Jo-Anna Meurs

Social 8: Japan

Subject Area
Grade Level
Topic

Social Studies
7/8
Japan

Established Goals:
General Outcome:

8.1 Through an examination of Japan, students will demonstrate an understanding and appreciation of the
ways in which beliefs, values and knowledge shape worldviews and contribute to a societys isolation or
adaptation.
Essential Questions:
What were the Effects of Japans Policies of Isolation During the Edo Period?
What Factors Influenced Change in Meiji Japan?
How Did Rapid Change During the Meiji Period Affect Japans Worldview?
Students will be able to do
Specific Outcomes:
Values and Attitudes:
8.1.1 appreciate the roles of time and geographic location in shaping a societys worldview
[C, I, TCC, LPP]
8.1.2 appreciate how a societys worldview can foster the choice to remain an isolated society
[C, I, TCC]
8.1.3 appreciate how models of governance and decision making reflect a societys worldview
[C, I, TCC, PADM]
8.1.4 appreciate how a societys worldview shapes individual citizenship and identity
[C, I, TCC]
Knowledge & Understanding
8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and
issues:
In what ways did Japan isolate itself from the rest of the world? [PADM, LPP, CC]
How did isolation during the Edo period lead to changes in Japan? [CC, PADM]
How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period?
(ER, PADM, CC, I) How did the physical geography of Japan affect its worldview? [LPP, PADM, TCC]
How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan? [PADM, CC]
8.1.6 analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and
reflecting upon the following questions and issues:
What were the motivations for the radical changes in Japans model of organization during the Meiji period?
[ER, CC, PADM]
How did Japan adapt to changes brought on by the transition from feudal to modern models of organization?
[CC, TCC, I]
How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji
period?
[ER, CC, PADM]
In what ways did changes resulting from isolation in the Edo period compare to changes resulting from adaptation in the
Meiji period?
[CC, TCC, I]
What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing
rapid change?
[CC, I, TCC]

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Jo-Anna Meurs
Subject Area
Grade Level
Topic

Social 8: Japan

Social Studies
7/8
Japan

Assessments
Lear
ning
Outc
ome

Title
Type

(Formative/
Summative)

Weighting

8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.6
8.S.1
8.S.2
8.S.3
8.S.4
8.S.5
8.S.6
8.S.7
8.S.8
8.S.9

Assignment
s

Game
Project

Unit Exam

Discussion
s

Observation
s

Summative

Formative/
Summative

Summative

Formative

Formative

30

30

40

None

None

x
x
x
x
x
x
x
X
x
X
X
X

x
x
x
x
x
x
x
X
x
X
X
X

x
x
x
x
x
x
x
X
x
X
X
X

X
X

X
X

X
X

x
x
x
x
x
x
x
X
x
X
X
X

x
x

X
X
x

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Jo-Anna Meurs

Social 8: Japan

Subject Area
Grade Level
Topic

Social Studies
7/8
Japan

Assessment Tool Overview

Assessment
Tool Title

Outcomes

Assignments

ALL

Game Project

8.1.5, 8.1.6,
8.S.2, 8.S.8

Unit Exam

ALL

Discussions

ALL

Observations

ALL

Brief Description
Students will be given a series of
assignments that will cover all
outcomes in this units. These
assignments will provide for a
variety of learning experiences such
as presentations, notes summaries,
and a short essay.
Students will create a board
regarding outcomes 8.1.4, 8.1.5,
8.S.3, and 8.S.7. This game will also
serve a review activity as students
play one anothers games.
The Unit Exam will be a cumulative
assessment of the knowledge
gained throughout the unit. It will
assess students on each of the
outcomes. To accommodate for
different types of leaners, the unit
test will host a variety of questions
including multiple choice, matching,
and short answer.
Throughout the unit, students will
engage in class discussions that will
allow me as the teacher to gauge
their level of understanding as well
as further their own understanding
as they listen and respond to the
viewpoints of their classmates.
I will use observations during class
time to better understand students
knowledge of the content being
taught. These observation will be
done through vocabulary games,
exits slips, whiteboard activities, and
conversations with students.

For

30

AS

30

OF

40

N/A

N/A

Jo-Anna Meurs
Subject Area
Grade Level
Topic

Social 8: Japan

Social Studies
7/8
Japan

Tentative Schedule

Monday

Tuesday
Intro
How did The
Geography pf
Japan Affect Its
Worldview?

Wednesday

Thursday

Why Did Japan

How Did the Edo
Isolate Itself
Era of Great
from Much of the
Peace Begin?
World?

Friday
How Did the
Political System
During the Edo
Period Reflect
Worldview?

Monday

Tuesday

Wednesday

Thursday

Friday

How Did Social

Systems Change
During Isolation?

How Did
Communities
Change During
Isolation?

How Did the

Popular Culture
of Japan Change
During Isolation?

Chapter Review

What Factors
Influence Change
in Meiji Japan

Monday

Tuesday

Wednesday

Thursday

Friday

How Did Outside

Influence Create
a Crisis?

How Did Japan

Respond to the
Crisis?

How Did the

Political System
Change?

How did Japan

Reshape Its
Worldview and
Begin to
Modernize?

EASTER BREAK

Monday

Tuesday

Wednesday

Thursday

Friday

Jo-Anna Meurs
Subject Area
Grade Level
Topic

Social 8: Japan

Chapter 4 & 5
Review

Monday
How Did Japan
Change Its
Military System
to Meet Political
Needs?

Social Studies
7/8
Japan

How Did Rapid

Change During
the Meiji Period
Affect Japans
Worldview?

How Did Japan

Decide to
Implement
Change During
the Meiji Period?

How Did
Modernizing the
Japanese
Political System
Reflect a New
Worldview?

How Did Japan

Change Its
Economic
System?

Tuesday

Wednesday

Thursday

Friday

Make a Game

Make a Game

Friday

How Did Japans

New Worldview
How Did Japans
Change Its Social Culture Change?
Systems?

Monday

Tuesday

Wednesday

Thursday

Game Review

Review

Unit Test

Japan Party!

Day 1 Tuesday Chapter 4 Introduction & Google Maps & Textbook Scavenger Hunt
- Attention Grabber: Play Samurai Video (only a minute or so)
http://www.tcm.com/mediaroom/video/203402/Seven-Samurai-The-Movie-ClipSwordsman.html
Chapter 4 Introduction
- Informal debate: Read p. 126 as a class and then read the Worldview
investigation on p. 127. Discuss Question 1 and 2a) as a class. then allow
students a few minutes to decide what position they would like to take for
question 2. Then class will do an informal debate on their positions. Students will
be asked to think as though they are a Japanese leader and you need to decide
whether or not you want to allow these foreigners into Japan. Students will have a
few minutes to think about their position and write down 2 reasons why they feel
that way.
- Steps:
- Split class into 3 or 4 table groups.
- If you were a leader in Japan, think about what your position would be. Would you
let the foreigners come, or would you send them away?
- Write down your position and 1 reason why you feel that way.
- Everyone gets to say their position. No interruptions!
- Once you have gone around the circle, you can open up the discussion.
Japan Geography
- Go over the PowerPoint about the geography of Japan
- Have students work on the Handout finding answers in the textbook and using
google maps to better understand Japans geography

Jo-Anna Meurs

Social 8: Japan

Subject Area
Grade Level
Topic

Social Studies
7/8
Japan

Call out one thing you learned today

If handout is not finished it will be due on Friday

Day 2 Wednesday How Did the Edo Era of Great Peace Begin?
Shoguns Unite Japan
- Have students write down the definitions for emperor, daimyo, and shogun, and
koku in their notebooks.
- Read page 132.
- Split class into three groups. Students will have to present a shogun to the class
and try to persuade the class into thinking their shogun is the most powerful.
Students will then vote on which shogun they thought was most powerful.
- Small Group Discussion: Reflect and Respond 2. on p. 133
Day 3 Thursday Why Did Japan Isolate Itself from much of the world?
Isolation
- Introduce new terminology: Bakufu, edict.
- Present PowerPoint Information to students
- Read p.136
- Split students into 6 groups and have students discuss how one of the rules
might affect certain people in Japan. And write it on their handout, then share
with the class.
- Read p.137
Have students work individually to complete a Frayer Model asking the
questions:
1. What is Confucianism?
2. What do you like about it?
3. What dont you like about it?
4. Give one example of how Confucianism affected the worldview of Japan
Exit Activity: Discussion Do you think the beliefs of a ruler affects the
worldview of the nation? Why or why not? Think-Pair- Share
Day 4 Friday How Did the Political System During the Edo Period Reflect Worldview?
-

Attention Grabber: Discuss the Edo Castle on page 138.

Review terminology: shogun, daimyo, Bakufu, edict, koku, emperor. Introduce
new terms. Han, domain, hierarchy.
Discussion: You are a ruler of your own island. What characteristics would your
island have?
Have students call out answers.
How would you keep control of your island?
Have students call out answers and write them on the SMARTboard.
Go through PowerPoint and have students fill in the blanks and follow along
Ask students which law they would use to control their own island? Which law
seems weird or surprising? Why do you think they couldnt make contact with
neighboring daimyo? (so they couldnt create alliances)
Daimyo had to spend every second year in Edo. The daimyo had to pay the
expenses of moving their household as well as setting up and maintaining their
second homes. They had to leave family members at the residence in Edo when
they returned to their domains.
Ask students how the ranking of the daimyo might affect his life? Would it be
easier or harder?

Jo-Anna Meurs

Social 8: Japan

Subject Area
Grade Level
Topic

Social Studies
7/8
Japan

Discuss the difference between power and authority. After a few moments pull up
the definitions on the PowerPoint
- The shogun had the power to give the Bafuku the authority to rule over the
daimyo. The Bafuku had power over the Daimyo.
- Exit slip: Put the words in the right category in the Venn Diagram.
Day 5 Monday How Did Social Systems Change During Isolation?
-

Students will go through stations representing each hierarchical class in Edo

Japan. They will fill out a graphic organizer outlining how the lives of the Japanese
changed during isolation? In what ways were their lives better, worse, or the
same? Students will hand in their worksheets
If time, students will play a game of charades, where they have to act out one of
the social status.

Day 6- Tuesday How Did Communities Change During Isolation?

-

Go through PowerPoint. Students follow along by filling in the blanks on their

handouts
Have students write down the definition of metropolis
Assignment: Students will be split into pairs and given one of the 3 cities to
research. Students will be asked to complete a handout stating the Reasons
Why it Became a Metropolis and create a 2 slide presentation they can show
to another set of pairs.
Students will then join two other groups that research different cities than them.
Each group will present their information to the other group.
Students will take notes in fill in the rest of the chart from the presentations.
Students will hand in their handouts for a completion check and formative
assessment.