Japan Unit with Integrated Art Content

A collaborative unit by:

Eric Allen

Chris Bennett

Shan Hartsough

Teaching Timeline

Japan Unit

Week 1

· Chapter 18 “Geography And Heritage Of Japan”

· Reading: Chapter 18-1 “A World Apart”

· Intro to Japan: Origami Lesson

· Power Geography: Japan

· Japanese Paintings & Geography Lesson

· 9 Weeks Project Assigned

Week 2

· Reading: Chapter 18-2 “Early History” & Chapter 18-3 “Japanese Traditions”

· Power Geography Practice (review)

· Lecture Notes: “Japanese Early History”

· Japanese Traditions Lessons: 1. Japanese Communication

2, Ethnocentrism

3. Japan At Worship

· Quiz: Japanese Religions & Traditions

Week 3

· Reading: Chapter 18-4 “Japan Becomes a World Power”

· Power Geography Quiz

· Modern Japanese History Lesson

· Okame Lesson & Writing Assignment

· Begin Chapter 19: “Japan Today”

· Reading: Chapter 19-1 “Government and Society

· Lecture Notes: “Government and Society”

Week 4

· Reading: Chapter 19-2 “Economic Growth” & Chapter 19-3 “Japan and the World”

· Chapter 19-2 Study Sheet

· Japan’s Economic Miracle: Collage Lesson

· Japan and the World Handout

(Over >)

Week 5

· Reading: Chapter 19-4 “Literature and the Arts”

· Haiku Lesson

· Assign Unit Study Guide

· Unit Test

· 9 Weeks Project Reminder

Art is the language of culture.

JAPANESE PAINTINGS AND THE IMPACT OF LOCATION AND GEOGRAPHY ON JAPAN

OBJECTIVE Students will demonstrate their understanding of the impact of location and geography

on Japan by selecting a Japanese painting which symbolizes an aspect of this impact.

MATERIALS World Cultures: A Global Mosaic Chapter 18, Section 1

Assorted copies of paintings from Japan

3 X 5 Notecard

PROCEDURE 1. Students read Chapter 18, Section 1 of World Cultures: A Global Mosaic

(This section details Japan’s geography and the impact of location on Japan.)

2. Students select one Japanese painting from the assortment provided by the

teacher. The painting should symbolize for the student an impact of location on Japan or an aspect related to Japan’s geography.

3. On the 3 X 5 notecard provided by the teacher, each student then writes the

name of the painting he/she selected and how it relates to location or geography.

4. Next, students are placed in groups of four and share their choice of paintings

and corresponding explanations with one another.

5. Each student must choose one other painting and explanation which made sense

to them from the group and record the name of the painting and explanation on the back of the 3 X 5 notecard, which is then submitted to the teacher.

ASSESSMENT * Was all required information included on the 3 X 5 notecard?

* Did the student’s choice of paintings and included explanation make sense?

ORIGAMI AS AN INTRODUCTION TO THE STUDY OF JAPAN

OBJECTIVE Students will learn the history and technique of Origami as a means of introduction to

the study of Japan.

MATERIALS Finished works of Origami

Handout entitled “The History of Origami in Japan”

Origami paper

Origami patterns on transparencies

PROCEDURES 1. Show students samples or completed Origami. Discuss using Inquiry Method.

2. Read and discuss with students the handout “The History of Origami in Japan.”

3. Following the transparencies of Origami patterns on the overhead,

students attempt and submit simple Origami using authentic Origami paper.

ASSESSMENT * Did the student make a legitimate attempt to reproduce an Origami pattern?

* A couple questions about the history of Origami on the unit test over Japan

World Studies

Lesson Plan: Okame Activity

Objectives

The student will be able to:

1. Understand the connection between Noguchi’s Okame and Japanese history / culture.

2. Appreciate works of art in general as a mode for expressing one’s culture and history.

3. Analyze this and other works of art using the inquiry process.

4. Demonstrate an understanding of the bombings of Hiroshima and Nagasaki through individual writings.

Materials

A color slide of Noguchi’s Okame, a slide projector.

Background

Before beginning the lesson, students will have studied Japanese geography, culture, and early history (up to 1945). This study would need to include No plays, kyogen, and Kabuki, since these concepts will be tied to the work of art.

Procedures

1. Show students the color slide of Okame. Allow them to view it for a few minutes and absorb it.

2. Begin the narrative inquiry process with students. Ask some of the following questions:

- What color(s) do you see in this work? What might that tell you about the mood or them it depicts?

- What patterns or shapes do you see in the work? What do you think it is? What might that represent?

- Do you think this work tells a joyful or sad story? Why?

- Does anyone remember what a No mask is? What is it used for?

- Can you guess what 1945 event this work represents? Why do you think that?

- Do you like this work? Why or why not?

- Has anyone ever had to wear bandages before? How did you feel?

- Has anyone ever had a painful experience in his / her life?

3. Prompt students when necessary by playing on their prior knowledge to get the correct answers.

4. Relate the work of art back to prior lessons (if not already done in the inquiry process) of Kabuki plays and the dropping of the atomic bombs.

5. Assign students to complete the writing activity based on the lesson (see Handout).

6. Allow for appropriate review of the concepts stressed as needed.

Assessment

Students will create an essay or a short story (historical fiction) describing the dropping of the atomic bomb(s) on Japan. Student works will be graded according to a rubric (see handout on the following page).

World Studies Name

Period

Okame Writing Assignment

Your assignment is to choose one of the options below to create a writing about the story behind Noguchi’s Okame. Whichever option you choose, your writing will be graded according to the rubric at the bottom of the page. This will count as a double homework score (200 points). You may write your assignment in ink or type it. Staple this sheet to your writing when you turn it in. Your writing must be a minimum of 2 pages in length. This assignment is due next .

OPTION ONE

Pretend you are a newspaper reporter covering the attacks on Nagasaki or Hiroshima (choose one). Write a two page article about the things you see as you investigate your story. You may choose to create characters and names from your imagination, but be sure to rely on historical information as the basis for your story. You will need to create a headline for your story and write a by-line as well. Be as descriptive as possible, and remember the directives of a good journalist - who? what? when? where? why? how?

OPTION TWO

Write a two-page essay about the effects of the atomic bombs on Hiroshima and / or Nagasaki. What happened? How were the people in these cities affected? How was life disrupted? Rely on factual information that we have studied and research of your own. You will need to create a title for your essay. Be detailed!

Your writing will be graded according to the following criteria:

1. Grammar, neatness, spelling 10 Points Your Score =

2. Use of facts 20 Points Your Score =

3. Depth of detail 20 Points Your Score =

4. Title 10 Points Your Score =

5. Evidence of outside research 15 Points Your Score =

6. Creativity 15 Points Your Score =

7. Reference to Japanese culture: 10 Points Your Score =

Kabuki, Shinto, etc.

Total 100 Points Your Score =

Double Homework Grade 200 Points Your Score =

World Studies

Lesson Plan: Modern Japanese History

Objectives

The student will be able to:

1. Identify key events in Japanese history.

2. Briefly explain the nature & significance of each event in writing (assignment).

3. Visually depict the important aspects of one assigned event.

4. Briefly present to his / her classmates the drawing, pointing out items of historical importance.

Materials

World Studies textbook, Handout: “Major Events in Japanese History,” Art supplies & paper for student drawings.

Background

Before beginning the lesson, students will have studied Japanese geography, culture, and early history through the period of feudalism, including the concepts of Cino-centrism and isolationism since those will be tied to this lesson. Students will have been assigned the 5-10 pages of reading on Japan’s modern history before the lesson as well.

Procedures

1. Review the reading assignment. I would use a “candy quiz,” asking students a few questions about the highlights, and passing out candy for correct answers. This only takes around five minutes and gets students engaged.

2. Pass out the handout “Major Events in Modern Japanese History.”

3. Divide students into groups. I like assigning this in pairs, but it can be done with larger groups or individually as you see fit. Sometimes, students choose groups.

4. Explain the assignment. Working in the groups, students are to take the ten dates (years) on the handout and match them with important events from the assigned readings. The events are then to be placed in chronological order. For each event, students are to write 2-3 sentences briefly describing what the event is (What happened? Why is this important?) Then, they must write one full paragraph (five sentences) about the event they feel is most important.

5. When the written assignment is completed, assign each group (sometimes I make these groups somewhat larger and different from the previous groups, especially if this is the next class period) one of the events from the previous assignment.

6. Explain the assignment. Students are to examine their assigned event & create a poster for it by drawing on paper provided for them. My criteria for the drawings are usually vague. I simply tell them to sum up the nature & importance of their event in picture form, allowing for the use of some words. When the drawings are completed, each group is to present or teach its event to the class, pointing out things they chose to draw. In this way, all 12 events are reviewed for the whole class.

7. Allow time for student work (15-30 minutes), direct the students to present their drawings, including transitional statements and praise when appropriate.

Assessment

- The original assignment is normally graded as homework according to the criteria set forth (see handout).

- The drawings and / or presentations could also be graded, but I normally do not do this since my goal is to provide practice for later (junior-senior level) more structured, graded presentations.

Bibliography

Ahmed, Iftikar. World Cultures: A Global Mosaic. Englewood Cliffs, New Jersey: Prentice Hall, 1996.

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Axtell, Roger E. Gestures: The Do’s and Taboos of Body Language around the World. New York: John Wiley & Sons, Inc., 1998.

(No Author) Global Studies Series: Focus on East Asia. Upper Saddle River, New Jersey: Educational Publishers, 1997.

Goldberg, Robert M., and Richard M. Haynes. Unlocking Geography Skills and Concepts. Englewood Cliffs, New Jersey: Globe Book Company, no date.

(No Author) Greenhouse Guide. Penn High School Integrated Studies Black Team in cooperation with the Morris Conservatory and Potawotami Greenhouse, no date.

Gresko, Marcia. Cultures Series Japan. Torrance, California: Frank Schaffer Publishers, Inc., 1995.

Hiroshima: Out of the Ashes. Videocassette. Vidmark, 1990.

URL address.

(No Author) Japan and Korea: Regional Studies Series. Paramis, New Jersey: Globe Book Company, 1993.

Kime, Sue Ann, et al. World Studies: Global Issues & Assessments. Middletown, New York: N & N Publishing Company, 1995.

Morton, W. Scott. Japan: Its History and Culture. New York: McGraw-Hill, Inc., 1994.

Noguchi: Portrait of an Artist. Videocassette. Whitgate Productions Ltd., 1980.

O’Halloran, Kate. Hands-on Culture of Japan. Portland, Maine: Walch Publisher, 1995.

Smith, Bradley. Japan: A History of Art. Garden City, New York: Doubleday and Company, Inc., 1964.

Trinity & Beyond: The Atomic Bomb Movie. Videocassette. Goldhil Video, 1997.

Welty, Paul Thomas. Asian Cultures. Philadelphia: J.B. Lippencott Company, 1974.