Unit Title:   Imperial China and Feudal Japan

Unit Author:    Teacher's Curriculum Institute: History Alive!
                        Available for loan through UVM Asian Studies Outreach Program

Grade Level:  Grades 5-8

Unit Overview:
This unit engages students in the history of imperial China and feudal Japan. Students learn about the physiographic features of China, the challenges the geography poses for unification, belief systems, cultural characteristics and government that affected each dynasty's ability to unite this empire. The second half of the unit engages students in the study of the the evolution of feudal Japan, the Chinese influence on Japanese beliefs, culture and government. The unit includes an interactive slide lecture of historical images, social studies skill builder that requre students to map, categorize, interpret political cartoons, graph, analyze primary sources and identify various perspectives. Teaching approaches include; experiencial excercises, problem solving groupwork, response groups, writing for understanding and act-it-out sessions. The culminating activity requires students to analyze, interpret, and sythesize everything they have learned in the unit.

Essential Question
How was life in imperial China and feudal Japan similar and different?

Culminating Activity
Each students will create an illustrated and annotated Venn diagram that answers the question: "How was life in
imperial China and feudal Japan similar and different? Using key words and phrases, graphic symbols and
illustrations, and summative writing, students design a Venn diagram that represent the similarities and differences
between imperial China and feudal Japan in geography, government, foreign relations, belief systems, daily life,
and cultural achievements. Students use the key information from their notes and textbook, plus any other
information they gathered during this unit to complete the project.

Vermont Standards
Vital Results:
1.14 Students critique what they have heard (e.g. music, oral presentation) This is evident when students:
        b. describe
        d. interpret
        c. make connections
1.20 Students use charts and visual representations to communicate data accurately and appropriately.
3.11 Students interact respectully with others, including those with whom they have differences.
4.3   Students demonstrate understanding of the cultural expressions that are characteristic of particular
        groups.

Fields of Knowledge:
6.4   Students identify major historical eras and analyze periods of transition in various times in their local
        community, in Vermont, in the United States, and in various locations worldwide to understand the
        past, the present, and the relationship between the two.  This is evident when students:
        c.   investigate the impact of new knowledge and inventions
        dd. Identify the characteristics of transitions between eras, being sure to make connections to the
              present and research, examine and analyze historical data from each era:
             WORLD
            Rise of Institutions and Empires-500CE
             -analyze governments and reliegions (e.g. Greece and China)
            Expanding Exchange and Encounters through the First Global Age 500-1500
             -describe feudal systems and the Renaissance (e.g. Italy and Japan)
6.7    Students use geographical knowledge and images of various places to understand the present,
         communicate historical interpretation, develop solutions for the problems, and plan for the
         future.  This is evident when students:
         aa. Describe such spatial patterns as population distributions, land use patterns, climate,
               ... in the world.
         bb. Locate the physical, political and cultural regions of the world. Locate major mountain ranges,
               major rivers, major climate and vegetation zones.
6.13-Students understand the concept of culture in various locations worldwide. This is evident when
         students:
         aa.  Investigate the factors which make ushuman in different cultural and social settings (e.g.
                language, arts, and literature)
         bb.  Identify and analyze key ways in which culture is transmitted and the key forces of cultural
                change.

Learning Opportunities:
Multiple Student Roles:  a. Collaborate in both small and large groups
Application and Reflection: f. Opportunities for reflection through a variety of modes (eg.writing, discussion, acting it out)
Multiple Assessment Strategies: a.  Appropriate tools and techniques used for assessing different skills and concepts
Interdisciplinary Connections:  a. Direct experience with "real-world" questions, problems, issues, and solutions that are
complex and that cross discipline boundaries.

View Complete Unit:
Contact the UVM Asian Studies Outreach Program if you are interested in viewing or borrowing this unit.
fkido@zoo.uvm.edu
 
 

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