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LESSON SEQUENCE:
Stage 1 Desired Results
Established Goal(s)/Content Standard(s):
-Students explain the significance of individuals and groups and how they were influenced by the
beliefs and values of their society.
-When researching, students develop questions to frame an historical inquiry.
-Students develop texts, particularly descriptions and explanations, incorporating analysis. In
developing these texts, and organising and presenting their findings, they use historical terms and
concepts, evidence identified in sources, and acknowledge their sources of information.
AusVELS Curriculum links:
-The way of life in Shogunate Japan, including social, cultural, economic and political features
(including the feudal system and the increasing power of the shogun) (ACDSEH012).
-The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai)
and the increasing control of the Shogun over foreign trade. (ACDSEH063).
-Use historical terms and concepts (ACHHS149).
-Identify a range of questions about the past to inform an historical inquiry (ACHHS150).
-Identify and locate relevant sources, using ICT and other methods (ACHHS151).
-Compare, select and use information from a range of sources as evidence (ACHHS153).
-Develop texts, particularly descriptions and explanations that use evidence from a range of sources
that are acknowledged (ACHHS156).
-Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157).
Understanding (s)
Essential Question(s):
these differences?
Understand equivalent classes and therefore can deconstruct the meaning behind feudal
structures.
Performance Task(s):
Other Evidence:
During the first double period (class 1 and 2), students will be
for that class (Brady & Kennedy, 2001). At the end of this lesson
(Brady & Kennedy, 2001). This will be a one hour task and
Discussion.
Recap over previous lessons work.
-What do we already know about medieval Japan?
-What do we know about their society? Their classes?
Looking at Japanese society (what we already know) what labels would we replace? (EmperorKing, Knight-Samurai).
Where do we place what we know? Where would an emperor go? A samurai? A peasant?
Sourcing
Contextualising
Close Reading
Corroboration
Students are then to come back into their original groups and discuss what they have learnt. They are
then going to create a Japanese feudal pyramid, ranking the classes based on what they have learnt in
Discussion/brainstorm.
Teacher leads students in a discussion about feudal systems as a whole, scaffolding the discussion by
asking questions about feudal structures rather than individual classes. Students will, therefore,
develop an understanding of the basic structure of a medieval feudal system without the cultural
influences.
-What do we know about these classes now?
-What might have been their European equivalent? Can we group any Japanese classes into a
European one?
-Can we now see what a feudal structure is? What its foundations are? [Ruler (king or
Emperor/Daimyo/Shogun), Warrior (knight or samurai), lower classes (peasant, artisans, merchants)].
Task
In this lesson, students are given the full class time to construct a mind-map of sorts, identifying the
common traits of a feudal system (as identified in the previous class) and use classes from both
medieval Europe and Japan to support this premise. Students are to use and utilise the previous
classes work in completing this task, extra research should not be needed.
Students are allowed to use any relevant process to create this mind map within reason.
-Written processes such as poster, pamphlet, etc. are allowed [essay as well, within reason (up to
teacher discretion and student learning style)].
-Computer programs such as Prezi, PowerPoint, Inspiration, etc. are also allowed [(video programs
such as PowToon, etc. are allowed but at the teachers discretion and in conjunction with student
learning style)].
Students are expected to work independently on this, however on task discussions are allowed (given
the correct level of noise).
-
The level of understanding shown should be what has been developed in the previous lesson
(significantly less than this would be considered unacceptable and considerably more would
indicate extra research which is not allowed).
-
Teacher is to be continuously walking around the classroom, helping students with any issues
and keeping students on task.
At the end of the class, students are to hand in their completed work (either in hard copy or
electronically). If work is not completed, it must be finished for homework and submitted by the next
class (or class after depending on the timetable and time between classes).
APPENDICES.
APPENDIX 1:
Sources of Japanese Tradition, edited by Ryusaku Tsunoda and Wm. Theodore de Bary, 1st
ed., vol. 1 (New York: Columbia University Press, 1964), 329-330. 1964 Columbia
University Press.
Retrieved from http://afe.easia.columbia.edu/ps/japan/ieyasu_four_classes.pdf
APPENDIX 2:
Feudalism in Japan. Retrieved from feudalisminjapan.weebly.com/index.html
The following links are direct links to the topics outlined.
Artisans: http://tinyurl.com/pmu6oap
Shogun: http://tinyurl.com/ltnd4f5
Daimyo: http://tinyurl.com/ll2mp6d
Merchants: http://tinyurl.com/ojw276k