Christmas Networks

1. Alberta Christmas Network
   
2. Hills of Hope Christmas 
3. Spruce Grove Christmas
4. St. Albert Christmas 
5. Stony Plain Christmas

FACTSnet Sponsor Index

All FACTSnet Blogs are sponsored by: FACTS (Family And Community Twining Society)

Collaborative Information Networks. sponsors the technology behind FACTSnet. 

Other Organizations like STC/CTS (Société de Tourisme Centralta/Centralta Tourism Society) sponsor specific blogs or specific projects.

Canada Summer Jobs and other orgnizations sponsor, students who work for various FACTSnet organizations.  see

• FACTSnet Summer Programs 
• FACTSnet Sponsors 2012 -2013

Factsnet Contact Index

FACTSnet  Coordinator .coordinator@factsnet.org

Organizational Contacts:

• FACTS Family And Community Twinning Society info@factsnet.org
• STC/CTS STC/CTS Director/Directeur ernest.chauvet@hotmail.com

FACTSnet, Trainer of Trainers, Trainers, Dialogue Facilitators and Network Coordinators contact lists under development:

Heritage Networks

Alberta Community Heritage Networks

• St. Albert Historical Network
• Tri-Heritage Network  

Canadian Christian Education and Heritage Network

Culture

Canadian Culture

Alberta Cultural Exchanges

Alberta Christmas Networks

Alberta-Japan Networks

• Alberta/Japan Network
• Japanese Values Network

Education

• Alberta Social Studies Network 
• Parents As Coaches Network

8.1 From Isolation to Adaptation: Japan Outcomes Index

General Outcome
Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation or adaptation.

Specific Outcomes

• Values and Attitudes

Students will:
8.1.1 appreciate the roles of time and geographic location in shaping a society’s worldview
(C, I, TCC, LPP)
8.1.2 appreciate how a society’s worldview can foster the choice to remain an isolated society
(C, I, TCC)
8.1.3 appreciate how models of governance and decision making reflect a society’s worldview
(C, I, TCC, PADM)
8.1.4 appreciate how a society’s worldview shapes individual citizenship and identity (C, I, TCC)

• Knowledge and Understanding

Students will:
8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting
upon the following questions and issues:
• In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC)

• How did isolation during the Edo period lead to changes in Japan? (CC, PADM)
• How did the changes resulting from isolation affect Japan economically, politically and
socially during the Edo period? (ER, PADM, CC, I)
• How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC)
• How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan? (PADM, CC)

8.1.6 analyze the effects that rapid adaptation had on traditionally isolated Japan during the
Meiji period by exploring and reflecting upon the following questions and issues:
• What were the motivations for the radical changes in Japan’s model of organization during
the Meiji period? (ER, CC, PADM)

• How did Japan adapt to changes brought on by the transition from feudal to modern models
of organization? (CC, TCC, I)
• How did the changes resulting from adaptation affect Japan economically, politically and
socially during the Meiji period? (ER, CC, PADM)

• In what ways did changes resulting from isolation in the Edo period compare to changes
resulting from adaptation in the Meiji period? (CC, TCC, I)

• What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change? (CC, I, TCC)
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