National History Standards

Yokohama Boomtown Curriculum
National History Standards

Lesson 01
Every Picture Tells a Story: Conducting a Detailed
Analysis of a Yokohama-Era Woodblock Print

U.S. History Standards:

Era 4, Standard 1: U.S. territorial expansion between 1801 and 1861 and how it affected relations with external powers.

Standard 1C: The student understands the ideology of Manifest Destiny.
Therefore, the student is able to analyze U.S. trading interests in the Far East and explain how they influenced continental expansion to the Pacific.

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750–1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to assess the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period.
The student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: Patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society.
Therefore, the student is able to explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power.
The student is able to analyze factors that transformed the character of cities in various parts of the world.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries.

Era 7, Standard 6: Major global trends from 1750–1914

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, Historical Comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 4, Historical Research Capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Standard 5, Historical issues-Analysis and Decision-Making
Identify issues and problems in the past.

Lesson 02
Yokohama Boomtown: Amity and Commerce?

U.S. History Standards:

Era 4, Standard 1: U.S. territorial expansion between 1801 and 1861 and how it affected relations with external powers.

Standard 1C: The student understands the ideology of Manifest Destiny.
Therefore, the student is able to analyze U.S. trading interests in the Far East and explain how they influenced continental expansion to the Pacific.

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750-1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to assess the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period.
The student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: Patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society.
Therefore, the student is able to explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power.
The student is able to analyze factors that transformed the character of cities in various parts of the world.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries.

Era 7, Standard 6: Major global trends from 1750–1914

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, Historical Comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 4, Historical Research Capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Standard 5, Historical issues-Analysis and Decision-Making:
Identify issues and problems in the past.

Lesson 03
Yokohama, Crossroads of Culture:
A Look at Cultural Transmission

U.S. History Standards:

Era 4, Standard 1: U.S. territorial expansion between 1801 and 1861 and how it affected relations with external powers.

Standard 1C: The student understands the ideology of Manifest Destiny.
Therefore, the student is able to analyze U.S. trading interests in the Far East and explain how they influenced continental expansion to the Pacific.

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750–1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: Patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society.
Therefore, the student is able to explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late-19th and early-20th centuries.

Era 7, Standard 6: Major global trends from 1750 to 1914

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, Historical Comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 3, Historical Analysis and Interpretation:
Compare and contrast differing sets of ideas.
Consider multiple perspectives.
Analyze cause-and-effect relationships and multiple causation, including the importance of the individual and the influence of ideas.
Standard 4, Historical Research Capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Standard 5, Historical issues-Analysis and Decision-Making:
Identify issues and problems in the past.

Lesson 04
Site Quest: Creating a Guide to the “Foreigners”

U.S. History Standards:

Era 4 Standard 1: U.S. territorial expansion between 1801 and 1861 and how it affected relations with external powers.

Standard 1C: The student understands the ideology of Manifest Destiny.
Therefore, the student is able to analyze U.S. trading interests in the Far East and explain how they influenced continental expansion to the Pacific.

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750-1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: Patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society.
Therefore, the student is able to explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power.
The student is able to analyze factors that transformed the character of cities in various parts of the world.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late-19th and early-20th centuries.

Era 7, Standard 6: Major global trends from 1750 to 1914

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, historical comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 3, Historical analysis and interpretation:
Compare and contrast differing sets of ideas.
Consider multiple perspectives.
Analyze cause-and-effect relationships and multiple causation, including the importance of the individual and the influence of ideas.
Standard 4, Historical research capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Standard 5, Historical issues-analysis and decision-making:
Identify issues and problems in the past.

Lesson 05
What Did It Mean to Be “Western”?

U.S. History Standards:

Era 4 Standard 1: U.S. territorial expansion between 1801 and 1861 and how it affected relations with external powers.
Standard 1C: The student understands the ideology of Manifest Destiny.
Therefore, the student is able to analyze U.S. trading interests in the Far East and explain how they influenced continental expansion to the Pacific.

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750–1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: Patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student understands connections between major developments in science and technology and the growth of industrial economy and society.
Therefore, the student is able to explain how new inventions, including the railroad, steamship, telegraph, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power.
The student is able to analyze factors that transformed the character of cities in various parts of the world.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries.

Era 7, Standard 6: Major global trends from 1750 to 1914.

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, Historical Comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 3, Historical Analysis and Interpretation:
Compare and contrast differing sets of ideas.
Consider multiple perspectives.
Analyze cause-and-effect relationships and multiple causation, including the importance of the individual and the influence of ideas.
Standard 4, Historical Research Capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Identify gaps in available records.
Support interpretations with historical evidence.

Lesson 06
An Investigation into the Historiography of Yokohama Boomtown:
How Does History Change When New Perspectives Are Discovered?

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750–1980.

Standard 3C: The student understands the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student assesses the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period.
The student explains the transformation of Japan from a hereditary social system to a middle-class society.
The student explains changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: The student observes patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5A: The student analyzes factors that transformed the character of cities in various parts of the world.

Lesson 07
DBQ: The Changing Relationship between Japan and the West

World History Standards:

Era 7, Standard 3: The transformation of Eurasian societies in an era of global trade, 1750–1870.

Standard 3E: The student understands how Japan was transformed from feudal shogunate to modern nation-state in the 19th century.
Therefore, the student is able to assess the impact of Western ideas and the role of Confucianism and Shinto traditional values on Japan in the Meiji period.
The student is able to explain changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s.

Era 7, Standard 5: patterns of global change in the era of Western military and economic domination, 1800–1914.

Standard 5D: The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
Therefore, the student is able to analyze Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries.

Era 7, Standard 6: Major global trends from 1750 to 1914.

Standard 6A: The student understands major global trends from 1750 to 1914.
Therefore, the student is able to identify patterns of social and cultural continuity in various societies and analyze ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony.

Standards in Historical Thinking:

Standard 2, Historical Comprehension:
Reconstruct the literal meaning of a historical text.
Read historical narratives imaginatively.
Draw upon visual sources to clarify, illustrate, or elaborate on information in a historical narrative.
Standard 4, Historical Research Capabilities:
Formulate historical questions.
Obtain historical data.
Interrogate historical data.
Standard 5, Historical issues-Analysis and Decision-Making:
Identify issues and problems in the past.