Students explore a timeline of Japan. Then they learn details about the history of the Korean peninsula, particularly the division between North Korea and South Korea after World War II. Next they read more about the history of Japan and focus on Article 9 of the new constitution adopted after World War II. Finally, students consider what the world would be like if other countries had an Article 9, as well.
Students read an introduction to the history and contemporary importance of Japan and the Koreas, then examine the Timeline of Events in Japan to answer poll questions about U.S. interest in Japan in the 1850s, control of the Korean peninsula in 1910, and Japan’s surrender in 1945. They post additional questions they have about the brief timeline to a class wall.
Teacher MovesPresent the lesson overview and objectives, then review student poll responses to check for understanding of key historical events. Facilitate a discussion of students’ posted questions about the timeline, answering what you can and previewing that later scenes will deepen their understanding of Japan and the Korean peninsula.
Students watch a video on the history of Korea, using a graphic organizer to take notes on major dates related to unification, colonization, division, and conflict on the Korean peninsula. Afterward, they post a reflection to a class wall sharing their reactions to the information, especially about current conditions in North Korea.
Teacher MovesRemind students that the reading beneath the video provides additional details for each date and encourage them to use it to complete their notes. Lead a sensitive discussion about the hardships and human rights issues in North Korea, acknowledging students’ emotional reactions and highlighting that organizations, including the one hosting the video, are working to address these problems.
Students read background text on Japan’s political and social history, including the role of emperors, shoguns, and samurai, Japan’s period of isolation, and its forced opening to Western trade, supported by the overview in Japanese History : A Short and Simple Overview. They then read about Japan’s surrender in 1945 and Article 9 of the postwar constitution, and post a summary of Article 9 in their own words to a class wall.
Teacher MovesClarify key points about Japan’s historical periods and modernization, and note that students can explore additional resources linked from the reading if interested. After students summarize Article 9, share strong examples and guide a class discussion on why Japan chose to renounce war and armed forces, connecting this decision to the devastation and loss experienced during World War II.
Students revisit the idea from Article 9 that a nation might permanently renounce armed forces, then reflect on whether a world without any national militaries could exist. They post a position to a class wall explaining why they think such a world is or is not possible and describe how disputes might be resolved in that scenario.
Teacher MovesInvite students to share and compare their positions, highlighting at least one response that argues such a world is possible and one that argues it is not. Use these examples to prompt discussion about international conflict, peacekeeping, and alternative ways nations might resolve disputes.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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