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 self-sufficient, 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:

• 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:

• 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:

• 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:

• 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 • Accessing Technology such as Read and Write Gold, Online Graphic Organizers, etc.

Resources:

• 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:

• 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 Essential Questions

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.

• 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 Essential Questions

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.

• 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 Essential Questions 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.

• 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 Essential Questions

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

• 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 Essential Questions 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.

-­‐ 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 Essential Questions 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

• 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?

• How did changes in the Edo period compare to changes in the Meiji period?

• 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.