Name: Period:
Japan Rigor 2010-11
A Differentiated Approach to Learning
RIGOR PLAN: Japan Unit.
· This plan enables the student to meet or exceed the following standard:
STANDARD 7.5: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
A. Follow this plan in order to be successful in this unit.
You are expected to do the following:
a. Review the State Standards relating to Japan in Chapter 8 of your text.
b. Read Chapter 8: Lessons 1, 2, 3, and 4.
c. Take notes from the text (and additional sources) on information related to your 11 topics. Sheets will be provided.
d. A Notebook will be turned in with Notes and Daily Logs. All students must complete this individually.
e. Select and complete your product.
f. This is both an in-class and at-home project. You must work at home each day to complete it as lunch will not always be available except in an emergency.
1. You may work independently or with one other student. Groups of 3 will not be honored.
2. Be very careful in choosing this student, as you will both receive the same grade. You are only as strong as your weakest link. If this is of concern, then work by yourself.
g. Be prepared with your materials at home and in the classroom. This includes printing supplies at home, glue, paint, printer, paper, etc. This is an at-home project, too, and you are expected to be prepared.
h. Meet all due dates.
i. Read all directions throughout this packet.
Peer Name (if applicable) ______
Phone Number______
Email______
Student and Parent Responses: We understand the requirements of this project. We understand that if there’s a partnership, it is our responsibility to take care of all matters and that grades will not be separated. We will be prepared with all materials at home and as needed in the classroom.
Student’s name (Print): ______Date: ______
Parent’s signature: ______Date: ______
Japan Rigor Project
A Differentiated Approach to Learning
Due March 4
Over the next few weeks, you will conduct research and create a product on important historical topics of Medieval Japan.
STANDARD 7.5: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
OBJECTIVE: Trace the development of Japan, Korea, and the kingdoms of Southwest Asia and the influence of China and India upon their cultures.
I. Project
A. Elaborate, in your own words (or else it’s plagiarism and a zero will result), the following eleven topics.
B. To show depth and to elaborate, look at “ELABORATE” for each. You cannot earn an “A” on this project if you do not show depth and elaborate.
1. Describe the effects of Japan’s geography on its culture and economy.
*ELABORATE: Use TWO Themes of Geography to respond.
2. Explain the clan system of early Japan.
*ELABORATE: *Describe and give examples.
*Also, compare Japanese clans to the clans of the Middle East or Africa.
3. Analyze the ways in which Prince Shotoku contributed to the development of Japan.
*ELABORATE: *Describe his accomplishments/successes.
*Also, compare him to a leader from Constantinople or China. Explain.
4. Explain the four forms of Buddhism practiced in Japan.
*ELABORATE: *Then explain Zen’s impact on the country’s culture.
5. Examine Japan’s literary and dramatic developments.
*ELABORATE: *For the writing system, explain the origin of the writing system and its development over time.
*For Japanese drama, compare and contrast Noh and kabuki.
*Describe the progression of Japanese literature.
*Provide the details of the literary form haiku
6. Name the two themes associated with Japanese art forms.
*ELABORATE: *Then, discuss painting, flower arranging, and gardening and the influence of Zen Buddhism on these art forms.
7. Define and explain reasons for the development of feudalism in Japan.
*ELABORATE: *First, define feudalism.
*Then, explain the reasons for the development of feudalism in Japan.
*In your response, discuss the weakening of the power of the emperor and the central government.
8. Name and describe each level in the hierarchy of Japan’s feudal society.
* ELABORATE: Compare this structure to China’s Tang government.
9. Explain the efforts of three powerful leaders: Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu
*ELABORATE: For each of the three, explain the contributing factors of the unification of Japan.
10. Describe the influences that shaped both Korean and Vietnamese development.
*ELABORATE: Discuss details and parallels.
11. Evaluate the contributions of the Khmer Empire on Asia.
*ELABORATE: Provide details, contributing factors, and impact to support your judgment
B. PRODUCT: Your information (your eleven selections from above) will be presented together in one product
Consider the following products. Think about your SMARTS!
Be authentic! Give it that “WOW”!
Keep in mind as you choose:
*Create a project that best fits your learning style/expertise/comfort level
*Don’t let the product overpower the content. In other words, make sure you have all of the depth in your content first before you worry about the WOW of your product! Don’t lose sight of what’s most important here…
Name: Period:
1. Bound Scrapbook (see teacher sample)
a. Create an actual illustrated scrapbook using a hard-cover album. Address each of the eleven prompts on separate pages.
b. Insert the question on each page.
c. Be sure you use appropriate illustrations/stickers/backgrounds/paper that best reflect the content of that page.
d. All pages should be typed or very neatly written in black felt-tip pen.
e. Title of Book: Include: Japan Rigor Project, name(s)/date/period, illustration
f. Welcome Page: Welcome your readers to your album. Let them know what they will see (a brief overview: a few highlights)
2. Newspaper
a. Make it realistic and fitting to the time period.
b. Of course, this must be typed. This newspaper can be as many pages as you would like. You decide which stories make the front page!
c. For each of the eleven topics, create a headline and a story. The stories can be a combination of news stories (factual) and editorials (opinions backed up by facts)
d. Each story should have a fitting picture and caption.
3. iMovie
a. Only select this option if you are able to work at school and at home and know how to use this application.
b. This may be conducted as a news show with segments for each of the eleven topics. As in a newspaper, the segments can be a combination of news stories (factual) and editorials (opinions backed up by facts)
c. Pictures, clips, and varied backgrounds should be used.
d. Make it realistic and fitting to the time period.
e. Welcome your viewers to the show. Let them know what they will see (a brief overview: a few highlights)
4. PowerPoint/Slideshow
a. Only select this option if you are able to work at school and at home and know how to use this application.
b. Must use voice over, music, and insert pictures and/video clips.
c. Must include all eleven topics; should use more than one slide per topic.
d. Make it realistic and fitting to the time period.
e. First slide should be a Welcome Slide: Welcome your viewers to your presentation. Let them know what they will see (a brief overview: a few highlights)
Japan RIGOR Project
Rubric: 2010-11
Name(s): ______Period: ______
A. Complete and Relevant Content /55
B. Authentic and creative presentation
of information 2 4 6 8 10
C. Directions Followed 2 4 6 8 10
Neatness
Typed/Ink
Materials/Information
Formatting
Mechanics
D. Participation in RIGOR 2 4 6 8 10
PROJECT TOTAL: ______/85
Homework: Logs /7
Notes /33
Total: /40