Unit 3: Isolation to Adaptation in Japan
You’ve already started your journey into ancient Japan! You will be completing a series of
assignments on the unit to demonstrate your understanding of curriculum expectations.
The COOL thing is this project is the LAST project of the year – WOO HOO! And what’s
even cooler is that it is COMPLETELY PERSONALIZED!
Each part of the project will be marked primarily for content, effort & creativity. Spelling
and grammar are of course always important, but will not be graded.
Good luck!
Project Guidelines
A. Choose FOUR (4) from Layer A (40 marks – 10 marks each)
 Due Wednesday, May 16, 2012
B. choose TWO (2) from Layer B (20 marks)
 Due Wednesday, May 30, 2012
C. choose ONE (1) from Layer C (20 marks)
 Due Wednesday, June 13, 2012
____________________’s Project Checklist
Layer A – Knowledge & Understanding
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Layer B – Inquiry
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Layer C – Application
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LAYER A
Create a vocabulary flip chart on the
following vocabulary words found in the
text. Define them using your own words.
Credit will not be given if the definitions are
copied verbatim from the text.
Adaptation, contact, expansionist,
humanist, imperialism, intercultural,
isolation, social structures, society,
worldview
Decorate a picture of Tokugawa or Emperor
Meiji that will serve as an honor to him and
his position in Japanese society. Do not only
use colored pencils and/or markers. You
must find different objects to enhance the
picture (i.e. glitter, beads, jewelry, colored
rice, etc). Include a slogan that promotes
that leader’s point of view on how to deal
with Japanese isolation.
Write a series of four News Reports on the
Great Peace showing its establishment over
time, including major events.
Make a timeline of the changes and
achievements under the three Shoguns.
Design four posters that could have been
displayed in Edo Japan, advertising the new
“Closed Country Edict of 1635”, outlining its
purpose and consequences.
Write a biography or diary entry for
Commodore Perry outlining his efforts to
change Japan’s isolationist policies
Make a T-chart to summarize how the
Japanese of the Edo Period responded to
influences from the West.
Describe what life would have been like for
someone your age living in Edo Japan. First,
decide what social rank the young person
would have and think about what
priviledges and hardships he or she might
encounter. Include authentic details about
his or her life and the worldview of that
society.
Create a crossword puzzle using terms and
information about Japan. You must have a
minimum of 12 clues.
Make a cartoon strip showing the sequence
of events that affected Meiji Japan as a
result of rapid adaptation
LAYER B
Create a coloured thematic map of
Japan. Label the following places and
explain how physical geography
affected Japan’s worldview.
Honshu, Hokkaido, Kyushu, Shikoku,
Sea of Japan, Pacific Ocean, Edo,
Wakamatsu, Kyoto, Osaka,
Mesopotamia.
Choose five key leaders from Japanese
history. Write one quote for each of
the five leaders you have chosen.
Write a quote that the leader MAY
have been heard saying.
Make a Venn diagram of the
differences between the Edo Period
and the Meiji Period. Based on what
you have listed, create a symbol to
represent each civilization.
Present a puppet theatre that
describes how the shogun used the
feudal system to maintain control of
Japan.
Create a large map of the World with
Japan at its centre. Explain how this
map reflects the worldview of the
Japanese people.
Create an isolationist checklist. Provide
at least 10 conditions you would need
to establish the isolation of your
country, and provide reasons for why
you would need them. Decorate your
checklist!
Build a diorama that illustrates the
changes brought on by the transition
from feudal to modern models of
organization.
Create a video about the daily life of a
Japanese person during the feudal,
Edo or Meiji period.
LAYER C
Create a game based on the transition
from feudal to modern models of
organization in Japan. The game needs to
be colorful and neat! It will distinguish
cause, effect, sequence, and correlation in
historical events.
Create a concept poster to show what you
know about power and authority. It will
include examples from Edo Japan,
Renaissance Europe, Aztec Mexico,
Canadian history, and current world
events. You will show how power and
authority are related to worldview.
Research how the popular culture of
Japan changed during isolation. Give a
summary of the changes (about 1
paragraph). Conclude whether or not
isolation was beneficial, and provide at
least three reasons for this conclusion.
Using concepts learned in all three
chapters, create a blog or website of the
history of Japan. Ensure it is organized
with tabs/headings. Be sure to focus on
the different periods (Feudal, Edo, Meiji),
different laws (Closed Country Edicts,
modernization), leaders & of course
culture (food/clothes).