Medieval Japan

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Medieval Japan by Mind Map: Medieval Japan

1. Cultural Diffusion

1.1. Using a guided lecture with guided notes I will make connections to prior knowledge students have by placing it in context of the day’s lesson. I will then simplify the material by using a Venn Diagram. Finally, students will showcase their level of comprehension in an online quiz.

1.1.1. Assessment:The Venn Diagram will be used as a formative assessment following the lecture. This will allow me to understand what aspects of the lesson need to be readdressed or clarified. As well, it allows students to collaborate with their peers and self-assess their understanding.

1.1.1.1. Teacher Activity: Give a guided lecture, then breakdown the diffusion of ideas with a Venn Diagram.

1.1.1.2. Student Activity: Complete incomplete sections of guided notes with guide lecture.

1.1.1.3. Student Activity: Complete Kahoot! quiz as a summative review.

1.1.2. Assessment: TBy this point students should be able to fully comprehend the material. A kahoot! quiz will be given that will cover core concepts of the lesson. This will allow them to understand the key information they need to take away from the lesson.

2. Primary Source Analysis

2.1. Using the APPARTS method of primary source analysis students will analyze three separate primary sources. As well, students will have historical context from their textbook and a video on Prince Shotoku and his adoption of Chinese government practices. Finally, students will complete a 3-2-1 activity to demonstrate comprehension.

2.1.1. Formative Assessment: Students will highlight information from their primary source documents as a form of notes. As well, student responses to the primary source analysis questions will allow for me to gauge student understanding of content.

2.1.2. Summative Assessment: Students will fill out a 3-2-1 activity at the end of the lesson as means of breaking down what they know about the sources, as well as explaining what confuses them. As well, students will answer the driving historical question as a means of showcasing their level of comprehension.

2.1.2.1. Teacher Activity: Give a brief introduction and read the primary sources/ provide historical context. Pass out Primary Source Analysis Questions. Guide class discussion.

2.1.2.2. Student Activity: Analyze primary sources. Respond to Analysis questions.

2.1.2.3. Student Activity: Complete 3-2-1 Activity.

3. Discussion

3.1. Students will discuss what it means to be a samurai in Medieval Japan. This will be accomplished through a guided lecture that will provide multiple points for students to critically think and discuss various aspects of samurai. Students will display their understanding of the lesson through the creation of a found poem about the important aspects of being a Samurai.

3.1.1. Assessment: the Found Poems will function as a formal assessment of the classes' understanding of Samurai culture. Student's can include any aspect of samurai culture as long as they can argue its validity. This will function as a written form of discussion.

3.1.2. Assessment: Think-Pair-Share will have students analyze and discuss various aspects of Samurai culture. Students will display comprehension by being able to vocalize an accurate understanding of samurai. This will help facilitate the speaking portion of a discussion lesson.

3.1.2.1. Teacher Activity:Give a guide lecture, instruct the Found Poems, and lead class discussion for Think-Pair-Share.

3.1.2.2. Student Activity: Students will complete guided notes and practice analyzing and discussing samurai culture,

3.1.2.3. Student Activity: Students will consider the most important aspect of being a samurai. They will then use this information to write their own Found Poem.