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? Whats
the difference
between
being lonely
and being
alone?

Outcom
es
8.1.1

(Hook)
How does
geography
shape
worldview? In
Canada?

8.1.1

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

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
-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 commercials
etc.
-Jigsaw groups to research and
write a paragraph comparing
either Resources, Climate,
Topography, Forces of Nature in
Japan and Alberta.
-Partners will research 2
regions, using provided
websites, and predict how the
geography there might affect
their citizens worldview.

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

-Image analysis, practice with

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

-5 question
image analysis
(decipher the
meaning)

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

-Take in findings
and predictions

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

-Social
responsibilities
sheet
-Flipbook on
classes

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

-Take notes on each social class

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

-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

-Threat
prediction sheet

What was
Japans first
contact with
the west like?

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

-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

Test

8.1.1
8.1.2
8.1.5
8.S.2.1
8.S.8.1
8.S.4.4

-Will take entire class time

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

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
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

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
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_question6.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/theupside-of-isolated-civilizations-jason-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/tokugawa-ieyasu

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.japanguide.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://webjapan.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.

Name: ______________
Date: ______________

Edo Period Quiz

There are four sections to this quiz:

Multiple Choice
True/False/Why
Short Answer
Extended Response
Please read each section and question carefully! There are 22 total points possible and the quiz should
take approximately 55 minutes. You Shogun have fun completing it!

Multiple Choice (1 point each)

Circle the best answer for each of the following multiple choice questions.
1.) Which one of the following is NOT one of the laws passed by the Shogun during the Edo period? (1
point)
A.) The Samurai must disband
B.) All foreign objects were forbidden
C.) All missionaries and Christians were forbidden
D.) Japanese who left Japan were forbidden to return
E.) Ships made for long voyages were destroyed and no longer built

2.) Who had the most power during the Edo period? (1point)
A.) The Ronin
B.) The Samurai
C.) The Emperor
D.) The Shogunate

3.) What motivated Shogun Tokugawa to isolate Japan? (1 point)

A.) Protect from foreign disease
B.) Keep Japan tech developments secret
C.) Protect the growing Japanese economy
D.) Fear of outside threats to the government

True False Why?

In this section, each question has 2 parts. First, determine whether the statement is true or false. Next,
explain why it is true or false and supply one piece of evidence to support your answer. 2 points for each
question.

4.) Isolation negatively impacted Japans agriculture.

Why/Why not? (2 Points)

False. During the Edo period there was relatively high degrees of peace and stability, and new practices
of crop rotation both helped Japans agriculture flourish.

5.) In the Edo period, Japanese citizens were able to move freely between classes. T F
Why/Why not? (2 Points)
False. There was a very strict class system during the Edo period in Japan. If you were born into one
class there were very few opportunities to change.

6.) The Shogun feared the power of the Daimyo. T F

Why/Why not? (2 Points)
True. The Shogun forced the Daimyo to move their households every other year In order to keep them
Daimyo in check and from growing too powerful.

7.) In Edo Japan, there was much crime and banditry relative to other countries. T F
(2 points)
Why/Why not?
During the Edo period there were very strict laws that were heavily enforced by the Samurai. There was
very little crime relative to other countries.

Short Answer
8.) List one geographic, political, and social factor that contributed to Japans isolation during the Edo
period. Rank your factors in order of their impact and explain why you ranked them in that order (1
having the most impact, 3 having the least).
(4 points total possible, 1 for each factor, and 1 for your explanation of your ranking)
1. Political- The Shogun feared threats to his power and made laws to combat them such as: banning
foreign objects and language, forbidding Japanese citizens abroad from returning to Japan, banning
religion (after seeing the role of missionaries in colonialism with Spain and other nations), forcing the
Daimyo to move every other year to prevent a build up of power in one place etc.
2. Geographic- Japan was able to exist in isolation because it is an island distant from other countries that
is hard to access. The borders were heavily patrolled as all shipwrecked sailors would be shot
immediately, either by military or citizens who were ordered to. Furthermore, any ships capable of sailing
to or from Japan would have drawn attention as they were illegal to build at the time.
3. Social- The strict class system in Japan prevented citizens from changing class. This forced citizens to
remain where they were socially, but also physically as well, reinforcing the idea of maintaining the status
quo and the worldview that brought them to this point, isolationism.
I selected Political as the most impactful because the laws created a scenario where Japanese citizens
could not have known any other worldview because it was cut off. Geographic factors were second
because the limited transportation technology of the time would have made it very difficult to enter/leave
Japan, though there were still laws created to limit ship building because it was still possible. Social
factors are ranked last because I believe the isolationist worldview of the Japanese citizens is a byproduct of the laws created by the Shogun and is accepted simply because they had to or it was all they
knew.

9.) In your opinion, do you think that the citizens of Japan in the Edo period believed in isolationism?
Write your answer in a short paragraph.(2 points possible)
Yes - It is likely that many of Japans citizens would not have considered or been aware of alternative
worldviews. It is hard to know what is on the other side of the fence when you cant see over the top. If
you are forced to believe something for long enough it is likely that you will actually begin believe it on
your own.
No:
-The strict laws forced them into this worldview and they were unable to express views of adaptation
because of the laws created by the Shogun.
-Traders would have suffered heavy losses after being banned from trading with the outside world.

Extended Response
10.) Pretend you have been elected the supreme overlord of Canada in 2016 (you have no restrictions
on your power as supreme overlord). Would you choose to isolate your country? Defend your
position in a short, 2-3 paragraph essay. Be sure to consider geographic, social, political, and economic
factors. (5 possible points. Consider strength of evidence, clarity, and argument.)
Yes:
-This promotes economic stability as you are no longer relying on factors you cannot control, such as a
trade partners level of production.
-We are only bordered by one nation and should be able to create an agreement with them to prevent
contact (geographical)
-You are less likely to be pulled into a War you are not involved in because of a sense of allegiance to
another country. (political)
-It strengthens our own culture, rather than absorbing aspects of culture from other nations. (social)
-Will accept other arguments so long as they are supported

No:
-Geographically, we would have too much border space to defend, especially with a powerful country
directly adjacent to us.
-Economically, we have so much more to gain by trading with other countries who can produce materials
we need at a lower cost and who are unable to obtain resources we have a surplus of.
-Politically, it may help to have allies if something drastic were to happen like a natural disaster or
invasion.
-Socially, we can make more progress when open to ideas from other countries that may be beneficial.
-Will accept other arguments so long as they are supported

Grading Checklist:
_1 Geographic factor
_1 Economic factor
_1 Social Factor
_1 Political Factor
_The side taken in the argument is clear
(We are not grading spelling, structure, grammar etc. just the students ability to apply factors contributing
to worldview learned in the context of Japan to a new scenario. Examples of some acceptable answers
are above)

Teacher Name

Quiz/Test
Blueprint

Subject

Grade 8 Social Studies:

Worldview

Topic/Focus

Edo Period Japan

Taxonomic Level

Question Types

Type I

Type II

Type III

Remembering,
Understanding

Applying,
Analyzin
g

Evaluatin
g,
Creating

5(2)
6(2)
7(2)

9(3)

8(1)
9(2)

8(3)
10(2)

1 (1)
2 (1)
3 (1)

4(2)

6(9)

4(10)

Mark Alexander

Outcome
s

Multiple
Choice

True/Fals
e

Matchin
g

Short
Answer

Extended
Response

9(5)

8.1.1
Appreciate the
roles of time
and
geographic
location in
shaping a
societys
worldview

5(1)

8(1)

8.1.2
Appreciate
how a
societys
worldview can
foster the
choice to
remain an
isolated
society

4(2)
7(2)

8 (1)

8.1.5 Analyze
the effects of
cultural
isolation
during the edo
period by
exploring and
reflecting
upon the
following
questions and
issues (see
P.O.S for full
SLO)

2(3)

Total

Total

3(7)

4(7)

10(2)

1 (1)
2 (1)
3 (1)

6(2)
5(1)

8(2)

3(3)

4(8)

1(4)

6(8)

1(5)

Rationale
When we started looking at GLO 8.1 we decided that it would be more realistic to limit the scope
and number of SLOs that we were covering and so we chose to only cover the Edo period. This quiz is
not at the end of a unit, it is an interim quiz designed to evaluate learning thus far. Because only one
aspect of the isolationist/adaptationist worldview would have been covered at this point in the unit we
decided to focus a little bit less on the transition into adaptation, and more on the worldview that
predominated the Tokugawa period (isolationism).
We felt that the SLOs we covered were all important to the theme of the grade 8 program of
studies and so we tried to spread the weight of our quiz evenly across all three of them. We likewise
tried to create questions that would hit on higher taxonomic levels and so we have a fairly even spread
between fact recall and synthesis/analysis, with a couple questions reaching up into the
evaluating/creating category. We want students to start thinking about the broader picture of worldview
(beyond a specific country or time) and what factors contribute to its formation and change as that is the
heart of the grade 8 curriculum. By gaining a base of knowledge about the factors that contributed to
Japans isolation, then analyzing the impacts of those factors, we feel that students will be prepared to
begin a deeper analysis of how worldview is affected by intercultural contact and interaction. This sets
them up for the rest of the unit, moving towards adaptation, as well as the Renaissance and
Spanish/Aztecs units.

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Social Studies
8
Edo Japan
30 days

Stage 1 Desired Results

Established Goals:
GLO 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.
How did Japan isolate itself?
Why did Japan choose isolation?
What were some of the effects of this choice, particularly on Japans worldview?

Understandings:
Students will understand that
Worldview has a large affect on a society
and that changes in worldview are going
to result in changes to everyday life.
Governing decisions reflect a societys
worldview.

Essential Questions:
How would isolating ourselves, either personally
or as a community, affect us?
What can we learn from the in-ward looking view
of the Edo period in Japan?
Whats the difference between being lonely and
being alone?

Isolation can be both beneficial and

detrimental.
Students will know

Students will be able to do

8.1.5.1 - Students will know how Japan

isolated itself from the rest of the world.
8.1.5.3 - Students will know how
changes affected Edo Japan economically,
politically and socially
8.1.5.4 - Students will know how physical
geography affected Japans (or anyones)
worldview.
8.1.5.5 - Students will know how the
Shogun used the feudal system and
social classes to maintain his power.
8.1.2 - Appreciate how a society's
worldview can foster the choice to remain
an isolated society
8.1.4 - Appreciate how a society's
worldview shapes individual citizenship

8.S.2.1 - Distinguish cause, effect, sequence and

correlation in historical events, including the long
and
short-term causal relations
8.S.2.3 - Analyze the historical contexts of key
events of a given time period
8.S.4.4 - Participate in and predict outcomes of
problem-solving and decision-making scenarios
8.S.7.2 - Develop a position that is supported by
information gathered through research
8.S.7.3 - Draw conclusions based upon research
and evidence
8.S.8.1 Communicate in a persuasive and
engaging manner through written and oral
reports, taking particular audiences and purposes
into consideration

and identity

8.1.1 - Appreciate the roles of time and

geographic location in shaping a society's
worldview
8.1.3 - Appreciate how models of governance
and decision making reflect a society's worldview

8.1.5.1 - Students
will know how Japan
isolated itself from
the rest of the world.

8.1.5.5 - Students
will know how the
Shogun used the
feudal system and
social classes to
maintain his power.
8.S.2.1 - Distinguish
cause, effect,
sequence and
correlation in
historical events,
including the long
and short-term
causal relations

20
%

8.1.5.3 - Students
will know how
changes affected Edo
Japan economically,
politically and socially
8.1.5.4 - Students
will know how
physical geography
affected Japans
worldview.

20
%

30
%

10
%

10
%

rubricGroup Survey w/

DiscussionsObservations/

Video Quiz
F

contact)Diary entry (First

SEE-I

(Region andResearch

(Team game)Refection

w/ checklist rubricCulminating Letter

Weighting

Test

Peer Evaluation

Type
(Formative/
Summative)

fip bookSocial Hierarchy

Title

comparison, imageFill-in Charts X3

analysis, Shogun
(Geog.

Lear
ning
Outc
ome
s

Exit Slip(s)

Assessments

8.S.2.3 - Analyze the

historical contexts of
key events of a given
time period

8.S.4.4 - Participate
in and predict
outcomes of problemsolving and decisionmaking scenarios

8.S.7.2 - Develop a
position that is
supported by
information gathered
through research

8.S.7.3 - Draw
conclusions based
upon research and
evidence

8.S.8.1
Communicate in a
persuasive and
engaging manner
through written and
oral reports, taking
particular audiences
and purposes into
consideration
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

Assessment Tool Overview

Assessm
ent Tool
Title

Outcom
es

Brief Description

Exit Slip

8.S.7.3

At the end of certain classes, exit slips will be

FO
R

AS

OF

filled out by each student, summarizing what

they had learned that class. It will generally be
used to get a better gauge of individual
understanding when submitted work or the
days activity was done in a group (regional
research and conclusions based on worldview
survey).

Fill-in
Charts X3
(Geog.
compariso
n, image
analysis,
Shogun
solutions,
threat
predictions
, The
island)

8.1.5.1
8.1.5.3
8.1.5.5
8.S.4.4
8.1.2
8.1.3

Social
Hierarchy
fip book

8.1.5.5
8.S.2.3
8.1.2

Use: Information gathered will be added to a

personal evaluation profile and will be a good
indicator of the direction of the entire class and
whether I need to spend more time on the
concept.
Many activities require a place to write findings
and make conclusions based on these findings.
A unique worksheet for each activity will help
students gain knowledge like geographical
comparisons between Alberta and Japan and
what actions the Shogun took. They will also use
these worksheets to better learn how to predict
outcomes and understand cause and effect
relationships.

Use: Taking in the students work will help me

understand whether my lessons are hitting the
outcomes I want them to. If most are getting it, I
will know who to have 1 on 1 conversations with
to better help understanding of certain
knowledge and skills.
Students will create a book with one section
dedicated to each class in Japans social
hierarchy. I will be looking for the roles,
responsibilities and values of each class in a
brief summary of who the Japanese were under
the feudal system. A formative social
responsibility chart will precede the book itself.
Use: This assignment will be graded with a
checklist rubric looking for clear and accurate
portrayals of society along with depth and
detail. Not only is it summative, but students
will use this book as a reference to better
understand each sector of Japanese societys
motives to better their ability to think
historically. These concepts are formative as
they will also show up on the unit test.

Students will be creating surveys in groups to

explore worldview further, investigating how our
geographic location will contribute to a
conformity of worldview amongst a group of
people. Before submitting the survey, groups
will examine each others surveys looking at the
rubric and a provided checklist.
Peer
Evaluation

8.1.1
8.1.2

8.1.1
8.1.2
8.1.5
8.S.2.1
8.S.8.1
8.S.4.4
Test

Research
(Region
and
geography
compariso
n)

Use: The peer evaluation process will help

students critique each others work, and then in
turn, be better able to see where revisions can
be made in their own work. This will help with
the survey, but more importantly, it will help
them in the future with examining goals and
revising work to meet those goals, thus
assessing their own learning (AS).
Students will take a test on just the first half of
the Japan unit, focusing on the Edo period and
isolation only. There are selected response and
constructed response questions on this 50
minute test.

Use: Summative assessment hitting on many of

the SLOs and various levels of Blooms
taxonomy. The test will only carry a 20%
weighting as I dont want to put too much
weight on a timed, high anxiety situation where
students must prove their knowledge.
Students will engage in the research process as
they lay the foundation for the rest of the unit
and learn about the setting of the unit (Japans
geography). They will draw conclusions and
comparisons from the research gathered in both
partners, and separately.
8.1.5.4
8.1.1

Use: The resulting written work will be used to

address whether they can find information more
than if the information is correct. This is
evaluation AS learning because students are
learning how to research which will contribute to
their knowledge and skills in the future. The
comparison between Alberta and Japan will help
students better grasp the effect of geography
on worldview, which is instrumental to the rest
of the unit.

SEE-I

Video Quiz

Culminatin
g Letter w/
checklist
rubric

Refectio
n
(Team
game)

8.1.1
8.1.2
8.1.3

8.1.5.1
8.1.5.4
8.1.1
8.1.2

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

The SEE-I will be given on the first class for the

concept of worldview. This will be a preassessment activity where students will try their
best to define, elaborate and exemplify
worldview without doing research on the topic
to show me where they stand on the main
concept of the year.
Use: This assessment will determine whether I
dedicate more time to creating an
understanding of worldview. It is also
assessment AS learning because a SEE-I is a
great learning strategy for note-taking and
summarization that students can use to better
grasp a concept.
Will be used on the first day as a quick, informal
quiz with the class after viewing the
introductory video. Will be done as a class on
the Smart Board or with quiz taking software.
Use: This is just to supplement the point made
in the ted talk video and show the students how
Japan fits in to the over arching course theme of
worldview.
The culminating task of the unit is a letter to the
Shogun evaluating his leadership thus far from
the perspective of a particular class of citizen as
well as Japan as a whole. The Shogun cause and
effect chart was a formative piece building to
this task, as was the social hierarchy flipbook,
which will help with whichever perspective they
write from.
Use: This is the biggest assessment piece of the
unit (30%) and will be graded with a checklist
rubric seeking accuracy, continuity, insight and
skills in research, and supporting an argument
orally or in writing.
Students will look back at the game we played
and write about their experience and relate it to
the benefits and drawbacks of isolation.
Use: Students will better understand a concept
by having to explain an experience, rather than
just experience it. Reflection helps with learning
and making connections that may have not
been initially made (AS). I will also collect the
reflection to see if students are meeting the
outcome 8.1.2, making a note in their personal

learning profile.
Students will finish the first half of the Japan unit
by acting as if they are the first outsiders to
arrive in Japan (Portuguese traders). They will
write about this mysterious land and people,
highlighting their beliefs and values (worldview).
Diary entry
(First
contact)

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

Observatio
ns/
Discussion
s

8.1.5.4
8.1.1
8.1.2

Group
Survey w/
rubric

8.1.1
8.1.3

Use: This summative task will be graded with a

rubric and is worth 10% of the students mark in
the unit. It is also formative as it will be a way to
ensure students have an understanding of the
way things were in the Edo period before
moving on to the next unit, which is how things
changed in the Meiji period. Should they need a
little more review of the unit, it will have to
happen before moving on.
Class discussions will often take place in brief
stints about a certain concept or topic,
particularly towards the beginning of the unit
with worldview and the effect geography has on
it.
Use: The questions being asked will determine
whether the class may need more time on a
topic or concept and if a particular student is
asking questions that others already
understand, I may have to speak to that student
1 on 1.
This summative piece is an activity where
students create surveys in groups and ask those
around them various questions about their
worldview and collect the data.
Use: Student surveys will be graded with a
rubric and are worth 10% of the unit mark. I will
be looking for depth, insight, clear connection
between research and their conclusion. There is
a peer review aspect to this assignment as
stated earlier. Students will be able to see that
conformity contributes to worldview while also
gaining an understanding of the worldview of
their hometown.