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Lesson Four______Single Party Governance: Early Benefit and Long-Term Costs

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Lesson Four_________________________________________ SINGLE PARTY GOVERNANCE: EARLY BENEFIT AND LONG-TERM COSTS Organizing • What are some distinctive aspects of Japan’s political system? Questions • What have the early benefits and long-term costs of Japan’s political system been? • How does Japan’s political system compare to those of other countries? Introduction On Day One, students answer questions on an anticipation guide prior to viewing a lecture on the Japanese government and politics. During the lecture, students take notes and complete a handout of discussion questions in class and as homework. On Day Two, students review the handout of discussion questions. Then, the teacher assigns each student a Japanese prime minister to research. Students begin their research in class and complete their assignment as homework. On Day Three, students present their assigned prime ministers to the class and discuss their findings. Students then participate in an activity through which they compare and contrast political issues in Japan with issues in other countries. For homework, they create cartoons depicting one of these issues. On Day Four, students display their cartoon strips around the room, observe their classmates’ work, and discuss. Students then revisit their anticipation guide from the beginning of the lesson. Objectives In this lesson, students will • learn about distinctive aspects of Japan’s political system; • analyze the positive and negative aspects of Japan’s political system; • compare and contrast Japan’s political system to those of other countries; • learn about Japan’s prime ministers; and • theorize what Japan’s government should or should not do to make sure it is serving the common good. Connections This lesson has been designed to meet certain national history and social to Curriculum studies standards as defined by the National Center for History in the Schools and the National Council for the Social Studies. The standards for Standards the lesson are listed here. AN INTERPRETIVE HISTORY OF JAPAN 1 lesson four National History Standards (from the National Center for History in the Schools) Era 9, Standard 1B: The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War II. • Grades 7–12: Compare the impact of Soviet domination on Eastern Europe with changes that occurred in German and Japanese society under Allied occupation. [Compare and contrast differing values, behaviors, and institutions] Era 9, Standard 2C: The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life. • Grades 9–12: Assess the strengths of democratic institutions and civic culture in countries such as Britain, France, Germany, Canada, the United States, Japan, India, and Mexico and analyze potential challenges to civil society in democratic states. [Interrogate historical data] National Social Studies Standards (from the National Council for the Social Studies) • Culture; Thematic Strand I: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • People, Places, and Environments; Thematic Strand III: Social studies programs should include experiences that provide for the study of people, places, and environments. • Individuals, Groups, and Institutions; Thematic Strand V: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Power, Authority, and Governance; Thematic Strand VI: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Global Connections; Thematic Strand IX: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Civic Ideals and Practices; Thematic Strand X: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. 2 © SPICE lesson four Materials Handout 1, Anticipation Guide, p. 7, 30 copies Handout 2, Discussion Questions, pp. 8–11, 30 copies Handout 3, Prime Minister Activity, p. 12, 30 copies Handout 4, Compare and Contrast, p. 13–14, 30 copies Handout 5, Cartoon Strip Activity, p. 15, 30 copies Handout 6, Cartoon Strip Reflections, p. 16, 30 copies Teacher Guide, Prime Minister Activity. p. 17 Answer Key 1, Discussion Questions, pp. 18–20 Answer Key 2, Anticipation Guide, p. 21 Lecture 4, Single Party Governance: Early Benefit and Long-Term Costs, on manaba course site PowerPoint Presentation, Single Party Governance: Early Benefit and Long- Term Costs, on manaba course site, 30 copies Political cartoons from newspapers Tape Supplementary Handout S1, Japanese Government and Political Conditions, p. 22, 30 copies Materials Quiz, Japanese Government and Political Conditions, p. 23, 30 copies Answer Key, Quiz on the Japanese Government and Political Conditions, p. 24 Equipment Computers with Internet access Computer projector Teacher Instructions and materials are based on a class size of 30 students. Adjust Preparation accordingly for different class sizes. 1. View Lecture 4, Single Party Governance: Early Benefit and Long-Term Costs, and review all handouts, the teacher guide, and answer keys. 2. Make appropriate number of copies of handouts and PowerPoint slides. 3. Determine whether your students need the supplementary information on the Japanese government and political conditions. If so, assign supplementary Handout S1, Japanese Government and Political Conditions, as reading homework prior to Day One of the lesson, and administer the accompanying quiz. 4. Collect political cartoons from newspapers to use as reference for the activity for Days Three and Four. Time At least four 50-minute periods Procedures Students answer questions on an anticipation guide prior to viewing Day One a lecture on the Japanese government and politics. During the lecture, AN INTERPRETIVE HISTORY OF JAPAN 3 lesson four students take notes and complete a handout of discussion questions in class and as homework. 1. Inform students they will be learning about Japan’s government and political system. 2. Distribute one copy of Handout 1, Anticipation Guide, to each student. Instruct them to record their answers on the “Before” column of the handout. Collect the handouts and inform students that they will revisit these questions at the end of the lesson. 3. View Lecture 4, Single Party Governance: Early Benefit and Long-Term Costs, through the manaba course site. Instruct students to take notes while viewing the lecture. Distribute one copy of the PowerPoint Presentation, Single Party Governance: Early Benefit and Long-Term Costs, to each student. Instruct students to take notes on the copy of the slides while viewing the lecture. 4. Distribute one copy of Handout 2, Discussion Questions, to each student. Allow students time to complete the handout in class or as homework. Day Two Students review the handout of discussion questions. Then, the teacher assigns each student a Japanese prime minister to research. Students begin their research in class and complete their assignment as homework. 1. Review the answers for Handout 2, Discussion Questions, using Answer Key 1, Discussion Questions, as a guide. 2. Inform students that they will learn more about specific Japanese prime ministers. Distribute one copy of Handout 3, Prime Minister Activity, to each student. Using the Teacher Guide, Prime Minister Activity, assign one prime minister to each student. 3. Review the directions for the activity with the students. Allow students time to research their assigned prime ministers in class. Instruct students to complete the assignment as homework and to be prepared to present at the beginning of the next class. Day Three Students present their assigned prime ministers to the class and discuss their findings. Students then participate in an activity through which they compare and contrast political issues in Japan with issues in other countries. For homework, they create cartoons depicting one of these issues. 1. Allow students time to finalize and rehearse their presentations. Facilitate the students’ presentations of their assigned prime ministers. Presentations of prime ministers should proceed in chronological order. Collect Handout 3 for assessment. 2. Debrief the activity with a class discussion. Sample questions are included below for your reference. • Who do you believe were the most effective prime ministers? Why? • Many of the prime ministers left office within a year or less. What kind of developments led to their early exits? 4 © SPICE lesson four • Do any of the Japanese leaders remind you of leaders in your own country? If so, how? If not, describe how they differ. 3. Organize the class into partner pairs. Distribute one copy of Handout 4, Compare and Contrast, to each student. Review the directions to the assignment and allow students time to work on the handout. 4. Review students’ responses on the handout. Instruct students to record any answers that they might not have time to complete. 5. Distribute one copy of Handout 5, Cartoon Strip Activity, to each student. Review the directions to the activity
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