USF's WebQuest 

Teacher's Page

Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
  Conclusion Student's Web Quest Grading Rubric

WebQuest Title: Plan A Trip To Japan    

Author:   Jamie M. Knapp                 

Date:  4/22/2003              

Unit Summary:
    Goals/Objectives: The objective of this unit is to become an expert on the country of Japan. This includes its geographical make-up, basic           history, government, religion and culture. At the conclusion of this unit, you should also be up-to-date on Japanese current events.            
   
Days: 9
    Content:
Day1-Geography; Day 2-3 History; Day4-Government; Day5-Religion; Day6-Culture
    Methods:
The methods that will be used are interactive classroom discussions, slide presentations, lectures, overhead notes, handouts and a final web quest presentation.

WebQuest  Summary:
    Goals/Objectives: The objective is to incorporate a web quest into the Japanese unit in order to make the student more aware of the Japanese culture in comparison to our culture in the United States.
    Days:
3, plus one for the final presentations
    Content:
The assigned groups will have 3 class periods as well as evenings to go through the web quest in order to be prepared to present the finished project to myself as well as the rest of the class. The web quest will provide various resources and I will provide the groups with handouts as well as magazines and books to use in their research.
   Methods:  This web quest will lead the groups through various tasks ranging from research to creative brainstorming and art work. This will all lead up to a finished presentation that will be presented to the class. The presentation will be 50% of the student's final unit grade.               

Teachers Resources

Unit Information:
    

Background Resources

Web-based Subject Matter Content
  www.lonelyplanet.com/destinations/north_east_asia/japan/culture.htm

http://jguide.stanford.edu/

http://ua1vm.ua.edu/~jprogram/jcic/
www.embjapan.org
www.mapzones.com/world/asia/japan/cultureindex.php
www.nl.emb-japan.go.jp/centre/library.html
www.csuohio.edu/history
www.indiana.edu/~japan/Digests/museums.html

Web Pedagogy Content
  http://edtech.suhsd.K12.ca.us/inprogress/gjh/becomingjap/bejap
www.accessexcellence.org/21st/TE/teenergene.html
  www.jinjapan.org/stat/
  http://educate.si.edu/resources/lessons/art-to-zoo/japan/cover.html
  www.odci.gov/cia/publications/factbook/geos/ja.html

 Other Resources
 Worksheet A: www.indiana.edu/~japan/LP/LS28.html
 Worksheet B: www.japan-guide.com/e.e2126.html
 Worksheet D: http://mcel.pacificu.edu/as/students/bushido/bcreed.html
  Worksheet E: www.indiana.edu/~japan/LP/LS36.html
  Worksheet F1&2: www.rider.edu/~suler/zenstory/zenstory.html


Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Class Brainstorming Session Ask students to brainstrom what they know about Japan, geographically, and its location in relation to the U.S. Record answers on the board
Notes Give students notes on basic geographic make-up of Japan Overhead Transparencies
Partner Activity Pass out Geography Worksheet and allow students to select a partner to work on the worksheets with. Students may use atlases/maps from books in the room or they can simply use maps in the back of their textbook. Worksheet A, Blank Map
  Re-Group and go over the worksheet. Be sure to address issues concerning cultural influences ( from China and other Asian nations). Teacher's Map
     
     
     

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Notes/Timeline Format Students will begin to construct a historical timeline. They will be given a handout (Handout B) with the timeline itself on it and the main time periods will be labeled. Worksheet B, Teacher's Timeline
Class Discussion Students will be given another handout (Handout C) once the timeline gets to the Edo period. The remainder of the class period will be used to talk about the feudal classes of the Edo time period. Transparencies, Worksheet C
  Day 2 will be concluded with instructions regarding the homework assignment. Students will be given a handout on the Samurai Creed (Worksheet D). The class will read the creed together and given a homework assignment to reflect in a two-paragraph response their feelings about the žSamurai Creed.Ó Worksheet D
     
     
     
     

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Class Discussion Students will present their responses regarding the "Samurai Creed." The creed will be discussed in depth as far as its impact on Japanese culture and way of life. Transparencies
Notes/ Timeline Format The timeline will continue to be filled out where it was left off the day before. It will resume with the Meji period, the Militarism period leading up to WW II as well as post war Japan.
This will bring the unit up to modern day Japan that will be taught on Day 4.
 
 
     
     
     
     
     

Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Notes/Lecture Discuss Japan's modern day government and its braches. Transparencies
  Review with students the background information regarding the formation of the modern-day Japanese Constitution and government.  
Class Reading/Discussion Give students a copy of the beginning portion of the Japanese Constitution and read it aloud Worksheet E
  Discuss the possible reasons for inserting Article 9 in the Constitution.  
Interactive Class Debate Divide the class into two groups. Have group#1 defend the following statement: " It is not realistic for Japan to adhere to Article 9 Today." Have group #2 oppose the following statement: "It is not realistic for Japan to adhere to Article 9 today."  
  Have each group appoint a secretary and a speaker. Allow 15 for each group to form their arguments.  
  Have each appointed speaker present the group's argument.  

Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Class Brainstorming Ask students to brainstorm as to what comes to mind when they hear the words "Buddhism" and "Shinto." Record the answers on an overhead transparency. Transparencies
  After completing the list, instruct the students to write a 2 paragraph response stating their views of Shinto and Buddhism before learning about it.  
  Present to class the Power Point Presentation on the two main Japanese religions Power Point Presentation
Lecture/Class Discussion Discuss other types of religions that are also present in the Japanese culture.  
Class Reading Pass out the handout titles "Zen Stories." Read the stories and discuss their possible meanings. Worksheet F1, Worksheet F2
     
     

Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Web Quest Introduce the web quest to students Use of a Computer Lab
  Divide the class into groups of three Internet access for all computers
  Each group will have to complete the three major tasks described in the web quest (paper, map and final traveling itinerary). Computers for all students
   Once the groups are assigned, the web quest project will be explained and the grading rubric will be passed out and explained. Scoring Rubric
  Students will begin the group web quest with their final goal being a project being the three major components of a paper, map and travel itinerary.  
   Students have 3 class periods to work on the assignment. Students will present their projects on the fourth day.  
Class Discussion/Feedback To close the unit, discuss with students how they feel life in Japan compares to life in the United States. Discuss the similarities as well as the differences.  

 

Conclusion: Upon completion of this unit, students will hopefully have an understanding of Japan's geographic make-up, historical background and culture of its people.

Credits/References:

 

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