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Japan
Grade 9
Social Studies
Beverley Gregory
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AIM: To what extent did the Tokugawa Shogunate influence the Meiji Restoration?
Key Concepts: Culture, Change, Belief System
SS Skills: Getting, Using and Presenting Information; Participating in Interpersonal Group
STANDARDS
Social Studies
SS 2: World History
SS 3: Geography
SS 4: Economics
SS 5: Citizenship, Civics, and Government |
New York City Technology Standards for Students
T3.: understand basic computer operations.
T5.: use essential computer devices.
T6.: behave responsibly when using computers.
T7.: use age appropriate electronic resources.
T9.: use word processing.
T13.: use the Internet.
T15.: understand and practice responsible use of information.
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The Arts
S 1: Creating, Performing, and Participating in the Arts
S 2: Knowing and Using Arts Materials and Resources
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ELA
S 1 Students will read, write, listen, and speak for information and understanding.
S 2 Students will read, write, listen, and speak for literary response and expression.
S 3 Students will read, write, listen, and speak for critical analysis and evaluation.
S 4 Students will read, write, listen, and speak for social interaction. |
Overview
In this unit students are expected to compare and contrast two different periods in Japanese history. The period that saw the Tokugawa Shogunate at the helm of political power, was a period of isolation for the Japanese people. The attitude of the leaders bordered on xenophobia at best. However, during the Meiji Restoration, the Japanese leadership appears to embrace Western culture. Despite this, there is evidence that indicates that the Meiji period was to some extent influenced by the Tokugawa period. The unit consists of six lessons, starting from the period under Tokugawa Shogunate’s rule, to the Meiji Restoration. The first lesson will open with a viewing of Tom Cruise’s hit movie, “The Last Samurai.” The majority of the students are visual learners; hence this film will motivate them and arouse their interest in the period. However, below is one of the earlier lessons, which is based on the Tokugawa Shogunate period.
Motivation
Teacher enquires from the students whether or not they have had special treatment because of who they were. It could possibly be as a result of their year in High School, or it might be because they are an athlete. For the recipient of the special favor, the teacher would seek to find out how they would feel if new rules were to be enforced that would strip away those privileges. To the others she would ask how it feels to be the underdog.
Development
- Teacher will explain that under the Tokugawa Shogunate the Samurai, or warrior class had privileges that the other classes did not enjoy. To help the students to understand the different social classes, teacher will divide the class into small groups; each group will have the task of acting out the role of a member of the social hierarchy found in Japan at that time. For information on each member’s role, the student would click on the following link from their online agenda:
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Japan's Social Hierarchy under Tokugawa Shogunate
Students will use a Dramatic Presentation Rubric to evaluate each group’s performance.
- Teacher will lead students into a virtual tour of Tokugawa’s Japan. Students would have the freedom to explore, and go where they choose on the sight.
Virtual Tour of Edo (ancient name for Tokyo)
- Immediately following the tour, students will engage in a whole-class discussion about life in Tokugawa Japan.
- Teacher will invite students to navigate the site: Explore Japan. While on that site students will research the period immediately after the Tokugawa period, the Meiji Restoration. Each small group will be given the following sub-headings: Economic Development, Education, Social Structure of Society, and Politics. Students will use chart paper to create graphic organizers, in which they compare and contrast Japan’s state with regards to the aforementioned sub-heading, under the Tokugawa Sogunate, and the Meiji reforms.
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- Acting Out: Each group will further use the sub-heading they have to reproduce events in a chosen genre. For example, some may choose to write a song that comments on the political climate at the time, while others may choose to create visual piece. One group must, however, choose to create a play that the teacher will tape for later viewing. Teacher will point out that they will plan their piece on that day, but they will perform the following day.
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Summary
Students will share what they believe to be the main idea of the lesson. Additionally, they will highlight areas of strength in the lesson, and areas that they believe require more work. Teacher will close by explaining what is required for the following day’s homework.
Homework
“Modernization has caused Japan more harm than good.” Write a persuasive essay in which you state to what extent do you agree or disagree with this statement. Use the resources provided under ‘web resources’ for evidence to support your point of view.
Other Materials
Multimedia Projector to show movie clip
Chart Paper
Markers
Rubric
Web Resources
Japan's Social Hierarchy under Tokugawa Shogunate
The Tokugawa Art Museum
Virtual Tour of Edo (ancient name for Tokyo)
The End of the Shogun
Tokugawa Period's Influence on Meiji Restoration
The Meiji Restoration and Modernization
Japan: The Emperor'’s Charter Oath, 1868
World History: Patterns of Interaction. McDougal Littell
Explore Japan
Ease History |
