Unit Plan - Grade 8

Japanese Worldviews
Towards Adaptation
Grade 8 Social Studies Unit

Plan
Japanese Unit Plan Introduction
The unit focuses on why Japan decided to expand and adopt Western culture and influence,
which ultimately allow it to become a superpower. It is an important unit to be taught because of its
focus on an isolationist nation that was self-sustaining, and not requiring outside communications
with the world. The reason for Japan currently is the contact that was made by other peoples and
Japan is another case study of this, when comparing communities like the Aztecs. This is a key lesson
because, in todays global society, it is impossible to turn on the TV, participate in government, or
even walk down the street without being exposed to multiple skin tones, cultures, and ultimately,
worldviews. This unit looks to begin to help students recognize differing worldviews and the
consequences of not respecting these alternate points of view.
With the overarching goal of understanding the consequences of diverging worldviews in
conflict, this unit provides many opportunities for students to consider their duties as an individual
and citizen belonging to a privileged culture. Students may argue that this woman found herself in a
position of power but then used it to negatively affect the Aztec people. The destruction of the Aztecs
can lead into other conversations about citizenship and identity that will address concepts such as
validating differences, respecting human dignity, and understanding individual and collective rights.
These lessons learned from the Japan chapters are easily transferable into current events, Canadian
events or personal experiences a student may have had.
The content in this unit makes it very easy to tie in Canadian aboriginal plights as well as
multi-cultural challenges faced by our own country in the past century. Students in Canada have two
hundred more years of evidence of the actions that are taken when an exterior culture does not respect
the worldviews of the aboriginal population. This unit will make that aboriginal connection, but will
also open the discussion to how modern immigration of people who are different linguistically,
culturally, or ethnically, is being challenged by opposing worldviews.
Differentiation is going to be practiced within this unit through the diverse opportunities that students
have. For example, although students do have to turn in a printed copy of the articles for their
performance task, students will also receive a grade for their oral performance in the class. It provides
students who may not be good writers to express their point of view. This will allow me to assess
students who may understand the concept but perhaps cannot write it down effectively. There will
also be many opportunities for peers to learn with one another. They are learning about the Japan
culture, worldviews, and choices that were made for Japanese community after contact with the
outside world.
Unit Planning Organizer
Subject: Social Studies Grade: 8
Unit/Topic: Japanese Worldviews Away from Isolationism Chapter 5 & 6
Date & Duration: March 6th April 12th (22 Lessons)
1. Unit Overview Critical Inquiry Question

Chapter 5:
In what ways does a societys worldview affect its ability to adapts to rapid
change.
Chapter 6:
In what ways, can intercultural contact affect a cultures sense of
identity?
2. General Learning Outcomes for Unit
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.
3. Focusing Questions for Unit (Related Questions)
How did outside influences create a crisis?
How can individuals change the way others view the world?
How did Japan respond to the crisis?
How did the Political system change?
How did Japan reshape its worldview and begin to modernize?
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?
How did Japan change its military system to meet political needs?
How did Japans new worldview change its social systems?
How did Japans culture change?
How has the modernization of Japan Influenced our lives in Canada today?
How did changes in the Edo period Compare to changes in the Meiji period?
4. Key Concepts for Unit
Contact, expansion, feudalism, intercultural, worldview, assimilation, democracy,
industrialization, nationalism
5. Specific Learning Outcomes for Unit
Knowledge and Understanding:
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)
Values and Attitudes:
8.1.1 appreciate the roles of time and geographic location in shaping a
societys worldview
8.1.2 appreciate how a societys worldview can foster the choice to remain
an isolated society
8.1.3 appreciate how models of governance and decision making reflect a
societys worldview
8.1.4 appreciate how a societys worldview shapes individual
citizenship and identity
Skills and Processes:
8.S.1 develop skills of critical thinking and creative thinking:
analyze the validity of information based on context, bias, source, objectivity,
evidence and reliability to broaden understanding of a topic or an issue
evaluate ideas, information and positions from multiple perspectives
demonstrate the ability to analyze local and current affairs
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities
o access diverse viewpoints on particular topics by using appropriate
technologies
8.S.2 develop skills of historical thinking:
distinguish cause, effect, sequence and correlation in historical events,
including the long and short-term causal relations
use historical and community resources to organize the sequence of historical
events
analyze the historical contexts of key events of a given time period
o create a simulation or a model by using technology that permits the
making of inferences
o identify patterns in organized information
8.S.3 develop skills of geographic thinking:
interpret historical maps to broaden understanding of historical events
use thematic maps to describe cultural and political regions
construct and interpret various maps to broaden understanding of given
topics
define geographic problems and issues and pose geographic questions
use geographic tools, such as Geographic Information Systems (GIS)
software, to assist in preparing graphs and maps
o access and operate multimedia applications and technologies from
stand-alone and online sources; e.g., GIS
8.S.4 demonstrate skills of decision making and problem solving:
demonstrate skills of compromise and devise strategies to reach group
consensus
propose and apply new ideas and strategies, supported with facts and
reasons, to contribute to problem solving and decision making
propose and apply strategies or options to solve problems and deal with
issues
participate in and predict outcomes of problem-solving and decision-making
scenarios
o articulate clearly a plan of action to use technology to solve a problem
o identify the appropriate materials and tools to use in order to
accomplish a plan of action
o evaluate choices and the progress in problem solving, then redefine
the plan of action as appropriate
o use networks to brainstorm, plan and share ideas with group members
8.S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
identify and use a variety of strategies to resolve conflicts peacefully and
fairly
consider the needs and perspectives of others
demonstrate leadership within groups where appropriate
access, retrieve and share information from electronic sources, such as
common files
8.S.6 develop age-appropriate behavior for social involvement as
responsible citizens contributing to their community:
volunteer with organizations, projects and activities that ensure the growth
and vitality of their community
8.S.7 apply the research process:
integrate and synthesize concepts to provide an informed point of view on a
research question or an issue
develop a position that is supported by information gathered through
research
draw conclusions based upon research and evidence
determine how information serves a variety of purposes and that the
accuracy or relevance of information may need verification
organize and synthesize researched information
formulate new questions as research progresses
practice the responsible and ethical use of information and technology
include and organize references as part of research
o plan and conduct a search, using a wide variety of electronic sources
o demonstrate the advanced search skills necessary to limit the number
of hits desired for online and offline databases; for example, the use
of and or or between search topics and the choice of appropriate
search engines for the topic
o develop a process to manage volumes of information that can be
made available through electronic sources
o evaluate the relevance of electronically accessed information to a
particular topic
o make connections among related, organized data, and assemble
various pieces into a unified message
o refine searches to limit sources to a manageable number
o analyze and synthesize information to create a product
o access and retrieve information through the electronic network
8.S.8 demonstrate skills of oral, written and visual literacy:
communicate in a persuasive and engaging manner through speeches,
multimedia presentations and written and oral reports, taking particular
audiences and purposes into consideration
use skills of informal debate to persuasively express differing viewpoints
regarding an issue
elicit, clarify and respond appropriately to questions, ideas and multiple
points of view presented in discussions
offer reasoned comments related to a topic of discussion
listen to others to understand their points of view
8.S.9 develop skills of media literacy:
examine techniques used to enhance the authority and authenticity of media
messages
Lesson Overview
Mar. 6 7 8 9 10
Exam Lesson 1 Lesson 1 Lesson 1 Lesson 1
Chapter 5 Chapter 5 Chapter 5 Chapter 5
Outside Outside Commodore Commodore
Influences Page Influences Page Perry Influences Perry Influences
164-173 164-173 Page 164-173 Page 164-173
13 14 15 16 17
PD DAY Lesson 2 Lesson 2 Lesson 2 No Class
Chapter 5 Chapter 5 Chapter 5
Commodore Rapid Rapid
Perry Infuences Adaptation in Adaptation in
Page 164-173 the Meiji Period the Meiji Period
Page 173-189 Page 173-189
20 21 22 23 24
Lesson 2 Lesson 2 Lesson 3 Lesson 3 Lesson 4
Chapter 5 Chapter 5 Chapter 5 Hand in Review Chapter 5 Exam
Rapid Rapid Review Questions &
Adaptation in Adaptation in Questions Page Review
the Meiji Period the Meiji Period 188-189
Page 173-189 Page 173-189
27 28 29 30 31
Lesson 4 Lesson 5 Lesson 5 Lesson 5 No Class
Review Exam Chapter 6 Chapter 6 Chapter 6
Changing Changing Changing
Poli/Eco/Soc Poli/Eco/Soc Poli/Eco/Soc
System Page System Page System Page
190-217 190-217 190-217
Apr. 3 4 5 6 7
Lesson 5 Lesson 6 Lesson 6 Lesson 7 Lesson 7
Chapter 6 What Changed? What Changed? Hand in What Hand in Review
Changing Changed? & Questions &
Poli/Eco/Soc Review Review
System Page Questions Page
190-217 221
10 11 12
Lesson 8 Lesson 8 LAST PERIOD
Chapter 6 Exam Review Exam
LESSON PLAN
Subject: Social Studies Grade: 8 Date: March 7, 8, 9, 10, 14
Critical Inquiry Question: In what ways does a societys worldview affect its ability to adapts to rapid change
Lesson: Outside Influences Time: 200min (5 X 40min class)
SLOs:
Specific Outcome - Students will appreciate the roles of time and geographic location in shaping a societys
8.1.1 worldview (C, I, TCC, LPP)
Specific Outcome - Students will appreciate how a societys worldview can foster the choice to remain an isolated
8.1.2 society (C, I, TCC)
Specific Outcome - Students will appreciate how a societys worldview shapes individual citizenship and identity
8.1.4 (C, I, TCC)
Instructional Objectives:
Knowledge:
Understand how different foreign relations effected Japans policy of isolationism
Identify the foreign influences Japan and predict what it might do in response to each on
Skill:
Create cause-and-effect diagrams to analyze the foreign influences that made Japan reconsider its policy of
isolation
Practice strategies that help a group a reach consensus
Key Questions:
How can individuals change the ways others view the world?
What factors influenced change in Meiji Japan?
How effective is compromising in preserve ones identity.
Materials:
Chart Paper
President Fillmore Letter
Colored Markers
YouTube Video The upside of isolated civilizations - Jason Shipinski TED-Ed (4:07)
https://www.youtube.com/watch?v=4rMJshG4Od0
Preparation:
Print out enough copies of President Fillmores Letter (preferred to be in color)
Make sure YouTube video is ready to play and watchable
Adaptations:
Pair up students to better manage behavior disruptions in class
Lesson Procedure:
Activity 1 (15 20 min)
1) Individual: Students will read the Worldview Investigation on page 165 and answer the questions on a blank
piece of paper
a. This activity will have students thinking like Japanese leaders who had to decide how to deal with
foreign influences
2) Group: Students will form groups of 4-5 and discuss their opinions on Compromise and Consensus section
they read. After a max 5-minute discussion period, have groups speak out loud to their answers for the
questions. The teacher will highlight some of the answers.
Why was Japan concerned about outside influences? Play video for whole class to foster some ideas.
The upside of isolated civilizations - Jason Shipinski https://www.youtube.com/watch?v=4rMJshG4Od0 (00:00-

3:25min). End video at this point so not to spoil the idea of losing Japanese Isolationism, though working with
other nations.
Tell students to complete an Exit Slip on explaining why Japan was feeling threatened? What where the outside
influences creating this concern?
o Should expect to see students identify groups like Russia, Europe, China, and the United States.
o Colonization examples
o Pushing indigenous individuals aside for resources, example the Ainu
Both the Ainu and Canadas Indigenous peoples went through periods of assimilation into the
dominating cultures.
o Possibly losing control of governing their own lands
Review from last activity and any issues with understanding
Discuss how the actions of nations sometimes purposely affect the lives of others and sometimes inadvertently
affect others.
o Form groups of 4-5 students and have them read page 167 about the Ainu and discuss parallels to the
First Nation, Metis, and Inuit of Canada. Inquire about how both Canada and Japan gained control of
traditional Indigenous lands.
o Have one member from each group grab a piece of chart paper. Each group will create a Venn
Diagram and demonstrate the similarities and difference between the two example groups.
Be sure to have the Venn Diagrams labelled with Canada & Japan
o Inform the class that the chart paper will be collected after class but requires each group members
name on a corner of the sheet.
Students will read all the outside influences affect Japanese isolation. Students will create a cause-and-effect
diagram about each country or region.
Add a different color for each foreign country/region. This effect will highlight how complex things were for the
Japanese as they contended with several foreign influences simultaneously.
EXAMPLE:
Cause Effect
Russia wanted to increase its trading along the Japan claimed Kuril Island for its own and drove
Pacific Coast. It authorized the new Russian- the Russians from it. The Japanese government
American Company to trade with the Ainu and became more determined to maintain a policy of
gain control of new areas. It also wanted to isolation.
establish trade agreements with Japan.
o Look for a change from the belief in isolation to an acceptance that it was impossible to remain
isolated from the influences of the world reflected a change in worldview. Japan now realized it had to
be of the world, not separate from it.
Have students complete questions 1, 2, and 3 on page 172 for homework
Discuss with the class that the most significant change regarding trade and relations that the United States
President Fillmore. Fillmore had a letter sent to Emperor Komei of Japan, trying to persuade him to open trade
relations.
Set the context for this challenge by inviting students to consider what they might do or say when someone has
something they greatly desire but the other person is unwilling to share. For example, a student may want to
borrow a friend's fashionable outfit or a new video game. Record suggested ideas for persuasion strategies;
e.g., use a flattering tone and polite language, threaten, offer something of value to the person, point out the
merits of the sharing.
Introduce the historical context

Provide a brief overview of the following aspects of Japans foreign policy during the Edo period:
the Emperor controlled foreign trade
only certain ports were allowed to handle specific kinds of products
China and the Dutch East India Company had the right to visit Japan for commercial purposes
other Europeans who landed on the shores of Japan were put to death without trial or imprisoned or expelled.
Explore U.S. foreign relations persuasion strategies

Point out that by the mid 1800s, the United States was interested in trading with Japan. Invite students to imagine the
perspective of the United States at that time. What might the American President do or say to encourage Japan to
change its policies about international trade and to become a trading partner? Discuss and record students suggestions.
Read President Fillmores letter

Present students with the letter dated November 13, 1852, from American President Fillmore to Japanese Emperor
Komei sent via Commodore Matthew Perry and his Black Ships. Provide students with a copy of President Fillmores
Letter. Read the letter aloud to the class. As you reread the letter, discuss unfamiliar vocabulary; e.g., squadron,
dominions, abstain, tranquility. Compare the actual proposals contained in President Fillmores letter with students
suggestions.
Summarize and rate each proposal
Direct students to work with one or more partners to highlight the key proposals made by President Fillmore. Ask
students to record a summary of the proposals. Direct students to look at the impact of these proposals based upon the
Japanese perspective of the time as seen through the eyes of Emperor Komei.
Invite groups to consider the possible impact of each proposal on the following aspects of Japanese society:
political well-beingadequate influence, self-determination, social order
economic well-beingincome from trade, importing of needed goods, good standard of living, job creation
social well-beingcultural integrity: cultural connections, national identity, cultural expansion, satisfaction of
basic needs.
Caution students about assessing a historical time period from a modern-day, Western worldview. Remind them that
people in the past acted and behaved as they did in the context of the times.
B. Write a likely response by Emperor Komeis officials to President Fillmore based upon the
Japanese perspective of the time.
Prepare formal response

After groups have completed their analyses, direct students to write, individually, a formal response to President
Fillmores letter. Ask students to base their letters on the Japanese perspective as articulated by the Emperor of Japan.
Students are to present and justify the likely Japanese position on each proposal.
Develop with the class the criteria for a likely response. Suggested criteria include:
historically accurateincludes documented facts and is plausible for the time
specific detailscontains clear and precise details
portrays historical worldviewshows understanding of the mindset and attitudes during the time period.
Compare letters
Invite students to share their letters with each other. Then share and read aloud the actual response by the Japanese
authorities in Japanese Reply to President Fillmore. Identify the common points and differences between students
letters and the historical response. Help students understand why the Japanese authorities might have responded as
they did.
Extension: Anticipate Commodore Perrys response

Invite students to examine Perrys response to the Japanese reply in Letter and Response of Commodore Perry. Ask
students to speculate on how Commodore Perry might have responded to the student-developed letters.
Assessment:
Exit Slip and Peer review
Level Excellent Proficient Adequate Limited
20 Points 15 points 10 points 5 points
Criteria
Attractiveness & The project has The project has The project has The project has
Organization attractive formatting attractive formatting attractive formatting attractive formatting
and well organized and well organized and well organized and well organized
Content Accuracy The project has all the The project has all the The project has most of The project has little of
required information required information. the required the required
and some additional information. information.
information.
Writing - Mechanics All the writing is done All the writing is done All the writing is done All the writing is done
in complete sentences. in complete sentences. in complete sentences. in complete sentences.
Capitalizations and Capitalizations and Capitalizations and Capitalizations and
punctuation are correct punctuation are correct punctuation are correct punctuation are correct
throughout the project. throughout the project. throughout the project. throughout the project.
Details Details and effective, Details are elaborate Details lack Details are random,
vivid, explicit and/or and appropriate; elaboration or are inappropriate, or barely
pertinent; repetitious; apparent
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: March 15, 16, 20, 21
Lesson: Rapid Adaptation in the Meiji Period Time: 160min (4 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Evaluate the effects of rapid adaptation on Japanese society during the Meiji period
Skill:
Create cause-and-effect diagrams to analyze the foreign influences that made Japan reconsider its policy of
isolation
Key Questions:
Materials:
Chart Paper
Charter Oath Sheets
Colored Markers
PowerPoint Notes
Preparation:
Print out enough copies of Charter Oath sheets
Make sure any YouTube video is ready to play and watchable
Adaptations:
Pair up students to better manage behavior disruptions in class
Lesson Procedure:

PowerPoint notes on Meiji Restoration period (already handed out)
Work on Meiji Worksheet
Activity 2 (55 - 60 min)
A. Write a newspaper article describing the most significant political, social, economic and
cultural changes affecting Japanese society in the Meiji period.
Read Charter of Oath

Present students with a copy of the Charter Oath of 1868 and the following contextual information about this historical
document:
it is one of the first documents written by the new Meiji leaders
it reveals much about the new society they hoped to create
it provided a basis for developing a constitution and laws.
Read the document aloud and discuss unfamiliar vocabulary or concepts; e.g., deliberative assemblies, affairs of state,
discontent.
Identify the most significant change

Ask students to work in pairs or small groups to select the most significant change included in the Charter.
To assist students in making their selection, generate criteria for determining significant change:
greatly impacts well-being of the society
affects many people in society
represents a radical or novel departure from the prevailing mindset.
Identify changes in society

Assign students to teams of eight students. Inform groups that they have been hired as newspaper reporters by a
modern-day Tokyo newspaper. Their first assignment is to work with other team members to investigate the changes
both short-term and long-termin Japanese society as a result of the Meiji restoration. Direct teams to assign a specific
area of change to each pair of students.
Social Changes
Political Changes
education
constitution
the social
new foreign policy hierarchy
militarynew the role of

conscription act women
Economic Changes Aboriginal

peoples
agricultural
Cultural Changes
industry
art
trade
literature
banking
traditional crafts
taxation
language.
Conduct research on assigned topics
Suggest that reporters use the Internet to research the following information on their assigned topic:
What were the changes?
Who was involved in the changes?
When did the changes occur?
Where did the changes occur?
Why did the changes happen?
How did the changes affect people at the time and in the long term?
If necessary, review strategies for Internet searching by choosing a suitable search engine and by using advanced
search skills (use of "and" or "or" between search topics). Encourage students to gather information from multiple
sources and look for diverse viewpoints on their topics; e.g., from the points of view of a courtier, Ainu, merchant, geisha.
Compare styles of newspaper writing

In preparation for their writing assignment, ask students to compare the differences between a news article, editorial and
letter to the editor. Bring in several examples of each style of writing. Ask groups to read through two or three examples
of an assigned style and identify the following features:
purpose
structure or organization
point of view
language; e.g., tone, word choice.
Invite groups to share their findings with the class. Record information about the three formats on a large chart and post
for reference.
Comparing Newspaper Features
News Article Editorial Letter to the Editor
Purpose
Structure/Organization
Point of View
Language
Report on changes
Ask students to work independently as reporters to write an effective newspaper article summarizing the key changes in
their assigned area. Brainstorm the criteria for an effective article using the information on the class chart as reference.
Possible criteria include:
informative
accurate
follows the style of a newspaper article; e.g., inverted pyramid structure, objective reporting of information
meets all print conventions; e.g., standard spelling, correct usage, proper punctuation.
Remind students that responsible and ethical journalists cite their sources of information, whether gathered from
interviews or research. Require students to provide a bibliography for their article.
Share newspaper articles

Arrange for students to exchange their articles with other team members. Alternatively, organize an article walk by
posting all the articles on the classroom wall and providing students with a response page on which they note positive
features of each article.
B. Write an editorial on the desirability of these changes.
Write editorials
Ask each student to prepare an editorial response to changes resulting from rapid adaptation in one of these areas
political, economic, social or cultural.
Generate with the class criteria for an effective editorial:
includes clearly stated opinions
is thought provoking
is influential; e.g., encourages readers to take action
meets all print conventions; e.g., standard spelling, correct usage, proper punctuation.
Extension: Create a newspaper

Organize teams of students to create a newspaper on one of the four areas of changepolitical, economic, social or
cultural. Each newspaper might contain these items:
news articles on the assigned area of change

editorials in response
supporting pictures.
The final product may be electronic or paper. Encourage students to build a consensus around the content when
planning their newspaper. Direct groups to post and share completed newspapers.
Assessment:
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: March 22, 23, 2017
Lesson: Exam Review Jeopardy Time: 80min (2 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Will be able to determine what area he/she is lacking competence in for the final exam
Skill:
Appreciate the benefits of teamwork when reviewing major concepts after competing together for team points.
Key Questions:
Materials:
Jeopardy Website http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?
gamefile=2135538#.WNIYaDsrLIU
PowerPoint Notes
Preparation:
Make sure any Jeopardy Game is ready for playing
Adaptations:
Putting students into groups to better manage behavior disruptions in class
Lesson Procedure:

Jeopardy game where class will be split into 2-3 teams
Each team member will answer independently but points won will be assigned to their team.
Members can collaborate after an incorrect answer is given from another team.
A team can wager any amount points on the final jeopardy question.
Incorrect answer will result in that question's value being subtracted from the team's total.
The team with the most points wins the game.
Assessment:
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: March 24, 27, 2017
Lesson: Exam & Review Time: 80min (2 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Skill:
Key Questions:
Materials:
Chapter 5 Exam
Preparation:
Print off enough Exam booklets
Adaptations:
Having enough space for students to effectively write their exams
Lesson Procedure:

Write Chapter 5 Exam
Once finished the students can make paper cranes or finish other homework
Exit slip question: How do you feel after writing the exam? Is there anything you wanted to know more of?
Review exam as whole class
Assessment:
Summative Exam & Exit Slip
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: March 28, 29, 30 2017
Lesson: Japanese Moderization Time: 80min (2 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Skill:
Key Questions:
Materials:
Our Worldview
PowerPoint Notes
Preparation:
Print off enough PowerPoint Notes
Adaptations:
Visual and Auditory Modalities
Lesson Procedure:

Review Page 192
o Discuss terms that were for homework Industrialized and Democracy
o How do these terms relate to Japanese modernization?
o Why werent they already modern?
o What allows a nation to become modern?
Go over PowerPoint Notes as class and being sure to ask concept questions to gauge student understanding.
Read 193: Fukuzawa Yukichi
o In what ways was Fukuzawa influential?
o What changes did he advocate?
Discuss: In what ways did the Japanese memorialize Fukuzawa?
Review Fukuzawa questions
The Constitution of Japan - 1889
UNLIMITED POWER
Capitalism
What Is a Capitalist Society?
Assessment:
Exit Slip
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: April 3, 4, 2017
Lesson: Japanese Modernization Time: 80min (2 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Skill:
Key Questions:
Materials:
Our Worldview
PowerPoint Notes
Preparation:
Adaptations:
Lesson Procedure:

How Did Japan Change Its Military System to Meet Political Needs?
In Western countries, the military was part of the political and economical systems. Japan too wanted this
because;
They wanted obedient and disciplined soldiers
Japan did not want to be seen as a weak military nation in comparison to Western powers
Wanted to become a colonial power
Wanted to ensure they could meet their military goals
Timeline
1870 Imperial Guard was the first government-run army and the beginning of a national army.
1873 The new army used the French idea of military conscription. All men, regardless of class or origin,
had to serve time in the army for three years, followed by four years of service in the reserves.
1876 Japan used gunboat diplomacy, learned from Commodore Perry, to force Korea to open its ports to
trade. Japan made an unequal treaty with Korea that allowed Japanese citizens in Korea to live outside the
laws of the country.
1882 The army adopted a type of bushido moral code called the Rescript to Soldiers. It stressed complete
loyalty to the emperor. It required loyalty, respect for superiors, valour, faithfulness, righteousness, and
simplicity. Ironically, the new military was using the same principles by which the now-abolished samurai had
once lived.
Japan modeled
the German army and the British Navy
How Did Japans New Worldview Change Its Social System?
No feudal system
Individuals could achieve better status, change occupations, move around the country, and obtain an
education.
The Education system changed
The Worldview of the Japanese changed and the national military broke down the classes and regional differences
Peasants received educational training
Peasants returned home and shared what they had learned with their families and they had developed a sense
of loyalty to the emperor (nationalism)
Before the peasants left
home they were illiterate
when they returned they
could read
Three main goals were achieved by the military.

Changed the influence and power it had with other nations
Helped to keep the nation united
Protected its
independence
How did Japan's Culture Change?

Religion
Oligarchy wanted to make Shinto the national religion.
But the schools were still teaching Confucianism, and the military was still teaching bushido.
Eventually allowed freedom of religion
Attitudes
Pushed for individual success
Civilization and Enlightenment (bunmei kaika)
In the old ways people worked in harmony with each other.
For the sake of the country (kuni no tame)
After failing to renegotiate treaties, writers started pushing the importance of retaining Japanese traditional
values
Citizenship and Participation

Peasants no longer were just exposed to the day to day concerns of life
They started to write letters and form lobby groups to let the government know if they were unhappy
How Did Japans Changes in the Edo period differ from those in the Meiji period?
See chart on page 218 219 of your text book.

Edo/Meiji Brochure Assignment
Conclusion
Meiji Era ended with the death of the emperor in 1912
key advisors committed seppuku when they lost their lord, just as samurai had done for centuries
Assessment:
Exit Slip
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: April 5, 6, 7, 2017
Lesson: Edo to Meiji Brochure assignment Time: 120min (3 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Skill:
Key Questions:
Materials:
Our Worldview
PowerPoint Notes
Preparation:
Adaptations:
Lesson Procedure:

because;
Timeline
once lived.
Japan modeled
No feudal system
education.
could read

Protected its
independence

Religion
Attitudes
values


Conclusion
Assessment:
Exit Slip
Lesson Reflection:
LESSON PLAN
Subject: Social Studies Grade: 8 Date: April 10, 11, 12, 2017
Lesson: Chapter 6 Exam and Review Time: 120min (3 X 40min class)
SLOs:
8.1.4 (C, I, TCC)
Knowledge:
Skill:
Key Questions:
Materials:
Our Worldview
PowerPoint Notes
Preparation:
Adaptations:
Lesson Procedure:

because;
Timeline
once lived.
Japan modeled
No feudal system
education.
could read

Protected its
independence

Religion
Attitudes
values


Conclusion
Assessment:
Exit Slip
Lesson Reflection:

Unit Plan - Grade 8

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Unit Plan - Grade 8

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Japanese Worldviews

Grade 8 Social Studies Unit

1. Unit Overview Critical Inquiry Question

Activity 1 (15 20 min)

The upside of isolated civilizations - Jason Shipinski https://www.youtube.com/watch?v=4rMJshG4Od0 (00:00-

o Pushing indigenous individuals aside for resources, example the Ainu

o Possibly losing control of governing their own lands

Activity 3 (20 25 min)

Review from last activity and any issues with understanding

Activity 4 (30 35 min)

Activity 5 (10 15 min)

Have students complete questions 1, 2, and 3 on page 172 for homework

Activity 6 (35 40 min)

Introduce the historical context

the Emperor controlled foreign trade

only certain ports were allowed to handle specific kinds of products

Explore U.S. foreign relations persuasion strategies

Read President Fillmores letter

political well-beingadequate influence, self-determination, social order

Prepare formal response

historically accurateincludes documented facts and is plausible for the time

specific detailscontains clear and precise details

Extension: Anticipate Commodore Perrys response

Activity 1 (20 25 min)

Activity 2 (55 - 60 min)

Read Charter of Oath

it is one of the first documents written by the new Meiji leaders

it reveals much about the new society they hoped to create

it provided a basis for developing a constitution and laws.

Identify the most significant change

greatly impacts well-being of the society

affects many people in society

represents a radical or novel departure from the prevailing mindset.

Identify changes in society

militarynew the role of

Economic Changes Aboriginal

What were the changes?

Who was involved in the changes?

When did the changes occur?

Where did the changes occur?

Why did the changes happen?

Compare styles of newspaper writing

language; e.g., tone, word choice.

Comparing Newspaper Features

News Article Editorial Letter to the Editor

Share newspaper articles

Activity 2 (55 - 60 min)

B. Write an editorial on the desirability of these changes.

Generate with the class criteria for an effective editorial:

includes clearly stated opinions

is influential; e.g., encourages readers to take action

Extension: Create a newspaper

news articles on the assigned area of change

Activity 1 (75 - 80 min)

Activity 1 (35 - 40 min)

Activity 1 (30 - 35 min)

Activity 1 (30 - 35 min)

Three main goals were achieved by the military.

How did Japan's Culture Change?

Citizenship and Participation

See chart on page 218 219 of your text book.

Activity 1 (30 - 35 min)

Three main goals were achieved by the military.