Outcomes

HISTORY
Assignment 1
Abstract
The following assignment is about Japan under the Shoguns. It includes
three lesson plans complete with scope and sequence, concept map,
assessment schedule, assessment task and a unit outline. As well as an
academic justification of the development of the lesson plans.

Taken from
http://feudaljapan09.weebly.com/uploads/1/7/6/4/17643869/707406542.jpg

18300808
Jo-Ann Carder
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 Lesson Plans

Contents

Lesson Plan 1 ............................................................................................................ 3

Lesson Plan 2 .......................................................................................................... 15
Lesson Plan 3 .......................................................................................................... 23
Justification ............................................................................................................ 44
Appendices............................................................................................................ 49
Outcomes............................................................................................................................................. 50
Concepts .............................................................................................................................................. 51
Scope and Sequence ...................................................................................................................... 52
Concept Map ..................................................................................................................................... 54
Assessment Schedule ........................................................................................................................ 55
Assessment Task .................................................................................................................................. 56
Marking Criteria .................................................................................................................................. 57
Unit Outline ........................................................................................................................................... 58

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 Lesson Plans
Lesson Plan 1

Topic area: Japan under the Stage of Learner: Stage 4 Syllabus Pages: 55
Shoguns
Date: 13/2/15 Location Booked: Classroom Lesson Number: 2

Time: 60 minutes Total Number of students Printing/preparation

26 Kids are asked to bring their
own device.
Video set up
26x Crossword
10x Manga
10x Origami
10x Haiku
10x Resume
10x Daimyo

Outcomes Assessment Students learn about Students learn to

The way of life

HT4.2 - Synthesis in Shogunate Overview
Describes Japan,
including
major periods Life Skills social, cultural,
of historical economic and
time and HTLS.4 political
sequences Explores the features
events, features of a (ACDSEH012)
people and particular
society or
societies from
time.
the past.

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Life skills Significance

Asia and Australias engagement with Comprehension
Asia Literacy
ICT Research
Critical and creative thinking.
Literacy

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 Lesson Plans
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation
Such pedagogy sets high and explicit expectations and develops positive
relationships between teacher and students and among students. 2.3 High Expectations 2.6 Student direction

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.4 Higher- order Thinking.

1.4 Students are expected to engage in higher order thinking. They are asked to apply their
recently learned knowledge to recreate an object such as a manga, daimyo flag and a
samurai resume.

2.2 Engagement

2.2 Students are expected to engage in varying ways. They will be encouraged to participate in
discussion; engage with a video on the shoguns; think, pair, share and create an object with
learned knowledge.

3.1-3.3 Knowledge and background Integration

3.1 At the start of the lesson students are asked what they know about Japan today and what

3.3 they know about Japan in the past, while answers are drawn on the board. At the end, they
are asked to integrate their knowledge to create something.

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 Lesson Plans

Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the classroom.
Mark the roll Teacher: Marking the Roll.
Lesson Outline
o Assess prior knowledge Student: Unpacking of bag.
o What does this mean?
o Video Resources: Mixed
o Creative Activity

10
Assess prior knowledge
o What do we know about Teacher: Facilitating discussion.
Japan now? Prompting when discussion
o What do we know about
falters.
Japan in the past?
o Mind maps for both Student
Student: Discussing question.

Resources: Whiteboard

15
What does this mean?
o Write down list of words Teacher: Writing list of words on
Bushido the board
Daimyo Teacher
Feudalism
Student: Researching meanings.
Hinin
Hiragana Completing the crossword.
Manga
Resources: Whiteboard or IWB Student
Ronin
Shogun
Shogunate
Westernisation
20 Samurai
Edo
Tokugawa
o Kids are asked to use their device
to find the answers. The crossword
is used to see how accurate their
definitions were.

25
Video
o Teacher will write two sets of Teacher: Writing questions.
questions on the board. Then give Introducing video.
alternating students the number 1
or 2 and tell them during the
video you must answer that set of
questions. Student: Thinking/writing down
1. What was Tokyo called
notes. Then sharing.
before 1868?
30 Where did the shoguns
live?

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 Lesson Plans
What benefit did japan Resources: Video and
gain from the rule of the Whiteboard
tokugawa?
2. How many daimyo were
there? Mixed
What were their roles
35
under the shoguns
Why did the shoguns
forces the feudal lords to
spend half their time in
Edo and leave their
families.
o Watch the video
o Think, pair, share. So 1 and 2
shares answers.

40 Creative
o To wrap up the overview students
will be given a option of tasks they
can do.
1. Create advanced Teacher: Will lay out activity
origami.
instructions on tables, quick
2. Design a Manga about a
Shogun. explanation of each activity.
3. Write a 3 haikus about
Japan Student: Pick an activity.
4. Create a Daimyo flag. Complete it.
45
5. Write a resume for a
Samurai. Resources: Origami scaffold,
50 o If student completes an activity paper, manga scaffold, haiku
encourage them to pick a
scaffold, Daimyo flag example Students
second activity.
55 and paper, resume scaffold.

60 Pack up Teacher:

Student: Packing up.

Resources: Students

Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

I started this lesson with little previous information about the Tokugawa period. After
much searching I decided as much introductory information (scaffolding) I could put in
the better. There are many difficult terms and concepts that need to be considered
when introducing this topic.

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 Lesson Plans
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4.4 Students are introduced to the topic and begins

to sequence the time period within history while
describing the people of Tokugawa Shogunate

HTLS.4 Explores the features of Japan under the

Shoguns by watching the video, doing the
crossword and then creating a new object.

Other considerations

Graduate Evidence within this lesson

Standards

2.6 Information Students use ICT to complete research.

and
Communication
Technology
(ICT)

4.2 Manage Various activities have been selected to differentiate

classroom learning. I believe it is well managed as instructions are
activities clearly included.

4.1 Support Students are encouraged to participate in various discussions

student and activities. When they answer the questions they have to
participation rely on the person next to them

WHS

Tables and chairs are evenly spaced. Exits are not blocked. Students are not
staring at the computer screen to long.

Resources Attached:

You must list all the resources that you have created or found in this space.

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 Lesson Plans
Origami Scaffolds

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 Lesson Plans

Origami designs were found at

http://origamihowto.tumblr.com/

https://www.pinterest.com/lidival/origami/

http://zeybaaklini.blogspot.com.au/2012/04/how-to-do-origami-flower.html

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 Lesson Plans

Manga Scaffold

Manga scaffold found at:

https://www.pinterest.com/pin/216946907022948354/

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 Lesson Plans
Haiku

HOW TO HAIKU

Haiku ( high-koo) are short poems that use sensory language to capture a feeling or
image. They are often inspired by an element of nature, a moment of beauty, or
another poignant experience. Haiku poetry was originally developed by Japanese
poets, and the form was adopted (and adapted) by virtually every modern language,
including our own. It is written in 3 lines. The first and third lines contain 5 syllables, while
the second line has 7 syllables.

The secret to writing great haiku is to be observant and appreciate nature, as detailed
below. With that in mind, don't forget to have fun. You must write a 3 verse poem on
Japan. Below are some examples.

One shark said to the

other when eating a clown
fish: this tastes funny.

The bartender said

to the neutron, For you, sir,
there will be no charge.

A question for you:

Where does Washington keep his
armies? His sleevies.

An octopus went
off to war. Its a good thing
that he was well-armed.

A wise man once asked,

Why, pray tell, is the sand wet?
Because the sea weed.

The best way to carve

wood is extremely slowly,
whittle by whittle.

Unknown. (2014). How to write a Haiku Poem. wikiHow. Retrieved from

http://www.wikihow.com/Write-a-Haiku-Poem

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 Lesson Plans
Crossword

Created using http://worksheets.theteacherscorner.net/make-your-

own/crossword/crossword.php#

With information from:

http://shogunjapan1.weebly.com/key-terms.html

http://feudaljapan09.weebly.com/glossary.html

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 Lesson Plans
Create your own Daimyo Flag

The daimyo (, daimy) were powerful feudal rulers from the tenth century to the
nineteenth century in Japan. Like feudal Europe, Japan was divided into a number of
autonomous territories controlled by feudal lords, with the support of samurai.

Between 1467 and 1614, when Tokugawa unified Japan, many battles were fought
between the daimyo of different states (kuni). During the battles, flags and banners
were used to identify the forces of each daimyo, so that warriors would be able to
recognize their allies.

Vertical banners called nobori-hata, approximately 4 m x 0.7 m, were placed in the

center of camp. Square flags called uma-jirushi (uma-horse; jirushi-mark, or sign) 2 m
x 2 m, were used to display a generals rank in battle. The flags bore the family crests
(mon) of the daimyo, and often brothers and cousins within the same family had their
own flags. Inside the castle, flags were not used but each samurai on duty wore
ceremonial kimono, called kamishimo, with his family crest (mon) showing in three
places. The God of War was believed to reside in the daimyo flags, and when not in use
they were placed in a valuable box and stored in a special room of the castle.

After 1614, the flags were no longer needed, except for ceremonial occasions, because
battles were no longer being fought. Flags from this period are often rectangles
displaying a simple symbol.

Daimyo. (2013). New World Encyclopedia, . Retrieved from

http://www.newworldencyclopedia.org/p/index.php?title=Daimyo&oldid=971434.

Pictures from http://www.crwflags.com/fotw/flags/vxt-dv-d.html

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 Lesson Plans
Resume Scaffold

Create a modern Resume for a Samurai

Use the following headings to create a modern resume for a Samurai if they were still
active today.

1. Contact details

2. Education

3. Achievements

4. Skills

5. Work Experience

6. Interests

7. Referees

8. Personal Characteristics

9. Layout

Proctor, J. (2010) Writing your first resume: 10 Things you must include. Blog. Retrieved
from http://www.vumi.com.au/writing-your-first-resume-10-things-you-must-include/

Video

Journey into Japan. (1979). 'Shoguns rule Japan with iron fists', ABC Splash.
Retrieved from http://abcspla.sh/m/253369

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 Lesson Plans
Lesson Plan 2

Topic area: Japan under the Stage of Learner: Stage 4 Syllabus Pages: 55
Shoguns
Date: 18/2/15 Location Booked: library. Lesson Number: 3

Time: 60 minutes Total Number of students Printing/preparation

26 3x types of maps x 26
Google Earth

Outcomes Assessment Students learn about Students learn to

The way of life

HT4.2 - Creation of in Shogunate Sequence the
Timeline Japan, Nara and
Describes
Collecting including Heian and the
major periods social, cultural, Kamakura,
books
of historical economic and Muromachi
Life Skills
time and political and Tokugawa
sequences features Shogunates
(ACDSEH012) Identify key
events,
places in
people and HTLS.4 Japan during
societies from Explores the this period.
the past. features of a
particular
society or
time.

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Life skills Significance

Asia and Australias engagement with Comprehension
Asia Numeracy
ICT Continuity and Change
Critical and creative thinking. Research
Numeracy

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 Lesson Plans
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation
Such pedagogy sets high and explicit expectations and develops positive
relationships between teacher and students and among students. 2.3 High Expectations 2.6 Student direction

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.3 Problematic Knowledge

1.3 Students are given a time period to research with no real hints. They need to record where
their information comes from and evaluate its reliability.

2.5 Students self regulation

2.5 Students are expected to self regulate their own behaviour within the library in research
groups. Just in case the diplomat will be there to remind people that they are meant to be on
task or people need to listen to one another.

3.4 Inclusivity

3.4 Students are expected to be inclusive of everyone. Students will be allowed to pick their own
groups, however, they are expected to elect roles for each person in the group. This means
everyone is being included and is expected to participate in some way.

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 Lesson Plans

Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the Library.
Mark the roll Teacher: Marking the Roll.
Lesson Outline
o Assess prior knowledge Student: Unpacking of bag
o Timeline (Inquiry based learning)
o Maps. Resources: Library Mixed

10 Assess prior knowledge

o What did we learn last lesson?
o What is a Daimyo? Teacher: Facilitating discussion.
The lord of a village Prompting when discussion
o What is a Shogun?
falters.
The individual
representing the Student
Shogunate Student: Discussing question.

Resources:

15
Timeline
o The students will be put in Teacher: Explaining the task.
groups of about 5. They will
20 get to choose their own Student: Active listening.
groups. Collaborative inquiry based
o The group must elect a
learning. Researching. Writing
leader, speaker, time keeper,
scribe and diplomat. Student
25 Resources: Library; Internet and
o Each group will be given a
time period randomly. books.
(Names in a bag)
o They will be given 10- 15
minutes to find out as much
as they can about their time
period. They can use books
and the internet. But they
must record where their
information comes from.
Things to think about: Dates,
special events or people
o Each group will be given
some butchers paper to
decorate and write on.

30 Teacher: Facilitating
Return to classroom
o Each group will then be given Student: Active listening.
one minute to summarise Summarising and organising
what they have learnt and things in order.
explain it to the class.
35 o The students will place the
Resources: Students work
butchers paper on the wall in
order therefore sequencing
time periods.

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 Lesson Plans
Students

40 Maps Teacher: Guiding students on

o Students are given blank maps. google earth on an IWB.
o The class together using google
Facilitating discussion.
earth will have to mark Edo,
45 Osaka, Nagasaki, Kyoto, Nagoya,
Student: Picking a place to find
Yokohama and Nikko on to their
blank maps. and marking it on their Map.
Students
o Second map will be handed out. Discussing question
With cities, trade routes and sea-
50
routes marked out. Resources: Google Maps, two
o Discussion why are trade routes paper maps.
important?

55

60 Pack up Teacher: Dismissing students.

Student: Packing up.

Resources: Students

Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

I learned about accessibility of sources. I need to expand my resource library. I could

not find huge amounts of information about which geographic locations were
important during the Tokugawa period. I found a couple of helpful webpages but I
would have liked more. I also learned the importance of group work and making sure
students understand about including everyone.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4.4 Students create a timeline and talk about

important dates, events, places and people.

HTLS.4 Explores the features of Japan under the

shoguns. Such as background history and
geographic location.

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 Lesson Plans
Other considerations

Graduate Evidence within this lesson

Standards

2.6 Information and Students use ICT to complete research.

Communication
Technology (ICT)

3.5 Use effective Communicates clearly using verbal and non verbal
classroom
communication
communication. Roving around when students are doing
group work and praising good behaviour.

4.1 Support student Students are encouraged to participate in group work. They
participation
are given individual roles to ensure that everyone
participates.

WHS

Tables and chairs are evenly spaced. Exits are not blocked. Students are not
staring at the computer screen to long. Cord are not lying loose.

Resources Attached:

You must list all the resources that you have created or found in this space.

Extra information

The Nara Period (710-794)

Before 710, the site of the capital was moved every time a new emperor came to the
throne. In 710, however, a permanent court was established in Nara, which witnessed
seven successive emperors over the next 77 years. Buddhism flourished, and thousands
of temples were constructed throughout the land. Buddhism had tremendous influence
on the arts, including sculpture, painting, and lacquerware. It was during this period, in
752, that a great bronze image of Buddha was erected at Todaiji Temple in Nara. It
remains the largest Buddha statue in Japan.

The Heian Period (794-1185)

In 794, the capital was moved to Heiankyo (present-day Kyoto). Following the
checkerboard pattern of Chang'an in China, the new city's streets were laid out in grid
fashion. The Heian Period ushered in a new era of prosperity and peace, allowing the
noble class to attain new heights in the arts and culture. New ideas and practices
flowed to Japan from abroad, mainly China, and were then modified to become

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 Lesson Plans
uniquely Japanese. Chinese characters, for example, were used to create a new
Japanese writing system that allowed for the first time a blossoming of Japanese
literature and poetry. Among these were The Tale of Genji, the world's first major novel,
and the PillowBook, both written by women. Towards the end of the Heian Period,
military clans in the provinces began clashing for power, pushing Japan into a series of
civil wars and eventually the feudal era.

The Kamakura Period (1185-1333)

After the Genji clan emerged victorious in battles with the Heike clan, Yoritomo, the
head of the Genji clan, established a military government in a fishing village called
Kamakura and became the nation's first shogun. This marked the beginning of Japan's
700 years of shogunate rule (it was only in 1868, in the Meiji Restoration, that the Emperor
was restored to power) and the ascendancy of the warrior caste, known as samurai.
Bound to their feudal lord by a strict code of honor, the samurai led a Spartan lifestyle
exemplified by the tenets of Zen Buddhism, introduced to Japan in 1190, which
espoused mental and physical discipline and had a tremendous influence on the arts
and literature.

Muromachi and Azuchi-Momoyama Periods (1336-1598)

With the fall of the Kamakura government, a new feudal government was established
at Muromachi in Kyoto in 1336. The shogun led an extravagant life, building villas like the
Golden and Silver Pavilions and the rock garden at Ryoanji Temple, which are still major
attractions today. It was a time also of newfound cultural pursuits, with Noh drama, the
tea ceremony, flower arranging and landscape gardening becoming the rage of the
privileged class. In the provinces, however, trouble brewed as feudal lords vied for
power, eventually erupting into civil wars that consumed the nation for more than a
century. Mighty castles mushroomed throughout the land, built by feudal lords not only
for defense but as a symbol of military strength and power.

The Edo Period (1603-1868)

In 1603, Tokugawa Ieyasu, who emerged from the power struggle as the most powerful
statesman in the land, established his shogunate government in Edo (present-day
Tokyo). To secure his supremacy, he instituted laws that managed to keep feudal lords
in check for another 260-some years. In 1639, the Tokugawa shogunate adopted a
policy of isolation and banned all international trade. The sole exception was Nagasaki,
where a small colony of Dutch and Chinese merchants were allowed to trade, giving
Japan only a small peephole through which to view the rest of the world. For the next
two centuries, Japan lived a life cut off from the modern world, with its own feudal
system of samurai, farmers, craftsmen, and merchants. Kabuki theater and festivals
emerged as a popular form of entertainment for the masses, while woodblock
printmaking, silk for kimono, and lacquerware became status symbols for the merchant
class' nouveau riche. To maintain control over the nation, the shogun required feudal
lords throughout the land to travel to Edo every other year, bringing with them a
seemingly endless procession of samurai. To accommodate them, Japanese inns
sprang up in post towns along designated highways, some of which remain today.

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 Lesson Plans

By the middle of the 19th century, a budding commercial economy led by the
merchants and a sophisticated urban culture had arisen to challenge the feudal system
under the Tokugawa shogunate. In 1853, Commodore Perry of the U.S. Navy sailed his
fleet to the port of Uraga, near Edo, eventually forcing the shogun to enter into a trade
agreement with the U.S. Two ports, Shimoda and Hakodate, were opened to trade. This
sudden encounter with the West and its advanced technology contributed to the
downfall of the Tokugawa shogunate and ignited Japan's desire to catch up with the
outside world.

Unknown (unknown)Time and Place. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/time--place.html

Maps

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 Lesson Plans

Retrieved from:

http://go.grolier.com/atlas?id=mh00082

http://www.geographypods.com/2-earthquakes.html

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 Lesson Plans
Lesson Plan 3

Topic area: Japan under the Stage of Learner: Stage 4 Syllabus Pages: 55
Shoguns
Date: 18/2/15 Location Booked: Classroom Lesson Number: 3

Time: 60 minutes Total Number of students Printing/preparation

26 Station sources and activities.
Listed below.

Outcomes Assessment Students learn about Students learn to

HT4.7 - Identifies and

describes different The way of life in
contexts, perspectives Passport. Shogunate Describe the
and interpretations of Life Skills Japan, including everyday life
the past. social, cultural, of men,
HT4.8Locates, selects economic and women and
and organises political features children in
information from (ACDSEH012) Japan under
sources to develop an HTLS.4 Explores the the Shoguns
historical inquiry. features of a particular
society or time.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Life skills Significance

Asia and Australias engagement with Comprehension
Asia Empathetic understanding
Difference and diversity Research
Work and enterprise
Literacy

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 Lesson Plans
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding 1.2 Deep understanding 1.5 Metalanguage
of important, substantive concepts, skills and ideas. Such pedagogy
treats knowledge as something that requires active construction and 1.3 Problematic knowledge 1.6 Substantive
requires students to engage in higher-order thinking and to communication
communicate substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support

This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students self
teachers work productively in an environment clearly focused on regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations
develops positive relationships between teacher and students and 2.6 Student direction
among students.

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful 3.2 Cultural knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections
with students prior knowledge and identities, with contexts outside of 3.3 Knowledge integration 3.6 Narrative
the classroom, and with multiple ways of knowing all cultural
perspective.

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.3 Problematic Knowledge

1.3 Students will be given a focus question and expected to find the answer through a
variety of fun engaging activities.

2.5 Students self regulation

2.5 Students are expected to self regulate their own behaviour within the classroom
between activities. However, if the students struggle, the teacher will be there to
remind the students.

3.4 Narrative

3.6 This lesson will lead on to an empathy task created within the next lessons where
students need to consolidate their knowledge to show empathetic understanding.

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Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the class.
Mark the roll Teacher: Marking the Roll.
Assess prior knowledge
Lesson Focus question Student: Unpacking of bag
o What was everyday life like during
Tokugawa period? Resources: Mixed
o Stations.

10 Assess prior knowledge

o What did we learn last lesson?
o Timeline Teacher: Facilitating discussion.
o Maps Prompting if discussion falters.

Student: Discussing question.

Student
Resources:

15 Explanation of the Stations

o To answer the focus question
you will be given a Tokugawa Teacher: Explaining the task.
passport and you will have to
visit different stations. Student: Active listening.
o Once you complete a station
you will get your passport Resources:
stamped by the teacher.
o The stations are:
Student
Art and Architecture
Clothing
Food
Social Hierarchy
Women
o Maximum of 6 at a station.

20 Students will begin to pick a station Teacher: Facilitating. Managing

and complete activities. classroom. Stamping passports.
25 o Moving around
o Noise levels monitored Student: Completing activities.
o Encouragement for positive
30
behaviour.
Resources: passports,
o Students will be observed
35 making sure no one needs
Station resources.
help.
40 o Max 5-10 mins per station.

45 Students

50

Teacher: Facilitating. Writing on Students

the board.
55 Discussion
o What did we learn. Student: Discussion
o Can we answer the question?
Resources: Board

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60 Teacher: Dismissing students. Mixed
Pack up
Student: Packing up.

Resources:

Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

I want my classroom to be student centred. They should be in charge of their own

learning. I was taught using traditional methods where content was more important than
skills, I as a result I still struggle with critical and in depth thinking. I want my students to do
better than I did by learning the process of critical thinking and searching for their own
answers.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4.7 - Uses information to study the context and

interpretations of everyday life under the
Shoguns.

HT4.8 At each station the students will be exploring an

aspect of everyday life through sources to
answer the focus question.

Other considerations

Graduate Evidence within this lesson

Standards

3.5 Use effective Communicates clearly using verbal and non verbal
classroom
communication
communication. Roving around when students are doing
group work and praising good behaviour.

5.1 Assess student Every student must prove they have completed the chosen
learning.
activity by showing the teacher. Where the teacher assesses
student learning.

| 26
WHS

Tables and chairs are evenly spaced. Exits are not blocked. Students are not
staring at the computer screen to long. Students are not running around the
room.

Resources Attached:

You must list all the resources that you have created or found in this space.

FOOD:

Source 1.

Japan is a mountainous nation of over 3,000 islands with little land for agriculture.
Therefore, the medieval Japanese looked to the sea for food. Buddhism also influenced
what people ate, since the eating of meat was discouraged for many centuries. As most
medieval Japanese were farmers and fishermen, rice, vegetables and seafood became
the staples of the medieval Japanese diet. Seafood was eaten in many forms, both
cooked and raw. It was boiled in soups and salted and dried in the sun. Favourites
included squid, octopus, shrimp, cuttlefish, eel, clams, mussels, crab, lobster, tuna,
salmon, cod, sea bass, sardines, shark and even whale. Another unique feature of
medieval Japanese food was the importance of its appearance. No other cuisine
placed such importance on the processes of preparation and presentation. This is
thought to come from Zen Buddhist philosophy, which holds that even simple activities
like preparing a meal can become a work of art and spiritual commitment.

Unknown (Unknown) Way of life. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/way-of-life.html

Source 2

Unknown (Unknown) Way of life. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/way-of-life.html

| 27
Source 3

Booklet from www.kikkoman.co.jp/kiifc/foodculture/pdf_12/e_002_006.pdf

Source 4

The General Diet of the people of Tokugawa Shogunate.

For breakfast common people normally ate things like, rice, soup, pickles one or two
dishes of dried fish, boiled dried daikon radish strips, deepfried tofu with kelp, fried
burdock roots, boiled beans and other dishes that remain familiar to the Japanese
today. These dishes were cooked at home or available at local shops in Japan. For
Lunch, artisans often had buckwheat Soba noodles, sushi, tempura, or unagi (charcoal-
broiled eel) purchased from food stalls, while their wives and children ate cold rice left
over from breakfast with some side. Dinner usually was the cold leftover rice with hot
green tea, and some pickled vegetables or pickled plums, konnyaku, yams ,boiled
burdock root, marinated fish water clams and broiled striped mullet.

Oldham, M. (Unknown). Culture. The Tokugawa Shogunate. Retrieved from

http://tokugawa-shogunate.weebly.com/culture.html

Source 5

Rice
Unsurprisingly, rice was a staple food, and was so important as to be
considered a measure of wealth. Farming in Japan has never been an
especially easy affair, and the life of a farmer could be a difficult one indeed.
Much of Japan is mountainous, and yet even after the land was unified
under the Tokugawa, each province needed to have some rice-growing
potential Rice fields were cut into the sides of hills, and rivers arduously
dammed and diverted. Yet the work was vital - famine was an ever-present
danger, and one from which few were immune.

Every province throughout the period of the samurai saw to the collection
of rice, although the amount demanded as tax varied. Some idea, though,
may be gleaned from the daimy Hj Soun's control of Sagami. There, he
was looked upon favorably by the peasants for taking a mere forty percent
of their crops each fall, as opposed to fifty or even sixty percent. Even the
generous forty percent tax rate left a village with a thin reserve in case of
emergencies, and so many maintained secret fields. Quite often, prior to the
16th Century, local samurai (jizamurai) or Jito might well look the other way -
this changed with the coming of the daimyo. Land surveys or growing
efficiency were organized to ferret out fields that had avoided taxation, and
were quite unpopular as a result. Resourceful villagers also grew alternate
crops-such as beans or sweet potatoes-to augment their diets.
Ironically, many peasants, for various reasons, ate millet as opposed to
rice. Rice was an all-important commodity, and nowhere in Japanese culture

| 28
was frugality more rigidly practiced then among the farmers. Rice could be
used in a number of ways, and included being boiled, cooked into a paste,
turned into sake, and mixed with vegetables. A popular roadside treat was
the rice cake, which could be sweetened with honey or pieces of fruit and
was wrapped for sale in a large leaf.
Most samurai ate husked rice, and the daily ration for a common foot
soldier was thought to be about 900 grams (or five go). Nobles preferred
polished rice, which they often ate sweetened.

Other foodstuffs
In addition to rice, the following foods were eaten when and where
available Potatoes (there were reputedly 24 types), radishes (of which
there were nine kinds), cucumbers (fourteen types), beans (which produced
the ubiquitous bean curd), chestnuts, persimmons (another popular road side
treat), various nuts, tofu, yams (or tororo, which was often made into a soup),
sour plums (particularly popular with soldiers on campaign if they could be
found), apricots, peaches, apples, oranges, ect The sea provided seven
types of seaweed, abalone, carp, bonito, trout, tuna (hunted with harpoons),
octopus, jellyfish, clams, and, at least off Awa Province (Shikoku), whale. In a
particular pinch, the Buddhist/Shinto injunctions that tended to prohibit the
eating of meat could be lifted, allowing the hungry to catch pheasants, wild
geese, quail, deer, and boar. Soldiers under siege, when hunger became as
dangerous a foe as the enemy, often killed and ate their horses. Nonetheless,
the eating of red meat did not become common until the Meji Restoration -
and then only amongst the upper classes.
Fifty types of plant were available to facilitate cooking, such as daizu
(soya) and azuki sasage (red beans); flavorings included sake, shoyhu (soya
sauce), imported pepper and rice vinegar, as well as kelp (kombu).
Vegetables were often prepared with a great deal of oil and this style of
cooking was known as shojin ryori and involved soya, sesame, and camellia.
Salt, important for the preservation of fish and other foodstuffs, was a vital
commodity, and may have been a factor in the warlord Takeda Shingen's
invasion of coastal Suruga Province in 1569.
A mention should be made of the meal traditionally served to a samurai
before setting out for war. This included dried chestnuts , kelp, and abalone,
served on small lacquered plates - as well as sake. The sake was served in
three cups - as the number three was considered good luck.

West, C and Seal, F. (2012) Food of the Samurai period. The Samurai
archives. Excerpts from http://www.samurai-archives.com/food.html

Activity:

Create a Menu using the sources for both a farmer and samurai. Which sources did you
use and why?

| 29
Hierarchy:

Source 1

Emperor
Sitting above the social hierarchy was the emperor. His position was generally inherited
and was outside of the four-tier hierarchy. In theory, this position was meant that
emperor was the head of all Japan. He was in-charge of the army and all the resources
available in Japan. According to Japanese mythology, the imperial family was directly
descended from the gods.

Shogun
Next came the military commander of Japan, the shogun. This position eventually also
became a political one and therefore existed beside the position of emperor and outside
the four tiers. The shogun would be in-charge of the whole Japan making emperors power
symbolic only.

Nobility, Daimyo and Samurai

As the emperor and shogun were outside the Japanese social hierarchy, the first actual
class in the hierarchy was the warrior class, which included the noble families, daimyo,
and samurai.

Nobility: Had both wealth and power. Their wealth came from the taxes they
collected from the land that they controlled. At first, they owed their positions to

| 30
 the emperor who, in return, could expect the loyalty of their service. Some
families served the emperor as ministers of government. However, in time, they
came to owe their positions to the shogun, who had become the real political
authority in Japan.
Daimyo: Lords who controlled the land and were only answerable to the shogun.
They lived under a strict set of rules that were designed to limit their ability to
threaten the position of the shogun. These rules included seeking approval from
the shogun to marry, limits on the number of samurai they could control and
restorations on castle repairs. They were not allowed to build new castles or
fortifications. The shogun was also able to have significant control over how the
daimyo moved across Japan by destroying most of the bridges.
Samurai: Warriors who protected the land and were only answerable to their
daimyo. They were not owned as such by their daimyo but their Bushido ensured
that their loyalty to him was absolute. They were paid a set amount, usually in
rice. As a means of earning extra income, some samurai families were secret
involved in the production of goods such as toothpicks, which they sold to
peddlers.

Farmers and Peasants

The second class in the hierarchy consisted of farmers and peasants. According to
Confucian belief, those who grew the food that fed the rest of the population held a
place of high esteem in society. In reality, this did not mean that they were treated well
by the people above them. Farmers and peasants worked under a heavy burden of
taxes that included grain requisition and provision of labour services. How they were
actually treated depended to a large extent on their daimyo as he was the one who
gave the orders and demanded the taxes.

Artisans and Craftsmen

The third class in the hierarchy consisted on the artisans and craftsmen. According to
Confucianism, while artisans did make things, the things they made were not essential
items. This meant that pottery, jewellery, and other forms of art were not highly regarded
as ways to make a living. Even those who made swords for the samurai were included in
this group.

| 31
Merchants
Merchants were the fourth social class and therefore the bottom of the hierarchy. They
were not well regarded in Japanese society because they made their living without
actually producing anything of value. Merchants moved goods between the districts
where the other classes lived. In time, of course, merchants became very wealthy. Their
status in society then changed, especially when Japan became modernised in the late
19th century.

Hinin
There were some people who were considered to be outcasts, which means that they
existed outside the social structure altogether. They were known as the hinin, or non
people. In some cases they were outcast because of their jobs being an undertaker, a
butcher, a tanner, or public executioner was considered to be unclean in both Shinto
and Buddhist belief. Nevertheless, the skills and goods produced by these trades were
often in high demand by people who needed to have someone buried, wanted meat
for food or wanted fur or leather for clothing.

Unknown (Unknown) Way of life. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/way-of-life.html

Source 2

The highest social class was the Emperor, the emperor did have the highest social class,
but he had little political power. Under the emperor is the shogun who held all the
political power. Next, is the diamyo who are military lords that usually own huge amount
of land; they were all subjects of the shogun. The next class is the samurai class, they
were very honored members of society who could kill a peasant simply because he had
wanted to.. Next is the farmers who were higher up in the social order because
of Confucius belief that members of society should work to earn their social class, and
since farmers grew their own food they were highly respected. Artisans were under the
farmers because even though they worked for the diamyo and samurai

| 32
making necessary things for them. The last on the social class system was the peasants,
which consists of merchants and beggars Merchants were often very wealthy because
the trade system in Tokugawa was very good, but they were still lowest on the social
class. They were seen as scum because of the Confucius beliefs. Beggars were also in
the category because they were poor and they didn't contribute much to
society. Nobody moved throughout the caste system.

Oldham, M. (Unknown). Hierarchy. The Tokugawa Shogunate. Retrieved from

http://tokugawa-shogunate.weebly.com/hierarchy.html

Activity

Use the sources to create a diagram of the hierarchy. You can use the sheet below and
cut out each class and stick it into your book in the correct order.

Artisans
Merchants
Daimyo
Peasants
Ronin
Emperor
Samurai
Shogun
Art and architecture:

Source 1

The medieval Japanese borrowed a lot of their artistic ideas from China and Korea.
Then, they went on to develop their own styles. The arts of Japan revealed the Japanese
love of beauty and simplicity. Artisans in Japan made wooden statues, furniture, and
household items. On many of their works, they used a shiny black and red coating called
lacquer. From the Chinese, Japanese artists learned how to do landscape painting.
Using ink or watercolours, they painted scenes of nature or battles on paper scrolls or on
silk. Japanese nobles at the emperor's court learned how to fold paper to make
decorative objects. This art of folding paper is called origami. Builders in Japan used

| 33
Chinese or Japanese styles. Shinto shrines were built in the Japanese style near a sacred
rock, tree, or other natural feature they considered beautiful. Usually a shine was a
wooden building, with a single room and a roof made of rice straw. People entered the
shrine through a sacred gate called a torii. Unlike Shinto shrines, Buddhist temples were
built in the Chinese style. They had massive tiled roofs held up by thick, wooden pillars.
The temples were richly decorated. They had many statues, paintings, and
alters. Around their building, the Japanese created gardens designed to imitate nature
in a miniature form. Some of these gardens had carefully placed rocks, raked sand, and
a few plants. They were built this way to create a feeling of peace and calmness.

Unknown (Unknown) Way of life. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/way-of-life.html

Source 2

Retrieved from http://bhoffert.faculty.noctrl.edu/HST263/13.TokugawaCulture.htm

Source 3

| 34
Samurai clan lords, or Daimyo, ruled their domains from castles like this one

Retrieved from
http://www.pacificwar.org.au/foundationJapmilaggro/Shogunate.html

Source 4

Paper Folding in the Japan

During the 6th century, paper was introduced into Korea and then into Japan by
Buddhist monks (sometimes attributed to one monk in particular, named Dokyo). It is in
Japan that paper folding became an art form and evolved into what we know today as
"origami".

In Japan, paper was expensive and not available to the general public. Paper and
paper folding was limited to religious rituals and formal ceremonies.

Some of earliest examples of paper folding (with cutting) are "Shide"; these are zig-zag
shaped paper used in purification rituals. Shide can be attached to straw ropes to
designate sacred locations (Shimenawa), attached to alters, or attached to a wooden
staff and used as purification wands (Gohei). It should be noted that Shide were
probably made with fabric, but then later switched to paper. See how to fold Shide
here. There is very little evidence of recreational origami prior to the 1600's but by the
17th century, play-origami was prevalent in Japanese culture so much so that you could
find kimonos decorated with paper cranes.

From http://www.origami-resource-center.com/history-of-origami.html

Activity:

Complete 3 Origiami Activities. Booked Ipads will be on the table on the

http://www.origami-instructions.com/ webpage. Students can pick what to make.

| 35
Women:

Source 1

Samurai women

Japan under samurai rule was male-dominated. Before this, there were a
small number of female rulers and some women were allowed to inherit
property. From the time of the civil wars fought in the Heian Period (794-1185),
it was thought that a man should be at the head of the family to protect the
house and land. Women of the samurai class were brought up to believe
they were inferior to men, and had little freedom. In 1716, strict rules
governing a woman's behaviour had been written in a book called The Great
Learning for Women. It was a woman's duty to serve three masters: her father,
her husband and her son, and home life was the focus of her career. A man
could divorce his wife and send her back to her parents simply by saying she
was unhealthy or unable to have children. The only escape for a woman was
to seek refuge in a temple and become a nun, where if she stayed for at
least two years she could obtain a divorce.

Alliances between samurai families depended on marriages arranged by the

woman's parents. This also relied on the obligation of the wife to bear a son to
inherit the husband's land, and on her instruction of her daughters in the
manners suitable for polite society. The mother taught them to read and write
and how to dress in ceremonial clothes. Samurai women often learnt martial
arts and knew how to defend themselves. Samurai wives had the task of
commanding soldiers while their husbands were away, and organising family
finances. Women and children were not spared from the war and conflict of
the times, and many wives committed suicide with their husbands.

Women in the ranks of the ninja were referred to as kunoichi. They were
employed as spies and often posed as household servants. There are stories
of less subtle ninja women using seduction as a tool, luring victims into
dropping their guard before killing them.

From http://www.skwirk.com/p-c_s-14_u-177_t-516_c-1922/nsw/history/medieval-and-
early-modern-societies-japan/life-in-feudal-japan/women

Source 2

Lower-class women

While life for lower-class women was hard, they were likely to have more
freedom than noblewomen in their choice of husbands. Women servants
worked as cleaners, cooks, or housemaids caring for young children. Other
women worked as farm labourers, shopkeepers, or helped their husbands
with their work. Farmers' wives planted rice and tended crops as well as
spinning and weaving or caring for their children. The wives of poorer

| 36
townsmen helped with family businesses and ran their homes. The wives of
rich merchants were better off in spite of their low social status, and had
money to lead a life of luxury. Some women worked as companions (geisha)
for samurai men.

From http://www.skwirk.com/p-c_s-14_u-177_t-516_c-1922/nsw/history/medieval-and-
early-modern-societies-japan/life-in-feudal-japan/women

Source 3

Though, Japan valued men over women, women played an important role in the
society of medieval Japan. They were the backbone that protected and cared for their
family. Throughout these times, Japanese women were mothers, entertainers, and even
warriors. The amount of freedom a woman received depended greatly on a her social
class.

SAMURAI WOMEN
Samurai women were trained to fight as a samurai does. They at times fought alongside
men in battle, though this was quite rare. The ideal samurai woman was docile, humble,
and submissive to a man. It might seem to be a strange idea that a woman that was
sure to hardly ever fight in a battle, be taught to fight. Well, the main purpose in this was
so that the Samurai women could defend their homes and children in times of dire need.
HIGH-RANKING WOMEN
Women of high class had the littlest amount of freedom in medieval Japan. Women of
high status in Japan could not escape marriage. the purpose of marriage between two
families was to create an alliance, which would make sure the safety of the clan was in
good hands. Families always tried to choose the man of another family that would
increase their social status and affluence. The only way that they could remain single
was if they became a monk or a nun in Buddhism. Though, after a woman did this her
social ranking became significantly lower and she was from then on perceived as a
deceitful and amoral woman.
GEISHA WOMEN
The idea of a geisha is severely misinterpreted. The term geisha is usually understood to
be a glorified mistress of a man of high status, in colloquial terms, a whore. This is
definitely not factual. Geishas were actually amongst the most respected women in
Japanese society. As young girls geishas are actually called maikoas. Before becoming
a geisha, a maikoa learns how to converse with men, perform traditional dances to
perfection, and sing and play stringed instruments.
Geishas were of great use to daimyos. Sometimes, geishas were sent to spy on or
assassinate other territorial landlords. Although, any daimyo could easily sense that a
geisha was sent to kill him; he had no defense against her. This was attributed to the fact
that she was so respectable. The only way he could prevent himself from being killed
was to have someone kill her before she could him.
LOW-RANKING WOMEN

| 37
Women of low class typical had jobs cooking, cleaning, and caring for the children of
wealthier families. These women also farmed alongside other men and had the freedom
to use the money that they earned as they wished, to pay taxes, provide their children
with clothing. Whatever was necessary could be taken care of. Women of low-class had
more freedom when it came to marriage and had say in whatever many she ended up
marrying.

From http://medievjapan.weebly.com/role-of-women-in-society.html

Source 4

From http://medievjapan.weebly.com/role-of-women-in-society.html

Source 5

From http://medievjapan.weebly.com/role-of-women-in-society.html

| 38
Activity Read the sheet and complete the questions

In the early feudal period, it was not out of the ordinary for women to become
samurais and warriors. These women were known as the onna-bugeisha and
were expected to show: loyalty, bravery, and take on the duty of revenge.

Since her warrior husband was often absent, the samurai wife also had
important duties at home. Her responsibility was the food and all the
household supplies. She oversaw the harvesting of crops, managed all the
servants, and took over all financial business.

In matters which concerned the well-being of the family, her advice was
sought and her opinions respected. She also had to provide a proper
education of her children, especially through instilling in them, a strong sense of duty, courage and physical
strength.

During wartime, women sometimes had to defend their homes. Trained in weaponry, women carried a
dagger in their sleeves or sashes and could throw with deadly aim. The naginata, a long, curved sword, was
considered the weapon most suitable for women. Japanese girls today continue the ancient art of
naginatajutsu as they learn how to wield the naginata.

Sometimes women joined men in battle, actually fighting along side them or encouraging the troops. And,
like their husbands, women were expected to commit suicide, also known as hara-kiri, if the family was
dishonoured in any way. Some women used suicide as a form of protest against injustice, as in the case of
one woman who killed herself when her husband mistreated her.

Over time the independent samurai woman was replaced by a different image, to be humble, obedient,
self-controlled and above all subservient to men. Respecting one's husband and family and bearing a
male child became this ideal woman's most important tasks. By the later feudal ages, the laws changed
which made it impossible for daughters to inherit property.

After the 15th century, the Buddhist and Confucius teachings of the "Three Obediences" reinforced
womens lesser status in society. "A woman has no way of independence through life. When she is young,

| 39
she obeys her father; when she is married, she obeys her husband; when she is widowed, she obeys her
son."

1. What is another Japanese term for a female warrior?

2. List all the duties a samurai wife would need to perform in her husbands absence.

3. What are values do these women hold? Why do they need to pass them on to their
children?

4. When would a woman need to perform hari-kiri?

5. Why was Hojo Masa-ko given the title of Mother Shogun? What evidence from
the text suggests that she was a powerful woman.

6. How did the role of Japanese women change towards the late feudal period?

| 40
Missdo90. (2013). Samurai women. TEASaustralia. Retrieved from
http://www.tesaustralia.com/teaching-resource/Medieval-Japan-Japan-under-the-
Shoguns-7005142/

Clothing

Source 1

Clothing
The earliest hunters and gatherers wore clothing made from furs and plant fibers, such as
linen or hemp. Both men and women wore simple one-piece garments with an opening
for the head, seams down the sides and a belt at the waist. During the Nara Period,
clothing became a little more complex. It consisted of two pieces; a lower piece and an
upper piece with tight sleeves. The art of raising silkworms had been introduced to
Japan by this time, so some clothing was made of silk. Since techniques for dyeing silk
had not yet been developed, silk clothing was always white. The kimono was also
introduced during this period. Women's kimonos had obis (wide sashes), which went
around the waist and were tied elaborately in the back. Everyone wore kimonos. The
fabric they were made of depended on social class. Farmers, merchants and artisans
wore rough kimonos made of cotton or hemp, while the ruling class wore silk. Samurai
clothing is shown in many woodblock prints, both armor and everyday dress. Samurai
clothing for daily life consisted of a hakama (almost like a skirt) and baggy pants,
sometimes with a winged vest worn over a robe. Today the hakama is worn only when
performing traditional martial arts.

From http://shogunjapan1.weebly.com/way-of-life.html

Source 2

Unknown (Unknown) Way of life. Japan under the Shoguns. Retrieved from
http://shogunjapan1.weebly.com/way-of-life.html

| 41
Source 3

Being a peasant in medieval times did not give you the opportunity to be as healthy as
someone in an upper class. However, they kept as clean as the could by washing in
rivers or streams. The clothes they wore were simple and easy to work with. It was usually
made by the woman of the family out of cotton or hemp. They also had straw coats and
hats.

Retrieved from http://peasantsinshogunatejapan.weebly.com/health-and-clothing.html

Source 4

Samurai Clothing

Footwear generally consisted of sandals (waraji) and wooden clogs (geta).

Sandals were made from various sorts of material, including straw, hemp, and
cotton thread. Clogs were generally associated with the lower classes
(geisha, for instance, and kabuki actors are often depicted wearing geta)
though samurai wore them from time to time.

As with the standard kimono, the samurai's swords were normally thrust
through a belt (obi) worn wrapped around the waist and tied in front.
Alternatively (and again in 'official' circumstances) the main sword could be
slung by cords from the obi (in a fashion more akin to a western dress uniform
convention) while the short sword (Wakizashi) or knife (tanto) was worn
through the Obi. Regardless, the sword was ALWAYS worn on the left side,
probably a case of a practical consideration (ease of drawing) that became
more fashion oriented (after all, there were certainly some left-handed
samurai).

The samurai's hair was an important part of his appearance, and most texts
and house-codes of the samurai make reference to the importance of its
neat appearance. The traditional hairstyle (for the better part of a thousand

| 42
years) was the topknot, a fashion by no means exclusive to the samurai.
Nearly everyone, with the exception of Buddhist priests, wore topknots,
making the genesis of this style nearly impossible to guess at it with authority.

The style of shaving part of the frontal part of one's head was supposedly
developed as making helmet wear more comfortable. By the early Edo
Period it had become a simple fashion, and was adopted by many outside
the samurai class.

From http://www.angelfire.com/wv2/rising_sun/clothing.html

Activity: There are some old clothes wooden pegs on the table with some
fabrics. Students need to dress the pegs with historical accuracy. Write a
justification for your clothing choice.

Passport:

Station Activity

Women

Art and Architecture

Food

Social Hierarchy

Clothing

| 43
Justification

The purpose of this justification is to validate the choices I made while designing

three sequential lessons for a stage four topic, depth study five; The Asia Pacific World.

My chosen Asia-Pacific society was topic five (b) Japan under the Shoguns (Board of

Studies, 2012, 55). This justification will demonstrate how I have incorporated Blooms

Taxonomy, Gardners theory of intelligences and VARK model; and Inquiry based

learning into my lesson plans and why they encourage effective teaching. Each of these

theories, approaches and practices come from my own personal teaching philosophy

whereby I believe that teaching should be student centered and involve a variety of

teaching strategies to accommodate individual interests and learning preferences.

My three lesson plans come from the first three lessons of the scope and

sequence for depth study 5 (b) Japan under the Shoguns. These lessons cover a

plethora of cross curriculum themes and general capabilities such life skills, literacy and

numeracy, Asia and Australias engagement with Asia, and ICT use. In addition, they

encourage understanding of the historical threshold concepts such as empathetic

understanding (Lesson 3).

In addition, I would like to reflect of the importance of ICT within the classroom.

Cavanagh and Prescott (2015, 107), state that ICT is indispensable to

independent learning because it supports differential instruction. Furthermore, it is

shown that students who actively engage with ICT based lessons are more likely

to develop higher order thinking skills(Blooms Taxonomy). Likewise Clarke and

Pittaway (2015, 187) assert that teachers who adopt a technology based student

centred approach are more likely to engage their students. This shows how important

it is to encourage learning using ICT. My lesson plans utilise ICT to support differentiated

learning and inquiry based learning, this in turn promotes effective teaching (Lesson 2).

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 The first of the approaches incorporated into my lesson plans is Blooms taxonomy.

Since its conception, Blooms has undergone a number of changes. One such change

can be attributed to David Krathwohl (2010), who believes that the taxonomy can be

further broken into a two dimensional framework consisting of knowledge and cognition.

This means the low order processes such as knowledge and comprehension require a

base level of knowledge while higher order processes encourage cognition within

students. The second major change to Blooms Taxonomy was championed by Lorin

Anderson. Anderson changed the hierarchys categories from nouns to verb; thus

making it easier for teachers to measure students ability and simultaneously differentiate

learning (Forehand, 2010).

Blooms taxonomy was essential to the structure of my lesson plans. Each of my

lessons started with low-level discussion questions invoking previous knowledge and built

its way up through the application of knowledge to the creation and synthesis of

knowledge.

In lesson 2 this refers to the creation of a timeline which sequences periods and

events and again in lesson 3, when students are asked to use the sources to complete

an activity such a creating a menu for a peasant. Blooms supports my student centred

philosophy at it focuses on the students ability to both use knowledge but also think

cognitively about it. I believe this promotes effective teaching.

The second of the approaches used within my lesson plans is Gardners theory of

intelligences and the VARK model. I have combined this theory and model as they both

refer to the way students learn and the best way to differentiate learning. Gardners

theory states that people are internally drawn to different learning styles such as logical,

musical and social (interpersonal). Gardner writes,

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 only if we expand and reformulate our view of what counts as human intellect

will we be able to devise more appropriate ways of assessing it and more effective ways

of educating it (Gardner, 2011, 4).

This means that unless we redefine intelligence only those who conform to traditional

methods of learning i.e., lecture style classrooms will succeed leaving others behind.

Closely related to this theory is the VARK model. VARK combines visual, aural,

reading, writing and kinaesthetic learning styles. This model suggests that a variety of

teaching strategies combined will accommodate most if not all learning styles. An article

written by Prithishkumar and Michael (2014) states that students possess a wide diversity

in learning preferences. Therefore, to engage in effective teaching, multiple methods of

delivering information are vital to engage students as well as a student centred

approach.

The Gardner theory and VARK model has been accommodated within my lesson

by the vast variety of learning activities. In each lesson I have tried to incorporate visual

activities (maps and timeline), discussion (start of every lesson and summative

assessment), writing of info (answering of questions, crossword), and kinaesthetic (create

a Daimyo flag, origami). This further shows the importance of a student centred

approach.

Lastly, the inquiry-based learning (IBL) approach is a significant pedagogy

related to history, as history is for the most part inquiry. IBL is the process of which students

engage in critical thinking usually to solve problems; it is also heavily intertwined with

Blooms taxonomy through the process of moving up the scale to higher order thinking

(critical thinking)( Daniela B. Friedman , Tena B. Crews , Juan M. Caicedo , John C.

Besley , Justin Weinberg and Miriam L. Freeman, 2010).

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 This approach was the dominant theme of lesson 3 and the beginning in lesson 2.

Students were given a task/problem to solve through group and independent research.

During these tasks, students are expected to remember, understand, apply, analyse and

evaluate their own evidence to create a timeline and to answer the lessons focus

question: What was everyday life like under the Shoguns?. IBL used in conjunction with

the other approaches promotes effective teaching through a student centred

approach.

In conclusion, I have utilised the above theories, approaches and practices to

inform three sequential lesson plans on Japan under the Shoguns. Blooms taxonomy,

Gardners theory of multiple intelligences and the VARK model as well as inquiry based

learning have been used comprehensively with my lesson plans as they support my

student centred approach for effective teaching. These methods are strongly based

around individuals and their preferential learning styles something that is important to

me. I chose the topic Japan under the Shoguns because I love modern Japanese

culture but knew little about their history.

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 Referencing
Board of Studies NSW, (2012). History K-10 Syllabus: Volume 2. Sydney NSW: Board of Studies NSW

Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook: A guide for preservice
teachers. Frenches Forrest, NSW: Peasron.

Clarke, M., & Pittaway, S. (2014) Marshs becoming a teacher (6th Ed.). Frenches Forrest, NSW:
Peasron.

David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into practice, 41:4,
212-218, DOI: 10.1207/s15430421tip4104_2

Friedman, D. & Crews, T. & Caicedo, J. & Besley, J.& Weinberg, J. & Freeman, M.. (2010). An
exploration into inquiry-based learning by a multidisciplinary group of higher education
faculty, Higher Education, 59:6, 765-783. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/40602433

Forehand, M. (2010). Blooms taxonomy. Emerging perspectives on learning, teaching and

technology, 41-47.

Gardner, H. (2011) Frames of mind: The theory of multiple intelligences. New York, USA: Basic Books.

Prithishkumar, I., & Michael, S. (2014). Understanding your student: Using the VARK model. Journal of
Postgraduate Medicine, 60(2), 183. DOI: 10.4103/0022-3859.132337.

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Appendices
Outcomes

Scope and Sequence

Concept map

Assessment Schedule

Assessment Task

Unit Outline

Lesson Outline

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Outcomes

Stage 4 Outcomes

A student:

HT4.1 Describes the nature of history and archaeology and explains their contribution to an understanding of the past.

HT4.2 Describes major periods of historical time and sequences events, people and societies from the past.

HT4.3 Describes and assesses the motives and actions of past individuals and groups in the context of past societies.

HT4.4 Describes and explains the causes and effects of events and developments of past societies over time.

HT4.5 Identifies the meaning, purpose and context of historical sources.

HT4.6 Uses evidence from sources to support historical narratives and explanations.

HT4.7 Identifies and describes different contexts, perspectives and interpretations of the past.

HT4.8 Locates, selects and organises information from sources to develop an historical inquiry.

HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past.

HT4.10 Selects and uses appropriate oral, written, visual and digital forms to communicate about the past.

Outcomes

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Concepts

Concept

Continuity and Change Some aspects of a society, event or development change over time and others remain the same, eg
the rise and fall of ancient civilisations; changes in religious beliefs or ideas; continuity of aspects of
everyday life across centuries.

Cause and Effect Events, decisions and developments in the past that produce later actions, results or effects, eg the
causes of the 'fall' of the Roman empire and its effects; the reasons for and results of the Crusades.

Perspectives People from the past may have had different views shaped by their different experiences, eg the
conquest of the Americas would be viewed differently by an Inca noble and a Spanish conqueror;
the arrival of the First Fleet would be viewed differently by a British naval captain and an Aboriginal
elder.

Empathetic The ability to understand another's point of view, way of life and decisions made in a different period
Understanding of time or society, eg an understanding of why medieval villagers believed the Black Death was sent
by God as punishment; why ancient Egyptians believed their kings were divine.

Significance The importance of an event, development, group or individual and their impact on their times or later
periods, eg the importance/impact of the Viking invasions on the British Isles; the significance of the
Black Death for medieval societies.

Contestability How historians may dispute a particular interpretation of an historical source, historical event or issue,
eg did the Roman empire 'fall', were the Mongols 'bloodthirsty conquerors', did the British 'settle' or
'invade' Australia?

Concepts

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Scope and Sequence

Scope and Sequence

Scope and Sequence For Stage 4
Semester 1
TERM 1 TERM 2

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

The Ancient World

Overview
Investigating the Ancient Past The Mediterranean Past- Rome The Asian World- China
Outcomes Outcomes Outcomes
HT4.1 HT4.2 HT4.2
HT4.5 HT4.3 HT4.3
HT4.6 HT4.6 HT4.6
HT4.8 HT4.9 HT4.9
HT4.9 HT4.10 HT4.10
HT4.10

Site Study Site Study Site Study

The Big Dig Virtual Historical Site N/A
Week 7 Week 9

Assessment Assessment Assessment

N/A Empathy task Multimedia Presentation
20% 25%
Due Term 2 week 2 Due week 6

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Scope and Sequence

Scope and Sequence For Stage 4

Semester 1
TERM 1 TERM 2

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

The Ancient to Modern World

Overview
The Western and Islamic World - The Asia-Pacific World Japan under the Expanding Contracts The Black Death
Vikings Shoguns
Outcomes Outcomes Life Skills Outcomes
HT4.2 HT4.2 HTLS.2 HT4.2
HT4.5 HT4.4 HTLS.6 HT4.3
HT4.7 HT4.6 HTLS.8 HT4.4
HT4.8 HT4.7 HTLS.9 HT4.6
HT4.9 HT4.9 HTLS.11 HT4.7
HT4.10 HT4.10 HTLS.12 HT4.10
HTLS.13

Site Study Site Study Site Study

Virtual archaeological study N/A N/A
Week 3

Assessment Assessment Assessment

N/A Create a Textbook Exam
25% 30%
Due Term 2 week 2 Due week 8

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Concept Map

Concept Map

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Assessment Schedule

Assessment Schedule for Stage 4

Assignment 1 Weighting Outcomes Due Date

Empathy Task 20% - HT4.3 Term 2 Week 2
A day in the life of: - HT4.6
- HT4.9

Assignment 2 Weighting Outcomes Due Date

Multimedia presentation 25% - HT4.2 Term 2 Week 6
China Investigate a - HT4.3
significant individual. - HT4.10

Assignment 3 Weighting Outcomes Due Date

Create a Textbook 25% - HT4.2 - HT4.9 Term 4 Week 2
Japan under the Shoguns - HT4.4 - HT4.10
Create a textbook for a year 8 - HT4.7
class.

Assignment 4 Weighting Outcomes Due Date

End of Year Exam 30% - 4.1 - 4.6 Term 4 Week 8
Content and skills exam - 4.2 - 4.7
- 4.3 - 4.9
- 4.4

Assessment Schedule

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Assessment Schedule

Spartan High School for Children

Stage 4 History

Assessment Task
Due Date: Term 3 Week 6 Assessment Name: Shogun Japan
Mark: /30 Weighting: 25%

Outcomes to be assessed
- HT4.2 - Describes major periods of historical time and sequences events, people
and societies from the past.
- HT4.4 - Describes and explains the causes and effects of events and developments
of past societies over time.
- HT4.7 - Identifies and describes different contexts, perspectives and interpretations
of the past.
- HT4.9 - Uses a range of historical terms and concepts when communicating an
understanding of the past.

Task Description

Produce a 5 page textbook, teaching a year 7 class about Japan under the
Shoguns. It must contain information on the following:

a) A Timeline
b) Feudalism
c) Japanese way of life
d) Environmentalism
e) Decline of the Tokugawa Shogunate.

Your textbook should look like a real textbook. Textbooks have features such as:

Headings and sub-headings

Information about your topic appropriately set out in paragraphs in your own
words
Pictures/maps/diagrams/timelines/annotated diagrams/captions
depending on the topic
Glossary of important terms: define the key words
Questions and activities for your student audience

NOTES:
Students will need to word process information in
their own words.
This assessment was borrowed from Keysborough
College.
http://keysboroughcollegeyear8.weebly.com/shogun-
japan.html

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Marking Criteria

Marking Criteria

1. Timeline 2 Marks

Creates a clear, concise and accurate time 1

line.
Presents it in an appropriate textbook manner. 1

2. Feudalism 5 Marks

Describe how the Tokugawa Shoguns revived 2

the feudal system in Japan
Explain how how foreign trade was controlled 2
by the Tokugawa Shoguns
Presents it in an appropriate textbook manner. 1

3. Japanese way of life 6 Marks

describe the everyday life of men, women and 3

children in Japan under the shoguns
identify the roles and relationships of key groups 2
in this society using sources
Presents it in an appropriate textbook manner. 1

4. Environmentalism 6 Marks

Describe how the Japanese used land and 3

forests as resources
Outline the Tokugawa Shogunates policies on 2
forestry and land use
Presents it in an appropriate textbook manner. 1

5. Decline of the Shogunates 10 Marks

explain why the Tokugawa Shoguns 3

isolated Japan from the rest of the world
from AD 1639 3
assess the importance of Western
influence on the decline of the Shogunate
explain how the Shogunate have
influenced modern Japan 3
Presents it in an appropriate textbook
manner. 1

Marking criteria is taken directly from the syllabus. (BOSTES, 2012, 55)

Marking Criteria

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Unit Outline
History
Year 8 (Stage 4) Number of
Weeks: 7

Key Concepts/ Big Ideas The importance of this learning

Asia and Australias
The way of life in Shogunate Japan engagement with Asia.
The role of the Tokugawa Shogunate
in reimposing a feudal system
Increasing control of the shogun over
foreign trade
Use of environmental resources
Theories about the decline of the
Shogunate

Unit context within Scope and Sequence Targeted Syllabus Outcomes

Focus: Topic 5b: Japan under the Shoguns
(c. AD 794 1867) HT4-1
HT4-4
Life Skills: HT4-6
HT4-7
HTLS-2,
HT4-9
HTLS-6,
HTLS-8,
HTLS-9,
HTLS-11,
HTLS-12,
HTLS-13

Literacy Targets Numeracy ICT Targets Cross Assessment

Targets Curriculum
1 1 1 Life Skills Summative 3
Literacy
Numeracy

Unit Outline

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Assessment Schedule

Lesson Content Teaching, Resources

learning and
Assessment
1
Overview Introduction Video
Activities
2
sequence the Nara and Timeline Library
Heian periods and the Butchers
Kamakura, Muromachi Maps paper
and Tokugawa
shogunates

identify key places in

Japan during this period

3
describe the everyday Japanese Sources
life of men, women and Passport.
children in Japan under
the shoguns Source based
stations
identify the roles and
relationships of key
groups in this society
using sources

4
outline key cultural, Booklet with Booklet
economic and political varying activities
features of this society, outlining cultural
including the economic and
increasing power of the political
shogun features.

5 outline how the Maps

Tokugawa Shogunate Cause and Powerpoint
took control of Japan effect
by AD 1603

6
describe how the Roleplays. Prompt
Tokugawa Shoguns Split into groups sheets/Scripts
revived the feudal and act out the
system in Japan groups.

7
explain how foreign Class market Prompt sheet
trade was controlled by
the Tokugawa Shogun

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Unit Outline

8 Booklet
describe how the
Japanese used land
and forests as resources Write
professional
outline the Tokugawa policies
Shogunate's policies on Literacy
forestry and land use

9
explain why the Essay Textbook
Tokugawa Shoguns Scaffolding.
isolated Japan from the
rest of the world from AD
1639

10
identify examples of Source analysis Independent
modernisation and research
westernisation in Japan
in this period and
explain their impact
Debate- Positive
assess the importance of and negative.
Western influence on the
Research
decline of the
Shogunate

11
explain how the Look at modern
Shogunate have japan.
influenced modern Comparison
Japan

12 Gameshow: So Powerpoint
Recap you think you
know the
Shoguns

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Unit Outline

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Lesson Outline

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