Lesson Plan: Teaching East and West

Lesson Title: Help Wanted: Careers in Elizabethan England and Tokugawa Japan

Grade Level/Content Focus: 11th Grade World History

Time Period: Five 90-minute class periods (Eight to ten 45-minute class periods)

Standards: Social Studies: Core Learning Goals
Goal 2 – Peoples of the Nation and World: The student will demonstrate an understanding of the history, diversity, and commonality of all peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural (S-v).
1: The student will analyze the emergence and diffusion of civilizations
and their contributions to the modern world (S-29).
A.1.b: Spread and influence of Buddhism (S-29).
. A.1.c: Achievements and Influence of the Renaissance (S-29).
Goal 3 – Geography
1: The student will evaluate the interactions of environmental factors and
the location and distribution of human activity (S-32).
A.1.a: Location, growth, and development of cities (S-32).
2: The student will examine the role of culture in shaping regional and global interactions (S-32).
A.1. The student will analyze the role of social institutions in shaping distinct cultural identities (S-32).
A.2. The student will examine how culture has been transmitted and diffused (S-33).
A.2.c: Chinese influence in Southeast Asia and Japan (S-33).
A.3. The student will evaluate the impact of culture on a region (S-33).
A.3.c: Confucianism in Asia (S-33)
3: The student will explain the role of transportation and communication in linking world regions (S-33).
A.1. The student will explain the role of transportation and communication in linking world regions (S-33).


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Objectives: The student will be able to
1.Examine and describe aspects of life in Elizabethan England and Tokugawa Japan
2.Compare and contrast the development of the Renaissance periods in England
and Japan


Vocabulary/Concepts
Feudalism
Renaissance
Daimyo
Shogun
Tokugawa Shogunate/Edo Period
Samarai
Bonsai
Code of bushido
Haiku
Sonnet

Materials/Resources
Bulliet, Crossley, et al: The Earth and Its Peoples: A Global History 3rd ed.
Farah, Karls: World History: The Human Experience: The Modern Era
Beers: World History: Patterns of Civilization
Media Center: print and electronic resources
Poster paper, marker

Teacher Background
During the 16th and 17th centuries both England and Japan experienced a renaissance period that resulted in a golden age for each. These two societies had strong leadership that established a period of peace from which commerce could expand, creating a growing middle class with money to spend. That disposable income financed a growth in the fine arts.
The similarities between these two island nations in this time period include:
A movement from war to peace and the experience of civil wars with religious overtones
A movement from a religious society to a more secular society
Powerful political personalities—Elizabeth I in England and Tokugawas Iyasu in Japan
The growth of an urban culture in London and Edo (Tokyo)
The importance of printing in the dissemination of literature
Differences between the two include:
The possession of power within the government (Monarchy limited by Parliament in England/ shogun in Japan with a ceremonial emperor.)
Self-imposed isolation of Japan (Rimer)
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In this lesson, the teacher will have students compare various aspects of life in each of the cultures. Each cultural arena is linked to an occupation in which the student has expressed some interest. Actors can research Shakespeare and Noh, bunraku and kabuki. Gardeners can emphasize the English knot garden and Japanese bonsai. Clothing designers/tailors will look at the kimonos in Japan and the changing fashions in England. Writers can research sonnets, haiku, novels (the Tale of Genjii). There are women writers found in this era and this may be of particular interest to some students. Clergymen will pay attention to the English Reformation and the role of church versus state and to the influence of Buddhism, Confucianism, and Shintoism in Japan. Military officers are going to examine the samurai and the code of bushido in Japan and the role of the military and the code of chivalry in England. Visual artists will look at paintings in Japan and Europe while musicians can research instruments and styles of music used in each culture. All of these cultural areas will be affected by the economy, political structure and class structure of each society.
Students will be expected to conduct research on their own; however, the teacher should point them in the right direction and will need to spend some time working with the media specialist finding available resources for students Some helpful sources will be included with the lesson.

Lesson Development

1. Prior to the lesson place the following occupations on the overhead and have students rank them according to which they would prefer.
Actor
Chef
Gardener
Poet/Novelist
Clothing designer/tailor
Clergyman
Military officer
Musician
Artist


2.Divide students according to their choices (as much as possible) into groups of 4. Two members of each group will research Elizabethan England and two members will research Tokugawa Japan.

3.Day 1: Warm-up: A. Write the word renaissance on the board and ask the students what it means. After establishing that a renaissance is a rebirth, ask students to brainstorm characteristics they would find in a culture experiencing a renaissance.
4.The teacher would then present a brief introduction to the Elizabethan Era and the Tokugawa shogunate and explain that each of these cultures experienced a renaissance at about the same time in history.
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5. Give students their research assignments. Using texts and resource materials (print and electronic) students will research their “occupation” in the assigned country finding examples of that occupation, important people, events, developments associated with it, and related evidence of a renaissance within that culture. This should take about 2 class periods.


4. Days 3 and 4: The two pairs for each occupation will meet and share information with each other. Teams will look for similarities and differences between the two cultures and will prepare a brief presentation of the cultural aspect they have researded. Each presentation will have both visual and oral elements.

5. Day 5: Students will present their findings to the class. Students will take notes on a recovery sheet provided for them.

6.Closure: At the conclusion of the presentations students will complete a Venn diagram comparing the renaissance in the two cultures.

Assessment

Using their notes and Venn diagram students will write an essay or a magazine article comparing the renaissance period in the two cultures.

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Student Recovery Sheet


England
Japan
Actor



Chef


Gardener


Poet/Novelist


Clothing designer/tailor


Clergyman


Military Officer


Musician

Artist


Elizabethan England and Tokugawa Japan

insert images!

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Rubric for Group Presentation

Scores on each aspect range from 0-4.
4: excellent; cannot be improved upon, exceeds all requirements
3: very good; exceeds requirements in many areas
2: satisfactory; meets requirements
1: needs improvement; some areas may be satisfactory while others are deficient
0: was not attempted/was completely unsatisfactory

I. Content

A. Occupational area was well developed

B. All information was accurate

C. Organization was clear and logical

D. Audience can easily understand the topic after hearing the presentation and reading the poster

II. Style

A. Poster is neat and legible

B. Easily read and followed

C. Visual symbols add to meaning

D. Spelling, punctuation and grammar are correct

E. Delivery of oral presentation is smooth and easily understood by audience

F. Oral presentation holds attention of audience

III. Group cooperation

A. Group members worked together cooperatively

B. All group members contributed to the product

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Rubric for essay

(Based on MSDE rubric for Social Studies)

4The response shows an understanding of the English and Japanese Renaissance periods. The response is insightful, integrates knowledge, and demonstrates powerful application.

3The response shows some understanding of the English and Japanese Renaissance periods. The response is thorough and demonstrates some evidence of higher-order thinking skills.

2The response shows knowledge of the English and Japanese Renaissance periods. The response is acceptable with some support of key ideas. The response shows little or no evidence of application.

1The response show minimal knowledge of the English and Japanese Renaissance periods. The response is related to the question but is inadequate, with significant misconceptions and/or absence of key ideas.

0The response is completely incorrect or irrelevant, or there may be no response


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Websites

Kennedy Center: ArtsEdge
http://artseadge.kennedy-center.org/

http://artsedge.kennedy-center.org/content/3412/

National Endowment for the Humanities
http://www.edsitement.neh.gov/

Center for Renaissance and Baroques Studies
http://www.crbs.umd.edu/crossingborders

(Traubitz)


Artists


Freer Gallery of Art and Arthur M. Sackler Gallery
www.asia.si.edu/collection/japaneseHome.htm

Smithsonian Center for Education and Museum Studies
www.SmithsonianEducation.org

National Association of Japan-America Societies
www.us-japan.org/edomatsu

National Gallery of Art
www.nga.gov/exhibitions/edotpktoc.htm

(Benskin)


Gardeners

US National Arboretum
http://www.usna.usda.gov

http://www.usna.usda.gov/Gardens/collections/VirtualTours/index.html

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knot gardens
www.harborside.com/~rayjknot.htm

www.faculty.de.gcsu.edu/~rviau/renenglishgardens.html

Chefs
http://www.pbm.com/~lindahl/food.html

http://renaissance.dm.net/compendium/19.html

http://asiarecipe.com/japeathistory.htm.

http://www.jinjapan.org/navi/category­­_6.html

(Coyle)


Actors

http://www.fix.co.jp/kabuki/about.html

http://www.ukans.edu/~sma/chusbin/chushtxt.htm

http:// www.uvic.ca/shakespeare/

http://daphne.palomar.edu/shakespeare/

(Viccellio)


Clothing Designer

http://www.costumes.org/history/100pages/16thlinks.htm

http://www.costumegallery.com/1500.htm
(Sivigney)

Textile Museum
http://www.textilemuseum.org/


Works Cited

Benskin, Elizabeth, Smithsonian Institution Freer Gallery of Art and Arthur M. Sackler Gallery.

Coyle, Margaret Anne: Comparative Food Lecture, April 1, 2004 University of Maryland.

Rimer, Tom: Comparitive Cultures Lecture, April 2, 2004, University of Maryland.

Sivigny, Debra Kim: Clothing Workshop, April 3, 2004, University of Maryland.

Traubitz, Nancy, Center for Renaissance & Baroque Studies, University of Maryland.

Viccellio, Lee: Shakespearean Drama as a Classroom Bridge to Japan, April 3, 2004, University of Maryland.