GRADE: 9th AUTHORS: FLHS Staff UNIT TITLE/FOCUS: East Asia (Unit 5) UNIT LENGTH: 34 weeks Essential Question: What elements promote cultural diffusion? Big Idea/Enduring Understanding: Students will understand that trade, conquest, and exploration lead to cultural diffusion throughout Asia. Guiding Questions: (content, process, metacognitive) Content: What influence did geography have on Japanese culture? 9.3a How might the geography of Japan create a culture different than China? 9.3a Did geographical isolation have a positive or negative impact on Japan? 9.3a What influences did Buddhism have on traditions of Japan? 9.2a Why had there been cultural exchange between Japan and China? 9.4b Why did the Japanese borrow from Chinese culture? 9.3c How is Japanese feudalism similar and different from European feudalism? 9.1b How did imperialism influence modern day Japan? 9.4d How did the Tang and Song Dynasty develop new advancements for Chinese civilization? 9.3c What contributed to the success of Genghis Khan as a conqueror? 9.3b How did Mongol conquest bring new cultures and ideas to China? 9.6a How did the Ottoman empire influence trade and cultural diffusion in western Asia? 9.4b Should Suleiman be considered magnificent? 9.5a What was China’s motivation for sending Zheng He on his voyages of exploration? 9.5b Why did China decide to isolate itself under the Ming Dynasty? 9.5d To what extent was China the most advanced civilization in the world under the Ming? 9.5d Process: 1. What is the appropriate organization of an oral argument? (SL 910.4) 2. How do we use research to develop a thoughtful and wellreasoned argument? (SL 910.1a) 3. How do we effectively present history through oral debate? (SL 910.6) 4. How can we use research and evidence to support our claims? (RH 910.8).
Metacognitive:
In the area of political conflicts, how did you organize the information you researched so you could successfully defend your position? What were the strengths and weaknesses of your strategy? What would you do differently the next time you conducted research for an oral argument?
Standards: SL.910.1 Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.910.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL.910.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.910.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.910.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate RH.910.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.910.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH.910.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. WHST.910.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.910.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Content Standards 9.3a Geographic factors have both enabled and hindered empire’s desires to expand and interact with others. 9.3b Empires employed a variety of techniques to expand and maintain control over large territories. 9.3c Technological achievements were often used to provide for the practical needs of expanding populations and sometimes were preserved as monuments to the power and abilities of an empire or state. 9.4b Interregional travelers carried ideas, inventions, products, natural resources, livestock, and diseases, that led to cultural diffusion. 9.4d Trans regional trade routes (including global trade routes), and the control of them, influenced regional power. 9.5a Rulers, motivated by absolutism, religious values, and military strength, consolidated power and expanded empires. 9.5b Large empires attempted to take advantage of physical geography for economic reasons, for protection, and to expand. 9.5d Leaders in these empires displayed their educational, cultural, religious, and political advancement with achievements that had lasting impact. 9.6a Expanding empires spread their cultures, population, religions, and languages while uniting, assimilating, and reshaping the lives of peoples in conquered lands.
Tier Two Vocabulary: archipelago, emperor, clans, compass, stirrup. Tier Two Vocabulary: feudalism, Yamato, shintoism, code of bushido, shogun, samurai, tokugawa shogunate, pastoral nomads, steppe, recurved bow, Pax Mongolica, treasure ship.
ASSESSMENTS Authentic Performance Task(s): Oral Presentation
Alignment to NYS Common Core Standards: (assessed)
Students will... SL 9.4, SL 9.1a, SL.910.1d, Address the following question in a traditional style debate: SL.910.3, SL 9.6, RH 910.2, RH Were the Mongols a destructive or a stabilizing force in 9.8, WHST.910.5 Asia? They will create an oral argument defending the Mongols or criticizing them for their conquest of Eurasia. They will focus on the social, political, economic, and religious stability of the region before and after the Mongol conquest. Part 1 Students will research their debate question using flhs databases providing at least 1 primary source and 1 secondary source as evidence. (RH 910.2) Part 2 Students will hand in a preliminary argument with their claim, major counterclaims, and their refutations of their opponents potential claims. The teacher will provide constructive criticism and feedback to the students to improve their argument and help facilitate a better debate. (WHST.910.5) Part 3 Debate during the debate students must cite specific authors and arguments made by experts during their research process that strengthen their argument. (SL.910.1d) Part 4 Evaluation by teacher and/or peers. (SL.910.3 )
Other Assessments (Diagnostic, Formative, Summative): Diagnostic: Students will take a short fill in the blank pretest on the key topics of Japanese feudalism, Tang & Song dynasties, Mongols, Ottomans and Ming.
Formative: Students will engage in online blogs at key points throughout the unit. They will be asked to formulate their own ideas and responses to discussion questions. The blogs will be interactive so that other students can gain clarification on key concepts as well as giving the teacher insight into what topics students are struggling with.
SL.910.5
Summative: Multiple choice exam, essays, and Performance Task.
TEACHING AND LEARNING PLAN Teaching and Learning Activities: Students will… Analyze 3 maps of japan (topographic, resource, and tectonic) and list/explain 2 positives and 2 negatives of Japan’s geography. (9.3a), (RH.910.7) Watch a virtual tour of a Shinto temple (can be found online) and identify the different elements in the shrine that display key beliefs of the religion. (9.2a), (SL.910.5) Compare and contrast diagrams of the social structure in European feudalism to the social structure in Japanese feudalism explaining key similarities and differences. (9.1b), (RH.910.2) Give minipresentations about the key inventions (Compass, printing, paper money, gunpowder, eg.) of the Tang and Song dynasty and focus on the world impact then and now. (9.3c), (SL.910.5) Be given a list of Genghis Khan’s war strategies/techniques and will have to decide which technique was the most effective and write a paragraph defending it. (9.3b), (WHST.910.4) Analyze different perspectives on the Mongol conquests written by Muslim scholars, Chinese scholars, and central Asian scholars. They will use the accounts to determine commonalities in order to gain the most accurate understanding of the Mongols. (9.6a), (RH.910.8) Be given an explanation of the major accomplishments of Suleiman. They will be asked to determine the most significant accomplishment and defend their position as well determine whether Suleiman deserves the title “Great.” (9.5a), (RH.910.2)
Trace the routes of Zheng He’s 7 voyages plotting his stop on a map using a written description of the voyages in order write a creative journal entry on two ports of exploration. (9.5b), (RH.910.7) Given a graphic organizer showing the regions of the world in 1450. On the organizer each region’s technological advancements, cultural accomplishments, and military strength will be displayed. The students must decide what region they believe to be the most advanced and be prepare for a class discussion on the topic. (9.5d), (RH.910.2)
Resources and Technologies Needed: Text: Japanese creation myth Sample Code of Bushido Al Zawarhi account of Mongol Invasion Accounts of Zheng He’s voyage Film: Last Samurai PBS Islam Empire of Faith Ottoman section Mongol movie Tour of Shinto Temple Images: Map of Zheng He’s voyages Diagram of Japanese feudalism