The activities include reference to Howard Gardner’s theory of Multiple Intelligences (Verbal-Linguistic; Logical-Mathematical; Bodily-Kinesthetic; Visual-Spatial; Musical; Interpersonal; Intrapersonal; Naturalist). It is hoped that this will reflect the variety of learning styles within the classroom setting.

• Have students compare feudal Japan with feudal Europe by writing a short 1 page screenplay with a main character they know from feudal European history transposed to the same era in Japan and then act it out. Example: What challenges would a feudal English Lady/Lord face if she suddenly woke up in the Japanese Kokyo – Imperial Palace.
o Bushido/Chivalry; Samurai/Knight; Daimyo/Lord; Shogun/Noble; Emperor/King
(Verbal-Linguistic - writing; Bodily-Kinesthetic – acting, role-playing etc.; Interpersonal – work in a group, different roles within etc.; Intrapersonal – understanding of how one would act in scenario)
• “The mon, or family crest, was often displayed on the helmet and identified each warrior – for example a chrysanthemum was the emblem of the imperial household.” (Exploring Japan Read More
The activities include reference to Howard Gardner’s theory of Multiple Intelligences (Verbal-Linguistic; Logical-Mathematical; Bodily-Kinesthetic; Visual-Spatial; Musical; Interpersonal; Intrapersonal; Naturalist). It is hoped that this will reflect the variety of learning styles within the classroom setting.

• Have students compare feudal Japan with feudal Europe by writing a short 1 page screenplay with a main character they know from feudal European history transposed to the same era in Japan and then act it out. Example: What challenges would a feudal English Lady/Lord face if she suddenly woke up in the Japanese Kokyo – Imperial Palace.
o Bushido/Chivalry; Samurai/Knight; Daimyo/Lord; Shogun/Noble; Emperor/King
(Verbal-Linguistic - writing; Bodily-Kinesthetic – acting, role-playing etc.; Interpersonal – work in a group, different roles within etc.; Intrapersonal – understanding of how one would act in scenario)
• “The mon, or family crest, was often displayed on the helmet and identified each warrior – for example a chrysanthemum was the emblem of the imperial household.” (Exploring Japan, Samurai, Arms and Armour) Today, family crests are often used on kimono and the designs/symbols appear inside a circle shape. Have students create a mon for their own family choosing symbols that represent their family’s nationality, values, interests, skills and/or history.
(Visual-Spatial – drawing, painting etc.; Interpersonal – roles within family)
• Have students act as a “cultured warrior” by writing a haiku poem.
(Verbal-Linguistic – writing; Intrapersonal – introspective reflection)
• Demonstrate and/or practice various martial arts relying on students’ expertise in physical education class e.g. sumo wrestling, judo, jiu-jutsu, fencing, etc.
(Bodily-Kinesthetic – physical activity, learn by doing; Interpersonal – group activity).
• Perspectives Debate: “Should the needs of the group or the individual come first?”
(Verbal-Linguistic – speaking, debate; Interpersonal – work in group; Intrapersonal – express own opinion).

© 2006, Art Gallery of Greater Victoria. All Rights Reserved.

Arrange the following images in the correct order to tell the 47 Ronin story. As the images appear, click the number where you think the image should be to order the images in the correct sequence.

Art Gallery of Greater Victoria

JAPAN
© 2006, Art Gallery of Greater Victoria. All Rights Reserved.


Learning Objectives

The following learning objectives have been created with considerable and specific reference to the Prescribed Learning Outcomes (PLOs) for various grades and subjects as outlined by the Ministry of Education for the province of British Columbia. The portions that directly reflect curricula language have been italicized. All applicable texts, websites, and other learning resources are listed in the bibliography under References.

• It is hoped that after engaging in the suggested activities students will:
o Identify some characteristics of Japanese culture and society.
o Compare some cultural elements of Japan to those of their own cultural backgrounds.
o Critically reflect upon historical events and issues in order to examine the present, make connections with the past, and consider the future.


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