FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies
LESSON DATE: April 11-12
M T W TH F
Topic 9, Lesson 4: Geography of Japan and the Koreas
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials:
4F: identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy,
Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's
Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia
8C: explain the impact of relative scarcity of resources on international trade and economic interdependence among and
within societies

Describe the physical features and climate regions of Japan and the Koreas.
Compare and contrast land use patterns and resources in Japan, South Korea, and North Korea, and explain how relative
scarcity affects their economies.
Explain ways in which people in Japan and the Koreas have adapted to the challenges of overcrowding, natural disasters, and
environmental problems.





Vocabulary:
Foliage
Relative scarcity
Pearson Contemporary
World Cultures Digital
Resources:

Objective/Key Understanding:


Pearson Contemporary
World Cultures TE, pgs.
559-565
scarcity
comparative advantage
interdependent
Mount Fuji
Small Group Purposeful Talk Question Stems:
 Why are wind patterns important to climate in this region?
 How do Japan and South Korea work together to deal with their problem of scarcity of resources?
 How do environmental problems hurt the region of Japan and the Koreas? Give an example.
tsunami




Reading and Note
Taking Study
Guide (p. 559)
Editable
Presentation
(p.559)
Start-Up Activity
(p. 559)
Analyze Maps (p.
560)
Flyover Video:
Japan and the
Koreas (p. 561)
Analyze Maps (p.
561)
Analyze Maps (p.
562)
Language Lesson:
Japanese (p. 564)
Digital Activity:
Land and Physical
Features (p. 565)
Digital Lesson
Quiz (p. 565)
Rigor & Relevance
(Real World Connection):
Closing Product/ Question/ Informal Assessment: p. 565
We live in a global society. It’s
important that students grasp the
geographical and societal
peculiarities to a particular region
so that they can relate to the people
around them.
Start Up Activity (p. 559)
Engage
Tell students that the three countries in this region-Japan, South Korea, and North Korea-use their land differently. Direct them to the Japan and the Koreas: Land Use
Map on page 562.
Explore
Explain
Elaborate
Evaluate
Explore the lesson and its subtopics:
 Physical Feature and Climates of Japan and the Koreas (p. 560-562)
 Land Use and Natural Resources in Japan and the Koreas (p. 562-563)
 Adapting to Challenges in Japan and the Koreas (p. 564-565)
Physical Feature and Climates of Japan and the Koreas (p. 560-562)
 Japan is 1,500-mile-long chain of islands made up of four large islands and about 3,000 smaller islands. The countries of North and South Korea together form
the Korean peninsula.
 Japan and the Koreas are located in the mid-latitudes. The seasonal range of temperatures in this region is similar to the east coast of the United States.
Land Use and Natural Resources in Japan and the Koreas (p. 562-563)
 With many hills and mountains, the countries of this region face a scarcity, or shortage, of flat land. This land is the best location for housing, but it is also
needed for farming and industry. As a result, flat land is crowded. Japanese and Koreans must use their land carefully.
 Mineral resources are not evenly spread across the region. Mineral resources are scarce in both Japan and South Korea. North Korea, by contrast, is rich in
mineral resources including coal, led, iron ore, copper, gold, and salt.
Adapting to Challenges in Japan and the Koreas (p. 564-565)
 The people of the region have learned to live in a challenging environment. In the past, most buildings in Japan and the Koreas were made of wood. Fires,
earthquakes, and floods might destroy them, but these wooden structures could be quickly rebuilt.
Physical Feature and Climates of Japan and the Koreas (p. 560-562)
 Make sure students understand the geographic differences between Japan and the Koreas. Japan is a chain of islands while the Koreas share a peninsula. Their
locations near four tectonic plates make them prone to earthquakes. All three countries are mountainous, though Korea has more flat land. The countries have
three climates, but all have humid summers.
Land Use and Natural Resources in Japan and the Koreas (p. 562-563)
 Lead a discussion about how resource scarcity impacts life and economies in Japan and the Koreas by asking the following questions:
 How do Japan and the Koreas use their natural resources to produce energy?
 How do they manage the scarcity of other energy resources?
 How else do Japan and South Korea use international trade to meet their needs?
 Are Japan and the Koreas independent of other countries or interdependent with them? Explain your answer.
 Japan imports oil to support its industries. It can only import as much as it can afford to buy. Is this an example of absolute scarcity or relative scarcity
Adapting to Challenges in Japan and the Koreas (p. 564-565)
 The people of Japan and the Koreas have turned to technology to help meet the challenges of their environment. Skyscrapers help cope with large populations.
Early warning systems and construction technology help them cope with earthquakes. Still, the region faces environmental difficulties such as leaking radiation
and other damage from a 2011 tsunami. Deforestation and overfishing are also problems in the region. In addition, North Korea faces a shortage of clean water.
 How has scarcity created challenges for the region? How are the countries of the region addressing those challenges?
 How has deforestation worsened the problem of scarcity in the region?
Closing Product/ Question/ Informal Assessment (p. 565)
 How do physical features affect land use in this region?
 How have Japan and the Koreas used technology to prepare for natural disasters?
 How can relative scarcity make countries interdependent?
 Describe the geographic location of Japan and the Koreas.
 Why does North Korea have lower agricultural production than Japan and South Korea?
FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies
LESSON DATE: April 13-14
M T W TH F
Topic 9, Lesson 5: History of Japan and the Koreas
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
2B: evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past
Pearson Contemporary
World Cultures TE, pgs.
566-571
and present
Pearson Contemporary
World Cultures Digital
Resources:
Objective/Key Understanding:



Describe the societies and cultural contributions of Japan and Korea from the earliest times to the 1800s.
Explain the changes that occurred in Japan and Korea with European contact, the defeat of Japan in World War II, the division
of Korea after World War II, and Japan’s reconstruction and constitutional monarchy.



Vocabulary:

Shogun
samurai
Meiji Restoration
constitutional monarchy
Tokugawa leyasu

Small Group Purposeful Talk Question Stems:


How did the Tokugawa change social status in Japan?
How did the destruction of World War II affect Japan’s economy after the war?



Closing Product/ Question/ Informal Assessment: p. 571
Reading and Note
Taking Study
Guide (p. 566)
Editable
Presentation (p.
566
Start-Up Activity
(p. 566)
Interactive Flipped
Video (p. 566)
Analyze
Information (p.
568)
Interactive Map:
Japan’s Empire
During World War
I. (p. 569)
Interactive Charts:
Japan’s Economy
from 1940 to
1980.
Digital Activity:
Check Predictions
(p. 571)
Digital Lesson
Quiz (p. 571)
Start-up activity: Complete the Start-up activity on p. 566 of the Teacher’s edition.
Engage
Tell students that the Korean peninsula is home to two countries; North Korea and South Korea. Between them is an area called the Demilitarized Zone.
 What do you think demilitarized means? Use your knowledge of root works and prefixes to help you.
 Predict how a demilitarized zone might have been created?
 What do you already know about the differences between North and South Korea?
Tell students that in this lesson they will learn about the history of Japan and the Koreas, including how the Korean Peninsula was divided.
Explore
Explain
Elaborate
Evaluate
Explore the lesson and its subtopics:
 Historical Roots of Japanese and Korean Societies (p. 567-568)
 Japan and the Koreas Since the 1800s (p. 568-571)
Historical Roots of Japanese and Korean Societies (p. 567-568)
 People have lived in this region for about 30,000 years. Powerful kingdoms have influenced the history of these countries, but each has charted
its own course.
Japan and the Koreas Since the 1800s (p. 568-571)
 Early in the 1800s, both Japan and Korea were largely cut off from the rest of the world. By the beginning of the 1900s, both nations had been
pulled into international conflicts and trade networks.
Historical Roots of Japanese and Korean Societies (p. 567-568)
 Direct students to the Society in Japan, 1100s-1800s infographic. Use the questions below to better understand how society in feudal Japan was
structures.
 The diagram shows the emperor and shogun as equals. Were they equal? Why or why not?
 Where did the daimyo get their power?
 How did the shogun prevent the daimyo from rebelling against him?
 Could a farmer ever become a samurai? Why or why not?
Japan and the Koreas Since the 1800s (p. 568-571)
 Lead a discussion about conflict and tensions in the history of Japan and the Koreas.
 How did the Korean peninsula become split into two countries?
 Today there are tensions between Japan and the Koreas and China. How does the history of the region help explain these tensions?
Closing Product/ Question/ Informal Assessment: p. 571
 Which countries supported North Korea, and which supported South Korea? What does this suggest about relations between those countries
during that time?
 How did China influence the culture of Japan and Korea?
 Why might the Koreas have wanted to create their own writing system rather than continuing to use the Chinese system?
 Both Japan and Korea chose to limit contact with outsiders at certain times during their histories. How did their geography help them do that?
 During its history, what cultural contributions did groups in Korea make to the world?
FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies
LESSON DATE: April 15
M T W TH F
Topic 9, Lesson 6: Japan and the Koreas Today
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
9D: examine the record of collective, non-free market economic systems in contemporary world societies
13C: compare the role of citizens in the United States with the role of citizens from various contemporary societies with
representative and non-representative governments
20B: explain how resources, belief systems, economic factors, and political decisions have affected the use of technology
Pearson Contemporary
World Cultures TE, pgs.
572-5779
Pearson Contemporary
World Cultures Digital
Resources:


Objective/Key Understanding:




Describe South Korea’s democratic system of government and prosperous economy.
Describe North Korea’s unlimited government, communist economy, and foreign relations.
Analyze Japan’s economy, population, and contemporary culture, including its use of technology.


Vocabulary:

Limited government
unlimited government
Tae kwon do
dictator
recession
Shinto
Kim Jong Un


Small Group Purposeful Talk Question Stems:
 How has the role of citizens in South Korea differed in the past to the role of citizens in the United States?
 How is the role of citizens in North Korea different from the role of citizens in the United States?
 How has Japan’s shortage of working people affected the way the country cares for its elderly people?



Closing Product/ Question/ Informal Assessment: p. 579
Reading and Note
Taking Study
Guide (p. 572)
Editable
Presentation (p.
572)
Start-Up Activity
(p. 572)
Analyze Visuals:
North and South
Korea (p. 574)
Analyze Data:
North and South
Korea (p. 575)
Analyze Context
(p. 576)
Interactive
Gallery: Tokyo
Living (p. 577)
Interactive Chart:
Japan’s Aging
Population (p.
577)
3-D Mode: Robot
(p. 577)
Digital Activity: A
Life of Change (p.
578)
Digital Lesson
Quiz (p. 578)
Engage
Explore
Explain
Elaborate
Evaluate
Start-up activity: Complete the Start-up activity on p. 572 of the Teacher’s edition.
 Share with students the following quote from Apolo Ohno, an American speed skater of Japanese descent: “Japan, not only a mega-busy [place]
that thrives on electronics and efficiency, actually has an almost sacred appreciation of nature. One must travel outside of Tokyo to truly
experience the “Old Japan” and more importantly feel these aspects of Japanese culture.
 What does the quote make you think about Japan and its culture? What do you already know about Japanese culture? What would you like to
learn about the Japanese culture?
Tell students that in this lesson they will learn about Japan and the Koreas today, including how Japan’s culture has influenced and been influenced by
the world.
Explore the lesson and its subtopics:
 Prosperity and Democracy in South Korea (p. 573-574)
 Repression and Hardship in North Korea (p. 574-576)
 Challenges, Change, and Culture in Japan (p. 577-579)
Prosperity and Democracy in South Korea (p. 573-574)
 South Korea has become more democratic over the years. It has also become a world economic power.
Repression and Hardship in North Korea (p. 574-576)
 North Korea is very different from South Korea. North Korea is one of the most isolated countries in the world. The people of North Korea face
a hard life with little political freedom.
Challenges, Change, and Culture in Japan (p. 577-579)
 Japan’s growth in the decades after World War II make it an important economic power. Japan builds many high-technology goods, such as
computers and video games. Today, Japan faces new challenges, including slower economic growth and an aging population.
Prosperity and Democracy in South Korea (p. 573-574)
 What factors influenced cultural change in South Korea since 1948?
 How is South Korea’s government similar to the government of the United States?
Repression and Hardship in North Korea (p. 574-576)
 Examine the record of the collective, non-free market economic system in contemporary North Korea using the North and South Korea
infographic. How does the inforgraphic demonstrate that South Korea is more technologically advanced than North Korea?
 What evidence does the infographic provide that South Korea has a stronger economy?
 What data demonstrates that the citizens of North Korea have a hard life?
 How have the political decisions of North Korea’s government affected the use of technology in North Korea?
 What would happen to a North Korean citizen who spoke out against Kim Jong Un? Why?
 How is this different from what would happen to a U.S. citizen who spoke out against the U.S. president?
 Compare the role of citizens in the United States with the role of citizens from North Korea, a contemporary society with a nonrepresentative
government.
Challenges, Change, and Culture in Japan (p. 577-579)
 Japan has one of the world’s largest economies, but its economic growth is slowing. It faces challenges, including an aging population and
shrinking workforce, that may hamper future growth. Some companies are exploring the use of technology such as robots to meet these
challenges. Family life in Japan is changing too, with more women going into the workforce. Most people in Japan practice Buddhism and
Shinto. Japan’s contact with the international community has brought imports such as baseball. Japan has also exported cultural elements such
as sushi, anime, and manga.
Closing Product/ Question/ Informal Assessment: p. 579
 How has North Korea’s nuclear program created conflict in the region?
 How did Japan’s economic recession in the 1990s change family life and culture in Japan?
 Why is Japan’s aging population causing economic problems?
 Why do you think the North Korean government limits access to the Internet and other sources of outside information?
 How do North Korea and Japanese citizens differ in their use of technology?