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Year 8 History 3 Week Programme

Topic
Depth Study
Japan under the Shoguns (c.794 1867)
Key Inquiry Questions
How did Japan change from 4th Century CE to 1807?
How as Japans society organized?
Was there continuity in Japans political system?
Which significant groups of people contributed the most to Shogunate Japan?

Lower order thinking skills


Compare and contrast one aspect
between the Mongol Invasion and the
Battle of Hastings

Specific student outcomes for the unit


Mainstream Order thinking skills
Compare and contrast evidence
concerning the Mongol Invasion and the
Battle of Hastings

Higher Order Thinking Skills


Explain comparisons between the impact
of the Mongol Invasion and the Battle of
Hastings on each society studied thus far

Identify elements of Japanese society

Explain the Feudal system in Shogunate


Japan

Assess the structure of society in


Shogunate Japan

Describe some of the changes brought by


the Shoguns (e.g. use of resources)

Outline the effects of changes brought by


the Shoguns on Japan through the period

Explain the effectiveness of the Shoguns


in promoting sustainability during the
period of study

Recognise the significance of samurai


warriors in the period

Explain the role of the Samurai throughout


the period of study

Evaluate the role of the Samurai


throughout the period of study

Identify the key religions followed in


Shogunate Japan

Use RUMPP to show differing


perspectives in religious beliefs during the
period

Undertake a RUMPP analysis in depth to


illustrate differing religious beliefs during
the period of study

3 Week programme
OVERVIEW
Time
Outcomes /
allocatio Curriculum links
n
Week 1
Lessons
1-2

National Curriculum
The way of life in
shogunate Japan,
including social, cultural,
economic and
political features
(including the feudal
system and the
increasing power of the
shogun) (ACDSEH012)
Historical Concept
Continuity and change
Historical Skills
Chronology, terms and
concepts
General Capabilities
Intercultural
Understanding
Cross Curriculum
Priorities

Specific Objectives

Teaching Learning Activities

Resources

Assessments
Formative/
summative

At the end of the


lessons, students will be
able to:

Teacher-led Segment
1. Teacher gives an overview
on the unit using PowerPoint
slides

Student Resources
A3 paper
Texters
Pictures
Teacher Resources
PowerPoint
Slides

Formative
Timeline of
events

Outline the overview


ancient and classical
Japan
- geography
- timeline
- key events
- key people
Epmperor
Kammu,
Emperor GoSanjo, Minamoto
no Yoritomo,
Kublai Khan,
Emepror GoDaigo, Oda
Nobunagga,
Toyotomi
Hideyashi and

Student Activities
1. Students create a timeline
of events from Yamato
state to Tokugawa
Shogunate
(Which will be filled out
over the next few weeks)

Asia and Australias


engagement with Asia

Tokugawa
Ieyasu)

LIFE IN JAPAN BEFORE THE SHOGUNATE


Time
Outcomes /
Specific Objectives
allocatio Curriculum links
n
Week 1
Lesson
3

National Curriculum
The way of life in
shogunate Japan,
including social, cultural,
economic and
political features
(including the feudal
system and the
increasing power of the
shogun) (ACDSEH012)
Historical Concept
Cause and effect
Historical Skills
Analysis and use of
sources
General Capabilities
Intercultural
Understanding

At the end of the


lessons, students will be
able to:
Explain the
Japanese
creation myth in
Shintoism
Explain the
Shinto beliefs
and ritual and
how it is linked to
nature
Explain how
religion played a
prevalent role in
Japanese society

Teaching Learning Activities

Resources

Assessments
Formative/
summative

Teacher-led Segment
1. Teacher to introduce the
creation myth and
Shintoism using
PowerPoint Slides

Student Resources
RUMPP Worksheet
on architecture and
religion

Formative
RUMPP
Worksheet on
architecture and
religion

Student Activities
1. RUMPP activity on
architecture and religion

Teacher Resources
PowerPoint Slides

Cross Curriculum
Priorities

Asia and Australias


engagement with Asia

Extension Outcomes:
Assess the similarities and differences between Buddhism and Zen Buddhism

START OF THE SHOGUNATE JAPAN- FOCUS ON SHOGUNS


Time
Outcomes /
Specific Objectives
Teaching Learning Activities
allocatio Curriculum links
n
Week 1
Lesson
4
Week 2
Lesson
1

National Curriculum
The way of life in
shogunate Japan,
including social, cultural,
economic and
political features
(including the feudal
system and the
increasing power of the
shogun) (ACDSEH012)
Historical Concept
Continuity and change
Significance
Historical Skills

At the end of the


lessons, students will be
able to:
Explain how life was
like during the Heian
period
Explain how the
Feudal system
worked in Japan
Compare and
contrasted the
Feudal system in
Japan with that in
Europe
Interpret from

Teacher-led Segment
1. Teacher to give an overview
on the Heian period using
PowerPoint slides
Student Activities
1. Compare the feudal
systems between medieval
Europe and Japan
2. RUMPP exercise on
artefacts from Heian period
to interpret what role Heian
women played in society
3. Timeline of events

Resources

Assessments
Formative/
summative

Student Resources
Compare and
contrast
worksheet on
feudal system
Sources
RUMPP
worksheet
Teacher Resources
PowerPoint
Slides

Formative
Compare and
contrasts
worksheet
RUMPP
worksheet
Timeline of
events

Analysis and use of


sources

General Capabilities
Intercultural
Understanding
Critical and creative
thinking

sources the role that


Heian woman played
in society

Cross Curriculum
Priorities
Asia and Australias
engagement with Asia

Extension Outcomes:
1. Assess the effectiveness of the social structure in Shogunate Japan

SHOGUNATE JAPAN- FOCUS ON SAMMURAI- BUSHIDO


Time
Outcomes /
Specific Objectives
Teaching Learning Activities
allocatio Curriculum links
n

Resources

Assessments
Formative/
summative

Week 2
Lessons
2-4

National Curriculum

The role of the


Tokugawa Shogunate in
reimposing a feudal
system (based on
daimyo and samurai)
and the increasing
control of the Shogun
over foreign
trade. (ACDSEH063)
The use of
environmental resources
in Shogunate Japan and
the forestry and land
use policies of the
Tokugawa
Shogunate (ACDSEH06
4)
Historical Concept
Continuity and change
Cauase and effect
Significance
Historical Skills

Explanation and
communication
General Capabilities

Intercultural
Understanding

Critical and creative


thinking
Cross Curriculum Priorities
Asia and Australias

At the end of the


lessons, students will be
able to:
Explain how the
Shoguns took over
power
Explain how the
Mongol invasion
came about
Compare and
contrast the Mongol
invasion with the
Battle of Hastings
Explain how
Tokugawa Ieyasu
came into power
Explain the changes
brought about by
Takugawas rule
especially in terms of
use of resources
Explain Tokugawas
stand towards
foreign affairs and
trade-period of
isolation

Teacher-led Segment
1. PowerPoint Slides
Teacher explains how the
Kamakura shoguns took over
power
Student Activities
1. Students investigate why
Mongolia wanted to invade
Japan
2. Compare and contrast the
Mongol invasion with the
Battle of Hastings
3. Students investigate how
the Shoguns unified Japan
from the warring states
period of 1573-1603 to start
the Edo period, presenting
information on a royal scroll
4. Handout and worksheet on
Tokugawas rule, in
particular use of resources
and period of isolation

Student Resources
Handout on
Mongol Invasion
Worksheet on
Mongol Invasion
A3 paper for
scroll
Sticks
Timeline of
events
Handout on
Tokugawas rule
Worksheet on
Tokugawas rule
Teacher Resources
PowerPoint
Slides

Formative
Worksheet on
Mongol Invasion
Scroll
Timeline of
events

engagement with Asia

Extension Outcomes:
1. Explain comparisons between the impact of the Mongol Invasions and the Battle of Hastings on the respective society

SHOGUNATE JAPAN- FOCUS ON SAMMURAI- RELIGION


Time
Outcomes /
Specific Objectives
Teaching Learning Activities
allocatio Curriculum links
n
Week 3
Lessons
1-4

National Curriculum
The role of the Tokugawa
Shogunate in reimposing a
feudal system (based on
daimyo and samurai) and
the increasing control of
the Shogun over foreign

At the end of the


lessons, students will be
able to:
Recall the feudal
system in Japan

Teacher-led Segment
1. Teacher to show an excerpt
from a movie about Sammurai
Student Activities
1. Setting up a Sammurai

Resources

Assessments
Formative/
summative

Student Resources
Sammurai School
PowerPoint Slides
activity
PowerPoint Slides

Formative
PowerPoint
Slides

trade. (ACDSEH063)

Historical Concept
Continuity and change
Significance
Historical Skills
Explanation and
communication

General Capabilities
Intercultural Understanding

Cross Curriculum
Priorities

Asia and Australias


engagement with Asia

Explain the
significance of
samurai in the feudal
system and in
Shogunate Japan
Explain how a
Sammurais life was
like
Explain the code that
Sammurai lived by
Compare and
contrast a Sammurai
to a European knight

School activity. Students will


have to research how
Samurais were important to
Shogun rule, what their way
of life was like and the
Boshido code
2. Students also compare and
contrast a Sammurai to
knight

Extension Outcomes:
1. Assess the structure of society in Shogunate Japan
2. Evaluate the role of the Summrai throughout the period of study

Teacher Resources
Movie: 7 Sammurai