Title

日本とアメリカの歴史

Unit/Lesson No.

Tokaido Unit 1/Lesson 11

Topic

History

Function

Explain, compare

Focus

Compare major aspects of 17th-19th century U.S.-Japan comparative history

I. BACKGROUND INFORMATION FOR TEACHERS

In This Lesson

In this last lesson in the unit, students develop a Web site demonstrating major aspects of 17th-19th century U.S.-Japan comparative history.

Teacher Instructions

  1. Before class prepare a handout and a transparency.
  2. Explain the group project using the transparency.
  3. Using the brainstorming section on the transparency, prepare the students with the project by reviewing the major aspects of 17th-19th century U.S.-Japan comparative history.
  4. Have the students form groups of four and choose a topic. Make sure a variety of topics are covered.
  5. Have the students collect information, create a Web site, and prepare a presentation.
  6. Have each group give a presentation. Assess students' performance using the scoring guide.
  7. Assemble students' Web pages and create a class Web site. 

Materials

Computers with the Internet access, word-processing software, image manipulation software (optional), HTML editor, and projector

Suggestions

To prepare students for this group project, review the most salient features of the word processing and Web development software they will be using. Be sure that students are familiar with how Japanese characters are handled by these types of software. If possible, form groups so at least one student in each group has experience in making a Web site. If creating HTML files is beyond many of the students' technology level, have them just create the text in Word. Complete the rest of the steps by yourself or ask for volunteers to help you.

II. STUDENT ACTIVITY HANDOUTS

「日本とアメリカの歴史をくらべたウェブサイト」（グループ・プロジェクト）

１７世紀から１９世紀の間の日本の歴史とアメリカの歴史をくらべて、ウェブサイトを作り、クラスで発表してください。

1. Brainstorm

以下のトピックについてどんなことを勉強したか、クラスでもう一度話しましょう。

  1. 貿易、外国との関係（e.g., 鎖国 vs 開拓, 国土の変化, 開国 vs 独立）
  2. 人がどのように支配されていたか（e.g., 大名のランク vs 奴隷制）
  3. 外国との接触1（日本人とペリーの接触 vs インディアンと移民2の接触）
  4. 国が一つにまとまり、政治的に変化
  5. 工業化と近代化

2. Research

(1)  上から一つトピックを選びなさい。

(2)  そのトピックに関して、日本とアメリカの歴史は似て3いますか。異なり4ますか。似ている所と異なる所が両方ありますか。

(3)  (2) の考えを表す事実5をインターネットや本などで見つけなさい。絵、グラフ、地図、図などが見つかるといいです。

3. Prepare a draft for a Web page 

＃２で調べたことをまとめてウェブページを作る準備をします。

(1)   発表するために使う絵、グラフ、地図、図 などを準備しなさい。

(2)   それぞれのビジュアル?エイドを簡単に言葉で説明しなさい。

(3)   ウェブページにタイトルをつけなさい。

(4)   作った物を先生に提出し6なさい。

4. Edit the materials and practice for presentation

先生のアドバイスに従って、マテリアルを編集し7、HTMLファイルにしなさ

い。ウェブページを使って、プレゼンテーションをしてもらいます。プレゼンテーションの練習しましょう。

<Useful Vocabulary>

1. せっしょく：contact   2. いみん：immigrant  3. にる：to resemble
4. ことなる：to differ 5. じじつ：fact 6. ていしゅつする：to submit
7. へんしゅうする：to edit

Scoring Guide

 

Task completion

Comprehension

Creativity (Visual aids)

Organization

Exceeds standards

30: Information beyond requirement

25:  Comprehensible with ease, and rich grammar and vocabulary

25: Visual aids are used effectively to help audience understand the presentation with ease

N/A

Meets standards

25: Required information

20: Errors don't interfere with comprehension, and adequate grammar and vocabulary

20: Visual aids are prepared and used.

20: Presentation is organized well

In progress

20: Some information is missing

15: Some information is confusing or incomprehensible, and/or grammar and vocabulary need improvement

15: Lack of visual aids cause audience to misunderstand or not to understand presentation

15: Presentation is somewhat less organized

Far from meeting standards

15: Little information

10: A lot of information is confusing or incomprehensible

10: No visual aids are prepared

10: Presentation is not organized and confusing

 

Total Score:

/ 100

III. VISUAL AIDS FOR TEACHERS

For the visual aid, make a transparency of the handout.

IV. FOLLOW-UP ACTIVITES

If the class has a sister school in Japan, have students contact their peers in Japan and ask them to visit the U.S./Japan comparative history Web site and give feedback. The Web project could, in fact, be organized as a collaborative effort between U.S. students and Japanese students. Collaboration could happen at a variety of levels, depending on time and the language ability of the students—from just sharing information to developing the whole Web site together.