中世日本へようこそ(Welcome to Medieval Japan)

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中世日本へようこそ(Welcome to Medieval Japan) by Mind Map: 中世日本へようこそ(Welcome to Medieval Japan)

1. Heian Jidai

1.1. Students will be able to: explain Japan’s imperial government and feudal societal hierarchy. Students will also describe the roles of each individual group in Japan’s society.

1.1.1. This will be demonstrated by: completing Read, Rate, Reread handout handout and Author Comparison Matrix handout, contributing in class discussion, and participating in primary source document analysis.

1.1.1.1. After having read, students will be asked to rate their understanding of their reading on a scale from 1 to 10 and to list any questions they have about their reading. Students will be directed to reread the text and rate their understanding again. Have them indicate which earlier questions they can now answer. Students will then work in groups of two or three to discuss any unanswered questions they still have. Students who answer the questions should indicate the portion of the text that led them to their answer. Students will read the text for a third time and rate their understanding of the passage one last time. Students will then be encouraged to discuss any remaining questions with the entire class.

1.1.1.2. Students will be given 3 separate primary source documents to analyze and dissect understanding from; 1) Merchants, Women, and Samurai. Students will work in rotations of 7-minutes per primary source.

1.1.1.3. After reading each author’s text, write the answers to the following questions: What is the author trying to tell you? Why is the author telling you that? Does the author say it clearly? How could the author have said things more clearly? After answering the questions, students compare their answers and write a summary. Students create an outline that gives an analysis of how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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5. Introduction to Japan

5.1. Students will be able to: categorize and arrange the meaning behind primary sources as well as the purposes for their development. explain the differences between the Japanese archipelago and mainland Asia by completing a similarities and differences chart with at least 2 cultural, 2 religious, 2 ethno-linguistic, and 2 political details.

5.1.1. This will be demonstrated by: Completing the Asia Graphic Organizer worksheet, participating in small group discussion, and participating in class discussion.

5.1.1.1. Students will discuss, analyze and explain in groups the similarities and differences between the Japanese and Chinese writing system with the following examples that I will present on a PowerPoint through the instruction of Guided Notes.

5.1.1.2. Teacher will go over key terms by adding supplemental information and going over helping key terms to facilitate the learning of the material through the instruction of Guided Notes.

5.1.1.3. Students will be split into Group A Formation (3-people pods) and instructed to complete back of the Contribution worksheet, as a group, for a student to be selected at random to share with the rest of the class such as; How is the writing different?” “How are the phonetics different?” “How does language influence culture and vice-versa?”

6. Japanese Art & Literature

6.1. Students will be able to: categorize and arrange the meaning behind primary sources as well as the purposes for their development.

6.1.1. This will be demonstrated by: analyzing and evaluating the themes of the primary sources and formulating your own ideas on the 6 Cs handout.

6.1.1.1. Once students have fully understood what is to be done on the Warm Up. Teacher will present a quick 5-minute discussion-based lecture on the importance of what a primary source is and why its important. Teacher will also explain what a haiku is and give an example of one. Teacher will hand out the 6 Cs of Primary Source analysis handout. Teacher will proceed to explain that they are to do the same exercise they just did in the Warm Up with the painting with the 11 primary sources.

6.1.1.2. Students will then break up into their pods to analyze the (11) separate primary sources. Students will have 4-minute periods to respond to the 6 Cs of analysis.

6.1.1.3. After each 4-minute period, students will rotate to the next station to analyze the next primary sources. Students will repeat the aforementioned process until they finish all sources. (This will take two days to complete)