KEY PART ONE As students worked through activities one to five in this workbook, they were instructed to record their answers to certain questions to the assignment posting box at the end of each activity. Then, they were to record these answers in the appropriate spaces below. By doing this, they would have completed the first half of the final assignment for this workbook. Although answers will vary, suggested responses are included below to assist the evaluation, and a marking guide follows the suggestions.
Summary from Activity One: How do Japan’s land features affect human activity?
<Student responses will vary. Students should have written a conclusion about Japan’s land features that indicates, e.g., land features affect how people earn a living, spend leisure time, worship, regard nature, appreciate beauty, develop self-reliance, etc. > Summary from Activity Two: How has distance from other countries influenced Japan’s worldview?
Summary from Activity Three: How have bodies of water affected the Japanese worldview?
< answers will vary - students should include ideas such as - Japan is an island; surrounded by water; quite far from neighbouring countries. Most of Japan’s largest cities are located near bodies of water. The Shinto story of Izanagi and Izanami said that special deities called kami would live in Japan and protect it and its people. The success against the Mongols helped people believe the myths were true.>
Summary from Activity Four: How do human activities and practices related to geography reveal worldview?
< Students may say something about how the Japanese seem ready to take on new challenges and to adapt their living space in environmentally-appropriate ways. This could tell students that tradition and religion are important to the Japanese people. It suggests that beauty, peace and thoughtfulness are important values.> Summary from Activity Five: How has mythology affected Japanese worldview?
Ainu worldview answers will include ideas from the following list: the world is beautiful; cleanliness is important, as is care of the body; the Ainu watched nature and their stories explained why certain animals and birds behave the way they do; natural phenomena such as tides and earthquakes were also explained using information from the world around them; the ocean is the dominant geographical feature and this suggests no contact with other groups as the ocean is a massive void. Ainu accepted natural events for what they were, uncontrollable and part of life. Ainu myths may have been blended into Japanese myths as the Ainu were in Japan much longer than the Japanese. Oral tradition gives people a sense of history and belonging in a common past; they may also mention that a culture’s history could disappear if all the people died or there was interference in language or structure because of the influence of another culture. Conclusions about sources of information will indicate that they need to read carefully, be aware of language that places people or their beliefs in a negative light; consider what they are reading from the viewpoint of a person in the culture being described; look carefully to learn the identity of the writer of the material; check the references used to gather the material>
EVALUATION FOR PART ONE:
Activity One /5
Activity Two /5
Activity Three /5
Activity Four /5
Activity Five /5
PART TWO To complete part two of your workbook assignment, students will use the answers from part one to create an illustrated report on the following topic: “Japan’s geography and mythology have combined to create a unique worldview among Japanese people.” Below is an assessment rubric that may be used to evaluate the student’s final product for this part of the assignment.
Assessment Rubric: Workbook 21 Assignment – An Illustrated Report