Unit Plan

Japan: Worldview in Isolation

Mark Alexander

Unit Defense

This unit fits in to the entire course by examining worldview and

how isolation, and later adaptation, can shape worldview-using Japan
as a case study. Japan is unique because it differed so much from the
European worldview and avoided the conflict with another view that
the Spanish and Aztecs experienced. In this unit, students will go
beyond developing historical knowledge and use the content to help
them examine their own Worldview, how it might exist if we shun
outside ideas and how it might change as we connect with the rest of
the world. It is assumed that students have an understanding of the
concept of worldview and some of the components that contribute to
it, such as geography, values, beliefs etc. If they do not, it is important
to lay the foundation of the unit with many different activities that aim
to develop worldview as a concept for the students. How much this
occurs will depend on a pre-assessment done with the class and see
what they know based on what they have done thus far in the class.
The culminating activity will allow students to express
themselves orally, visually or in writing by supporting an opinion with
evidence and critique decision-making while also suggesting their own
solutions to problems through in-depth historical thinking exercise
where they write a letter to the Shogun from the perspective of a
citizen. The differentiation is key to offer students, though they must
not lose the main objectives of the task, which is to collect information,

draw a conclusion and adequately support it. This project and the
activities leading up to it will help place the students in a historical
context while drawing connections to similar conditions in the present
day.
By examining worldview, we are exploring something that gives
us all meaning and lends itself to our identity collectively as well as
individually. The survey task is especially fascinating here because
students will be able to get a glimpse in to the worldview of the
community, and in turn themselves, as they explore beliefs and values
of those around them. This could be a formative experience for some
as they piece together part of their identity.
As per suggestions made to me, I will be focusing more on
isolation than adaptation based on the time frame of 6 instructional
weeks, though I will not rule out reaching adaptation either. The bulk of
my unit plan is focused on the Edo period and isolation for this reason.
There is a clear tie between the traditionalism and the reverence for
nature found in Shintoism and the cultural identity of first nations in
Canada. Unfortunately, there is also a clear connection between the
way some indigenous were outcast in Japan and the reserves in
Canada. We will talk about the Ainu in Japan when we examine the
social hierarchy and relate it back to our own home, like we do with
much of the content in the unit. I should caution that despite our
frequent comparisons, I dont want our western worldview to take over

our perspective and immediately dismiss ideas we may see as odd.

Isolationism can have positives like innovation and negatives like
xenophobia. We must not stack Japan against Canada with the intent
on grading it based on how much it has thats similar to something we
perceive as the best. Instead we must inquire with an objective
approach, understanding the reason for beliefs and values that may
not coincide with our own.
I know very little about the context of the school, other than it is
in a very small community where everyone seems to know everyone
and there is little diversity. There is also the chance that your parent
may be your teacher. Knowing this, I will have to pay attention to the
sorts of questions students put on their survey assignment as well as
stressing the anonymity of the responses, considering many may know
the person surveyed and may not want to share information or views
they hold in a class of peers. Also because of the size of the school, the
class is a 7/8 split and so the grade 7s will have not completed the
grade 7 curriculum; that will come next year for them. They may be
missing knowledge that the grade 8s possess because the grade 8s
took the courses in the intended order of the curriculum.
This unit is large and will demand a lot from the students. Some
of the summative tasks are grouped close together in the schedule and
I may have to adjust that depending on the motivation of the class.
From what I gathered at orientation, they are a hard-working class, but

I must be in constant communication with my TA in order to determine

if I am pushing too much, or not challenging them enough. Im sure I
will be able to pick up on this myself as well, but why not use the
expert in the room who has seen these kids all year and even taught
most of them in past years as well.

Unit Planning Organizer

Subject__Social Studies______________________Grade________8_________
Unit/Topic____Edo Japan and Isolation________________________________
Unit Duration_____6 weeks_______________________________________
1. Unit Overview Critical Inquiry Question
Was Japans choice to isolate itself approved by the citizens?
2. General Learning Outcomes for Unit
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 society's isolation
or adaptation.
3. Key Concept(s) for Unit
Worldview
Isolation
4. Culminating Task Description
Write a letter to the Shogun evaluating his rule and suggest changes, if
any, you would make as a citizen in Japan. If you are satisfied, let him
know what he has done well. Im sure it will go over well.
-Students will research and write from the perspective of a particular

social class, displaying their knowledge of what actions the Shogun has
taken to Isolate Japan.
-Students will then show they know the results connected to his
decisions and evaluate the merit of the Shoguns rule based on this
research.
-They will then either suggest a change or state what is working and
should remain the same.
-Research must be shown with letter
5. Specific Learning Outcomes for Unit (Displayed in
culminating task)

Knowledge:

8.1.5 - analyze the effects of cultural isolation during the Edo period by
exploring and reflecting upon the following questions and issues:

In what ways did Japan isolate itself from the rest of the world?

How did the changes resulting from isolation affect Japan economically,
politically and socially during the Edo period?

How did the physical geography of Japan affect its worldview?

How did the shogun use the feudal system and the hierarchical social classes
to maintain control of Japan?

Attitude:

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 societys worldview

Skill:
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

analyze the historical contexts of key events of a given time period

8.S.4 - demonstrate skills of decision making and problem solving:

participate in and predict outcomes of problem-solving and decision-making

scenarios

8.S.7 - apply the research process:

develop a position that is supported by information gathered through

research

draw conclusions based upon research and evidence

organize and synthesize researched information

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 considerations

Lesson Sequence
Question
Who are these
kids? Why
would a
country
choose
Isolation?
(Hook)

Outcom
es
8.1.1

Procedure

Evaluation

Do a personality test to get a

feel for student interests in pop
culture and other parts of the
world. Intro to isolation:
http://ed.ted.com/lessons/theupside-of-isolated-civilizationsjasonshipinski/review_open#question
-7
-Discuss culminating task

Learner profile
-Whats the
difference
between being
lonely and
being alone?
-video quiz as
group

How does
geography
shape
worldview? In
Canada?

8.1.1

-Look at the two maps, one

ancient, one modern. Discuss
what each tells us. Write down 5
geographic things you think
defines Canadas worldview.
Show pictures of flag, We The
North, provincial tourism
commercials etc.
-Jigsaw groups to research and
write a paragraph comparing
either Resources, Climate,
Topography, Forces of Nature in
Japan and Alberta.
-Scaffold with chart first.
-Partners will research 2
regions, using provided
websites, and predict how the
geography there might affect
their citizens worldview.

-Preassessment
Worldview with
SEE-I.
-Discussion and
observation

What defines
Japans
geography?

8.1.5
8.1.1

What are the

regions of
Japan and
what might
their
Worldview
look like
based on their
geography?
Who was the
Shogun? What
was his role in
Japan?

8.1.1
8.1.5

8.1.5

-Image analysis, practice with

https://geoguessr.com/. Then
analyze the image of Shogun
Tokugawa Ieayasu.

-5 question
image analysis
(decipher the
meaning)

How did the

Shogun affect
Japan?

8.1.3
8.1.5

-Read the textbook and fill out

chart

-Problems and
Solution chart
of Shoguns
rule.

What were the

social
responsibilitie
s in Edo
Japan?

8.1.2

-Take notes on each social class

and fill out chart of
responsibilities.
-Class discussion on how the
social class system might
contribute to isolation
-design a simulation of some
sort
-introduce assignment and give
time to work on it (multiple
classes)

-Social
responsibilities
sheet
-Flipbook on
classes

-Research
Paragraph

-Take in findings
and predictions

How does
living in a
group benefit
the individual?

8.1.4
8.1.2

In what ways
do people
sharing a
Worldview
conform?

8.1.1
8.1.2

-Set up survey assignment

-Wide game? Team building
exercise to show benefits and
drawbacks of collectivism vs.
individualism.
-Work on creating a survey to do
to your classmates, family,
friends etc. in groups
-Do example question and plot
data with the class.

-Reflection on
activity (exit
slip)
-Observation of
survey
-Peer
evaluation,
have groups
look at each
others surveys
- Guided
reading sheet
-Discussion

To what extent 8.1.2

is fear of the
outside a bad
thing?

-Read the Island and fill out

guided reading sheet.

Culminating
task

-Introduce and give time to work Letter from

-See culminating task
perspective of
citizen to
Shogun

How could
contact with
others change
our
worldview?

8.1.5
8.1.1
8.1.2
8.1.3
8.S.2
8.S.4
8.S.7
8.S.8
8.1.2
8.1.5
8.S.4.4

What was
Japans first
contact with
the west like?

8.S.2.3
8.S.7.3
8.S.8.1
8.1.1

Test

8.1.1
8.1.2
8.1.5
8.S.2.1
8.S.8.1

-View a clip from The Village or

the Truman show
-Discuss examples of changed
worldview
-Predict how Western culture
could threaten the Shoguns
rule in Japan
-Discuss something you did for
the first time, or somewhere
you went for the first time and
how it felt different.
-Write a letter from the
perspective of the first traders
-Will take entire class time

-Threat
prediction sheet

Write a diary
entry or letter
home from the
perspective of
the first to
arrive in Japan.
Examine beliefs
and values.
Evaluate with
checklist rubric
created

8.S.4.4

Hey Shogun!

You will be writing a letter to the Shogun, evaluating his isolationist

rule thus far.
You will select which hierarchical class you will impersonate as you
write to the Shogun: Samurai, Daimyo, Peasant, Artisan or Merchant.

1.) First, introduce yourself to the Shogun explaining who you are and
what your role is in Japanese society (class).
2.) Taking on the perspective of your chosen social class, you will
critique the decisions (laws) the Shogun has made to isolate Japan,
what specifically has resulted from these decisions and whether or not
it has been beneficial to you and Japan as a whole. (Think social,
political and economic effects resulting from laws made by the Shogun)
3.) If you oppose the Shoguns decisions, finish by suggesting a
change to the laws and how it might benefit yourself and Japan. If you
support the Shoguns decisions, suggest why they have been perfectly
suited for Japan.
4.) Provide a list of all resources (book title, URL) you used to write
your letter with a brief sentence describing what you took from it.
(Minimum 3)

You may present your work to the Shogun in either a written letter, a
speech (filmed), or a video essay (visuals with narration). I hope your
head is still on top of your shoulders at he end.

Checklist Evaluation for Hey Shogun

1.) Social Class Perspective
Accurately describes the social
role of the chosen class with
detail and accuracy
(8.1.5.5/8.S.2.3)
The role chosen is consistent
with the side taken based on
the evidence used to support
your argument
(8.1.5.5/8.S.2.3)
2.) Critique or Support of the Shogun
(x2)
Draw conclusions based on
research and use evidence to
support your conclusion
(8.S.7.2/8.S.7.3/8.S.8)
Students identify 3 things the
Shogun did to move towards
isolation and the correct
resulting effect from each
action.
(8.1.5.1/8.S.2.1/8.1.3)
Students show the importance
of the effects of decisions
relating to social, political and
economic life in Japan
(8.1.5.3/8.S.2.3)
3.) Suggestion for the Shogun
Suggests an insightful change
or aspect to be maintained and
a predicted outcome that is
reasonable (8.1.5.4/8.S.4.4)
Provide support for why this
result will occur and why it will

Poor Satisfactory Proficient

Excellent
1
2
3
4
Poor Satisfactory Proficient
Excellent
1
2
3
4

Poor Satisfactory Proficient

Excellent
1
2
3
4
Poor Satisfactory Proficient
Excellent
1
2
3
4
Poor Satisfactory Proficient
Excellent
1
2
3
4

Poor Satisfactory Proficient

Excellent
1
2
3
4

be beneficial using similar

examples (8.1.1/8.1.2/8.1.3)
4.) Research
Lists resources neatly and
clearly shows what information
was taken from each (8.S.7)

Poor Satisfactory Proficient

Excellent
1
2
3
4

Poor Satisfactory Proficient

Excellent
1
2
3
4

Comments:

Annotated Resources:

Goldfarb, L, & DeSnoo D. (2009, September 15). Japan Memoirs of a

Secret Empire. Retrieved from https://www.youtube.com/watch?
v=czcfgeOQNmY
This video is very comprehensive and lengthy, though it provides a
great historical overview of Japan and could be mined for short clips or
provided to students seeking more information.
Greder, A. (2007). The island. Retrieved March 1, 2016, from
http://misslosurdoyr11.wikispaces.com/file/view/Picture+Book+'
The+Island'.pdf
The island is a fictional picture book that provides a great social
commentary on xenophobia. It depicts a man who has ship wrecked on
an island and will not be welcomed by its inhabitants. This is a very
similar story to when civilians were told to shoot and shipwrecked
sailors who had landed on Japans coast. Students can see potentially
the downside, or motives of Japans actions through the similarities
with this story.
Lougheed, P. (Intervieweee). (2005). Peter Lougheed: Individual and
Collective Identity. Retrieved from Learn Alberta web site:
http://www.learnalberta.ca/content/sspl/html/peter_lougheed_qu
estion6.html
The interview with Peter Lougheed shows that through his experience,
he realized uniformity in worldview amongst many Albertans from
many different parts of the province. This video will act as a lead in to
the survey project when students will ask people in their community
various questions to try and discover if there is a uniform worldview
there.
Shipinski, J. (Writer, Narrator). (2013, March 28). The upside of isolated
civilizations. TedEd Lessons Worth Sharing. Retrieved from
http://ed.ted.com/lessons/the-upside-of-isolated-civilizationsjason-shipinski/review_open#question-7
This video is simply introductory. It is to get students thinking about
why a country would choose isolation and how being alone may not be
a negative thing like we envision it to be.

Tummino, A. (February 16, 2016) Cubas internet isolation beginning to

lift. CNN. Retrieved from:
http://www.cnn.com/2016/02/10/opinions/cuba-internetisolation-tummino/
This news article will show a present day situation where a country is
trying to isolate its citizens. Students will make parallels to Edo Japan
through this story as there is more than just physical isolation in this
instance, the government is trying to shape a uniform worldview by
isolating the public from information as well.
Famous Japanese. Retrieved February 26, 2016 from Japan Visitor:
http://www.japanvisitor.com/famous-japanese-people/tokugawaieyasu
This website provides a lot of background information on how the first
Shogun rose to power in Japan. It also is the source of the picture of
Tokugawa Ieyasu that students will examine and try to decipher an
underlying message from.
Japan Geography. Retrieved February 26, 2016 from Japan Guide:
http://www.japan-guide.com/list/e1000.html
This website is one of many that students will be given to search
through when completing their geography research. It has a general
overview of Japans climate, topography, resources and forces of
nature, which they will then compare to Alberta.
Regions and Cities. Retrieved February 26, 2016 from Web-Japan:
http://web-japan.org/region/
This website is again one of many that students will be provided as
they research different regions of Japan and try to predict how the
geography of these regions will affect the worldview of the citizens and
how they may differ from other parts of Japan.

LESSON PLAN 1
Subject: Social Studies
Grade: 8
Date: March 7,
2016
Critical Inquiry Question: Was Japans choice to isolate itself
approved by the citizens?
Lesson:
Why would a country choose isolation?
Time: 44
mins
SLOs:
8.1.1- Appreciate the roles of time and geographic location in shaping
a society's worldview

Instructional Objectives:
Knowledge:
Students will know that a country might choose isolation willingly
hoping it will be beneficial for various reasons.
Skill:
Students will be able to view the video clip and comprehend the
information provided and respond to the related questions.

Key Questions:
Why would a country choose isolation?
What enabled Japan to choose isolation?
Also
Who are these kids and who is this new teacher?
Materials:
Nametags made from cut file folders.
Markers for name tags.
TedEd video ready to go with quiz.
Exit slips
Personality test
Preparation:
Have personality test and survey printed out (30)
Cut file folders in to name tags for each student
Have TedEd video ready

A stack of exit slips

Adaptations:
Have exit slip done online?

Lesson Procedure:
1.) Introduce self and hand out supplies for making nametags
2.) Hand out the personality test and give class time to fill it out
3.) Once filled out, have students move to a certain side of the room
based on how they answered each question (eg. Cats vs. Dogs).
Ask a couple students why they are on that side of the classroom
before moving on to the next one.
4.) Host a brief AMA (Ask me Anything) where students will get
comfortable coming to you to ask questions and I can introduce
myself further.
5.) Collect personality tests
6.) Watch TedEd video and complete quiz as a class.
7.) Give time to fill out exit slip
8.) Collect exit slip, supplies and nametags
Assessment:
I will collect the personality tests to help differentiate in the future,
using topics of interest for content and music preference for motivation
in phys. Ed.
Exit slips will be used to look at the level of detail and insight being
given to an open response. This is just another way to get to know the
students.
The quiz after the video is a way to reinforce learning and also gauge
the class as a whole in their ability to comprehend oral and visual
instruction.
All methods of assessment are formative and will be used more so by
me to understand the class as both people and learners.
Lesson Reflection:

LESSON PLAN 2
Subject: Social Studies
Grade: 8
Date: March 8th,
2016
Critical Inquiry Question: Was Japans choice to isolate itself
approved by the citizens?
Lesson:
How does geography shape worldview?
Time:
44mins x2
SLOs:

8.1.5.4 - Students will know how physical geography affected Japans

worldview.
8.1.1 - Appreciate the roles of time and geographic location in shaping a
society's worldview

Instructional Objectives:
Knowledge:
What is worldview?
Students will be able to see connections between geography of a place
and the worldview of its citizens.
Students will know that Japans geography (island) affected how it saw
itself and the rest of the world.
Skill:
Students will be able to view the map of Japan and using observations
and deductions, determine a little bit about Japans worldview.
Key Questions:
How does the geography of a country shape its worldview?
What geographical features influence Canadas worldview? Canadas
identity?
Looking at the 2 maps of Japan, what can we tell about their worldview
based on our observations and deductions?

Materials:
Australian world map
Japanese and Mercator map
Sherlock Holmes clip
Pictures of Canadian geography, the flag,. Provincial tourism
commercials.
Students must have writing utensil and paper
Preparation:
All images and videos must be collected on laptop beforehand.
Have name tags out for students before they arrive.
Adaptations:

Lesson Procedure:
Intro:
1.) Ask a couple questions about the previous lesson. (Is isolation a
bad thing? Did Japan choose isolation? Have you thought more
about the difference between being lonely and being alone?)
2.) Take time to fill out a SEE-I on worldview. No research will be put
into this pre-assessment.
Lesson:
3.) Have students quickly try and trace a map of the world on their
paper.
4.) Show a clip from Sherlock Holmes about making observations of
small details and trying to draw a conclusion from them. Get
them in the detective mindset.
5.) Show the picture of a map in Australia. Ask if this map is correct.
Ask what this map tells us about Australia.
6.) Pull up picture of Japanese map (1850) and have students take a
moment to observe it closely, even standing up around the
screen. Ask what this map tells us about the people who drew it.
7.) Show a Mercator map and compare with Japans map created in
the same time period. Have students discuss why perhaps they
look so different from each other.
8.) Collect SEE-Is
2nd Class:

9.) Recap what we talked about last class and what we gathered
from the maps. This time, shift the focus to geographic features
and how they might shape worldview.
10.)
Have students write down 5 geographic features that
shape Canadas worldview and share them with a partner.
Explore some of the examples given, always asking why. Have
student make the connection.
11.) Go through the examples I have created with resources,
topography, forces of nature and climate in Canada
(commercials, pictures etc.). Also talk about difference within
Canada and turn the focus to Alberta.
12.) Set up the next class by discussing how the geographical
features of Japan might shape worldview and that they will be
researching it themselves next class.

Assessment:
Collect the SEE-Is to see what the students conceptual understanding
of Worldview is.
Observe discussion with the class and look for what connections
students are making. I will make anecdotal notes about students, both
positive and noting areas needing work. These will be added to learner
profiles.
Lesson Reflection: