THE RECONSTRUCTION OF THE JAPANESE

ECONOMY, ADMINISTRATION AND

TECHNOLOGY.

A WebQuest for HISTORY GRADE 11

DESIGNED BY:

MMASHADI MAGDELINE MOTSHEPE

STUDENT NUMBER:200840615

DATE:08. 06

E-mail address-mmashadi@gail mail.co.za..

 INTRODUCTION.

Task | Process | E

valuation | Conclusion | Credits | Teacher Page

Introduction
The educator discuss with the learners about the way the economy of a
country, its administration and its technology can be constructed

The educator the instruct the learners to use the internet to study the history of
Japan i.e.

1.The location of Japan.

2.The way the country was governed.

3.Efforts and resources that brought about economic stability.

4.Japanese involvement in the First and the Second World wars.Factors that
lead to the fall of her economy, administration and technology.

The Task
Describe crisply and clearly what the end result of the learners' activities
will be. The task could be a:

• problem or mystery to be solved;

• Competition among people and nations-and the effects thereof.

• position to be formulated and defended;
 • The educator must group learners according to their interests-those who
favour competition and those who discourage it.
• product to be designed
• Strategies to be adopted to ensure complete recovery.
• Songs of hope are sung.
• complexity to be analyzed
• How the country”s administration economy and technology can be
reconstructed?Capital and efforts to used.
• personal insight to be articulated;
• Was it possible for Japan to recover from her fall?
• summary to be created;
• Japanese ministry of International Trade and Industry co-ordinated
• and protected the expansion of productivity JAPAN had to cope
with.Relative stability of labour relations were taken into account.
• persuasive message or journalistic account to be crafted;
• People should never give up-they should fight until they reach their
goal.
• a creative work, or
• Student should write an essay about the economic situation in country.
• anything that requires the learners to process and transform the
information they've gathered.

• Learners must write articles about all that they have discussed
about.

If the final product involves using some tool (e.g., HyperStudio, the Web,
video), mention it here.

Don't list the steps that students will go through to get to the end point.
That belongs in the Process section.

The Process
To accomplish the task, what steps should the learners go through?

A ROLE PLAY.
LEARNERS ARE GROUPED INTO GROUPES OF THREE TO DISCUSS ABOUT THE
TOPIC.
FIRST GROUP:Administration-ADMINISTRATION
TO ENSURE THE SMOOTH RUNNING OF THE ECONOMY,
ADMINISTRATION MUST TAKE THE FORE.
SECOND GROUP:NO COUNTRY CAN GROW WITHOUT BEING ECONOMICALLY
STABLE.
THIRD GROUP:WE MUST IMPLEMENT TECHNOLOGY AND FIRM LINKS WITH
OVERSEAS COUNTRIES SUCH AS USA IN ORDER TO BE RESOURCEFULL AND
ECONOMICALLY STABLE.
Evaluation
Describe to the learners how their performance will be evaluated. Specify
whether there will be a common grade for group work vs. individual
grades.

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Response is
Response to adequately Response to
Essay the question is addressed. the question
A fair
Content. well written. some aspects consists of
response to
Development of the unsupported
the question.
(5) and assigned topic opinions that
Most opinions
opinion and opinion are are
are supported
are well based on marginally
with facts.
supported incorrect related to the
with facts. information. topic.

There is an
Good reliance
excellent use
on examples Incomplete
Developmen of examples and details development Ideas are not
t of ideas. and
to of ideas. clearly
details to
illustrate Details and stated
(5) explore and
and examples are and
develop
develop relevant. developed.
ideas
ideas and
and
opinions.
opinion.
It is very
Topics and
logically
Contains ideas are
Organization organized, introduction randomly
(5) contains
and discussed.
introduction. The essay is
some Introduction
There are unstructured.
developments and conclusion
some
of ideas and are not
developments
conclusion. clearly defined.
of ideas and
conclusion.
There are no
spelling Many
There are
Grammar Flawless errors,only sentences
several
(The use of spellings minor with
spelling and
language) and punctuation incorrect
punctuation
punctuations. mistakes are spellings and
errors.
(5) encountered. punctuations.

A well written A well written There is no There is no

beginning with beginning but logic of facts logic of acts.
Strategies well facts are not and this result Grammatical
structured and clarified. in confusion. errors lead to
that are well clarified misunderstan
Followed(5 d
facts. ing of the
) context.

Conclusion
Learners will be able to supply sufficient background information about

Japanese transformation in the 20th century.They will understand

Japanese imperialism and its effects.Learners will know and understand
Japanese economic modernisation.Many Japanese could not come into
terms with their imperialists history,but through confidence and
endeavour,they managed to gain territorial possessions.

Question:If the economy of the country falls unexpectedly,how will the

President with his parliament restore it?State and explain the different

strategies to be followed.

Credits & References

1.Themes in the 20th century:World history towards
globalisation.ByJ.CARRUTHERS,G.C.CUTHBERT,T.M.DEDERING,F.MO
UTON,C.le ROUX,E,VILJOEN.

2.Europe and South Africa Part 2:BY A.N.BOYCE.

Last updated on August 15, 1999. Based on a template from The WebQuest Page