Imperial Japan Teacher Resources

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The effect of cultural beliefs on the progress and industrialization of a society is an interesting idea to consider, and this is certainly true in this instructional activity on feudal Japan. Your young historians will read informational texts on samurai and their use of Bushido, and then discuss how perhaps these beliefs and those of China may have contributed to one country's superior advancements and industrialization.
In this chronological history worksheet, students examine a timeline featuring information about the modernization of Japan and then respond to 10 short answer questions about the information.
This is a traditional textbook chapter on feudal powers in Japan, which includes vocabulary, note-taking tips in the sidebar, main ideas, and follow-up assessment questions. It also incorporates opportunities for art analysis and geography skill building, and concludes with an in-depth look at the uniform of a Japanese samurai soldier.
Japan has a complex relationship with the environment. Explore this relationship with your class through this resource. Included are thought questions, several activity ideas that range from writing, to discussion, to research, and an idea for a theoretical conversation about attitudes toward nature. Resources are listed. Some links are included in online resources about Minamata.
Was the atomic bombing of Japan ethical? After crafting a personal journal response to the question, class members are assigned a position and provided with primary source documents that prepare them to engage in a "Structured Academic Controversy." At the conclusion of the debate, individuals revisit their initial stance, and using evidence from the source material, craft a formal position paper on the question.
Learners compare the histories of Japan and the United States by creating horizontal time lines of the two countries. They conduct research via the internet and available text books to complete their time line. The class discusses the similarities and differences of the two cultures.
Students read and discuss "Japan's Refusal to Revise Textbooks Angers Neighbors." They discuss how accurately textbooks account for historical events, then collaborate to write unbiased textbook entries for current events.
Students examine the period in which Japan ended its isolationism with the rest of the world. Using the internet, they identify the reasons why Japan occupied and annexed Korea along with the country's reasons for going to war with China and Russia. As a class, they discuss the reasons why Japan wanted to modernize to become a world power.
Students investigate the history of feudalism in Japan during the Middle Ages. They create a Haiku poem based upon the research that is done using a variety of resources that could include the internet.
Young scholars discuss the decision after World War II of Japan's to follow a policy of pacifism. After reading an article, they identify the ways Japan is strengthening its military. They watch a video to discover how their Constitution was changed. To end the lesson, they write a paper arguing against or for Japan increasing its military.
Students engage in a variety of activities to research the land disputes that Japan has had in the 20th century with its neighbors. They role play an interesting meeting with the United Nations and conduct research to answer questions.
Upper graders read a provided informational text regarding restored imperial rule in Japan. They read about the fall of the Tokugawa Shogunate, use of Western Technology, and restoration of imperial rule. There are two comprehension questions that follow the reading.
Ninth graders create a map of China. They identify the various spheres of influence carved out by the Imperialist powers of Europe as well as locating geographical features of china and major cities. They explain the global impact of imperialism and political and social reform in China.
Students research the different groups in Feudal Japan. For this Japanese people lesson, students are broken into different groups representing the different roles in Japan. They research their group and have a "tea party" in which they interact with their classmates and find information about the other groups. 
Students examine the westernization of Japan. For this world history lesson, students explore the culture shift in Japan during the 20th century and note the similarities between the foundation of modern Japanese government and governments of the west.
An excellent overview of historical Japanese culture, this presentation could carry through a world history unit or a lesson on the history of Japan. Especially interesting are the slides that compare Japanese armor and castles to other countries during the Medieval period.
Ninth graders examine the connection between the Russo-Japanese War and Japan's annexation of Korea. They write a petition to President Teddy Roosevelt presenting the potential impact of supporting Japan in 1905 and encouraging a different course of action.
Students read facts about Imperial Japan from 1912 - 1922 and answer short answer questions about it. Students complete 7 short answer questions.
High schoolers read about imperialism in Japan and China and write their own book based on the story they read.
Discuss European Imperialism using this resource. This is an online world history worksheet. Learners answer 20 questions regarding the new European Imperialism using drop-down menus to select their answers for each question. They can submit their answers to be scored.

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