Planning


 * So I was working on the Prezi and I was talking to my Aunt and she lived in Japan for two years so she told me all the places in Japan we should visit on our "Trip". So I laid it out in cities, so we go to one city and visit some historic sites there and so on and so forth. Also I wanted to finish off the presentation with a traditional Japanese tea ceremony with some pictures and a video or so. I think that we should just get all of our information in there first and then do the "path" if that is okay. Here are some of the places I think we should go so, hop on to Prezi and add pictures/videos and info about the place.**


 * I have a ton of stuff from the fish market. I have been to the Golden Pagoda in Kyoto so I have some pictures from there too. Also, I have been to Himeji so I will see what pics I have from there.**
 * Just threw on some more pics from Tokyo. --Leanne**


 * __Tokyo__**
 * Imperial Palace**
 * Tsukiji Fish Market**
 * Meiji Shrine**
 * Tokyo Tower**


 * __Kamakura City__**
 * the Daibutsu of Kamakura.**


 * __Kyoto__**
 * Golden Temple**
 * Silver Temple**
 * Ryoanji Temple**
 * Gionmatsuri Parade**
 * Nara Paark**


 * __Himeji__**
 * Himeji Castle**


 * __Hiroshima__**
 * The Bomb Dome**


 * __Nagasaki__**


 * __Kobe__**


 * Eiheiji Temple**


 * Mnt Fuiji**


 * Cherry Blossoms of Mnt Yoshinoyama**


 * Thanks! Rickee**

Hello Everyone I though we should get started on our Virtual field trip so I have made a Wikki where we can start compiling all of our info!

Here are some of the guidelines Brent has laid out, so I though we could start by filling this all in (?)

I have some pictures from coaching and playing volleyball with Japanese middle school students. Do we want those too? What above ones of the A-bomb dome in Hiroshima or Sadako and the 1000 paper cranes?

__**General Information:**__
 * Name of Place: Japan**
 * Brief Description (What is it?):**
 * Field Trip Details: interactive Prezi presentation all about Japan**
 * Directions/Map/Location:**
 * Dates/Hours of Operation:**
 * Safety Precautions**
 * Equipment to take/What to wear**
 * Costs (Admission)**
 * Length of tour or activity:**

I have just copied and pasted over the Japan related outcomes. We can pick and choose which ones we want from here. -Katelyn __**Curriculum Objectives:**__ �ValxcsdsdValues 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)
 * Grade: 8**
 * Subject Integration : Social**
 * Topics/Units/Strands: 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.
 * 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)

LEGEND: C=Citizenship I=Identity ER=Economics and Resources LPP=The Land: Places and People GC=Global Connections

CC=Culture and Community PADM=Power, Authority and Decision Making TCC=Time, Continuity and Change

General Outcome 3 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
 * Subject Integration: English Language Arts**

General Outcome 5 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


 * Time Frame (e.g. When in the unit should this field trip take place? When in the school year? What is the timeline? Planning details?**