Shogunate Japan Review

Year Level

Year 8 (Age approx. 13-14)

Duration

75 minutes

Class Size

25 students

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Curriculum Links (NSW History K-10 Syllabus)

• Stage 4: The Past in the Present (Year 7 and 8)
• Content focus: "Investigating ancient to modern societies, including Japan during the feudal period" and "The nature of historical inquiry and communication"
• Learning Outcomes:
  • HT4-4: Explains different experiences of people in the past, including for men, women and children
  • HT4-5: Applies a range of skills to locate, evaluate and use sources and to communicate historical understanding
  • HT4-6: Identifies and describes different experiences and perspectives of people from the past
• Historical Skills: source analysis, sequencing events, explanation of cause and effect, identifying perspectives
• Literacy focus: using historical terms and communicating understanding clearly in written and oral forms

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Learning Intentions

• We are learning to revise and consolidate our understanding of Shogunate Japan and everyday life in Feudal Japan.

Success Criteria

I can:

• Describe the structure of Feudal Japan (Shogun, Daimyo, Samurai)
• Explain the roles and responsibilities of key groups
• Identify the importance of the Bushido Code and its societal influence
• Describe experiences of men, women and children in Shogunate Japan
• Apply my knowledge to analyse historical sources and complete assignments

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Resources

• Calm instrumental music (prepared playlist or YouTube link without advertisements)
• Timer (digital or physical)
• Projector/screen for video
• Shogunate Japan recap video (5-7 minutes, segmented for pause)
• Guided viewing worksheets (with structured scaffolded questions)
• Source analysis booklet from previous lesson
• Extension tasks and worksheets (role matching, Bushido comprehension, Samurai code design)
• Checklist for Ancient Japan brochure
• Quiet colouring/history sheets or word searches for early finishers

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Lesson Structure and Timing

Part 1: Entry Routine + Do Now (0–10 mins)

• Teacher (T) greets each student (Ss) at the door, directing them to enter quietly and begin the "Do Now" independently and silently in their workbook.
• Calm instrumental music plays softly; timer displayed to help settle the environment.
• T marks roll and monitors behaviour, redirecting quietly.
• Do Now Questions (written in book):
  1. Who was the Shogun in Feudal Japan?
  2. What was the role of the Samurai?
  3. What was the Bushido Code and why was it important?
• After 5–6 minutes, T goes through answers rapidly using brief questioning and cold calling to engage all Ss.
• Ss write Learning Intention and Success Criteria in their books.
  Behaviour management: Keep energy calm, use short instructions and positive redirection.

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Part 2: Video + Guided Worksheet (10–35 mins)

• T introduces the recap video, explaining purpose: to revisit key ideas learnt over previous lessons.
• Guided viewing worksheet distributed with specific questions aligned to video segments.
• Video played in segments with pauses for comprehension checks and questioning (cold calling).
• Ss write answers on worksheet quietly.
• Example scaffolded worksheet questions:
  • What was the role of the Shogun?
  • Who were the Daimyo?
  • Why were Samurai important?
  • What values were part of the Bushido Code?
  • Describe one responsibility of women in Feudal Japan.
  • What was childhood like in Shogunate Japan?
• T circulates, supports Ss needing help, reiterates expectations about quiet independence.

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Part 3: Independent Consolidation Task (35–55 mins)

• Ss continue source analysis booklet and related questions from previous lesson to deepen their understanding and apply inquiry skills.
• T moves around classroom offering individual support, monitoring progress and behaviour.
• Early finishers directed to extension tasks:
  • Match social class to role worksheet
  • Bushido Code comprehension questions
  • Design your own Samurai code creative writing
  • Write short paragraph: "Would life in Feudal Japan be fair for everyone? Explain why or why not."
    Behaviour management: Visible timer used, short clear instructions on task. Praise quiet concentration. Seat adjustments if necessary to minimise disruptions.

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Part 4: Assignment Work Time – Ancient Japan Brochure (55–75 mins)

• Ss independently work on their Ancient Japan brochure assessment task.
• T displays checklist on board as clear reminders:
  • Include facts about Shogunate Japan
  • Use historical images
  • Explain key social groups (Shogun, Daimyo, Samurai, women, children)
  • Include everyday life details
  • Use neat layout and headings
• T confers individually with Ss for feedback and to maintain focus.
• For early finishers or calm finishers: quiet colouring sheets, historical puzzles or word searches, brochure refinement.
• End of lesson (final 2-3 mins):
  • Ss pack up only when instructed
  • Quick verbal recap: “What is one thing you learned or revised today?”
  • Reminder of homework or assignment due dates
  • Calm dismissal by rows or groups

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Differentiation & Strategies for Engagement

• Scaffolded questioning and clear visible timers help maintain attention.
• Multiple short tasks with breaks prevent overstimulation.
• Calm movement and soft music availability reduce anxiety in last period.
• Clear checklists and success criteria support student independence.
• Positive praise and subtle redirection reinforce behaviour expectations.

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Assessment

• Informal formative assessment during Do Now and video worksheet through questioning and cold calling
• Source analysis booklet completion assessed for understanding of historical inquiry skills
• Ancient Japan brochure: summative assessment on ability to synthesise and present historical information clearly with historical accuracy

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This plan aligns with the NSW History curriculum for Year 8 by revising and applying knowledge of a key non-Western society — Feudal Japan/Shogunate Japan — focusing on social structures, cultural norms such as Bushido, and life experiences. It includes skills development in source analysis, perspective taking, structured research, and multimodal presentation. The calming, scaffolded structure is intentional for the last period management and maximises engagement and focus.