Japan: From Isolation to Adaptation
Unit Plan
Teacher: Danielle Manchak-Conroy
Course: Social Studies 8
Unit Duration: 13 Weeks / 65 Classes
Unit Overview:
Throughout this unit, students will examine how the political, social and economic systems as well as the
culture of Japan influenced the worldview of the Japanese and contributed to Japan’s isolation during the
Edo period and adaptation during the Meiji period. By examining the impact of intra-cultural contact and
intercultural contact, students will gain an in depth understanding of how Japan evolved from being a selfsufficient, homogeneous nation to one that adapted to meet their needs in a modernized world.
This unit is broken into five topics that are in accordance with the Alberta Program of Studies. Each topic is
designed to engage students through various inquiry studies, projects and cultural demonstrations and
group activities. Towards the end of each topic, the students will write a quiz consisting of a variety of
multiple choice questions, fix the statements questions, mapping questions and short answer questions.
At the end of each topic, the students will connect with a class at Neo School in Neo Mura, Japan via Skype
and will interview the students in Neo Mura about various aspects of their geography, culture, inter cultural
contact with other nations and their worldview. In return, the students will answer questions that students at
the Neo School have asked them about the geography, culture, and effects of intercultural contact Canada
has had with other nations as well as the Canadian worldview.
Throughout the course of this unit, the students will also engage in the Japanese Clan Game in order to
reinforce concepts that we learned throughout the unit and continue to develop a multitude of skills or
attitudes such as: critical thinking skills, cause and effect awareness, problem solving skills, citizenship skills,
decisions making skills, conflict resolution skills, diplomacy, consensus building, research skills, multiple
perspective awareness, media literacy, visual literacy, economic awareness and community engagement
skills.
Students will collaborate in Japanese clan groups (and with other Japanese clan groups) in order to expand
their clan’s influence throughout Japan. By the completion of assignments and projects the students will
earn koku (currency) and moves that will allow for the application of economic and strategy plans that are
created by each clan. Game changers, such as natural disasters, famine, changes in political leadership or
economic successes will mimic actual events that took place during the Edo and Meiji periods and will be
incorporated into the game with dice rolling activities towards the end of each topic.
At the end of each topic, the students will connect with a class at Neo School in Neo Mura, Japan via Skype
and will interview the students in Neo Mura about various aspects of their geography, culture, inter cultural
contact with other nations and their worldview. In return, the students will answer questions that students at
the Neo School have asked them about the geography, culture, and effects of intercultural contact Canada
has had with other nations as well as the Canadian worldview.
As a result of playing this game, the students should not only gain a deeper understanding of the content
of this unit, but also gain an awareness of:
• How a society develops its own culture as a result of both intracultural and intercultural contact
• How a society’s decision making skills directly affect historical and current events
• How a society adapts its social systems, political/ economic systems and culture to solve problems
• How individuals can impact the decision making process of a particular society
• Why economic awareness is important when engaging in decision making
• How to use effective communication skills when working in a group setting
• How to achieve group consensus when engaging in decision making
This unit will be concluded with a Unit Exam consisting 30 multiple-choice questions, 20 fix the statements
questions and 10 short answer questions. In addition, as a final project, the students will complete the
Horrible Histories Project, which will require them to collaborate with their Japanese clans to create a
parody of the popular BBC children’s show that answers the following essential question:
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What are the two most valuable lessons from cultural isolation during the Edo period and rapid
adaptations during the Meiji period for current Canadian decision makers on foreign issues?
21st Century Learning Components:
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Collaboration: Students will work in a variety of group settings to build community and achieve
goals.
Critical Thinking: Students will utilize and reflect on their reasoning skills and support their ideas
with evidence to understand unit concepts and extend knowledge.
Communication: Students will listen, understand, express and interpret thoughts/ideas to support
relationships with teammates, peers and the community.
Problem Solving: Students will develop and evaluate their strategies to solve problems.
Global Awareness: Students will understand the interconnectedness of the world and the role
that they play in the formation of the future.
Civic Engagement: Students will learn how to participate with members of their team, class and
community in ways that demonstrate responsible citizenship and fair decision-making.
Media Literacy: Students will use technology as a tool to expand their knowledge and promote
the responsible use of information and technology.
Self-Directed Learning: Students will have a role in developing their curriculum and take
ownership of their learning.
Economic Literacy: Students will learn how to evaluate costs, budget and adapt economic
strategies to suit their needs and the needs of the community.
Innovation: Students will connect information and develop creative strategies to develop new
products or patterns.
Essential Questions:
(More specific essential questions can be found on each topic plan)
Topic 1: - How did the physical geography of Japan affect its worldview?
Topic 2: - How did the shogun use the feudal system and the hierarchical social classes to
maintain control of Japan?
Topic 3: - In what ways did Japan isolate itself from the rest of the world?
- How did isolation during the Edo period lead to changes in Japan?
- How did the changes resulting from isolation affect Japan economically, politically
and socially during the Edo period?
Topic 4: - How did Japan adapt to changes brought on by the transition from feudal to modern
models of organization?
- What were the motivations for the radical changes in Japan’s model of organization
during the Meiji period?
- How did the changes resulting from adaptation affect Japan economically, politically
and socially during the Meiji period?
- In what ways did changes resulting from isolation in the Edo period compare to
changes resulting from adaptation in the Meiji period?
Topic 5: - What challenges emerged for the Japanese in maintaining traditional cultural aspects
of their society while undergoing rapid change?
General Student Learner Outcomes:
(More specific learner outcomes from Alberta’s Programs of Study can be found on each lesson plan)
8.1.1 Appreciate the roles of time and geographic location in shaping a society’s worldview
8.1.2 Appreciate how a society’s worldview can foster the choice to remain an isolated society
8.1.3 Appreciate how models of governance and decision making reflect a society’s worldview
8.1.4 Appreciate how a society’s worldview shapes individual citizenship and identity
8.1.5 Analyze the effects of cultural isolation during the Edo period.
8.1.6 Analyze the effects that rapid adaptation had on traditionally isolated Japan during the
Meiji period.
8.S.1 Develop skills of critical thinking and creative thinking.
8.S.2 Develop skills of historical thinking.
8.S.3 Develop skills of geographic thinking.
8.S.4 Demonstrate skills of decision-making and problem solving.
8.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building.
8.S.6 Develop age-appropriate behavior for social involvement as responsible citizens contributing to their
community.
8.S.7 Apply the research process.
8.S.8 Demonstrate skills of oral, written and visual literacy.
8.S.9 Develop skills of media literacy.
Cross Curricular Connections:
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Language Arts
Mathematics
Science
Wellness Education
Fine Arts
Information and Communication Technology
Career and Technology Studies/Foundations - Foods, Tourism, Cosmetology, Natural
Resources and Communication Arts
Differentiated Instruction / Modifications:
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Modification of course work according to IPP
Modification of assessments according to IPP
Allowing for Student Choice in projects, assignments and representation of knowledge
Digital Note Taking/Recording
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Accessing Technology such as Read and Write Gold, Online Graphic Organizers, etc.
Resources:
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Worldview: Contacts and Change Textbook (Pearson Canada)
Our Worldviews Textbook (Nelson Publishing)
Sadako and the Thousand Paper Cranes by Eleanor Corr
Japanese Tales by Royall Tyler
Japan: Memoirs of a Secret Empire Documentary (BBC)
Japan’s Tsunami: How it Happened Documentary (BBC)
Crash Course History (via YouTube)
Web Resources
Teacher Preparation:
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Create Bulletin Board for Japanese Clan Game
Create Map of Japan for Japanese Clan Game
Create Student Groups for Japanese Clan Game
Obtain large quantities of tacks (5 different colors) to symbolize different group’s troops
Contact Grade 8 teacher at Neo School in Neo Mura, Japan
Introduction to Japanese Clan Game
Lessons and Activities
Japanese Clan Creation: In this activity, the students will
be placed into Japanese clans that actually existed during
the Heian, Edo and Meiji periods of Japanese history.
Each student will also be assigned the role of a character
that actually existed in his or her clan. As a Japanese clan,
the students will collaborate to create a Clan motto, Clan
Symbol and Clan anthem. In addition, each student will
participate in a web quest to discover 5 pieces of
information about the character they were assigned.
Rules and Regulations: In this lesson the students will
learn how to play the Japanese Clan Game by examining
the rationale, format and rules of the game. The students
will also learn how to complete a sample economic
tracking record, sample strategy record, and write a
sample alliance document.
Game Simulation: In this activity, the students will be
engaged in a simulation of battle day, where the content
of the questions will be based on information found in
previous units. The students will apply their sample
strategy plan and alliance document in order to
understand how their decision making directly affects the
outcome of the game.
Essential Questions
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How do you achieve group consensus when
engaging in decision-making?
How do you use effective communication skills
when working in a group setting?
How does a society create its own identity?
How does one play the Japanese clan game?
How does one complete an economic tracking
record?
How does one complete a strategy record?
Topic One: In what ways does physical geography contribute to shaping a worldview?
Lessons and Activities
Mapping Japan: In this lesson, students will learn about
the location of Japan by using Google Earth and other
geographical sources to create a map of Japan and its
neighboring countries. Students will also predict how
Japan’s geographical location in the world might affect the
worldview of the Japanese in relation to the
responsibilities to others and relationship with nature
worldview elements.
Japanese Geography: In this lesson, students will
collaborate in their Japanese clans to learn information
about Japan’s location in the world, size, climate,
landscape, topography and risk for natural disasters by
reading information in the text, completing close notes
and contributing to class discussions. In addition, students
will analyze how recent natural disasters (such as the 2011
tsunami) have affected Japan’s ecosystem, and develop
strategies that could be used to aid disaster relief in
Japan.
Spirituality and Nature: In this lesson, students will learn
about the spiritual beliefs, values and folklore of the
Japanese by analyzing various Japanese creation myths in
their Japanese clans.
The Japanese Worldview: Students will create worldview
statements for the Japanese in relation to the following
worldview elements: ethical wisdom, and human nature.
Students will also find evidence from the text, close notes,
class discussions and activities that support their worldview
statements.
Cultural Activity: Landscape Haiku: Students will
collaborate with their Japanese clans in order to write 6
haiku that accurately depicts the landscape of the area
their clan occupies in Japan and the interconnectedness of
the landscape with the spiritual beliefs of the Japanese.
The students will also be given an option participate in a
haiku battle where they can win moves for their Japanese
clans. The group score of the haikus will be averaged and
converted to koku.
Topic 1 Quiz: Students will complete the topic one quiz.
The students’ scores will be converted to koku for their
Japanese clan. (Group Average – Individual Student
Scores will be withheld.)
Battle Day: Students will develop a strategy plan outlining
how they are going to spend or save their koku and
moves, how many troops they plan on buying, and which
territories they plan on moving their troops into. In
addition, students will answer questions in order to carry
out their determined plan.
Skype Interview: In this activity, the students will
formulate questions regarding Japanese geography and
interview students in Neo school (Neo Mura, Japan) via
Skype. In response, the students will answer questions
about Canadian geography for the students in Neo
School.
Essential Questions
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How did Japan’s geography influence the
Japanese sense of identity?
Why didn’t Japan’s natural barriers separate its
people from each other?
How might the constant threat of natural
disasters influence a worldview?
How can natural disasters affect the
environment?
In what ways can the natural environment
influence religious practices and values?
How did Japan’s self-sufficiency contribute to
the Japanese worldview?
Why does climate and wealth influence one’s
worldview?
Would you expect a diverse population to reside
within Japan? Why or why not?
How can individuals and groups help to aid
disaster relief in Japan?
Assessments:
Map of Japan
The Geography of Japan Close Notes
Tsunami Disaster Relief Strategy Plan
Japanese Folklore Reflection
Worldview Statements
Landscape Haiku
Topic 1 Quiz
Clan Collaboration
Topic Two: How do forms of government and decision making reflect a society’s worldview?
Lessons and Activities
47 Ronin: In this lesson, students will learn about what is
considered honorable in Japanese society by reading the story
of the 47 Ronin in a dramatic readers theatre style and
creating a collage that illustrates the characteristics of a hero in
Japanese society at that time.
Japanese Warlords: In this lesson, the students will learn
about accessing reliable primary and secondary sources by
collaborating with their Japanese clans to find out 10 facts
about Samurai. The clans that source their information from
reliable sources and use the proper format to cite their sources
will be rewarded with koku.
The Great Peace of Edo: In this lesson, the students will
examine how Tokugawa Ieyasu rose from humble beginnings
as a Samurai to become Japan’s first Shogun. The students will
watch episode 1 of Japan: Memoirs of a Secret Empire and
evaluate Tokogawa Ieyasu’s strategies by writing a persuasive
paragraph either supporting his actions or opposing his
actions.
A New Social Structure: In this lesson, the students will learn
about the social hierarchy of Edo Japan by creating an
infographic depicting the Japanese hierarchy during the Edo
period and outlining the roles and responsibilities of each
group on the hierarchy. In addition, the students will also
compare and contrast the treatment of the Ainu in the
Japanese hierarchy with the treatment of Aboriginals in 21st
Century Canada.
Duty and Honor: In this lesson the students will further
examine what is considered honorable to the Japanese by
participating in a reader’s theatre and answering questions
about how social controls were used in Edo Japan based on
the content of the reader’s theatre.
The Japanese Worldview: Students will create worldview
statements for the Japanese in relation to the following
worldview elements: relationship to state, responsibilities to
others and equality. Students will also find evidence from the
text, close notes, class discussions and activities that support
their worldview statements.
Cultural Activity: Artifact Analysis: In this activity, students
will analyze various artifacts from the Smithsonian Museum and
collaborate with their Japanese clans to select which online
artifacts from the Edo period best represents the Japanese
worldview for each of the following worldview elements:
Human Nature, Ethical Wisdom, Responsibilities to Others,
Relationship to State, Equality and Relationship with Nature.
Topic 2 Quiz: Students will complete the topic two quiz. The
students’ scores will be converted to koku for their Japanese
clan.
Battle Day: Students will develop a strategy plan outlining
how they are going to spend or save their koku and moves,
how many troops they plan on buying, and which territories
they plan on moving their troops into. In addition, students will
answer questions in order to carry out their determined plan.
Skype Interview: In this activity, the students will formulate
questions regarding the Japanese symbol of the Samurai and
interview students in Neo school (Neo Mura, Japan) via Skype.
In response, the students will answer questions about
Canadian symbol of the Mountie for the students in Neo.
Essential Questions
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How can military power and social structure be
used to maintain control in society?
What type of lifestyle did samurai engage in?
How did social controls shape Japanese identity
and citizenship?
What societal roles did people adhere to during
Japan’s early history?
How do society roles affect one’s worldview?
How might isolation affect Japanese society and
their worldview?
How did social systems change during the Edo
period?
What was the relationship between the samurai,
shogun and daimyo?
Assessments:
What is Honorable Collage
Samurai Internet Study
The Strategies of the Shogun Paragraph
Japanese Hierarchy Infographic
Duty and Honor Questions
Worldview Statements
Artifact Analysis
Topic 2 Quiz
Clan Collaboration
Topic 3: In what ways might a country’s choice to remain isolated both reflect its worldview and
result from its worldview?
Lessons and Activities
Intercultural Contact: In this lesson, the students will
discover how having experience with another culture can
affect one’s worldview by viewing art from the Smithsonian
Institute’s Online Exhibits and listening to music
referencing what one experiences when they come into
contact with a culture that is very different from their own.
The students will then create an illustration that depicts
how one’s worldview might change as a result of
intercultural contact.
The Edict of Isolation: In this lesson, the students will
examine how contact with the Portuguese made Japan
want to isolate itself from the rest of the world by
engaging in class discussions and outlining the concerns of
the Japanese. In addition the students will collaborate with
their Japanese clans to compose and present a petition to
the Shogun justifying three reasons why Japan should
become isolated or why it should remain open to outside
influence.
The Shogun, The Diamyo and The Bakufu: In this lesson
the students will learn how the political system changed
during the Tokogawa Shogunate by engaging in a role
playing activity where each student is assigned the role of
a daimyo. Students will be placed in the classroom and
given koku according to their social standing, and asked to
budget their salaries in order to make the bi annual trip to
Edo so they can be granted an audience with the Shogun.
The students will complete a reflection paragraph
outlining what they learned regarding how the Shogun
and Bakufu restricted the rights of the Daimyo.
Edo – The Epitome of Culture Lesson: In this lesson, the
students will examine how the Japanese culture and
economy developed during the Tokogawa Shogunate by
watching episode 2 of Japan: Memoirs of a Secret Empire,
engaging in classroom discussions and answering critical
thinking questions.
Japanese Cultural Demonstration: For this project,
students will write a report and make a presentation of one
of the following forms of Japanese Culture that flourished
during the Edo Period: Kendo, Noh, Kabuki Theatre,
Woodblock Printing, Rituals/Ceremonies and Japanese
Food. Students will earn koku and moves for successfully
completing their demonstration.
Cracks in the Foundation: In this lesson the students will
learn how remaining largely isolated from the outside
world can have a negative impact on a country by
examining how Japan’s social structure started to crumble
under new leadership and a lack of defined social roles.
The students will collaborate in their Japanese clans to
come up with a list of the negative effects of isolation and
rank them from most detrimental to least detrimental
using evidence to support their conclusion
Worldview Analysis: Students will write worldview
statements in regards to the good life. The students will
Essential Questions
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How and why did Japan isolate itself from the
rest of the world?
How do forms of government and decision
making reflect a society’s worldview?
How can military power and social structure be
used to maintain control in society?
How did the social system change during the
Edo period?
How do societal roles affect one’s worldview?
How did communities change during the Edo
period?
How did the political system during the Edo
period reflect worldview?
How did the popular culture of Japan change
during isolation?
How did isolation contribute to the end of
Japan’s closed, feudal society?
How did foreign influence change Japan despite
policies of Isolation?
How did changes during the Edo period allow
for the Meiji period to occur?
What threats had the Japanese government
faced from contact with a different culture?
Assessments:
Intercultural Contact Illustration
The Edict of Isolation Petition
The Shogun, Diamyo and Bakufu Reflection Paragraph
The Epitome of Culture Questions
Negative Effects of Isolation List and Ranking Exercise
Japanese Cultural Demonstration
Worldview Statements
Topic 3 Quiz
Clan Collaboration
use evidence to prove the validity of their worldview
statements.
Topic 3 Quiz: Students will complete the topic three quiz.
The students’ scores will be converted to koku for their
Japanese clan. (Group Average – Individual Student
Scores will be withheld.)
Battle Day: Students will develop a strategy plan outlining
how they are going to spend or save their koku and
moves, how many troops they plan on buying, and which
territories they plan on moving their troops into. In
addition, students will answer questions in order to carry
out their determined plan.
Skype Interview: In this activity, the students will
formulate questions regarding Japanese culture and
interview students in Neo school (Neo Mura, Japan) via
Skype. In response, the students will answer questions
about Canadian culture for the students in Neo School.
Topic 4: In what ways does a society’s worldview affect its ability to adapt to rapid change?
Lessons/ Activities
What is Civility: In this activity, students will collaborate in
their Japanese clans and discuss how one shows that they
are civilized according to popular culture using the
roundtable format. The students will then discuss if this is
an accurate account of what civility is and create their own
definition of what it means to be civilized in the 21st
century.
Exclusive Clubs and Exceptions: In this lesson, the
students will learn about the exception to the exclusions
laws in Japan by researching the Dutch East India
Company and the island of Deshima. The students will
compile evidence showing how the Dutch East India
Company helped Japan to remain somewhat informed
about the outside world despite their isolation. In
addition, the students will create an illustration showing
the dimensions of the island of Deshima and the types of
trading activities that went on there.
Outside Influence: In this activity, the students will
collaborate with their Japanese clans to teach the class
how the influence of Russia, Europe, China and the United
States affected the decisions of the Bakufu regarding
isolationism. (They will use “Big Equation History”
diagrams) The students will be given a choice of which
country they select. The students will also complete a
comparison chart regarding the influence of each country
and the way the Bakufu responded. In addition, the
students will engage in a fish bowl discussion regarding
how Canada’s government responds to the influence of
other nations within its own country.
Nationalism and the Nation State: In this lesson the
students will discover the how the Americans (namely
Commodore Perry) were able to open the ports of Japan
to trade and western influence by watching Crash Course
World History # 34: Samurai, Daimyo, Perry and
Nationalism. The students will also answer questions
regarding the content of the documentary.
Worldview Changers Inquiry: In this lesson, the students
will learn about the contributions of Sakuma Shozan and
Yoshida Shoin in convincing the Bakufu to adopt western
technology and engage in an inquiry study on a 21st
century worldview changer. The students will create a
visual product that informs the school about the
contribution of the individual they selected.
Emperors and Oaths: In this lesson the students will learn
about the creation of the Charter Oath and Iwakura
Mission by completing a set of close notes and answering
critical thinking questions.
Cultural Activity – The Making of the Meiji: For this
activity, students will learn about the selection of the new
leader of Japan: The Emperor Meiji and how the Bakufu
used symbolism and propaganda to promote the idea of a
boy emperor. The students will collaborate with their
Japanese clans to write a short script depicting the
selection of Emperor Meiji and the reasons that the Bakufu
chose a young boy to be their symbolic leader.
Essential Questions
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How and why did Japan isolate itself from the
rest of the world?
What factors motivated Japan’s decision to end
its isolation?
How do forms of government and decision
making reflect a society’s worldview?
How did Japan adapt to change brought on by
the transition from a feudal society to modern
political structure.
How did the Meiji worldview affect Japan’s
military and foreign policy?
How did changes resulting from adaptation
affect Japan economically?
What is nationalism? How is nationalism
exercised by a particular nation?
How do governments convince their citizens to
adopt their policies?
Assessments:
Civility in the 21st Century
Dutch East India Company Collection Activity
Deshima Illustration
Outside Influence Presentation
Outside Influence Comparison Chart
Nationalism and the Nation State Questions
Worldview Changers Inquiry Visual Product
Making of the Meiji Skit
Topic 4 Quiz
Topic 4 Quiz: Students will complete the topic four quiz.
The students’ scores will be converted to koku for their
Japanese clan. (Group Average – Individual Student
Scores will be withheld.)
Battle Day: Students will develop a strategy plan
outlining how they are going to spend or save their koku
and moves, how many troops they plan on buying, and
which territories they plan on moving their troops into. In
addition, students will answer questions in order to carry
out their determined plan.
Skype Interview: In this activity, the students will
formulate questions regarding North American influence
in Japan and interview students in Neo school (Neo Mura,
Japan) via Skype. In response, the students will answer
questions about Japanese influence in Canada for the
students in Neo School.
Topic Five: In what ways can intercultural contact affect a culture’s sense of identity?
Lessons / Activities
Generation Gap: In this activity, students will examine
how the era one grew up in can influence one’s
worldview. The students will create a video interview by
interviewing a subject from a different generation. The
students will formulate open-ended critical thinking
questions regarding one’s worldview and their ability to
adapt to changes that have risen throughout their
lifetime. As a part of the video, students will ask their
subject how they have adapted their worldview to the
21st century and also compare and contrast their own
worldview and explain why they may be similar or
different.
Japanese Cultural Activity – Enlightenment and
Etiquette: In this lesson, students will learn how the
Japanese had to adapt to fit a western ideal of
“civilization” by engaging in a role playing activity where
they would have to adopt the social etiquette and dress
of a typical Victorian person. The students will write a
paragraph reflecting on their experience and their ability
to adapt and predict how the Japanese would respond
to these cultural shifts.
Westernization Debate: In this lesson, the students will
collaborate with their Japanese clans to debate the
following question: To what extent should Japan adopt
western ways? The students will use their textbook and
various primary and secondary sources to research the
examples to prove their support statements. In addition,
the students will research the effects of westernization in
particular countries such as the UAE and Iraq in the 21st
century and use those examples to support their
arguments.
Eastern Expansionism: In this lesson, the students will
examine why the Japanese felt the need to strengthen
their military throughout the 19th and early 20th centuries
by collaborating to complete a set of close notes with
their Japanese clans.
Capitalism: In this lesson the students will collaborate
with their Japanese clans to engage in a problem solving
activity requiring them to develop economic policies in
order to raise the capital needed to develop
infrastructure in their territories. The students will then
learn how Matsukata Masayoshi (Japan’s finance
minister) helped Japan to develop its infrastructure by
adopting capitalist practices in Japan.
Shifts in Worldview: In this lesson the students will
examine how the culture, political system and social
system of Japan and worldview of the Japanese have
changed from the Edo period to the Meiji period by
collaborating with their Japanese clans to create an
infographic that will be presented to the class.
Cultural Activity - Persuasive Propaganda: In this
activity, the students will examine how propaganda
posters are used to persuade people. The students will
create their own propaganda poster that convinces the
Japanese to accept one of the following ideals:
Westernization, Industrialization, Capitalism or
Conscription
Topic 5 Quiz: Students will complete the topic five quiz.
The students’ scores will be converted to koku for their
Essential Questions
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In what way did resistance to rapid change
lead to a return to a traditional Japanese
worldview?
How did the Japanese maintain their sense
of identity through the Meiji period and
beyond?
How did Japan change its military system to
meet its political needs?
How do forms of government and decision
making reflect a society’s worldview?
How did interaction with other nations
affect the worldview of the Japanese?
What challenges emerged for the Japanese
in maintaining traditional social and cultural
aspects of their society while undergoing
rapid change?
How has Japan’s society and culture today
been affected by both the traditional and
modern worldviews?
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How did changes in the Edo period
compare to changes in the Meiji period?
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What role did rapid change play in Japan
becoming a military power with an
expansionist worldview?
Assessments:
Generation Gap Video
Civilization and Enlightenment Paragraph
Westernization Debate
Eastern Expansionism Close Notes
Capitalism Conundrum
Shifts in Worldview Infographic
Persuasive Propaganda Poster
Topic 5 Quiz
Clan Collaboration
Japanese clan. (Group Average – Individual Student
Scores will be withheld.)
Battle Day: Students will develop a strategy plan
outlining how they are going to spend or save their koku
and moves, how many troops they plan on buying, and
which territories they plan on moving their troops into. In
addition, students will answer questions in order to carry
out their determined plan.
Skype Interview: In this activity, the students will
formulate questions regarding the 21st century
Japanese worldview and interview students in Neo
school (Neo Mura, Japan) via Skype. In response, the
students will answer questions about the 21st century
Canadian for the students in Neo School.
Unit Exam: The students will complete a unit exam consisting 30 multiple-choice questions, 20
fix the statements questions and 10 short answer questions.
Final Project: Horrible Histories Video Project
In this project, students will create their own Horrible Histories video that answers the following
essential question:
•
What are the two most valuable lessons from cultural isolation during the Edo period
and rapid adaptations during the Meiji period for current Canadian decision makers on
foreign issues?
The students will collaborate in their Japanese Clans, where each student in the group is
responsible for acting in the video and completing an individual task such as script writing,
storyboard writing, video directing, video editing and proposal writing. The students will be
required make all of their decisions via roundtable discussion and reach group consensus. In
addition, the students will be required to complete a persuasive paragraph that answers the
essential question and supports its arguments with facts and research. The finished video will be
presented to the audience, who will then be required to reflect upon the examination of the
essential question, the presence of multiple perspectives expressed in the video and the
elements of critical thinking portrayed in the video.