Students explore timelines of Japan and the Koreas. Then they learn more 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 are introduced to the historical importance of Japan and the Koreas, then examine the Timeline of Events in Japan to answer multiple-choice 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. Guide students through the timeline-based polls as needed, then review and discuss the questions students post about Japan’s history, answering what you can and previewing that later scenes will address more of their curiosities.
Students watch a video and read accompanying text from History of Korea to learn how a once-unified Korea became divided into North and South Korea and to understand key historical dates. Using a graphic organizer, they take notes on major events from 668 through the late twentieth century, then share their reactions—especially to information about current conditions in North Korea—on a class wall.
Teacher MovesDirect students to use the video and the reading beneath it to complete the dated-note graphic organizer. Facilitate a sensitive discussion of 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 isolation, and its forced opening to Western trade in the 1800s. They consult Japanese History: A Short and Simple Overview for a brief survey of major historical periods, then read about Japan’s surrender in 1945 and Article 9 of the postwar constitution. Students summarize Article 9 in their own words and post their summaries to a class wall.
Teacher MovesPoint out that the Japanese history overview is concise and that students may explore linked resources if interested. After students post their summaries of Article 9, share exemplary responses and lead a class discussion on why Japan would renounce war and armed forces after World War II, guiding students to connect this decision to the devastation and loss experienced during the war.
Building on their understanding of Article 9, students consider whether a world without any national armed forces could exist. They take a position on this question and post a response explaining why or why not, including examples or details about how disputes might be resolved in such a world.
Teacher MovesInvite students to share and compare their positions, selecting representative or contrasting responses—both in favor of and against the possibility of a world without armed forces—to spark whole-class discussion about conflict, security, and international cooperation.
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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