GRADE 8 SOCIAL STUDIES

Unit Plan

FALL 2021
BARNWELL SCHOOL
Taylor MacLeod
 Unit Planning Organizer

Unit Overview – Critical Inquiry Question

How did beliefs, values, and knowledge shape the worldview in Japan between 1600 and
1900?

General Outcome 8.1: From Isolation to Adaptation – Japan

Through an examination of Japan, students will demonstrate an understanding and

appreciation of the ways in which beliefs, values and knowledge shape worldviews and
contribute to a society’s isolation or adaptation.

Specific Outcomes

8.1.1 Students will appreciate the roles of time and geographic location in shaping a
(V&A) society’s worldview (C, I, TCC, LPP)

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

8.1.3 Students will appreciate how models of governance and decision making reflect a
(V&A) society’s worldview (C, I, TCC, PADM)

8.1.4 Students will appreciate how a society’s worldview shapes individual citizenship and
(V&A) identity (C, I, TCC)

8.1.5 Students will analyze the effects of cultural isolation during the Edo period by
(K&U exploring and reflecting upon the following questions and issues:
)  In what ways did Japan isolate itself from the rest of the world? (PADM,
LPP, CC)
 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)
 How did the shogun use the feudal system and the hierarchical social classes
to maintain control of Japan? (PADM, CC)

8.1.6 Students will analyze the effects that rapid adaptation had on traditionally isolated
(K&U Japan during the Meiji period by exploring and reflecting upon the following
) questions and issues:
 What were the motivations for the radical changes in Japan’s model of
organization during the Meiji period? (ER, CC, PADM)
 How did Japan adapt to changes brought on by the transition from feudal to
modern models of organization? (CC, TCC, I)
 How did the changes resulting from adaptation affect Japan economically,
politically, and socially during the Meiji period? (ER, CC, PADM)
 In what ways did changes resulting from isolation in the Edo period compare
to changes resulting from adaptation in the Meiji period? (CC, TCC, I)
 What challenges emerged for the Japanese in maintaining traditional cultural
aspects of their society while undergoing rapid change? (CC, I, TCC)

Skills and Processes for Grade 8

Alberta Education’s Information and Communication Technology (ICT) curriculum is infused

throughout the social studies program of studies. Selected ICT outcomes are suggested
throughout the program and are indicated by this symbol ≥.

Dimensions of Thinking

8.S.1 Students will develop skills of critical thinking and creative thinking:
 analyze the validity of information based on context, bias, source, objectivity,
evidence, and reliability to broaden understanding of a topic or an issue
 evaluate ideas, information, and positions from multiple perspectives
 demonstrate the ability to analyze local and current affairs
 re-evaluate personal opinions to broaden understanding of a topic or an issue
 generate creative ideas and strategies in individual and group activities
≥ access diverse viewpoints on particular topics by using appropriate
technologies

8.S.2 Students will develop skills of historical thinking:

 distinguish cause, effect, sequence, and correlation in historical events,
including the long and short-term causal relations
 use historical and community resources to organize the sequence of historical
events
 analyze the historical contexts of key events of a given time period
≥ create a simulation or a model by using technology that permits the making of
inferences
≥ identify patterns in organized information

8.S.3 Students will develop skills of geographic thinking:

 interpret historical maps to broaden understanding of historical events
 use thematic maps to describe cultural and political regions
  construct and interpret various maps to broaden understanding of given topics
 define geographic problems and issues and pose geographic questions
 use geographic tools, such as Geographic Information Systems (GIS)
software, to assist in preparing graphs and maps
≥ access and operate multimedia applications and technologies from stand-alone
and online sources, e.g., GIS

8.S.4 Students will demonstrate skills of decision making and problem solving:
 demonstrate skills of compromise and devise strategies to reach group
consensus
 propose and apply new ideas and strategies, supported with facts and reasons,
to contribute to problem solving and decision making
 propose and apply strategies or options to solve problems and deal with issues
 participate in and predict outcomes of problem-solving and decision-making
scenarios
≥ clearly articulate a plan of action to use technology to solve a problem
≥ identify the appropriate materials and tools to use in order to accomplish a
plan
of action
≥ evaluate choices and the progress in problem solving, then redefine the plan of
action as appropriate
≥ use networks to brainstorm, plan and share ideas with group members

Social Participation as a Democratic Practice

8.S.5 Students will demonstrate skills of cooperation, conflict resolution and consensus
building:
 identify and use a variety of strategies to resolve conflicts peacefully and
fairly
 consider the needs and perspectives of others
 demonstrate leadership within groups where appropriate
≥ access, retrieve and share information from electronic sources, such as
common
files

8.S.6 Students will develop age-appropriate behaviour for social involvement as

responsible citizens contributing to their community:
 volunteer with organizations, projects and activities that ensure the growth and
vitality of their community

Research for Deliberative Inquiry

8.S.7 Students will apply the research process:

 integrate and synthesize concepts to provide an informed point of view on a
research question or an issue
  develop a position that is supported by information gathered through research
 draw conclusions based upon research and evidence
 determine how information serves a variety of purposes and that the accuracy
or relevance of information may need verification
 organize and synthesize researched information
 formulate new questions as research progresses
 practise the responsible and ethical use of information and technology
 include and organize references as part of research
≥ plan and conduct a search, using a wide variety of electronic sources
≥ demonstrate the advanced search skills necessary to limit the number of hits
desired for online and offline databases; for example, the use of “and” or “or”
between search topics and the choice of appropriate search engines for the
topic
≥ develop a process to manage volumes of information that can be made
available
through electronic sources
≥ evaluate the relevance of electronically accessed information to a particular
topic
≥ make connections among related, organized data, and assemble various pieces
into a unified message
≥ refine searches to limit sources to a manageable number
≥ analyze and synthesize information to create a product
≥ access and retrieve information through the electronic network

Communication

8.S.8 Students will demonstrate skills of oral, written, and visual literacy:
 communicate in a persuasive and engaging manner through speeches,
multimedia presentations and written and oral reports, taking particular
audiences and purposes into consideration
 use skills of informal debate to persuasively express differing viewpoints
regarding an issue
 elicit, clarify, and respond appropriately to questions, ideas and multiple
points of view presented in discussions
 offer reasoned comments related to a topic of discussion
 listen to others to understand their points of view

8.S.9 Students will develop skills of media literacy:

 examine techniques used to enhance the authority and authenticity of media
messages
 examine the values, lifestyles and points of view represented in a media
message
 analyze the impact of television, the Internet, radio, and print media on a
particular current affairs issue
 Focusing Questions

- What is a Worldview and How Does it Affect Who You Are?

- What Were the Effects of Japan’s Policies of Isolation During the Edo Period?
- What Factors Influenced Change in Meiji Japan?
- How Did Rapid Change During the Meiji Period Affect Japan’s Worldview?

Key Units Concepts

Worldview & Identity, Geography of Japan, History of Japan, Isolation, Imperial Society,
National Seclusion Policy, Structure of Edo Japan, Three Metropolises, Popular Culture of
Edo Japan, Modernization, Meiji Restoration, Charter Oath, Iwakara Missions

Timeline & Assessment Overview

September - October

Date: Topics: Assessments:

- Our Worldviews: An Introduction
Aug 31 – - Japan Case Study - What Were the Effects F = Formative
Oct 14 of Japan’s Policies of Isolation During the S = Summative
Edo Period? (Chapter 4)

Every Friday’s class will be focused on current Students will participate in

events. Students will demonstrate an discussion (which will
understanding of the world around them, contribute to their overall
Every determine reliable news sources, and explore a participation grade) as well as
Friday variety of current events topics, such as politics, a formative-to-summative
world events, innovation, etc. The class will be Google Slides assignment
5 broken into two parts- a collaborative discussion that will ask students to
Lessons piece and an individual research piece. describe a news piece every
week.

Unit 1 - Our Worldviews: An Introduction

Aug 31 – Topic 1 – Who Are You? (Aug 31)
Sept 9 Topic 2 – What is Worldview? (Sept 1)
Topic 3 – Examples of Worldviews (Sept 2) “Who Are You” Assignment
6 Topic 4 – Where Do You Belong? (Sept 7) (F)
Lessons Topic 5 – Elements of Society Affected by
Worldview (Sept 8)
Topic 6 – Who Are You Slides Presentation Work
Period (Sept 9)
 Unit 2 – Chapter 4: What Were the Effects of
Japan’s Policies of Isolation During the Edo
Period? Part 1 Mapping Exercise (S)
Sept 14 - Topic 1 – Intro to Japan and the concept of 3 Shogun Document (F)
30 isolationism – Introduce Vocabulary Worksheet Discussion + Debate (F)
(Sept 14) Exit Slip (F)
10 Topic 2 – How Did the Geography of Japan Hierarchy Matching
Lessons Affect Its Worldview? – Mapping Exercise (Sept Worksheet (F)
15 + 16) Hierarchy Reflection (F)
Topic 3 – How Did the Edo Era of “Great Peace” Edo-era Poster (S)
Begin? – Vocab Worksheet + 3 Shogun Doc
(Sept 20)
Topic 4 – Why Did Japan Isolate Itself from
Much of the World?
- Foreign Influences + The Spread of
Christianity + The National Seclusion
Policy + Confucianism – Class discussion
about power and authority pg. 137 +
informal debate pg. 136 (Sept 21)
Topic 5 – How Did the Political System During
the Edo Period Reflect Worldview? – Exit Slip
(Sept 22)
Topic 6 – How Did Social Systems Change
During Isolation? Social System Hierarchy
matching worksheet + reflection piece (Sept
27+28)
Summative Assessment – Poster creation (Sept
29+30)

Unit 2 – Chapter 4: What Were the Effects of

Japan’s Policies of Isolation During the Edo Jigsaw Groups (F)
Period? Part 2 Pop Culture Assignment (F)
Oct 4-13 Topic 1 – How Did Communities Change During Samurai Worksheet (F)
Isolation? – 3 Metropolises Jigsaw Groups (Oct 4) Class Discussion (F)
Topic 2 – How Did Popular Culture of Japan Review (F)
Change During Isolation? Pop Culture Compare + Test (S)
7 Contrast Assignment pg. 156 #1 (Oct 5+6)
Lessons Topic 3 – Lives of the Samurai – Worksheet pg.
158 (October 7)
Topic 4 – How Did Foreign Influence Chance
Japan Despite Policies of Isolation? – Class
Discussion (October 12)
Review – (October 13)
Test – (October 14)
 October - November

Date: Topic: Assessments:

- Japan Case Study – What Factors
Oct 18 – Influenced Change in Meiji Japan? F = Formative
Nov 9 (Chapter 5) S = Summative

Every Friday’s class will be focused on current Students will participate in

events. Students will demonstrate an discussion (which will
Every understanding of the world around them, contribute to their overall
Friday determine reliable news sources, and explore a participation grade) as well as
variety of current events topics, such as politics, a formative-to-summative
world events, innovation, etc. The class will be Google Slides assignment
broken into two parts- a collaborative discussion that will ask students to
piece and an individual research piece. describe a news piece every
week.

Unit 1 – What Factors Influenced Change in Meiji

Japan? Part 1
Topic 1 – Introduction + Worldview Investigation
Activity (Oct 18)
Oct 18- Topic 2 – How did Outside Influences Create a
28) Crisis?
- Russia & The Ainu (Oct 19)
8 - Europe & China (Oct 20)
Lessons - Dutch East India Trading Company & The Worldview Investigation (F)
United States (Commodore Perry) (Oct 21) Outside Influences Essay (S)
Topic 3 – How can individuals chance the way
others view the world? (Oct 22)
Essay – Students will write a research essay about
one of the 4 outside influences on Japan (Russia,
the US, China, or Europe). They need to outline
Japan’s isolationist policies, how their chosen
nation impacted Japan’s isolation, and how Japan
responded. (Oct 26-28)

Unit 2 - What Factors Influenced Change in Meiji

Japan? Part 2
Nov 1-9 Topic 1 – How did Japan Respond to the Crisis?
Reflect and Respond c. pg. 179 (Nov 1)
5 Topic 2 – How Did the Political System Change?
Lessons – Discussion Questions  Same Time, Different Reflect and Respond (F)
Place pg. 183 (Nov 2) Discussion (F)
Topic 3 – How Did Japan Reshape Its Worldview Test (S)
 and Begin to Modernize? Iwakura Mission (Nov
3)
Review – Nov 4
Test – Nov 9

November - December

Date: Topic: Assessment:

- How Did Rapid Change During the Meiji
Nov 15 – Period Affect Japan’s Worldview? F = Formative
Dec 16 (Chapter 6) S = Summative

Unit 1 – How Did Rapid Change During the Meiji

Period Affect Japan’s Worldview? Part 1
Topic 1 – Introduction + Worldview Investigation
Activity  Speech Writing (Nov 15)
Topic 2 – How Did Japan Decide to Implement
Change During the Meiji Period? (Nov 16)
Topic 3 – How Did Modernizing the Japanese
Political System Reflect a New Worldview? Speech (F)
– Oligarchy Fill-In-The-Blank notes & Oligarchy Assignment (F)
Nov 15 – Research other nations with prefecture Group Reflect & Respond (F)
Dec 3 systems (Nov 17) Timeline (F)
– New Model of Government – Group “The Lives of ___ Changed”
Questions Reflect & Respond pg. 198 Worksheet (F)
(Nov 18) Compare and Contrast
Topic 4 – How Did Japan Change Its Economic Activity (F)
System? Inquiry Project (S)
- Industrialization – Japanese Products
12 (bring candy?) (Nov 23)
Lessons - Capitalism – Researching economic
systems (Nov 24)
Topic 5 – How Did Japan Change Its Military
System to Meet Political Needs? – Create a
physical timeline (Nov 25, 29)
Topic 6 – How Did Japan’s New Worldview
Change Its Social Systems – “The Lives of ___
Changed” Worksheet (
Topic 7 – How Did Japan’s Culture Change?
- Religion, Attitudes, Citizenship and
Participation (Nov 30)
- Japonisme, “Same Time, Different Place”
– Compare and Contrast Activity
(Japanese Emperor vs. Canadian Prime
Minister) (Dec 1)
 - Modernization of Japan’s Impact on
Canada + Group Inquiry Project pg. 216
(Dec 2, 3)

Unit 2 – How Did Changes in the Edo Period

Compare to Changes in the Meiji Period?
Dec 6-16 Topic 1 – Students will fill in their own table Edo – Meiji Differences
based on the one outlined on pgs. 218-219. (Dec Table (F)
6) Test (S)
8 Review (Dec 7) Unit Project (S)
Lessons Test (Dec 8) (Dec 9-10 will be the final current
events portion)
Unit Project (Dec 13-16)

\
 Unit Assessment Plan
Summative Assessments: Sept - Dec
Outside
Mapping Inquiry
Learning Title Edo-Era Poster
Exercise
Test #1 Influences Test #2
Project
Test #3 Unit Project
Outcomes Essay

Weight 10% 5% 10% 15% 10% 15% 10% 25%

Key Question: How did beliefs,

values, and knowledge shape the x x
worldview in Japan between 1600
and 1900?

8.1.1: Students will appreciate the

roles of time and geographic x
x x x
location in shaping a society’s
worldview

8.1.2: Students will appreciate

how a society’s worldview can x
x x x
foster the choice to remain an
isolated society
8.1.3: Students will appreciate
how models of governance and x
x x x x
decision making reflect a
society’s worldview
x x x x
8.1.4: Students will appreciate
how a society’s worldview shapes
individual citizenship and identity
8.1.5: Students will analyze the x
effects of cultural isolation during x x x
x
the Edo Period

8.1.6: Students will analyze the

effects that rapid adaptation had x
x x x x
on traditionally isolated Japan
during the Meiji period

Triangulation

Assessment Brief Description (Conversation/ Cognitive

Title Observation/ Engagement (Taxonomy)

Product)

Instead of burdening students with a unit exam, I will be

breaking it up into three smaller tests. These tests will use a
Tests (3) variety of strategies to promote cognitive engagement with Product Remember
students. The purpose of these tests is for students to remember
content and show their learning by answering pre-written
questions.

This assessment is designed to engage students with a creative

Edo-Era activity while also display their own learning visually. Students
will be expected to express content comprehension, organization, Product/Observation Create
Poster
and creativity by making a poster showcasing the worldview of
Edo Japan.

Mapping Product/Observation Understand

Exercise This assessment’s purpose is for students to interact with a visual
guide of Japan’s geography. Mapping will help students connect
with the isolationist policies of early Japan in terms of its
geographic location. Students will observe and apply their
learning by spending time working with their peers on their
 maps.

Students will write a research essay about one of the 4 outside

influences on Japan (Russia, the US, China, or Europe). They
need to outline Japan’s isolationist policies, how their chosen
nation impacted Japan’s isolation, and how Japan responded.
Essay This assessment will ask them to evaluate their own choice of Product Evaluate
influence and research how they affected the policies of isolation
Japan through a formal written essay. In keeping with the age
range, students will be expected to write a standard five
paragraph essay.

Using the class textbook, students will be put into groups to

create an inquiry project about how the modernization of Japan
influenced the lives of Canadians. Students will search for
Inquiry evidence of modern Japan’s influence on the everyday lives of
Canadian people- products, food, pop culture, etc. They will Product/Conversation Analyze
Project
focus on one of these influences and create an inquiry project.
Groups will consist of 2-3 students. The aim of this project is to
encourage collaborative learning and connect the curriculum to
the lives of the students.

This final project will ask students to take what they have learned
from the course and create a presentation about either
isolationism or adaptation. They will consider everything we
have learned from the course and present their project as if they
Unit Project were an advisor for a Japanese emperor. Students will consider Product/Conservation Create/Understand
which policy they believe is more positive for the future of Japan
and explain why using evidence from throughout the course. This
project has a significant level of technology involved.