Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
Grade 06 Social Studies Unit 07 Exemplar Lesson 01: Culture Traits Diffuse
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The
duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better
understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your
convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources
and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson introduces students to the region of East Asia. Students view and interpret maps of the region and gain a better
understanding of cultural diffusion through anime and manga.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education,
which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the
standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
6.1
History. The student understands that historical events influence contemporary events. The
student is expected to:
6.1A
Trace characteristics of various contemporary societies in regions that resulted from
historical events or factors such as invasion, conquests, colonization, immigration, and trade.
6.3
Geography. The student uses geographic tools to answer geographic questions. The student is
expected to:
6.3A
Pose and answer geographic questions, including: Where is it located? Why is it there? What
is significant about its location? How is its location related to the location of other people,
places, and environments?.
6.3C
Compare various world regions and countries using data from geographic tools, including
maps, graphs, charts, databases, and models.
6.4
Geography. The student understands the factors that influence the locations and characteristics
of locations of various contemporary societies on maps and globes and uses latitude and
longitude to determine absolute locations. The student is expected to:
6.4F
Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy,
Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's
Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.
6.16
Culture. The student understands that all societies have basic institutions in common even
though the characteristics of these institutions may differ. The student is expected to:
6.16B Compare characteristics of institutions in various contemporary societies.
6.17
Culture. The student understands relationships that exist among world cultures. The student is
expected to:
6.17A Identify and describe how culture traits such as trade, travel, and war spread.
6.17E Identify examples of positive and negative effects of cultural diffusion.
6.18
Culture. The student understands the relationship that exists between the arts and the societies
in which they are produced. The student is expected to:
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 10 Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
6.18A Explain the relationships that exist between societies and their architecture, art, music, and
literature.
Social Studies Skills TEKS
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
6.22D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies based on research.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Social Studies Unit 07 PI 01
In small groups, write and illustrate a manga-style 6-panel cartoon strip that depicts change in Japan, including an explanation of what
happened in 1861 and why it was significant. Individually, describe and illustrate two economic, social, and political characteristics that Japan
successfully adopted from abroad and two cultural traditions successfully maintained as part of its identity.
Standard(s): 6.17A , 6.17E , 6.22D
ELPS ELPS.c.4G , ELPS.c.4J
Key Understandings
The degree to which cultures reflect continuity and change depends on a variety of economic, social, political, and
geographic factors.
— How has economic activity changed through time in China, Japan and Korea?
— How has government changed through time in China, Japan and Korea?
— How have cultural traits changed and how have they remained the same in China, Japan and Korea?
— How has culture diffused through time in China, Japan and Korea?
Vocabulary of Instruction
manga
shogun
expansionism
innovation
Materials
Refer to the Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or
student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in
the district site and are not accessible on the public website.
Teacher Resource PowerPoint: East Asia
Handout: Asia: Emphais on East Asia (1 per student)
Handout: Culture of Japan (1 per student)
Handout: Haiku Template (1 per group)
Teacher Resource PowerPoint: Anime and Manga
Handout: Japan Timeline (1 per student)
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 10 Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
Resources
East and Southeast Asia: https://www.cia.gov/library/publications/the-world-factbook/wfbExt/region_eas.html
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
The countries of East Asia have varied customs, histories and traditions. This lesson focuses on Japan, China, Korea (North and South) and
Taiwan.Their cultural traits and diffusion can be attributed to trade, war and expansionism. China’s Silk Road was the most influential in
contributing to cultural exchange and diffusion during the dynastic periods. Today, although still considered a communist nation, it continues to
thrive economically through trade and continues to play an influential role globally.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners.
These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators
associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All
originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Making Connections
NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 20 minutes
1. Show students images of Japanese cultural diffusion. (Note: This may
be included as the first slide(s) of the the Teacher Resource:
PowerPoint: East Asia.
Attachments
2. As they view the images, students should brainstorm influences from,
and influences on Japan.
Purpose:
Introduces students to an example of Japanese cultural
diffusion
TEKS: 6.17A, 6.17E
Instructional Note:
Gather images of Japanese cultural diffusion to place
within the PowerPoint from possible examples like
Japanese movies, manga, anime, karaoke, Pokemon,
gaming technology, bubble tea, others) Consider your
additions when referring to the slide numbers in the
Instructional Procedures.
3. After about 2 to 3 minutes, each student turns to a partner and they
exchange and compare lists.
4. Facilitate a discussion by asking questions such as:
How has Japanese culture influenced the United States?
How has the United States influenced Japan?
Have other cultures influenced Japan?
Teacher Resource PowerPoint: East Asia
5. Explain that this lesson will focus on East Asia and by viewing maps
and participating in classroom discussions and activities, students will
better understand how East Asia has changed economically,
governmentally, and culturally since World War II.
6. Continue to show Teacher Resource PowerPoint: East Asia Culture
Traits Diffuse (Slide 3) and point out the different regions of Asia.
Each of these regions are considered part of Asia and we will be
exploring each region in later units. We first begin with East Asia
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 10 Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
and focus on Japan, China, Korea and Taiwan.
7. Show Teacher Resource: PowerPoint: East Asia Culture Traits
Diffuse slide 4 and reinforce the location of these countries. Review
the history of Japan on slide 5. Ask:
How might the location of Japan contribute to its culture and
economy?
8. Show Teacher Resource: PowerPoint: East Asia Culture Traits
Diffuse slides 6, 7, and 8. Review the history of China on slide 9. Ask:
How might the size (area) of China contribute to its culture,
economy, and government?
9. Show Slides 10, 11, and 12 (slides provide short historical overview of
Korea and Taiwan).
EXPLORE/EXPLAIN – Locate, Compare, Contrast
Suggested Day 1 (continued) ‒ 30 minutes
1. Group students into three or four.
Materials:
2. Distribute Handout: Asia: Emphais on East Asia (1 per student).
Student textbook
Student atlas (1 per group)
Butcher paper or chart paper
Markers
Pencil Colors
3. Each group sketches a larger version of the map on a large sheet
(butcher paper or chart paper).
4. Using a student atlas or student textbook, groups label major bodies of
water, mountain ranges and other physical characteristics of the
Attachments:
region.
5. Groups label the following countries (outline each country using a
different color):
Japan
China
North Korea
South Korea
Taiwan
6. Groups select two countries and compare-contrast using a Venn
diagram. Students may refer to the PowerPoint (East Asia), relevant
sections in their textbook and/or other available resources.
Points to compare:
Handout: Asia: Emphasis on East Asia
(1 per student)
Purpose:
Students locate, label and compare countries in East
Asia.
TEKS: 6.1A; 6.3A, 6.3C; 6.4F
Instructional Note:
If possible, print the powerpoint presentation (1 per
group)
Misconceptions:
Students may not understand or perceive cultural or
political differences between the countries of East Asia.
History
Economy
Government
Culture
7. Each group explains their Venn diagram to at least one other group.
EXPLORE – Japan’s Culture
Suggested Day 2 ‒ 30 minutes
1. Place students into groups of three. Each group member reads and
researches two or three cultural traits about Japan using the Handout:
Culture of Japan as a guide. On this same handout students record
their findings.
Materials:
2. Once all group members complete the assigned section (two or three
Attachments:
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Internet access, laptop or computer (1 per
group)
page 4 of 10 Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
cultural traits) from the Handout: Culture of Japan, each group
member shares their findings with the whole group.
3. The group is now ready to discuss and answer the second part of the
Handout: Culture of Japan that addresses the cultural traits that
have diffused to the U.S. They will also provide specific examples for
each of the traits. (Note: not all traits have diffused to the U.S. so it is
important to make this clear to students).
Handout: Culture of Japan (1 per
student)
Purpose:
Students read about Japan’s culture traits and decide
which traits have diffused to the U.S.
TEKS: 6.3C; 6.4F; 6.16B
EXPLAIN – Haiku
Day 2 (continued) ‒ 20 minutes
1. Groups develop a Haiku Poem (5, 7, 5) which consists of three
sentences. The first sentence has five syllables, the second sentence
has seven syllables and the third sentence has five syllables.
Attachments:
2. A good way for students to remember the form is by using this
example:
I am first with five
Then seven in the middle
Five again to end
Purpose:
Students express themselves through poetry
3. Distribute the Handout: Haiku Template to each group. Students will
collaborate to create a Haiku poem describing Japan’s culture.
Handout: Haiku Template (1 per group)
TEKS: 6.17E; 6.18A
Instructional Note:
Explain to students that a Haiku type poem originated in
Japan.
4. Each group recites their poem to the whole class.
ENGAGE/ELABORATE – What is manga?
Suggested Day 3 ‒ 50 minutes
1. Students view Teacher Resource PowerPoint: Anime and Manga.
Attachments:
2. Show Slide 1 and Ask:
What do these images mean to you?
Where have you seen images similar to these?
What makes these images different from other cartoon
sketches or images?
Teacher Resource PowerPoint: Anime
Handout: Japan Timeline
Purpose:
Pre-planning and development of performance indicator
TEKS: 6.17A, 6.17E; 6.22D
Instructional Note:
3. Show Slide 2 and Ask:
Where might you find this comic book?
What is the story based on?
In what country did this story/movie originate?
Compare the image on the left with the image on the right.
How are they different? How are they alike?
4. Place students into groups of three.
Through an Internet search you can also find manga
style origins or the history of manga and how it diffused
to the U.S. and other countries. Manga is an art
form with which many students may already be familiar.
One popular reference to it is anime.
Misconceptions:
Students may not be aware of the long history of East
Asian countries and their historical contributions to
science and technology.
5. Provide a copy of the performance indicator to each of the groups and
guide students through the process in preparation for their final
product.
6. Distribute the Handout: Japan Timeline and review the brief history
(timeline) with students.
7. Facilitate a discussion about economic, social and political
characteristics that Japan has adopted from other countries, such as
the United States, asking the following questions:
How has economic activity changed through time in China,
Japan and Korea?
How has government changed through time in China, Japan
and Korea?
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 10 Grade 6
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 4 days
8. Facilitate a discussion about cultural traditions that have been
changed and others have been maintained in Japan asking the
following questions:
How have cultural traits changed and how have they
remained the same in China, Japan and Korea?
How has culture diffused through time in China, Japan and
Korea?
EVALUATE
Suggested Day 4 ‒ 50 minutes
Grade 06 Social Studies Unit 07 PI 01
In small groups, write and illustrate a manga-style 6-panel cartoon strip that depicts
change in Japan, including an explanation of what happened in 1861 and why it
was significant. Individually, describe and illustrate two economic, social, and
political characteristics that Japan successfully adopted from abroad and two
cultural traditions successfully maintained as part of its identity.
Standard(s): 6.17A , 6.17E , 6.22D
ELPS ELPS.c.4G , ELPS.c.4J
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 10 Grade 6
Social Studies
Unit: 07 Lesson: 01
ASIA: EMPHASIS ON EAST ASIA
©2012, TESCC
08/30/12
page 1 of 1
Grade 06
Social Studies
Unit: 07 Lesson: 01
Culture of Japan
Component
What has diffused to the U.S.?
Provide examples:
JAPAN
Cuisine (food)
Educational System
Celebrations
Government
Art
Language
Family structures
Music
Traditions and
customs
Values
Clothing/dress
Economic System/
Economic Activity
Social
Religion
Architecture/
Buildings
Folklore
Other
©2012, TESCCC
04/24/13
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Grade 6
Social Studies
Unit: 06 Lesson: 01
Haiku Template
Directions: Develop a Haiku Poem (5, 7, 5) which consists of three sentences. The first
sentence has five syllables, the second sentence has seven syllables, and the third
sentence has five syllables. In your poem, describe one culture trait about Japan.
©2012, TESCC
08/30/12
page 1 of 1
Grade 6
Social Studies
Unit: 07 Lesson: 01
Japan: Timeline
Pre 1500s
Warriors (Samurai)
Government:
1500s-1700’s
Emperor and a Military Dictator (Shogun)
European countries establish trade; Japan
rejected these actions.
Government:
1800’s (1860’s)
Emperor and Military Dictator (Shogun)
U.S., and Japan sign trade treaty; Russia,
United Kingdom, the Netherlands, and others
followed.
Government:
Late 1800’s
Emperor Japan becomes industrialized and
begins to invade its neighbors; grows into an
Empire
Government:
Early 1900’s
Emperor/Empire
Wars, Japan gains lands from Russia, China,
and surrounding islands.
1930’s -1940’s
Invades China, joins Germany and Italy (WWII)
and attacks Pearl Harbor (Hawaii) naval military
base. Japan is defeated in 1945.
1950’s to Present
©2012, TESCC
Government:
Japan transitions from a government with a
dictator/emperor to a democratic-republic.
Becomes highly industrialized, free market
economy, trade, technology advancements
04/24/13
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