Mandy McKay
Teaching for Successful Intelligence
Unit Outline
Unit: Analytical Thinking
Topic: The economy’s effect on lifestyles
Goals: Increase analytical thinking through the exploration of Japan
Rationale for Unit: Students are learning about Japan to increase their skills in
analyzing and comparing and contrasting. Students are learning about Japan to gain a
better understanding of another way of life. Students are also learning about Japan to
gain a better understanding of how the economy can affect peoples’ way of life.
Grade: 9th-12th
Time Frame: 1 hour and a half for each lesson
Lesson 1:
Objective: 1. Students will analyze the cultural similarities and differences between
American and Japanese lifestyles such as cuisine, clothing, housing, hobbies, education,
and typical career paths and will demonstrate this ability by writing a compare and
contrast essay on the cultural differences between Japan and America. (See rubric
below).
1. Essential Understanding: People from different countries are more alike than
different.
Vocabulary: kimono, obi, pagoda, rickshaw, torri, kabuki, shodo, samisen, samurai,
and bonsai.
Into to Lesson: 1. Students will be introduced to the elements of the Japanese culture
such as cuisine, clothing, housing, hobbies, and education. (See website below).
Questions: What are some of the major differences in our culture and Japans
culture?
Lesson Development: 1. Students will produce a Venn diagram of the similarities
and differences between the Japanese and American culture.
2. Students will identify the similarities and differences between the American way
of life and the Japanese way of life.
Questions: What are the similarities and differences among the American culture
and the Japanese culture? Are our lifestyles significantly different? If not, how are
we the same? How do you know this? What evidence do you have to support your
answer?
Conclusion/Wrap-Up
1. Students will be put into groups and assigned another country to research on their
own. Each group member will be assigned a different cultural element to
research. (Ex. cuisine, clothing, housing, hobbies, education, and typical career
paths)
* Note to teacher: Students must have access to the portable laptops.
Assessment: Students must produce a Venn diagram that shows the similarities and
differences between the Japanese and American culture. (See rubric below). The
student will reach the level of accuracy if he or she receives 7 points for each
assessed assignment.
Homework: Students must research and produce a 2 minute presentation on their
assigned country and their assigned cultural element.
Rubric/Grading Guidelines: Each Venn diagram must have at least three
similarities and three differences. Each presentation must have at least three
similarities and three differences among the American and Japanese culture. Each
presentation must also include two visual representations. The Venn diagram is worth
10 points and the presentation is worth 10 points.
Target(10pts)
Acceptable(5pts)
Below Acceptable(3pt)
The
Venn
diagram
The
Venn
diagram
The
Venn diagram
Venn
shows three
shows two similarities shows one similarity
diagram
similarities and three and two differences.
and one difference.
differences. Each
Each similarity and
Each similarity and
similarity and
difference correctly
difference correctly
difference correctly represents the
represents the Japanese
represents the
Japanese and
and American culture
Japanese and
American culture
including cuisine,
American culture
including cuisine,
clothing, housing,
including cuisine,
clothing, housing,
hobbies, education, and
clothing, housing,
hobbies, education,
the typical career paths.
hobbies, education,
and the typical career
and the typical
paths.
career paths.
The presentation
The presentation
Presentation The presentation
includes three
includes two
includes one similarity
similarities and three similarities and two
and one difference.
differences. Each
differences. Each
Each similarity and
similarity and
similarity and
difference correctly
difference correctly difference correctly
represents the Japanese
represents the
represents the
and American culture.
Japanese and
Japanese and
The presentation
American culture.
American culture. The includes one visual
The presentation
presentation includes
representation.
includes two visual
two visual
representations.
representations.
Websites: http://www.japaneselifestyle.com.au/culture/culture.html
Lesson 2
Objective:
1. Students will identify the similarities and differences of the American economy
and the Japanese economy and will demonstrate this ability by writing a compare
and contrast essay on both economic backgrounds. (See rubric below).
Essential Understanding
1. The American economy and Japanese economy are not that different (and, in fact,
are very much dependent on one another).
Homework Review: 1. Students will present their two-minute presentations to the class.
Questions: Do you know a lot more about the Japanese culture since your findings? Has
your view about whether we are really different or not changed? If so, how has your
view changed? Explain.
Vocabulary: Bankruptcy, Budget, Buyer’s Market, Marketing, Trade, Collateral,
Consumer, and Credit
Intro to Lesson: 1. Students will be introduced to the elements of the Japanese and
American economy. (Refer to websites below).
Questions: What are some of the characteristics of the Japanese and American
economy? How do you know this? What evidence do you have to support your answer?
* Note to teacher: Students will be able to support their evidence while using a laptop.
Lesson Development: 1. Students will produce a chart that shows the similarities and
differences among the Japanese and American economy. (Refer to websites below).
Questions: What are the similarities and differences among the Japanese and American
economy? Is the American and Japanese economy any different? If so, how are they
different? If they are not different, how are they the same? How do you know this?
What evidence do you have to support your answer?
* Note to teacher: Students may continue to use the laptops to support their answers.
Conclusion/Wrap-Up: 1. Students will write a compare and contrast essay on the
similarities and differences between America’s economy and Japan’s economy.
Assessment: 1. Students will be assessed on their ability to identify and describe the
similarities and differences of the Japanese and American economy by writing a compare
and contrast essay. (See rubric below). The student will reach the level of accuracy if he
or she receives a minimum 17 points from the assessed assignment.
Homework: 1. Students will finish their compare and contrast essay at home. Students
must be prepared to present their essay to the class the next time they meet.
Rubric/Grading: Students must correctly write a compare and contrast essay on the
similarities and differences between the American and Japanese economy. The essay is
worth 25 points. There must be at least three similarities and three differences included
for each such as marketing techniques, and buyer’s market.
Target(25pts)
Acceptable(15pts)
Below
Acceptable(5pt)
Introduced subject
Focused; provided
Opening vague, no
Introduction
Organization and
Style
immediately;
direction integrated
with statement of
purpose/ Reader
led naturally into
body/ Clear,
concise statement
of purpose of paper
Clear organization,
ideas logically
arranged/
Paragraphs limited
to one idea/
Appropriate
transitional and
introductory
purpose, direction,
and interest
focus; little or not
effort to provoke
interest; overview
lacking
Generally clear,
logical, coherent/
Appropriate
paragraphing/
Headings used
correctly most of
the time/
Transitional and
Unclear, illogical,
little coherence.
Paragraphs contain
more than one
thought/ Headings
not used. No
transitional
sentences or
sentences
introductory
sentences used
most of the time
but some work is
needed
Credible
development of
central idea/
Statements related
to topic are
accurate/ Need
improvement in
literature and
citation usage/
Moderately
accurate
understanding of
the subject’s
content
Support and
Context
Central idea well
developed/
Accurate use of
citations and
literature/
Communicates
clearly an
understanding of
the content of the
subject
Grammar
Mechanics
Precise wording
and accurate
vocabulary/ Correct
grammar, spelling,
capitalization, and
punctuation/
Correct use of
verbs and
pronouns
Few grammatical,
punctuation and
spelling errors
Conclusion
Synthesized main
ideas; satisfying
sense of
completion
Sense of
completeness;
related essential
ideas to thesis
statement
introductory
sentences
Inadequate
development of
central idea/
Excessive
quotations.
Statements
supporting the
topic are
inaccurate, vague,
or repetitious/
Relevant literature
not used/ Failed to
communicate
understanding of
the content of the
subject
Poor grammar,
incorrect spelling,
incorrect
capitalization,
punctuation and
many spelling
errors/ Verbs and
pronouns used
incorrectly/
Inappropriate
vocabulary and
unclear wording
Abrupt, vague/
Reader left with a
sense of
incompleteness
Website(s): http://www.japan-guide.com/e/e644.html and
http://en.wikipedia.org/wiki/Economy_of_the_United_States
Lesson 3:
Objective: Students will identify the similarities and differences of the economy’s
impact on the lifestyles of America and other countries and will demonstrate this ability
by writing a compare and contrast essay on the similarities and differences between the
economy’s effect on the Japanese and American way of life. (See rubric below).
Essential Understanding: 1. Students will understand that the economy has an impact
on the lifestyles of all countries.
Homework Review: Students will present their compare and contrast essays on the
similarities and differences between Japan’s economy and America’s economy.
Questions: Since your findings about the Japanese and American economy, has your
view of whether or not our economies are different changed? How do you support your
answers?
Vocabulary: 1. Students will review the vocabulary words from lessons 1 and 2.
Intro to Lesson: 1. Students will be introduced to the effects of the economy on the
lifestyles of the Japanese and Americans. (Refer to websites below).
Questions: What are some of the effects the economy has on the lifestyles of the
Americans and the Japanese people? How do you know this? What evidence do you
have to support your answer?
* Note to teacher: Students will use the laptops for research in order to support their
answers.
Lesson Development: 1. On their own, students will continue research the Internet for
the economy’s effect on the American and Japanese people. 2. Students will produce a
Venn diagram that shows the similarities and differences between the economy’s effect
on the American and the Japanese people. (Refer to websites below).
Questions: What are the similarities and differences between the economy’s effect on
the American and the Japanese people? How do you know this? What evidence do you
have to support your answer?
* Note to teacher: Students can continue to use the Internet to support their answers.
Conclusion/Wrap-up: Students will produce a short compare and contrast essay on the
similarities and differences between the economy’s effect on the American way of life
and the Japanese way of life.
Assessment: 1. Students will be assessed on their ability to identify and describe the
similarities and differences between the economy’s effect on the American way of life
and the Japanese way of life. (See rubric below). The student will reach the level of
accuracy if he or she receives a minimum of 17 points on the assessed assignment.
Homework: Students will be put into small groups and assigned responsibilities. Each
group must choose another country and research the economy’s effect on that country’s
way of life. Each group member must complete his or her responsibility at home. The
group must also present their findings at the beginning of the next class meeting.
Questions: Do you think other countries experience similar economical effects on their
lifestyles?
Rubric/Grading: Students must correctly write a compare and contrast essay on the
similarities and differences between the economy’s effect on the Japanese and American
way of life. The essay is worth 25 points. There must be at least three similarities and
three differences included for each including loss of jobs, multifamily homes, and a
decrease in the buyer’s market.
Target(25pts)
Acceptable(15pts)
Below
Acceptable(5pt)
Introduced subject
Focused; provided
Opening vague, no
Introduction
immediately;
direction integrated
with statement of
purpose/ Reader
led naturally into
body/ Clear,
concise statement
purpose, direction,
and interest
focus; little or not
effort to provoke
interest; overview
lacking
Organization and
Style
of purpose of paper
Clear organization,
ideas logically
arranged/
Paragraphs limited
to one idea/
Appropriate
transitional and
introductory
sentences
Generally clear,
logical, coherent/
Appropriate
paragraphing/
Headings used
correctly most of
the time/
Transitional and
introductory
sentences used
most of the time
but some work is
needed
Credible
development of
central idea/
Statements related
to topic are
accurate/ Need
improvement in
literature and
citation usage/
Moderately
accurate
understanding of
the subject’s
content
Support and
Context
Central idea well
developed/
Accurate use of
citations and
literature/
Communicates
clearly an
understanding of
the content of the
subject
Grammar
Mechanics
Precise wording
and accurate
vocabulary/ Correct
grammar, spelling,
capitalization, and
punctuation/
Correct use of
verbs and
pronouns
Few grammatical,
punctuation and
spelling errors
Conclusion
Synthesized main
ideas; satisfying
sense of
completion
Sense of
completeness;
related essential
ideas to thesis
statement
Unclear, illogical,
little coherence.
Paragraphs contain
more than one
thought/ Headings
not used. No
transitional
sentences or
introductory
sentences
Inadequate
development of
central idea/
Excessive
quotations.
Statements
supporting the
topic are
inaccurate, vague,
or repetitious/
Relevant literature
not used/ Failed to
communicate
understanding of
the content of the
subject
Poor grammar,
incorrect spelling,
incorrect
capitalization,
punctuation and
many spelling
errors/ Verbs and
pronouns used
incorrectly/
Inappropriate
vocabulary and
unclear wording
Abrupt, vague/
Reader left with a
sense of
incompleteness
Websites: http://wcco.com/consumer/economy.shopping.habits.2.790399.html,
http://www.cbsnews.com/8301-503544_162-20010461-503544.html,
http://www.nrf.com/modules.php?name=News&op=viewlive&sp_id=806,
http://hubpages.com/hub/Easy-Credit-is-Over-Why-Americans-Must-StartTo-Live-Within-Their-Means, http://www.verdant.net/society.htm,
http://projectlearn.wordpress.com, http://www.newamerica.net/blog/edmoney-watch/2008/economy-and-education-will-budget-crunch-facingstates-affect-education-spending, http://search.japantimes.co.jp/cgibin/eo20080505a2.html, http://www.japan101.com/government/index3.htm,
http://library.thinkquest.org/J0112187/japan_way_of_life.htm,
http://www.atimes.com/atimes/Japan/LH19Dh01.html,
http://www.bbc.co.uk/news/business-11106503