Social studies unit plan by Heather Lightbown

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program Part 1 - Logistics Unit Title: Isolation in Japan Subject Area: Social Studies Curriculum Strand(s): Power, Authority & Decision Making (PADM) The Land: Places and People (LPP) Culture and Community (CC) Economics and Resources (ER) Time Continuity & Change (TCC)

Instructional Designers: Heather Lightbown and Carla Graham Grade: 8 Duration: (days, class periods or weeks) Approx 8 weeks

Identity (I) Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why? Clearly explains purpose and value of the unit. All areas of rationale (as identified in the assignment description) are included. Appropriate provincial learning objectives are identified. Unit plan reflects and is consistent with rationale.

Previous Unit Plan Rationale and Concept Map

We chose to group outcomes relating to isolation together to form a cohesive unit plan for grade eights. Isolation in Japan is the focus of the outcomes and through our unit plan we chose to compare Japan to Canada to make it more relevant for the students. This unit will broaden the students minds and encourage them to develop a broader worldview, where they Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program

will understand more about the world around them. This focus, in the grade eight social outcomes is important to our unit, and through our activities and GRASPS task we encourage the students to think more broadly about the topics. Worldview is the main concept that is taught in grade eight social studies. Through our unit we want the students to understand what the concept of isolation is and how this affected Japan throughout the Edo period. Our unit on Japan is consistent with the principles and goals of the social studies curriculum because it will help the students to become more informed and responsible citizens. This unit will enable the students to develop a greater understanding and acknowledgement of their society in comparison to other societies around the world. It will emphasize the need for social cohesion and the effective functioning of a society. Building upon the student's understanding and acceptance of multiculturalism in Canada is achieved through this unit of study. The individual outcomes that we chose to include in this unit plan, help to build the foundation for the students as they grow into responsible citizens. The six strands of social studies will be woven throughout the unit. Time, continuity and change will be addressed as the students study the different perspectives and viewpoints surrounding the ideas of adaptation and isolation in regards to Japan. Through discussing the physical geography of Japan we will discuss The land: places and people. Power, authority and decision making is discussed through how decisions were made, and who made those decisions. They will examine the economics and resources in Japan as they learn about the changes resulting from the isolation. Culture and Community will be seen all throughout the unit as the students will be learning Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

about Japan's culture in many different ways. There is a strong focus on historical and geographic thinking throughout this unit. Prior knowledge: What prior knowledge and skills do students need to know in order to be successful in this unit? (ie – What have they learned in previous years?) Where are they headed? (ie – What does next year’s curriculum say?) What experiences do the students bring to the unit? How will you involve the students in the pre-planning of the unit and determine what they already know?

The entirety of the grade eight social studies program of studies, has a focus on worldviews. Depending when this unit is taught within the other two units, the students should have some previous experiences with worldview and the ideas that surround that. In grade seven, students begin talking about historical thinking through the lens of Canadian history. They examine the concept of intercultural contact through migration and immigration and begin speaking about citizenship and identify in Canada. The students learn about Canada preconfederation as well as post-confederation, and the changes that incurred. In grade eight they continue to develop historical thinking put broaden the scope into other parts of the world and past societies. They expand their knowledge and understanding surrounding the concept of intercultural contact. In grade nine these students will move on to learning more about citizenship, bringing in concepts about identity and quality of life and how these are impacted by political and legislative processes. In order to get a good grasp of where students sit in relation to previous information pertaining to the Japan unit, we will use questioning techniques and discussions to find out where their Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

knowledge lies. In addition one of our first lessons has the students create a large classroom map, where students will put the locations that they have travelled (internationally), and therefore we can learn a bit more about if anyone has been there or if some students may have a greater understanding of worldviews than others.

Part 2 – Desired Results Learning Outcomes: (State the specific learner outcomes from the curriculum document)

8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society (C, I, TCC) 8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues: (a) In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC), (b) How did isolation during the Edo period lead to changes in Japan? (CC, PADM), (c) How did the changes resulting from isolation affect Japan economically, politically and socially during the Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

Edo period? (ER, PADM, CC, I), and (d) How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC). 8.S.2 develop skills of historical thinking: ● create a simulation or a model by using technology that permits the making of inferences

8.S.3 develop skills of geographic thinking: ● use thematic maps to describe cultural and political regions ● access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS RESEARCH FOR DELIBERATIVE INQUIRY 8.S.7 apply the research process: ● make connections among related, organized data, and

assemble various pieces into a unified message ● access and retrieve information through the electronic network *Through our unit we would address some language arts connections especially in our final project. Depending on the nature of how that project is completed we would be covering Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

a few language arts outcomes. Enduring Understandings: What are the big ideas that you want students to understand and be able to use several years from now? Clearly stated, comprehensive (do they provide adequate direction for the unit?) and worthwhile. Refer to what students will learn rather than what they will do. Related to prescribed learning outcomes identified in rationale.

Essential Questions: Unit Plan Topic In what ways might a country’s choice to remain isolated reflect its worldview and result from its worldview?

Students will understand… 1. How isolation affects a society; economically, politically and socially. 2. If it is possible for Canada to be an isolated society, and what the implications would be? 3. The effects of isolating a country from the rest of the world. 4. The worldviews of other nations, broadening their understanding of other cultures. 5. Differences between different countries, cultures, or society's.

Knowledge:

Skills:

What knowledge will students acquire as a result of this unit? Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, important events or people, sequence and timelines, etc.

What should students be able to do? What behaviors will they exhibit? Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret), communication skills (listening, speaking, writing), study skills (note taking), interpersonal, group skills, research, inquiry, investigation skills, etc.

Students will know… ● how the geography of Japan helped them defend

Students will be able to… ● compare Japan and Canada ● decide if Canada could be an isolated country, how? ● work collaboratively with classmates

themselves against their enemies. ● where Japan is located

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

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Unit Plan Template –4th year Courses U of A/RDC Middle Years Program differences/Similarities ● listen to others opinions and knowledge (museums visits,

between Japan and Canada comparisons between Alberta’s size and Japan’s size why and how did Japan isolate itself from the rest of the world when the Edo period happened in comparison to the Meiji period that the Edo period was a time of isolation how Japan isolated itself from the rest of the world how isolation during the Edo period, lead to changes in Japan how the changes resulting from isolation affected Japan economically, politically and socially during the Edo period how the physical geography of Japan affected its worldview

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guest speakers, other classmates etc.) analyze maps of japan, and create one as a class write definitions for vocabulary words research aspects of both Canada and Japan ask questions relating to their studies

Vocabulary isolation, geography, worldview, Edo Era, Asia, Hokkaido, Honshu, Shikoku, Kyushu, coastline, Pacific Ocean, Great Peace, shogun, per capita, martyr, exclusion laws, Kabuki, Sumo wrestling, Haiku, Noh, ethical codes, confucianism, Filial piety, Daimyo, shogunate

Part 3 – Assessment Evidence Performance Task: What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric(criteria) to your unit plan.

Through the knowledge and skills that the students have learned through this unit study, they will be asked to put on the “hat” of an explorer. The job of this explorer is to observe, research, use previous knowledge, and ultimately find out if Canada could become an isolated country, like Japan once was. What are the implications of becoming an isolated society? Would it be different in this decade? What would you loose out on by being isolated? What positives would come from being isolated? Do you think it would even be possible? These are some of the questions that students would need to ponder when making their decision. With their research they will need to create a visual document that demonstrates their knowledge and findings. In their visual they need to include at least 10 reasons how or how not, Canada could become isolated and if this would benefit or hinder us. These reasons should discuss ideas such as geographical location, the economy, and the political system. G - Goal What should students accomplish by completing this task?

Through this task, students should be able to use the knowledge and skills that they have acquired through the unit study, to assess whether Canada could be an isolated nation, and what effects this would have. Would this decision be positive for Canada or would in be a hindrance. By completing this task, students will form a better understanding of the implications of isolation, and how it affects a countries worldview. R – Role What role (perspective) will students be taking?

The students will have the role of explorers. Their mission is to see if Canada could be an isolated country. A – Audience Who is the relevant audience?

The relevant audience is their fellow classmates, who are also explorers and have done research on the same inquiry question. Their classmates will being doing a gallery walk, in order to observe what their fellow explorers brought forward. The students will also be handing their project into the teacher (expert explorer). Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program S – Situation The context or challenge provided to the student

Students will be asked to imagine and create a visual of what Canada would look like if it were to be isolated. Using Canada as the country will make this assignment more relevant to the students lives. They also have more knowledge about Canada from previous years of study. Students will be asked to explore different aspects of Canada including it’s politics, geography, culture, etc. The students will be faced with the challenge of using their knowledge and creativity to show and explain how Canada would appear and run,, if it were to be isolated. In the end, students will need to decide if they think that Canada would be best suited to become isolated, or to stay integrated with the rest of the world. They will be using their knowledge of how Japan managed with isolation to make informed responses of how it would affect Canada. P – Product, Performance What will the student create?

Students will be required to create a visual that demonstrates their understanding of how cultural isolation would affect Canada as a country. They will be given their choice of what kind of visual they would like to create. Examples could include a poster, PowerPoint, video, etc. S – Success criteria What do they need to include/do/show?

Through their visual, students will need to show at least 10 reasons how Canada would be affected by being isolated. Within these reasons, they will be asked to discuss the implications of Canada’s geographical location, how the economy would be affected, if the political system would remain the same (or if it would have formed in the same way as it did), if the beliefs and values would be the same, and lastly how things would differ if Canada had no cultural or social influences from other places in the world. Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program The students will have many different assessments done through this unit. Through compare and contrast of Canada and Japan students will get a better understanding of isolation. Students will analyze what TV shows, movies etc they enjoy and if they are made in the United States (or other countries) would they still have access to those forms of entertainment. After this analysis they could write in their journals on how they think this would affect them as Canadians if Canada was isolated.

Twitter (Responses) Compare and Contrast Quizzes

Exit Passes Visual Document of student choice

Propaganda Poster Reflections

Part 4 â&#x20AC;&#x201C; Learni ng Plan What teachi ng and learnin g experie nces will you use to achiev e the learnin g Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program outco mes in Part 2 and prepar e them for the assess ment tasks in Part 3? What will the sequen ce of instruc tion be for this unit? Lesson Objecti ves Togeth er, they would attain unit goals. All objecti Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program ves are releva nt to attain ment of unit goals and outco mes from the POS. Specify the intend ed outco me rather than the activity . Clearly stated, worth while. Appro priate for age/gr Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program ade of studen t. Teachi ng Appro aches & Activiti es (Learni ng experie nces) Would achiev e unit objecti ves and unit goals. Clearly describ ed. Varied and stimul ating. Use a Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program variety of teachi ng approa ches such as: historic al thinkin g, concep t teachi ng, etc. Lesson plans include various studen t activiti es intend ed to engag e them in a though tful Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program and critical manne r. Focus on higherorder learnin g (e.g., Bloom’ s Taxono my, Multipl e Intellig ences). Integra tes various forms of techno logy in meani ngful ways.

Introd uctory Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program Activit y How will you engag e studen ts and genera te interes t at the beginn ing of the unit? Descri be your ‘antici patory set’. INTRO DUCTO RY LESSO N PLAN ❏ Stu de Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program nts will co me int o the cla ssr oo m an d the wo rd “IS OL ATI ON ” will be wri tte n on the bo ard . ❏ Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

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Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

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Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

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❏ Sh ow thi s yo utu be vid eo, an d see if an Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program y stu de nts tho ug ht of the se pla ces . It giv es a vie w of ho w isol ati on aff ect ed the se pla ces in Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program a po siti ve lig ht.

Develo pment of Unit Openin g lesson is motiva ting and establi shes unit purpos es. Sequen ce of activiti es is logical (prereq uisite unders Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program tandin gs and skills are taught at the approp riate times). Lesson plans are ground ed in the princip les of constr uctivist teachi ng, Backw ards Design , Powerf ul Social Studies and incorp orate Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program the needs and learnin g styles of diverse learner s. Final lesson effecti vely provid es closure to the unit.

Lesson #

Learning Outcome (Curriculum)

Activities (Instruction) Incorporate at least two of the teaching approaches we have explored during the term: concept teaching, teaching skills, historical thinking, etc.). Label the lessons that you feel incorporate these teaching approaches. include several of the teaching ideas or activities (jigsaw, “placemat”, using maps, using primary sources, etc.) that we have explored

Assessment (FOR/OF/AS) Assessment A specific assessment strategy is included in each lesson. Assessment strategies measure and are directly related to lesson objectives. Provides sufficient information to accurately judge student

Resources / Materials (media, technology, audio, visual, internet, community, equipment, software, etc.) Resources Included in each lesson. Students encounter a variety of resources, apart from their text. Appropriate to activities,

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program throughout the term. include a minimum achievement of objectives. of 1 to 3 technology related outcomes Uses appropriate criteria to (indicated by a † in the POS). provide the grounds for judging quality. Supports learning. Provides valid indication of learning. Varied. Some attempt made to include students in the assessment process. 1

8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society 8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues

How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC).

*Geographical thinking What outcome???? construct and interpret various maps to broaden

Read the book “shipwrecked”. ● as a class ● individually ● popcorn reading ● small groups Modifications & Adaptations: ● Use a camera to project the book’s pages onto the smartboard so students can read along. Make a large classroom map of Japan. ● get the students to draw it in the perspective of Japan being in the middle of the map. ● Get students to use a tacks and put tacks where they have been in the world (may prove to be hard because the map is in a different perspective) ● Have students observe countries that surround Japan and how their

FOR: Twitter ● Get the students to tweet a newspaper headline that might have been published around this story.

Exit Pass: FOR How is this map different from the maps you are familiar with?

student age/development, lesson objectives and unit goals.

● Shipwrecked book (# of copies would depend upon how you choose to read the book with your class) What shipwrecked book? How long???

● large sheets of craft paper ● markers ● map of the world ● scissors ● tape ● glue ● tacks

understanding of given topics

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program geographical location plays a part in how they are isolated.

Not in your learning outcomes

Modifications & Adaptations: ● All students will be able to participate in this task. If the students are more artistic they can take the lead on the task

In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC)

Ancient Japan (Series: The Time Compass) Video Where is this loacted ● Students will be given a vocabulary sheet before the video. If they can fill out any definitions they can do so. ● While watching the video students will fill out any more definitions they can, from watching the video. ● If some are remaining, they can collaborate their answers and find them in the dictionary.

How did isolation during the Edo period lead to changes in Japan? (CC, PADM), How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER, PADM, CC, I) How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC).

FOR: Exit Pass is to draw a picture depicting one of the vocabulary words and hand it to the teacher as they leave the class.

Modifications & Adaptations: ● Close captioning is an available option on this video. Students can watch this video a few times if they feel that would help them to understand Japanese culture/history. ● Given lower students the sheet

● www.learnalberta .ca ????????? ● smart-board ● computer ● vocabulary worksheet (sample)

8.S.2 develop skills of historical thinking: create a simulation or a model by using technology that permits the making of inferences

*historical thinking

use thematic maps to 8.S.3 develop skills of geographic thinking describe cultural and political regions access and operate multimedia applications and technologies from stand-alone and online

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program with the definitions already filled in, or only a few left to fill in. Fakebook Check for understanding For- by using reference to ● students will make a fakebook account/profile that they have ● historical figures researched from a historical ● historical time lines perspective. ● cultural events ● Eg: Oda Nobunaga, put in a picture ● “friends” & “enemies” of him, his date of birth (1534are in the correct time 1582), friends (Azai Nagamasa), period enemies and other aspects of his life as a fakebook account. They then could make the historical figure have a debate with someone through the posts on their fakebook Modifications/Adaptions: ● Students will be assigned to make one profile, for higher level learners they can make more than one profile. Scavenger Hunt through Japan ● Students can make up a scavenger hunt for other students that is based in Japan on the website Google Earth ● Students will have a minimum of 10 items to find Examples: ● Mt Fuji ● museums

For-students will have to have a minimum of 10 items for other classmates to find. Student participation will make this lesson more engaging and better if all the students are involved.

http://www.classtools.ne t/FB/home-page

● http://www.googl e.com/earth/

sources; e.g., GIS *geographical thinking

In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC)

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program ● shopping malls ● zoos ● Once the task is completed, the assignment will be handed in and then the assignment will be handed to others in the class and they will have a certain amount of time to complete. Modifications/Adaptions ● Lower level students they will have a choice out of bigger cities in Japan Eg-Tokyo, Hiroshima, Sapporo ● Higher level students they can look for more items and also rural areas that the items will be harder to find Propaganda Poster OF: hand in poster ● Japan had very strict laws to keep ● Students will be asked its Japanese Culture intact. to write a paragraph answering the following How did they learn this? questions to go along ● Students will create a propaganda with their poster: poster for the Canadian ○ What is the Government to convey purpose of the information and your point of poster? Who is view about Freedom of Speech in the intended Canada. audience? ○ How does the text on the poster

● Poster paper ● Markers ● Poster Guidelines

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program

○

In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC) How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER, PADM, CC, I)

Field trip to University of Alberta Museum

communicate the purpose? How have you used the image to reinforce the text?

IMPORTANT NOTICE FOR TEACHERS/EDUCATORS: The Muse Project will not be operating in the 2012-13 school year. We apologize for any inconvenience, and we thank you for your interest in and support of the U of A Museums and its programs.

FOR: ● Students will be asked to take note of three artifacts that really stood out to them in the museum and write a description of why they liked it, and how it related to Japans isolation.

What is trending on Twitter? ● Through this lesson students would see what is trending on Twitter in Canada and also Japan. Leading into current events in both countries and also

FOR: ● through class discussions and self reflection students will be assessed on what and how the trends

● http://project.ma cs.ualberta.ca/mu se/japan/ ● Bus ● Bus Driver

8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society (C, I, TCC)

*Historical Thinking 8.S.7 apply the research process

● make connections among related, organized data, and

http://trendsmap.com/

assemble various pieces into a unified message ● access and retrieve information through the electronic network In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC)

Unit Plan Template –4th year Courses U of A/RDC Middle Years Program anniversaries of events that have affect them. This happened in the past. Eg assignment leads into Earthquake in Japan, elections, the GRASP task with culture events etc. comparison Japan to Canada and if Canada could be an isolated country like Japan was. GRASPS TASK ● explained above

OF: Gallery walk and handing into teacher for marking based upon a rubric.

How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER, PADM, CC, I) 8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society (C, I, TCC) 8.S.3 develop skills of geographic thinking 8.S.7 apply the research process: Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program make connections among related, organized data, and assemble various pieces into a unified message

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program

Part 5 â&#x20AC;&#x201C; Reflection How did you address diverse learner needs in your unit design? Consider the following: (differentiation, learning style, grouping, culture, FNMI perspectives, multiple intelligences and variety of instructional strategies and approaches). Overall

Does the unit show evidence of understanding of EDES 366 course content? In what ways were course ideas synthesized, extended or applied? Overall cohesiveness of unit, professionalism, use of correct referencing procedures. Throughout the Grade 8 unit on Japan the use of skills from the Social Studies program of studies was fully utilize to what the students would need to succeed and learn about Japan through isolation during the Edo period. By giving the students choice on what their final assignment would be this helps to meet different learning needs and styles. Students have the ability to work independently and/or collaborating with others, by doing this diverse learners needs are being met. As our final GRASPS task the comparison between Canada and Japan was used. Students would have previous knowledge of Canada by way of geography, politics and culture. By comparing the two countries the students would have a better understanding if and how Canada could be an isolated country. From the introductory lesson to the GRASPS task we referred to our essential question and the outcomes from the program of studies and with our differentiated lessons all students would be able to learn about worldviews and how Japan was isolated in the past. We were able to initiate technology, formative and summative assessments for the duration of the unit. The unit has an overall cohesiveness that all students would be able to learn from and all teachers would be able to utilize.

References Blumberg, R. (2001). Shipwrecked: The true adventures of a Japanese Boy. New York: HarperCollins Publishers. Fakebook. (n.d.). Retrieved from http://www.classtools.net/FB/home-page Google (2015). Retrieved from www.google.com/earth/explore LearnAlberta.ca [Ancient Japan (Series:The Time Compass)]. (n.d.). Retrieved from http://www.learnalberta.ca Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template â&#x20AC;&#x201C;4th year Courses U of A/RDC Middle Years Program Trendsmap (2015). Retrieved from http://trendsmap.com/