Students create a case study of an example of Japanese imperialism. First they predict on a map which countries Japan controlled. Then they read some background material about Japanese imperialism. Next they develop inquiry questions and conduct research to answer them. Then they follow the writing process to create a written case study. Finally, they evaluate their presentation using a rubric.
Students are introduced to the idea of a historical case study and to the objectives for the lesson. Using a map of the Pacific region, they predict which regions were controlled by Japan from the late nineteenth century until the outbreak of World War II by marking or labeling the map.
Teacher MovesPresent the overall flow of the experience and highlight that students will ultimately evaluate their own case studies using a rubric available in the Student Pack. Emphasize that the mapping task is to build familiarity with Pacific political geography rather than to identify exact historical borders, and let students know an answer key map is available for reference.
Students view an image of American ships arriving in Japan in 1853 and read background text describing Japan’s feudal system, the role of the shoguns, internal unrest, and Commodore Matthew Perry’s arrival. They then read Japan’s Industrial Revolution, Imperialism to 1900, and review Timeline of Events in Japan to understand how industrialization and the search for resources led to Japanese imperialism. After considering possible areas of interest, they post a proposed case study topic for teacher approval.
Teacher MovesPrompt students to connect the background information and resources to potential case study topics, then review their proposed topics and work with any students who have not yet selected a viable or appropriately focused topic before moving on.
Students learn about the importance of well-focused research questions and the “5Ws and the H” (Who, What, When, Where, Why, How) through explanatory text and examples. Using this framework, they generate and post a list of possible inquiry questions related to their chosen topic to guide their case study research.
Teacher MovesUse whole-class strategies such as brainstorming sample inquiry questions and, as needed, reviewing individual student lists to help them narrow their ideas to one or two strong, focused questions. Optionally discuss the light bulb metaphor for ideas and, if appropriate, direct students to the Guidelines for Historical Research and Writing in the Student Pack.
Students conduct research to answer their inquiry questions, using a variety of sources and evaluating the validity of each. They record their findings and evidence in a shared notes space or link to an external document containing their research notes.
Teacher MovesSupport students in developing effective research skills, including narrowing Internet searches, using library resources, and evaluating source reliability. Where possible, encourage use of primary sources. Review students’ notes to ensure they have gathered sufficient, relevant information and provide additional help to those who need more support before they begin writing.
Students review an explanation of the writing process—prewriting, drafting, revising, editing, and publishing—and apply it to create their historical case study on Japanese imperialism. They first submit a draft version to the teacher, then publish a final version to share with classmates for peer reading and feedback.
Teacher MovesReview the stages of the writing process with students and clarify expectations for each step. Provide feedback on drafts as needed, then give students time to read and comment on one another’s published case studies to promote revision and reflection.
Students use a rubric to evaluate their own case studies on criteria such as guiding question, content, organization, editing, and layout. They total their points and respond in writing about what they could improve in their next written case study.
Teacher MovesGuide students through the self-evaluation rubric, ensuring they understand each criterion and apply it honestly to their work. Use their self-assessments and reflections to discuss strengths and areas for improvement, and to inform future instruction on research and historical writing.
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