In a research project, presented in a flexible format of the groups’ choosing (multi-media, report, part-performance), a history of the Edo is required to be constructed to provide an education to a young Daimyo hostage.

part-

Hostage Scrolls must contain answers to the following curriculum questions:

• In what ways did Japan isolate itself from the rest of the world?
• How did isolation during the Edo period lead to changes in Japan?
• How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period?
• How did the physical geography of Japan affect its worldview?
• How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan?

Students are encouraged to use creativity in their Scrolls with paper or digital visuals.

Research beyond the textbook is expected, with correctly cited footnotes & bibilography.

Drafts will be reviewed prior to presenting scrolls in class.

Marked on: Social Studies Rubric

Resources:

Bushido Bibliography

Edo backgrounder 2

Edo backgrounder

Ch. 4 Worldviews

PBS Empires: Japan

For the Revised version: SS & LA Rubrics.

Expectations:

-Citations

-Correctly formatted & proof-read

-Includes a thesis (overall “big ideas” of what you thought), topic sentences for each “big idea”, evidence and support for each sub-point

-Discuss what the content of the 5 rings says to history, and to us in general

-organization, examples & language are key!

Please re-submit for improvements to your scores at any time.

DRAFT

Prepare a draft of a historical primary document analysis on the Book of 5 Rings. You may choose to examine one book in depth, or the entire works. You may also choose topics and categories of reference, depending on the subjects within the text you find most appealing, or refer to Humanities topics as a basic framework (such as culture, economics, or geographical influences).

Great news. I have read and marked most outstanding assignments for gr. 8 and 9 from report card last to date.

Quite a few people are missing submissions. Rather than put zero, I have neither counted missing assignments against, nor for, any accumulation, unless it is a major assignment. I will give an overview of which ones are the major assignments Monday.

Why did it take so long?

Originally, in December I was told I needed a) a new rubric specifically tailored to every assignment b) to decide upon and take only the last assignment produced by students close to the next report cards. Formative feedback was relied upon largely instead.

Since this time, I have been allowed to change strategy and use a writing for SS and LA rubric for most assignments, cutting down my creation of rubric time immensely. Last assignments in the term will instead be weighted more than those at the beginning. You can find all the rubrics here.

Because of these January adjustments, I am confident I will be able to continue to give you timely feedback for the remainder of the year.

Please note: I will only  be able to provide feedback on Google docs, in-person and on paper only until email suspension is lifted.

Most people have shown a delightful improvement, however, students missing submissions will see a significant drop because the assignments are worth more (being more labour-intensive)  and there are fewer of them this term, so far.  I will be making a round to individuals who are missing items and clarify questions so you may make up past work confidently.

Thanks for your patience!

Gr 7s – I expect to be done marks by Wed (perhaps earlier).

P