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?
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?
Isolation and Adaptation inquiry unit outline
Introduction to the central concepts of isolation and adaptation
- 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.
- 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):
- 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.
- 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.
- 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
- 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.
- 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.
- 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.
- 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.
- 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?
- 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.
- 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.
- 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.
- 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
- 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:
b) What is gained and lost in choosing to adapt to rapid changes taking place in the world?
- 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?
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
