Date:3/16/2015 / Lesson Plans
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/ Length of Lesson:3 Weeks
Stage I – Desired Results
Lesson Topic (Standard/Anchor):Japan / Big Ideas:BIG IDEAS:
What role do multiple causations play in describing a historic event?
What role does analysis have in historical construction? / Understanding Goals (Concepts):The geography of East Asia
The traditional and modern history of Japan
How religion has played a role in Japan’s history
The effects of WWII and the attack on Pearl Harbor
How the bombings of Hiroshima and Nagasaki effected Japanese culture and relations with the US
How family and cultural values effect Japan’s culture
How Japan’s education system is different from that of the US
Student Objectives (Competencies/Outcomes):
Students will be able to:--Compare and contrast levels of Japanese feudalism
-Identify achievements of early civilizations of Japan
-Evaluate the impact of isolation on Japan
-Compare and contrast the roles of Japan and other world powers during WWII
-Compare and contrast family life in Japan and the US
-Compare and contrast the Japanese education system with that of the US
-Evaluate the impact of family traditions on education
-Analyze the cause and effects of the attack on Pear Harbor and the bombings of Hiroshima and Nagasaki
-Discuss how Japan has evolved since WWII / Essential Questions:What role do multiple causations play in describing a historic event?
What role does analysis have in historical construction? / Vocabulary:samurai, feudalism, shogun, daimyo, bushido, Shinto, zaibatsu, militarism, atomic bomb, occupation, westernization, juku, pacifism, trade imbalance, reparations, haiku, kabuki
Stage II – Assessment Evidence
Performance Task:China Unit Exam / Other Evidence:Students will continually be evaluated based on their: participation, behavior, through formative and summative assessment, discussion, and peer interaction
Stage III – Learning Plan
Materials & Resources:text
lcd projector
notebooks
CONTENT AREA READING: Text / Formative Assessment(s):
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2.Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3.Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
Instructional Procedures*: (includes mini-lessons)lecture, reading, vocabulary writing
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: / Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 .Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
3/16 / 3/17 / T / 3/18 / W / 3/19 / R / 3/20 / F
Warm Up
Japan: Review / •Warm up
- Japan: Review
- Warm Up
Parent Teacher Conferences /
- No School - Act 80 Day
Assignments / Warm Up
Japan: Review
Guided Reading
Vocabulary / •Warm up
•Japn: Review
PowerPoint
Class discussion /
- Warm Up
- Japan Unit Test
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding