Timing 3 hours

Curriculum Links
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)

Specific Objectives
Students identify the different groups within the Japanese feudal system. Students sequence different sub-periods within the medieval period in Japan.

Learning Activities
Introduction/Motivation: Individually students are asked to write a sentence or two, outlining why they might think learning about medieval Japan might be important to them, and also one thing they want to have learn about by the end of this block of work. Teacher Input: Power point presentation outlining the different periods in medieval Japan and the structure of the Japanese feudal system. Student Activity: Individual Timeline. Students are given a blank timeline and asked to individually illustrate the different periods in medieval Japan. Student Activity: Peer Teaching/Think-Pair-Share. In pairs, students are given a primary source and questions worksheet regarding a social group and are asked to take notes regarding the social groups role in feudal Japan, guided by the questions on the sheet. Then the pair is required to share their answers with the group that they are seated with and vice versa.

Resources

Assessment
Informal Formative Assessment: Individual Timeline Pearsons Japans Feudal Society pyramid Focus Questions from Class Discussion

Historical Skills

Sequence historical events, developments and periods (ACHHS148) Use historical terms and concepts Students describe the different roles that (ACHHS149) groups play in Locate, compare, select and use Shogunate Japan. information from a range of sources as evidence (ACHHS153) Students compare and Develop texts, particularly descriptions and explanations that contrast Japanese and European feudalism. use evidence from a range of sources that are acknowledged

Feudalism Power point.

Timeline Worksheet created by J. Fittall.

Concepts
Evidence Continuity and Change Significance Cause and Effect Perspectives Empathy

Social Groups Sources & Question sheet created by J. Fittall, using primary sources for UWAs HIST1111 Old Worlds, New Empires unit reader.

General Capabilities
Literacy

 Ethical behaviour

Cross Curriculum Priorities

Asia and Australias engagement with Asia

Class Discussion/Student Activity: Ask the class to then recall their knowledge of European feudalism, and then discuss the following focus questions: In what ways was the feudal system in Japan similar to the European feudal system In what ways was the feudal system in Japan different from the European feudal system. Then using a smart board, as a class, students then complete the Pearsons Japans Feudal Society pyramid, as a review.
http://www.media.pearson .com.au/schools/cw/au_sc h_kiem_ownw_1/dnd/7_fe udal.html

Describing the way of life in feudal Students describe the Japan under the shoguns (for role of the Samurai in example bushido the chivalric feudal Japan. code of conduct of the samurai that Students explain the emphasised frugality, loyalty, mastery lifestyle that of martial arts, and honour. accompanied the role Samurai played in Feudal society. Historical Skills Use historical terms and concepts Students explain the characteristics required (ACHHS149) of the ideal Samurai in Locate, compare, select and use Shogunate Japan. information from a range of sources as evidence (ACHHS153)

Motivation: As a class, students are to activate their prior learning through a brainstorm about everything they associate with the word Samurai. Samurai power point.

Informal Formative Assessment: Motivation Brainstorm regarding Samurai. Samurai Resume Task

Teacher Input: Powerpoint presentation reviewing the role of Samurai in feudal Japan, and outlining the lifestyle that accompanied that role.

 Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged.

Student Activity: Watch and take notes on the documentary Samurai (2010), particularly in regards to the qualities that made a good Samurai. Student Activity: Samurai resume worksheet. Individually, students are to use the knowledge they have learnt to write a job application as a hypothetical Samurai. Conclusion: As a class, review the main points addressed in the lesson and ask the class concluding questions as further reinforcement: What role did Samurai play in feudal Japan? What was the lifestyle of Samurai in feudal Japan?
Students describe how the Tokugawa Shogunate became the ruling power in Japan in the 17th century. Students explain how the Tokugawa Shogunate reestablished the feudal system during their reign. Students assess the

http://www.youtube.com/ watch?v=1NT1tPpkVMM

Concepts
Evidence Continuity and Change Significance Perspectives Empathy

Samurai Resume Worksheet created by J. Fittall.

General Capabilities
Literacy Ethical behaviour

Cross Curriculum Priorities

Asia and Australias engagement with Asia

2 hours

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)

Teaching Input: Powerpoint outlining the events leading to the Tokugawa Shogunate gaining control over Japan and the

Power point

Historical Skills

Sequence historical events, developments and periods (ACHHS148) Use historical terms and concepts

Student Activity: Source Analysis http://afe.easia.columbia.e individually. Students read through the du/ps/japan/ieyasu_four_c primary sources from Asia for lasses.pdf Educator and answer the accompanying questions. Sources may need to be translated into more simple

Informal Formative Assessment: Focus questions from source analysis. Focus questions from class discussion.

(ACHHS149) Identify the origin and purpose of primary and secondary sources (ACHHS152) Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Draw conclusions about the usefulness of sources (ACHHS154)

position of different social groups in Tokugawa Japan.

English. Class Discussion: As a class, discuss the answers to the questions in the previous exercise. Student Activity: As a class, students watch the two videos on the Social and Political groups in Tokugawa Japan from Asia for Educator. Conclusion: As a class, review the main points addressed in the lesson and ask the class concluding questions as further reinforcement: How did the Tokugawa shogunate become the ruling force in Japan? How did they re-establish the feudal system in Japan? How did the roles of social groups change during this period?
http://afe.easia.columbia.e du/at/tokugawa/tj01.html

Concepts
Evidence Continuity and Change Significance Cause and Effect Perspectives Empathy

General Capabilities

Literacy Critical and Creative Thinking

Cross Curriculum Priorities Asia and Australias engagement

with Asia

Explaining reasons for Japans closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perrys visit in

Students recognise that unlike modern times, Japan during the Tokugawa period,

Motivational Student activity Ask students to list all the products that Australia currently imports from

Informal Formative Assessment: Focus questions from Black Ship Scroll

1853

Historical Skills

Sequence historical events, developments and periods (ACHHS148) Use historical terms and concepts (ACHHS149) Identify the origin and purpose of primary and secondary sources (ACHHS152) Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

was closed to foreigner. Students explain the reasons for Japans closure to foreigners during the Tokugawa period. Students describe how the Japanese in the Tokugawa period viewed outsiders, in reference to Commodore Perrys visit in 1853 Students evaluate the impact of US Commodore Perrys visit in 1853

Japan. Teacher Input: Powerpoint presentation outlining Japans policies regarding foreigners during the Tokugawa period and the reasons why Japan was closed off to foreigners. Student Activity: Inside/Outside Circle: Individually, students read the Closed Country Edict of 1635 and then groups of 4, students complete the Inside/Outside Circle exercise, discussing the answers to questions 1, 2 & 4 from the WFU World History website. Student Activity/Teacher Input/Class Discussion: As a whole class, students view and discuss the interactive online Black Ship Scroll with the focus questions: How do the Japanese present the Americans in the scroll: o How they depict their ships? o What features stand out about them? o What actions are they doing in the scroll? o What does this suggest about their opinions of them?
http://www.wfu.edu/~watt s/w03_Japancl.html

discussion. Source analysis of the Closed Country Edict

Concepts
Evidence Continuity and Change Significance Cause and Effect Perspectives Empathy Contestability

http://ocw.mit.edu/ans787 0/21f/21f.027/black_ships_ and_samurai_02/bss_scroll _03b.html

General Capabilities
Literacy Critical and Creative Thinking

Cross Curriculum Priorities

 Asia and Australias engagement

with Asia

Conclusion: Review the main points addressed in the lesson.

1-2 hours

The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
Investigating the demand for available land and the patterns of land use in the period Outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)

Historical Skills

Sequence historical events, developments and periods (ACHHS148) Use historical terms and concepts (ACHHS149) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Students will describe the demand and uses for land during the Tokugawa period. Students will compare and contrast Japans environment during the period to the changing physical environmental in medieval and early modern Europe. Evaluate the effectiveness of the interventions implemented in controlling deforestation

Motivation: As a class, activated prior knowledge and make links to previously learnt material, by brainstorming the environmental problems that occurred in Medieval Europe. Then ask the class whether they think Japan had similar problems. Teacher Input: Power point presentation outlining the environmental issues that began to occur in Japan as a result of demand for land, and the interventions which were implemented to counter the problems. Student Activity: Role Play. Students are split into pairs, and one member of the pair is assigned the role of the shogun and the other is a farmer. Each student is given palm cards related to their role. The farmers cards contain information about the farmers demand for land, and the shoguns contain information about the shoguns policies regarding deforestation.
Environmental Resources power point.

Informal Formative Assessment Concluding reflection

Shogun and Farmer palm cards.

Concepts

Evidence Continuity and Change

 Significance Cause and Effect Perspectives

General Capabilities

Literacy Critical and Creative Thinking Sustainability

Student Activity: Mapping activity. Students mark on maps the areas in Japan most effected by deforestation in Feudal times, and then shade the areas which now remain as forests in modern times as a result of Tokugawa policies. Conclusion: Individually students will write a paragraph, stating whether they believed the deforestation policies in Tokugawa Japan were an effective intervention in preventing excessive deforestation.
Students identify internal pressures in Japan which contributed to the decline of the Shogunate. Students explain how the increased exposure to Western technology and ideas contributed to the Meiji restoration. Students describe cultural, social and poltical changes which occurred as a result of the Meiji

Blank map of Japan.

Cross Curriculum Priorities Asia and Australias engagement

with Asia

2-3 hours

Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)

Student Activity: Source Analysis. Individually, students read the Meiji Charter Oath from Asia for Educators and answer the accompanying questions. Class Discussion: As a class, discuss the answers to the questions in the previous exercise. Student Activity: In pairs, students explore the Meiji Restoration Virtual Museum website, and take notes on the changes that took place in Japan during the Meiji Restoration, focusing on one change of their choice in detail.

http://afe.easia.columbia.e du/ps/japan/charter_oath_ 1868.pdf

Historical Skills

Sequence historical events, developments and periods (ACHHS148) Use historical terms and concepts (ACHHS149) Identify the origin and purpose of primary and secondary sources (ACHHS152) Identify and describe points of view, attitudes and values in

http://www.museevirtuelvirtualmuseum.ca/sgccms/expositionsexhibitions/meiji/english/h tml/time.html

primary and secondary sources (ACHHS155)

Concepts
Evidence Continuity and Change Significance Cause and Effect Perspectives

Restoration. Students evaluate the significance of the Meiji Restoration on the making of modern Japan.

Student Activity: In groups of 4, students read the Meiji Constitution source from Asia For Educators and answer the accompanying questions. Conclusion: Students write a paragraph reflection, evaluating the significance of the Meiji Restoration on the making of modern Japan.

http://afe.easia.columbia.e du/ps/japan/meiji_constitu tion.pdf

General Capabilities

Literacy Critical and Creative Thinking Intercultural Understandings

Cross Curriculum Priorities

Asia and Australias engagement with Asia

3 hours

ASSESSMENT Achievement Standard

Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. Students sequence events and developments within a chronological framework with reference to periods of time. They analyse, select and

ASSESSMENT

ASSESSMENT Teacher Input: Explicitly explain the assignment and the criteria, verbally. Assign class into pairs so that each pair is balanced in terms of academic abilities. Student Activity: In their pairs, students spend the first 1 hours researching in the library, and the second 1 still in library, concluding their research and constructing the

Formal Summative Assessment Feudal Facebook assessment. Criteria and Rubric provided on separate sheet.

organise information from primary and secondary sources and use it as evidence to answer inquiry questions. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.

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