ConnectEd a Huge Success

Hey everybody,

I received many compliments from teachers about your graphic novel and magazine projects. We also received quite a few tweets that this was the highlight of the conference. Congratulations everybody and thanks for being such wonderful hosts. You guys are amazing ambassadors for our school.

Inspired by the work and ConnectEd I want everyone to think about what question we could look at around how your generation should respond to the challenges of globalization. Japan responded in a particular way and rapidly modernized. However, we shouldn't just study the past for its own sake, we need to engage the problems that are facing us today. Thomas Freedman from the New York times sums it up some of the forces in our own times:

• We are increasingly taking easy credit, routine work and government jobs and entitlements away from the middle class — at a time when it takes more skill to get and hold a decent job, at a time when citizens have more access to media to organize, protest and challenge authority and at a time when this same merger of globalization and I.T. (networked systems like Facebook and Skype) is creating huge wages for people with global skills (or for those who learn to game the system and get access to money, monopolies or government contracts by being close to those in power) — thus widening income gaps and fueling resentments even more.

One of the teachers at ConnectEd was looking for a PowerPoint from the Social Networking day we hosted here at CSS that informs this thinking. Until I get it up on the Connect Blog here it is:


Social Networking Day KeyNote on ways to marry historical inquiry with critical citizenship 

Meiji Japan Newspaper Project

In this project you area asked to create a Japanese Shinbun (newspaper). Your newspaper should include:

• Hard news stories documenting major events occurring in Meiji Japan
• Letter to the Editor around the dangers or the opportunities available to citizens in this newly modernizing Japan
• Advice column providing advice from a citizen affected by the changes taking place in Japan at this time
• Travel journal noting the changes taking place in Japan and the new things to see (please include pictures from the historical archives)
• Culture file noting the changing nature of art, fashion, and entertainment happening at this time
• Political cartoons

Everyone must create at least two articles to be included in the newspaper (depending on length)

When creating your article and newspaper consider:

• who is your audience
• how can I use the techniques of effective writing naturally in my article including:

• an opening hook
• vivivd imagery
• show; don't tell
• powerful verbs 
• descriptive language
• varied sentence openings and lengths
• supporting details  
• transitions for flow 

When writing your article begin by reviewing your notes on the major events and historical forces at work in this time period. Speak to Mr. Scott about some of these ideas. Then decide what you are going to write about. 

• Begin by doing some research attempting to locate actual pictures from this time
• Consider a catchy title
• Begin writing your piece keeping the above elements of powerful writing in mind
• For a hard news story begin with the basics first then get into the why and the how

For each article include:

• at least one image
• a catchy title
• pull out quote 

Debate

For those that have chosen to do a debate we will be using a parliamentary debate format. The questions we will debate include:

8.4 

For: Adapting to revolutionary technology will make our society better.

Against: Adapting to revolutionary technology will make our society worse.

Groups of three will debate this in relation to a particular revolutionary technology in our world.

8.3

For: Choosing to isolate Japan from the rest of the world will be better for Japan.

Against: Choosing to modernize Japanese society will be better for Japan.

Japan Social classes to be represented in the debate:

Shogun

Samurai/Daimyo

Merchants

Women

Farmers

Nature of parliamentary debate:

Based loosely on the British House of Commons, parliamentary debate is lively and audience-oriented. The House of Commons permits no written speeches from its members. Similarly, no speeches, briefs, or quotations are read in parliamentary debates. The debaters speak off the cuff in parliamentary competition, using only the notes they have made during the debate and preparation period. Parliamentary debates have relatively few rules; the rules of parliamentary debating are primarily designed to ensure that debates are evenly matched and enjoyable.

In competitive parliamentary debating, fifteen minutes is the most common amount of time given for preparation. During preparation time, the participants analyze the proposition and outline their major arguments. They ask themselves: 

·     What important issues are raised by this proposition?

·      How may it be affirmed or denied?

·      What examples and events are relevant to its discussion?

·      The answers to these and other questions will serve as the foundation for the government case and prepare the opposition for its counter argument.

Format:

First proposition for speech 3 minutes

First opposition against speech 3 minutes

Second proposition for speech 3 minutes

Second opposition against speech 3 minutes

Opposition rebuttal and counter questions 4 minutes

When introducing argument for:

·      Create an opening that attracts the audiences attention and brings interest to the topic


·      Clearly state your position on the resolution


·      Clearly state one reason you believe this
   

·      Support with reason and evidence


·      Conclude effectively

A opposition argument against:


·      A good introduction that attracts the audiences attention and interest in the topic


·      Clearly state the Negative’s position on the topic


·      Clearly state the Negative’s Observations
   

·      Support with reason and evidence


·      Attack and question the for’s arguments/evidence


·      Conclude effectively

May 24th-29th

Over the next five days you will have the opportunity to choose to participate in one of the following projects:

• A formalized debate around a debate topic agreed upon by the group:
• Be it resolved that the best decision for Japan is to remain isolated from the rest of the world. 
• Be it resolved that modernizing Japan will destroy its unique culture and traditions.

• A newspaper including an article, letter to the editor, and political cartoon 

Changing Realities in Japan: May 22-25

Over the course of the week we will be examining events in Japan through the lens of the historical thinking concept continuity and change. You can read more about this concept at the historical thinking website. Rather than seeing history as a list of events that came one after another, we will try to understand Japanese history as a complex set of continuities and changes. If you say nothing happened in Japan in 1789 then you are thinking about history as a series of events rather than trying to understand both the changes and continuities that were happening over the course of the 300 year period we are studying.

Providing Context

To help us engage this concept of continuity and change, we will begin with a presentation on a crucial turning point in Japanese history; namely, the arrival of Commodore Perry and his American naval fleet who demanded that Japan open its doors to trade. In responding to Perry's demands, the leaders of Japan had to choose a new course for the country which involved modernizing Japan as quickly as possible so they could become a military and economic power equal to Western colonial powers. To examine this crucial turning point we will watch parts of the documentary The Return of the Barbarians accompanied by a lecture. While viewing this presentation you are asked to take notes on key questions which will help you understand the forces that drove the tremendous changes that took place in Japan at this time.


Applying your knowledge


After learning more about the historical thinking concept continuity and change and the criteria used to make decision around what elements in society stayed the same and what changed, you will be given a series of artifacts and pictures from various periods in Japanese history. Using your background knowledge about the different historical periods we have studied, you are asked to sort these pictures in chronological order putting the pictures in the order they happened historically. In order to decide which pictures happened longest ago and which ones happened most recently, consider the forces that were at work during each period we have studied including characteristics of:

• The Warring States Period: 1500-1600 (250 Daimyo at constant war) 
• The Edo Period of Isolation: 1633-1864 (Japan cut-off from the rest of the world)
• The Meiji Restoration 1867-1900's (The Emperor becomes the head of state in place of the Tokugawa Shogunate) 

As a class brainstorm changes and the nature of life during each of these periods (i.e., during the Warring States Period many Japanese were converted to Christianity; however, during the Edo period of isolation Christianity was banned and anyone practicing Christianity was executed). 

Create a Political Cartoon for Edo Japan

On Thursday May 17th you are asked to present a summary of your notes within your topic area to others who explored a different topic area. As part of this process you are also asked to create a political cartoon that provides a social commentary around an issue or aspect occurring in Edo Japan within your topic area.


Political Cartoons

Political cartoons communicate a message or a comment about a social or political issue in society. To communicate a message political cartoonists often:

·      use humour or sarcasm

·      use symbols to express a greater idea (i.e., a weapon to symbolize war, dove for peace)

·      show a person or group in a way that is immediately recognizable

·      often exaggerate features of a person

·      stereotype a group  

·      use a caption with minimal words

Examining political cartoons today:

Working in groups of 3-4 please identify the message for one of the following cartoons presented in class by doing a W5 reading: who is in the picture, what are they doing, where are they, when is this taking place, and why are they doing what they are doing? Overall, what is the message being communicated here?

Now its your turn to create a political cartoon:

Begin by quietly reading the related chapter in the textbook for your topic area. 

What is going on in your topic area? Write these down

What are some areas that you might make fun of or comment about?

What message might you want to communicate as a social commentary on these issues?

How might you represent this visually in terms of images that will show ideas and groups involved?

On Thursday May 17th you are asked to present your cartoon to members in other groups as well as summarize your notes from your topic area.  

Isolation and Adaptation Unit Task #1 Due May 15th

Task #1: In order to better relate to and understand the concepts of isolation and adaptation above, in this assignment you are asked to make connections to the world today. To do this, please complete the chart below on your own and then interview a parent (s) to complete the second chart. For the assignment to be complete you must provide jot notes responses to both questions. Once you have done this and reflected on how these concepts live in our world, please complete a final 300 word written reflection on your thoughts around both the advantages and disadvantages to adapting to technological change.  This is due May 15^th.

Personal Reflection

In ways have we become more isolated with the increase of technology in our daily lives?	What have been the advantages to adapting to this increase of technology in our daily lives?

Interview with Parent (s)

In ways have we become more isolated with the increase of technology in our daily lives?	What have been the advantages to adapting to this increase of technology in our daily lives?

Reflection (300 words): 1) What are the advantages and disadvantages of isolating ourselves from the rapid technological changes taking place in our world? 2) What are the advantages and disadvantages of adapting to the rapid technological changes taking place in our world? Include specific supporting details to back up your response.

Isolation versus Adaptation Inquiry Unit Outline

Central Concepts

Isolation: i·so·late verb, i·so·lat·ed, noun, adjective verb (used with object)

1. to set apart or cut off from others; detach or separate so as to be alone.

2. Connected to the desire to keep things the same. 

Origins of the word: 1763, from French isolé "isolated" (17c.) + English –ated. The French word is from Italian isolato, from Latin insulatus "made into an island," from insula "island."

Adaptation: 1. to adjust oneself to different conditions, environment , etc.: to adapt easily to all circumstances. 2. to fit, change, or modify to suit a new or different purpose: to adapt a play for use in schools

Origins of the word: c.1600, "action of adapting," from Fr. adaptation, from Latin adaptationem (nom. adaptatio), noun of action from pp. stem of adaptare (see adapt). Meaning "condition of being adapted" is from 1670s. Sense of "modification of a thing to suit new conditions" is from 1790. Biological sense first recorded 1859 in Darwin's writings.

__________

Throughline line Inquiry questions and overview

As part of our exploration of Japan, the grade 8 Social Studies Program asks students to understand and appreciate the ways in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation or adaptation.

In order to explore this topic in a way that will help you gain a deeper appreciation of how these concepts live in your own life and the communities we live in and alongside, for this inquiry unit we will examine the overall throughline question:

1) When does it make sense to isolate oneself from rather than adapt to rapid changes taking place in the world? When is the reverse true? 

Sub questions: 

a) What is gained and lost in choosing to isolate oneself from rapid changes taking place in the world?

b) What is gained and lost in choosing to adapt to rapid changes taking place in the world?

The following tasks are set up to help you think more deeply about these questions. At the end of the unit you will be asked to present your responses to these questions in a cafe discussion format. You are asked to respond to this question using examples drawn from your study of Edo and Meiji Japan, your own experiences, and in relation to communities, countries, and other groups living in the world today.

Isolation and Adaptation inquiry unit outline

Introduction to the central concepts of isolation and adaptation

1. Friday, May 11th: To help us better better understand these central questions we will begin with a brainstorming activity around what these words mean. Working with a partner we will then consider examples of isolation that you are familiar with including solitary confinement, North Korea, isolated northern communities, and quarantine areas in hospitals. After presenting your findings to the class we will discuss what the motivations were for isolation in these instances and why this makes sense.
2. Friday, May 11th: You will then be assigned Inquiry Task #1 which asks you to reflect upon whether technology is making us more isolated as a society and what is gained and lost in embracing and adapting to the rapid increase of technology in our lives. As part of this assignment you are asked to interview your parents and complete a 300 word reflection on these questions. A full summary of Inquiry Task #1 can be found at this link here. This assignment is due Tuesday, May 15th.   

Historical context leading to Japan's long period of isolation (1500's-1640): 

1. To help us better understand the history of this unique civilization, we will begin our study of Japan by watching the PBS Documentaries: The Way of the Samurai and The Will of the Shogun. While taking notes on these documentaries you will also be assigned one of the seven elements of worldview and asked to identify three things from the video such as a story, historical event, and/or cultural practice to consider what this can tell us about the worldview of Japan at this time. You will then present your findings to the class.  
2. Monday, May 14th: Using this PowerPoint presentation we will explore how Japan's geography led to the emergence of a unique culture along with the historical context that led to the isolationist policies of the Tokugawa Shogunate, which kept Japan separated from the rest of the world for 200 years. 
3. Using the graphic organizer given to you in class, we will then have a class discussion around our central questions: Why would it make sense for the Tokugawa Shogunite to isolate Japan from the rest of the world? What may be gained and lost in making this decision?  You will be evaluated on this class discussion and receive a 4 if you actively participate in the discussion and are able to identify specific supporting details from the videos to justify your response.  These class discussions will be evaluated based on the following rubric:

Making connections to your own life

1. Tuesday, May 15th Inquiry Task #1 due: Before handing in your Task #1 parent and self reflection, we will have a class discussion around your thoughts and findings including the differences between your thoughts on whether technology is making us more isolated and what has been gained and lost in this process. Again, you will be evaluated on this class discussion and receive a 4 if you actively participate in the discussion and are able to identify specific supporting details from your interview and personal experiences to back up your responses. 

How did the period of isolation shape the worldview of Japan?

1. Wednesday, May 16th: To help us consider how isolation affected the worldview of Japan at this time, we will be examining artifacts from this time period to inquire into what this can tell us about cultural practices, the social organization, political structure, and economic structure of Japan throughout the isolationist period. To do this we will examine one or two artifacts as a group and using the following graphic organizer make these connections.
2. Wednesday- Thursday, May 17th: Inquiry Task #2: Using the graphic organizer provided, begin by reading the related chapter in your textbook to identify what was happening in Japan at this time. Based on what you have learned, identify two artifacts that reflect particular qualities or characteristics of the Japanese worldview and society at this time.
3. Tuesday morning, May 22nd: Inquiry Task #2 due: After completing the chart explaining what your artifact can tell us about the Japanese worldview, you will then present what you have learned about your topic area to a small group made up of a member from each specialist area. Again, you will be marked on your completion of the chart, the connections you make, and your level of contribution to this group discussion.  
4. Tuesday afternoon, May 22nd:  PowerPoint presentation on the crisis and events leading to the opening of Japan to the West. Here we will discuss: Why would it would make sense for the Tokugawa Shogunite to adapt to changing circumstances in the world and what may be gained and lost in making this decision? 
5. Wednesday, May 23rd-25th: Beginning with a discussion around the twin concepts of historical continuity and change found on the Historical Thinking Project website, following a similar process as before, you will be asked to work with a partner to now explore your topic area during the Meiji period. Here you will be asked to select two artifacts that best reflect the changes in worldview that occurred over the course of the transition from the Edo to the Meiji period. You are also asked to select one artifact that best reflects how the worldview and nature of society stayed relatively the same over this period. Working towards a Friday Showcase, you will be given a piece of poster paper to display your three artifacts from the Edo period alongside your three artifacts from the Meiji period that demonstrate the significant changes as well as a continuity that occurred over this time. Inquiry Task #3 specifically involves selecting two pairs of historical artifacts that best reflect the changes in worldview that occurred during the transition from the Edo to the Meiji period and select one pair of artifacts that best reflects how the worldview and society stayed relatively the same over this time. 
6. Friday, May 25th: Task #4 Transition from Edo to Meiji Japan showcase presentation. To demonstrate what you have learned we will be inviting members of the Japanese community to CSS. During this day participants of the ConnectEd conference will also be viewing your work. Here you and your partner will be asked to present your findings to a member of the Japanese community living in Calgary along with one of the members of the Connect Ed conference. 
7. Monday, May 28th: To help other members in the class learn about your topic area we will meet and present your poster in small groups made of specialists from each area. Here you will be asked to record your findings using a graphic organizer supplied to you in class.  
8. Tuesday, May 29th: To cap off this portion of our Japan unit, we will have a horseshoe debate in groups of 12 or 14 around the question: What were the two most significant changes that took place in Japan during the transition from the Edo to the Meiji period? To help make this decision you are asked to use criteria for historical significance (i.e., had a deep impact on society, impact lasted over a long period of time). To do this you will be given a chart where you are asked to hand in jot note responses and supporting details to back up your position. Again, you will be marked on your completion of the chart, the connections you make, and your level of contribution to this group discussion.  

Making Connections to our world today

1. Monday, June 4th: For this stage of the unit, you are asked to work with a partner to select two case studies from a list (isolation: North Korea, isolated northern communities, solitary confinement, quarantines in a hospital, looping at CSS, Amish communities; standardized testing; adaptation: immigrants who choose to leave their country and adapt to a new way of life, our relationship to technology, highly diverse cities and countries with many new immigrants from around the world, species that adapt to new environments) and using the graphic organizer provided explore our inquiry questions:

 Under what circumstances does it make sense to adapt to rapid changes taking place in the world?

b) What is gained and lost in choosing to adapt to rapid changes taking place in the world?

1. Thursay, June 7th: Cafe style discussion presenting your findings to the class and debating these central inquiry questions under what circumstances it makes sense to isolate oneself versus adapt to rapid changes taking place in the world.  Again, you will be marked on your completion of your chart, the connections you make, and your level of contribution to this group discussion.  

1) When does it make sense to isolate oneself from rather than adapt to rapid changes taking place in the world? Under what circumstances is the reverse true? 

Sub questions: 

a) What is gained and lost in choosing to isolate oneself from rapid changes taking place in the world?

b) What is gained and lost in choosing to adapt to rapid changes taking place in the world?

-----------

Research study outline:

For this unit I will be collecting student responses around a number of areas including:

• whether the approaches used here made the social studies classroom more interesting and engaging
• helped students better understand these concepts
• helped students better understand the social world in which they live in

1. Viability of the throughline unit:

Tuesday, May 15th: Class survey: After explaining what I am trying to achieve with a throughline unit, I will ask students what they think of the question I have created, whether they think asking these kinds of questions increases engagement and relevance of studying social studies, makes them think more deeply about their social world, and gain a better and deeper understanding of this topic. 

Focus group follow up Wednesday, May 16th: With the promise of a pizza party for participating, I will follow up on and further explore the above questions. 


2. Viability of the critical thinking and historical thinking approaches:


Friday May 25th: Class survey: After explaining what I am trying to achieve with using the critical thinking and benchmarks approach, I will ask students what they think of the tasks learn Alberta has created, whether they think asking these kinds of questions increases engagement and relevance of studying social studies, makes them think more deeply about their social world, and gain a better and deeper understanding of this topic. I will also ask them to consider to what degree the showcase and debate increased their level of engagement and relevancy for this unit. 


Focus group follow up Wednesday, May 25th: Follow up to further explore the above questions. 




3. Viability of the throughline unit:


Monday, June 11th: Continue to explore the same questions as the May 15th survey.


Focus group follow up Monday, June, 11th: Follow up to further explore the above questions. 


June 11th-28th Code data and publish findings