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Tora No Maki III. Lessons for Teaching About Contemporary Japan. INSTITUTION National Council for the Social Studies, Washington, DC

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Tora No Maki III. Lessons for Teaching About Contemporary Japan. INSTITUTION National Council for the Social Studies, Washington, DC DOCUMENT RESUME ED 429 023 SO 030 552 TITLE Tora no Maki III. Lessons for Teaching about Contemporary Japan. INSTITUTION National Council for the Social Studies, Washington, DC. ISBN ISBN-0-87986-077-4 PUB DATE 1998-00-00 NOTE 267p.; For the first two books, see ED 424 133 and ED 424 148. AVAILABLE FROM National Council for the Social Studies, P.O. Box 2067, Waldorf, MD 20604-2067; Tel: 800-683-0812 (Toll Free). PUB TYPE Collected Works - General (020) Guides - Classroom Teacher (052) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Area Studies; Comparative Analysis; *Cultural Context; Curriculum Enrichment; Elementary Secondary Education; Foreign Countries; *Japanese Culture; Social Studies IDENTIFIERS Educational Information; Historical Background; *Japan; *Japanese Studies; Technology Integration ABSTRACT The elements of Japan, including history, geography, economics, civics, and cultural studies, are in this collection of original lesson plans. The lessons are meant to provide original content about Japan to augment and supplement an existing unit of study and evoke a spirit of inquiry and introspection. The 24 lessons are as follows: (1) "Family Traditions and Practices in Modern Japan" (Mirian Acosta-Sing); (2) "It's Part of Being Japanese" (Sue Baines); (3) "The Hiroshima Greeting Campaign" (Mariam Baradar); (4) "The Use of 'Mizuhiki'" (Kristi L. Berndt); (5) "Signs and Symbols of Peace" (Margaret Calder); (6) "Japanese and American Families: A Comparative Study" (Mary E. Connor); (7) "Child Development and Education: Whose Responsibility?" (Jana S. Eaton); (8) "Japanese Consumerism: Consistencies, Changes, Challenges" (Sherry L. Field); (9) "The Japanese Cherry Tree: Global Roots and Local Blossoms" (Lisa Garrison); (10)"The Tale of Two Roadways" (Craig Hinshaw); (11) "How Powerful Is a Nuclear Bomb?" (Elaine Hood);(12) "Comparative Feudalism: Castles, Warriors and Shields of Europe and Japan" (Kurt Jacobs);(13) "Realizing Japan's Potential through Its Manufacturing Sector" (Judith Mackenzie Jesser);(14) "Technology and Change in Japanese Agriculture" (Perry Johnson);(15) "'Tokonoma': Beautiful Japanese Alcoves" (Cynthia Kintsler); (16) "Technology in Japan--Old and New" (Linda D. Labbo); (17) "Department Stores in Japan and the United States: A Comparative Study" (Linda K. Menton); (18) "'Tsunami': Waves of Devastation in Japan" (Donna Merlau);(19) "Textbooks and Censorship" (Julia Morris); (20) "'Manga' and More 'Manga'" (Leonard F. Nagler);(21) "Faster Than a Speeding Bullet Train" (Donna Nesbitt);(22) "The Grey Revolution: New Wrinkles in a Silver Society" (Mary G. Oppegard); (23) "Japan: A Key Player in the Global Petroleum Game" (Maureen Whalen Spaight); and (24)"What Is a Good Citizen?" (Susan Russell Toohey) . (BT) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** r7-1 MhJjj LESS con PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ToranoMaki III ..ESSONS FOR TEACHING ABOUT CONTEMPORARY JAPAN DR. A/IRIAN ACOSTA-SING SUE BAINES DR. MARIAM BARADAR KRISTI L. BERNDT MARGARET CALDER MARY E. CONNOR JANA S. EATON DR. SHERRY L. FIELD LISA GARRISON CRAIG HINSHAW ELAINE HOOD KURT JACOBS JUDITH MACKENZIE JESSER PERRY JOHNSON CYNTHIA KINSTLER DR. LINDA D. LABBO DR. LINDA K. MENTON DONNA MERLAU JULIA MORRIS LEONARD F. NAGLER DONNA NESBITT MARY G. OPPEGARD MAUREEN WHALEN SPAIGHT SUSAN RUSSELL TOOHEY "C4 7. National Council for the Social Studies NCSS Washington, D.C.1998 3 Ordering Information Social studies educators teach students the content knowledge, This publication is available from: intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission NCSS Publications of National Council for the Social Studies (NCSS) is to provide P. 0. Box 2067 leadership, service, and support for all social studies educators. Waldorf, Maryland 20604-2067 Founded in 1921, NCSS is the leading association of social 1 800 683-0812 studies educators in the United States. The Council publishes books on important issues affecting social studies education, as well as periodicals, including Social Education, Theory and Research National Council for the Social Studies in Social Education, Social Studies and the Young Learner, and 3501 Newark Street, NW The Social Studies Professional. NCSS has members in all 50 Washington, DC 20016 states, as well as almost 70 countries outside the United States. (202) 966-7840 The opinions and information presented in these lessons reflect Fax: (202) 966-2061 the observations and experiences of the 1997 Keizai Koho Center Fellows and do not necessarily reflect the positions or policies of the Keizai Koho Center or National Council for the Social Studies. Tora no Maki III Library of Congress Catalog Card Number: 98-68067 ISBN: 0-87986-077-4 Copyright © 1998 National Council for the Social Studies Printed in the United States of America 10 9 8 7 6 5 4 3 21 First Printing 4 FTORA NO MAKI III Contents NOTE: Many of the following Preface 4 lesson plans can be adapted for a variety of grade levels. Introduction to 7bra no Maki 5 E indicates that a lesson plan is Family Traditions and Practices in Modern Japan, suitable for elementary grades. by Dr. Mirian Acosta-Sing [E, M] 7 M indicates that it suitable for middle grades. It's Part of Being Japanese, by Sue Baines [H] 19 H indicates that it is suitable .fir The Hiroshima Greeting Campaign, by Dr. Mariam Baradar[E] 25 high school grades. The Use of Mizubiki, by Kristi L. Berndt [E, 35 Signs and Symbols of Peace, by Margaret Calder [E, 45 Japanese and American Families: A Comparative Study, by Mary E. Connor [H] 57 Child Development and Education: Whose Responsibility? by Jana S. Eaton [H] 69 Japanese Consumerism: Consistencies, Changes, Challenges, by Dr. Sherry L. Field [E] 85 The Japanese Cherry Tree: Global Roots and Local Blossoms, by Lisa Garrison [E] 97 The Tale of Two Roadways, by Craig Hinshaw [E, MI 111 How Powerful is a Nuclear Bomb? by Elaine Hood [H] 119 Comparative Feudalism: Castles, Warriors and Shields of Europe and Japan, by Kurt Jacobs [M, H] 129 Realizing Japan's Potential Through Its Manufacturing Sector, by Judith Mackenzie Jesser [H] 141 Technology and Change in Japanese Agriculture, by Perry Johnson [E, M] 155 Tokonoma: Beautiful Japanese Alcoves, by Cynthia Kinstler [E, M] 163 Technology in JapanOld and New, by Dr. Linda D. Labbo [E, M] 171 Department Stores in Japan and the United States: A Comparative Study, by Dr. Linda K. Menton [H] 181 Tsunami: Waves of Devastation in Japan, by Donna Merlau [H] 193 Textbooks and Censorship, by Julia Morris [M, H] 205 Manga and More Manga, by Leonard F. Nagler [N] 209 Faster Than a Speeding Bullet Train, by Donna Nesbitt [m] 221 The Grey Revolution: New Wrinkles in a Silver Society, by Mary G. Oppegard [H] 231 Japan: A Key Player in the Global Petroleum Game, by Maureen Whalen Spaight [M, HI 241 What is a Good Citizen? by Susan Russell Toohey 253 Preface One of the great joys in being elected President of or her team members in the development of diverse ideas National Council for the Social Studies (NCSS) was and concepts into the lessons presented in this work. learning that one of my first responsibilities would be In addition to the team leaders, Sherry L. Field was the joining the 1997 Keizai Koho Center (KKC) Fellows on Project Director for 1997. Her competence and expertise their visit to Japan as the official representative of NCSS. in curriculum development provided guidance to the Having never traveled to Japan, I had looked forward to Fellows in completing their tasks. this experience from the time of my election in 1995. Joining U.S., Canadian, Australian, and British social Since 1980 the Keizai Koho Center has worked with studies educators in late June 1997, I and all of the KKC National Council for the Social Studies in promoting Fellows were escorted on a journey that touched mind, international education and understanding. On behalf of body, and soul. all KKC Fellows, from 1980 through the group I was privileged to accompany in 1997, I want to thank the From the first views of Kyoto and its magnificent array of Keizai Koho Center and Mr. Masaya Miyoshi, former temples to an initial ride on the "bullet train" to Hiro- President, for all that was done for us while in Japan. I shima, the beauty of the ancient world and the impact of would also like to thank Mr. Yukio Ishiguro, Senior modern technology came jolting towards us with a rush. Analyst in the International Affairs Department of KKC Entering Hiroshima and observing a city completely Tokyo and all the other members of the KKC staff for rebuilt from the horrors of war, but never forgetting its their time and effort in planning our trip. legacy, we were struck by the spirit of a people determined to both deal with their past and plan for the future. I would also like to offer a special thank you to Linda Boarding the ferry to Miyajima and staying overnight at Wojtan, Program Coordinator. Linda's knowledge about Ryokan Iwaso transported all of us back to a time of sim- Japan, her attention to detail, and her love for this pro- plicity and tranquillity. Traveling to Tokyo, with its broad gram make her a joy to be around. She is truly a bridge for urban sprawl that seems to begin just outside Hiroshima cross cultural understanding.
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