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__**General Information:**__ We have created a Prezi presentation to take the Grade 8 students on a virtual field trip of Japan. http://prezi.com/ekarci-gajpx/field-trip-to-japan/

Location: Japan Length of tour or activity: Dependent on teacher and amount of time spent on each checkpoint est. 1 50. min class
 * __Field Trip Details__**

__**Curriculum Objectives:**__
 * Grade:** 8
 * Subject Integration :** Social Studies and Language Arts

We will not be fully achieving all of the listed outcomes as the virtual field trip is only the first lesson of the unit. Instead we are providing some basic and background information about Japan and introducing the key topics.
 * Social**


 * General Learning Outcome:** From Isolation to Adaptation: Japan: Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation or adaptation.

Values and Understandings Students will: 8.1.1 appreciate the roles of time and geographic location in shaping a society’s worldview (C, I, TCC, LPP) 8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society (C, I, TCC) 8.1.3 appreciate how models of governance and decision making reflect a society’s worldview (C, I, TCC, PADM) 8.1.4 appreciate how a society’s worldview shapes individual citizenship and identity (C, I, TCC)
 * Specific Learning Outcomes**

Knowledge and Understanding Students will: 8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues: • In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC) • How did isolation during the Edo period lead to changes in Japan? (CC, PADM) • How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER, PADM, CC, I) • How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC) • How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan? (PADM, CC)

8.1.6 analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and reflecting upon the following questions and issues: • What were the motivations for the radical changes in Japan’s model of organization during the Meiji period? (ER, CC, PADM) • How did Japan adapt to changes brought on by the transition from feudal to modern models of organization? (CC, TCC, I) • How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji period? (ER, CC, PADM) • In what ways did changes resulting from isolation in the Edo period compare to changes resulting from adaptation in the Meiji period? (CC, TCC, I) • What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change? (CC, I, TCC)

Many of our tasks that go along with our field trip cover outcomes in the English language Arts Curriculum.
 * English Language Arts**

Students will listen, speak, read, write, view and represent to manage ideas and information 3.2 Select and Process Use a variety of sources • obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research. 3.3 Organize, Record and Evaluate Organize Information • organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a cause–effect relationship Record Information • make notes in point form, summarizing major ideas and supporting details; reference source
 * General Outcome 3**

Students will listen, speak, read, write, view and represent to respect, support and collaborate with other 5.1 Respect Others and Strengthen Community Appreciate Diversity • clarify and broaden perspectives and opinions, by examining the ideas of other • compare own with others’ understanding of people, cultural traditions and values portrayed in oral, print and other media text
 * General Outcome 5**

This virtual field trip acts as the introduction to the Japan unit. It is an anticipatory set to get the students excited and provides a basic overview of the learning to come.
 * __Time Frame__:**

__**Pre-trip activities:**__ Below is the link to a document that is to be used as a Pre-trip activity! It has key terms that students will need to know before they head out on their journey to Japan.

__**On-Site Activities:**__ The On-Site Activity that we have created is a Log Book. The entries that the students will make will be questions or little activities that the teacher would like the students to explore in more detail. Every time the "Train" picture is shown on the Prezi, it will signal students to stop and complete a check point. Checkpoint questions are included below.This log book and checkpoint questions covers the following English Language Arts Outcomes: //3.3 Organize, Record and Evaluate// //Organize Information// //• organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a cause–effect relationship// //5.1 Respect Others and Strengthen Community// //Appreciate Diversity// //• clarify and broaden perspectives and opinions, by examining the ideas of other// //• compare own with others’ understanding of people, cultural traditions and values portrayed in oral, print and other media text//



__**Field trip follow up:**__ Teachers can use the following assignments as a follow-up for our virtual field trip to Japan. This assignment ties into the Language Arts curriculum as well, meeting these specific outcomes: //3.2 Select and Process// //Use a variety of sources// //• obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research// //3.3 Organize, Record and Evaluate// //Record Information// //• make notes in point form, summarizing major ideas and supporting details; reference source//