Life in Japan During World War Ii: a Social and Cultural

LIFE IN JAPAN DURING WORLD WAR II: A SOCIAL AND

CULTURAL HISTORY FOR JAPANESE LANGUAGE

CLASSROOMS

______

A Project

Presented

to the Faculty of

California State University, Chico

______

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts

Teaching International Languages

______

Summer 2010 LIFE IN JAPAN DURING WORLD WAR II: A SOCIAL AND

CULTURAL HISTORY FOR JAPANESE LANGUAGE

CLASSROOMS

A Project

Kotoe Ito

Summer 2010

APPROVED BY THE DEAN OF THE GRADUATE SCHOOL AND VICE PROVOST FOR RESEARCH:

______Katie Milo, Ed.D.

APPROVED BY THE GRADUATE ADVISORY COMMITTEE:

______Hilda Hernández, Ph.D. Hilda Hernández, Ph.D., Chair Graduate Coordinator

______Kimihiko Nomura, Ed.D. PUBLICATION RIGHTS

No portion of this project may be reprinted or reproduced in any manner unacceptable to the usual copyright restrictions without the written permission of the author.

iii ACKNOWLEDGMENTS

First, I would like to thank my graduate coordinator/advisor, Dr. Hilda

Hernández for all the support in Teaching International Languages Program. She was also a professor of some of my graduate core courses, and I learned many things from her. With her advice, I was able to make project more useful to other Japanese teachers. I also thank Dr. Kimihiko Nomura for providing to me the appropriate courses to learn more about Japanese language and teaching and guiding me to succeed in the project.

In the process of collecting resources for this project, I had a hard time reaching them since most of them were located in Japan. I can’t thank my sister enough,

Sayaka Ito, for finding the books and sending them to me with such short notice.

Special thanks go to my friends, David Matthew Harwood and Barbara

Golden, for their continuous encouragement to complete this graduate program and especially this master’s project. Without their support, I could not have finished this project. Thank you.

iv TABLE OF CONTENTS

PAGE

Publication Rights ...... iii

Acknowledgments ...... iv

Abstract...... vii

CHAPTER

I. Introduction...... 1

Background...... 1 Statement of Problem ...... 2 Needs Statement ...... 4 Statement of Purpose...... 5 Goals and Objectives...... 5 Scope of the Project...... 6 Significance of the Project...... 7 Limitations...... 8 Definition of Terms ...... 8

II. Literature Review...... 12

Teaching a Social and Cultural History of WWII in Language Classrooms...... 12 Benefits of Teaching a Social and Cultural History of WWII in Language Classrooms ...... 12 Issues in Teaching a Social and Cultural History of WWII...... 16 Conclusion...... 21

III. Methodology...... 24

Introduction ...... 24 Process...... 24 Project Content ...... 26

v CHAPTER PAGE

Design of the Project ...... 33 Evaluation Plan...... 34 Conclusion...... 37

IV. Conclusion...... 38

Summary...... 38 Future Direction...... 39

References ...... 42

Appendices

A. Cultural Products for Teaching about WWII ...... 46 B. World Language Content Standards for California Public Schools: K-12 ...... 109 C. Graphic Organizers...... 126 D. Grading Rubrics for Speaking and Reading...... 128 E. Survey...... 133

vi ABSTRACT

LIFE IN JAPAN DURING WORLD WAR II: A SOCIAL AND

CULTURAL HISTORY FOR JAPANESE LANGUAGE

CLASSROOMS

Master of Arts in Teaching International Languages

California State University, Chico

Summer 2010

This project focuses on incorporating a social and cultural history of World

War II into the Japanese language classroom. The failure to make connections to tragic historical events in language classrooms may be rooted in difficulties in presentation, lowered motivations of learners and the lack of unbiased materials. This project highlights the advantages of overcoming these obstacles while maintaining the foreign language standards. Leading students to make connections between the past and future can open minds to the peace movement. For students, learning about the target culture through historical events and comparing the products, practices, and perspectives of the target culture with their own are essential to cultural learning in foreign language classrooms.

vii This project will reduce the teachers’ preparation time and encourage Japa- nese language teachers to present the perspectives of Japanese people on WWII, giving learners the opportunity to learn more about the target language, culture, and people. A review of the literature related to the issues of incorporating a social and cultural history of WWII in foreign language instruction shows that lack of resources and teachers’ negative attitudes about incorporating a social and cultural history of WWII are some of the obstacles. The benefits of incorporating a social and cultural history of WWII events into foreign language classrooms include making connections to other disciplines, allowing students to make comparisons with their own culture, and learning about the relationship of the products, practices, and perspectives in the target culture.

The appendices offer Japanese language teachers cultural products for teaching the social and cultural history of WWII. These include eight different categories of cultural products: literature, broadcast media, newspaper, advertisement, songs and music, film, and arts and crafts. Each product suggests targeted proficiency and appropriate age groups. The project’s efficient outline reduces the time required to find resources, identify the national and state standards, and address five dimensions of culture. For each cultural product, sample activities are matched with the standards, providing opportunities for students to learn more about the perspectives of the target culture and community. Rubrics for the assessment of learners’ speaking and writing skills, and information on graphic organizers for use in suggested activities are also included.

viii

CHAPTER I

INTRODUCTION

This chapter presents the foundation of this project by providing background information, and by identifying the problems in teaching culture in Japanese language classrooms. Once the need for the project has been established, the focus moves to the articulation of the specific purposes, goals, and objectives of this project. The scope, significance, limitations, and key terms are presented and discussed.

Background

I have been a Japanese language teacher for almost nine years. Once a social studies teacher asked me what kind of approach Japanese teachers take in teaching about

World War II in Japanese language classrooms. I could not provide a good response because most of us do not teach about World War II, and I had never thought about teaching it until she asked me the question. I have taught at the middle school, high school and university levels, and yet I never have found a Japanese language textbook that includes the history of World War II, nor have I seen any instructor teaching about

World War II in a Japanese language classroom. After a conversation with another teacher, I tried introducing World War II to my high school Japanese classroom using videos and texts about the atomic bomb that was dropped on Japan. I found it very difficult to teach about the war in my Japanese language classroom because I was not

1 2 familiar enough with the details, and I did not know how to approach teaching my students about Japanese perspectives of the event.

During nine years of teaching, I encountered many students who love to play videogames and watch Anime in their free time. Some of them play games with war themes based on real history. One of the games my students played was based on WWII and the United States’ fight against the Japanese and Germans. When I had an opportunity to watch the game, I noticed that the battles based on historical scenes, such as the United States’ invasion of Okinawa. Okinawa was one of the few islands where actual battles occurred on the ground. Many Japanese civilians were involved in the battles and killed. It upset me to watch the attack in a simulated scene; seeing someone playing the invasion as a game further upset me. The reaction was personal, but perspectives are built based on one’s personal experiences. From my experience, I think that there is a need to increase learners’ cultural sensitivities, especially among students who love video games and Anime. Teaching the other cultural perspectives will raise the cultural awareness and sensitivity of students, helping to smooth interactions and reducing intercultural misunderstandings. It is important to understand both the language and perspectives of the target culture when trying to communicate cross culturally in an appropriate manner.

Statement of Problem

Teachers of foreign language tend to spend a lot of time correcting students’ grammar, and teaching students new expressions, and much less time helping increase students’ understanding of the culture of the target country. This explains why few

3 teachers are incorporating a social and cultural history of WWII into Japanese language instruction. Even if they think of including a social and cultural history of WWII, many of the teachers will be discouraged because the majority of published Japanese textbooks do not incorporate the social and cultural history of WWII. It also takes time to develop materials, as parts of WWII history are controversial, and some topics are difficult to talk about (e.g., Gehlker, Gozzi, & Zeller, 1999). Hence, it requires more effort for teachers to prepare these lessons.

Students do not have enough opportunities to explore the target culture in

Japanese language classrooms. They lack the cultural knowledge that is necessary to understand the background of the language. This affects learners’ understanding of the language, because cultural background and understanding form the basis of many words and expressions. Without cultural background, the target language will not come alive.

One of the key elements to understanding words and expressions is the cultural perspective of people in the target country. Even though the teacher may introduce some famous dishes or products without incorporating the people, their communities, their values, and other elements, students’ cultural learning is limited. Teaching about the perspectives of people in the target culture is more complex than just teaching about the food. It includes tacit areas, such as values, attitudes, beliefs and perceptions (Moran,

2001). As cultural perspectives are more complex than other elements of culture, teachers tend to avoid incorporating cultural perspectives in their lessons. This avoidance limits students’ experiences with cultural perspectives. Learners in Japanese language classrooms who do not have opportunities to understand the perspectives of the people in the target country are at a disadvantage. Without learning about cultural perspectives, the

4 students’ learning of culture will not encompass “skills in probing, analyzing, and explaining the cultural phenomena learners encounter, which necessarily involves a comparison with their own culture and themselves” (Moran, 2001, p.16). Students need to learn about outside perspectives by comparing these perspectives to their own.

Needs Statement

There is definitely a need for teachers to incorporate culture in the Japanese language classroom, especially cultural perspectives. In order to make this happen, teachers need to be more comfortable integrating culture in language teaching. There is a need for professional development specifically focusing on cultural teaching in the language. Another need to be addressed is development of user-friendly materials for culture learning. For Japanese language teachers, the need is to integrate Japanese culture in Japanese language classrooms. At the same time, teaching materials that can easily be adapted for culture teaching are necessary. To teach perspectives, there should be guidelines on how to make students aware of the perspectives of people in the target culture and reflect on their own perspectives. This will help learners to be more sensitive and considerate of these perspectives, and to better understand the people of the target country. For teaching about a social and cultural history of WWII in Japanese language classrooms, materials specifically focused on the topic are essential. Also, differentiating materials by proficiency levels and age group would make it easier to be used in classroom lessons.

Statement of Purpose

The purpose of this project is to provide useful cultural products for teaching about a social and cultural history of WWII in the Japanese language classroom. The cultural products are designed to facilitate planning, and promote the incorporation of culture, especially during the years defined by WWII. The project will enable teachers to focus on the target culture, especially on insider perspectives of the target culture, in addition to the language. It also will provide opportunities for students to improve their critical thinking skills and understanding of the target culture.

Goals and Objectives

In order to ensure that the purpose of this project is achieved, the following goals have been defined to facilitate the assessment of the project’s effectiveness. The objectives target curriculum development and student learning outcomes. These goals and objectives will be assessed using the results of the survey be conducted after completion of this project.

Goals

 The materials promote the teaching of culture in Japanese language classrooms.

 The materials promote teaching a social and cultural history WWII, especially teaching about the cultural perspectives of people living in Japan during WWII and

Japanese Americans living in the United States during that time.

 The materials facilitate teachers’ preparation for teaching a social and cultural history of WWII.

Objectives for Curriculum Development

 The materials target all of the Five C’s of the National Standards.

 The materials incorporate the World Language Content Standards for

California Public Schools so they are beneficial to teachers in California public schools.

 The materials incorporate different types of cultural products help bring the culture to the classroom.

 The materials focus on differences and similarities within and across cultures.

Objectives for Teachers

 The materials be useful for learners at all levels of proficiency, and for different age groups.

 The materials encourage teachers to pursue learning a social and cultural history of WWII in order to teach it in class.

 The materials encourage teachers to incorporate cultural products, practices, persons, communities, and perspectives in teaching a social and cultural history of WWII.

Scope of the Project

For this project, authentic materials that highlight differences and similarities within and across cultures in the United States and Japan were selected. A tremendous amount of time was spent in researching resources in Japan and the United States in order to incorporate the cultural products related to the Japanese people in Japan and related to

Japanese Americans. To ensure that this project is easy for teachers to use, the organization of materials is based on cultural products, levels of proficiency, age groups, the Five C’s of the national standards, the five dimensions of culture, and the World

Language Content Standards for California Public Schools. In addition, some suggested activities are included for each cultural product. These activities can be utilized in lesson planning to incorporate cultural perspectives. This project can become a motivator for teachers to pursue further research on a social and cultural history of WWII in order to feel more confident when teaching about the topic.

Significance of the Project

This project is important because there is no collection of teaching materials on a social and cultural history of WWII published for use in Japanese language classrooms. This project, a collection of cultural products and methods to teach a social and cultural history of WWII, has the potential to change how the Japanese language is taught. This project can open the door for teachers to explore controversial areas in the target culture, and encourage them to incorporate more culture-specific perspectives of historical events. This project will also reduce the time teachers need to spend researching appropriate resources for their lessons. The cultural products have been carefully selected to show teachers that they can teach about controversial topics without lowering the motivation of the learners. For example, using a picture book to teach younger learners about the importance of peace through the experience of Japanese zookeepers is a very positive and effective way to learn about the perspectives of the

Japanese as well as to learn about the importance of peace. Teaching learners how to deal with controversial topics relating to contemporary events using the cultural products in this project will provide opportunities for learners to improve their problem solving and critical thinking skills.

The tragedy surrounding WWII highlights significant perspectives which can only be seen when people are in difficult conditions. These perspectives can strongly influence students, making this topic an excellent choice for learning more about the target culture. This project is the first step in increasing the number of teachers teaching a social and cultural history of WWII in the Japanese language classrooms. Increasing this population will help researchers to conduct valid research on the effects of teaching culture, especially as it relates to WWII, in the Japanese language classroom.

Limitations

This project only targets the Japanese language teachers in the United States.

Selected cultural products are all related to the social and cultural history of WWII, presenting a social history of the period. They were selected based on the type of cultural products. Only eight different kinds of products were selected: literature, broadcast media, advertisement, newspaper, film, information and communications technologies, music and songs, and arts and crafts. The main emphasis is on products that focus on

Japanese and Japanese Americans in the United States and people in Japan during WWII.

The cultural products are separated by proficiency levels as indicated in the World

Language Content Standards for California Public Schools. Suggestions for use with appropriate age groups are included for each product.

Definition of Terms

Five key terms are used in this project. They are culture, the five dimensions of culture, cultural products, the Five C’s of the National Standards, and the World

Language Content Standards for California Public Schools.

Cultural Products

This project is a collection of cultural products for teaching a social and cultural history of WWII in Japanese language classrooms. In this project, cultural products are defined as authentic materials that can be utilized to teach about the target culture and language. According to Mishan, the types of authentic cultural products that can be used to, “exploit the advantages of culture, currency, and challenge” (Mishan,

2005, p. 95), include literature, the broadcast media, advertising, films, newspaper, music and songs, and information communications technologies. In addition to Mishan’s seven cultural product types, arts and crafts have been included in this project. Chapter III discusses why these cultural products were selected.

Culture

It is difficult to define what culture is, so a comparison of definitions will help to examine what culture entails. Eliot simply defines culture as, “the characteristic activities and interests of people” (Eliot, 1948, as cited in Mishan, 2005, p. 45). Murphy

(1986) further explains that,

. . . culture means that the total body of tradition borne by a society and transmitted from generation to generation. It thus refers to the norms, values, standards by which people act, and it includes the ways distinctive in each society of ordering the world and rendering it intelligible. (as cited in Mishan, 2005, p. 45)

Moran’s definition of culture is close to Murphy’s. Moran says that, “culture is a dynamic, living phenomenon practiced daily by real people, together or alone, as they go about their shared way of life, living and creating their history or civilization” (Moran,

2001, p. 7). My definition of culture agrees with Moran’s. Culture encompasses the products that people have created, the ways they manipulate the products, and the

10 significant perspectives shared by people in the country. The history people have created, how they portray the history, and how they perceive the history varies by country and for regions within a country, even though people speak the same language.

Five Dimensions of Culture

In order to teach culture, Moran (2001) recommends that culture be divided into five dimensions: products, practices, persons, communities, and perspectives. These are examined to lead students to understand what culture is, how people use it, and why people use it that way. All of these dimensions are correlated and essential in understanding culture. Further discussion of these five dimensions is in Chapter III.

The 5C’s of the National Standards

Culture, culture learning, and culture teaching are important facets of this project. Student assessment also is indispensable. In order to assess students’ proficiency in the language and their understanding of the target culture, the Five C’s of the National

Standards were established. The goal areas included in the Five C’s are communication, connections, comparisons, cultures, and communities. The specific standards designed under these areas are used to determine how well students can communicate, make connections to another disciplines, compare other cultures and languages with their own, understand the target culture, and use their knowledge outside the classroom. These standards are currently used by foreign language teachers and curriculum developers in the United States in the design of curriculum, instruction and lessons that enable foreign language learners to become proficient in the language in culturally appropriate ways.

Chapter III includes further discussion of the details for each goal and the corresponding standards.

World Language Content Standards for California Public Schools

The standards are part of the foreign language framework for California public schools, kindergarten through grade twelve. These standards are not tied to a specific grade level. Instead, they are linked to levels of linguistic and cultural acquisition so that the students can continue their language learning throughout the state of

California without interruption, even if they transfer schools. The standards target specific objectives for each level of proficiency based on the Five C’s of the National

Standards. They are separated into five categories: content; communication; cultures; structures; and settings for four different levels of the proficiency. Content is about the kinds of topics covered at each level. Communication is about the types of communication skills that need to be achieved at each level. Cultures mean culturally appropriate interaction and students’ ability to make connections and comparisons between the target language and culture and their own. Structures are about the types of grammar structures that students must master in each level. Settings relate to the types of situations learners should be able to communicate in a linguistically and culturally appropriate manner (California Department of Education, 2009).

CHAPTER II

LITERATURE REVIEW

Teaching a Social and Cultural History of WWII in Language Classrooms

There are two sections in this review of literature. The first section highlights the benefits of teaching a social and cultural history of WWII in Japanese language classrooms. The second examines issues related to teaching a social and cultural history of WWII. Research supporting the need for culture teaching and learning that incorporates a social and cultural history of WWII and authentic materials is discussed.

Benefits of Teaching a Social and Cultural History of WWII in Language Classrooms

In this section, the main benefits of incorporating a social and cultural history of WWII in language classrooms are described. They are discussed within the framework of culture, connections, and comparisons, three of the Five C’s of the National Standards.

Culture

American Council on the Teaching of Foreign Languages (ACTFL) advocates addressing the following standards relating to culture when teaching a language.

Incorporating a social and cultural history of WWII clearly contributes to achieving these standards:

12 13

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. (ACTFL, 2009)

According to the standards, culture needs to be taught in the language classroom in order for students to understand the relationship between cultural products, practices and perspectives. WWII in Japan is a good topic for incorporating cultural products, and helping learners understand the practices and perspectives of the Japanese people. According to Moran (2001), when students encounter cultural experiences in a classroom, “these encounters elicit four kinds of cultural learning, or cultural knowings: knowing about, knowing how, knowing why, and knowing oneself” (p. 8). Knowing about is to understand what the cultural product is; knowing how is to acquire the cultural practice of the product; knowing why is to develop an understanding of perspectives behind the practice; and knowing oneself is to become self-aware about one’s own culture. Learners go through these four stages of knowing when they are learning about a new culture; therefore, it is fundamental for teachers to know their specific roles at each stage. In order to do that, teachers should consider the five dimensions of culture in lessons to teach culture: products, practices, persons, communities, and perspectives. As they are all related, one dimension should not be used in isolation from other dimensions in the learning process.

Culture is the evolving way of life of a group of persons, consisting of shared practices associated with a shared set of products, based upon a shared set of perspectives on the world, and set within specific social context. (Moran, 2001, p. 24)

It is necessary to consider the historical products related to a social and cultural history of

WWII in Japan; the practices related to the products, people or groups involved; the communities related to the products; and perspectives of the people or group.

Connections

Making connections to other disciplines is also one of the goals in the

National Standards. Teaching a social and cultural history of WWII in a foreign language classroom provides many opportunities for students to make connections with other disciplines. The connections in the Five C’s are the following:

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture. (ACTFL, 2009)

These standards suggest incorporating other disciplines into language classrooms for the purpose helping students learn the language and culture. Teaching a social and cultural history of WWII is one of the greatest ways to integrate history, science, peace education, and global issues. Learning about the social and cultural history of WWII in a Japanese language classroom will open up students’ views of WWII, and help them to understand the perspective of the Japanese people at that time. Students learn about products related to a social and cultural history of WWII, practices involving the products and people, and communities related to the products and practices. This understanding is only accessible through the Japanese language and its culture. In the

United States, most social studies classes are taught from an American perspective, so students do not usually have the experience of learning the history from multiple

15 perspectives. According to Doppen’s (2000) study of social studies students’ responses regarding the decision to drop the atomic bomb,

. . . students were very divided about the morality of the decision to drop the atomic bomb. A few students suggested multiple perspectives, citing Japanese motives for war and disagreement within the United States about its use. (Doppen, 2000, p. 6)

An article about teaching about the Holocaust appears in the Global Issues in Language

Education Newsletter (Cates, 1996, p. 16). In this article, Cates presents teaching guidelines developed at the United States Holocaust Memorial Museum. The guidelines include key ideas such as avoiding generalizations and stereotypes, and striving for a balance of perspectives.

Teaching about peace also makes connections with another discipline. One example of peace education took place in an EFL class in Okinawa, Japan. Burks (1999) planned a student interview project in order to create a memoir of Okinawa by interviewing people who experienced WWII. According to Burks, her students now understand the importance of the Battle of Okinawa. However, in her account, Burks does not mention issues or needs in the process of teaching about peace.

Comparison

By comparing the cultural products, practices and perspectives of the target culture with their own culture’s products, practices, and perspectives, learners will have an opportunity to become more aware of their own culture. Teaching a social and cultural history of WWII asks learners to compare and contrast not only the target language structures, but also the target culture and their own. The Five C’s of the National

Standards says,

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. (ACTFL, 2009)

According to Moran (2001), comparisons are stages learners go through in the process of learning about a new culture. These stages help learners to understand the culture, especially by making the tacit areas of perspectives, such as perceptions, beliefs, and values of the target culture explicit, and by having learners compare them with their own. By making such perspectives explicit, learners better understand the target culture and its people and see their own cultures more objectively than before. Therefore, teachers need to put more effort into integrating the authentic cultural products in their lessons to make the tacit areas behind cultural perspectives visible to the learners.

Issues in Teaching a Social and Cultural History of WWII

Since there is no research on teaching a social and cultural history of WWII in

Japanese language classrooms, the following studies on teaching about the Holocaust in

German classrooms are informative. Although the references that address the purpose of this review are not current, they are included because they relate to teaching and learning a social and cultural history of WWII in language classrooms. The main issues in teaching a social and cultural history of WWII are teachers’ attitudes toward WWII as a topic, students’ emotions in dealing with a controversial topic, the choice of teaching materials, biases in teaching materials, differences in history teaching pedagogy, and cultural differences in dealing with history.

Teachers’ Attitudes Toward Choosing WWII as a Topic

The first area that is an issue to teaching a social and cultural history of WWII in foreign language classrooms is obvious to Japanese teachers: it is the teachers’ attitudes towards incorporating a social and cultural history of WWII in their lessons.

Similar attitudes are seen in German teachers teaching about WWII in their language classes. The attitude is avoidance. According to Gehlker et al. (1999), “The Holocaust is rarely a topic in foreign language textbooks,” and, “teachers often choose to structure their lessons around less disturbing topics than the Second World War” (p. 20). This is because, “many trust that the Holocaust will be effectively dealt with in history courses”

(Gehlker et al., p. 20). Schulz (1998) says, “focusing on this tragic period in German history may well affect our students’ attitudes toward the German language” (p. 138), although Fry (1997) believes that, “knowledge of the Holocaust is a vital component of an understanding of German literacy and cultural history in the twentieth century” (p.

52). In fact, most teachers agree that it is an important part of the German history for learners to understand. There is often a certain attitude among German instructors regarding the Holocaust that is related to the level of proficiency the learners need to deal with the Holocaust. Donahue (1994) says there is a “widespread assumption that language skills at the beginning level are too limited to approach a topic as complex as the Holocaust” (p. 88).

Students’ Emotions Dealing with a Controversial Topic

The second area that might be an issue with respect to incorporating a social and cultural history of WWII in language classrooms relates to students’ emotions. There

18 are several learner factors that influence learning about a controversial topic. They include the learner’s personality, motivation and attitude, and the learner’s identity and ethnic affiliation (Lightbown & Spada, 2006, pp. 60-66). One good example is the case of a teacher in a high-level ESL class composed largely of Japanese and Korean students who decided to focus on the atomic bomb dropped in Hiroshima on its anniversary. The lesson did not go well because some of the Korean students wanted to emphasize that the tragedy was as much Korean as it was Japanese. Some students packed their bags and left in middle of the class (Senior, 2006, p. 137). This shows that cultural learning involves emotions caused by learners’ ethnic and national affiliations. In his model of culture learning, Moran also mentions that, “cultural learning requires managing emotions”

(Moran, 2001, p. 125). It is important for students to be able to manage their emotions when dealing with controversial topics in the target culture in order to reach the point of acculturation.

Choice of Teaching Materials

Issues involving teachers’ attitudes and students’ emotions may have their roots in the choice of teaching materials. The cultural products instructors choose influence the learners’ understanding of the Holocaust. The instructors’ challenge is to decide what to include in their teaching materials. Fry (1997) says that, “it is difficult to define the literature of the Holocaust and select most appropriate materials” (p. 51).

Bringing the most appropriate cultural products into the classroom can avoid creating stereotypes, foster the incorporation of materials that offer multiple perspectives of the culture, and provide a balanced view of historical facts. This selection process requires a considerable time investment for the instructors. Teachers also have to seek the best

19 materials to present the culture, utilizing different types of cultural products. According to Mishan (2005), there are seven types of effective cultural products that teachers can exploit to teach culture and language in the classroom: literature; broadcast media; songs and music; films; advertising; newspapers; and ICT (Information and Communications

Technologies). Gehlker et al. (1999) suggests incorporating fact and fiction in posters, poetry, films and text when teaching about the Holocaust in German language classrooms.

Bias in Teaching Materials

As the choice of teaching materials can raise issues about incorporating a social and cultural history of WWII in language classrooms, determining whether or not the material is biased is crucial. In fact, the treatment of the Holocaust in some German language textbooks is biased. Donahue (1994) presented a dialogue as an example of the bias seen in one German textbook. He points out the absence of other perspectives in the dialogue, and its lack of fair treatment, because it did not include the Jewish voice. This biased material may lead the students to create stereotypes. Byram and Feng (2005) mention that it is dangerous not to provide enough information on the culture because it will lead learners to create stereotypes. While teaching about stereotypes is a part of cultural awareness, inculcating stereotypes within the target culture should be avoided.

Differences in History Teaching

Stereotypes may have already been set when students were learning history in their own countries. History is taught from a national point of view, and there are different approaches used to teach history. These differences may cause conflict or difficulties among students learning a social and cultural history of WWII in language

20 classrooms. Wenzeler (2009) conducted a comparative analysis of German and English school history textbooks. The results showed that German textbooks devoted a higher percentage of pages to the Holocaust. Wenzeler believes that this is because German textbook publishers tend to adopt Goldhagen’s point of view, talking about why and how the Holocaust occurred. On the other hand, the English textbooks’ interpretation sees

Hitlerism as the major factor, and disregards the Goldhagen’s premise: “deeply rooted anti-Semitism caused ‘ordinary [meaning all] Germans’ to commit such mass murder”

(as cited in Wenzeler, 2009, p .6). Takarara (2009) compared the American history textbook, The Americas, with Japanese textbooks. She found that the American textbook included dialogues and stories from people who were involved in the events, not only people with higher status, but also regular civilians. By contrast, Japanese textbooks just listed the facts and the sequence of events, without focusing on interactions among the people who were involved. Most significantly, the American textbook incorporated activities to let students discuss the events. From my personal experience, Japanese students do not participate in discussions expressing their opinions on events until they are in college. So, for native Japanese language teachers without much experience debating and expressing their opinions on WWII, teaching a social and cultural history of

WWII and talking about the perspectives of the Japanese people might be challenging.

Along similar lines, non-native Japanese language teachers might find it difficult to identify with Japanese perspectives during WWII because they learned about WWII from the United States point of view.

Cultural Differences in Dealing with History

How history is taught varies by country and culture, and has an influence on how people perceive the historical events. Attitudes dealing with history also vary depending on the culture. There are cultural differences in how countries deal with historical facts. Some learners might react strongly, while other learners keep their silence and do not share their real feelings. Tezuka (2002) did her research on perception gaps among Japanese and Americans regarding the atomic bombing of Japan. According to her research, atomic bomb victims kept silent while Americans were engaged in controversy over the plan to exhibit the Enola Gay at the Smithsonian Museum. These differences in reactions may be because the victims did not want to recall bad memories.

Braw (as cited in Tezuka, 2002, p. 85), says that this silence is a part of the Japanese culture, which values modesty and caution. On the other hand, people in Western culture tend to believe that giving knowledge, publicizing knowledge, and providing information are absolutely the right thing to do. They consider silence as hiding something, which is not considered a good thing to do.

Conclusion

In this review of the literature, issues emerged that related to teachers’ attitudes, students’ emotions, teaching materials, biases, differences in approaches to teaching history, and cultural differences in dealing with history. In order to change teachers’ negative attitudes toward incorporating a social and cultural history of WWII as a topic in foreign language classrooms, more research needs to be done to show the positive outcomes of teaching a social and cultural history of WWII in the language

22 classroom. Research to investigate how students at all levels of proficiency should learn a social and cultural history of WWII and how they should deal with this topic at each level is needed. Which aspects of social and cultural history of WWII are students capable of handling at different levels of proficiency? In order to avoid negative effects on students’ learning, what kinds of approaches are most effective in preventing negative reactions, and in dealing with emotions? Since few teachers have incorporated a social and cultural history of WWII in their lessons on the target culture, teaching materials need to be developed and improved. The materials have to utilize the Five C’s of National

Standards, the five dimensions of culture suggested by Moran (2001), and the cultural products introduced by Mishan (2005), so that they enhance both language learning and cultural learning. Textbooks and teaching materials need to be analyzed for bias that might lead the learners to develop stereotypes. In order to teach learners a social and cultural history of WWII, teachers need to have knowledge of the approaches used to teach WWII in other countries, and of cultural differences in dealing with history. More research needs to be conducted to find variations in the educational and cultural approaches to learning a social and cultural history of WWII. This will help teachers to develop their knowledge base and prepare lessons with appropriate safeguards.

From the overall review of the literature, it has become obvious that materials for teaching a social and cultural history of WWII in the Japanese language classroom need to be developed before research can be conducted on the effects of teaching a social and cultural history of WWII in the Japanese language classroom. The research will be more solid and reliable if teachers use materials that maximize teaching culture. Adapting materials based on the results of the research will create better materials and will lead to

23 more effective and meaningful lessons. Therefore, it is important first to develop effective teaching materials that can serve as the basis for teaching a social and cultural history of WWII in Japanese language classrooms.

CHAPTER III

METHODOLOGY

Introduction

In this chapter, the process, project content, design and evaluation plan are presented. The process explains the steps used to create this collection of cultural products, and why these steps were selected. The design for the project describes the development of the specific format for the project and why the format was chosen.

Project content delineates the basis for selecting cultural products and the rationale used to identify the standards aligned with use of the cultural products. Finally, the evaluation plan details how this project will be evaluated and improved for future use.

Process

The process for creating this project started with decisions about what materials would be useful and likely to encourage teachers to incorporate a social and cultural history of WWII into Japanese language classrooms. As the lack of resources was one of the problems which emerged in the review of the literature, providing a collection of the resources would be helpful for all teachers. The next step was to decide what types of resources would be needed. Authentic materials should be used in order to present the living culture, an account that provides students with an opportunity to experience realia from the target culture. Mishan (2005) says that authentic materials

24 25 should have three C’s: Culture, Currency, and Challenge, and she recommends using seven different types of cultural products to teach culture. These seven types of cultural products were selected because most of them are frequently used in language teaching, so teachers will feel comfortable using them. Arts and crafts have been added to Mishan’s seven types of cultural products because these two areas are important parts of Japanese culture and can be used to highlight important characteristics of the Japanese people.

Research to collect the resources was conducted based on eight different types of cultural products and four different proficiency levels. Since these products will be used at different levels of proficiency, it is important to collect appropriate products for each level. Grellet (as cited in Mishan, 2005, p. 75) says that, “it is better to allow the text to suggest what exercises are most appropriate to it,” and Mishan also suggests not to adjust the text, rather to adjust the task in order to keep the authenticity of the products.

With this in mind, a careful examination of the products has been done to select the appropriate products for exercises at each level.

To bring perspectives of the Japanese in Japan and the United States, most of the products came from Japan and Japanese American society in the United States. Most of targeted students are Americans, so it is important to learn not only about the perspectives of the Japanese in Japan, but also of Japanese Americans in the United

States. The main method of the research was searching on the internet for resources.

Products produced during WWII and contemporary products that are related to WWII were collected. Learners need to make connections between the past and the present in order to compare and contrast the perspectives of the Japanese and American people.

Once this connection is achieved, learners can reflect on their understandings of events.

The suggested activities were added in order to demonstrate to teachers how the products can be utilized in teaching about culture, and linked to activities in the world language content standards for California public schools. The rationale for the choice of specific standards will be discussed in the section of project content. Activities targeting specific standards are listed to offer teachers ideas as to how to use the cultural products to teach language and culture in alignment with the standards.

Project Content

In this section, the rationale for collecting cultural products related to WWII social history, basis of selecting cultural products, and choice of standards are discussed.

Rationale for Focusing on the Cultural Products Related To a Social and Cultural History of WWII

In this project, the main focus is social and cultural history during WWII.

Cultural products that only encompass facts-based history mainly reflect the points of view of government and military leaders. On the other hand, cultural products that present a social and cultural history reflect the experiences of civilians during WWII. In addition to capturing experiences of the common people, the cultural products also reveal the effects of war on the civilian community and culture. Cultural products that are related to social and cultural history provide opportunities for learners to identify values, beliefs, attitudes, and perceptions of the target culture. These areas are important parts of culture teaching, which is the goal of this project. These are the reasons why social and cultural history became the main source for cultural products in this project.

Basis for Selecting the Cultural Products

Criteria for the selection of appropriate products were developed. The criteria included proficiency level, age group and grade level, “disturbance level” of the content, and availability/accessibility of the products. The World Language Content Standards for

California Public Schools were used to determine proficiency levels. They are separated into four levels: Stage I (Formulaic); Stage II (Created); Stage III (Planned); and Stage IV

(Extended). California has just developed new standards from the Language Learning

Continuum which California teachers have been following for years. The new standards are more precise than the Language Learning Continuum, and target the Five C’s of the

National Standards. These new standards were chosen as they will continue to be used well in the future in foreign language instructions. Another reason why these standards were chosen is because California has a larger population of Japanese Americans than other states. Because of the accessibility of cultural products, the state of California has a greater advantage over other states.

Four cultural products were selected for each type of cultural product, and each product is designated for a specific level of proficiency. So, teachers have an example of how to use the specific types of products at four different levels. In the category of films, for example, the following products were included: Graves of the

Fireflies for Stage I; Rhapsody in August for Stage II; Black rain/White light for stage III; and I want to become a Shellfish for Stage IV. The choice of movies was based on criteria appropriate for each level of the World Language Content Standards for California Public

Schools: the type of vocabulary and grammar structure used in the movie; how students

28 can use the language inside and outside the classroom with the content and language in the movie; and the cultural points featured in the movie.

The suggested activities feature one dimension of the perspectives of the

Japanese people and facilitate comparisons with learners’ perspectives. Featuring one dimension of the perspectives was to help motivate teachers to highlight the perspectives of culture. Because it is more effective to present perspectives with other dimensions of culture, all of the dimensions are identified and listed for each product.

Age group and grade levels were decided based on the “disturbance level” of the products. As violent and cruel materials are inappropriate for younger learners, some of the products include cautions with the description to avoid unwanted exposure of the younger learners to violence and cruelty. Therefore, teachers can make their own decisions as to whether or not the product is suitable for the age or grade level of their learners. This criterion is very important because one of the problems in incorporating a social and cultural history of WWII in language teaching is the potential for negative effects on learners’ motivation. Younger learners are easily affected by graphic stories, so those stories should be reserved for learners mature enough to handle the disturbing images in the products. For younger learners, more materials oriented to peace education, such as picture books, are suggested, because young learners do not have extensive knowledge of WWII yet.

How to define what is disturbing was based on the reading levels, the age rating of movies, and my personal experience as a middle school, high school and college instructor. This information was included because it is helpful for teachers to know what

29 is in the products before investing a lot of time preparing lessons they cannot use due to inappropriateness of the materials.

Information on how to obtain the products is presented to save time for teachers in acquiring the products. Although some products might be hard to obtain, product selection took into account the accessibility of the products, as without the products, the recommendations would not be meaningful.

Choice of Standards

Three different kinds of standards were targeted for each product. They are the Five C’s of the National Standards, the World Language Content Standards for

California Public Schools, and the five dimensions of culture. The reasons why they were selected are discussed in this section.

The Five C’s of the National Standards were selected because they are used nationwide in curriculum development and planning in foreign language instruction. The standards are briefly described as follows:

Communication Communicate in Languages Other than English  Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.  Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.  Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures  Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.  Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections Connect with Other Disciplines and Acquire Information  Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.  Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons Develop Insight into the Nature of Language and Culture  Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.  Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home & Around the World  Standard 5.1: Students use the language both within and beyond the school setting.  Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. (ACTFL, 2009)

Why must these be targeted in foreign language instruction? In order to help students to become proficient in the target culture and language, instruction has to target three different communication models: interpretive, interpersonal, and presentational.

Instruction has to make connections with other disciplines, so that learners can obtain information through the target language, extend their knowledge, and understand the distinct viewpoint of the target culture. Culture must be incorporated into the lessons, so that students can understand the relationships of products, practices, and perspectives in the target culture. By comparing the language and culture to their own, students will understand not only the similarities and differences within the target culture, but also the concept of the culture itself. Finally, students have to have opportunities to use their knowledge of the target culture and language in real life situations, so that they can become life-long learners. These five C’s are necessary when incorporating a social and

31 cultural history of WWII in foreign language instruction. Without them, the cultural products will not be effective in culture teaching. Students need to learn about the culture, but they cannot learn the culture without learning the language which is always tied to the culture. They need to learn the target language through making connections, through comparing the target culture to their own, and using the knowledge gained in real world situations.

The World Language Content Standards are targeted because they provide detailed standards aligned with the Five C’s of the National Standards and address the five specific areas for each proficiency level. The cultural products were designed to be used to teach language and culture, so matching the activities with precise standards is desirable and appropriate. If they are not aligned with the standards, the cultural products cannot be used effectively to teach culture and language.

Moran’s (2001) five dimensions of culture were used to target different dimensions of culture for each product, because teachers need to understand how each cultural product is related to the other dimensions of culture. By presenting the different dimensions of culture, teachers will make the tacit areas of culture more explicit to the students. The following are the definitions of the five dimensions of culture.

1. Products. Cultural products are the visible dimension of culture which “we can see, hear, feel, smell, or taste” (Moran, 2001, p. 48). Cultural products are created by the members of the culture, and can be grouped into four categories: art forms; institutions; places; and artifacts.

2. Practices. “The term practices includes these cultural concepts: customs, traditions, folkways, or everyday culture (small ‘c’ culture)” (Moran, 2001, p. 58).

Cultural practices can be divided into four categories: acts; operations; scenarios; and lives.

3. Persons. Cultural Persons deal with the identity and life history of the persons in the culture. As Moran (2001) describes it,

. . . culture resides in persons, in individuals. Each member of a culture, like a minuscule twist in a kaleidoscope, refracts and reflects the common colored lights of their culture in a unique display, recognizably similar yet unquestionably different. (p. 98)

4. Communities. “Communities consist of the specific groups of the culture in which members, through different kinds of interpersonal relationships, carry out practices, in specific social and physical settings” (Moran, 2001, p. 90). Communities involve national culture community, coexisting communities, and relationships in communities.

5. Perspectives. “Perspectives are the explicit and implicit meanings shared by members of the culture, manifested in products and practices,” so, “practices, products, persons, and communities embody cultural perspectives, and vice versa” (Moran, 2001, p. 74). Perspectives involve attitudes, values, beliefs, and perceptions. They are listed in order from the most explicit to the most tacit.

Each dimension is separated into different categories, so that teachers can ask students to identify what types of products, practices, persons, communities, and perspectives of culture are observed in the cultural products. Guiding students in identifying these dimensions will help students to examine their own culture and get them to apply this skill in real life situations. This application of the strategy in real life

33 situations will provide an important step in interacting with others in a cross culturally appropriate manner.

Design of the Project

The format is designed to provide cultural products that require minimal preparation for use by current Japanese language teachers teaching a social and cultural history of WWII. With this objective in mind, they are first divided by cultural product type. Ease of use would encourage teachers to incorporate different types of products in their lessons. Having a variety of product types will also motivate teachers to use authentic cultural products in their teaching. Each type of product is separated by proficiency levels, so that there is a specific cultural product for each proficiency level.

This separation will give teachers ideas as to what kinds of products are best suited for a certain level of proficiency. In order to enable users to read and obtain information easily, lines were used to separate information for each product, the targeted standards and the suggested activities. A big box is used to clearly define the separation between products.

Inside the box, information is listed by name of the cultural product, age appropriateness, description of the product, how to obtain the products, targeted state and national standards, targeted Five C’s of the National Standards, targeted dimensions of culture, and suggested activities. The order reflects the importance of the information.

Teachers need to know what the cultural product is, whether or not it is appropriate for their students, what content is involved, how to get it, what kinds of dimensions can be observed, what activities are possible, and how the suggested activities align with

California standards and national standards. The cultural products developed to teach a social and cultural history of WWII can be found in Appendix A.

Evaluation Plan

In order to know how useful and effective this project is, an evaluation needs to be conducted. In this section, the type of evaluation to be conducted, the purpose of the survey, the survey process, and its design will be explained.

Purpose of the Survey

What types of information would be useful in evaluating this project and in making effective adjustments for future use? Combination of numerical data of responses and detailed answers should be more effective than only either in isolation. Responses that can be tallied reveal how many people agree or disagree with certain facets of the project. Knowing why the respondents answered as they did will help improve the project in the future. A survey appears to be the most appropriate method for the evaluation of this project.

Process of the Survey

The process of creating the survey started with decisions as to who would be the respondents of the survey, what types of questions should be asked, how long it should take, how to conduct a pilot survey and an actual survey, and how to use the data collected.

In order to decide upon respondents, information on the products was examined. This step was necessary to get effective and efficient feedback. After careful consideration, the most desirable respondents were determined to be K-12 Japanese

35 teachers in California because the project includes targeted World Language Content

Standards for California public schools.

Two types of questions were selected: close-ended questions and open-ended questions. These types were chosen because close-ended questions were needed to collect the numerical data, and open-ended questions were required to get detailed answers from individual respondents.

The length of the survey was based on my personal experience as a teacher.

For teachers, three pages of survey questions are not overwhelming, and a survey of that size should only take them about a half an hour to complete.

Before conducting the actual survey, a pilot survey will be necessary in order to check the directions and questions of the survey. The plan is to survey about fifty teachers. According to the survey conducted by the Japan Foundation (Japan Foundation,

2010), seventy secondary public schools offer a Japanese language program in California.

A few teachers will be invited to participate in the pilot survey. After the pilot survey has been conducted and any necessary corrections made on the survey form, the collection of cultural products will be sent to the teachers with the survey form so that the teachers will know what kinds of questions will be asked before using the cultural products. The survey will be collected three months later, so that the teachers have enough time to plan and use the products in their classes.

Once data analysis has been completed, the information will be used in the evaluation of the project. Any necessary changes and corrections to the project will be made prior to dissemination of the project to Japanese teachers in the United States.

Funding dissemination of this project will require applying for grants offered by

36 organizations such as the Japan Foundation. If successful, grant funding will validate the importance of incorporating social and cultural history of WWII into Japanese language teaching.

Survey Design

First, there will be an explanation of the survey including the purpose of the survey, its approximate length, and how the results will be used. This explanation should help respondents to understand the importance of the survey and will motivate them to respond to the survey.

The survey starts with the close-ended questions and moves to the open– ended questions. Close-ended questions are easier and less time consuming, so starting with closed-end question facilitates successful data collection, even if some of the respondents do not answer the open-ended questions.

The directions in the survey are kept very simple to avoid confusion. Shorter sentences and simpler words are used in the questions, so that respondents will be able to answer without frustration. An option for answering questions in Japanese is given to native Japanese speakers. This is to reduce potential stress and frustration for native

Japanese language teachers writing in English.

At the end of the survey, there will be a message expressing sincere appreciation for their participation in the survey, and information about updates. It is hoped that respondents will feel that they were an important part of this project, and they will know that updated products will be sent to them in the future. The survey can be found in Appendix E.

Conclusion

In this chapter, the process, project content and design of the project, and evaluation plans were discussed. There are reasons for the steps taken; why specific standards were targeted; what types of products were included; how content was selected; and how the product was designed. Explaining the rationale has made this project a more valid and reliable one.

A detailed plan for the evaluation and the future direction of the project, as well as explanations for how the process, method and design were selected will maximize the quality of the evaluation plan. This explanation will help the developer to secure funding for dissemination of this project to Japanese language instructors across the

United States.

CHAPTER IV

CONCLUSION

“One person can make a difference and every person should try.” John Fitzgerald Kennedy

This chapter encompasses a summary of the project, including conclusions and challenges in the process of this project, and future directions for the project.

Summary

Through this project, the importance of cultural teaching, dimensions of culture, and national and state standards have been revealed. Without this integration, foreign language teaching will not advance and will remain focused mainly on memorization of dialogues, vocabulary and grammar, and passive repetition practice.

Providing opportunities for students to encounter the perspectives of the target community and culture is an indispensable part of the process of learning the target language. The words, grammar, expressions, and stories come alive and become more meaningful through culture. This project contributes to current foreign language teaching methods by helping learners to become not only linguistically but also culturally proficient. Considerable time has been spent examining the standards, products, and activities included. These items are crucial in current foreign language instruction.

Organizing them to facilitate teacher use, listing useful information under each cultural product to reduce preparation time, and linking activities to the current standards are all

38 39 intended to make the project user friendly. It is my hope that this project motivates teachers to incorporate culture teaching that presents perspectives of the Japanese people through the social and cultural history of WWII.

One of the most important aspects of culture is the perspective of people in the target culture. Perspectives can be drastically affected during the tragic events.

Perspectives born from tragedy can often be more powerful than those formed during

“ordinary” periods of human existence. It is difficult to understand a different perspective on history, especially one that learners do not usually encounter in their history classes. It is crucial to learn about the perspectives of people in the target culture, to appreciate their perceptions of history and understand the culture tied to their language. Therefore, this project provides opportunities for teachers to teach culture through history in their language classrooms.

One of the challenges encountered in the development of this project was the difficulty of acquiring certain types of cultural products. For example, it was quite difficult to obtain Japanese newspapers and advertisements during WWII in the United

States. I have had to order the materials from bookstores in Japan, and I had my sister ship them to me. The next step will be to find a way to make this easier for other teachers.

Future Direction

In order to help teachers find the resources easily, a website teachers could use to contact me and find the resources would be helpful. The list of resources that were collected for this project would be posted on the website, so that teachers could find the

40 products or ask for help in finding them. Discussion and idea share sections for teaching a social and cultural history of WWII and culture in Japanese language classrooms would be added. In this way, teachers who have never tried to teach about culture in general, and WWII, in particular, can feel comfortable incorporating these areas in their lessons.

There is a need for more research on teaching a social and cultural history of

WWII, and the perspectives of people in the target culture through tragic historical events. The research could focus on teachers who used the cultural products to teach a social and cultural history of WWII to see if and how their feelings about teaching a social and cultural history of WWII have changed. The research also could focus on the students who have been taught by those teachers to see how students’ understandings of language and culture have grown and evolved. In order to increase the number of teachers using these cultural products, developing materials further by making them more user-friendly and by attaching actual lesson plans would be effective. The best way to do it would be to add lesson plans adhering to the Effective Instructional Sequence: setting the stage; comprehensible input; guided practice; application/extension; and evaluation/assessment. Teachers could just select an appropriate lesson and teach directly out of the book. In this way, teachers would find it easier to teach the content. This, in turn, should improve teachers’ motivation to incorporate more of the social and cultural history of WWII in their classes.

I will continue to dedicate myself to changing culture teaching in the Japanese language classroom. I will look for ways to encourage other teachers to tackle controversial topics, and find ways to incorporate them into their lessons. These changes

41 in Japanese as a foreign language instruction will improve students’ critical thinking skills and help them become life-long learners.

REFERENCES

American Council on the Teaching of Foreign Languages. (2009). National standards for

foreign language education. Retrieved from

http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

Burks, J. F. (1999, June). Teaching peace in Okinawa. Global Issues in Language

Education Newsletter, 35, 9-11. Retrieved from

http://jalt.org/global/newsletter/35okinawa.htm

Byram, M., & Feng, A. (2005). Teaching and researching intercultural competence. In E.

Hinkel (Ed.), Handbook of research in second language teaching and

learning (pp. 911-930). Mahwah, NJ: Lawrence Erlbaum Associates.

California Department of Education. (2009). World language content standards for

California public schools: Kindergarten through grade twelve. Retrieved

from http://www.clta.net/standards/standards.pdf

Cates, K. (1996, March). Teaching about the holocaust. Global Issues in Language

Education Newsletter, 22, 16. Retrieved from

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Donahue, W. C. (1994). “We shall not speak of it”: Nazism and the holocaust in the

elementary college German course. Die Unterrrichtspraxis/Teaching German,

German in the 21st Century, 27(1), 88-104.

43 44

Doppen, F. H. (2000). Teaching and learning multiple perspectives: Atomic bomb. The

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Fry, I. E. (1997). Imagining the unimaginable: Incorporating a course on the literature of

the holocaust into the undergraduate German curriculum. Teaching German,

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language classroom. Northeast Conference, Review 46, 20-29.

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8D0ABC7EA59E764F4A6D2592CEFF

Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford, UK: Oxford

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Mishan, F. (2005). Designing authenticity into language learning materials. Bristol, UK:

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Heinle.

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history textbooks: A comparative study. Retrieved from

http://centres.exeter.ac.uk/historyresource/journal6/Barbararev.pdf

APPENDIX A

CULTURAL PRODUCTS FOR TEACHING

ABOUT WWII: FOCUSING ON THE

SOCIAL HISTORY

Pre-Study of WWII In order to provide historical background, the following video, “Victory in the Pacific,” would be useful for high school and adult learners. Watching this video will provide a historical overview of WWII that puts political and military events in context. This video can be given as homework or viewed in class sessions prior to teaching social and cultural history of WWII. Developing learners’ background knowledge will facilitate their understanding of American perspectives on WWII, and enable them to compare and contrast these with those of the Japanese and Japanese Americans.

The title of the PBS video is “American Experience: Victory in the Pacific.” It may be viewed online at http: //video.pbs.org/video/1449123274. The length of the video is 110 minutes.

47 48

1.1 Literature

Level of Proficiency: Stage I Cultural Product: Chiichan no Kageokuri (Aman, 1982) Desirable age group: All ages Description of Product: This is a story about a little Japanese girl, Chiichan, who died during WWII. A day before her father was sent to the war, he taught her and her brother about “kage okuri” (staring at their shadows for ten seconds without blinking, and then looking at the blue sky. The shape of the shadow will show up in the sky) and the image they saw in the sky was their last family picture. Chiichan played with her brother doing “kage okuri” after their father left. Because of the war, she lost her mother and brother. It was difficult for her to survive by herself. Everyone around her was struggling to survive. She lost consciousness and dreamed of playing “kage okuri” with her family. Chiichan left this world while seeing the dream. How to obtain the product: You can order the book at Kinokuniya, Book web USA. You can listen to the story with mp3 file: http: //www.ina-ngn.ed.jp/~yoshiday/. Vocabulary used in this book: family members, numbers 1-10, nature, adjectives Targeted World Language Standards for California Public Schools: Content: 1.0, 1.1(family and friends), Communication: 1.2, 1.3, 1.5, 1.6, Culture: 1.1, 1.2, Structures: 1.1, 1.2, Settings: 1.1 Targeted Five C’s of the National Standard: Communication: interpersonal, interpretive, presentational, Cultures: perspectives, Connections: history, Comparisons: difference and similarities in perspectives, Communities: peace education Targeted five dimensions of culture: Perspectives: values, attitudes, Products: institution (family), Practices: group based scenarios (Kage okuri: projecting a shape of shade into the sky ), Persons: Chiichan and her family, Communities: military, neighbors Suggestions for activities 1. Practice numbers 1-10 by playing a counting game in class. Students will take turns and count numbers. If someone makes a mistake, they start over. → Settings 1.1 2. List the titles used for family members, and see how they are different from the ones in the textbook. e.g., touchan vs. otousan. → Structures 1.1, Communication 1.2 3. Discuss the similarities and differences in family relationships between Japan and the U.S. (English). Use a Venn Diagram to compare and contrast the family structure. Refer to the traditional Japanese family structure and modern structure. → Content 1.0,1.1, Culture 1.2 4. Describe the characters in the story using adjectives, e.g., cute, strong, sad, etc. → Communication 1.6, Structures 1.2 5. Experience Kage okuri outside. Stare at a shadow on the ground for a while without blinking and then look at the blue sky. The students should be able to see the shape of the shadow in the sky. Let students count numbers 1-10 while they are staring at the shadow on the ground.

6. Create a poster of family members and present it in class it (The students will label their family members in Japanese.) → Communication 1.3 7. Discuss what wars can do to the families (English). e.g., breaking up families, injury, death, etc. → Content 1.0

Level of Proficiency: Stage II Cultural Product: Kawaisouna Zou (Tsuchiya, 1970) Desirable age group: 7 year-old and above is recommended.  Caution: No violent pictures are shown but the story describes zookeepers trying to kill elephants by poisoning, injecting, and not feeding them. Description of Product: This is a true story. During WWII, at a zoo in Tokyo, zookeepers were ordered to kill the elephants to prevent them from getting loose during the chaos caused by the war. The zookeepers had become attached to the animals during the time spent training them. The zookeepers had to deal with their emotions in the process of killing the elephants. They tried to kill the elephants by feeding them poisoned food, but the elephants spit it out. The zookeepers tried injecting the elephants to put them to sleep, but it didn’t work because their skins were too thick and broke the needles. So, the zookeepers decided not to give them any food or water. The elephants kept showing the zookeepers the tricks that they had been trained to do in order to get food. It was heartbreaking for the zookeepers to watch them suffer and die. How to obtain the product: http: //www.alps.or.jp/match/shibai/zou/page01.html Targeted World Language Standards for California Public Schools: Content: 2.0 (zoo and farm animals), Communication: 2.2, 2.3, 2.5, 2.6, Culture: 2.1, 2.1, Structures: 2.0, Settings: 2.0 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: perspectives, Connections: history, Comparisons: different perspectives, Communities: peace education Targeted five dimensions of culture: Perspectives: attitudes, Products: institution (Zoo), Practices: group based scenarios, Persons: elephant trainers, Communities: zoo, military, and city Suggestions for activities: 1. Learn vocabulary used in the book, such as elephants and zookeepers. Let students pick their favorite characters and express the characters’ emotions, e.g., painful, sad. → Content 2.0 2. Discuss the feelings of zookeepers, and compare and contrast these feelings with their own. (English) → Culture 2.1, 2.2 3. Interview a student who is acting a character from the story. (e.g., Do you like the elephants? why do you have to kill the elephants?) → Structures 2.0, Settings 2.0 4. Work in groups to create a script for a play, and present it in class. (Students will probably need help from the teacher write the dialogue. It might be helpful to provide a list of expressions that they are likely to need.) → Communication 2.2, 2.3, 2.5, 2.6 5. Create their own picture books to send peace messages to the world. These can be presented in class. Make sure to create a rubric that shows what the students need to include in the story. It may be helpful for the teacher to create a sample as a model. → Communication 2.3, Structures 2.0

Level of Proficiency: Stage III Cultural Product: Sabaku ni Saita Himawari: A Place Where Sunflowers Glow (Lee- Tai, 2006) Desirable age group: All ages (English reading level is age 4-8)  This book is written both in English and Japanese. All Kanji has Furigana. Description of Product: This book can be used as a gentle introduction to the Japanese internment camps during WWII. The author of this book is of both Japanese and Chinese ancestry. She learned about the internment camps during WWII through her mother and grandmother. The following is the summary of the story: “Mari wonders if anything can bloom at Topaz, where her family is interned along with thousands of other Japanese Americans during World War II. The summer sun is blazingly hot, and Mari’s art class has begun. But it’s hard to think of anything to draw in a place where nothing beautiful grows. Somehow, glimmers of hope begin to surface under the harsh sun—in the eyes of a kindly art teacher, in the tender words of Mari’s parents, and in the smile of a new friend.” (Children’s Book Press, 2009) How to peek and obtain the product: Amazon.com Legal order and mandate related to relocating Japanese to internment camps: -Executive order 9066 issued on February 19, 1942 by President Franklin Roosevelt, http: //www.nps.gov/manz/historyculture/images/EO9066.jpg -Executive order 9066 was rescinded on February 19, 1976 by President Gerald Ford. -Commission on Wartime Relocation and Internment of Civilians (CWRIC) was signed by President Jimmy Carter in 1980. -Civil Liberties Act of 1988, which followed the recommendation from CWRIC, was signed by President Ronald Reagan on August 10, 1988: http: //www.civics- online.org/library/formatted/texts/civilact1988.html Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1(Significant historical event), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Culture: 3.2, 3.3, Structures: 3.0, 3.1, Settings: 3.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: perspectives, Connections: history, Comparisons: different perspectives, Communities: peace education Targeted Five dimensions of culture: Perspectives: attitudes, Products: places, institutions (internment camp, family), Practices: lives (story of a girl), Persons: a girl, family, Communities: internment camp, U.S. military Suggestions for activities 1. Research the lives of Japanese people in internment camps. It would be helpful if the teacher could provide a list of resources, such as online websites and books. The Japanese American National Museum website, http: //www.janm.org/, provides plenty of information on Japanese Americans in both English and Japanese. The teacher should create the list of questions for the students to answer during the research, so that the students know where to focus. → Content 3.0, 3.1, Communication 3.3

2. Create a website about the Japanese internment camps in Japanese for Japanese readers. The teacher should make a list of items that she/he wants the students to cover on the website such as how many people were sent, locations of the camps, and life in camps. → Communication 3.0, 3.4, 3.5, 3.6 3. Create a brochure about people’s rights. The students will read the Civil Liberties Act of 1988, which is the official apology to the Japanese Americans who were sent to internment camps during WWII. In groups, students will translate the act into Japanese and make a brochure including their own messages. → Structures 3.0, 3.1 4. Discuss the similarities and differences in attitudes of Japanese Americans and American citizens. After reading the book, ask the students to talk about the confused feelings of Japanese Americans. (e.g., Why are we relocated to internment camps, even though we are American citizens? We have to show patriotism for the U.S. to prove that we are true Americans. vs. Why are we treated as Japanese citizens? If so, we should show patriotism to Japan.) → Culture 3.2, 3.3 5. Interview people who experienced internment camps. Design guidelines for the students to create interview questions. It might be helpful for the students if they have a theme or topic to cover during the interviews. (e.g., Divide students into groups and assign a topic for the interview such as business, clothing, and daily life.) To find Japanese Americans to interview, please check the Japanese American National Museum. → Communication 3.1, 3.2, Settings 3.1

Level of Proficiency: Stage IV Cultural Product: Nijuuyon no Hitomi, (Tsuboi, 1952) Desirable age group: Middle school and above is recommended.  This is a novel so it requires at least a middle school reading level. Description of Product: This fiction novel is a story about a female teacher in a small village during WWII. She started teaching at an elementary school wearing western clothes, and commuted by bicycle. Because most female teachers wore a Kimono and didn’t ride bicycles, people in the village were prejudiced against her. That was not the only thing she did that was different from other teachers. She asked all her students their nicknames and called on the students using their nicknames. Her efforts to get to know the twelve students of hers created a strong bond. One day, she fell from her bicycle and got injured. Unable to commute to school, the school principal arranged for her to transfer to a school close to her home. Her students were worried about her and went to visit her. Her house was far away from where these students lived, but they kept walking, even though it was difficult and some of them started crying. Finally, they made it to her house. The teacher was very moved by their actions. A few years later, she got married and stopped teaching. Around that time, some of her former twelve students were sent to war, as was her husband. Her husband didn’t come back from the war. After WWII, she and her students got together, but only seven out of twelve were still alive. She realized the extreme pain the war had caused her and her students. How to obtain the product: You can get the book from Kinokuniya.com in the U.S. Suggestion when using this product: This book is a novel, so reading all of it in class would be difficult. Selecting some scenes for lessons would be more appropriate. Let students watch the movie version of this novel. You can get the movie from Amazon.com. This movie is Japanese audio and English subtitled. As this book includes a dialect, it might be a good opportunity to introduce different types of dialects in Japanese. Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(societal expectations, world events, and social and political issues), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.2, Structures: 4.0, 4.1, Settings: 4.1 Targeted Five C’s of the National Standard: Communication: interpersonal, interpretive, presentational, Cultures: product, practice, perspective, Connections: history, literature, Comparisons: different perspectives, difference in dialects, Communities: peace education, possibility of becoming life-long learners through reading a novel Targeted Five dimensions of culture: Perspectives: attitudes, values, belief, perceptions, Products: institution (school), Practices: group based scenarios, institution-based scenarios, lives , Persons: the teacher and her students, Communities: school, people in the community Suggestions for activities 1. Learn about dialects in Japan. Sanuki dialect is used in the story. Matching the standard Japanese and Sanuki dialect words before reading the text would help students’ understandings of the dialect. Also, comparing it to the other dialects such

as Kansai, Hakata dialects might be interesting. → Settings 4.1 2. Learn about honorific ways of speaking and writing. (e.g., onoriniaru, okaininaru) → Settings 4.1 3. Discuss the gender stereotypes in the story. In the story, female teachers were supposed to wear a Kimono, even though the male teachers were wearing western clothes. Because the main character wears western clothes and rides a bicycle, the people in the community are judging her based on her appearance. → Content 4.0,4.1, Communication 4.1, 4.4 4. Describe main characters in the novel in Japanese, and create side stories for this novel. There are twelve students in the class that the main character taught. The story doesn’t really describe what kind of life they had during the war. In the end, the survivors among the twelve students meet with the teacher. It might be interesting to let the students create a side story of those twelve students. → Communication 4.5, 4.6 5. Watch the movie and compare the novel to the film. There are some differences in the video and the novel, so comparing the scenes closely will provide an opportunity to identify the differences. → Communication 4.2 6. Write a review of this novel including a summary of the story, what kind of readers would they suggest reading this novel and the reason for their recommendations. → Communication 4.0, 4.3, Structures 4.1, Settings 4.1 7. Compare and contrast the perspectives of the Japanese with the perspectives of the students. The last chapter of the novel is the scene where the teacher and the twelve students are getting together after years. Discuss the feelings of Japanese people about the war and compare them to their own perspectives. (e.g., The teacher was very happy to see them but at the same time, she was sad because she realized the war forced her students to experience terrible things. Male students were encouraged to join military. As a result, some of them lost their lives, and one of them became blind.) → Culture 4.2

1.2 Broadcast media

Level of Proficiency: Stage I Cultural Product: TV news “Fire of Peace” Desirable age group: Middle school and above is recommended Description of Product: This news clip is about college students organizing a candle night event by bringing the atomic bomb fire back from Fukuoka to Hiroshima. This fire was brought by Mr. Yamamoto whose relative was killed by the atomic bomb to Fukuoka from Hiroshima right after the atomic bomb attack. He picked up the fire from ground zero of the atomic blast in Hiroshima and brought it to his hometown in Fukuoka to commemorate the death of his relative. He kept the fire burning for 63 years before his death. These college students held the event to remember the tragedy in Hiroshima and reflect on the importance of life and peace. How to obtain the product: http: //www.youtube.com/watch?v=8A3LhvawwZE, (NHK, 2008) Vocabulary used in this clip: numbers, dates, adjectives, self-introduction Targeted World Language Standards for California Public Schools Content: 1.0, 1.1 (greeting and introductions, and important dates in the target culture), Communication: 1.0, 1.1, 1.2, 1.3, 1.6, Cultures: 1.0, 1.1, 1.2, Structures: 1.0, 1.1, Settings: 1.0, 1.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, Cultures: cultural products, practices, perspectives, Connections: history, Comparisons: difference and similarities in perspectives, Communities: use language outside the classroom: self-introduction, interviewing Targeted five dimensions of culture: Perspectives: beliefs, values, attitudes, Products: the fire from atomic bomb, Practices: lives (keeping the fire to remember August 6, 1945), Persons: Mr.Yamamoto, college students, Communities: older generations who experienced the war, younger generations who have never experienced the war, media Suggestions for activities: 1. Listen to the introductions of the college students and understand the main information. (e.g., Age, what grade, etc.) → Content 1.0, 1.1, Structures 1.0 2. Interview each other to obtain the interviewee’s information, such as name, age, job, etc. → Communication 1.0, 1.1, 1.2, Structures 1.1, Settings 1.0 3. From the video, find out the differences and similarities between the U.S. and Japan in the interaction when people meet for the first time. (e.g., Bowing vs. shaking hands) → Culture 1.0, 1.2, Settings 1.1 4. Discuss the perspectives of Mr.Yamamoto and the college students. Why is it so important for them to continue the fire? Compare the continuum of the fire from the atomic bomb to the passing of fire at the Olympics → Culture 1.1 5. Research the effect of nuclear bombs, and present the findings in class. Presentations would be mostly in English, but the students can present the numbers included in the information in Japanese. → Communication 1.3

6. Create a poster to prevent the use of the bomb with students’ drawings. (e.g., “No more nuclear bombs!”, “Nuclear bombs can affect people for a long time.”) → Communication 1.6

Level of Proficiency: Stage II Cultural Product: TV News Clip, “Himeyuri Students” (NHK, 2009) Desirable age group: Middle school and above is recommended. Description of Product: This news clip is about the survivor of a Himeyuri student squad in Okinawa. The Himeyuri squad was formed by female students, and they were trained to take care of the wounded soldiers. The squad was dismissed in the middle of the battle field when the U.S. landed on Okinawa, and many of the members of the squad died. All fourteen survivors are now over 80 years old, and work at the Himeyuri Hall (museum). They are making an effort to pass down their experiences to the younger workers at the museum. At the same time, they are creating video recordings of their experiences so that the younger workers can show the stories of the survivors to visitors. How to obtain the product: http: //www.youtube.com/watch?v=Y0vhKHDoC0Y&feature=related (NHK, 2009) Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1 (significant historical figures), Communication: 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, Cultures: 2.1, 2.2, Structures: 2.0, Settings: 2.0 Targeted Five C’s of National Standards: Communication: interpersonal, interpretive, presentational, Cultures: cultural product, practice, perspective, Connections: History, Comparisons: different perspectives, Communities: educating younger generations the tragedy of the war Targeted five dimensions of culture: Perspectives: beliefs, attitudes, perspectives, Products: personal experiences (institutions: Himeyuri squad), Practices: group based scenarios, Persons: Himeyuri survivors who works at the museum and the young workers, Communities: museum workers, Himeyuri survivors, visitors Suggestions for activities: 1. Watch the video clip and get the key ideas of the news. (e.g., The reason why the Himeyuri survivors are recording their testimonies now.) → Content 2.0, Structures 2.0 2. Discuss the importance of the testimonies of the survivors at the museum. (in English) e.g., Hearing the experiences directly from the survivors is shocking and hard to forget. → Culture 2.1 3. Research the experiences of the Himeyuri squad in Okinawa, and present them in class. There are some testimonies you can find on Youtube.com. Some of them have Japanese subtitles, so the students can hear and read to understand their experiences. (e.g., Shortage of supply to treat soldiers) → Communication 2.5 4. Divide the students into two groups: reporter and survivor and act out the interviews. (e.g., Ask about the feeling of the survivors who experienced the tragedy.) → Communication 2.0, 2.1, 2.2, 2.4, 2.6, Settings 2.0 5. Discuss what the students can do to prevent this sad experience from happening in the future. (in English) e.g., Establish the international laws that prohibit allowing or forcing children to become soldiers and fight in wars.

6. Discuss similarities and differences in WWII experiences and modern wars. (in English) e.g., Involving civilians, terrorism etc. → Content 2.1, Culture 2.2 7. Discuss the similarities and differences in practice and perspectives toward the peace movement in Japan and the U.S.(in English) e.g., No use of nuclear weapons, no participation in wars → Culture 2.1 8. Create a poster including the peace message and the students’ drawings inspired by the testimonies of Himeyuri squad survivors. (e.g., Picture of the Himeyuri girl watching her friends die and says, “My friend died because of the war.”) → Communication 2.0 9. Write down what they learned from the testimonies, share it in class. (e.g., Himeyuri squad worked for the military but when the U.S. military was about to land, they were dismissed in a middle of battle field surrounded by the U.S. soldiers.) → Communication 2.0, 2.3, 2.6

Level of Proficiency: Stage III Cultural Product: News Clip, “The Last Testimony of a Surviving Soldier” (TV Asahi, 2008) Desirable age group: Middle school and above is recommended. Description of Product: The news was recorded in the 64th year after the WWII. Mr. Saito, who went to the war as a medical orderly soldier, was 90 years old. He shared some of his experiences as a medical orderly soldier. One of them was that there were not enough medical supplies on the battle field. As a result, a soldier’s leg was getting rotten, and worms were eating his flesh under the bandage. He has written his experiences and is trying to pass down the peace message to younger generations. How to obtain the product: http: //www.youtube.com/watch?v=gC5S68bDwY0&feature=related Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1 (media, internet, television, radio, film, and significant historical event), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.1, 3.2, Structures: 3.0, 3.1, Settings: 3.0, 3.1 Targeted Five C’s of the National Standard: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: different practices, perspectives, Communities: passing the peace message Targeted five dimensions of culture: Perspectives: belief, attitudes, perspectives, Products: Experiences, Practices: passing down the story of Mr.Sato’s experience (lives), Persons: Mr. Saito, Communities: media, viewers Suggestions for activities 1. Watch the clip and get the key ideas, share them in class. (e.g., Mr. Saito wrote a book about his experiences. He was sent as a nurse and encountered horrible scenes.) → Content 3.0, 3.1, Communication 3.5 2. Read the Japanese subtitles, identify the kanji they learned, and learn new kanji. Then transform the Hiragana into Kanji in sentences. (e.g., Last year, 去年, death due to sickness, 病死) → Communication 3.2 3. Create a video clip to send the peace message in Japanese. Include “must”, “not to do” form in the sentences. → Communication 3.0, 3.1, 3.3, Communication 3.6 4. Discuss differences and similarities in perspectives. They will explain and state their own opinions. (e.g., Mr. Saito feels that is it his responsibility to record his experience and leave it for the new generations.) → Communication 3.4 5. Write some interview questions for the war survivors. If your school has a sister school in Japan. The teacher can find a way to interview the sister school students’ grandparents or great grandparents who have experienced the war experienced using Skype. It would be helpful for the students if the teacher provides categories for the questions, such as life during the war, terrible experiences, what the survivors want the new generations to do for the future, etc. → Structures 3.0, Settings 3.0

6. Find a story of war survivors online and predict the answers for the questions they created before they interview. Compare the differences in the answers. → Culture 3.1, 3.2 7. Write a letter to Mr. Saito encouraging his efforts with the reasons why what he is doing is meaningful. → Structures 3.1, Settings 3.0, 3.1

Level of Proficiency: Stage IV Cultural Product: Video Clip, “Live on 500 yen a month” Desirable age group: High school or college students Description of Product: This clip is about the slogan of “500 yen for one household a month.” The government encouraged Japanese citizens to use under 500 yen a month per household in order to prevent inflation after WWII. This clip explains how unreasonable it was to live on a 500-yen budget by dividing the household expenses into categories, such as utilities, food, clothing, transportation. How to obtain the product: http: //www.youtube.com/watch?v=wpoWmflpDPw&feature=related Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(world events, social and political issues, transnational careers and economies), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.5, Cultures: 4.2, Structures: 4.0, 4.1, Settings: 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, economy, Comparisons: different perspectives, Communities: use the knowledge of manage household allowance Targeted five dimensions of culture: Perspectives: attitudes, values, belief, perceptions, Products: government propaganda, Practices-group based scenarios, Persons: people who oppose government propaganda, Communities: media, viewer, government Suggestions for activities: 1. Identify the vocabulary for categorizing the household allowance such as utility fee, education fee, etc, and understand the purpose of this video. (e.g., To prevent sudden inflation) → Content 4.0, 4.1 2. Learn how inflation started in Japan after WWII, and what policies were made to stop this inflation. One of the policies was this 500 yen a month per family policy. The website to learn more about this inflation, please see http: //f59.aaa.livedoor.jp/~bokujin/inflation.html. Ask the students to summarize what they understood from the website. → Communication 4.0, 4.1, 4.2, 4.5, Structures 4.0 3. Research the lives of Japanese people right after WWII, and present the findings including household economy. There is a website where the students can read about the experiences of Japanese people right after WWII. (e.g., Shortages of food, clothing, daily supplies, etc.) Please see http: //www.pref.mie.jp/FUKUSHI/heiwa/bunsyuu_09.htm → Communication 4.3 4. Discuss the similarities and differences in perspectives of people who lived in a hard economic period in the U.S. and Japan. (e.g., Japanese people who struggled to live during the war and post war vs. Americans who experienced a difficult life during the depression. Both are usually savers to have money in case of emergency. In general, Japanese people are savers compared to the average American.) → Communication 4.4, Culture 4.2, Settings 4.1

5. Organize how they are spending money in a month using by the categories they learned as vocabulary, and analyze where they can cut their spending. (e.g., If someone is spending too much on cell phone bills, change plans to save money.) → Content 4.1 6. Create a brochure on how to save money, and persuade the audience. (e.g., Unplug the cords of all the electronics when they are not used.) → Communication 4.6, Structures 4.1, Settings 4.1

1.3 Newspaper

Level of Proficiency: Stage I Cultural Product: Japanese Newspaper Headlines during WWII Desirable age group: All ages Description of Product: They are mostly about Singapore’s surrender. The battle of Singapore took place February 8 to 15 in 1942. Japan fought against the British army in Singapore, which was the biggest British base in South Asia. The British surrendered on February 15, 1942. Japan had predicted the defeat of the British army around February 11, and had already started making memorial stamps for celebrating the victory in Singapore. Japan changed the name, Singapore, to Shonan island. (Taiheiyou Sensou Shinbun, 2005, p. 40) These articles also show the different writing system. (Instead of right to left when writing horizontally, they were written left to right.) How to obtain the product: http: //www.geocities.jp/travelog73/S170216.gif http: //img.f.hatena.ne.jp/images/fotolife/K/KAZUMiX/20060813/20060813234609.jpg http: //www.akimoto-shobo.co.jp/images/images_sinbun/sinbun.gif Taiheiyou Sensou Shinbun (Rekishi Kisha Club Shouwa Han, 2005, p. 40) Vocabulary used in the newspapers: They include the name of the countries in Katakana. Targeted World Language Standards for California Public Schools: Content: 1.0, Communication: 1.1, 1.2, 1.3, 1.5, 1.6, Cultures: 1.1, 1.3, Structures: 1.0, 1.1, Settings: 1.0 Targeted Five C’s of the National Standards: Communication: interpretive, Cultures: perspective, Connections: history, Comparisons: difference and similarities in perspectives, and languages, Communities: use language outside the classroom Targeted five dimensions of culture: Perspectives: belief, values, attitudes, Products: artifact, newspaper, Practices: operations, (obtaining information, media control), Persons: reporters, newspaper readers, Communities: military, readers, media, sponsors Suggestions for activities: 1. Identify the Katakana words in the newspapers. (e.g., Singapore) → Communication 1.5, Communication 1.2 2. Understand the different writing system during this period of time. (e.g., It was written right to left.) → Structures 1.0 3. Understand how Hiragana, Katakana, and Kanji are used in the newspapers. (e.g., Hiragana is used for Japanese origin words and Katakana is used for foreign words.) → Structure 1.0 4. Match the names of places and countries on the map. → Communication 1.4 5. Research what was actually happening during those dates in the newspapers.(in English) e.g., Battle of Singapore → Content 1.0 6. Compare the facts with the articles in the newspaper. (Students would need the instructor’s help to understand what the article says. Talk about media control by government.)

7. Understand the rules to change foreign words into Japanese words. Then, write some English words in Japanese. (e.g., Add a close vowel at the end of word, for example, “ball” changes to “booru”) → Culture 1.3, Communication 1.1, 1.6, Settings 1.0, Structures 1.1 8. Compare the rules with the way English borrows words from foreign languages. e.g., Edamame, but English speakers say Edamami → Structures 1.0 9. Discuss why media was controlled and what kind effect was caused to the civilians. (in English) e.g., The government was telling citizens they were winning so people believed it. → Culture 1.1 10. Bring the daily newspaper in English and change the headlines into Japanese. (The instructor needs to pre-select the headlines that are appropriate to the stage I students.) → Communication 1.6 11. Read the headlines from Japanese web news, and see what words are commonly used in the headlines. They need hiragana version of the headline so teacher should pick the headline from the website. (e.g., start) → Communication 1.5 12. Read headlines of Japanese news to guess what the articles are about. Let the students explain their guesses in class.(in English) → Communication 1.3

Level of Proficiency: Stage II Cultural Product: Articles about stopping the use of foreign words Desirable age group: All ages Description of Product: These articles include changes in the use of language due to the war. Since Japan was fighting against the U.S. and U.K., the government prohibited citizens from using words that originated from the U.S. and U.K. For example, “strike” in baseball was changed to “good” in Japanese. How to obtain the product: Taiheiyo Sensou Shinbun, (Rekishi Kisha Club Shouwa Han, 2005, pp. 69, 75). This is actually the modified version of the newspapers during WWII. It is written in modern Japanese so that the readers can understand. Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1(significant historical figures), Communication: 2.0, 2.1, 2.2, 2.3, 2.5, 2.6, Cultures: 2.1, 2.2, Structures: 2.0, 2.2, Settings: 2.0 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: perspectives, Connections: history, Comparisons: different perspectives, use of words, Communities: adapting new words in real world Targeted five dimensions of culture: Perspectives: attitudes, perspectives, Products: foreign words, article about the ban for using foreign words, Practices: ruling not to use foreign words, substituting foreign words with Japanese words, Persons: citizens, Communities: government, media Suggestions for activities: 1. Read the article and get the key ideas, and share them in class. (e.g., Prohibiting the use of words is English/American origin.) → Content 2.0, Communication 2.2, Communication 2.5, Structure 2.0 2. Match the foreign words and substitutions for the words in Japanese (e.g., Baseball word “strike” becomes “good” in Japanese.) → Communication 2.2 3. Create sentences using the borrowed words, and then substitute the words with Japanese origin words. See if there is any difference in the meanings. (e.g., That ball the pitcher threw was a strike. vs. the ball the pitcher threw was a good.) → Communication 2.0, Structure 2.2, Communication 2.6 4. Discuss why it was important for Japanese government to change the adopted foreign words into Japanese words (in English), e.g., Patrolling the citizens to eliminate English and American originated foreign philosophies among citizens. It was important for the government/military to supervise the roots of English/American thought growing in Japan. → Content 2.1, Culture 2.1 5. Discuss whether or not there were any regulations on foreign words in the students’ countries. Let students do research before the discussion and share the results in class. Also discuss the effect of controlling language use. (in English) → Culture 2.2 6. Compare and contrast the adaptation system of foreign words in their native languages. e.g., do they just pronounce the word the same as the original word or do they translate it into their native language or a combination of both? (in English) → Culture 2.3

7. List the borrowed foreign words, and try to change them into English words in order to understand how strange and inconvenient it is to change the existing words. (e.g., “Sushi” becomes sliced raw fish on top of small seasoned rice ball.) → Culture 2.1 8. In groups, the students will discuss the feelings of the Japanese people who had to change the language use, and present the results in class. (e.g., It was hard, sad, inconvenient.) → Communication 2.3 9. Write interview questions for Japanese people during WWII. They will ask each other and answer the questions based on the results of the discussion. (e.g., What words were changed during the war? How did you feel about using it?) → Settings 2.0, Communication 2.1

Level of Proficiency: Stage III Cultural Product: Article about ingredients substitution (food/cooking) Desirable age group: All ages Description of Product: During WWII, the government suppressed citizens’ complaints about the shortage of food, and blamed the citizens for lack of patience and creativity. This article introduces different ways of using ingredients, and recipes. For example, the article suggests using dried and ground Kabocha pumpkin seeds as a substitute for sesame seeds because sesame oil can be used to make fuel oil. On the same page, there is an article about prohibiting people from sending food by mail. According to the article, it is a luxury to send to food to others via mail when the country is asking civilians to give up as much as possible to support the military. How to obtain the product: Taiheiyou sensou shinbun (Rekishi Kisha Club Shouwa Han, 2005, p. 106) Targeted World Language Standards for California Public Schools Content: 3.0, 3.1(nutrition, fitness, and health), Communication: 3.0, 3.1, 3.2, 3.3, Functions: 3.4, 3.5, 3.6, Culture: 3.2, Structures: 3.1, Settings: 3.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspective, Connections: history, home economics, Comparisons: different products, practices, perspectives, Communities: life-long learners, introduce healthy recipes to the community Targeted five dimensions of culture: Perspectives: values, attitudes, perspectives, Products: article about food substitution, Practices: operations (how to feed family with limited ingredients), Persons: citizens, Communities: media, government, citizen Suggestions for activities: 1. Read the article and understand the main ideas. Share the ideas they understood in class. (e.g., Use ground pumpkin seeds as a substitution for sesame seeds.) → Content 3.0, Communication 3.2, Communication 3.5 2. Research recipes for commonly eaten dishes during WWII. (e.g., Daikon radish rice) → Content 3.0 3. List what type of nutrition is included in the dishes that people were eating during the war, and determine whether or not they were healthy foods. (e.g., Vitamin, calcium) → Content 3.1 4. Imagine the lives of the Japanese citizens during WWII, and discuss why they were so patient with their government. (e.g., They believed that the soldiers who were risking their lives in the country needed supplies more than people who stayed in Japan. Making effort to send more to soldiers and military by giving up their supplies was their way of fighting in the war.) → Content 3.0, Communication 3.4 5. Compare and contrast how civilians supported soldiers and the military in Japan and their own country. (e.g., Sending all the supplies, taxes, etc.) → Culture 3.2 6. Write a letter to the newspaper to suggest recipes using the ingredients Japanese people were able to get during WWII. → Communication 3.0, Communication 3.6, Structures 3.1, Settings 3.1 7. Present the ingredients for the recipe using visuals, and demonstrate how to cook

like in a cooking-show. → Communication 3.3, Communication 3.6 8. Discuss the importance of incorporating proper nutrition in their daily diet. (e.g., Unhealthy diets can cause obesity, high blood pressure, heart attacks, strokes, etc.) → Content 3.1 9. Interview each other about what they ate the day before to examine the nutrition in their diet, and provide advice to each other. (e.g., You should obtain more calcium.) → Communication 3.1, 3.2 10. Create recipes for healthy dishes and present them online to Japanese people. (e.g., Ingredients, steps of cooking and nutrition) → Settings 3.1

Level of Proficiency: Stage IV Cultural Product 1: Articles about Tokyo Rose Desirable age group: All ages Description of Product: Taiheiyou sensou shinbun includes an article about one of the women known as Tokyo Rose. These women were on a Japanese radio station targeting soldiers in the Pacific. Most of the radio speakers were foreign prisoners, but Iva was a second generation Japanese, who was visiting her sick aunt right before the war. She was unable to go back to the U.S. because the U.S. and Japan were in the middle of the war, and she was half Japanese. She had a hard time living in Japan. Since she didn’t give up her U.S. citizenship, she was not given a food ration. She took a job as a typist at the radio station to live, and ended up speaking on the radio. She was arrested by the U.S. Military for treason and stayed in Sugamo prison until her trial. She wasn’t charged and was released. After she went back to the U.S., the state of California prosecuted her for treason, and she was sentenced to ten years of imprisonment, a million dollar fine, and deprivation of her U.S. citizenship. In the seventies, President Ford pardoned her. How to obtain the product: Taiheiyou Sensou Shinbun (Rekishi Kisha Club Shouwa Han, 2005, pp. 115, 157) Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(World events, social and political issues), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.1, 4.2, Structures: 4.1, 4.2, Settings: 4.0 Targeted Five C’s of the National Standard: Communication: interpersonal, interpretive, presentational, Cultures: product, practice, perspective, Connections: history, law, Comparisons: different perspectives, Communities: life-long learners, people’s rights Targeted five dimensions of culture: Perspectives: attitudes, values, belief, perceptions, Products: newspaper , Practices: group based scenarios, institution-based scenarios, lives, Persons: Tokyo Rose, Communities: media, GHQ Suggestions for activities: 1. Read the article and then get main ideas and key details. Share the ideas and details in class. → Communication 4.2, 4.5 2. Research more about Tokyo Rose on the internet, and present their findings in class. (e.g., There were more than one Tokyo Rose. She was arrested after WWII in Japan and in California.) → Content 4.0 3. Learn about war criminal trials that were held after WWII by U.S. GHQ. (e.g., How criminals were ranked? Who was mainly arrested and based on what?) → Content 4.1 4. Discuss what students would do to survive if they were trapped in enemy territoty during war and compare the results with Iva’s experience. (e.g., Iva couldn’t get supplies in Japan because she was American so she had to work somewhere to earn money to eat. Did she have a choice what type of jobs she could get? Should she have given up her citizenship?) → Culture 4.1, Communication 4.1, 4.4

5. Discuss whether or not the students agree with the court’s ruling for Iva Toguri who admitted that she was one of the girls who spoke on the radio to talk about Japanese propaganda. They were usually called Tokyo Rose. (e.g., Was it right to take her citizenship away? Was she the victim of the war, or was she a traitor?) → Communication 4.1, 4.4 6. Compare and contrast the perceptions of Japanese Americans and American citizens about this case. The teacher should prepare resources that can reveal the perceptions of Japanese American during this period. (e.g., Some of the Japanese Americans were forced to testify against Iva. There were some Japanese Americans that felt sorry for Iva, but they were too afraid of the consequences to stand up for her. American citizens considered her a traitor.) → Structures 4.2, Culture 4.2 7. Write opinions about wars referring to the case of Iva Toguri. Present them in class and exchange feedback with other students. → Settings 4.0, Structures 4.1, Communication 4.0, 4.3, 4.6 Cultural Product2: Yuta Nippo Description of Product: Yuta Nippo was the only Japanese language newspaper that continued to publish even during WWII. It played an important role in Japanese Americans’ lives during the war. From 1941 to 1945, the newspaper showed the lives of Japanese American during WWII. How to obtain the product: Yuta Nippo (Only several libraries hold this newspaper. In California, UCLA has one.) Legal order and mandate related to relocating Japanese to internment camps: -Executive order 9066 issued on February 19, 1942 by President Franklin Roosevelt, http: //www.nps.gov/manz/historyculture/images/EO9066.jpg -Executive order 9066 was rescinded on February 19, 1976 by President Gerald Ford. -Commission on Wartime Relocation and Internment of Civilians (CWRIC) was signed by President Jimmy Carter in 1980. -Civil Liberties Act of 1988, which followed the recommendation from CWRIC, was signed by President Ronald Reagan on August 10, 1988: http: //www.civics- online.org/library/formatted/texts/civilact1988.html Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(World events, social and political issues), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.2, Structures: 4.1, 4.2, Settings: 4.0, 4.1 Targeted Five C’s of the National Standard: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, law, Comparisons: compare perspectives, Communities: write letters to newspaper Targeted five dimensions of culture: Perspectives: attitudes, values, belief, perceptions, Products: newspaper Practices: group based scenarios, institution: based scenarios, lives, Persons: Japanese Americans, Communities: Japanese Americans, media

Suggestions for activities: 1. Select articles that report on the lives of Japanese Americans during WWII, and get the main ideas and details. Share them in class. → Content 4.0, Communication 4.2, 4.5 2. Research the laws that forced Japanese Americans to move to internment camps and the aftermath. Present the findings in class. → Content 4.0, 4.1, Communication 4.3 3. Create questions to ask the Japanese Americans who have experienced internment camps during WWII. (e.g., how was before and after the internment camps? How do they feel about the treatment?) → Communication 4.1 4. Interview Japanese Americans and create a website for Japanese people to understand the lives of Japanese Americans during WWII. (e.g., They had to move to the desert, they couldn’t take much with them. They were supervised by American military. They lost all their assets.) → Communication 4.1 5. Compare and contrast the perspectives of Japanese Americans and American citizens about the internment camp. (e.g., It was illegal vs. they were enemies.) → Communication 4.4, Culture 4.2, Structures 4.2 6. Compare and contrast the treatment of Japanese with Germans’ treatment in the U.S. during WWII. (e.g., Were Germans also forced to relocate to internment camps?) 6. Discuss the importance of people’s rights. (e.g., If they were naturalized, they should have had the same rights as all citizens of America. They should not be discriminated against by race or origin.) → Communication 4.4 7. Write a letter to the editor about their opinions about people’s rights. → Communication 4.0, 4.6, Structures 4.1, Settings 4.0, 4.1

1.4 Advertisement

Level of Proficiency: Stage I Cultural Product: Advertisements for radio Desirable age group: All ages Description of Product: There were many advertisements for radios in the newspapers during WWII. It was a major way of getting information during WWII. So, the advertisements included pictures of planes and war related images. It is interesting to see how much radios cost during WWII. The prices of radios varied by company. Some advertised a radio for 105 yen, or 160 yen. One company advertised for 30.70 yen. One of the advertisements for a flashlight indicated the price as 9.6 yen, so radios were quite expensive. How to obtain the product: Tatakau Koukoku (Wakabayashi, 2008, pp. 37, 41, 43, 49) Vocabulary used in the newspapers: They include Katakana words for radio and names of the radio brands. Targeted World Language Standards for California Public Schools: Content: 1.0, Communication: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, Cultures: 1.1, 1.3, Structures: 1.0, 1.1, Settings: 1.0 Targeted Five C’s of the National Standards: Communication: interpretive, Cultures: products, practices, Connections: history, marketing, Comparisons: difference and similarities in perspectives, and languages, Communities: use language outside the classroom Targeted five dimensions of culture: Perspectives: values, attitudes, perceptions, Products: artifact, advertisement, Practices: operations, Persons: readers (citizens), Communities: marketing companies, media, readers Suggestions for activities: 1. Identify the Katakana words in the paper advertisement, and understand what the advertisements were for. (e.g., Victor radio) → Communication 1.4, 1.5, Culture 1.3, Content 1.0, 2. Understand the different writing system during this period of time. (e.g., It was written right to left.) → Structures 1.0, Communication 1.2 3. Understand how Hiragana, Katakana, and Kanji are used in the newspaper advertisements. (e.g., Hiragana for Japanese origin words, Katakana for borrowed words, Kanji to replace some Hiragana to show the meaning of the word.) → Structures 1.0 4. Understand the rules for changing foreign words into Japanese words, and try to change some English words into Katakana. (e.g., They end with the close vowel to the end of the word, except when the word ends with “n”. For example, “ball” becomes “booru.”) → Structures 1.1 5. Compare how English borrows words from foreign languages with the way in Japanese does. (e.g., coffee and koohii, vs. sushi and sushi) → Culture 1.3

6. Discuss why some of the advertisements included war related objects. (in English) e.g., To sell the products that are convenient and useful for the people during the war. → Culture 1.1 7. Create newspaper advertisements for modern technologies for world peace purposes, and present it in class. (e.g., The picture of an iPod covered with peace marks, and statement “Make a peace with an iPod”) → Communication 1.1, 1.3, 1.6, Settings 1.0

Level of Proficiency: Stage II Cultural Product: Advertisement for preparation for bomb attack Desirable age group: All ages Description of Product: This was a pharmaceutical company’s advertisement for ointment. It shows how people should prepare for emergency situations such as bomb attacks. For example, an individual household should have a bucket, sand, hose, practical clothes, and a long ladle to stop a fire on the roof. Neighborhood groups should have shovels, pumps, ladders, and water tanks. This material is good for comparing and contrasting the preparation for emergency situations in Japan during WWII and the one in the U.S. How to obtain the product: Tatakau Koukoku (Wakabayashi, 2008, p. 54). Included vocabulary: Some Katakana words such as bucket, hose, pump, and nature Kanji. Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1(people in the community, and significant historical figures), Communication: 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, Cultures: 2.1, 2.2, Structures: 2.0, Settings: 2.0 Targeted Five C’s of the National Standards: Communications: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, preparation for disaster, Comparisons: different perspectives, use of words, Communities: real life situation: preparing for urgent situations Targeted five dimensions of culture: Perspectives: value, belief, attitude, Products: advertisement, Practices: use the war to sell their products, Persons: citizens, Communities: advertising company, media, readers Suggestions for activities: 1. Read the advertisement and get the key ideas. Then, share them in class. → Content 2.0, Communication 2.5, Structures 2.0 2. Discuss why it was important for the Japanese government to change the adopted foreign words into Japanese words. (in English) e.g., Not allowing foreign words to exist in Japanese society and patrolling the citizens was a way to eliminate the English and American originated philosophies. It was important for the government/military to eliminate any roots of English/American culture growing in Japan. → Content 2.1, Culture 2.1 3. Interview each other what they have at their houses for emergency situations. → Communication 2.0, 2.1, 2.2, 2.4, 2.6, Settings 2.0 4. Compare and contrast the purpose of advertisements in Japan and the U.S. (e.g., To sell products, or to encourage people to do certain things such as saving energy.) → Culture 2.1, 2.2 5. Research what they should have at their houses in case of emergency, and list them in Japanese sentences. (e.g., Water is necessary. Solar lights are useful.) → Content 2.1, Communication 2.0, 2.6

6. Create advertisements papers/videos to sell products in preparation for emergency situations, and present them in class. → Communication 2.3, 2.6 7. Read or watch the advertisements and write comments about them. (e.g., It was clever because it includes the pictures of frequently occurring emergency situations.) → Communication 2.0, 2.6

Level of Proficiency: Stage III Cultural Product: Advertisements directed at women and children, saving, and the slogan “hosigarimasen katsumadewa-I will not say I want until we win.” Desirable age group: all ages Description of Product: These advertisements suggested the appropriate jobs for women and children during WWII. Most of the jobs used to be done by males. Since most men were taken by the military, women and children had to become substitute workers. The advertisements also included messages, such as citizens should save money, food, any kinds of materials for the nations, military and soldiers. The well- known slogan, “hoshigarimasen katsumadewa”: we will not say “we want something” until we win the war, is included in the advertisements. This slogan respected attitudes toward the war. It is representative of the Japanese spirit during WWII. How to obtain the product: Tatakau Koukoku (Wakabayashi, 2008, pp. 94-95, 82-83, 102, 130, 135, 139). Advertisement for bento includes the slogan “hoshigarimsen katsumadewa”: http: //www.ekibento.jp/200607150022.JPG Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1 (historical and cultural figures, stereotypes, media, internet, television, radio, film, and significant historical events), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.2, Structures: 3.1, Settings: 3.0, 3.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, economy, Comparisons: difference in products, practices, perspectives, Communities: life-long learners, how to save money Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perspectives, Products: advertisements, Practices: operations (how to use advertisements), Persons: citizens, Communities: banks, insurance companies, media, readers Suggestions for activities: 1. Read the advertisements and obtain the main idea and key details. Share them in class.(e.g., Women and children were working at places where men used to work because most men were taken to the war.) → Content 3.0, Communication 3.5 2. Compare and contrast the roles of women and children during WWII in Japan and the ones in the U.S. (e.g., Working at factories for military supplies.) → Cultures 3.2 3. Express their opinions on the roles of children and woman. (e.g., Children should focus on education not on labor.) → Communication 3.0, 3.1, 3.4 4. Compare and contrast the use of the advertisements in the U.S. and Japan. (e.g., To sell a products, or to encourage people to do certain things such as saving energy.) → Cultures 3.2 5. Discuss the differences in perspectives about saving money for the country. (e.g., Would you save money for the country to use for the war? Why Japanese people during WWII tried so hard to save money for the country?) → Cultures 3.2 6. Research debt in both countries: Japan and the U.S., and create plans to pay off the debt. (e.g., Spend less for wars, don’t engage in war.) → Content 3.1

7.Create advertisements in order to suggest better ways of paying off their country’s debts, and present them in class. → Communication 3.0, 3.3, 3.4, 3.6, Structures 3.1, Settings 3.0, 3.1

Level of Proficiency: Stage IV Cultural Product: Advertisements in Japanese immigrant newspapers in the U.S. Desirable age group: High school and above is recommended. Description of Product: Yuta Nippo was the only Japanese language newspaper that continued to publish during WWII. It played an important role in Japanese Americans’ lives during the war. It was a main source of information about what was happening in Japan and the U.S. during WWII. In newspapers from 1941 to 1945, it also showed the lives of Japanese American during WWII. Most of the advertisements were used to advertise the businesses that Japanese Americans were running. Most of these businesses were related to food, banks, seeds and hotels. How to obtain the product: Yuta Nippo (Only several libraries hold this newspaper. In California, UCLA has one.) Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(transnational careers and economies), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.1, 4.2, Structures: 4.1, Settings: 4.0, 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, business, Comparisons: difference in products, practices, perspectives, Communities: Interview Japanese immigrants in the community Targeted five dimensions of culture: Perspectives: attitudes, values, beliefs, perceptions, Products: advertisements, Practices: operations (how to use advertisements), Persons: Japanese Americans, Communities: Japanese Americans, publisher Suggestions for activities: 1. Read the advertisements in the newspaper and list the types of business Japanese immigrants owned. (e.g., Rice shop, inns) → Content 4.0, Communication 4.2, 4.5 2. Analyze what kinds of information companies included in the advertisements, and present it in class. (e.g., Addresses, phone numbers, main products.) → Communication 4.3 3. Research the key elements in successful advertisements in newspapers, and create a business report. (e.g., Successful advertisements have eye catching pictures, explanation is not too long.) → Content 4.1 4. Explain the findings from the research, explain and persuade the audience to use their ideas in new advertisements. → Communication 4.0, 4.1, 4.6, Structures 4.1, Settings 4.0 5. Interview Japanese immigrants about the difficulty of starting and continuing a business in the U.S. around the time period of WWII. (e.g., First generation immigrants were not allowed to own properties.) → Communication 4.1, Settings 4.0, 4.1 6. After the interview, students will compare and contrast the perspectives of Japanese Americans and American citizens, through their life experiences. (e.g., Americans viewed Japanese Americans as enemies and Japanese Americans were considering themselves Americans. Some Japanese Americans were harassed by other Americans during WWII. They were called JAP.) → Communication 4.4, Cultures 4.1, 4.2

1.5 Songs and music

Level of Proficiency: Stage I Cultural Product: Navy song, “getsugetsukasuimokukinkin” Desirable age group: All ages Description of Product: This song was written for the Japanese Navy, and sung during WWII. This included words for the days of week to refer to the busy life of navy soldiers. This song was used to show civilians how hard the Japanese Navy worked. This material is great to reinforce the vocabulary for days of the week for Stage I students. In this video, not only the lyrics repeat the vocabulary, but also the subtitles provide Kanji for days of the week. Making comparisons and contrasts with the military songs from the learners’ countries would help students understand why this song was created and how it was used. How to obtain the product: http: //www.youtube.com/watch?v=NvCV2f1X7TQ Vocabulary used in the newspapers: The song includes the words and Kanji for days of week. Targeted World Language Standards for California Public Schools: Content: 1.0, 1.1(calendar, seasons, and weather), Communication: 1.1, 1.2, 1.3, 1.4, 1.5, Cultures: 1.1, Structures: 1.0, Settings: 1.0 Targeted Five C’s of the National Standards: Communication: interpretive, Cultures: products, practices, Connections: history, music, Comparisons: difference and similarities in languages, Communities: use language outside the classroom Targeted five dimensions of culture: Perspectives: values, attitudes, Products: navy song, Practices: operations: sing the song to let the citizens know the navy life, Persons: navy soldiers, Communities: citizens, navy Suggestions for activities: 1. Identify the words and Kanji for days of the week. → Communication 1.4, 1.5 2. Compare and contrast the words for days of week in Japanese and English. (e.g., The Kanji for Monday means “moon”.) → Structures 1.0 3. Understand how Hiragana, Katakana, and Kanji are used. e.g., Hiragana is used for Japanese origin words and Katakana is used for foreign words → Structure 1.0 4. Discuss the purpose of this song. (in English) e.g., To inform that Japanese navies work almost everyday. → Cultures 1.1 5. Compare and contrast the Japanese military songs with American ones. (e.g., Similar tunes, simple songs. Purpose of the songs and how they are used.) → Cultures 1.1 6. Have students interview each other about what they do days of the week. Write the information on the interview sheets. Retell the findings in class. → Communication 1.1, 1.2 7. In groups, create a song based on the information gathered about what they do in a week. Students probably need help translating some parts into Japanese. → Communication 1.1 8. Present the song in class. → Communication 1.3

Level of Proficiency: Stage II Cultural Product: “tonarii-gumi”-neighbor grouping system Desirable age group: All ages Description of Product: This song was not composed for the war effort, but was used to encourage citizens to participate in “tonari-gumi”: a neighborhood grouping system used by the Japanese military. Since the military wanted citizens to help each other and form groups for a mutual assistance, this song worked well. Usually “tonari-gumi” was formed with five to ten houses. As a group, each “tonari gumi” practiced drills in case of bomb attack, stopping fires, escaping to the nearby shelter. Also, “tonari-gumi” organized a ceremony for a soldier in the neighborhood who was going to be sent to the war. How to obtain the product: http: //www.youtube.com/watch?v=kQf- aO95ezU&feature=related Included vocabulary: counter for houses, years, and items, bento, miso, shouyu, rice, fire, earthquake, face, roof and etc. The passive form is used some places, but it is used with formative form in the same sentence, so it should not be hard to understand. Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1 (people in the community, and significant historical figures), Communication: 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, Culture: 2.0, 2.1, 2.2, Structures: 2.0, 2.1, Settings: 2.0, 2.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: different perspectives, Communities: real life situation: helping out each other in community Targeted five dimensions of culture: Perspectives: value, belief, attitude, perception, Products: song, Practices: operations: use the song to form team work for the war), Persons: citizens, Communities: military, citizens, community Suggestions for activities: 1. Listen to the song and identify the words they know. Then share them in class. → Content 2.0, Communication 2.2, 2.5, Structures 2.0 2. Watch the video and check the words using subtitles. → Content 2.0, Communication 2.2 3. Discuss why the “tonari gumi” system was important for Japanese people during the war. (in English) e.g., An organized system to help each other was important on occasions, such as to extinguish a fire caused by bombs. → Content 2.1 4. Compare and contrast the difference in neighbors’ relationships in modern Japan, the U.S, and Japan versus during WWII. (in English) e.g., In modern days, not that many people know and take care of each other especially in cities. → Cultures 2.2 5. Discuss the pros and cons of a neighboring system in present in class. (e.g., People can benefit from each other. vs. no privacy.) → Content 2.1

6. Play a situation game. Create possible situations that happen in neighborhoods in Japan, and act them out. Other groups will respond appropriately based on the relationship between the neighbors during WWII. (e.g., May I borrow a pot? Sure, go ahead.) → Communication 2.0, 2.1, 2.2, 2.3, 2.4, 2.6, Cultures 2.0, Structures 2.1, Settings 2.0 7. Write a letter about what is important in the relationships in the community, and create a poster for it. (e.g., To take care of each other; not to violate privacy.) → Communication 2.3, 2.6, Settings 2.1

Level of Proficiency: Stage III Cultural Product: “Ganpeki no haha” –mother on the cliff Desirable age group: Middle school and above is recommended. Description of Product: This song was based on the real story of a mother waiting for her son, who was sent to the war. Her son was captured by the Soviet Union at the end of the war, and she waited ten years for her son to return. Waiting on the cliff of Maizuru, she wondered if her son was on the boat from the Soviet Union. If you are interested, the story about Japanese prisoners of war kept in Siberia was published as a novel (fiction) by Toyoko Yamazaki, and it is called “Fumou Chitai.” This song is in the genre of Enka: traditional-style Japanese popular ballad. This song reflects the perspective of mothers who kept waiting for their sons’ return. How to obtain the product: http: //www.youtube.com/watch?v=f5RY3I4vNKs&feature=related Included vocabulary: mother, come, today, reach, hope, return, harbor, big, voice, pray, god, know, if sentences, passive forms. Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1(significant historical events), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.2, Structures: 3.0, 3.1, Settings: 3.0, 3.1 Targeted Five C’s of the National Standards: Communication: interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, music, Comparisons: difference in perspectives, Communities: people’s right, peace message Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: song, Practices: lives (life of a mother), Persons: mother, Communities: mother who are waiting for their sons, musicians Suggestions for activities: 1. Listen, read the lyrics and get the key information from the song. Share them in class. → Content 3.0, Communication 3.2, 3.5, Structures 3.0 2. Research the Japanese prisoners of war (POW) kept in Siberia after WWII. (e.g., Some of the POW were forced to stay and work for ten years.) → Content 3.1 3. Present their findings in class. → Communication 3.3 4. Compare and contrast the treatment of war prisoners in Japan and the U.S. (e.g., Killing vs. respecting their human rights.) → Cultures 3.2, Settings3.0 5. Discuss the perspectives of mothers who were waiting for their sons for years. (e.g., They would go to the port every time ships came in for many years, hoping to see their sons.) → Settings 3.0, Communication 3.1 6. Discuss what they need to do in order to prevent this tragedy from happening. (e.g., Should we keep POW? Respect their rights, no wars.) → Communication 3.1 7.Write an essay on the importance of protecting people’s rights with explanations, and present it in class. → Communication 3.0, 3.3, 3.4, 3.6, Structures 3.1, Settings 3.1

Level of Proficiency: Stage IV Cultural Product: “Kimiga yo”, Japanese National Anthem Desirable age group: High school and above is recommended. Description of Product: “Kimi ga yo” means “your era.” It actually implies “emperor’s era.” The lyrics of the song were made in the form of a short poem in the 10th century. Its music was composed in Meiji era. Since then, this was sung as the Japanese National Anthem. This was sung frequently during the war as Japanese citizens respected the emperor of Japan and believed that they should not mind losing their lives fighting for the emperor. Because of the words in lyrics, there is a controversy as to whether or not this song is appropriate as a national anthem. Because the emperor did not have any political power after WWII, some people think it is wrong to sing a song about “your era.” This song can be used to talk about the Shinto belief system in Japan, and the Yasukuni shrine controversy. How to obtain the product: http: //www.youtube.com/watch?v=GtDc8NGKYvs&feature=related Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(world events, social, and political issues, and belief systems), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.1, 4.2, Structures: 4.0, 4.1, 4.2, Settings: 4.0, 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, religion, Comparisons: difference in perspectives, Communities: Interview Japanese people Targeted five dimensions of culture: Perspectives: attitudes, values, beliefs, perceptions, Products: national anthem, Practices: operations: sing the song as a representation of the country, Persons: Japanese citizens, Communities: royal family, citizens Suggestions for activities: 1. Listen to the song, and read lyrics. Understand the main idea and most of the details of the song. The teacher needs to provide support for the students to help understand the meaning because the lyrics are in old Japanese. → Content 4.0 2. Research the connection of Shinto with royal family, and present in class. (e.g., The emperor of Japan is believed to be a descendant of the sun goddess.) → Content 4.1, Communication 4.2, 4.5, Structures 4.0 3. Research the controversy over the national anthem in Japan, and share the findings in class. (e.g., Some people think that the song is related to the war since the song is about the emperor conquering the world. The song was usually sung with the Japanese national flag which was frequently used during the war.) → Communication 4.2, 4.3, 4.6, Structures 4.0, Settings 4.0 4. In groups, research Japanese perspectives about the Yasukuni shrine controversy, in addition to the perspectives of Koreans and Chinese. Then, present the findings using powerpoint presentation. (e.g., “See you at Yasukuni.” was a commonly used phrase by dying soldiers, and soldiers souls rest in the Yasukuni shrine, even though some of them were war criminals and executed.) → Communications 4.0, 4.2, Content 4.1

5. Discuss whether or not “Kimi ga yo” is appropriate as a Japanese national anthem. (e.g., Agree or disagree with the use of the song and why.) → Communication 4.1, 4.4, Cultures 4.1 6. Interview Japanese citizens about how they feel about their national anthem. (e.g., Some of them don’t care much. Some of them have very strong feelings against it.) → Communication 4.1, Settings 4.0, 4.1 7. Write an essay on what students think about their national anthem including the understanding of the lyrics and appropriateness. (e.g., What is the song is about? Is it suited for the purpose? How is your opinion on your country’s national anthem similar to or different from the opinions Japanese people have on their national anthem?) → Communication 4.0, 4.3, 4.4, Cultures 4.2, Structures 4.1, Settings 4.0

1.6 Film

Level of Proficiency: Stage I Cultural Product: “Hotaru no haka”-Graves of the fireflies (1988) Desirable age group: 13 and above is recommended. (It includes some disturbing images.) The movie is Not Rated (NR). Description of Product: This movie was created by Ghibli, a well-known animation studio in Japan. This movie is still broadcasted every year near the day of the end of WWII in Japan to remind the Japanese citizens of the tragedy caused by the war. “This shows how wars affect civilians’ lives. The plot is the following: Setsuko and Seita are brother and sister living in wartime Japan. After their mother is killed in an air raids they find a temporary home with relatives. Having quarreled with their aunts they leave the city and make their home in an abandoned shelter. While their father's destiny who was a soldier is unknowns the two must depend on each other to somehow keep a roof over their heads and food in their stomachs. When everything is in short supply, they gradually succumb to hunger, and their only entertainment is the light of the fireflies” (Liron, 2010). This movie has an option of inserting English subtitles. How to obtain the product: You can purchase this film from amazon.com. Or, some libraries have this movie in stock. Vocabulary used in the movie: vocabulary for family members, some commonly used expressions. (There are some accents.) Targeted World Language Standards for California Public Schools: Content: 1.0, 1.1(food, meals), Communication: 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, Cultures: 1.0, 1.1, 1.2, 1.3, Structures: 1.0, 1.3, Settings: 1.0, 1.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: difference and similarities in perspectives, and in languages, Communities: use language outside the classroom Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: film, Practices: Operations (broadcast yearly to remember the tragedy caused by war), Persons: viewers, Communities: filmmakers, viewers Suggestions for activities: 1. Identify the words for family members and match them with the pictures of the characters. → Communication 1.2, 1.5 2. Describe the characters in the film using adjectives. e.g., Setsuko is cute. → Communication 1.0 3. Identify the borrowed words used in the film and compare them with the original English words to find the difference and similarities. e.g., Baketsu and bucket → Communication 1.4, Cultures 1.3, Structures 1.0, 1.3 4. Draw students’ family tree and describe them including age, personality, etc. Then, present it orally in class with their drawings. → Communication 1.0, 1.6

5. Interview each other in order to learn about each other’s family members. e.g., What’s your father’s name? How old is he? → Communication 1.1 6. Simulate the situations, and let students respond with appropriate commonly used daily expressions. When someone comes home, she/he says “tadaima” and others who were at home say “okaerinasai”. → Content 1.1, Cultures 1.0, Settings 1.0 7. Visit a Japanese restaurant (run by Japanese speakers), and use appropriate expressions. e.g., It was tasty. May I have tea? → Content 1.1, Settings 1.0, 1.1 8. Compare and contrast how the movie is used for a specific purpose in Japan and the U.S. (English) e.g., This movie is played every year around August 15 in Japan to remember the tragedy caused by WWII. → Content 1.0, Cultures 1.2 9. Discuss the emotions of the characters in the movie. (English) e.g., Seita was not happy that he and his sister can’t eat white rice even though he gave his aunt all the kimono his mother had left. His aunt was angry at Seita because she thinks he is not doing anything for the country. → Cultures 1.1

Level of Proficiency: Stage II Cultural Product: “Hachigatsu no kyoshikyoku”-Rhapsody in August Desirable age group: All ages (Rated PG) Description of Product: The director of this movie is Akira Kurosawa. He directed many well-known Japanese movies, such as Seven Samurai and Rashoumon. This movie includes what happened in Nagasaki on August 9, 1945 through the perspective of a grandmother. The plot of this movie is the following: “An elderly woman living in Nagasaki Japan takes care of her four grandchildren for their summer vacation. They learn about the atomic bomb that fell in 1945, and how it killed their Grandfather. Richard Gere guest stars as an American nephew of the elderly woman.” (Rorie, 2010) This will provide an opportunity to learn about the tragedy caused by the atomic bomb. How to obtain the product: You can purchase this move from Amazon.com Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1 (significant historical figures), Communication: 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, Cultures: 2.1, 2.2, Structures: 2.0, 2.1, Settings: 2.0 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: different perspectives, Communities: anti-nuclear weapon movement Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: film, Practices: operations, lives (use the experiences of survivors to tell the importance of peace), Persons: grandmother, grand children, family, Communities: family in Nagasaki, family in Hawaii, movie makers, novelist Suggestions for activities: 1. Watch the movie and identify the main ideas and some details in the movie. Then share them in class. → Content 1.0, Communication 2.2, 2.5, Structures 2.0 2. Describe the characters in the movie. (e.g., Include the grammar points that the students are learning at that point. The character seems shy.) → Communication 2.0 3. Describe the relationships of the family in the movie, and ask each other what they thought of it. (e.g., I thought the brothers and sisters like to argue. What did you think?) → Communication 2.0, 2.1, 2.4, Structures 2.1, Settings 2.0 4. Research the nuclear bomb dropped in Nagasaki, and the feelings of the Japanese people on this matter. Then, present their findings in class (in English), e.g., The bomb was dropped on August 9, 1945. → Content 2.1, Cultures 2.1 5. Discuss whether or not students agree on the use of nuclear weapon. Students will state their opinions and explain the reasons. (in English) → Content 2.1 6. Compare and contrast the perspectives about the nuclear bomb of Japanese and Americans (in English). e.g., Japanese people think that the bomb drop was a horrendous weapon and U.S. should not have used it. vs. It was a right decision to drop the bomb to end the war quickly. → Cultures 2.2 7. Create a poster to prevent the use of nuclear bombs with a short message, and present it in class. (e.g., Stop making nuclear bombs!) → Communication 2.3, 2.6

Level of Proficiency: Stage III Cultural Product: Black rain, White light (documentary film) Desirable age group: 17 and above, it includes very disturbing images. (Not Rated) Description of Product: This documentary film is directed by a Japanese American, Steven Okazaki. He interviewed survivors of the Hiroshima and Nagasaki nuclear bomb attacks, and incorporated the images to support their testimonies. This documentary includes a video clip from a TV documentary show aired on May 11, 1955. One of the Japanese Americans, Mr. Akimoto, was invited to the show. Mr. Akimoto was the leader of “the Hiroshima Maiden Project,” and invited 20 females whose bodies were damaged due to the atomic bomb, to receive free plastic surgery in the U.S. Mr. Akimoto was introduced to the co-pilot of Enola Gay. The host of the show explained that the co-pilot was on a military mission that excused him from everything. The host had them shake hands at the end of the show. It showed mixed feelings of both sides. How to obtain the product: You can purchase this film from Amazon.com, Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1(significant historical events, and effects of technology), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.2, Structures: 3.0, 3.1, Settings: 3.0, 3.1 Targeted Five C’s of the National Standards: Communication: interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, science, Comparisons: difference in perspectives, Communities: anti-nuclear, peace message Targeted Five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: documentary films, Practices: lives (lives of survivors), Persons: survivors, Communities: Japanese citizens, Japanese Americans, war survivors Suggestions for activities: 1. Watch the film and identify the main ideas and key details in the film. Then, present it in class. → Content 3.0, Communication 3.2, 3.5 2. Research the damages done to Hiroshima and Nagasaki from the bombs, and present their findings in class. (e.g., When it happened, how many people were injured, etc.) → Content 3.1, Communication 3.2, Structures 3.0 3. Create a brochure to show the damages in Hiroshima and Nagasaki, and state their opinions about the use of nuclear bombs with reasoning. Then, present it in class. (e.g., Date, place, number of victims, effect of the bombs, pictures, their opinions on bomb use with reasons.) → Communication 3.0, 3.3, 3.4, 3.6, Structures 3.1, Settings 3.0 4. Learn how nuclear bombs work from the scientific field. (e.g., How they are made, blast effect, radiation effect, etc.) → Content 3.1 5. Interview some Japanese people about what they think about Hiroshima and Nagasaki, and the use of nuclear bombs. (e.g., What do you think about the U.S. decision to drop nuclear bombs on Hiroshima and Nagasaki?) → Communication 3.1, Settings 3.0, 3.1

6. Compare and contrast the perspectives of what happened in Hiroshima and Nagasaki, and the use of nuclear bombs in the U.S. and Japan. (e.g., It was a right decision vs. It was not necessary.) → Cultures 3.2

Level of Proficiency: Stage IV Cultural Product: “Watashi wa kai ni naritai”-I want to be a shellfish. (Not Rated) Desirable age group: Middle school and above is recommended. Description of Product: This movie is based on the novel, Watashi wa kai ni naritai by Tetsutaro Kato. The main character was a barber in a small village near the ocean. He didn’t think that he would be called to the military because one of his legs was disabled, but he received “akagami,” a red paper used to notify the recipient that they have been ordered to report to the military to be sent to war. During his service, his squad caught a foreign soldier (prisoner of war, POW), and he was ordered to execute him in front of the squad. He was scared and didn’t want to do it, but his commander told him to stab the soldier. The main character ran and tried to stab him but he missed. He realized that the soldier was already dead before he even tried to stab him. After the war, GHQ came and investigated the death of the POW, and the main character was called to testify. They found him guilty as charged, even though he didn’t kill the POW. He was sent to prison. When his wife found out about his sentence, she collected signatures from 200 people for an appeal. Not that many people were willing to sign because they didn’t want to get involved. She visited acquaintances or relatives of people signed who lived far away. Finally, she finished collecting signatures and the main character appealed for retrial. Despite all of these efforts, he was executed. The comment he left before his death was, “I want to become a shellfish, so I can live in the bottom of the ocean quietly. If I were a shellfish, there would be no war.” How to obtain the product: You can rent this movie from Blockbuster, http: //www.blockbuster.com/browse/catalog/movieDetails/431141 Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1 (world events, social, and political issues), Communication: 4.0. 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.2, Structures: 4.0, 4.1, Settings: 4.0, 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: difference in perspectives, Communities: peace message Targeted five dimensions of culture: Perspectives: attitudes, values, beliefs, perceptions, Products: film, Practices: lives of war criminals who were executed after the trials, Persons: war criminals, Communities: Japanese military, family of war criminals, U.S. GHQ Suggestions for activities: 1. Watch the film and understand the main idea and most details. Then, present them in class. → Content 4.0, Communication 4.2, Structures 4.0 2. Describe the characters in the film with reasons. (e.g., The wife is very patient and persistence because she believed her husband and kept trying to collect signatures from everywhere to appeal.) → Communication 4.5 3. Select a character and act it out to answer interview questions. (e.g., Why did you have to go far away to get the signature? Because not that many people were willing to sign it.) → Communication 4.1

4. Research Kyokutou International Military Trial (Tokyo Trial) held to prosecute war criminals, and present their finding in class. (e.g., Who was arrested and executed for what reason?) → Content 4.1, Communication 4.2, 4.3, 4.5 5. Compare and contrast the perspectives on this trial of the Japanese and Americans. (e.g., There were soldiers who didn’t have a choice but to follow the order, but got arrested and executed. vs. They were fair trials.) → Communication 4.0, 4.4, Cultures 4.2, Settings 4.0 6. Express opinions on the result of the trial in the film with the reasons. (e.g., He was a victim of the war because he didn’t have a choice, and in fact, he didn’t kill the prisoner of war.) → Communication 4.0, 4.6 7. Create a short video clip to send a peace message to the world in Japanese. (e.g., Students can talk about the war victims including soldiers and civilians.) → Communication 4.1, 4.3, 4.6, Structures 4.1, Settings 4.0, 4.1

1.7 ICT

Level of Proficiency: Stage I Cultural Product: Research the important dates for Japanese people relating to WWII on the internet. Desirable age group: All ages Description of Product: The instructor gives important dates relating to WWII and lets the students research events on those dates on websites. For example, 8: 15 am, August 6, 1945, was the date and time that the atomic bomb was dropped on Hiroshima. Hiroshima Genbaku Dome was ground zero in the bomb attack. Because it was the drop off point, the dome was not completely destroyed. It kept the shape of the building even though inside of the building was empty. This building is reserved as a historical sight. It is also registered as a world heritage site. The following website provides the information in Hiragana, so it will be a good exercise for the learners to use their knowledge of numbers and learn about the context. Useful websites: Genbaku dome: http: //kids.gakken.co.jp/jiten/3/30002490.html, Nagasaki heiwa noto: http: //kids.gakken.co.jp/box/nazenani/pdf/99_sonota/X1990091.pdf, Tokyo daikushu: http: //kids.gakken.co.jp/jiten/5/50012900.html, shusen kinenbi: http: //d.hatena.ne.jp/keyword/%BD%AA%C0%EF%B5%AD%C7%B0%C6%FC Vocabulary used in the websites: numbers, dates Targeted World Language Standards for California Public Schools: Content: 1.0, 1.1 (family and friends, Important dates in the target culture), Communication: 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, Cultures: 1.1, 1.2, Structures: 1.1, Settings: 1.0, 1.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: difference and similarities in perspectives, Communities: use language outside the classroom, internet Targeted Five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: important dates, Practices: event based scenario (memorial ceremonies), Persons: survivors. Communities: all Japanese people, government Suggestions for activities: 1. Research the important dates relating to WWII in Japan and how many people died on those days.(in English) Write the information in Japanese. (e.g., Tokyo bombing was on March 10th, 1945.) → Content 1.0, Communication 1.4, 1.5, Structures 1.1 2. Research the important dates relating to WWII in the U.S. (e.g., Pearl harbor. Write the information in Japanese.) → Content 1.0, Communication 1.4, 1.5, Structures 1.1

3.Interview and find out what other students found as important dates in the U.S. (e.g.,

What date was important?) → Communication 1.1, 1.2, Settings 1.0 4. Present what American people and Japanese people do on these important dates, including who are the participants, where the event is held, and what they do. (e.g., Memorial services, prayer, moment of silence) → Communication 1.3, Cultures 1.1, 5. Discuss the similarities and differences in the ceremonies for the important dates in the U.S. and Japan. (e.g., They commemorate the deaths of the victims, flowers, dark cloths.) → Communication 1.3, Content 1.1, Cultures 1.2, 6. Create a brochure for important dates both in the U.S. and Japan, relating to WWII, and present it in class. → Communication 1.0, Settings 1.1

Level of Proficiency: Stage II Cultural Product: Research clothing and fashion during the war on websites Desirable age group: All ages Useful websites: http: //library.kodaira.ed.jp/local/tkk/tkk10/tkk10_08.html, http: //www.pref.shiga.jp/heiwa/popup/aku_09.html, http: //homepage1.nifty.com/zpe60314/kokunaifuku.htm, http: //homepage2.nifty.com/nakagen29/33.htm, http: //mainichi.jp/select/wadai/graph/clothes/ Useful book: Tatakau Koukoku (Wakabayashi, 2008). Advertisements in this book have many pictures that showed the fashion during WWII in Japan. Discription of the products: During the war, civilians were required to wear certain types of clothes. Male civilians wore Kokumin-fuku, a khaki western style buttoned shirt and pants. Female civilians wore Monpe, usually made from Kimonos. The top looks like a Kimono but it ends around the waistline, and there are pants on the bottom, so that women can move more quickly than in a Kimono. Civilians were required to have visible name tags on their tops (usually around left side of chest). If they knew their blood types, they put the information on the name tags. In this way, blood type information could be useful to treat them if they were injured. The name tags made it easier to identify people when they were injured or dead. Civilians carried Boukuu zukin, which was a head gear to protect their heads during the bomb attack. Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1 (clothing and fashion), Communication: 2.0, 2.1, 2.2, 2.3, 2.4, 2.6, Culture: 2.1, 2.2, Structures: 2.0, Settings: 2.0 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, home economics, fashion, Comparisons: different perspectives, Communities: real life situation: practical clothing Targeted five dimensions of culture: Perspectives: value, belief, attitude, perception, Products: cloths, Practices: operations, wear clothes that are practical, and inexpensive to make, Persons: citizens, Communities: government, citizens Suggestions for activities: 1. Look at the clothes that Japanese people were wearing during WWII, describe them and express their opinions about them. (e.g., It looks practical, ugly, economical, etc.) → Content 2.0, Communication 2.6 2. Write brochure for practical clothes for emergency situations, including what is recommended, and what is not recommended. (e.g., High heels are not good.) → Content 2.1, Communication 2.0, 2.6 3. Interview each other about the important factors of practical clothing. (e.g., It’s easy to walk, it keeps you warm, etc.) → Communication 2.1, 2.2, 2.4, 2.6, Structures 2.0, Settings 2.0

4. Present a fashion show for practical clothing. During the fashion show, students will describe the clothes that the other students are wearing. (e.g., She is wearing a pair of blue jeans.) → Communication 2.3, 2.6 5. Compare and contrast the fashion during WWII in Japan and the U.S. (e.g., Which one is colorful, fashionable, or practical? etc.) → Communication 2.2, Cultures 2.2 6. Discuss why Japanese people had to wear clothes that were inexpensive. (in English) e.g., Because all the good materials had to go to the military. → Cultures 2.1 7. Discuss why the Japanese government created a law for clothing during WWII. (in English) e.g., It helps people to move quickly, it can limit people’s spending on luxury items. → Cultures 2.1

Level of Proficiency: Stage III Cultural Product: Life of children during the war Desirable age group: All ages Useful websites: Interviewing grandparents: http: //care-comi.com/kids/peace/peace03.htm, Diary of students: http: //www.h5.dion.ne.jp/~s600days/, Life of people: http: //kids.gakken.co.jp/box/syakai/06/pdf/B026113030.pdf Description of the products: The three websites listed above provide plenty of information on the kind of life children had during the war. The first website provides the information on the life of children during the war by presenting the experiences of those who experienced the war as children. One of the experiences indicated that the school curriculum was affected by the war. Children learned how to make a submarine using egg shells in science class, and military songs in music class. The second website introduces the life of children who were sent with their school teachers to the country in order to avoid possible attacks in the city. One of the diaries was written on New Year’s Day of 1945. Some of the diaries said the students turned 11, or 14. This didn’t mean that their birthdays were New Year’s Day. People turned a year older together on New Year’s Day (not based on their birthday) in the old days. One of the students talked about the special New Year meal, but she thought it wasn’t enough for her. In her reflections, she regretted that she thought like that. (This is probably because there were people who were not able to eat a New Year’s meal.) The third one organized the information of people’s life during the war, such as the government’s strict control of thought and public speech, and the shortage of supplies. Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1(significant historical events), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.2, Structures: 3.0, 3.1, Settings: 3.0, 3.1 Targeted Five C’s of the National Standards: Communication: interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: difference in perspectives, Communities: create a picture book about the children’s lives during WWII, and read it at Japanese elementary school Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: children’s experience during WWII, Practices: lives, Persons-children, Communities: school, family, military, government Suggestions for activities: 1. Select one of the diaries and understand the main idea and key details. Then, share them in class. → Content 3.0, Communications 3.5, Structures 3.0 2. Interview each other about the diaries read. (e.g., How old do you think the writer of the diary was? What is her experience?) → Communication 3.1, 3.2 3. In groups, create a short play about children’s lives and present it in class. (e.g., A student who had to move to the country away from her parents to be safe. ) → Communication 3.0, 3.1, 3.3, 3.6, Settings 3.0

4. Discuss the effects of war on children. (e.g., Losing parents and friends.) → Content 3.1, Communication 3.1, 3.4 5. Discuss the similarities and differences in children’s lives in the U.S. and Japan during the war. (e.g., There were children whose parents lost their lives in the war.) → Communication 3.1 6. Compare and contrast the relationships with teachers, family and friends among children in the U.S. and Japan. (e.g., Children who had to move to the country were led by school teachers since they moved as a class. So, teachers took on some of the parents’ roles.) → Cultures 3.2 7. Create a picture book to send a message about how wars affect on children. (e.g., Children who are looking for their parents after coming back from the country are crying because they can’t find their parents.) → Communication 3.0, Structures 3.1, Settings 3.0 8. Read the picture book to Japanese children at a Japanese elementary school in the U.S. There might be an after school or weekend Japanese elementary school nearby. Japan Foundation in L.A. and the Embassy of Japan have the information on the location of the schools. → Communication 3.3, Settings 3.1

Level of Proficiency: Stage IV Cultural Product: Testimonies by Japanese Issei and Nissei Desirable age group: Middle school and above is recommended Website: http: //www.geocities.jp/shougen60/kaigai/index.html Useful movie that can be used with topic: Come see the paradise (1991), Rated R. Description of the products: The website above provides the real voice of Japanese Americans who experienced difficult lives during WWII. The testimonies were divided into two categories: the U.S. mainland, and Hawaii. In one of the testimonies, the Japanese American experienced discrimination at a store right after Pearl Harbor happened. According to the writer, he couldn’t buy anything at the store because the owner of the store didn’t want to sell anything to Japanese customers. The writer who experienced this thinks that sending the Japanese to internment camps was the right decision, otherwise, many Japanese would have been injured or died due to the extreme hate other Americans had against Japanese. He also explained the dilemma of sending his child to a Japanese language school. He sent his child there to learn Japanese so that he could communicate with his son, but most of Japanese language schools tried to implement the Japanese spirit while teaching Japanese language and culture. The Japanese spirit these schools were implementing was to be loyal to the Japanese emperor. Even though his son was exposed to those influences, his son decided to join the U.S. military to fight against the Japanese. This website presents Japanese Americans’ different points of views of about the internment camps. Legal order and mandate related to relocating Japanese to internment camps: -Executive order 9066 issued on February 19, 1942 by President Franklin Roosevelt, http: //www.nps.gov/manz/historyculture/images/EO9066.jpg -Executive order 9066 was rescinded on February 19, 1976 by President Gerald Ford. -Commission on Wartime Relocation and Internment of Civilians (CWRIC) was signed by President Jimmy Carter in 1980. -Civil Liberties Act of 1988, which followed the recommendation from CWRIC, was signed by President Ronald Reagan on August 10, 1988: http: //www.civics- online.org/library/formatted/texts/civilact1988.html Additional information related to Nisei: No no boys: The Nisei (second generation Japanese) who kept saying no to the questions that were asked to all Japanese Americans in the internment camps to check their loyalties to the U.S. One of the questions were “are willing to serve in the armed forces of the United States on combat duty?”. 442nd Regimental Combat Team: This was an Asian combat unit made up mostly of Japanese Americans (Nisei). This team became the most highly decorated unit of the U.S. Armed Forces in the nation’s history. Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(world events, social, and political issues), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.1, 4.2, Structures: 4.0, 4.1, Settings: 4.0, 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, law, Comparisons: difference in perspectives, Communities: Interview Japanese Americans

Targeted five dimensions of culture: Perspectives: attitudes, values, beliefs, perceptions, Products: testimonies by Japanese Americans, Practices: operations (to inform younger generations their experiences), Persons: Japanese Americans, Communities: Japanese Americans, American Citizens, Government Suggestions for activities: 1. Read the websites, and understand main idea and most details. → Content 4.0, Structures 4.0 2. Summarize what they read and present it in class. → Communication 4.3 3. Discuss what they thought after reading all the statements from the Japanese Americans on the website. (e.g., They had a hard time in the internment camps. They were not treated as American citizens. They had to move in five days.) → Communication 4.4 4. Research about the law that caused Japanese Americans to experience internment camps: United States Executive Order 9066. → Content 4.1, Communication 4.2, Structures 4.0 5. Discuss why the law was made, and express whether or not the students agree with the decision. (e.g., To protect Japanese Americans from being abused by other American citizens. To move all of the Japanese Americans because there were spies among them.) → Communication 4.4 6. Write their opinions about the law and support their opinion with reasons. → Structures 4.1 7. Interview Japanese Americans who experienced internment camps. (e.g., What did you do everyday? What kind of food did you eat? What did the room look like?) → Communication 4.1, Settings 4.0, 4.1 8. After the interview, students will create a website for Japanese people to understand the lives of Japanese American during WWII. (e.g., Food, clothes, work, living spaces, etc.) → Communication4.6, Settings 4.0, 4.1 9. Watch the movie, Come see the paradise, and research “no no boy” and “442nd Regimental Combat Team”. → Communication 4.2, Cultures 4.1 10. Compare and contrast the different perceptions between Nisei who were sent to Japan and who signed up to join military. (e.g., No no boys and 442nd regimental combat team.) → Cultures 4.1, Communication 4.4 11. Compare and contrast the perception of Japanese Americans and American citizens during WWII. (e.g., Japanese are enemies vs. we are American citizens.) → Cultures 4.2, Communication 4.4

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1.8 Art and craft

Level of Proficiency: Stage I Cultural Product: Origami, A thousand cranes Desirable age group: All ages Description of Product: Origami (art of paper folding) has been practiced in Japan for many years, and the practice is still passed from generations to generation. A thousand cranes are usually made to make a wish come true. For example, if a classmate is in the hospital for a long time, usually the class or good friends of the student will make a thousand cranes to wish for the student’s recovery. Some high school students or family members of the high school baseball team that is going to the national championship, will make a thousand cranes to wish for the team’s victory. This practice is also applied as a wish for peace. Many thousands of cranes are sent to Hiroshima every year from the people who wish for peace. Anyone can send a thousand paper cranes to the International Peace Promotion Department of Hiroshima City. Creating a thousand cranes in class will provide students time to think about why Japanese people continue this practice. How to obtain the product: You can see the image of a thousand cranes at http: //storage.kanshin.com/free/img_41/411849/k1995748033.jpg. Direction for making a paper crane is http: //ori-ori.seesaa.net/article/22768112.html. Targeted World Language Standards for California Public Schools: Content: 1.0, 1.1(school, classroom, schedules, subjects, numbers, time, directions), Communication: 1.0, 1.2, 1.3, 1.4, 1.5, 1.6, Cultures: 1.1, 1.2, Structures: 1.0, 1.1, Settings: 1.0, 1.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, shapes, Comparisons: difference and similarities in perspectives, Communities: teach how to make a paper crane outside the classroom Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: a thousand cranes, Practices: Operations (make a thousand cranes to make a wish), Persons: who make a thousand cranes, Communities: peace organization, institutions Suggestions for activities: 1. Create a thousand cranes and send them to Hiroshima Peace Site with a short message. (e.g., Please keep protecting the peace. Opposition against wars.) → Communication 1.6 2. Read the directions to make a paper crane, and learn the vocabulary for shapes and verbs. (e.g., rectangle, triangle, square, etc). → Communication 1.0, 1.2, 1.5, Structures 1.0 3. List the things that are square, triangle, and rectangle in daily life. (e.g., TV, street signs, etc.) → Content 1.1, Communication 4.1, 4. Demonstrate how to make a paper crane in Japanese. (e.g., At first fold the paper in half.) → Communication 1.3, Cultures 1.1, Structure 1.1, Settings 1.0, 1.1

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5. Research the practice of paper folding in Japan, including how the practice of a thousand cranes started. Present the findings in class. (in English) e.g., When it’s started, who was doing it, what community was involved? → Content 1.0 6. Compare and contrast the practice of making wishes in Japan and the U.S. (in English) e.g., coin tossing, praying, etc. → Cultures 1.2 7. Discuss the perspectives of Japanese people about war and peace. (in English) e.g., Japanese people have stronger feelings against the use of nuclear weapon → Cultures 1.1

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Level of Proficiency: Stage II Cultural Product: Artifacts related to WWII: Yosegaki and Sen’ninbari Desirable age group: All ages Description of Products: Yosegaki: It is a collection of autographs and messages on the Japanese flag for soldiers going to war. Usually the people who signed the flag were relatives, friends, and neighbors of the soldier. The typical messages were, “to victory”, “be brave and serve the country”, “I will be right behind you”, and “protect the country.” These messages show what the Japanese people expected of the soldiers who were about to go to war. The image of one of the flags can be seen at http: //yabuta.up.269g.net/image/BDD0C0ACB7B3BFCDA4CBC2A3A4E9A4ECA4BFB9 F1B4FA3.jpg. Sen’ninbari: It is a cloth with many stitches. The cloth was a collection of stitches sewn by women who were relatives, friends, and neighbors of the soldier who was about to be sent to war. This was a lucky charm for soldiers, so they always had this type of cloth with them. The women used red thread to make Sen’ninbari. The color red usually means a good thing, so it was made with the women’s wishes for soldiers to perform well and come back. This product shows what Japanese people did to make wishes. The image of one of the Sen’ninbari is at http: //www.pref.fukuoka.lg.jp/uploaded/life/17/17658_2473514_img.jpg . Related Websites: Description of Yosegaki: http: //miyazaki-sensokiroku.jp/modules/addon_html/index.php/05/index.html (This includes many Kanji, so students would need extra help.) Newspaper article about Yosegaki: http: //www.rose.sannet.ne.jp/nishiha/iryuhin/medea/yomiuri070731.htm (This includes many Kanji, so students would need extra help.) Slide show of Lucky Flag: http: //www.komu.com/satellite/SatelliteRender/KOMU.com/e4346c77-c0a8-2f11-0149- 4b4f524013be/ecf1ff93-80ce-0971-019b-a5bc9bb5faf1 (English) Description of Sen’ninbari: http: //www.saitama-city.ed.jp/05gakko/kyoudo/sensou/sensoutyuu.htm, and http: //space.geocities.jp/oba_mago/yogo.html Targeted World Language Standards for California Public Schools: Content: 2.0, 2.1(social relationship, people in the community, and significant historical figures), Communication: 2.0, 2.1. 2.2, 2.3, 2.4, 2.5, 2.6, Cultures: 2.1, 2.2, Structures: 2.0, Settings: 2.0 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: different perspectives, Communities: interviewing Japanese people how they feel about Americans collecting Japanese Yosegaki flags

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Targeted Five dimensions of culture: Perspectives: value, belief, attitude, perception, Products: Yosegaki, Sen’ninbari, Practices: to make wishes, lucky charm, Persons: soldiers, neighbors, family, Communities: military, Japanese people Suggestions for activities: 1. Read the information on Yosegaki and Sen’ninbari and understand the main idea and some details. Present them in class. The collections of autographs and messages from family members, friends and neighbors of the soldiers are seen on the Yosegaki. It was usually done on Japanese national flags. Sen’ninbari is the silk band. Each woman in family, friends, and neighbors stitched one to give to the soldiers who are going off to war. → Content 2.0, Communication 2.2, 2.3, 2.5, Structures 2.0 2. Discuss the perceptions of the Japanese people who made these artifacts and of the soldiers who preciously kept them (in English), e.g., The people making these artifacts were putting their souls in hoping that the soldiers would contribute to the country and come back. The soldiers knew the feelings of the people who participated in making the pieces, so they appreciated and kept them for a long time. → Content 2.1 3. Compare and contrast the practice of making wishes in the U.S. and Japan. (e.g., Writing wishes on something, sawing, making crafts, candle lights, etc.) → Cultures 2.1, 2.2 4. Find the practices that are similar to Yosegaki and Sen’ninbari in the U.S., and present it in class. Explain how they are different in Japan. (e.g., Collecting autographs from the classmates in their yearbooks is to keep records of friends and messages from friends.) → Cultures 2.1, 2.2 5. Discuss the controversy about Americans collecting Japanese Yosegaki flags. (in English) There are some Americans who collect Japanese Yosegaki flags, but some Japanese people don’t feel good about it since it was the possession of a Japanese soldier who died in the war. → Content 2.1 6. Interview Japanese people about how they feel about Americans collecting Japanese Yosegaki flags. (e.g., Do you feel angry about hearing that some Americans are collecting it? If so, why?) → Communication 2.0, 2.1, 2.4, 2.6, Settings 2.0 7. Compare and contrast the people’s relationship with neighbors and family in the U.S. and Japan. (in English) e.g., Do they know each other? Do they help each other? → Cultures 2.2 8. Describe the feelings of the Japanese women and soldiers using varieties of adjectives. (e.g., It is very sad, but I have to be proud of the soldier. I am happy to go to the war. I can sacrifice my life for the country.) → Communication 2.0, 2.6

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Level of Proficiency: Stage III Cultural Product: Three Historical sites: Hiroshima Genbaku Dome, Nagasaki Heiwa Kinen Zou, Himeyuri no Tou Desirable age group: All ages Suggested Historical Sites: It is a good opportunity for students to see the following historical places, and learn how Japanese people relate themselves to these places. Hiroshima Genbaku Dome: Hiroshima Genbaku Dome was ground zero in the bomb attack. Because it was the drop off point, the dome was not completely destroyed. It kept the shape of the building, even though inside of the building was empty. This building is reserved as a historical site. It is also registered as a world heritage site. Nagasaki Heiwa Kinen Zou: This statue was made by Seibou Kitamura to commemorate the tenth anniversary of the atomic bomb attack on Nagasaki. Each part of the body of the statue represents the menace and fear of the atomic bomb, peace, silence in Nagasaki, and prayer for the ones who lost their lives. Himeyuri no Tou: This is a memorial stone monument built to commemorate the deaths of those who were affiliated with Okinawa Army Hospital Third Surgical Department. This department was the one that the Himeyuri student squad reported to. Himeyuri students were all female and trained to become nurses to serve the military by helping to treat the soldiers who were injured on the battle field. Because the squad was dismissed in the middle of the battle field, many of them died. Suggested Websites: Hiroshima Genbaku Dome: http: //sekaiisan.mapple.net/genbakudome/ Nagasaki Heiwa Kinen Zou: http: //www.cc.matsuyama-u.ac.jp/~tamura/nagasakiheiwakinennzou.htm Himeyuri no Tou: http: //www.rose.sannet.ne.jp/nishiha/okinawa/senseki/himeyuri.htm Targeted World Language Standards for California Public Schools: Content: 3.0, 3.1 (cultural, historical and geographic aspects of travel, and significant historical events), Communication: 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Cultures: 3.2, Structures: 3.0, Settings: 3.0, 3.1 Targeted Five C’s of the National Standards: Communication: interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, Comparisons: difference in perspectives, Communities: traveling in Japan Targeted five dimensions of culture: Perspectives: values, beliefs, attitudes, perceptions, Products: historical sites, Practices: to remember the tragedy caused by the war, Persons: war survivors, Communities: survivors, government, younger generations Suggestions for activities: 1. Research the historical sites that are related to WWII and present their findings in class. → Content 3.0, 3.1, Communication 3.2, Structures 3.0 2. Express their opinions on the tragedy caused by the war in Japan, and support their opinions with reasons. (e.g., We should not start, join, or help wars. The reason why we shouldn’t do that…….etc.) → Communication 3.0, 3.4

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3. Select a site and create a map to the historical sites and give other students directions. (e.g., The Hiroshima Genbaku Dome is located in the center of the Hiroshima city. From the train station, go straight, turn right at the right corner. It is in front of the river.) → Communication 3.0 4. Compare and contrast how the city is organized. (e.g., It’s not organized well. There are no blocks, street names are not clear, etc.) → Cultures 3.2 5. Learn how to ask and give directions. (e.g., How do I get to the place? How long does it take to get there?) → Communication 3.1, 6. Present a skit in groups as tourists and locals. Teachers will create a map and locate some destinations so that the students can use it in the skit. → Communication 3.3, 3.6, Settings 3.0 7. Create a travel brochure for a historical site in Japan including brief information on the site, pictures, map and directions. → Communication 3.6, Settings 3.0, 3.1

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Level of Proficiency: Stage IV Cultural Product: Arts created by Japanese Americans WWII internees Desirable age group: All ages Useful website: Japanese American internee’s art exhibition at Smithsonian Museum: http: //www.examiner.com/ExaminerSlideshow.html?entryid=1028553&slide=1, Description of Product: The focus is on Japanese artists who experienced internment camps during WWII. The experience in internment camps influenced not only their lives, but also their art. For example, Henry Sugimoto, who came to the U.S. when he was 18 years old, went to art school in California. He was sent to an internment camp in 1941. He kept painting during his three years in camp. His paintings show the lives of Japanese people in the camp. His paintings are important records in the form of art that show how the Japanese people lived in the camp. It is a good opportunity for learners to know how each of the artists on the following list was influenced by his/her experience in internment camps, and to interpret what he/she is trying to tell through the art. List of Japanese American Internee Artists: -Luis Suzuki -Jimmy Tsutomu Mirikitani -Chizuko Judy Sugita -Henry Sugimoto -Hisako Hibi -Ruth Asawa -Gentaro Nishiura -Shinzaburo Nishiura Useful Japanese websites: -Luis Suzuki’s Life: http: //library.nakanishi.ac.jp/kiyou/gendaikousai%285%29/17.pdf -Henry Sugimoto Collection: http: //www.lib.city.wakayama.wakayama.jp/wkclib_doc/imin/framepage-sugimoto.htm Targeted World Language Standards for California Public Schools: Content: 4.0, 4.1(the visual and performing arts), Communication: 4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, Cultures: 4.1, 4.2, Structures: 4.0, 4.1, 4.2, Settings: 4.0, 4.1 Targeted Five C’s of the National Standards: Communication: interpersonal, interpretive, presentational, Cultures: products, practices, perspectives, Connections: history, art, Comparisons: difference in perspectives, Communities: interview artists, or send letters to the artists Targeted Five dimensions of culture: Perspectives: attitudes, values, beliefs, perceptions, Products: art, Practices: operations (to tell others the experience in internment camp), Persons: Japanese American Internee Artist, Communities: Japanese Americans, Japanese people, American people

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Suggestions for activities: 1. Select one artist and research the characteristics of work by the artist and his/her biography. Present their findings in class. (e.g., When they were born, how they or their parents came to the U.S., age, types of art, etc.) → Content 4.0, Communication 4.2, 4.3, 4.5, Structures 4.0 2. Write students’ interpretation on the artist’s art and support their opinions. Then, present it in class. (e.g., His painting is very calm and quiet. It’s almost like a peaceful place. I also see a one dark object in it. It almost looks like it is contaminating the peace. I think he is implying that war is damaging the world.) → Content 4.1, Communication 4.0, 4.3, 4.6 3. Exchange the information with classmates who have researched the other artists. (e.g., What’s the name of the artist, style, etc? What is your interpretation of his/her arts?) → Communication 4.1, Settings 4.0 4. Compare and contrast the Japanese American Internee artists and American arts in class. (e.g., Internee artists always have some implication against war and hoping for peace.) → Communication 4.4, Cultures 4.2, Settings 4.0 5. Discuss the perceptions of Japanese American internee artists. (e.g., It must be a shocking experience for them, so they express it in their paintings to prevent that experience from ever happening to someone in the future.) → Communication 4.4, Cultures 4.1 6. Write questions to interview the artists, or Write a letter to ask questions to the artists. (e.g., What is your inspiration for your painting? What kinds of things did you experience in the camps?) → Communication 4.1, Settings 4.0, 4.1 7. Use the answers from one artist’s life during WWII and draw a picture related to its memory, and present it in class. (e.g., I imaged the camp site as a desert, windy, dusty place from the information U gained from the interview. So I painted mostly brown but I drew a sunflower as a symbol of hope toward peace.) → Communication 4.3, 4.6, Cultures 4.1, Structures 4.1, Settings 4.0 8. Find American artists who keep creating their arts for the peace movement, present it in class including their names, style, themes, etc. → Communication 4.3, Settings 4.0

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REFERENCES

Aman, K. (1982). Chiichan no Kageokuri. Tokyo, Japan: Akane Shobou.

Children’s Book Press. (2009). About the book. Retrieved from http:

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Lee-Tai, A. (2006). Sabaku ni Saita Himawari: A place where sunflowers glow. San

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Liron. (2010). Synopsis of Hotaru no haka. Retrieved from

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NHK. (2008). Fire of peace. Retrieved from

http://www.youtube.com/watch?v=8A3LhvawwZE

NHK. (2009). Himeyuri students. Retrieved from

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Rekishi Kisha Club Shouwa Han. (2005). Taiheiyou Sensou Shinbun. Tokyo, Japan:

Kousaidou Shuppan.

Rorie, M. (2010) Synopsis of rhapsody in august. Retrieved from

http://www.imdb.com/title/tt0101991/plotsummary

Tsuboi, S. (1952). Nijyuuyon no Hitomi. Tokyo, Japan: Niko Insatsu.

Tsuchiya, Y. (1970). Kawaisou na Zou. Tokyo, Japan: Kin no Hoshi Sha.

TV Asahi. (2008). The last testimony by a survived soldier. Retrieved from

http://www.youtube.com/watch?v=gC5S68bDwY0&feature=related

Wakabayashi, T. (2008). Tatakau Koukoku, Tokyo, Japan: Shougakkan.

APPENDIX B

WORLD LANGUAGE CONTENT STANDARDS

FOR CALIFORNIA PUBLIC SCHOOLS: K-12

Source: California Department of Education. (2009). World language content standards for California public schools: Kindergarten through grade twelve. Retrieved from http://www.clta.net/standards/standards.pdf

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APPENDIX C

GRAPHIC ORGANIZERS

1. Useful graphic organizers. The following graphic organizers are available at http://www.everythingesl.net/inservices/graphic_organizers.php. Please go to the website and click the following words for specific purposes.

1.1 Click “Compare and Contrast Organizer” for compare and contrast activities.

1.2 Click “Venn Diagram” to see differences and similarities.

1.3 Click “KWL Chart” to measure students’ understanding of the content before and after the class.

1.4 Click “Story Map” to organize a story.

1.5 Click “Fishbone Map” to organize the ideas in an article.

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APPENDIX D

GRADING RUBRICS FOR SPEAKING AND READING

1. Grading rubric for the speaking task

Source: Adapted from Baltimore County Public Schools. (2003). Scoring rubrics for speaking and writing. Baltimore, MD: World Language Office.

5 Pronunciation Fluency Vocabulary Accuracy Content To what extent To what extent To what extent To what extent To what extent Each word and the students the students students carried the students sentence are delivered the incorporated a conversation included the pronounced with conversation wide range of without required correct sounds, fluently. vocabulary in grammatical information and intonation, and complete mistakes that extra linguistic accents sentences in the interfere with the features in the conversation. conversation. conversation. 4 Response is easily Delivery is Response Response Response comprehensible; smooth without demonstrates a includes few includes all the errors do not hesitation or wide range of grammatical information and interfere with awkwardness; vocabulary use errors; errors do all the extra communication. communication is in complete not interfere with linguistic effective. sentences. communication. features where they are appropriate. 3 Responsible is Delivery is Response Response Response comprehensible somewhat demonstrates includes some includes with some errors hesitant or appropriate grammatical moderate may interfere awkward; amount of errors; some amount of with communication is vocabulary use errors may information and communication. somewhat in simple interfere with some of the effective. sentences. communication. extra linguistic features where they are appropriate. 2 Response is Delivery is Response Response Response minimally hesitant and demonstrates includes many includes little comprehensible awkward. limited use of errors in basic information and with many errors Communication vocabulary in grammar; errors a few of the that may is minimally fragmented may interfere extra linguistics interfere with effective. sentences. with features where communication. communication. they are appropriate.

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1. Grading rubric for the speaking task (Continued)

1 Response is Delivery is very Response Response Response minimally hesitant and demonstrates includes many includes comprehensible awkward; limited use of errors in basic minimal with many errors communication is vocabulary grammar that do amount of that do interfere not effective. without interfere with information. with sentences. communication. Extra linguistic communication. features are not used or used inappropriately.

0 Response is incomprehensible or is no response.

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2. Grading rubric for the writing task

Source: Adapted from Baltimore County Public Schools. (2003). Scoring rubrics for speaking and writing. Baltimore, MD: World Language Office.

Comprehensibility Fluency/ Vocabulary Accuracy/ Content (spelling, Organization To what extent Syntax To what extent punctuation, To what extent the students To what extent the students mechanics) the response is incorporated a students carried included the To what extent Each organized. wide range of conversation required word and sentence vocabulary in without information. are comprehensible complete grammatical sentences in the mistakes that conversation. interfere with the conversation.

4 Response is easily Response is Response Response includes Response comprehensible; well-organized demonstrates a few grammatical includes all errors do not with complete wide range of errors; errors do information. interfere with sentences; vocabulary use not interfere with communication. communication in complete communication. is effective. sentences.

3 Responsible is Response is Response Response includes Response comprehensible with somewhat demonstrates some includes some errors may organized with appropriate grammatical moderate interfere with simple amount of errors; some amount of communication. sentences; vocabulary use errors may information. communication in simple interfere with is somewhat sentences. communication. effective.

2 Response is Response is Response Response includes Response minimally minimally demonstrates many errors in includes little comprehensible with organized with limited use of basic grammar; information. many errors that fragmented vocabulary in errors may may interfere with sentences; fragmented interfere with communication. Communication sentences. communication. is minimally effective.

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2. Grading rubric for the writing task (Continued)

1 Response is Response is Response Response includes Response minimally poorly demonstrates many errors in includes comprehensible organized with limited use of basic grammar minimal with many errors fragments or vocabulary that do interfere amount of that do interfere isolated words; without with information. with communication sentences. communication. communication. is not effective.

0 Response is incomprehensible or is no response.

APPENDIX E

SURVEY

Cultural Products to be used to Teach a Social and Cultural History of WWII in Japanese language classrooms

The purpose of the survey: This survey is designed to evaluate your use of cultural products for the incorporation of the social and cultural history of WWII in the Japanese language classroom. The results of the survey will be used to improve the collection of cultural products sent to you, so it can be used by Japanese language teachers in the U.S.

Instruction: There are two sections in this survey. The first section consists of close- ended questions. The second section is comprised of open-ended questions. The entire survey is three pages long and should not take more than thirty minutes. The responses in this survey are confidential and anonymous, so please feel free to respond to the questions honestly. You may answer the questions either in Japanese or English, whichever is more comfortable for you.

Section One: Please circle the appropriate letter that best conveys your opinion.

(Strongly agree) (Agree) (Neutral) (Disagree) (Strongly disagree) 1. The organization of the cultural A B C D E products is user friendly. 2. The information on how to obtain A B C D E the product is useful. 3. The cultural products are appropriately A B C D E targeted for students at different proficiency levels. 4. The cultural products are appropriately A B C D E targeted for students at different age groups.

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5. The targeted national standards (Five C’s) for each A B C D E product are useful in planning. 6. The California Language Standards for each product are A B C D E useful in planning. 7. The identified cultural dimensions are helpful in A B C D E presenting the target culture to students. 8. The suggested activities are useful in planning for A B C D E culture teaching. 9. Using the cultural products provides opportunities for A B C D E students to learn about the perspectives of Japanese people. 10. The cultural products are easily A B C D E incorporated into the existing curriculum. 11. The materials needed for the A B C D E suggested activities are easily prepared for instruction. 12. The suggested activities incorporate A B C D E different learning styles.

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13. This collection of cultural products has motivated me to A B C D E teach a social and cultural history of WWII in my classroom. 14. This collection of cultural products has encouraged me A B C D E to incorporate culture teaching in my classroom. 15. The cultural products were A B C D E easily accessed.

Section Two: Please write the answer to the following questions.

1. If you were to pick one cultural product from the list to use in your class, which one would you choose and why?

2. Looking at the list of cultural products, which would you most likely not use? Explain why?

3. Which types of cultural products did you use most at each level of proficiency? Please explain why.

4. Which dimensions of culture did you target most often at each level of proficiency? Please explain why.

5. Do you have any suggestions on how the organization of these materials can be improved? If so, please explain.

6. Do you have any additional feedback to offer?

Thank you very much for participating in this survey. Your responses are valuable and will be used to improve the cultural products. An adapted collection of the cultural products will be sent to you after changes based on the results of the survey have been made.