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Unit Title:
Isolation in Japan
Subject Area:
Social Studies
Curriculum Strand(s):
Power, Authority & Decision Making (PADM)
The Land: Places and People (LPP)
Culture and Community (CC)
Economics and Resources (ER)
Time Continuity & Change (TCC)

Part 1 - Logistics
Instructional Designers:
Heather Lightbown and Carla Graham
Grade:
8
Duration:
(days, class periods or weeks)

Approx 8 weeks

Identity (I)
Rationale:
How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content
developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why?
Clearly explains purpose and value of the unit. All areas of rationale (as identified in the assignment description) are included. Appropriate provincial learning
objectives are identified. Unit plan reflects and is consistent with rationale.

PreviousUnitPlanRationaleandConceptMap

Wechosetogroupoutcomesrelatingtoisolationtogethertoformacohesiveunitplanforgradeeights.IsolationinJapanisthefocus
oftheoutcomesandthroughourunitplanwechosetocompareJapantoCanadatomakeitmorerelevantforthestudents.Thisunit
willbroadenthestudentsmindsandencouragethemtodevelopabroaderworldview,wheretheywillunderstandmoreaboutthe
worldaroundthem.Thisfocus,inthegradeeightsocialoutcomesisimportanttoourunit,andthroughouractivitiesandGRASPS
taskweencouragethestudentstothinkmorebroadlyaboutthetopics.Worldviewisthemainconceptthatistaughtingradeeight
socialstudies.ThroughourunitwewantthestudentstounderstandwhattheconceptofisolationisandhowthisaffectedJapan
throughouttheEdoperiod.OurunitonJapanisconsistentwiththeprinciplesandgoalsofthesocialstudiescurriculumbecauseit
willhelpthestudentstobecomemoreinformedandresponsiblecitizens.Thisunitwillenablethestudentstodevelopagreater
understandingandacknowledgementoftheirsocietyincomparisontoothersocietiesaroundtheworld.Itwillemphasizetheneed
forsocialcohesionandtheeffectivefunctioningofasociety.Buildinguponthestudent'sunderstandingandacceptanceof
multiculturalisminCanadaisachievedthroughthisunitofstudy.Theindividualoutcomesthatwechosetoincludeinthisunitplan,
helptobuildthefoundationforthestudentsastheygrowintoresponsiblecitizens.Thesixstrandsofsocialstudieswillbewoven
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throughouttheunit.Time,continuityandchangewillbeaddressedasthestudentsstudythedifferentperspectivesandviewpoints
surroundingtheideasofadaptationandisolationinregardstoJapan.ThroughdiscussingthephysicalgeographyofJapanwewill
discussTheland:placesandpeople.Power,authorityanddecisionmakingisdiscussedthroughhowdecisionsweremade,andwho
madethosedecisions.TheywillexaminetheeconomicsandresourcesinJapanastheylearnaboutthechangesresultingfromthe
isolation.CultureandCommunitywillbeseenallthroughouttheunitasthestudentswillbelearningaboutJapan'scultureinmany
differentways.Thereisastrongfocusonhistoricalandgeographicthinkingthroughoutthisunit.
Prior knowledge:
What
prior knowledge and skills do students need to know in order to be successful in this unit?

(ie What have they learned in previous years?)

Where are they headed? (ie What does next years curriculum say?) What experiences do the students bring to the unit? How will you involve the students in the
pre-planning of the unit and determine what they already know?

Theentiretyofthegradeeightsocialstudiesprogramofstudies,hasafocusonworldviews.Dependingwhenthisunitistaught
withintheothertwounits,thestudentsshouldhavesomepreviousexperienceswithworldviewandtheideasthatsurroundthat.In
gradeseven,studentsbegintalkingabouthistoricalthinkingthroughthelensofCanadianhistory.Theyexaminetheconceptof
interculturalcontactthroughmigrationandimmigrationandbeginspeakingaboutcitizenshipandidentifyinCanada.Thestudents
learnaboutCanadapreconfederationaswellaspostconfederation,andthechangesthatincurred.Ingradeeighttheycontinueto
develophistoricalthinkingputbroadenthescopeintootherpartsoftheworldandpastsocieties.Theyexpandtheirknowledgeand
understandingsurroundingtheconceptofinterculturalcontact.Ingradeninethesestudentswillmoveontolearningmoreabout
citizenship,bringinginconceptsaboutidentityandqualityoflifeandhowtheseareimpactedbypoliticalandlegislativeprocesses.
InordertogetagoodgraspofwherestudentssitinrelationtopreviousinformationpertainingtotheJapanunit,wewilluse
questioningtechniquesanddiscussionstofindoutwheretheirknowledgelies.Inadditiononeofourfirstlessonshasthestudents
createalargeclassroommap,wherestudentswillputthelocationsthattheyhavetravelled(internationally),andthereforewecan
learnabitmoreaboutifanyonehasbeenthereorifsomestudentsmayhaveagreaterunderstandingofworldviewsthanothers.

Part 2 Desired Results

Learning Outcomes:
(State the specific learner outcomes from the curriculum document)
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8.1.2appreciatehowasocietysworldviewcanfosterthechoicetoremainanisolatedsociety(C,I,TCC)

8.1.5analyzetheeffectsofculturalisolationduringtheEdoperiodbyexploringandreflectinguponthefollowingquestionsand
issues:
(a)InwhatwaysdidJapanisolateitselffromtherestoftheworld?(PADM,LPP,CC),
(b)HowdidisolationduringtheEdoperiodleadtochangesinJapan?(CC,PADM),
(c)HowdidthechangesresultingfromisolationaffectJapaneconomically,politicallyandsociallyduringtheEdoperiod?
(ER,PADM,CC,I),and
(d)HowdidthephysicalgeographyofJapanaffectitsworldview?(LPP,PADM,TCC).

8.S.2developskillsofhistoricalthinking:
createasimulationoramodelbyusingtechnologythatpermitsthemakingofinferences

8.S.3developskillsofgeographicthinking:
usethematicmapstodescribeculturalandpoliticalregions
accessandoperatemultimediaapplicationsandtechnologiesfromstandaloneandonlinesourcese.g.,GIS

RESEARCHFORDELIBERATIVEINQUIRY
8.S.7applytheresearchprocess:

makeconnectionsamongrelated,organizeddata,andassemblevariouspiecesintoaunifiedmessage
accessandretrieveinformationthroughtheelectronicnetwork

*Throughourunitwewouldaddresssomelanguageartsconnectionsespeciallyinourfinalproject.Dependingonthenatureofhow
thatprojectiscompletedwewouldbecoveringafewlanguageartsoutcomes.
Enduring Understandings:

Essential Questions:
Unit Plan Topic

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What are the big ideas that you want students to understand and be
able to use several years from now?
Clearly stated, comprehensive (do they provide adequate direction
for the unit?) and worthwhile. Refer to what students will learn
rather than what they will do. Related to prescribed learning
outcomes identified in rationale.

In what ways might a countrys choice to remain isolated reflect its

worldview and result from its worldview?

Students will understand

1. How isolation affects a society; economically, politically and
socially.
2. If it is possible for Canada to be an isolated society, and what
the implications would be?
3. The effects of isolating a country from the rest of the world.
4. The worldviews of other nations, broadening their
understanding of other cultures.
5. Differences between different countries, cultures, or
society's.

Knowledge:

Skills:

What knowledge will students acquire as a result of this unit?

Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details,
important events or people, sequence and timelines, etc.

What should students be able to do? What behaviors will they exhibit?
Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),
communication skills (listening, speaking, writing), study skills (note taking),
interpersonal, group skills, research, inquiry, investigation skills, etc.

Students will know

Studentswillbeableto
compareJapanandCanada
decideifCanadacouldbeanisolatedcountry,how?
workcollaborativelywithclassmates
listentoothersopinionsandknowledge(museumsvisits,
guestspeakers,otherclassmatesetc.)
analyzemapsofjapan,andcreateoneasaclass
writedefinitionsforvocabularywords

howthegeographyofJapanhelpedthemdefend
themselvesagainsttheirenemies.
whereJapanislocated
differences/SimilaritiesbetweenJapanandCanada
comparisonsbetweenAlbertassizeandJapanssize
whyandhowdidJapanisolateitselffromtherestofthe
world
whentheEdoperiodhappenedincomparisontotheMeiji
period

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thattheEdoperiodwasatimeofisolation
howJapanisolateditselffromtherestoftheworld
howisolationduringtheEdoperiod,leadtochangesin
Japan
howthechangesresultingfromisolationaffectedJapan
economically,politicallyandsociallyduringtheEdo
period
howthephysicalgeographyofJapanaffectedits
worldview

researchaspectsofbothCanadaandJapan
askquestionsrelatingtotheirstudies

Vocabulary
isolation, geography, worldview, Edo Era, Asia, Hokkaido, Honshu,
Shikoku, Kyushu, coastline, Pacific Ocean, Great Peace, shogun, per
capita, martyr, exclusion laws, Kabuki, Sumo wrestling, Haiku, Noh,
ethical codes, confucianism, Filial piety, Daimyo, shogunate

Part 3 Assessment Evidence

Performance Task:
What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario
or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life
situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task
rubric(criteria) to your unit plan.

Throughtheknowledgeandskillsthatthestudentshavelearnedthroughthisunitstudy,theywillbeaskedtoputonthehatof
anexplorer.Thejobofthisexploreristoobserve,research,usepreviousknowledge,andultimatelyfindoutifCanadacould
becomeanisolatedcountry,likeJapanoncewas.Whataretheimplicationsofbecominganisolatedsociety?Woulditbedifferent
inthisdecade?Whatwouldyoulooseoutonbybeingisolated?Whatpositiveswouldcomefrombeingisolated?Doyouthinkit
wouldevenbepossible?Thesearesomeofthequestionsthatstudentswouldneedtoponderwhenmakingtheirdecision.With
theirresearchtheywillneedtocreateavisualdocumentthatdemonstratestheirknowledgeandfindings.Intheirvisualtheyneed
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
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toincludeatleast10reasonshoworhownot,Canadacouldbecomeisolatedandifthiswouldbenefitorhinderus.Thesereasons
shoulddiscussideassuchasgeographicallocation,theeconomy,andthepoliticalsystem.

GGoal
Whatshouldstudentsaccomplishbycompletingthistask?

Throughthistask,studentsshouldbeabletousetheknowledgeandskillsthattheyhaveacquiredthroughtheunitstudy,
toassesswhetherCanadacouldbeanisolatednation,andwhateffectsthiswouldhave.Wouldthisdecisionbepositivefor
Canadaorwouldinbeahindrance.Bycompletingthistask,studentswillformabetterunderstandingoftheimplications
ofisolation,andhowitaffectsacountriesworldview.

RRole
Whatrole(perspective)willstudentsbetaking?

Thestudentswillhavetheroleofexplorers.TheirmissionistoseeifCanadacouldbeanisolatedcountry.

AAudience
Whoistherelevantaudience?

Therelevantaudienceistheirfellowclassmates,whoarealsoexplorersandhavedoneresearchonthesameinquiry
question.Theirclassmateswillbeingdoingagallerywalk,inordertoobservewhattheirfellowexplorersbrought
forward.Thestudentswillalsobehandingtheirprojectintotheteacher(expertexplorer).

SSituation
Thecontextorchallengeprovidedtothestudent

StudentswillbeaskedtoimagineandcreateavisualofwhatCanadawouldlooklikeifitweretobeisolated.Using
Canadaasthecountrywillmakethisassignmentmorerelevanttothestudentslives.Theyalsohavemoreknowledge
aboutCanadafrompreviousyearsofstudy.StudentswillbeaskedtoexploredifferentaspectsofCanadaincludingits
politics,geography,culture,etc.Thestudentswillbefacedwiththechallengeofusingtheirknowledgeandcreativityto
showandexplainhowCanadawouldappearandrun,,ifitweretobeisolated.Intheend,studentswillneedtodecideif
theythinkthatCanadawouldbebestsuitedtobecomeisolated,ortostayintegratedwiththerestoftheworld.Theywill
beusingtheirknowledgeofhowJapanmanagedwithisolationtomakeinformedresponsesofhowitwouldaffect
Canada.

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PProduct,Performance
Whatwillthestudentcreate?

Studentswillberequiredtocreateavisualthatdemonstratestheirunderstandingofhowculturalisolationwouldaffect
Canadaasacountry.Theywillbegiventheirchoiceofwhatkindofvisualtheywouldliketocreate.Examplescould
includeaposter,PowerPoint,video,etc.

SSuccesscriteria
Whatdotheyneedtoinclude/do/show?

Throughtheirvisual,studentswillneedtoshowatleast10reasonshowCanadawouldbeaffectedbybeingisolated.
Withinthesereasons,theywillbeaskedtodiscusstheimplicationsofCanadasgeographicallocation,howtheeconomy
wouldbeaffected,ifthepoliticalsystemwouldremainthesame(orifitwouldhaveformedinthesamewayasitdid),if
thebeliefsandvalueswouldbethesame,andlastlyhowthingswoulddifferifCanadahadnoculturalorsocialinfluences
fromotherplacesintheworld.

Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may
include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.
The students will have many different assessments done through this unit. Through compare and contrast of Canada and Japan students
will get a better understanding of isolation. Students will analyze what TV shows, movies etc they enjoy and if they are made in the United
States (or other countries) would they still have access to those forms of entertainment. After this analysis they could write in their
journals on how they think this would affect them as Canadians if Canada was isolated.

Twitter (Responses)

Exit Passes

Propaganda Poster

Compare and Contrast

Visual Document of student choice

Reflections

Quizzes

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Part 4 Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks
in Part 3? What will the sequence of instruction be for this unit?
Lesson Objectives
Together, they would attain unit goals. All objectives are relevant to attainment of unit goals and outcomes from the POS. Specify the
intended outcome rather than the activity. Clearly stated, worthwhile. Appropriate for age/grade of student.

Teaching Approaches & Activities (Learning experiences)

Would achieve unit objectives and unit goals. Clearly described. Varied and stimulating. Use a variety of teaching approaches such as:
historical thinking, concept teaching, etc. Lesson plans include various student activities intended to engage them in a thoughtful and critical
manner. Focus on higher-order learning (e.g., Blooms Taxonomy, Multiple Intelligences). Integrates various forms of technology in
meaningful ways.

Introductory Activity
How will you engage students and generate interest at the beginning of the unit? Describe your anticipatory set.
INTRODUCTORY LESSON PLAN
Students will come into the classroom and the word ISOLATION will be written on the board.
They will be asked to write a definition of what they think isolation is and depict it in some way.
Next they will be asked to search the Internet and find their favourite quote about isolation, add this to their picture.
Finally the students will be asked to think of societies or countries that are isolated or have been isolated in the past.
Do you think that this helped the country, or hindered it? What were the effects?
Show this
youtube video
, and see if any students thought of these places. It gives a view of how isolation affected these places in a
positive light.

Development of Unit

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Opening lesson is motivating and establishes unit purposes. Sequence of activities is logical (prerequisite understandings and skills are
taught at the appropriate times). Lesson plans are grounded in the principles of constructivist teaching, Backwards Design, Powerful Social
Studies and incorporate the needs and learning styles of diverse learners. Final lesson effectively provides closure to the unit.

Lesson #

Learning Outcome
(Curriculum)

8.1.2appreciatehowa
societysworldviewcan
fosterthechoiceto
remainanisolated
society

8.1.5analyzethe
effectsofcultural
isolationduringthe

Activities
(Instruction)
Incorporate at least two of the teaching
approaches we have explored during the
term: concept teaching, teaching skills,
historical thinking, etc.). Label the
lessons that you feel incorporate these
teaching approaches. include several of
the teaching ideas or activities (jigsaw,
placemat, using maps, using primary
sources, etc.) that we have explored
throughout the term. include a
minimum of 1 to 3 technology related
outcomes (indicated by a
in the POS).

Assessment
(FOR/OF/AS)

Read the book shipwrecked.

as a class
individually
popcorn reading
small groups

FOR:
Twitter
Get the students to
tweet a newspaper
headline that might
have been published
around this story.

Modifications & Adaptations:

Assessment
A specific assessment strategy
is included in each lesson.
Assessment strategies
measure and are directly
related to lesson objectives.
Provides sufficient information
to accurately judge student
achievement of objectives.
Uses appropriate criteria to
provide the grounds for
judging quality. Supports
learning. Provides valid
indication of learning. Varied.
Some attempt made to include
students in the assessment
process.

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Resources / Materials
(media, technology,
audio, visual, internet,
community, equipment,
software, etc.)
Resources
Included in each lesson.
Students encounter a
variety of resources,
apart from their text.
Appropriate to activities,
student
age/development, lesson
objectives and unit goals.

Shipwrecked
book (# of copies
would depend
upon how you
choose to read
the book with
your class)

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Edoperiodby
exploringandreflecting
uponthefollowing
questionsandissues

Use a camera to project the

books pages onto the
smartboard so students can read
along.

Howdidthephysical
geographyofJapan
affectitsworldview?
(LPP,PADM,TCC).

*Geographicalthinking

What
outcome????construct
andinterpretvarious
mapstobroaden
understandingofgiven
topics

Notinyourlearning
outcomes

Make a large classroom map of Japan.

get the students to draw it in the
perspective of Japan being in the
middle of the map.
Get students to use a tacks and
put tacks where they have been
in the world (may prove to be
hard because the map is in a
different perspective)
Have students observe countries
that surround Japan and how
their geographical location plays a
part in how they are isolated.

InwhatwaysdidJapan
isolateitselffromthe
restoftheworld?
(PADM,LPP,CC)

Howdidisolation
duringtheEdoperiod

Ancient Japan (Series: The Time Compass)

Video
Where is this loacted
Students will be given a
vocabulary sheet before the
video. If they can fill out any
definitions they can do so.
While watching the video
students will fill out any more

What shipwrecked book?

How long???

Exit Pass:
FOR
How is this map different from
the maps you are familiar with?

large sheets of
craft paper
markers
map of the world
scissors
tape
glue
tacks

FOR:
Exit Pass is to draw a picture
depicting one of the vocabulary
words and hand it to the
teacher as they leave the class.

www.learnalbert
a.ca
?????????

Modifications & Adaptations:

All students will be able to
participate in this task. If the
students are more artistic they
can take the lead on the task

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smart-board
computer
vocabulary
worksheet
(sample)

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leadtochangesin
Japan?(CC,PADM),

Howdidthechanges
resultingfromisolation
affectJapan
economically,politically
andsociallyduringthe
Edoperiod?(ER,
PADM,CC,I)

Howdidthephysical
geographyofJapan
affectitsworldview?
(LPP,PADM,TCC).

definitions they can, from

watching the video.
If some are remaining, they can
collaborate their answers and find
them in the dictionary.

Modifications & Adaptations:

Close captioning is an available
option on this video. Students
can watch this video a few times
if they feel that would help them
to understand Japanese
culture/history.
Given lower students the sheet
with the definitions already filled
in, or only a few left to fill in.
8.S.2developskillsof
Fakebook
Check for understanding Forhistoricalthinking:
students will make a fakebook
by using reference to

account/profile that they have

historical figures
createasimulationora
researched
from
a
historical
historical time lines
modelbyusing
technologythatpermits
perspective.
cultural events
themakingof
Eg:
OdaNobunaga,putinapicture
friends & enemies
inferences
ofhim,hisdateofbirth
are in the correct time

(15341582),friends(Azai
period

*historicalthinking
Nagamasa),enemiesandother
aspectsofhislifeasafakebook
account.Theythencouldmakethe
historicalfigurehaveadebatewith
someonethroughthepostsontheir
fakebook

Modifications/Adaptions:
Studentswillbeassignedtomake
oneprofile,forhigherlevel

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
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http://www.classtools.ne
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learnerstheycanmakemorethan
oneprofile.
usethematicmapsto
Scavenger Hunt through Japan
8.S.3
Students can make up a
developskillsof
scavenger hunt for other students
geographicthinking

that is based in Japan on the

describeculturaland
website Google Earth
politicalregions
Students will have a minimum of

10 items to find
accessandoperate
multimediaapplications
Examples:
andtechnologiesfrom
Mt Fuji
standaloneandonline
museums
sourcese.g.,GIS
shopping malls

*geographicalthinking
zoos
Once the task is completed, the
assignment will be handed in and
then the assignment will be
handed to others in the class and
they will have a certain amount of
time to complete.
Modifications/Adaptions
Lower level students they will
have a choice out of bigger cities
in Japan Eg-Tokyo, Hiroshima,
Sapporo
Higher level students they can
look for more items and also rural
areas that the items will be
harder to find
InwhatwaysdidJapan Propaganda Poster
isolateitselffromthe
Japan had very strict laws to keep
restoftheworld?
its Japanese Culture intact.
(PADM,LPP,CC)
How did they learn this?

For-students will have to have a

minimum of 10 items for other
classmates to find.

http://www.goog
le.com/earth/

Student participation will make

this lesson more engaging and
better if all the students are
involved.

OF: hand in poster

Students will be asked
to write a paragraph
answering the following

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Poster paper
Markers
Poster Guidelines

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InwhatwaysdidJapan
isolateitselffromthe
restoftheworld?
(PADM,LPP,CC)

Howdidthechanges
resultingfromisolation
affectJapan
economically,politically
andsociallyduringthe
Edoperiod?(ER,
PADM,CC,I)

8.1.2appreciatehowa
societysworldviewcan
fosterthechoiceto
remainanisolated
society(C,I,TCC)

Students will create a propaganda

poster for the Canadian
Government to convey
information and your point of
view about Freedom of Speech in
Canada.

questions to go along
with their poster:
What is the
purpose of the
poster? Who is
the intended
audience?
How does the
text on the
poster
communicate
the purpose?
How have you
used the image
to reinforce the
text?

Field trip to University of Alberta Museum

FOR:
Students will be asked
to take note of three
artifacts that really
stood out to them in
the museum and write
a description of why
they liked it, and how it
related to Japans
isolation.

IMPORTANT NOTICE FOR

TEACHERS/EDUCATORS: The
Muse Project will not be
operating in the 2012-13 school
year. We apologize for any
inconvenience, and we thank you
for your interest in and support of
the U of A Museums and its
programs.

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http://project.ma
cs.ualberta.ca/m
use/japan/
Bus
Bus Driver

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*
HistoricalThinking
8.S.7applythe
researchprocess
make
connections
among
related,
organized
data,and
assemble
variouspieces
intoaunified
message
accessand
retrieve
information
throughthe
electronic
network
InwhatwaysdidJapan
isolateitselffromthe
restoftheworld?
(PADM,LPP,CC)

Howdidthechanges
resultingfromisolation
affectJapan
economically,politically
andsociallyduringthe
Edoperiod?(ER,
PADM,CC,I)

8.1.2appreciatehowa
societysworldviewcan
fosterthechoiceto
remainanisolated
society(C,I,TCC)

8.S.3

What is trending on Twitter?

Through this lesson students
would see what is trending on
Twitter in Canada and also Japan.
Leading into current events in
both countries and also
anniversaries of events that have
happened in the past. Eg
Earthquake in Japan, elections,
culture events etc.

FOR:
through class
discussions and self
reflection students will
be assessed on what
and how the trends
affect them. This
assignment leads into
the GRASP task with
comparison Japan to
Canada and if Canada
could be an isolated
country like Japan was.

GRASPS TASK
explained above

OF:
Gallery walk and handing into
teacher for marking based
upon a rubric.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

http://trendsmap.com/

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developskillsof
geographicthinking

8.S.7applythe
researchprocess:
makeconnections
amongrelated,
organizeddata,and
assemblevarious
piecesintoaunified
message

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Part 5 Reflection
How did you address diverse learner needs in your unit design? Consider the following: (differentiation, learning style, grouping, culture,
FNMI perspectives, multiple intelligences and variety of instructional strategies and approaches).
Overall

DoestheunitshowevidenceofunderstandingofEDES366coursecontent?Inwhatwayswerecourseideassynthesized,extended
orapplied?Overallcohesivenessofunit,professionalism,useofcorrectreferencingprocedures.
ThroughouttheGrade8unitonJapantheuseofskillsfromtheSocialStudiesprogramofstudieswasfullyutilizetowhatthestudentswouldneed
tosucceedandlearnaboutJapanthroughisolationduringtheEdoperiod.Bygivingthestudentschoiceonwhattheirfinalassignmentwouldbe
thishelpstomeetdifferentlearningneedsandstyles.Studentshavetheabilitytoworkindependentlyand/orcollaboratingwithothers,bydoingthis
diverselearnersneedsarebeingmet.AsourfinalGRASPStaskthecomparisonbetweenCanadaandJapanwasused.Studentswouldhave
previousknowledgeofCanadabywayofgeography,politicsandculture.Bycomparingthetwocountriesthestudentswouldhaveabetter
understandingifandhowCanadacouldbeanisolatedcountry.FromtheintroductorylessontotheGRASPStaskwereferredtoouressential
questionandtheoutcomesfromtheprogramofstudiesandwithourdifferentiatedlessonsallstudentswouldbeabletolearnaboutworldviewsand
howJapanwasisolatedinthepast.Wewereabletoinitiatetechnology,formativeandsummativeassessmentsforthedurationoftheunit.Theunit
hasanoverallcohesivenessthatallstudentswouldbeabletolearnfromandallteacherswouldbeabletoutilize.

References
Blumberg,R.(2001).
Shipwrecked:ThetrueadventuresofaJapaneseBoy.N
ewYork:HarperCollinsPublishers.

Fakebook.(n.d.).Retrievedfrom
http://www.classtools.net/FB/homepage

Google(2015).Retrievedfrom
www.google.com/earth/explore

LearnAlberta.ca
[AncientJapan(Series:TheTimeCompass)].(n.d.).Retrievedfrom
http://www.learnalberta.ca

Trendsmap(2015).Retrievedfrom
http://trendsmap.com/

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
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UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.

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Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).
UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.
Alexandria,VA:ASCD.