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Social Studies TRAVEL Learning Tasks

Part 1 Planning the Trip One Lesson (With ELA) Activity 1: Students will each be given a list of cultural norms and actions and will get to decide, in small groups or individually, if they are appropriate or not. The whole class will go through the list and the teacher will give out the correct answers (they will all be acceptable in a culture somewhere) Activity 2: Students, in groups of 1-5, will choose a country and research it then imagine what they would encounter when travelling there. They will have the class period to prepare a poster or mind map of ideas about the region, culture and history of the place they have chosen. Specific Outcomes: - none Dimensions of Thinking: - 8.S.1 critical thinking and creative thinking: o evaluate ideas, information and positions from multiple perspectives o demonstrate the ability to analyze local and current affairs o re-evaluate personal opinions to broaden understanding of a topic or an issue o generate creative ideas and strategies in individual and group activities - 8.S.3 geographic thinking o use thematic maps to describe cultural and political regions - 8.S.7 apply the research process o draw conclusions based upon research and evidence o organize and synthesize researched information o formulate new questions as research progresses o include and organize references as part of research o practise the responsible and ethical use of information and technology Part 2 Geography of Japan One Lesson (With PE, FA, and Math) Activity 1: Give each table group a different thematic map of Japan; population density, land use, topography, terrain, vegetation, precipitation, etc. Have students analyze map and make a copy on a transparency for their group (ensure students label what color each layer is in a legend). Every 10 minutes the groups will switch maps with another group and add that layer to their transparency.

Activity 2: Analyze the significance of the full map with all the layers. Is there any correlation between any of the themes? Is this coincidental or causation? Activity 3: Look at Japan in a global geographic context and discuss the implications this may have had historically on its political decisions regarding international decisions (i.e. Isolation) Specific Outcomes: o 8.1.1 appreciate the roles of time and geographic location in shaping a societys worldview o 8.1.2 appreciate how a societys worldview can foster the choice to remain an isolated society Dimensions of Thinking: o 8.S.3 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 o 8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building consider the needs and perspectives of others demonstrate leadership within groups where appropriate Part 3 Historical Japan in the Edo Period Three Lessons Lesson 1: Field trip to Imaicho Town. Students will travel to the historical town where merchant houses from the Edo period have been preserved. Activity 1: Students will orienteer themselves to several houses and the temple which they will then tour for the purpose of analyzing the importance of the class system. Students will take notes in their journals in order to answer a reflective question; To what extent did the feudal system and the social classes within Japan assist the shogun in maintaining control? (With PE) Lesson 2: Analyze the historical accuracy of the setting of the novel The Master Puppeteer based on knowledge gained in the course and on the primary knowledge gained through tours in Japan. (With ELA at a book club meeting) Lesson 3: KWL Chart to be filled out about the culture and society of Japan. K and W will be filled out prior to travelling. L will be filled in as we travel and upon return. (In conjunction with ELA)

Lesson 4: Questionnaire to be filled out throughout the trip about major events in Japan and how students believe they reflect and impact the worldview and culture of modern day Japan i.e. 1964 and 1998 Olympics, WWII events, nuclear bombing, Fukushima tsunami (2011) and nuclear disaster, Isolation, Adaptation (With FA, and PE) Specific Outcomes: o 8.1.2 appreciate how a societys worldview can foster the choice to remain an isolated society o 8.1.3 appreciate how models of governance and decision making reflect a societys worldview o 8.1.4 appreciate how a societys worldview shapes individual citizenship and identity o 8.1.5 analyze the effects of cultural isolation during the Edo period 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 shogun use the feudal system and the hierarchical social classes to maintain control of Japan? o 8.1.6 What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change? Dimensions of Thinking: o 8.S.1 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 8.S.2 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 8.S.6 develop age-appropriate behaviour for social involvement as responsible citizens Part 4 Japan Debrief Three Lessons

Lesson 1: Journal presentations with PE, Math, FA, and ELA Lesson 2: Students will hold a discussion for the class period about how historical aspects of the Japanese Edo and Meiji Periods are still evident in todays Japan. What other major historical events did we see evidence of while travelling in Japan? Students will use their journals as evidence. Lesson 3: Students will write a 2-4 page paper on: How has Japanese culture and worldview been shaped by their history and physical geography. Use evidence collected on the trip and used in this and other courses (journals) Specific Outcomes: o 8.1.4 appreciate how a societys worldview shapes individual citizenship and identity o 8.1.6 analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji period? What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change? Dimensions of Thinking: o 8.S.1 critical thinking and creative thinking 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 8.S.4 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 use networks to brainstorm, plan and share ideas with group members o 8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building consider the needs and perspectives of others o 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 practise the responsible and ethical use of information and technology include and organize references as part of research

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