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Tora No Maki II. Lessons for Teaching About Contemporary Japan

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DOCUMENT RESUME ED 424 148 SO 028 979 TITLE Tora no Maki II. Lessons for Teaching about Contemporary Japan. INSTITUTION National Council for the Social Studies, Washington, DC.; ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. ISBN ISBN-0-87986-074-X PUB DATE 1997-00-00 NOTE 180p.; For book 1, see SO 028 469. CONTRACT RR93002014 AVAILABLE FROM National Council for the Social Studies, 3501 Newark Street, NW, Washington, DC, 20016, Tel: 202-966-7840. PUB TYPE Guides - Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Area Studies; *Asian History; Economics; Elementary Secondary Education; Foreign Countries; Geography; *Global Education; *Multicultural Education; National Standards; Social Studies; Teaching Guides IDENTIFIERS *Japan ABSTRACT "Tora no Maki" or "Scroll of the Tiger" is a teacher's guide designed to aid in teaching appropriate standards for social studies content and skills, using a contemporary focus on Japan's culture and economy. Topics of the 22 lessons include: group culture, school population, economics, geography, the Internet, family values, Japanese gardens, food, business, stereotypes, transportation, calligraphy, teenage lifestyles, cities, the peace movement, and the environment. Each lesson addresses specific National Council for the Social Studies standards and lists recommended grade level (elementary school, middle school, or high school), objectives, time allotment, resources required, assessment, primary source material, and supplemental resources. (KCM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** ToranoMaki II LESSONS FOR TEACHING ABOUT CONTEMPORARY JAPAN 00 zt- Cs1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) VIThis document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. National Council for die Social Studies ERIC Clearinghouse for Social Studies/ ERICSocial Science Education ancirca7,1 A 111 TaranoMaki II LESSONS FOR TEACHING ABOUT CONTEMPORARY JAPAN Lois J. BARNEs BARBARA BENTON GLENN DIEDRICH B. A. (MIKE) FAZIO WILLIAM P. FITZHUGH JOSEPH R. GOTCHY KENNETH GUTWEIN NANCY HOF /IL KAREN A. KAHL ALLAN KING DONNA LAROCHE MARTHA MCFERRAN SALLY JO MICHALKO JAMES R. MULLEN ANNE MURPHY DOMINICK V. PISA C. FREDERICK RISINGER ROBERT A. RODEY BRENDA G. SMITH LIBBY TUDBALL ELIZABETH A. WOOD KATYA ZABLOTNEY 7. National Council for the raf41%, Social Studies 11TCSS ERIC Clearinghouse for Social Studies/ ERIC Social Science Education Washington, D.C. and Bloomington, Indiana1997 Ordering Information National Council for the Social Studies (NCSS) is the leading This publication is available from: association of social studies educators in the United States. Founded in 1921, NCSS is dedicated to the promotion of social NCSS Publications studies and its role in preparing students for citizen participation P. O. Box 2067 in public life. The Council publishes books on important issues Waldorf, Maryland 20604-2067 affecting social studies education, as well as four periodicals, 1 800 683-0812 Social Education, Theoy and Research in Social Education, Social Studies and the Young Learner, and The Social Studies Professional. NCSS has members in all 50 states, as well as almost 70 coun- National Council for the Social Studies tries outside the United States. 3501 Newark Street, NW The opinions and information presented in these lessons reflect Washington, DC 20016 the observations and experiences of the 1996 Keizai Koho (202) 966-7840 Center Fellows and do not necessarily reflect the positions or Fax: (202) 966-2061 policies of the Keizai Koho Center or National Council for the Social Studies. Support for the development of this publication was provided by the ERIC Clearinghouse for Social Studies/Social Science Edu- cation at Indiana University with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contTact RR93002014. The opinions expressed do not necessarily reflect the positions or policies of ERIC/ChESS, the Office of Educational Research and Improve- ment or the U.S. Department of Education. ERIC]a ERIC, Educational Resources Information Center, is an infor- mation system sponsored by the Office of Educational Research and Improvement within the U.S. Department of Education. Tora no Maki II Library of Congress Catalog Card Number: 97-76570 ISBN: 0-87986-074-X Copyright @ 1997 National Council for the Social Studies Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Printing TORA NO MAKI II Contents Many of the following lesson plans can be Preface 5 adapted for a wide range of grade levels. E indicates that a lesson plan is suitable for Introduction 7 elementary grades; M that it is suitable for Kaizen in the Classroom, by Lois J. Barnes DA 9 middle grades and H that it is suitable for high school grades. Comparing School Population Densities, by Barbara BentonM, H 17 The New York and Tokyo Stock Exchanges: A Comparison, by Glenn DiedrichM, H 21 Geographic Considerations, by B. A. (Mike) FazioM, H 29 Surveying Japanese Students: Comparing Students from Different Cultures, by William P. FitzhughE, M 35 Japanlinks: Using the Internet to Investigate Modern Japan, by Joseph R. GotchyH 41 Japanese Values and the Family Today, by Kenneth GutweinH 47 The Art of the Japanese Garden, by Nancy HofE, M, H 55 A Taste of Japan, by Karen A. KahlE 63 Doing Business in Japan, by Allan KingH 69 Exploring Hansei Together, by Donna LaRocheE, M 77 The Same Things. ..Differently, by Martha McFerranM, H 87 Nan De lkimasho Ka? (How Shall We Go?), by Sally Jo MichalkoE, M 97 The Japanese People in the World Economy: Will "Lifetime Employment" and "Shared Benefit" Survive?, by James R. MullenH 109 Culture and Art of the Word: Calligraphy and Graphic Design in Japan Today, by Anne MurphyE, M, H 119 Tips for the Business Traveler to Japan: The hnportance of Place and Human Characteristics, by Dominick V. PisaM, H 129 Schooling and Teenage Lifestyles in Japan and the United States: A Comparative Study, by C. Frederick RisingerH 141 Decentralization and Deregulation: Parallel Courses?, by Robert A. RodeyH 151 Comparing Capitals: A Tale of Two Cities, by Brenda G. SmithE, M, H 157 Why Has the Peace Movement Remained So Strong in Hiroshima?, by Libby TudballM 167 Food: It's More Than What You Eat, by Elizabeth A. WoodE, M 173 Population and Environment How the Japanese Deal with Pollution, by Katya ZablotneyE, M 183 Preface The rules of friendship mean there should be mutual sympathy currents, trans-cultural linkages, and new conceptions of between friends, each supplying what the other lacks and trying community. These elements will soon take precedence to benefit the other, always using friendly and sincere words. over the old political, spatial, and ideological maps of the A teaching of the Buddha past. And, if we want our children to take a leadership role in this new domain, they must become intimately acquainted with these new forces that are at work in the Soft rain was falling as we landed at Kansai International world. Our visit to Japan helped us begin the construction Airport. The landscape of Japan was muted in mist and process of these new maps, and the ideas within this publi- colored in faint hues of awareness. But, as we moved up cation should help engage our students in furthering this from the coastal plain and into the hills and mountains on important effort. our way to Kyoto, we began to get a small picture of the The Keizai Koho Center Fellowships Program began its complexity, beauty, and diversity of this place we had partnership with the National Council for the Social come to explore and to learn from. At that moment, few Studies in 1980. The KKC Fellowships Program is a of us would have guessed that we had also started a new major activity of the Japan Institute for Social and Eco- journey of understanding that would change the way we nomic Affairs, a private, not-for-profit organization saw the world. It is through this sense of discovery that designed to promote understanding of Japan's economy at the 1996 Keizai Koho Center Fellows share with you this home and abroad. On behalf of all the educators within collection of work. NCSS, and particularly the 1996 Fellows, I want to thank We came to Japan during the rainy season. We also came the Keizai Koho Center and Mr. Masaya Miyoshi for the to Japan at a turning point in world historya time courtesies extended to us during our visit to Japan. You between two economic epochsone industrial-based, and have opened your hearts and given us the opportunity to the other information-based. This movement is the defin- see your land with new sensitive eyes. You have opened ing nature of our time. This is our "real-time." This is your culture and allowed us to share your wisdom. These also a time when fundamental questions are being asked acts, as well as your support in funding the publication of about the viability of our institutions as well as about our this book, have changed, and will continue to change our identity as individuals and as community members. These lives. I would also like to thank Mr. Leo A. Shinozaki, questions take us from the nature of families to the condi- Director of the Japan Business Information Center of the tion of global trade. KKC in New York, Mr. Yukio Ishiguro, Senior Analyst in What is a family? the International Affairs Department of KKC Tokyo, and all the other Keizai Koho Center professionals who What is a school? helped make our visit so valuable.
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