Welcome to the next level

Name	Type	Description
Unsolved History: Ninjas	DVD	This whole series is great and this episode is one of the best.  The first half details the history of ninjas in Japan. The second half compares ninja arts to those used in our military today.  Highly entertaining and educational enough to show fully. Highly recommended.
Teenage Mutant Ninja Turtles 3	DVD	In the third movie of this epic film trilogy the turtles are transported back to feudal Japan.  Surprisingly good presentation of how the introduction of guns into Japan destroyed the samurai class and altered power structures.  The turtles fit into Japanese mythology about demons called "kappa" that I teach about following the movie.
Simpsons Season 10 - "30 Minutes Over Tokyo"	DVD	A whole 30 minutes of the Simpsons in Japan?!  Sumos, haiku, origami all present and accounted for.  Guaranteed to keep your students interested.
Wayne's World	DVD	There is a scene where Garth is describing the show's new set and Wayne says "Garth! That was a haiku!"  In reality, it wasn't (or was it?!), but it makes for a good lesson on what makes a haiku.
The Day After Tomorrow	DVD	Arguably the worst movie I've ever seen but there is a scene of a tsunami hitting New York which, while ridiculous, is the best representation of one I've seen in a film.
Seven Samurai	DVD	Probably not worth the cost unless you are a true film buff.  I only use one short scene showing how rice was grown and picked.
Pearl Harbor	DVD	Part of the California standards say to explore how bushido continues in modern Japan.  I use this as an excuse to talk about World World II even though it isn't specifically mentioned (and is way out of the time line). This film, while overall pretty bad, does have an incredible recreation of the attack.
The Last Samurai	DVD	Incredible movie about a part of Japanese history that is outside the scope of my standards.  The introduction, however, tells the origin myth of Japan and makes for a great beginning to my lectures.

Student Created Pages

Japan's Flags - Jeffrey, per. 3 2008

Ninjas- Rachel, per. 5, 2008

Download Here

I. Intro and Geography (Slides 1-18)
a. First day of notes covers the geography of Japan. The intro section includes the opening scene of the movie The Last Samurai where the legend of Japan’s formation is told.
     i. Both timeouts are highly recommended and set the stage well. (Further instructions found in the notes section on each slide.)
     ii. Emphasize the importance of the sea due to Japan’s small size.
     iii. Writing option: Have students read the story of Izanami and Izanagi and write down the references to geography.
b. Do the Japan Chapter Walk if you have Holt or any introductory reading activity.

II. Culture and Society (Slides 19-42)
a. The opening slide shows Chinese influences in Japan. The movie clip is the rice picking scene from Seven Samurai. Later there is a clip from the Simpsons episode 30 Seconds Over Tokyo where Lisa reads a haiku and one from Wayne’s World with another haiku (or is it?!) The other clips are random history channel shows.
     i. Though only one slide spend some time discussing the influence of China as this is a good transition from geography.
     ii. The section on Zen Gardens could easily be skipped if time is an issue.
b. History Lab: Japanese Culture Shock – This can be done at any point during the unit but fits best here as it involves Japanese culture.
     i. In this lab students read the legend of where Sumo began. They then read through the pre-fight rituals and then act them out from memory.
     ii. Secondly they will make an origami crane (or attempt to).

III. Economics and Government part 1 (Slides 43-67)
a. This is a huge number of slides but the entire Econ section takes about 10 minutes tops. Ideally you’d go all the way to slide 72 but that would really be pushing it (I’d push it…). No big surprises on videos here – another clip from Seven Samurai, a few from Unsolved History: Ninjas and a few more from Empires: Japan.
     i. You could easily skip the entire econ section and not miss any standards. I just put it there because it is interesting and I like to cover all 5 highways in every unit. You could also talk about the importance of the sea here again.

     ii. Alternatively (or additionally) slides 68-72 about ninjas can be skipped as they are also not necessarily in the standards. If I were going to skip it I’d be sure to show the full video of Unsolved History: Ninjas; it’s that good.

b. I don’t typically include an activity with this section because I don’t have one. Invariably we lose a day during one of these two weeks due to an assembly, minimum day or who knows what else. If I need an assignment I show Unsolved History: Ninjas; it’s that good. Alternatively I’ve shown Teenage Mutant Ninja Turtles 3 because it takes place in feudal Japan and is all kinds of wonderful.

IV. Ninjas and Samurai Gear (Slides 68-97)
a. Another huge bunch of slides but none are particularly necessary save the small bit about the Mongol invasion. For movies here I have some random show about samurai gear that I use.
     i. I use this section to talk about court life in Japan using the samurai as the example of the expectations of ritual and manners.
     ii. If you are pressed for time you could easily go through this lecture without any student writing. They’ll focus anyway because it is interesting.

b. History Lab: Haiku – This can be done at any point after the haiku lecture but I save it for the end as a culminating activity. It is easier to write a haiku about Japan if you have information about Japan first. After going through the worksheet as a class to determine what is and isn’t a haiku students write two of their own. On one they choose any topic they wish on the other they do something related to Japan. In the past I have told them that I’d put these on the wall before the test so the more information they could fit into 17 syllables the better.

History Labs

1. Culture Shock- Japan

There are multiple parts to this lab that can be complete in any order you choose.  I start with the sumo reading, then do the sumo reenactment and close with origami.  If time permits I go on to the description of the ladies of the court.

The sumo reading explains the origins of sumo in Japan.  It requires students to answer four standardized-test style questions about the reading.  I have them do this in groups of 4-6. Done properly this should take roughly 10 minutes.

When that is completed satisfactorally students go on to the sumo reenactment.  Here they must as a group learn the steps to the sumo pre-fight ritual.  As soon as they think they are ready they "perform" the steps for the class without the use of the instructions.  Have the rest of the class follow along and alert you if they make any mistakes in the ritual. This can take anywhere from 5-45 minutes depending on your class.

Upon completion they move on to the origami.  The instructions I've included are very, very hard. As an element of culture shock this works very well.  However, if you want your students to actually succeed at the task I suggest finding something else for them to make.

If time permits (unless you are on block schedule it almost certainly will not) you can go on to the readings from the diary of Lady Murasaki.  In this she describes the appearance and attitudes of a Japanese court lady.  There are response questions at the bottom of the reading.

2. Haiku Lab

The first part of the Haiku lab involves determining whether a given poem fits the requirements of haiku. I have students read the poems aloud and then discuss as a class whether they fit or not. Of note, the second poem listed is given as an example of a Haiku in the Across the Centuries textbook. It bugged me for the longest time as to why they put it there.  Turns out, in the original Japanese it is in fact a haiku. The translation just ruins it.

The second part of the lab has students writing their own haikus.  I provide them with white paper and instruct them to write them big and colorfully on each side of the paper.  They must include a picture or design with each as well.  One haiku must be about something from Japan and the other can be whatever they want.