How did the Tokugawa Period impact the people of Japan?

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Presentation transcript:

How did the Tokugawa Period impact the people of Japan? Next The Tokugawa Period 1 2 3 4 5 6 1. Question The Tokugawa Period, also known as the Edo Period, was a significant time in the history of Japan. It is known for its economic growth, strict social order, isolation policies, environmental protection policies, and growing enjoyment of arts and culture. The people of Japan were greatly affected by this era. How did the Tokugawa Period impact the people of Japan? Image Source: UBC Library

2. Information Sources Next 1 2 3 4 5 6 As you use the information sources below, organize your new knowledge of the people of the Tokugawa Period in order to complete the Student Activity on Slide 3. Read more about the Tokugawa/Edo Period. Read about the caste system of Feudal Japan. Read about the Rules of the Edo Period. Enter Edo and choose a character. Learn more about the people of the Tokugawa Period. Read more about the work of artisans. Read more about merchants. Read more about samurai. Read more about shoguns. Image Source: pbs.org

Next 3. Student Activity 1 2 3 4 5 6 Using what you have learned about the people of the Tokugawa Period, rank each caste 1-5 according to who had the greatest impact on Japanese society. (1 having the greatest impact and 5 having the least) Record your conclusions, being sure to include: What role each caste played in society How roles affected people in each caste Impact of this caste on Japanese society Learning Checkpoint: Before moving on, have your teacher give you feedback on your work. Image Source: Epic World History

4. Assessment Activity Next 1 2 3 4 5 6 Now that you have a new understanding of the caste system of the Tokugawa Period, answer this question: How did the Tokugawa Period influence the people of Japan? Support your response with details from your research on the Tokugawa Period, the caste system, and the rules of that period. Organize your thoughts for your response. Present your response as directed by your teacher. Your teacher may have you choose a Web 2.0 tool like Voki, a Flip cam video, or Voice Thread to present your response. If you choose to handwrite your response, create a Wordle or Tagxedo to go with it. Image Source: Marky Star Japan This!

5. Enrichment Activities Next 5. Enrichment Activities 1 2 3 4 5 6 Image Source: Costume Museum Create a Fakebook page for a person from one of the social classes you researched. Dress of the Tokugawa Period: See how different people in the Tokugawa Period dressed and learn the names for each article of clothing. Food of the Edo Period: Learn more about popular food during the Edo Period. Japanese Architecture: View architecture in Japan. Image Source: About Food in Japan web blogs Image Source: Encyclopaedia Britannica

6. Teacher Support Materials 1 2 3 4 5 6 BCPS Curriculum O-15 Students will investigate political leadership in Japan during the Feudal and modernization periods in order to assess its consequences for Japan and the world. KSI-A Describe the importance of the samurai in Feudal Japan KSI-B Determine how samurai prevented social and political change in Feudal Japan KSI-C Describe how isolationism prevented modernization in Feudal Japan Maryland State Curriculum Standard 5.0 History Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Topic A. Individuals and Societies Change Over Time Indicator 1. Analyze how the rise of the earliest communities led to the emergence of agricultural societies Objective b Explain how and why towns and cities grew from early human settlements, including the need for security and government Topic B. Emergence, Expansion and Changes in Nations and Empires Indicator 1. Analyze how civilizations emerged in the river valley areas Objective a Describe the characteristics of a civilization, such as social hierarchy, government, writing system, specialization in an area of trade and the establishment of cities Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: Two fifty-minute class periods Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Organizers may be modified to meet the needs of students. Activity Assessment: Students may choose to hand write their response to the question. Learning Styles: Visual, Kinesthetic, Tactile, Active, Reflective, Global Understanding, Analytical Understanding Notes to the teacher: Look over the resources on Slide 2. You may chose which sources you would like the students to use. Slide 4 provides some presentation options , but feel free to change them to meet the needs of your class. Last updated: July 2013 Created by Laura Herzog, Classroom Teacher/Library Media Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.