Sake & SHOCHU TOURS of JAPAN
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Geography's Importance to Japan's History
RESOURCES ESSAYS of the present and become better prepared — Japan has many earth- geography’s for challenges of the future. Space in one quakesgeology because of its position on the Pacific article does not permit a comprehensive plan “Ring of Fire.” The Pacific Plate moves a importance to with all the possible ways to incorporate few inches a year westward into the Philip- Japan’s historical geography into the class- pine and Eurasian Plates. In addition, there Japan’s Historyby Patrick Grant room. This article, instead, offers a few is a complex system of faults on the Japan- ideas for applying these two standards by ese islands. The 1923 earthquake, with the addressing some important geographical resultant fire, destroyed much of Tokyo and apan’s geography has been and is a concepts. most of Yokohama. Some 100,000 people crucial factor in its history. Geology, The article touches upon many specific perished in this disaster. Only twenty sec- location, patterns of settlement, trans- issues that teachers will find interesting for onds of shaking killed 5,480 people in the J port, and economic development are discussions in the classroom. The brief 1995 Hanshin-Awaji quake around K¬be.3 strongly influenced by spatial considera- introduction to geology gives background to The rebuilding of this area is rapidly pro- tions. Our appreciation of any historical the earthquake hazard. Scarcity of space, gressing, but there are still thousands of dis- issue is greatly enhanced by learning how covered in the next section, has helped to located people two years after the quake. -
Natural History of Japanese Birds
Natural History of Japanese Birds Hiroyoshi Higuchi English text translated by Reiko Kurosawa HEIBONSHA 1 Copyright © 2014 by Hiroyoshi Higuchi, Reiko Kurosawa Typeset and designed by: Washisu Design Office Printed in Japan Heibonsha Limited, Publishers 3-29 Kanda Jimbocho, Chiyoda-ku Tokyo 101-0051 Japan All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing from the publisher. The English text can be downloaded from the following website for free. http://www.heibonsha.co.jp/ 2 CONTENTS Chapter 1 The natural environment and birds of Japan 6 Chapter 2 Representative birds of Japan 11 Chapter 3 Abundant varieties of forest birds and water birds 13 Chapter 4 Four seasons of the satoyama 17 Chapter 5 Active life of urban birds 20 Chapter 6 Interesting ecological behavior of birds 24 Chapter 7 Bird migration — from where to where 28 Chapter 8 The present state of Japanese birds and their future 34 3 Natural History of Japanese Birds Preface [BOOK p.3] Japan is a beautiful country. The hills and dales are covered “satoyama”. When horsetail shoots come out and violets and with rich forest green, the river waters run clear and the moun- cherry blossoms bloom in spring, birds begin to sing and get tain ranges in the distance look hazy purple, which perfectly ready for reproduction. Summer visitors also start arriving in fits a Japanese expression of “Sanshi-suimei (purple mountains Japan one after another from the tropical regions to brighten and clear waters)”, describing great natural beauty. -
Geography in Japan
GeographyReligion in in Japan Japan Purpose: This lesson will enable students to develop basic knowledge of Japan’s physical geography including absolute and relative location, factors contributing to climate, and temperature comparisons with the United States. Target Grade Level: 6-7 Essential questions: · What are the physical features of Japan? · Where is Japan located? · What effects do location, elevation, and ocean currents have on the climate of Japan? · How do temperatures in Japan compare to temperatures in the United States? Rationale: Location and physical features of a country affect climate. Key Ideas: · Japan is an island nation. · Japan is an archipelago similar to other archipelagoes in the Pacific (Hawaii, Philippines, Micronesia). · Japan is an archipelago similar to other archipelagoes in the Pacific (Hawaii, Philippines, Micronesia). · Japan stretches from 25 to 45 degrees N latitudes and from 128 to 145 degrees E longitudes. · Japan is an island nation consisting of four main islands (Honshu, Hokkaido, Shikoku, and Kyushu) and many small islands. · The Pacific Ocean is on the south and east of Japan and the Sea of Japan is on the north and west of Japan. · Japan is east of Korea and China, north of the equator, and east of the Prime Meridian. · If super imposed on the U. S., Japan would stretch from Tampa Florida to Montreal. · Japan has many of the same climates, as we would find in the United States. Learning AboutLessons Our Worldabout Japan - 143 GeographyReligion in of Japan Japan Materials: · Wall maps, globes, -
Geography of Japan
Family (The Emperor’s Family) Ie (family) system • The Civil Code of Meiji, 1898 Ie (family) consists of the head of the household and other members who live in the same house, and registered in one registry (Koseki) • This system was abolished in the new constitution in 1947. The Traditional Family • Head of the household is the unquestioned boss • The wishes and desires of individual family members must be subordinated to the collective interest of family • The eldest son is the heir both to the family fortunes and to the responsibility of family (primogeniture) • Marriages often arranged by parents • Several generations of family members live together Responsibilities of the Head of the Household • Economic welfare of the family, duty to support the family • Administration of family property • Welfare of deceased ancestors, conducting proper ceremonies in their honor • Overseeing conduct and behavior of family members Joining the Family • By birth • By marriage • Adoption The Contemporary Family • Nuclear Family • Marriage: Miai & Ren-ai marriages • Husband and Wife Relationships • Divorce • Old Age Koseki: Family Registration System • Today’s koseki system: only two generations of family, husband and wife and children who share the same family name. • Jūminhyō: residence card • Ie (Kazoku) seido : institutionalized family system • 1898 Civil code • 1947 New Civil Code: Family system and the right of primogeniture were abolished. Equal rights for men and women Changing Status of Women The first female governor of Tokyo since August 2016. Japanese Women in the Modern History • 1868 Meiji Restoration • 1872 The Fundamental Code of Education requires four years of compulsory education for both boys and girls. -
Medieval Japan
Medieval Japan Kingaku Temple in Kyoto, Japan A..D..300 A..D.7.700 1100 1500 c. A.D. 300 A.D.646 1192 c. 1300s Yayoi people Taika reforms Rule by Noh plays organize strengthen shoguns first into clans emperor’s powers begins performed Chapter Overview Visit ca.hss.glencoe.com for a preview of Chapter 5. Early Japan Physical geography plays a role in how civilizations develop. Japan’s islands and mountains have shaped its history. The Japanese developed their own unique culture but looked to China as a model. Shoguns and Samurai Conflict often brings about great change. Japan’s emperors lost power to military leaders. Warrior families and their followers fought each other for control of Japan. Life in Medieval Japan Religion influences how civilization develops and culture spreads. The religions of Shinto and Buddhism shaped Japan’s culture. Farmers, artisans, and merchants brought wealth to Japan. View the Chapter 5 video in the Glencoe Video Program. Categorizing Information Make this foldable to help you organize information about the history and culture of medieval Japan. Step 1 Mark the midpoint of the Step 2 Turn the Reading and Writing side edge of a sheet of paper. paper and fold in Jap an As you read the chapter, each outside edge organize your notes to touch at the by writing the main midpoint. Label ideas with supporting as shown. details under the appropriate heading. Draw a mark at the midpoint Early Shoguns and Life in Japan Samurai Medieval Japan Step 3 Open and label your foldable as shown. -
Spatial Distribution of Economic Activities in Japan and China Masahisa Fujita, J
Spatial Distribution of Economic Activities in Japan and China Masahisa Fujita, J. Vernon Henderson, Yoshitsugu Kanemoto, Tomoya Mori July 9, 2003 1. Introduction (to be completed) 2. Distribution of Economic Activities in Japan The purpose of this section is to examine the distribution of economic activities in Japan. Rapid economic growth in the 20th century was accompanied by tremendous changes in spatial structure of activities. In Section 2.1, we examine the regional transformations that arose in postwar Japan. Roughly speaking, after WWⅡ the Japanese economy has experienced two phases of major structural changes. For our purpose, the interesting aspect is that each phase of industrial shift has been accompanied with a major transformation in the nationwide regional structure. The Japanese economy now seems to be in the midst of a third one and we offer some conjectures about its possible evolution. Perhaps the most important public policy issues concerning urban agglomeration in Japan is the Tokyo problem. Indeed, Tokyo is probably the largest metropolitan area in the world with a population exceeding 30 million. The dominance of Tokyo has increased steadily over the 20th century, ultimately absorbing a quarter of the Japanese population in 2000. In Section 2.2, we discuss attempts made to test empirically the hypothesis that Tokyo is too big. A test of this kind involves the estimation of urban agglomeration economies and we also review the empirical literature in this area. In Section 2.3, we move to the spatial distribution of industries among cities. Some metro areas have attracted a disproportionately large number of industries, leading to great variations in industrial diversity among metro areas. -
Introduction
Introduction The Ohio Japan Project began in the mid-1980’s when Ohio agreed to join with Michigan, Minnesota, and Wisconsin to form The Great Lakes in the Schools Project, funded by the U.S.-Japan Foundation. The members of the project from Ohio developed a series of lessons on Japan. During a trip to Japan in 1988, the Ohio team discussed these lessons with educators in Japan and had them formally critiqued by the International Society for Educational Information, Inc. in Tokyo. The society published a version of the lessons in Japan, while in Ohio they were published as Learning About Our World: Japan. Again with funding form the U.S.-Japan Foundation, the Ohio Japan Project sent a delegation of teachers in Ohio to Japan for two weeks in June-July, 2001. While there, the teachers gathered information to update the lessons previously published and to develop new ones, which reflect more current developments in Japan. Before and during the trip to Japan, the participants spent a great deal of time studying how the Japanese develop lessons that enhance deeper understanding by the students of the concepts to be taught. These lessons reflect the way Japanese teachers construct their lessons to accomplish that deeper level of knowledge and skill development. In this way, students retain the information for a longer period of time, which will help them be more successful on the future state achievement tests and the Ohio Graduation Test. The original publication of lessons identified the connections to the social studies and foreign languages curriculum models. -
Human and Physical Geography of Japan Study Tour 2012 Reports
Five College Center for East Asian Studies National Consortium for Teaching about Asia (NCTA) 2012 Japan Study Tour The Human and Physical Geography of Japan Reports from the Field United States Department of Education Fulbright-Hays Group Project Abroad with additional funding from the Freeman Foundation Five College Center for East Asian Studies 69 Paradise Road, Florence Gilman Pavilion Northampton, MA 01063 The Human and Physical Geography of Japan Reports from the Field In the summer of 2012, twelve educators from across the United States embarked on a four-week journey to Japan with the goal of enriching their classroom curriculum content by learning first-hand about the country. Prior to applying for the study tour, each participant completed a 30-hour National Consortium for Teaching about Asia (NCTA) seminar. Once selected, they all completed an additional 20 hours of pre-departure orientation, including FCCEAS webinars (funded by the US-Japan Foundation; archived webinars are available at www.smith.edu/fcceas), readings, and language podcasts. Under the overarching theme of “Human and Physical Geography of Japan,” the participants’ experience began in Tokyo, then continued in Sapporo, Yokohama, Kamakura, Kyoto, Osaka, Nara, Hiroshima, Miyajima, and finally ended in Naha. Along the way they heard from experts on Ainu culture and burakumin, visited the Tokyo National Museum of History, heard the moving testimony of an A-bomb survivor, toured the restored seat of the Ryukyu Kingdom, and dined on regional delicacies. Each study tour participant was asked to prepare a report on an assigned geography-related topic to be delivered to the group in country and then revised upon their return to the U.S. -
Map of Japan the World Japan & Surrounding Countries Emergence of Japanese Land
Geography of Japan Geography of Japan Map of Japan The World Japan & surrounding countries Emergence of Japanese Land • During the glacier age (about 1,000,000 – 10,000 BC), Japan was connected to the Asian continent. About 10,000 years ago Japanese islands were separated from the continent as a result of earth movements. • Thus, the Japanese islands are connected to the Asian mainland by the relatively shallow-lying continental shelf. • The 4 main islands, Okinawa and thousands of small islands. 6,852 islands (2006 survey) inhabited islands: 400, others un- inhabited Japan is an island country • Close enough to the Asian Continent. • 31 miles (ca. 50km) from Tsushima, Japan to Busan, Korea • 26 miles from the tip of Hokkaido to Sakhalin • Several miles to Kuril Islands from Nosappu cape (2.5 miles) Latitude- from Montreal in the north to Florida in the south Japan latitude comparison to Brunswick, ME US latitude comparison to Tokyo, Japan Tokyo is about the same latitude as Raleigh, North Carolina Total Land Area • 378,000 km2 – 1/25th the size of the U.S. • Slightly smaller than the State of California • 3,800 km (2375 miles) from the northern tip to the southern island • Country of many volcanoes • 80% of Japan’s surface is mountainous • Less than 15% is arable • Situated along the circum-Pacific volcanic belt – numerous earthquakes Pacific Volcanic Belt Other facts • The nation’s capital: Tokyo, 36° North latitude • Population: • Tokyo: 13,754,000 (Jan. 2018) • Japan: 126,420,000 (Apr. 2018) (less than half of the US) • The highest mountain: Mt. -
Japan Digest
National Clearinghouse for United States-Japan Studies JAPAN Indiana University Memorial West #211 Bloomington, IN 47405-7005 DIGEST (800) 441-3272 (812) 855-3765 http://www.indiana.edu/~japan/Digests/geo.html Geography of Japan July 2003 Anne K. Petry Good geography instruction, including the arts, literature, philosophy, Environment and Society. No one lives further than seventy miles and history, will immeasurably increase student understanding of from the coast, so Japanese are oriented to the sea, even though their Japan in both a personal and academic way. Geograph is an entrance land is mountainous. Nearly all the people live on several flat coastal to lifelong critical thinking, a practical tool for understanding past plains where it has been possible to farm. Only one, the Kanto Plain, and present, and planning for the future. It provides a “spatial is very extensive, about 120 miles long. This is Tokyo-Yokohama- perspective for learning about the world…teaching students to think Kawasaki, dominant urban and industrial region of the country. It in terms of physical and human systems; patterns; movement of has level land, a mild, moist climate suitable for farming, a deep people, goods, and ideas; regions; environment.” (Marran) harbor at Yokohama, and is more or less central to the country. It holds nearly one-third of the population (largest urban agglomeration Japan in Spatial Terms. Japan, located off the East coast of Asia, is in the world), and produces 20% of Japan’s manufacturing. “Tokyo an archipelago nation comprised of four main islands, from North to area is among the chief producers of steel, using iron ores from the South: Hokkaido, Honshu (the largest and most populous), Kyushu, Philippines, Malaysia, Australia, India and even Africa; most of the Shikoku, and over 3500 smaller islands. -
Japan! Grade Level Or Special Area: Fifth Grade Written By: Terrekka Ballenger, Lauren Maggiore, Jennifer Persaud, and Janice Vargas, P.S
Konnichiwa! Welcome to Japan! Grade Level or Special Area: Fifth Grade Written by: Terrekka Ballenger, Lauren Maggiore, Jennifer Persaud, and Janice Vargas, P.S. 108K, Brooklyn, New York Length of Unit: Nine lessons/ 2 weeks, 2 days I. ABSTRACT A. We will embark on a journey through Feudal Japan in a modern way. Students will not only examine and enrich their knowledge of Japan’s unique history but also utilize various reading strategies to promote literacy through Social Studies. Using modern day technology, students will familiarize themselves with the geography and religion of Japan. Students will research Japan’s four main islands and synthesize their findings in a Power Point presentation. Students will interactively learn about Japan’s two main religions and major cities by using the Smart Board. Lastly, through various readings students will utilize reading strategies to learn about Japanese Feudalism. Sayonara! II. OVERVIEW A. Concept Objectives 1. To develop an appreciation of Japan’s cultural beliefs and history. 2. To develop an understanding of how the geographic location of Japan affects its culture. 3. To develop an awareness of Japan’s political history and how it contributed to the traditions and beliefs of Japan. 4. To develop an understanding of Japan’s two main religions and appreciate why the people of Japan have strong ties to nature and family. 5. To develop an appreciation for another culture by learning about Japan’s political, social, and geographical history. B. Content from the Core Knowledge Sequence 1. Pacific Ocean, Sea of Japan 2. Four Main Islands Hokkaido, Honshu (largest), Shikoku, Kyushu 3. -
Module for the Convenience of Teachers Wishing to Use All Or Part of These Digital Materials
160 ! !Religion and Aesthetics in Japan Rebecca Byrd New Center Elementary School Sevierville, Tennessee ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Torii gate of Ootakayama-jinja Shrine. Source: Wikimedia Commons at https://tinyurl.com/ ya7tuqlx! . Tis module was developed and utilized for a seventh-grade world history and geography class. It is designed to teach the Tennessee state social studies standards 7.08—"Describe the origins and central features of Shintōism,” and 7.10—"Describe how the Heian aristocracy contributed to the development of a Japanese national culture.” However, the module could easily be adapted for use in other states in middle school or possibly high school world history, world geography, or world !cultures courses. !Estimated module length: Two ninety-minute class periods Overview Tis module is designed to introduce students to Shintō (“Te Way of the Kami or Gods”), Japan’s only major indigenous belief system, and to the Shintō- and especially Buddhist- influenced aesthetic concepts of mono no aware and wabi-sabi. Most students have little, if any, exposure to Shintō prior to seventh grade. Additionally, students ofen have difficulty understanding Shintō because it is vastly different from other religious traditions they have 161 studied. Shintō is an integral part of the geography of Japan because numerous Shintō shrines of varying sizes constitute sacred spaces throughout the nation. Because many shrines were intentionally constructed in beautiful places, studying Shintō offers students an opportunity to understand the relationship between the physical and human characteristics of a place. Studying the aesthetic concepts of mono no aware and wabi-sabi will also help students grasp the profound influence that not only Shintō but Buddhist thought had on Japanese society, particularly in the Heian period (794-1185 CE) poetic form of waka.