Term 2

Unit Overview
Year 8 HASS (History)
Depth Study: Japan under the Shoguns’ (c. 794-1867)
Week Weekly Focus Content/Elaborations Historical Skills Achievement Standard
Historical Knowledge and Understanding
1 Introduction: Modern Japan to The way of life in shogunate Japan, including social, Chronology, terms and concepts By the end of Year 8…
Shogun Japan cultural, economic and political features (including Sequence historical events, developments Students sequence events and
Timeline the feudal system and the increasing power of the and periods (ACHHS148) developments within a chronological
shogun)(ACDSEH012) Use historical terms and framework with reference to periods of
concepts (ACHHS149 time.
 understanding the different
meanings of particular terms and
concepts when viewed in their
historical context, such as
feudalism in medieval Europe and
Japan
2 Feudal System: The role of the Tokugawa Shogunate in reimposing a Chronology, terms and concepts By the end of Year 8…
The role of Tokugawa Shogunate, feudal system (based on daimyo and samurai) and Use historical terms and They analyse, select and organise
maintaining power the increasing control of the Shogun over foreign concepts (ACHHS149 information from primary and secondary
trade(ACDSEH063) sources and use it as evidence to answer
 describing the way of life in feudal Japan inquiry questions. Students identify and
under the shoguns (for example, ‘bushido’ explain different points of view in
– the chivalric code of conduct of the sources.
samurai that emphasised frugality, loyalty,
mastery of martial arts, and honour)

3 Way of life in Shogunate Japan: The way of life in shogunate Japan, including social, Historical questions and research By the end of Year 8…
Feudal Japan social structure cultural, economic and political features (including Identify and locate relevant sources, using They identify the motives and actions of
the feudal system and the increasing power of the ICT and other methods (ACHHS151 people at the time. Students explain
* Summative assessment shogun)(ACDSEH012) the significance of individuals and groups
introduced Investigation  describing the relationship between the and how they were influenced by the
(perspectives) emperor, shogun, daimyo (lords), samurai beliefs and values of their society
(warriors), workers (for example, farmers,
# Begin refining historical skills artisans and traders)
required for assessment
4 Environmental resources in The use of environmental resources in Shogunate
Shogunate Japan Japan and the forestry and land use policies of the
Tokugawa Shogunate (ACDSEH064)
 investigating the demand for available land
and the patterns of land use in the period
 outlining the attempts by the Tokugawa
Shogunate to curb deforestation (for
example, imposing heavy regulations on
farmers; managing the harvesting of trees;
and using new, lighter and more efficient
construction techniques)
5 Decline of the Shogunate Theories about the decline of the Shogunate,
Modernisation and including modernisation and westernisation,
Westernisation through the adoption of Western arms and
technology (ACDSEH065)
 describing internal pressures in shogunate
Japan (for example, the rise of a
commercial class at the expense of the
samurai, peasant uprisings such as Osaka
1837, and famine)
 describing the increasing exposure to
Western technology and ideas (for
example, the establishment of a naval
school with Dutch instructors, the
translation of Western books)
6 Decline of the Shogunate Theories about the decline of the Shogunate, Perspectives and interpretations By the end of Year 8…
Modernisation and including modernisation and westernisation, Identify and describe points of view, Students develop texts, particularly
Westernisation through the adoption of Western arms and attitudes and values in primary descriptions and explanations,
technology (ACDSEH065) and secondary sources (ACHHS155 incorporating analysis. In developing
 evaluating the significance of the Meiji these texts, and organising and
* Summative assessments due. Restoration of 1868 AD (CE) that restored Explanation and communication presenting their findings, they use
Written formats submitted, oral imperial rule to Japan Develop texts, particularly descriptions and historical terms and concepts, evidence
formats presented explanations that use evidence from a Identified in sources, and acknowledge
range of sources that are their sources of information.
acknowledged (ACHHS156 (Summative)
Use a range of communication forms
(oral, graphic, written) and digital
technologies (ACHHS157
Week: 1 Focus: Introduction: Modern Japan to Shogun Japan
Introducing (or revising??) the feudal system
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double Get to know Miss T Informal chat, properly introducing myself to the students. Get PowerPoint
to know Miss T. Any questions? Unit Overview
Run through overview of the topic, how the next 6 weeks will
look

Where is Japan? Geography of Japan: Pre-assessment: PowerPoint (Google Docs)

 Overview of country, key facts Use Google earth to locate key islands of Japan; Kyushu, Informal class discussion Teacher Notes
and basic history Shikoko, Honshu and Hokkaido. In groups, students will be *Prompting questions to facilitate
allocated a key city to research. Students conduct a web-based discussion Students need access to
Shogunate Japan inquiry looking specifically at two areas: Find out what students know about technology (laptop, tablet)
 What was it? i) the historical importance of your city Japan?
Way of life (social, cultural, ii) the importance of your city in modern-day Japan.
and economic features) Findings of research are presented to class through group Formative:
presentation. Students investigate Japan’s
Geography through Google Earth or
Google maps. Students encouraged to
look up anything of interest or that
they are unsure of using a web search,
then discuss with peers
Single Timeline Re-cap of Japanese geography. Check for understanding: Teachers notes
What do they remember from last lesson? Re-cap of previous lesson, what do PowerPoint
they remember? What did they learn?
Timeline activity: Timeline activity worksheets
Students are given a timeline to analyse and answer questions Formative: (print Tyler’s on special paper)
Timeline worksheet
Single Vocabulary Quizlet Formative and check for Link for Quizlet on Day Map
understanding:
Quizlet

Week: 2 Focus: Shogun Japan timeline

Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double Timeline Chronology of Japanese history Timeline: Formative: YouTube Clip: The Shogunate:
Historic events in the shogun Students are assigned a specific historic event from the Shogun Students to submit info-graphic to day History of Japan
era’s era to research and present on a timeline. map. This will then be printed and put https://www.youtube.com/watch?
Student’s work in pairs or three’s to research and create an info- up on the timeline wall in the v=QP0NoVSqyuk
graphic depicting key facts of the assigned era. classroom.
 Timeline to stick on back wall
Extension task for early finishers: Historic events printed out
Students choose another event of interest

Single Timeline activity Timeline Activity: Formative: Teacher notes

Continue working on timelines Timeline activity Power-Point
Single Completion of timeline Completion of timeline Formative: Teacher notes
Bibliography and referencing Timeline activity submitted to day map Power-Point
skills Referencing:
Discuss why we reference Pre-assessment: gauge prior Referencing framework print out
Go through plagiarism with students (do’s and don’ts) knowledge of referencing through for students
Provide students with a referencing framework worksheets discussion Plagiarism guidelines on
Bring up example website on screen and work through with PowerPoint
students, repeat if necessary Check for understanding: Have
Students to complete their own referencing for their info- students complete Google Form
graphics (multiple choice referencing questions)

Week: 3 Focus: Feudal System:

The role of Tokugawa Shogunate, maintaining power
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double Feudal System: Engage: Pre-assessment: PowerPoint: Social groups of
Class discussion - what do you remember about the feudal Gauge level of understanding through Feudal Japan
The role of the Tokugawa system from last term discussions
Shogunate in reimposing a feudal Use think, pair, share if students are apprehensive or struggle to
system (based on daimyo and remember information (prompt: think back to medieval Europe)
samurai) and the increasing Run through examples on PowerPoint:
control of the Shogun over Overview of Feudal System
foreign trade(ACDSEH063) Overview of Feudal Japan
 describing the way of life in Students can refer to Ducksters link on slide for more
feudal Japan under the information
shoguns (for example,
‘bushido’ – the chivalric code Feudal structure of Japan:
of conduct of the samurai Discuss and list social classes on board for student reference Info sheet: Feudal Japan Hierarchy
that emphasised frugality, Prompt students to guess which order they are listed on the - place on day map for students
loyalty, mastery of martial pyramid: go through as a class (using white board) reference
arts, and honour) Students copy diagram of the social classes (social pyramid) into
their workbooks. Students can draw the pyramid in
their books from example provided
 Social groups in feudal Japan: on the board
Students are provided with blank copy of worksheet to complete
(social group, class, role in society, interesting information) Formative:
Social structure investigation table
Military power: learning about the Shoguns Worksheets: social groups in feudal
Explicitly explain and then discuss military power (slide) Japan
Watch ABC Education clip Info sheet put up on day map
Students complete follow up questions (on slides) (Feudal Japan Hierarchy)

ABC Education Clip:

Shoguns

Follow up questions: ABC education clip (4mins)

Students work in groups to answer 4 questions (on slides) http://splash.abc.net.au/home#!/
following ABC Education clip media/1253391/japan-s-shoguns-
keep-everyone-in-their-places
Single Complete left over tasks from last lesson

Check for understanding: Check for understanding: Teachers notes

What do students remember form previous lesson Class discussion
Refresh, recap if necessary

Pre-assessment:
Write down 3 things you know about Feudal Japan Pre-assessment: recalling knowledge PowerPoint

Maintaining power in Tokugawa Japan:

Students work in groups to move around the room and access Jigsaw activity Print out 2 copies of each station
information about Feudal Japan Jigsaw worksheets worksheets to allow enough
4 stations: * Worksheets have a modified and stations so students do not get
1. Tokugawa Period in Japan non-modified version (pre-prepare help up.
2. Japanese Feudal Society student list and print enough copies Print one set in Tyler’s special
3. Samurai Bushido Code for specific students) paper
4. Japanese encounter the West

Students answer questions on provided worksheet

Copies of crosswords and word
Early finishers: Feudal Japan cross words and word searches searches
available https://quizlet.com/_6kq5v8
Students can access quizlet to test Feudal Japan knowledge
Single Check for understanding quiz: Check for understanding: Pop Quiz questions (teachers
What do students remember form previous lesson mini pop quiz to check any knowledge notes)
Refresh, recap if necessary gaps from previous lesson (social Pop quiz prints outs for students to
hierarchy) complete answers on

Historical Concepts: Cause & Effect in Feudal Japan:

Discuss: what does cause and effect mean? PowerPoint
Examples from a variety of learning areas, everyday experiences

Students are provided with ‘The Rise of Feudalism’ information ‘The Rise of Feudalism’ information
sheet Formative: cause and effect spread sheet on day map
Students discuss in small groups the following events: sheet
Rise of Shoen Cause and effect tables printed
Rise in Power of Samurai Special paper for Tyler
Establishment of the Kamakura Bakufu
Feudalism
Students complete worksheet table listing cause and effects of
each event

Check for understanding Check for understanding: Teacher notes

Follow up questions and discussion Discussions

Week: 4 Focus: Way of life in Shogunate Japan:

Feudal Japan social structure

* Summative assessment introduced (RAFT)

# Begin refining historical skills required for assessment
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double Way of life in Shogunate Japan: Deadliest Warrior: Formative: Deadliest Warrior episode
Feudal Japan social structure Students watch Deadliest Warrior: Samurai vs Viking Deadliest warrior task * Room booked for viewing
Students complete prediction task prior to episode and complete
notes throughout (worksheet provided) Deadliest Warrior worksheets
Samurai Students then write a paragraph reflecting on their prediction
versus the actual ‘experts’ outcome

Onna-bugeisha (female Samurai) Onna-bugeisha Worksheet: Onna-bugeisha worksheet Female Samurai fact sheets
If time permits students will go through fact sheet and answer uploaded to day map
questions on female Samurai
Single The way of life in shogunate Summative Assessment:
Japan, including social, cultural, Briefly explain that the next activity will connect with the
economic and political features summative and to start thinking about which social class they
(including the feudal system and want to investigate further
the increasing power of the
shogun)(ACDSEH012) Social Class Jigsaw:
 describing the Students are split into groups of 3 or 4 and are assigned a social Formative: Print out enough information
relationship between class to research: Social class jigsaw sheets for each group
the emperor, shogun,  Emperors & Nobility Each group will present findings to the Upload to Day Map so digital
daimyo (lords), samurai  Shogun class to record notes on in their version is available
(warriors), workers (for  Daimyo & Samurai workbooks - this will assist with their Print a copy in Tyler’s special paper
example, farmers,  Peasants summative
artisans and traders)  Artisans
 Merchants
* Summative assessment  Women in Japan
introduced Investigation Students are provided with fact sheets and prompting questions,
(perspectives) as a group they have 20-30mins to research and address all
questions
# Begin refining historical skills Class comes together and students are given 2 minutes per
required for assessment group to present research on their social class while peers take
notes
*Students will use this information as a starting point to choose
their social class for the summative assignment

Single ABSENT ABSENT Students completed and presented

social class jigsaws to the class

Week: 5 Focus: Environmental resources in Shogunate Japan

*Workking on summative assessment
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double * Summative assessment Summative Assessment: Summative Summative task sheet on day map
introduced Investigation Introduce summative assessment, scaffold Scaffolding
(perspectives) Students are to have picked social class and begun research by
end of the lesson Tracking table to record details of
# Begin refining historical skills each students assignments
required for assessment Reminder about referencing:
Importance of keeping track of the sources you use List of websites for secondary
Saving details in a document for later, or writing down in HASS research
 book

Reminder about primary and secondary sources:

Go through some examples of each
What information can we draw from primary sources, how do
we analyse
Single The use of environmental Forestry Practices Shogun Japan: Formative: Forestry notes & questions (put on
resources in Shogunate Japan Read through information as a class Students to complete questions from day map)
and the forestry and land use Discuss worksheet in their workbooks or in a PowerPoint
policies of the Tokugawa Students answer questions in their workbooks or on their word document on their computer Teacher notes
Shogunate (ACDSEH064) computer (questions and information are available on day map)
 investigating the
demand for available
land and the patterns of If time permits students can continue work on their summative
land use in the period
outlining the attempts by the
Tokugawa Shogunate to curb
deforestation (for example,
imposing heavy regulations on
farmers; managing the harvesting
of trees; and using new, lighter
and more efficient construction
techniques)
Single * Summative assessment Summative Assessment: Tracking table to record details of
Investigation (perspectives) Students have time to work on summative assessment each students assignments
Students should have completed most of their secondary
research by the end of this lesson and be planning their essay or Examples of annotated primary
presentation sources
Provide examples of primary sources and go through annotation Examples of structuring
Provide outlines to help structure essays/presentations
essay/multimodal/presentations if required

Week: 6 Focus: Environmental resources in Shogunate Japan

*Summative assessments due. Written formats submitted, oral formats presented
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double Summative Assessment: Tracking table to record details of
Drafts are due today! each students assignments
Students present draft essays or outlines of multi-modal and oral
presentations for feedback
 (provide as much detailed feedback on the spot, so students can
continue working on final copy within the lesson)
Students will have the double lesson to continue working on
assignment
Single Summative Assessment: Tracking table to record details of
Students have time to work on summative assessment each students assignments
Students should have received feedback on drafts and should
use this lesson to continue making adjustments to their
assignments.

Single Summative Assessment: Tracking table to record details of

Students have time to work on summative assessment each students assignments
Students should have received feedback on drafts and should
use this lesson to complete final adjustments to their
assignments. Students can use this lesson to practice running
through oral presentations and refine reference lists.
Week: 7 Focus: Decline of the Shogunate
Modernisation and Westernisation
*Summative assessments due. Written formats submitted, oral formats presented
Lesson Lesson Focus Teaching and Learning Activities Assessment Resources
Double PUPIL FREE DAY

Single * Summative assessments due. Summative Assessment:

Written formats submitted, oral Students submit or present their final product
formats presented
Single Theories about the decline of the Decline of the Shogunate: PowerPoint
Shogunate, including Modernisation and Westernisation Formative: Teacher notes: prompting
modernisation and Go through information as a class Students complete first set of questions
westernisation, through the Class discussion, why do students think this occurred? questions
adoption of Western arms and Do students believe that modernisation was for better or worse? Class discussion follows Worksheet
technology (ACDSEH065) Why? Print copies plus place on Day Map
 describing internal
pressures in shogunate
Japan (for example, the
rise of a commercial
class at the expense of
the samurai, peasant
uprisings such as Osaka
 1837, and famine)
describing the increasing
exposure to Western technology
and ideas (for example, the
establishment of a naval school
with Dutch instructors, the
translation of Western books)

Theories about the decline of the

Shogunate, including
modernisation and
westernisation, through the
adoption of Western arms and
technology (ACDSEH065)
evaluating the significance of the
Meiji Restoration of 1868 AD (CE)
that restored imperial rule to
Japan