Japanese Warlords

Table of ContentsSocial Studies Section Only

Page 2 Japanese Warlords in a Nut ShellPage 3 Social Studies Teacher’s GuidePage 4 Daily SchedulePage 5 Rules of WarPage 6 Kokus of RicePage 7 Clan Accounting SheetPage 8 Army Move PlanPage 9 Task SheetPage 10 Task 1 – Japanese Map Activity InstructionsPage 11 Task 1 – Japanese Map Activity Outline MapPage 12 Task 2 – Geography of JapanPage 13 Task 3 – Japanese Calligraphy Assignment 1Page 14 Task 4 – Japanese Art Assignment 1Page 15 Task 6 – Japanese Basic Information SheetPage 16 Task 6 - Japanese Basic Information Sheet CrosswordPage 17 Task 7 – Japanese Calligraphy Assignment 2Page 18 Task 8 – Japanese Art Assignment 2Page 19 Task 9 – Japanese Unit CrosswordPage 20 - 23 Task 10 – Hummingbird ActivityPage 24 – 26 Japanese Unit Final TestPage 27 Essay One ExamplePage 28 Essay One Quiz ExamplePage 29 – 30 Samurai Report ExamplePage 31 Movie Permission Form SamplePage 32 Summarizing Strategies and Miscellaneous Musings

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In a Nut ShellThis unit is a comprehensive study of the Japanese culture and history up through modern times. It focuses on the ancient institution of the Samurai, and how the “Samurai Way” affected their history all the way up to it’s current status in the world.

The goal of this unit is for classes to compete against other classes (clans) in a battle for Japan. The winning clan will have the great honor of their Daimyo (clan military leader) becoming Japan’s Shogun, the military ruler of Japan. Classes become clans and work on tasks that will earn their clan rice. The rice is measured in Koku. The more rice a clan earns, the more armies they can afford. The more armies a clan has, the more land and enemies they can conquer. With hard work and a good strategy, a clan has an opportunity to destroy all other clans and claim the title of Shogun.

You will need to set up your unit activities. I like to set it up into tasks. I always have more tasks than the students will have time to complete. This will accommodate hard chargers that go above and beyond. The tasks are the bulk of the unit. The students will be working on them in a sequential order every day of the unit. Each task is completed by the students as individuals, however, their grade on each of these tasks contributes to the clan’s average. This average is used to determine the kokus of rice each clan will receive.

The clan’s receive kokus of rice based on their rank among all the clans. If a clan has the highest class average on a particular task, then they will acquire the number one rank. The second highest average receives the second rank and so on. For every task I like to award the kokus of rice as follows:1st rank 180 kokus of rice2nd rank 160 kokus of rice3rd rank 140 kokus of rice4th rank 120 kokus of rice5th rank 100 kokus of rice6th rank 80 kokus of rice

Clans will also receive kokus of rice based on their daily average on Japanese Essay quizzes. I use the same guidelines as above to determine the amount of rice each clan receives.

Everyday, the clan’s war council, led by their Daimyo, will receive a Clan Accounting Sheet and an Army Move Plan. They will spend their rice on armies and decided how and where to move their armies. Remember to go over and follow the Rules of War.At the end of each day the teacher must use the completed Clan Accounting Sheet and Army Move Plan’s from each clan to supply and move each clan’s armies according to their wishes. Once the moves are made and the battles fought according to the Rules of War, the teacher will type out a Samurai Report. This report is the daily newspaper for the unit and details the epic events that transpired the previous day. The teacher should make this as colorful and imaginative as possible. The Samurai Report should be read at the beginning of each day.

At a designated end date, all tasks will be due, all battles fought, and hopefully the unit will have a clear winning clan. This clan, and especially it’s Daimyo, will be

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honored during the final culminating activity. As a reward, the winning group will get a taped off seating area when they watch Pearl Harbor. The Daimyo will become shogun of all Japan. He/she will eat and endless supply of “Scooby Snacks” and sodas during the movie while the whole clan gets free samples as well... The Shogun will be treated like royalty the whole day.

Social Studies Teacher guideStep One: Order the Japanese Warlord Unit from interact. This will give you all the info and supplies you need. I used their unit as the basis for mine, although, I altered it greatly to fit my style and student interest. The following unit is my version of their product. Follow the steps below and you and your students will be on the ride of your life.

Step Two: Make a giant sized poster board map of Japan using the map provided in the Interact “Warlords of Japan” book. Make a transparency and use an overhead projector to display map on a blank poster board. Copy the outline with a permanent marker. This will be your war map. You will also need to obtain six sets of different colored pins (these will represent armies). Put your map up in an obvious place where the students can see it at all times. You will highlight this map during your introduction of the unit.

Step Three: Organize your tasks, essays and due dates. Try to figure out how much time you have for the unit, how much time each task should take, and what date you will have your culminating activity. Once you have a good idea; Make copies of all your essays, essay quizzes, anticipation guides and tasks. Set them up, in order, in an easily accessed part of your room. The students will be grabbing these as needed. Make sure everything is ready to go, this will save you a lot of time during the unit, time you could be spending helping students learn.

Step Four: Introduce the unit to your kids. Make sure you explain how they earn kokus of rice, why they earn kokus of rice, and what they are going to be doing with the kokus of rice. Thoroughly explain the battle scenarios. This is the big hook. Be sure to mention the big prize on the culminating day.

Step Five: Explain the daily procedures to the students. How each task they complete earns their clan rice. Explain how they will start each day with an essay and take an essay quiz immediately following the reading. The class average on each quiz will determine the amount of rice in kokus they earn. Make sure they understand that the better they due on tasks the more rice they’ll earn for their clan. The more rice they help earn, the more armies the clan can buy. The more armies a clan has, the better chance they have to win the war.

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Step Six: Vote for clan Daimyo, and two other people to serve on the war council. These are the people who will fill out Clan Accounting Sheet and the Army Move Plan determining how to spend their rice and how to fight the war. Or wait until after Task 1. You could use Task 1 as an incentive for being on the war council. Tell them you can only be voted for if you have the one of the top six maps in class.

Step Seven: Read the first Essay. Administer the first Essay quiz. Students begin Task One. Teacher immediately posts class average for the first Essay quiz.

Step Eight: Follow daily routine until the culminating activity.

Step Nine: Culminating activity.Daily Schedule

Day One: Introduction, explain unit, vote for leaders, and start essays and tasks.

Typical Day for Students:1. Students come in and grab a copy of whatever essay you are doing

that day. Students read essay (teacher can read aloud or students could read aloud or they can read by themselves)

2. Students take essay quiz. Teachers grade them immediately as a whole class. Figure out average and post on board.

3. Samurai Report is read out loud.4. Students begin working on tasks. They will be completing tasks at their

own speed; however, deadlines do have to be set at teacher’s discretion. On the deadline, each student’s grade for that particular task needs to be averaged and posted on board.

5. Review at end of class.6. At some point during class the war council will have to fill out

Clan Accounting Sheet and the Army Move Plan.

Typical Day for Teachers:1. Make sure essays are available for students to grab as they enter

classroom. Begin class with students reading essays (teacher can read aloud or students could read aloud or they can read by themselves)

2. Administer Essay Quiz immediately after reading. Have students switch papers and grade immediately. Collect.

3. Read Samurai Report to class.4. Start students on tasks. They will be completing tasks at their own

speed; however, deadlines do have to be set at teacher’s discretion. On the deadline, each student’s grade for that particular task needs to be averaged and posted on board.

5. Figure out and post class average for daily essay.6. At the end of class leave yourself 5 minutes to review with students

information already learned. Use any of the closing activities provided in the back of this unit.

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7. At some point during class the war council will have to fill out Clan Accounting Sheet and the Army Move Plan.

At the end of each day the teacher must use the completed Clan Accounting Sheet and Army Move Plan’s from each clan to supply and move each clan’s armies according to their wishes. Once the moves are made and the battles fought according to the Rules of War, the teacher will type out a Samurai Report. This report is the daily newspaper for the unit and details the epic events that transpired the previous day. The teacher should make this as colorful and imaginative as possible.

Everyday the teacher will award the appropriate amount of rice to each clan. The rice earned form the essays will be a daily occurrence. The rice earned from tasks will only be done on due dates. On the days a task is due, the teacher will combine the rice earned fro the task with that earned from the essay. This total will be awarded to the clans on their Clan Accounting Sheet.

Culminating activity Day: Honor winning clan with Shogun ceremony, Administer Final test, Have Frog Race finals (from math class), watch Pearl Harbor.

Rules of War1. Armies can only be moved three provinces a day.

2. A battle is fought when two or more clans have armies in the same province after all moves have been made by the teacher.

3. To win a battle, a clan must have more armies in a province than another clan. Armies are defeated, and therefore annihilated, one army for one army. Example: If Hokkaido has three armies in ‘NN’ province and Shikoku has two armies in the same province, then after the battle only one army would remain, Hokkaido’s. They would have won the battle. If there are more than two clans in a province, than the clan with the most armies will win. Example: Both Hokkaido and Shikoku have two armies in ‘NN’ province. But, Osaka has three armies in the same province. Both armies from Hokkaido and Shikoku would be wiped out, along with Osaka’s two armies. This would leave Osaka one army, and there fore the victory.

4. In order to take over another clan. A clan would have to take over the other clan’s province and then hold on to it for another whole day. A clan can only take over a province if it has two armies in that province. Example: If Hokkaido wins a battle against Osaka in Osaka’s home province and Hokkaido has two armies left at the end of the battle, than they have taken over the province. But, they have not fully conquered Osaka yet. Osaka still has one more day to defend her province. If Osaka can somehow retake the province the next day, then they are still in the game. If however, Hokkaido has two armies left in

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the province after the second day, then Osaka becomes part of Hokkaido.

5. Annexing another clan. Once a clan has been taken over by another clan, then all of that clan’s property and land now belong to the conquering clan. Also, from that point on, all rice earned from the conquered clan, now gets awarded to the conquering clan. Example: In the above scenario of Hokkaido conquering Osaka: Every time Osaka completed an essay or task, all of those points would now be awarded to Hokkaido. There is a big reward for the clan who can be the first to take over another clan.

Kokus of RiceEach Clan will start out with 4 armies each and 100 Koku (a unit of measurement) of rice. This will be denoted on their first Clan Accounting Sheet.

How to gain income:1) The clan’s receive kokus of rice based on their rank among all the clans. If a clan has the highest class average on a particular task, then they will acquire the number one rank. The second highest average receives the second rank and so on. For every task I like to award the kokus of rice as follows:1st rank 180 kokus of rice2nd rank 160 kokus of rice3rd rank 140 kokus of rice4th rank 120 kokus of rice5th rank 100 kokus of rice6th rank 80 kokus of rice

Clans will also receive kokus of rice based on their daily average on Japanese Essay quizzes. I use the same guidelines as above to determine the amount of rice each clan receives.

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2) You can also gain income when you occupy a province. A province is occupied if you have two armies in a province. This would be after any battles that have taken place. You will earn the amount listed in that province. This will be noted on the Clan Accounting Sheet in the “Income earned from previous day’s province takeovers.”

How to Spend Koku:

1) Armies cost 10 Koku each. Each army purchased will subtract 10 Koku from your balance.

2) Everyday the number of armies you control will cost you 10 Koku each to maintain.

Each day the clan war council, led by the Daimyo, will spend the clan’s money, move the clan’s armies and decide which lands the clan should take over. They complete a Clan Accounting Sheet and an Army Move Plan.

At the end of each day the teacher will take the Clan Accounting Sheet and the Army Move Plan from the Daimyos of all six clans and will move all game pieces. The battles that are fought and the land gained will be in the next days, “Samurai Report”

Accounting Sheet for ___________________ Day ____ CLAN NAME

Rice you had to begin the previous day …..….teacher fills in…….…A. _____Rice from the previous days Clan AccountingSheet’s “New Balance”

Rice earned from previous day’s tasks …..….teacher fills in…….….B. _____The rice earned from the previous day’s essay quiz and, if applicable, from the previous days tasks

Rice earned from previous day’s province takeovers ……teacher.….C. _____

The amount of rice denoted on the particular province that was taken over by the clan. A takeover can only occur if province is occupied with two or more armies.

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Total income earned (A + B+ C) …………..….teacher fills in……..D. _____

Rice Paid to support Armies – armies ____ X 10 =...teacher fills in...E. _____This would be the total number of armies that the clan had at the end of previousday (times) ten kokus of rice (each army costs ten kokus to maintain).

Rice Paid to purchase new armies – armies ____ X 10 = Daimyo fills in. F. _____This is the current day’s purchase of new armiesEach army costs 10 kokus of rice

Total Amount Paid Out E + F ……….Daimyo fills in …… G. _____

Daimyo fills in

D. _______ - G. _______ = New Balance _________

Daimyo fills in

You currently own this many armies _______

Add the numbers of armies you had from the previous day to the number of armies just purchased. This will give you the new total of armies that you can use on the Army move Plan.

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Task SheetThe following is a description of tasks that will be completed by each member of the clan. They must be done in order. Due dates will be posted by teacher. Not every student has to be on the same task at the same time.The more tasks you complete, the more koku you will earn for your clan. Remember however, quality also counts. If you hurry and complete a task, but do a sloppy job, you will receive a smaller amount of koku, along with a lower grade.

Each day, the first activity will be the essay activity. An essay will be read, either out loud, or silently. Each clan member will take the essay test. These tests will count for a grade and for Koku.

Task I: Japanese Map ActivityFollow directions included. Offer “Scooby Snacks” for top three maps in each clan (class). Use outline map provided or create your own.

Task II: The Geography of Japan sheet

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Use worksheet provided. Directions included.

Task III: Japanese Calligraphy Assignment 1Use worksheet provided. Directions included.

Task IV: Art Assignment 1Use worksheet provided. Directions included.

Task V: Textbook assignment.Use your textbook. Have students complete a “traditional” assignment by reading chapter or section and answering textbook review questions or guided reading. Whatever finished product you decide to have, use this for a grade and to determine koku earned.

Task VI: Japanese Info Basics CrosswordStudents will read Japanese Information Basics and complete crossword provided.

Task VII: Japanese Calligraphy Assignment 2Use worksheet provided. Directions included.

Task VIII: Art Assignment 2Use worksheet provided. Directions included.

Task IX: Japanese Unit CrosswordOptional, use for task or for students who are ahead of others.

Task X: HummingbirdFor student who are ahead. Difficult to produce. Directions

provided.

Japan Map Activity – Task 1Use the Japan outline map to label the following places and geographic features. You must color your map. How you do so is up to you, however the only way to get an A, is to have a creatively decorated map. Your grade will be based on accuracy, neatness, and creativeness.

Cities LandformsSapporo Hokkaido IslandTokyo Honshu IslandYokohama Shikoku IslandNagoya Kyushu IslandKobe Mt. Fuji

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Kyoto Ishikari PlainOsaka Japanese AlpsFukuoka Kwanto PlainNagasaki Osaka Plain

Water FormsSea of JapanPacific OceanKorea StraitInawashiro LakeKiso RiverYodo RiverKitakami RiverIshikari River

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Geography of Japan

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Japanese Information Basics

Japan is known as the Land of the Rising Sun. This is displayed on their national flag.

Baseball is probably the most popular sport in Japan. Yakyu, as baseball is called in Japanese, was introduced from the United States during the early Meiji Period. There are two professional baseball leagues in Japan: the Central

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League and the Pacific League. They consist of six teams each. Baseball games are broadcast live on television several times per week during the season.

The samurai (or bushi) were the members of the military class, the Japanese warriors. Samurai employed a range of weapons such as bows and arrows, spears and guns; but their most famous weapon and their symbol was the sword. Samurai were supposed to lead their lives according to the ethic code of bushido ("the way of the warrior"). Strongly Confucian in nature, Bushido stressed concepts such as loyalty to one's master, self discipline and respectful, ethical behavior. After a defeat, some samurai chose to commit ritual suicide (seppuku) by cutting their abdomen rather than being captured or dying a dishonorable death.

On December 7, 1945, The Japanese initiated a surprise attack on Pearl Harbor. This started a war with the United States of America. Even though the US Navy was severely, it was only a matter of time before they regenerated into a formidable force. As the tide turned, the Japanese became desperate. They began using Kamikaze pilots in order to destroy US War Ships. Kamikaze originally meant divine wind (coined from the typhoons that saved Japan against Mongol invaders). On August 6, 1945, the city of Hiroshima was the target of the first atomic bomb used against civil population in history. Three days later, the United States dropped a second atomic bomb over the city of Nagasaki. In total, about one fourth of a million people were killed by the two bombs. Today, Hiroshima, Nagasaki, and the country of Japan are strongly engaged in banning nuclear weapons and their testing worldwide.

The Japanese economy is one of the strongest in the world. Only the USA has a higher GNP. The Japanese currency is the Yen.

Sumo is a Japanese kind of wrestling and Japan's national sport. It originated in ancient times as religious performances to the Shinto gods. Nowadays, still many rituals are followed. The basic rules of sumo are simple: The wrestler who either first touches the floor with something else than his sole or leaves the ring before his opponent, loses. The fights themselves usually last only a few seconds and in rare cases up to one minute or more.

In Japan, like in China and Korea, the first name follows the family name. A person with the first name "Ichiro" and the family name "Suzuki" is, therefore, called "Suzuki Ichiro" rather than "Ichiro Suzuki".

The Japanese writing system is called calligraphy. Japanese texts can be written in two ways: In Western style, i.e. in horizontal rows from the top to the bottom of the page, or in traditional Japanese style, i.e. in vertical columns from the right to the left side of the page. Both writing styles exist side by side today. In Japanese history, a Shogun (将軍) was the military ruler of Japan. The Japanese term shogun means "general," and the longer title Seii Taishōgun (征夷大将軍) means "generalissimo who overcomes the barbarians". In Japanese, the short title is still in use as a military rank, as well as a contraction of the long title for the historical rank.

The administration of a Shogun is called bakufu in Japanese, or shogunate in English.Japan has a long history of being governed by a monarchy style of governement. A monarchy is a form of government where leaders are born into a royal family. The leader was usually the first born son. The people did not choose there leader. Japan is now a democracy. The people choose their leader by voting for them. The Japanese form of democracy is a constitutional monarchy. This form of democracy keeps the royal family (the emperor) but they only function as a symbol. They do not hold any real power.

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Art Assn 2

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Japanese Unit Crossword

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Samurai ReportA gallant 16-brigade charge of brave Nagasaki samurai was crushed by an insurmountable force of Osakian warriors. The battle raged for nearly three hours until, finally, the outnumbered Nagasakians fell one by one. The last man standing was their daimyo, and he did the only honorable thing there was to do….commit seppuko. The Osakian lord helped him into the next world as he sliced off his head during the ceremony.

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Osaka did not have any time to rejoice however as the worlds biggest army rumbled down from the north to attack their home province. It was a site that no man has ever laid eyes upon. Thousands upon thousands of Sendai samurai marching in wave after wave. Their armor gleaming, Their swords sparkling. In their path, so souls dared to defy them. If a peasant did not bow, justice was meated out swiftly and severely. Many villages would not last an hour under the onslaught of such a brutal force.

At it’s lead was the majestic and rare feature of a women Sanurai. Many call her Samosan. Her steady and cruel gaze could make any man tremble. No army has been able to withstand her terrible wrath and it seems, no army ever will.

Sendai marched into the Osaka homeland, burning every structure to come in it’s path. A trail of smoke, ashes and tears was all they left behind. The attack on the Osakian castle was a great battle. But Osaka Samurai, brave as they were, were no match for the Sendai masters. The castle fell within hours and the route was complete.

The Osakian daimyo was not captured however and still holds onto 19 armies. Will she be able to take back what is rightly hers…or will she have to bow down before the Sendai leader in a show of weakness and humiliation?Shikoku might be the story of the day. Although they don’t have an army to fight….they still hold the deed to their castle. Has their daimyo outwitted the ever powerful warlord of Sendai? Or will she see through the breech and crush the Shikokun as well?

Fate seems to be smiling on the Sendai. Many Japanese are just hoping the war will end, so that they can go on with their lives. Many are hoping they just make it through the next day. Only time will tell.

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We will be showing The Last Samurai and the 2nd half of the Pearl Harbor movie in our upcoming Japan/Samurai Unit. We will be studying Japan’s history and culture with an emphasis on the Samurai code. This code had a great influence on their past history as well as their 19 th and 20th century turn to westernize, which eventually led to WWII. In order for your child to be able and watch the movies, you will need to sign the bottom of this form and have your child returned by Monday, August 30. The Last Samurai is Rated “R” for strong violence during battle sequences. However there is absolutely no nudity, no sexual innuendos, no inappropriate language or gratuitous violence. We will only show the second half of the Pearl Harbor movie, starting when the first bomb drops. We will skip all of the other scenes.

Sign one of the Boxes Below

I give my permission for _________________________________ to watch both,The Last Samurai and Pearl Harbor. Student Name ____________________________________________ Parent Signature

I give my permission for _________________________________ to watch,Pearl Harbor, but not The Last Samurai. Student Name ____________________________________________ Parent Signature ** During The Last Samurai, your child will have a alternate assignment with comparable educational value.

I give my permission for _________________________________ to watch,The Last Samurai, but not Pearl Harbor. Student Name ____________________________________________ Parent Signature ** During Pearl Harbor, your child will have a alternate assignment with comparable educational value.

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I do not give my permission for _________________________________ to watch both, The Last Samurai and Pearl Harbor. Student Name ____________________________________________ Parent Signature ** Your child will have a alternate assignment with comparable educational value.

The Following Strategies for Reviewing Daily Activities can be found at:

http://its.guilford.k12.nc.us/act/strategies/summary.htm

Summarizing StrategiesPurpose: To promote the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long-term memory

Shaping up Review Challenge Envelopes*Exit Slips Vanity PlatesFour-Two-One Four Box SynecticsFinal Countdown Learning FramesWord Sorter* ABC Review*

from Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002

Miscellaneous Musings Show the Movie, “The Last Samurai” sometime during unit. You will need to

send permission forms home. I like to show it at beginning of unit as a “hook”. Use your discretion on any part of this unit. If you feel there is some part of Japan

missing from this unit, add it in, replace your “task” with one that I have. I like to use “anticipation guides at the beginning of classes, along with the

essays. What I do is create an anticipation guide based on a short reading of the textbook. It usually covers more modern aspects of Japan. This way I cover modern day Japan.

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