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Economics in Japan: a Curriculum Project. INSTITUTION Irvine Unified School District, Calif.; U.S.-Japan Education Group, San Francisco, CA

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Economics in Japan: a Curriculum Project. INSTITUTION Irvine Unified School District, Calif.; U.S.-Japan Education Group, San Francisco, CA DOCUMENT RESUME ED 266 999 SO 016 968 AUTHOR TAndfors, Burton R. TITLE Economics in Japan: A Curriculum Project. INSTITUTION Irvine Unified School District, Calif.; U.S.-Japan Education Group, San Francisco, CA. PUB DATE Jun 83 NOTE 163p.; Newspaper reproductions and some tables contain light print that may not reproduce clearly. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Asian Studies; Economic Change; Economic Progress; *Economics Education; *Economic Status; Foreign Countries; Instructional Materials; Secondary Education; *Socioeconomic Influences; Units of Study IDENTIFIERS *Japan ABSTRACT Intended for use with students in grades 9-12, this collection of materials dealing with economics in Japan is basedon and prepared from experiences and information gathered bya U.S.-Japan study trip. Materials focus on: (1) underlying values important to contemporary Jal,anese society, (2) Japan's risefrom an "occupied country" (1945-2.951) to an industrial giant in theworld today, (3) the political economy of contemporary Japan, (4) the methods by which Japanese industry has developed its organizational structure, (5) those making economic decisions in and for Japan, (6) similarities in basic economic problems experienced by Japan andthe United States, (7) potential economic problems with global implications, and (8) economic interdependence. Thesources of information included in this packet are outlines of addresses delivered by persons from Japanese government and industry;extracts from Japanese publications, including organizational materials and newspapers; and articles from American newspapers, magazines, and books that are related to economics in Japan. Materialsare organized under eight headings, each of which has a specific educational goal stated in the table of contents. (LH) *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document, * *********************************************************************** t4, ILIA-, ' DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTCR (ERIC) Msdocument hes been reproduced u "Ifrrreceivedhou the person or organizatton ongstahng it 0 Minor changes have been rnb.to improve reproduction quality Points of view or opinions stated in this docu- ment do not neceeisarer represent official NIE position or polity "PERMISSION TO REPRODUCE THIS MATER AL HAS EEN GRANTED SY Q_A -L fAncs TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." ECONOMICS IN JAPAN A Curriculum Project submitted to U.S.-Japan Education Group 1333 Gough Street - Suite 6-F San Francisco, CA 94109 .4=11111- -;n141 0 Ranan Lurie, The Asahi Shimbun, Tokyo, Japan (used by permission) by Burton R. Lindfors Woodbridge High School 2 Meadowbrook Irvine, CA 92714 (714) 786-1104 Irvine Unified School District 2941 Alton Irvine, CA 92714 (714) 863-1044 BEST COPY AVAILABLE TABLE OF CONTENTS PAGES INTRODUCTION TO THE PACKET: "Economics in Japan" 1 Map of Japan and Populationand Landuse Graphs 2-3 Goal 'l: To understand the underlying values thatare important to 4-16 contemporary Japanese society. (5 Articles) Goal 112: To understand how Japan has risen froman "occupied country" 17-20 (1945-1951) to an industrial giant in the world today. (2 Articles) Goal 113: To understand the "political economy" ofcontemporary Japan by exposure to its politicalsystem, its economic system, and the interrelationship of thetwo. Goal #4: To examine the methods by which Japaneseindustry has developed 21-83 its organizational structure, has becomea major producer of quality consumer products withlittle natural resource base, and has become a major inductr: tlcompetitor in the world today. Coal 115: To understand who makes the economic decisionsin and for Japan. (34 Articles) Goal 116: To understand how the basic economic problem- allocating 84-105 scarce resources anong competing wants- is the same for the Unites; States and Japan and how economicplanning in the two countries compares and differs. (15 Articles) Goal #7: To understand economic problems and potentialproblems that have global implications. 106-149 Goal /8: To be able to participate responsibly inan interdependent world based on current information. (12 Articles) Appendix: Original Project Proposal - June, 1983. 150-155 BEST COPYAVAILABLE 4 :INTRODUCTION ". There is one thing about the future of which wecan be certain, it is this: what happens in any one corner of the globe will increasingly affect, and be affected by, people and events elsewhere . We live, like it or not, in an era of global interdependence . Global education is the lifelong growth in understanding, through study and participationy of the world community and the interdependency of its people and systems . ." (Getting Started in Global Education, Collins and Zakariya, Michigan Department of Education). Global perspective is the ability to view issues and problems as a citizen of the planet. ." (Preparing Students for the Twenty-First Century, Irvine Unified School District). The most effective way to learn about our world and its various cultures is to experience them by travelingto other countries. This collection of materials is based on and prepared from experience.- and information that was researched and gathered in relation toa study-trip to Japan sponsored by the U.S.- .Thpan Education Gloup, October 3-21, 1983. The sources of information included in this packet include the following: 1.) outlines of "live" addresses delivered to the 10 American educators on the study-trip by various persons from the Japanese government, Japanese industry and Japanese businesses; 2.) extracts from publications given to the study team from the Japaneseorganizations that were visited; 3.) articles taken from Japanese newspapers during the trip: 4.) articles from American newspapers and magazines; 5.) charts and graphs from both Japanese and American sources; and, 6.) extracts from the book, The Japanese Mind, Robert Chr4stopher, 1983. All of the material is orFanized under goal headings and is intendedas a resource packet for use by teachers and students. How the materials are used is left to the discretion of the teacher, depending on the grade level being taught, the subject area that the material is adapted to, and the ability level of the students. I have used selected materials from the packet in different curriculum settings: 9th grade World Regional Studies - relating specifically to Japan and her economic setting as a nation and her place in the international economicscene; and also in 12th grade Political Science- relating to our study of comparative economic systems operating in the world today. Some of the materials would probably be best used as background resources for the teacher; other parts can be duplicated or extracted foruse by the students in a class setting. The teacher should pay particular attention to the outlines taken from the "live" addresses given by various Japanese during the study-trip. This is valuable primary source information from individuals directly involved in the workings of the Japanese political-economic system. (Goal #4 from the original proposed project: To engage in person-to-person contacts with off!.cial and un- official representatives of Japan for the purpose of seeing first-hand the life and c iture of Japan.) The other materials are secondary sources and should be used to add background, perspective and analysis of the political and economic workings of the contemporary Japanese system. A note of sincere thanks to the following: 1. U.S.-Japan Education Group for a trip ofa life-time! 2. Irvine Unified School District Superintendent Corey, AssistantSuperintendent Waldfogel, Assistant Superintendent Richards and CurriculumCoordinator Mulholland for their encouragement and support. 3. Principal Cops and Assistant Principal Mills fortheir encouragement and support. 5 BEST COPY AVAILABLE t! t7IS ?TM 177. rt y tt HOKKAIDO OKHOTSK SEA IPA's SE t M0.0. A01000 0.40040A. 100. 14410041. 140. II. 5.90100 TOHOKU & JOETSU 000 ',WM. SHINKANCEN LINES 141.10.4040. Se Id.. HOKKAIDO Vsmopt. I .1 (Joetsu Shmkansen1 Ntoetso 01110 PI VASI LA JAPAN Nigono Toi400+ KM 012. JAPAN SEA Kamm./ OnucK1 Mosamsto Mb. SHIN rnYOKOHAM YOKOHAMA Kolu I q1.4..ont HONSHU frill I n, 6 YoLowl. 1,1 10.11S1 s,104. M. K444 ODAARA/YS ATAIAI Aminormhid:0 0.0 CIF MAMMA SHIZUOKA MISHIMAI 10000 IA, NAGOYA/ c1140%/4.40. M.4044u AMARA TorCilAS:14 SA4A440/ I4 0101.1 1.1,01at HA A AISV Ilumo 0 rob. 0 owda 11091 lolus000. ,...,,,,,,, o 1(.114.044. Sr. NO.,. P SHiMONOKI K SH1K( Kt: 511140 N.90.4 .440,4,44 110 K .900.n.4. I 061 I 10100 1 101 S1.I4 C-2 LEGEND %.,, 111 sNI,'"' National Railway Line Shm4:- arisen Line (Bullet Train) 6 BEST COPY AVAILABLE B. Population 13-1. Total Population and Population Density Japan's total population as of October 1, 1980, stood at 117,057,000, making Japan Ole seventh most populous nation in the world. Its population density, about 314 persons per square kilometer a.) of 1980, is high internationally Population of Major Countries (19791 lunitmillion persons) China! 1945 India 1 USSR 264 U.S.' 1221 Indonesia 148 Brazil 119 Japan 116 0 100 200 300 400 500 600 700 800 900 1,000 Saucy Demograplw Veubook, U N .1900 Population Density by World Region (19791 (unit: persons per km') Europe 98 Asia 91 Latin America 17 Africa 15 USSR 12 North America 11 Oceania 3 Global average 32 0 10 20 40 50 60 70
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