Standards Resource, February 2003
incorporating
TECHNOLOGY
Have students use
computer animation
software to draw a
traditional Japanese
manor during the
feudal period. Have
them research what
buildings were made
of, how large they
were, and how they
were used.
extending
THE
ACTIVITY
Have students do
research and make a
list of similarities and
differences between the
feudal system in Japan
and the feudal system
in Europe.
Standards Links
7.1.4, 7.1.9, 7.5.1
page 79
Standard 1
7.1.11, 7.1.12
Activity (continued)
Standard 1
3. Tell students that Japanese society became a feudal system,
where wealthy lords were landowners and most people were
poor peasants. Say: “Everyone had a certain level of status.
High status warriors, known as samurai, served the lords loyally.
Lordships and most positions in government became hereditary.”
4. Describe how a warrior society developed in which many
skirmishes took place between rival lords and families and were
fought by samurai and other warriors.
C. The Samurai X-Games
1. Give each student a copy of the BLM The Samurai X-Games,
a pencil, a sheet of butcher paper, and markers or crayons.
Place resources about feudal Japan and samurai warriors on
a table in the classroom.
2. Read the directions on the BLM aloud to students. Answer
any questions and remind students that there are resources
on samurai available to them.
3. When students have finished their X-game athletes, have
them introduce them to the class.
Questions for Review
Basic Concepts and Processes
While discussing part A, ask students:
Why did Chinese ideas reach Japan via Korea?
How is it beneficial for a country to borrow ideas from another
country?
Why might people in a certain region want to develop their
own culture?
While discussing part B, ask students:
Why would the leader of the military hold more power than
anyone else in a country?
Why were there more peasants than landowners in Japan?
Why were the Japanese warriors able to unite to fight foreign
invaders, but fought among themselves constantly when there
were no invaders?
page 80
Standard 1 / Curriculum Framework / Activity 9
Indiana Social Studies Grade 7 Standards Resource, February 2003
Name:
The Samurai X-Games
It is time for the
Samurai X-Games!
These warriors are going to compete in honor of their lords in exciting
events such as flaming-arrow dodging, horseback spear fighting, and
cliff-edge sword fighting. You are sending a samurai representative
from your lord’s estate.
Directions: On one side of the butcher paper, draw a picture of your samurai dressed in
traditional samurai armor and weaponry. On the other side of the butcher paper, write how
tall he is, how much he weighs, what part of Japan he is from, what events he will participate
in, and why he feels a duty to defend his lord’s honor at the X-Games. Write his name above
his picture. After you complete your samurai, you will introduce him at the opening ceremonies
of the Samurai X-Games.
Standard 1 / Curriculum Framework / Activity 9
Indiana Social Studies Grade 7 Standards Resource, February 2003
Black Line Master 1
page 81
The Samurai X-Games
Teacher Directions
Give each student a copy of the BLM The Samurai X-Games, a pencil, a sheet of butcher paper,
and markers or crayons. Place resources about feudal Japan and samurai warriors on a table in
the classroom. Read the directions on the BLM aloud to students. Answer any questions and
remind students that there are resources on samurai available to them. When students have
finished their X-game athletes, have them introduce them to the class.
Answer Key
Not applicable.
Black Line Master 1
page 82
Standard 1 / Curriculum Framework / Activity 9
Indiana Social Studies Grade 7 Standards Resource, February 2003