Grade Level/Content Focus: 9-12 Grade, Social Studies w/ cross-curricula extensions

OVERVIEW
Students will be given a problem that will require them to do research on various aspects of Japan as their "travel agency team" takes on roles as a Historian, Environmentalist and Professor on Japanese Culture to inform international travelers about Japan.  As a final product, they will produce a brochure that will highlight Japanese history and historical attractions, the vast physical and natural environment, and Japanese culture.
STANDARDS
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).

Goal 3 – Geography: The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history (S-v).

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.3. The student will evaluate the impact of culture on a region (S-33).
OBJECTIVES
By completing this WebQuest, students will be able to:
develop an interest in the study of Japan.
use the Internet as one tool to research and an explore Japan.
learn information about key aspects of Japanese culture.
gain various perspectives of the topic.
work with teammates to problem-solve a combined action plan.
question the nature of international relations in our more interdependent world.
MATERIALS
one computer per group of 3
text based resources on Japan
LCD projector (to guide students through the WebQuest)
digital camera(s)
scanner
EVALUATION
Students will be evaluated on two levels -- as individuals, using the Individual Research Rubric and also as a group, using the Team Brochure and Team Presentation Rubric.  
PROCEDURE - 90 minute classes (can be modified for other class times)
Day 1 - Preview WebQuest, teams formed, teams determine names for travel agencies, problem statement explained, review tasks, roles determined within teams, begin Activity 1
Day 2 - Complete Activity 1 and Activity 2
Day 3 - Research and complete teacher conferencing (possible trip to the library)
Day 4 - Complete research, individual work on brochure, team synthesis
Day 5 - Presentations
TEACHER ACCOMODATIONS
One Computer Classroom
LCD projector to project WebQuest on the computer.
Rotate groups to the computer station while other groups are working on text for research.
Computer Rotation Schedule
STUDENT LEARNING ACCOMMODATIONS
One computer in the class
LCD to display the web quest to all of the class - Make the computer a station for one group to use at a time.  You will need to design a rotation schedule for the rotation.
Use paper text to supplement the computer.
5-6 computers
put one computer in a group
paper text to supplement
rotate computer stations if there are more than 5 groups of students
Special Ed
enlarge text
limit the number of links
re-word questions to better suit the students
reading software
make groups so that one good reader or writer is in each group
use an LCD projector to project to a small group and complete the work together (the students will take turns running the computer)
TASK
Your travel agency will be engaged in gathering information in order to produce a brochure for the Japanese Board of Tourism. Students will each assume one of the following roles: Japanese Historian, Environmentalist, or Professor of Japanese culture. Each will be responsible for creating one section of the brochure. Together the team will design a high quality, attractive, and informative brochure.
Activity 1
Within your group, choose from the roles below. (You each need one role.)  Give your travel agency a name.
With your role in mind, explore the suggested links and the available text-based resources to acquire knowledge on your specific aspect of Japan. Use the guiding questions to drive your research.
?     Historian
1.  What are the various systems of government Japan has had throughout history and why did they change?  Give a time frame for each system named.
2.   Briefly describe the relationship between the U.S. and Japan.  Be sure to provide the historical context.
3.   How does Japan rank among major industrial nations in per capita gross national product and how does this relate to the living conditions of the people?
?     Environmentalist 
1.  Japan has three main sections.  They are Northern, Central, and Southwestern sections of the country. For each section tell the climate, natural resources, and land features. Explain why there is a lack of farm land, hydroelectric  power, and why there is a good fishing area at the 36N latitude.
2.  Where are the major fault lines and volcanoes in Japan?  What was one of the major earthquakes and one of the major volcanic eruptions that Japan has suffered in the past century?  What kind of destruction did these cause?  Why do you think Japan has so many volcanoes? Describe any other natural disasters Japan has suffered.
3.  Describe two plants and two animals native to Japan.  For the plants, describe what kind of climate the plant grows in and adaptations the plant has for that climate.  For the animal, tell what adaptations it has, where it lives, what it eats,  and what eats them.  Pick one endangered animal and describe why it is endangered, and what steps have been taken to preserve it.
?     Professor of Culture  
1.  What components of traditional Japanese culture are still inherent to Japanese family life today?  How so?  Be specific.
2.  What impact has western imperialism had on the day to day life of Japanese citizens?  Consider:
clothing
music
education
work ethic
religion
3.  How does the culture if a modern day Japanese teenager compare and contrast to your lifestyle? Similarities?  Differences?
Activity 2
Use a graphic organizer to organize your research. Set-up a conference with your teacher to review your graphic organizer. She/he will sign off on your work when you are ready to progress.
 Activity 3
Draft your section of the brochure. Be sure to include various elements besides text. Pictures, graphics, charts, graphs, and illustrations will all add to the visual appeal of the brochure. Be creative.  Be prepared to turn in a final draft detailing your contributions to the brochure that responds to the 3 guiding questions above.  This will determine your individual grade.
Synthesize the three sections of your Travel Agencies work into one cohesive brochure that has an attractive front cover and exhibits a consistent look and feel throughout.  This will determine your teams grade.
CONCLUSION
Be prepared to present your finished brochure to the Japanese Board of Tourism on Friday, June 1.  Your travel agency should have an oral presentation prepared along with the brochure.

RESOURCES

History
Culture
Environment
Japan - A Country Study 
Japanese Etiquette
Japanese Flora and Fauna
US Embassy, Tokyo, Japan
Japanese Traditions
Earthquakes and Volcanoes
Virtual Tourist Guide to Japan 
Japanese Culture
Climate 
Overview of Japanese History 
Japanese Music
Environment at a Glance
Japan Today
Kimonos
Endangered Animals
Physical Setting