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					(3) Impact of Japanese militarism



                    Modernisation and transformation of Japan


Topic for Enquiry (3):

‘The rise of militarism brought more harm than good to Japan and Asia.’



Total teaching periods:

6 lessons (40 mins@)=240 mins


A.   Background
1.   Students are in S6 and their learning ability is above average in general.
2.   Students have basic understanding of the political, social, economic and cultural
     conditions of Japan in the early 20th century and the rise of militarism before and
     during WWII.
3.   They are familiar with group discussion and presentation.
4.   They have already got some basic thinking skills like mindmaping, data collection
     and analysis of data.


B.   Objectives
1.   To deepen their understanding of the impact of militarism on Japan and Asia.
2.   To develop students’ skills in illustrating personal standpoint with convincing
     arguments and heighten their skills in data collection, synthesis and analysis.
3.   To enhance students’ understanding of the importance of respect and acceptance
     of others’ opinions through cooperative learning.


C.   Pedagogies
1.   Activity 1: Completing a Class Worksheet (1 teaching period)
     a.    A brief revision of the characteristics of militarism on Japan in WWII period.
     b.    Ask students to complete the Activity Sheet 1 so that they have basic ideas
           about the impact of militarism on Japan.
     c.    Group discussion: Ask students to share the answers
     d.    Group presentation: students need to present their answers they have
           discussed.

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(3) Impact of Japanese militarism




2.   Activity 2: Follow-up task (2 teaching periods)
     A story about the impact of militarism on Japan in the 1930s to mid-1940s
     a.    Students are asked to find out the story of a Japanese to show the impact of
           militarism in Japan. Students need to complete Activity Sheet 2.
     b.    Students are asked to form groups and share the stories with the group
           members. They need to choose the most impressive one for group
           presentation.
     c.    Each group need to present the most impressive story to the class. Each
           member should take part in group presentation.
     d.    The teacher needs to choose the best presentation group and give the prize
           for award.
     e.    Conclusion by the teacher.


3.   Activity 3: Video Show ‘阿信的故事’ (1 teaching period)

     a.    Play the video ‘阿信的故事, episode 205’ to students.

     b.    Ask students to finish Activity Sheet 3.
     c.    Ask students to discuss the answers of Activity Worksheet 3.
     d.    Ask 2-3 groups to present their concluded answers.
     e.    Conclusion by the teacher.


4.   Activity 4: Timeline Drawing (1 teaching period)
      a. Introduction: Teachers are advised to show the impact of militarism on Asia
         by illustrating Japan’s expansion path in Asia.
      b. Students are asked to draw a timeline about Japan’s expansion to Asia so
         that they have a clearer picture about it.
      c. Refer to Activity Sheet 4.


5.    Activity 5: Follow up Essay-writing Task (1 teaching period)
      a. Students are asked to write an essay to evaluate the impact brought by the
         rise of Japan’s militarism on Japan and Asia. The question of the essay is ‘Do
         you agree that the rise of militarism brought more harm than good to Japan
         and Asia?’
      b. Teachers are advised to guide students to study the assessment criteria and
         complete the essay based on the criteria so that they have a clear

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(3) Impact of Japanese militarism


          understanding of the level marking of essay writing. (See Activity Sheet 5)
      d. The teacher has to choose some students to present their essays in order to
         check the learning outcome of students.


D.   Expected outcome/difficulties
     1.    Students will have deeper understanding of the impact of militarism on Japan
           and Asia.
     2.    Students will have better skills of illustrating personal standpoint with
           convincing arguments, data collection, synthesis and analysis.
     3.    Students will have deeper of understanding the importance of respect and
           acceptance of others’ opinions through cooperative learning.
     4.    Students may have difficulties in relating the positive side of post-war
           conditions like the social unity to the impact of militarism.




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(3) Impact of Japanese militarism


Activity Sheet 1

Study the following article and then answer the questions below.

     The following is a diary written by a Japanese pupil in primary 5 in 1941.
     I was so hungry. So I ate the moldy bread that appeared to me to be a
     precious gem. I ate it after weeding the mold. Now I couldn’t even see any
     rice … ‘Think about the soliders in the battlefields, they are eating muddy
     grass.’
     餓著肚子的我啃著寶貝般的麵包, 麵包已經發了霉, 便把霉除掉吃下
     去.現在想看大米也看不到了...‘想想戰場上的士兵吧, 他們吃著帶
     有泥水的草’.

1.   Identify the characteristic of militarism as reflected in the diary.
       Emphasis on loyalty and obedience (evidence: the pupil was willing
          to sacrifice himself to the nation)
       Emphasis on use of force (evidence: soldiers in the battlefields)
       Expansion-oriented (evidence: soldiers in the battlefields)



2.   In what ways does the source reflect how the rise of militarism affected the life of
     the Japanese?
       Ordinary people: suffered from shortage of food and even
          malnutrition
       Soldiers: needed to fulfill their duties in battlefields and may lose
          their life




3.    What other impact did the rise of militarism bring to Japan? Guess the answers.
       Rise of militarist associations
       Political control by militarists
       Suppressive society
       Economic recession
       Poor relationship with western countries




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(3) Impact of Japanese militarism


Activity Sheet 2: Follow-up Task [Story Telling]

Find out a story of a Japanese which shows impact of militarism in Japan.

                       A story of a Japanese: impact of militarism




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(3) Impact of Japanese militarism


Activity Sheet 3: Video Show‘阿信的故事’

Watch the video ‘阿信的故事’                 and then find out the impact of militarism on the
Japanese shown in the video.

                               Impact of militarism on Japan




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(3) Impact of Japanese militarism


Activity Sheet 4: Timeline Drawing

Draw a timeline about Japan’s expansion in Asia in the 1930s and 1940s.

                            Timeline: Japan’s Expansion in Asia




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(3) Impact of Japanese militarism




Activity Sheet 5: Follow up Essay-writing Task

                                    Criteria                           Grade   (Max.
                                                                                30)
  - Showing a firm grasp of the gist of the question—weighing and        A     27-30
  comparing the extent of positive and negative impact brought
  by rise of to Japan and Asia
  -Balanced contents, with appropriate and effective use of
  relevant materials;
  -Clearly expressed, persuasive, and coherent, showing critical
  and analytical judgment
  -Showing a clear grasp of the gist of the question—weighing and        B     24-26
  comparing the extent of positive and negative impact brought
                                                                         C     21-23
  by rise of to Japan and Asia
  -Relevant and reasonably balanced contents
  -Clearly expressed and logically presented, showing some
  success in analyzing relevant issues and/or in presenting a
  substantiated argument
  -Showing a general understanding of the question—weighing              D     18-20
  and comparing the extent of positive and negative impact
                                                                         E     15-17
  brought by rise of to Japan and Asia
  -Basically relevant and accurate contents, but lacking in balance.
  -Showing some attempt to argue and/or to analyse, but being
  marred by inconsistencies and unduly narrative or descriptive
  approach.
  -Showing inadequate understanding of the question, with little        E/F    14-15
  distinction made between relevant and irrelevant material;
                                                                         F     7-13
  -Containing few relevant and important facts
  -poorly organised and barely understandable, with conspicuous
  mistakes in writing or spelling personal and place names
  --Showing little understanding of the question, with no                U      0-6
  distinction made between relevant and irrelevant material;
  --Containing very few relevant facts;
  --Very poorly organised and difficult to understand, with
  annoying mistakes in writing /spelling important personal and
  place names.



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