Unit Title:   Indiana Jones and the Land of the Rising Sun

Unit Author:    Craig Willey

Grade Level:   8

Unit Overview:
Japan is little like its surrounding Asian neighbors.  Its geography and history have contributed to an
adaptive and efficient society that still practices many of its own ancient traditions while at the same time
developing cutting edge technology and remaining a world economic power.  Japan's feudal history is
rich with opportunities for learning about the history, geography, and cultural roots of Japan.

This unit will ask students to become adventures on a quest to answer four major focus questions and
one enveloping central question.  These focus questions combine to help the student answer the central
question.  The major focus of the unit is how modern Japan compares to feudal Japan culturally,
geographically, and politically. Students will get a sense of how Japan compares to its global neighbors
and how the nation has developed. The unit combines interdisciplinary study with the use of physical
education, science, language arts, and science.  The unit involves traditional and more progressive types
of assessment.  The theory of multiple intelliences is incorporated in learning activities.  Indiana Jones
and the Land of the Rising Sun is presented as an adventure experience to grab the attention of the
students.

Essential Question
What elements of the Feudal era still exist in japanese society today, and what elements no longer
exist?  What types of conflicts arise due to these factors?

Culminating Activity
The culminating activity involves two products that are assessed separately.  Students will create a present
to the class a working circuit board that demonstrates their knowledge of Japanese geography.  This
integrates prior science learning of electric circuits. The second assessment product is a student created
"Classified Dossier" that details their "journey" to the Land of the Rising Sun.

Vermont Standards
Vital Results:
1.20     Students use graphs, charts, and other visual presentations to communicate data accurately
            and appropriately.
2.6       Students apply prior knowledge, curiosity, imagination, and creativity to solve problems.
2.10     Students generate several ideas using a variety of approaches.

Fields of Knowledge:
6.4dd  Students identify major historical eras and analyze periods of transition in various times in their
           local  invarious locations worldwide to understand the past, the present, and the relationship
           between the two.  This is evident when students:
                dd.Sequence historical eras; identify the characteristics of transitions between eras, being
                     sure to make connections to the present, and research,e xamine, and analyze historical
                     data from each era:
                           -describe Feudal systems of Japan
6.5b    Students investigate both the traditional and the social histories of the people, places, and
           cultures under study, including those of indigenous peoples.  This is evident when students:
                b.  Demonstrate understanding of the relationships among powerful people, important
                     events, and the lives of common people.
6.7      Students use geographical knowledge and images of various places to understand the present,
           communicate historical interpretations, develop solutions for the problems, and plan for the
           future.  This is evident when student:
                aa. Describe such spatial patterns as population distributions, land use patterns, and
                      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.
                cc.Create a thematic map from spatial data and describe the patterns of spatial variations
                dd.Use map and atlas resources to compare and contrast patterns of spatial variation.
6.13    Students understand the concept of culture, including the cultures of indigenous peoples, in
           various times in the world.  This is evident when students:
                aa.Investigate the factors which make us human in different cultural and social settings.
6.16   Students evaluate the impact of economic systems on the needs and wants of all people and
          on the environment in various times in various locations worldwide.  This is evident when
          students:
                e. Distinguish between needs and wants, evaluate how both are met in various economic
                    systems.
6.17   Students understand how governments affect the flow of resources, goods, and services.
          This is evident when students:
                b. Identify the role of government in economic policy and how it affects individuals and
                    groups.
6.19   Students understand the variety of influences and impacts of the construction, preservation,
          and change of identify, within families, other social structures, and nations.  This is evident
          when students:
                d. Demonstrate understanding of how various groups build and preserve identify.
                 f. Identify the distinctive characteristics of a nation's identity.

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