Grade 06 Social Studies Unit 07 Exemplar Lesson 01: Culture Traits Diffuse

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1 Grade 06 Unit 07 Exemplar Lesson 01: Culture Traits Diffuse This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis This lesson introduces students to the region of East Asia. Students view and interpret maps of the region and gain a better understanding of cultural diffusion through anime and manga. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at History. The student understands that historical events influence contemporary events. The student is expected to: 6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade. 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: 6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?. 6.3C Compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models. 6.4 Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: 6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to: 6.16B Compare characteristics of institutions in various contemporary societies Culture. The student understands relationships that exist among world cultures. The student is expected to: 6.17A Identify and describe how culture traits such as trade, travel, and war spread. 6.17E Identify examples of positive and negative effects of cultural diffusion Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: page 1 of 10

2 6.18A Explain the relationships that exist between societies and their architecture, art, music, and literature. Skills TEKS 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research. GETTING READY FOR INSTRUCTION Performance Indicators Grade 06 Unit 07 PI 01 In small groups, write and illustrate a manga-style 6-panel cartoon strip that depicts change in Japan, including an explanation of what happened in 1861 and why it was significant. Individually, describe and illustrate two economic, social, and political characteristics that Japan successfully adopted from abroad and two cultural traditions successfully maintained as part of its identity. Standard(s): 6.17A, 6.17E, 6.22D ELPS ELPS.c.4G, ELPS.c.4J Key Understandings The degree to which cultures reflect continuity and change depends on a variety of economic, social, political, and geographic factors. How has economic activity changed through time in China, Japan and Korea? How has government changed through time in China, Japan and Korea? How have cultural traits changed and how have they remained the same in China, Japan and Korea? How has culture diffused through time in China, Japan and Korea? Vocabulary of Instruction manga shogun expansionism innovation Materials Refer to the Notes for Teacher section for materials. Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource PowerPoint: East Asia Handout: Asia: Emphais on East Asia (1 per student) Handout: Culture of Japan (1 per student) Handout: Haiku Template (1 per group) Teacher Resource PowerPoint: Anime and Manga Handout: Japan Timeline (1 per student) page 2 of 10

3 Resources East and Southeast Asia: Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information The countries of East Asia have varied customs, histories and traditions. This lesson focuses on Japan, China, Korea (North and South) and Taiwan.Their cultural traits and diffusion can be attributed to trade, war and expansionism. China s Silk Road was the most influential in contributing to cultural exchange and diffusion during the dynastic periods. Today, although still considered a communist nation, it continues to thrive economically through trade and continues to play an influential role globally. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Making Connections 1. Show students images of Japanese cultural diffusion. (Note: This may be included as the first slide(s) of the the Teacher Resource: PowerPoint: East Asia. 2. As they view the images, students should brainstorm influences from, and influences on Japan. 3. After about 2 to 3 minutes, each student turns to a partner and they exchange and compare lists. 4. Facilitate a discussion by asking questions such as: How has Japanese culture influenced the United States? How has the United States influenced Japan? Have other cultures influenced Japan? 5. Explain that this lesson will focus on East Asia and by viewing maps and participating in classroom discussions and activities, students will better understand how East Asia has changed economically, governmentally, and culturally since World War II. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 20 minutes Attachments Teacher Resource PowerPoint: East Asia Purpose: Introduces students to an example of Japanese cultural diffusion TEKS: 6.17A, 6.17E Instructional Note: Gather images of Japanese cultural diffusion to place within the PowerPoint from possible examples like Japanese movies, manga, anime, karaoke, Pokemon, gaming technology, bubble tea, others) Consider your additions when referring to the slide numbers in the Instructional Procedures. 6. Continue to show Teacher Resource PowerPoint: East Asia Culture Traits Diffuse (Slide 3) and point out the different regions of Asia. Each of these regions are considered part of Asia and we will be exploring each region in later units. We first begin with East Asia page 3 of 10

4 and focus on Japan, China, Korea and Taiwan. 7. Show Teacher Resource: PowerPoint: East Asia Culture Traits Diffuse slide 4 and reinforce the location of these countries. Review the history of Japan on slide 5. Ask: How might the location of Japan contribute to its culture and economy? 8. Show Teacher Resource: PowerPoint: East Asia Culture Traits Diffuse slides 6, 7, and 8. Review the history of China on slide 9. Ask: How might the size (area) of China contribute to its culture, economy, and government? 9. Show Slides 10, 11, and 12 (slides provide short historical overview of Korea and Taiwan). EXPLORE/EXPLAIN Locate, Compare, Contrast 1. Group students into three or four. 2. Distribute Handout: Asia: Emphais on East Asia (1 per student). 3. Each group sketches a larger version of the map on a large sheet (butcher paper or chart paper). 4. Using a student atlas or student textbook, groups label major bodies of water, mountain ranges and other physical characteristics of the region. 5. Groups label the following countries (outline each country using a different color): Japan China North Korea South Korea Taiwan 6. Groups select two countries and compare-contrast using a Venn diagram. Students may refer to the PowerPoint (East Asia), relevant sections in their textbook and/or other available resources. Points to compare: History Economy Government Culture Suggested Day 1 (continued) 30 minutes Materials: Student textbook Student atlas (1 per group) Butcher paper or chart paper Markers Pencil Colors Attachments: Purpose: Handout: Asia: Emphasis on East Asia (1 per student) Students locate, label and compare countries in East Asia. TEKS: 6.1A; 6.3A, 6.3C; 6.4F Instructional Note: If possible, print the powerpoint presentation (1 per group) Misconceptions: Students may not understand or perceive cultural or political differences between the countries of East Asia. 7. Each group explains their Venn diagram to at least one other group. EXPLORE Japan s Culture 1. Place students into groups of three. Each group member reads and researches two or three cultural traits about Japan using the Handout: Culture of Japan as a guide. On this same handout students record their findings. 2. Once all group members complete the assigned section (two or three Suggested Day 2 30 minutes Materials: Internet access, laptop or computer (1 per group) Attachments: page 4 of 10

5 cultural traits) from the Handout: Culture of Japan, each group member shares their findings with the whole group. 3. The group is now ready to discuss and answer the second part of the Handout: Culture of Japan that addresses the cultural traits that have diffused to the U.S. They will also provide specific examples for each of the traits. (Note: not all traits have diffused to the U.S. so it is important to make this clear to students). EXPLAIN Haiku 1. Groups develop a Haiku Poem (5, 7, 5) which consists of three sentences. The first sentence has five syllables, the second sentence has seven syllables and the third sentence has five syllables. 2. A good way for students to remember the form is by using this example: I am first with five Then seven in the middle Five again to end 3. Distribute the Handout: Haiku Template to each group. Students will collaborate to create a Haiku poem describing Japan s culture. Purpose: Handout: Culture of Japan (1 per student) Students read about Japan s culture traits and decide which traits have diffused to the U.S. TEKS: 6.3C; 6.4F; 6.16B Day 2 (continued) 20 minutes Attachments: Purpose: Handout: Haiku Template (1 per group) Students express themselves through poetry TEKS: 6.17E; 6.18A Instructional Note: Explain to students that a Haiku type poem originated in Japan. 4. Each group recites their poem to the whole class. ENGAGE/ELABORATE What is manga? 1. Students view Teacher Resource PowerPoint: Anime and Manga. 2. Show Slide 1 and Ask: What do these images mean to you? Where have you seen images similar to these? What makes these images different from other cartoon sketches or images? 3. Show Slide 2 and Ask: Where might you find this comic book? What is the story based on? In what country did this story/movie originate? Compare the image on the left with the image on the right. How are they different? How are they alike? 4. Place students into groups of three. 5. Provide a copy of the performance indicator to each of the groups and guide students through the process in preparation for their final product. Suggested Day 3 50 minutes Attachments: Purpose: Teacher Resource PowerPoint: Anime Handout: Japan Timeline Pre-planning and development of performance indicator TEKS: 6.17A, 6.17E; 6.22D Instructional Note: Through an Internet search you can also find manga style origins or the history of manga and how it diffused to the U.S. and other countries. Manga is an art form with which many students may already be familiar. One popular reference to it is anime. Misconceptions: Students may not be aware of the long history of East Asian countries and their historical contributions to science and technology. 6. Distribute the Handout: Japan Timeline and review the brief history (timeline) with students. 7. Facilitate a discussion about economic, social and political characteristics that Japan has adopted from other countries, such as the United States, asking the following questions: How has economic activity changed through time in China, Japan and Korea? How has government changed through time in China, Japan and Korea? page 5 of 10

6 8. Facilitate a discussion about cultural traditions that have been changed and others have been maintained in Japan asking the following questions: How have cultural traits changed and how have they remained the same in China, Japan and Korea? How has culture diffused through time in China, Japan and Korea? EVALUATE Suggested Day 4 50 minutes Grade 06 Unit 07 PI 01 In small groups, write and illustrate a manga-style 6-panel cartoon strip that depicts change in Japan, including an explanation of what happened in 1861 and why it was significant. Individually, describe and illustrate two economic, social, and political characteristics that Japan successfully adopted from abroad and two cultural traditions successfully maintained as part of its identity. Standard(s): 6.17A, 6.17E, 6.22D ELPS ELPS.c.4G, ELPS.c.4J page 6 of 10

7 ASIA: EMPHASIS ON EAST ASIA 2012, TESCC 08/30/12 page 1 of 1

8 Culture of Japan Grade 06 Component Cuisine (food) JAPAN What has diffused to the U.S.? Provide examples: Educational System Celebrations Government Art Language Family structures Music Traditions and customs Values Clothing/dress Economic System/ Economic Activity Social Religion Architecture/ Buildings Folklore Other 2012, TESCCC 04/24/13 Page 1 of 1

9 Unit: 06 Haiku Template Directions: Develop a Haiku Poem (5, 7, 5) which consists of three sentences. The first sentence has five syllables, the second sentence has seven syllables, and the third sentence has five syllables. In your poem, describe one culture trait about Japan. 2012, TESCC 08/30/12 page 1 of 1

10 Japan: Timeline Grade 6 Pre 1500s Warriors (Samurai) 1500s-1700 s Government: Emperor and a Military Dictator (Shogun) European countries establish trade; Japan rejected these actions s (1860 s) Government: Emperor and Military Dictator (Shogun) U.S., and Japan sign trade treaty; Russia, United Kingdom, the Netherlands, and others followed. Late 1800 s Government: Emperor Japan becomes industrialized and begins to invade its neighbors; grows into an Empire Early 1900 s Government: Emperor/Empire Wars, Japan gains lands from Russia, China, and surrounding islands s s Government: Invades China, joins Germany and Italy (WWII) and attacks Pearl Harbor (Hawaii) naval military base. Japan is defeated in s to Present Japan transitions from a government with a dictator/emperor to a democratic-republic. Becomes highly industrialized, free market economy, trade, technology advancements 2012, TESCC 04/24/13 page 1 of 1