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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. The lessons in this publication will be correlated to the new state social studies standards, thereby providing another basis for improving student performance on the new state achievement tests and the Ohio Graduation Test. However, it should also be recognized that it is extremely important for citizens in the United States to be knowledgeable about events in other parts of the world. Our country’s history has always been intertwined with that of other people and places around the world. The events on and since September 11, 2001 certainly demonstrate this. Lessons about Japan - 1 Introduction One country worth knowing about is Japan. For more than a half century Japan and the United States have come together as international allies and economic trading partners. Japanese companies have a significant presence in the United States, and certainly in Ohio, and American companies are recognizable in Japan. During this period of time, the people of the two countries have come increasingly in contact. It is important to note that while these lessons focus on Japan, they can be used as examples of how to teach other countries and cultures around the world. Therefore, the lessons can be helpful on a broader scale and can assist teachers in preparing students to be knowledgeable citizens about issues and cultures in various parts of the world. Lessons about Japan - 2 Implementation The lessons in the original Learning About Our World: Japan were coordinated with Foreign Languages: Ohio's Model Competency-Based Program and Social Studies: Ohio's Model Competency-Based Program. Both of these state models contained the study of cultures in other parts of the world throughout the pre- kindergarten through twelfth grade program. In December, 2002, the State Board of Education in Ohio adopted social stud- ies standards. References are made in each lesson to appropriate grade-level indicators in the social studies standards to provide examples of the connec- tions between these lessons and the new standards. It should also be noted that these references are not intended to be comprehensive but are illustra- tive of the connections between these lessons and the standards. The standards, the social studies Ohio Graduation Test, and the social studies state achievement tests will address the study of historical and current events in various parts of the world. These lessons are helpful in addressing the stan- dards and tests. The Ohio Department of Education is also developing state content standards in foreign languages. These standards are not expected to be adopted until De- cember, 2003, after the publication of these lessons. While specific refer- ences to the foreign language grade-level indicators cannot be provided at this time, teachers of foreign languages will find many of these lessons to be useful – particularly as their students study the culture of the target language. This package of lessons is intended to provide an interdisciplinary approach to instruction. Contained within the lessons are activities that utilize a wide vari- ety of disciplines. Appropriate implementation should involve more than the foreign language and social studies teachers. Accordingly, the lessons may also relate to objectives in other strands and grade levels. Classroom teachers in the Ohio Japan Project developed all of the lessons pro- vided. You are welcome to use them exactly as they are presented or make any modifications to meet the instructional needs of your students. They may even be used to spark ideas about teaching other cultures. Lessons about Japan - 3 Pronunciation JAPANESE NAMES: PRONUNCIATION RULES There are five phonetic vowel sounds you need to know to pronounce Japanese names. These vowels are always pronounced the same: a as in father i as in police, machine u as in pull, full e as in enemy, elf o as in original, oh Here are most of the Japanese letters written in romanized alphabet for easy pronun- ciation. Modifying the common letters can create the sounds in parentheses. a i u e o ka ki ku ke ko (ga gi gu ge go) sa shi su se so (ja zi ju je jo) ta chi tsu te to (da zi zu de do) na ni nu ne no ha hi fu he ho (pa pi pu pe po)* ma mi mu me mo ya yu yo ra ri ru re ro wa wo n *(ba bi bu be bo) Note: “L” and “R” do not exist in Japanese. “R” when used in London sounds very close to “Rondon”. “N” is the only consonant that can be pronounced alone or with a vowel. If “N” doesn't have a vowel after it, it will be just an “n” sound alone. There are several other rules that involve the lengthening of a vowel sound, the doubling of a consonant, etc. but the basic sounds above will help you with most of the Japanese names that you will encounter. Names are usually written in this lesson plan book with the first name and then the family name. In the “Famous People” lessons, we have capitalized the family name to make it even clearer which is which. Please note that some websites referenced do not follow this order and list the family name first. Please check the format of the web- site to know which is listed first. Lessons about Japan - 4 National Symbols of Japan: The National Flag and Anthem Purpose: Increase knowledge of Japanese traditions and compare to American traditions. Target Grade Levels: K-3 Essential Questions: *What does the flag design represent? *When is the flag displayed? *What are the words to the national anthem, Kimigayo ? *When do Japanese sing Kimigayo? Rationale: Students will become aware of Japanese traditions and compare them to their own traditions. Being aware of the traditions of other cultures establishes positive perspectives that will enable students to see how many similarities there are among people of all nations rather than how many differences. Teacher notes: The national flag of Japan is called hinomaru. It is a solid red circle on a white field. The ratio of length to width is 2 to 3. The circle in the center has a diameter which is three-fifths the width of the flag. The circle represents the sun. Japan is known as the Land of the Rising Sun. The hinomaru is displayed during ceremonies on national holidays, during other public observances and special occasions, and in ceremonies to welcome guests from other countries. People often display the hinomaru by their homes on national holidays. Kimigayo, the national anthem is usually sung twice because it is quite short. It is sung on days the flag is displayed, at non-official events such as sports events, sumo tournaments and before award ceremonies. Kimigayo is not sung in all schools daily as some see it as a reminder of prewar militaristic state. Kimi- gayo is pronounced: kee-mee-guy-oh. Hinomaru is pronounced: he-no-mah-roo. Learning AboutLessons Our Worldabout Japan - 5 National Symbols of Japan: The National Flag and Anthem Materials: 1. Picture of Japanese flag (can be obtained at: http://flagspot.net/flags/jp.html ) 2. Lyrics of Kimigayo (Handout A) 3. Recording of Kimigayo (can be obtained at: http://www.japanorama.com/kimigayo.html) 4. Chart Paper 5. Rubric (Handout B) Activities: Day One 1. Introduce the lesson by asking the students to identify national symbols in the United States. Then ask them, “Do you think other countries, such as Japan, also have national symbols?” 2. Teacher presents: Teacher will show picture of Japanese flag and explain symbolism, and times when it is displayed. 3. Teacher will help students trace circle on red paper and apply to white paper. 4. Teacher will help students hang flags in the classroom. 5. Teacher will play recording of Kimigayo for class. 6. Teacher will teach lyrics of Kimigayo (Handout A) to the class and explain when this song is sung (Teacher Background A & B). 7. Students will sing Kimigayo with recording. Lessons about Japan - 6 National Symbols of Japan: The National Flag and Anthem Activities: Day Two 1. Teacher presents: Teacher will review symbolism and times when Japanese flag is displayed (Teacher Background A & B).
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