critical thinking activity the japanese state

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Question: Chapter 4 Quis: The East Asian Rimlands. Early Japan Korea, and Vietnam х Attempts Do No Harm / 3 7. Critical Thinking Activity: The Japanese State Imagine that you are the court historian of a Japanese dalye around 1500. You and the daily are discussing the historical roots of the current situation in Japan. Select the correct terms to fill in the dialogue

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Unit Plan Map
Prince Shotoku and the Geography of Medieval Japan (Reading)
Samurai, Daimyo, and Shogun (Lecture)
Japanese Buddhism (Discussion)
What is a Waka Poem? (Primary source inquiry)
Experiencing Japanese Feudalism (Simulation)
Why Study Medieval Japan?
Student Engagement Strategies
Primary Source Toolbox

Goals & Objectives

california state content standards , common core literacy standards, driving historical question, lesson introduction (anticipatory set/hook/accessing prior knowledge) ‖ time: 5 min., vocabulary (content language development) ‖ time: 0 min., content delivery (method of instruction) ‖ time: 35 min..

The peasant/farmer will draw as many Ryo coins as they can on a sheet of paper. This will act as currency for their daimyo, which can be used to “hire” more samurai for their army.
The daimyo will attempt to attack and defeat the other daimyo in order to take their land, thereby giving them more power.
The samurai will attack or defend by rolling dice.
The shogun is in charge of the currency and will be attempting to use diplomacy in order to prevent the daimyo from fighting each other.
The peasant/farmer will give their daimyo all of the Ryo coin drawings they did during section one.
The daimyo will spend the Ryo coins. They need to provide the Shogun with five coins, provide two coins for each samurai they employ, and one for each peasant/farmer. They can then hire more samurai for two coins each.
The Shogun needs to ensure that each daimyo has produced enough Ryo coins. If they have not, then the Shogun begins taking away samurai until the daimyo has the appropriate number of Ryo coins to pay for them.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: During content delivery.

Lesson closure ‖ time: 5 min, assessments (formative & summative), accommodations for english learners, striving readers and students with special needs, resources (books, websites, handouts, materials).

At least 30 dice
40 copies of the simulation instructions
Role cards and estate cards
40 copies of the T-Chart
40 copies of the anticipation guide
40 copies of the reflection guide

critical thinking activity the japanese state

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Building a Modern Nation-State in Japan

Teacher resources.

This resource introduces students to the development of a modern nation-state in Japan, including the idea that collective identity is constructed and can change over time.

To access the full package, see the Teacher Resources section below or click on the Download as PDF button above.

This package includes:

launch activities
lesson challenges
briefing sheets
all required activity and assessment sheets

These materials support the British Columbia (BC) Social Studies curriculum for Grade 9, which focuses on world events from 1750-1919. They were developed with support from the Critical Thinking Consortium.

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Critical Thinking through the Study of History

2017, PanSIG Journal

This article describes the theoretical framework of an elective content and language integrated learning (CLIL) course in modern Japanese history. The course focuses on cross-cultural exchange between Japan and the world during the period 1868-1926. After describing the course structure and lesson organization, the article considers key elements of critical thinking and historical analysis, organizing them into three strands: description (using evidence to understand what took place); analysis (the how and why of historical change); and evaluation (connecting what they have learned to their own lives). It then describes selected activities that are used to support learner development of those skills. The article concludes with the finding that, with appropriate teacher scaffolding and feedback and discussion mechanisms, CLIL history can be highly motivating for both learners and instructors.

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Being able to think critically about an issue is a valuable life skill that is often ignored in most language learning environments. While most current affairs classes conducted in English at Japanese universities concentrate on language (lexis and grammar) in order to increase understanding of input materials and issues, this paper supports the inclusion of a critical thinking approach in classes concerned with current affairs. With reference to classroom activities, observations and student feedback, the paper outlines fi ve aspects of critical thinking that could be encouraged in a current affairs class.

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This article investigated learners’ self-perceived foreign language learning outcomes and some contextual factors of a university level content and language integrated learning (CLIL) course in Japan; The International History of Japan. Interpretation of learner voice through a grounded theory study of reflective accounts (N=124) established that CLIL was welcomed by learners and that they generally self-perceived themselves to have improved L2 and associated skills such as presenting, summarizing, reflection and discussion. Motivation of varying types seems also to have been in evidence. It found however that there may be complex and fluctuating issues of identity threat for some learners and feelings of ‘shame’ occasioned by a non-national educator teaching National history. Further research is needed into ways to critically engage with and mitigate this phenomenon.

The Asian EFL Journal, 2013

This paper describes the framework behind an elective CLIL history course called “An International History of Japan” taught to Japanese and non-Japanese students at an international studies university near Tokyo. The course covered the international history of Japan from pre-history to the modern day; how Japan has been shaped by, and how it has helped shape the world. The article describes how content combined with critical thinking and language input not only built knowledge and a critical understanding of past and present worlds, but also motivation, L2 proficiency and transferable skills; the core principles and aims of CLIL (Mehisto et al., 2008; Coyle et al., 2010). The author will contend that history as CLIL could form a valuable part of L2 curricula around the world, in particular when it focuses on relations between peoples and cultures.

Studies in Second Language Learning and Teaching, 2015

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP) (Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It will show that after completing the course, learners felt more connected to the wider world and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.

Power and Education , 2022

In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-centered pedagogy during their pre-tertiary language education and raised with cultural values that conflict with the expectations. Therefore, some students may remain disengaged or give short answers when they are asked to demonstrate critical thinking. Students’ lack of response is often misconstrued as the absence of critical thinking, leading to a misconception among language educators. The present article attempts to offer insights into the challenges facing Japanese EFL students when they attempt to demonstrate critical thinking and emphasizes the role of language teachers’ intercultural competence in understanding the challenges students experience and proposes learner autonomy as a critical step towards overcoming this challenge.

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While transformative learning (Mezirow, 1991) appears to have little uptake in Japanese higher education, we argue that a focus on 'critical thinking' (as taught as a component of formal courses or as the focus of a course of learning itself) may provide a means by which the more challenging aspects of transformative learning might receive greater attention. Given that transformational learning may be difficult to engender in formal educational contexts, and particularly so in Japan, we suggest that a connection between the 'critical reflection' of transformative learning can be made with aspects of critical thinking as it is often presented in formal teaching contexts. Moreover, we argue this may be afforded by the growing institutional commitments to the internationalization of higher education in Japan that often incorporate the delivery of critical thinking courses and the promotion of discourses that trade heavily on the importance of critical thinking for graduates. We provide a brief review and critique of transformational learning, consider the linkages between transformative learning and critical thinking with a particular focus critical refl ection, and provide some brief consideration of how aspects of transformational learning can be incorporated pragmatically in Japanese higher education contexts.

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This paper considers the benefits of using visual texts in the CLIL history classroom. Historical images such as art, photographs and advertising can provide a source of content knowledge and engagement at a reduced level of linguistic difficulty. As texts constructed for a purpose, they also lend themselves to higher-order thinking, and provide an accessible stimulus for critical thinking. With modern communication becoming increasingly visual, instructors have both opportunity and responsibility to enable students to understand, analyse and share their opinions about images. The paper introduces the core concepts underpinning an undergraduate CLIL Japanese History course: description (using evidence to understand objectively what took place); interpretation (making logical inferences based on evidence); and evaluation (students connecting what they have learned to their own lives). It then applies these concepts to visual image analysis, and outlines practical activities for each: describe (how visual sources can help illustrate what took place and provide context); interpret (how students can use visual sources to do the work of a historian, establishing what we can and cannot logically conclude); evaluate (how students respond to themes and representations in visual sources, and how they connect these to their own lives).

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