ERIC ED424148: Tora no Maki II. Lessons for Teaching about Contemporary Japan.

177 Pages·1997·3.5 MB·English

by  ERIC

DOCUMENT RESUME
SO 028 979
ED 424 148
Tora no Maki II. Lessons for Teaching about Contemporary
TITLE
Japan.
National Council for the Social Studies, Washington, DC.;
INSTITUTION
ERIC Clearinghouse for Social Studies/Social Science
Education, Bloomington, IN.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
ISBN-0-87986-074-X
ISBN
PUB DATE
1997-00-00
180p.; For book 1, see SO 028 469.
NOTE
RR93002014
CONTRACT
National Council for the Social Studies, 3501 Newark Street,
AVAILABLE FROM
NW, Washington, DC, 20016, Tel: [phone].
Teacher (052)
Guides - Classroom
PUB TYPE
MF01/PC08 Plus Postage.
EDRS PRICE
Area Studies; *Asian History; Economics; Elementary
DESCRIPTORS
Secondary Education; Foreign Countries; Geography; *Global
Education; *Multicultural Education; National Standards;
Social Studies; Teaching Guides
*Japan
IDENTIFIERS
ABSTRACT
"Tora no Maki" or "Scroll of the Tiger" is a teacher's guide
designed to aid in teaching appropriate standards for social studies content
and skills, using a contemporary focus on Japan's culture and economy. Topics
of the 22 lessons include: group culture, school population, economics,
geography, the Internet, family values, Japanese gardens, food, business,
stereotypes, transportation, calligraphy, teenage lifestyles, cities, the
peace movement, and the environment. Each lesson addresses specific National
Council for the Social Studies standards and lists recommended grade level
(elementary school, middle school, or high school), objectives, time
allotment, resources required, assessment, primary source material, and
supplemental resources.
(KCM)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Maki II
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LESSONS FOR TEACHING ABOUT CONTEMPORARY JAPAN
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
VIThis document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
National Council for die
Social Studies
ERIC Clearinghouse for Social Studies/
ERIC
Social Science Education
111
ca7,1 A
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Maki II
Tara
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LESSONS FOR TEACHING ABOUT CONTEMPORARY JAPAN
Lois J. BARNEs
BARBARA BENTON
GLENN DIEDRICH
B. A. (MIKE) FAZIO
/IL
WILLIAM P. FITZHUGH
JOSEPH R. GOTCHY
KENNETH GUTWEIN
NANCY HOF
KAREN A. KAHL
ALLAN KING
DONNA LAROCHE
MARTHA MCFERRAN
SALLY JO MICHALKO
JAMES R. MULLEN
ANNE MURPHY
DOMINICK V. PISA
C. FREDERICK RISINGER
ROBERT A. RODEY
BRENDA G. SMITH
LIBBY TUDBALL
ELIZABETH A. WOOD
KATYA ZABLOTNEY
7. National Council for the
Social Studies
raf41%,
11TCSS
ERIC Clearinghouse for Social Studies/
ERIC
Social Science Education
Washington, D.C. and Bloomington, Indiana
1997
Ordering Information
National Council for the Social Studies (NCSS) is the leading
association of social studies educators in the United States.
This publication is available from:
Founded in 1921, NCSS is dedicated to the promotion of social
NCSS Publications
studies and its role in preparing students for citizen participation
P. O. Box 2067
in public life. The Council publishes books on important issues
Waldorf, Maryland 20604-2067
affecting social studies education, as well as four periodicals,
Social Education, Theoy and Research in Social Education, Social
1 800 683-0812
Studies and the Young Learner, and The Social Studies Professional.
NCSS has members in all 50 states, as well as almost 70 coun-
tries outside the United States.
National Council for the Social Studies
3501 Newark Street, NW
The opinions and information presented in these lessons reflect
Washington, DC 20016
the observations and experiences of the 1996 Keizai Koho
[phone]
Center Fellows and do not necessarily reflect the positions or
policies of the Keizai Koho Center or National Council for the
Fax: [phone]
Social Studies.
Support for the development of this publication was provided by
the ERIC Clearinghouse for Social Studies/Social Science Edu-
cation at Indiana University with funding from the Office of
Educational Research and Improvement, U.S. Department of
Education, under contTact RR93002014. The opinions
expressed do not necessarily reflect the positions or policies of
ERIC/ChESS, the Office of Educational Research and Improve-
ment or the U.S. Department of Education.
a
ERIC]
ERIC, Educational Resources Information Center, is an infor-
mation system sponsored by the Office of Educational Research
and Improvement within the U.S. Department of Education.
Tora no Maki II
Library of Congress Catalog Card Number: 97-76570
ISBN: 0-87986-074-X
Copyright @ 1997 National Council for the Social Studies
Printed in the United States of America
10 9 8 7 6 5 4 3 2
1
First Printing
TORA NO MAKI II
Contents
Many of the following lesson plans can be
Preface
5
adapted for a wide range of grade levels.
Introduction
7
E indicates that a lesson plan is suitable for
elementary grades; M that it is suitable for
Kaizen in the Classroom, by Lois J. Barnes DA
9
middle grades and H that it is suitable for high
Comparing School Population Densities,
school grades.
by Barbara Benton
17
M, H
The New York and Tokyo Stock Exchanges:
A Comparison, by Glenn Diedrich
21
M, H
Geographic Considerations, by B. A. (Mike) Fazio
29
M, H
Surveying Japanese Students: Comparing Students
from Different Cultures, by William P. Fitzhugh
35
E, M
Japanlinks: Using the Internet to Investigate
Modern Japan, by Joseph R. Gotchy
41
H
Japanese Values and the Family Today,
by Kenneth Gutwein
47
H
The Art of the Japanese Garden, by Nancy Hof
55
E, M, H
A Taste of Japan, by Karen A. Kahl
63
E
Doing Business in Japan, by Allan King
69
H
Exploring Hansei Together, by Donna LaRoche
77
E, M
The Same Things. .
Differently, by Martha McFerran
87
M, H
.
Nan De lkimasho Ka? (How Shall We Go?),
97
by Sally Jo Michalko
E, M
The Japanese People in the World Economy: Will
"Lifetime Employment" and "Shared Benefit"
Survive?, by James R. Mullen
109
H
Culture and Art of the Word: Calligraphy and Graphic
Design in Japan Today, by Anne Murphy
119
E, M, H
Tips for the Business Traveler to Japan: The hnportance
of Place and Human Characteristics,
by Dominick V. Pisa
129
M, H
Schooling and Teenage Lifestyles in Japan and the United
States: A Comparative Study, by C. Frederick Risinger
141
H
Decentralization and Deregulation: Parallel Courses?,
by Robert A. Rodey
151
H
Comparing Capitals: A Tale of Two Cities,
by Brenda G. Smith
157
E, M, H
Why Has the Peace Movement Remained So Strong in
Hiroshima?, by Libby Tudball
167
M
Food: It's More Than What You Eat,
by Elizabeth A. Wood
173
E, M
Population and Environment How the Japanese Deal
with Pollution, by Katya Zablotney
183
E, M
Preface
The rules of friendship mean there should be mutual sympathy
currents, trans-cultural linkages, and new conceptions of
between friends, each supplying what the other lacks and trying
community. These elements will soon take precedence
to benefit the other, always using friendly and sincere words.
over the old political, spatial, and ideological maps of the
past. And, if we want our children to take a leadership role
A teaching of the Buddha
in this new domain, they must become intimately
acquainted with these new forces that are at work in the
Soft rain was falling as we landed at Kansai International
world. Our visit to Japan helped us begin the construction
Airport. The landscape of Japan was muted in mist and
process of these new maps, and the ideas within this publi-
colored in faint hues of awareness. But, as we moved up
cation should help engage our students in furthering this
from the coastal plain and into the hills and mountains on
important effort.
our way to Kyoto, we began to get a small picture of the
The Keizai Koho Center Fellowships Program began its
complexity, beauty, and diversity of this place we had
partnership with the National Council for the Social
come to explore and to learn from. At that moment, few
Studies in 1980. The KKC Fellowships Program is a
of us would have guessed that we had also started a new
major activity of the Japan Institute for Social and Eco-
journey of understanding that would change the way we
nomic Affairs, a private, not-for-profit organization
saw the world. It is through this sense of discovery that
designed to promote understanding of Japan's economy at
the 1996 Keizai Koho Center Fellows share with you this
home and abroad. On behalf of all the educators within
collection of work.
NCSS, and particularly the 1996 Fellows, I want to thank
We came to Japan during the rainy season. We also came
the Keizai Koho Center and Mr. Masaya Miyoshi for the
to Japan at a turning point in world historya time
courtesies extended to us during our visit to Japan. You
between two economic epochsone industrial-based, and
have opened your hearts and given us the opportunity to
the other information-based. This movement is the defin-
see your land with new sensitive eyes. You have opened
ing nature of our time. This is our "real-time." This is
your culture and allowed us to share your wisdom. These
also a time when fundamental questions are being asked
acts, as well as your support in funding the publication of
about the viability of our institutions as well as about our
this book, have changed, and will continue to change our
identity as individuals and as community members. These
lives. I would also like to thank Mr. Leo A. Shinozaki,
questions take us from the nature of families to the condi-
Director of the Japan Business Information Center of the
tion of global trade.
KKC in New York, Mr. Yukio Ishiguro, Senior Analyst in
the International Affairs Department of KKC Tokyo, and
What is a family?
all the other Keizai Koho Center professionals who
What is a school?
helped make our visit so valuable.
Has the nation-state lost its power and meaning?
Of course, a special thanks is due Linda Wojtan for her
What does it mean to be a citizen?
caring leadership and attention to detail. She not only
made the trip possible, but she also gave the visit purpose.
How is the global/information economy changing rela-
I am grateful for the curriculum and content leadership
tionships between women and men?
given to this work by Lois Barnes, Sally Michalko, James
What kind of work will I do in the future?
Mullen, and Fred Risinger. It is simply fun to work with
What does it mean to be a student or a teacher when
people who love their work. And what can I say about the
information is doubling every 24 months?
1996 KKC Fellows? They worked hard. They played
hard. They present and represent the best of what we are
How will Japan, Canada, Australia, the United States and
as educators, and I am honored to know them as friends
other nations or world regions cooperate and compete
and colleagues.
with each other?
After a little more than two weeks, we came away from
Japan understanding, if only dimly, that in order to navi-
DR. H. MICHAEL HARTOONTIAN, Past President
gate the contemporary global landscape we would need to
NCSS
construct new mental maps that address the realities of
Washington, D.C.
the new economic relationships among nations and
July 1997
regions. These maps need to be based on new economic
PREFACE
5
TORA NO MAKI
Introduction
During the summer of 1996, 22 educators from the U.S.,
and thanks. Special thanks go to the project team leaders:
Canada, and Australia had a remarkable, watershed expe-
Sally Michalko, who directed the elementary team; Lois
rience. They were participants in the Keizai Koho Center
Barnes, who led the middle school group, and James
(KKC) Fellowships Program, sponsored by the Keizai Mullen, the high school team leader. I have never worked
Koho Center (The Japan Institute for Social and Eco-
with a more creative, responsible, and enjoyable group of
nomic Affairs) in Tokyo, Japan. The program, conducted
educators.
in cooperation with the National Council for the Social
The Keizai Koho Center deserves special mention for
Studies (NCSS) marks the 17th consecutive year that
providing the funding for producing and printing this
U.S., Canadian, and Australian educators have visited
book. Because of this support, all NCSS comprehensive
schools, industries, historical and cultural sites and homes
members will receive copies, and many more copies will
in Japan. The primary goal of the KKC Fellowships is to
be available for purchase at an affordable price.
enhance the knowledge and understanding of Japanese
The ERIC Clearinghouse for Social Studies/Social
society, culture, and economics by Western educators and
Science Education and the National Clearinghouse for
thereby improve instruction about Japan in U.S., Cana-
United States-Japan Studies also provided support for the
dian, and Australian schools.
development and publication of this volume. Both organi-
The 1996 Keizai Koho Center Fellowships program
zations are part of Indiana University's Social Studies
accomplished this goal and much more. In our daily inter-
Development Center. Center director John Patrick con-
actions with Japanese men, women, and students of all
tributed encouragement, energy, and ideas to the project.
ages, we furthered a mutual understanding of the over-
Marcia Johnson, the associate director of the National
arching unity of human aspirations, challenges, and tri-
Clearinghouse for U.S.-Japan Studies, served as the pri-
umphs. And, as "alumni" from the previous 16 KKC
mary coordinator and editor, and worked countless hours
Fellowships programs have universally stated, their expe-
to produce a truly teacher-friendly collection of lessons.
riences have forever changed and enriched their lives.
Content accuracy and additional cultural perspectives
This book of lesson plans is one product of our visit. The
were provided by Mary Hammond Bernson, associate
Fellows worked in three teams to develop elementary,
director of the East Asia Center at the University of
middle level, and high school lessons based on the general
Washington in Seattle. Richard Wilson of Intelligent Tool
theme, "The Japanese People in the World Today." The
and Eye thoughtfully designed the layout and profession-
lessons were designed to fit the scope and sequence of the
ally enhanced the graphics, as he did for the 1995 edition
NCSS Curriculum Standards for Social Studies. Special
of Tora no Maki.
attention was given to four strands within the Standards:
Leo A. Shinozaki, the former director of the Japan Busi-
Time, Continuity, and Change (Strand II); People, Places,
ness Information Center of KKC in New York City,
and Environments, (Strand III); Individual Development
helped the 1996 Fellows prepare for their Japanese experi-
and Identity, (Strand IV); and Individuals, Groups, and
ence with illuminating perspectives on Japanese society
Institutions, (Strand V).
and culture. He also provided the name, Tora no Maki,
While the lessons were developed for specific grade levels,
which means both "Scroll of Tiger" and "Teacher's
much of the content and instructional strategies is appro-
Guide" in Japanese.
priate for other grades. Teachers are encouraged to review
Much of the visit's success was due to the tireless efforts of
all the lessons to find content and ideas that can be
Kikue (Chryssie-san) Kurosaki, our tour guide. For 17
adapted for use in their classrooms. Each lesson includes
consecutive years, she has worked with hundreds of U.S.,
student objectives, links to the NCSS Curriculum Stan-
Canadian, and Australian educators. She told us about
dards themes, a listing of necessary resources (most of
local legends, accompanied us to shopping areas, baseball
them are provided), step-by-step instructional procedures,
games and churches, suggested special visits to businesses
assessment activities, and opportunities for enrichment.
or temples that "fit" the needs of one or more of the Fel-
We hope these lessons will help U.S., Canadian, and Aus-
lows, recommended restaurants and entertainment activi-
tralian students learn about Japanese culture, economics,
ties, and served as a teacher, friend, and counselor.
and society in an accurate, challenging, and enjoyable
manner.
Finally, no one deserves more credit for the success of the
1996 KKC Fellowships Program than the program coor-
In an endeavor as complex and rewarding as this one,
dinator, Linda Wojtan. Working at first with the
many individuals and organizations deserve recognition
INTRODUCTION
7
program's founder, Charles von Loewenfeldt, and now on
TORA NO MAKI (SCROLL OF TIGER)
her own, she has dedicated her professional heart and soul
to this endeavor. It is her enthusiasm, knowledge, wisdom,
Origin
and grace that have made the KKC Fellowships Program
The "Scroll of Tiger" originated from an old Chinese
more than just a study tour. For all of us, it became a won-
tactical manual for military use before the 9th Century
derful, enriching, life-changing experience. Linda's lead-
C.E. The manual consisted of six volumes, one of
ership, characterized by intelligence, empathy, and humor,
which was titled: "TIGER". A Buddhist high priest
was the key to the program's success.
returned from China and introduced the manual to
For all of the 1996 Keizai Koho Center Fellows, I want to
Japanese feudal lords in the late 1 1 th Century.
thank KKC and NCSS for a wonderful opportunity and
experience. We hope that these lessons help students in
Meaning
the U.S., Canada, and Australia learn about a truly inter-
1. A manual or reference book containing expertise
esting and important storythe Japanese People in the
on a particular subject.
World Today.
2. Manuals or books especially designed for teachers
C. FREDERICK RISINGER
as guides in teaching.
Project Director
3. Quick reference booklets.
()
8
INTRODUCTION
8
TOPIC
Kaizen in the Classroom
by Lois J. Barnes
Franldin County Schools, Frankfort, Kentucky
OBJECTIVES
NCSS STANDARDS - THEMATIC STRANDS
Students will:
Knowledge
III. People, Places and Environments
define and explain kaizen and related aspects of Japanese
g. Describe how people create places that reflect cultural
management techniques.
values and ideals as they build neighborhoods, parks,
describe how kaizen reflects Japanese cultural values and
shopping centers, and the like.
ideals.
IV. Individual Development and Identity
identify characteristics of kaizen-conscious people.
c. Describe the ways family, gender, ethnicity, nationality,
compare their responsibilities as students to those of employ-
and institutional affiliations contribute to personal
ees in Japan and American employees of Japanese-affiliated
identity;
companies in the United States.
h. work independently and cooperatively to accomplish
Attitude
Students will:
goals.
model the characteristics of kaizen-conscious workers.
V. Individuals, Groups and Institutions
Students will:
b. Analyze group and institutional influences on people,
Skills
events, and elements of culture;
develop class and small group (team) goals and action plans
for team members' involvement, productivity, and quality of
c. describe the various forms institutions take and the
work.
interactions of people with institutions;
apply their goals to class assignments and other activities
describe the role of institutions in furthering both conti-
f.
relating to their studies.
nuity and change;
apply knowledge of how groups and institutions work to
g.
TIME ALLOTMENT
meet individual needs and the common good.
Anywhere from three class periods to two weeks, depend-
ing upon which goal-setting daruma project is chosen.
INTRODUCTION - PURPOSE/RATIONALE
Extensions can be used with this particular topic, or inte-
The cultures of Japan and the United States have affected each
grated into other units of study later on. Note that follow-
other in many ways. In fiscal 1993, almost half a million (488,479)
through on the goals and action plans, like kaizen
persons were employed in Japanese-affiliated companies in the
programs in the workplace, will continue throughout a
United States. Multinational corporate influences are seen in
unit of study or longer.
products, services, the media, sports, entertainment, and even
employment practices. One such cross-cultural influence is the
change in the workplace and in expectations of employees
RESOURCES NEEDED
through the adoption of the Japanese management technique
known as kaizen. The lesson, an overview of kaizen, will allow
Appendix 1: Kaizen: Continuous Improvement (one
students to develop their own classroom academic statement of
copy for each student)
purpose and goals and the criteria (behaviors and attitudes) and
action plans that are necessary to achieve them, using some of
Appendix 2: Directions for Making a Papier Mache
the tools of kaizen.
Daruma Doll
Appendix 3: Daruma Doll
RECOMMENDED GRADE LEVEL/COURSE
PLACEMENT
materials for making daruma dolls (see Appendix 2)
The time frame for achieving the established goals of this lesson
PROCEDURE
can be as short as one unit of study or as long as a semester or
the school year. Although this lesson was designed for the
A. Tell students that as they begin their study of Japan
middle/junior high school level, it is suitable for any social
they are going to operate as team members in a work-
studies or career exploratory class, and could be used as the
place using the Japanese kaizen method of continuous,
introductory lesson for a study of Japan.
daily improvement. For transfer, ask students to
describe examples of times when they have tried, little
by little, to improve on something they do, such as
playing a favorite sport or practicing a musical instru-
ment. Tell them that ongoing, daily efforts are also
5
KAIZEN IN THE CLASSROOM
9
of its discussions, any data collected and analyzed,
how employees in Japan and in Japanese-affiliated
action plans, and progress toward completing them
companies in the United States
as well as more and
and setting new plans. The team record could be kept
try to improve.
more American-owned companies
in a composition book in journal fashion. Note that
Hand out Appendix 1 and allow students time to read
the background information. Check for comprehen-
the journal should not be used for assessment, or
graded; it is meant as a motivational tool for the team's
sion by asking students to define kaizen and to
describe the four broad factors of kaizen programs growth toward meeting its goals.
mentioned in the handout, with examples of each.
D. Once the team action plans are established, each team
Using a T-chart with "Improvement" above the T and
should make a daruma figure, on posterboard or out of
Innovation and kaizen written just below the hori-
papier-mâché, depending upon how much time can be
zontal line and on either side of the vertical line, ask
devoted to this project. (See Appendix 2 for direc-
students to list characteristics of each type. Items stu-
tions.) A daruma doll is popular with the Japanese for
dents might suggest be written under Innovation
good luck. The doll is named after the famous monk,
could include: rapid, dramatic change, technology-
Bodhidharma, who meditated until he lost the use of
oriented, large investment, results-oriented, individu-
his limbs. Thus, the daruma is a symbol of perserver-
alistic, intermittent. Items under kaizen could include:
ence. When the Japanese want to make a wish come
gradual, continuous, small steps, group efforts, people-
true or set a goal they are trying to reach, they some-
oriented, process-oriented, little financial investment,
times buy a daruma. It is a papier-mâché figure, usually
requires much time and commitment. Ask how each
painted red with gold markings, and with a bearded,
approach reflects the culture where it is more com-
scowling face, with no pupils in the eyes. One eye is
monly found.
painted in as the person makes a wish. When the wish
has come true, or the goal has been achieved, the
Finally, have students give their ideas about what
kaizen-conscious people are like, whether they be in a other eye is painted in. Candidates for political office
workplace or a school. Students could say that kaizen always have one of these dolls in their campaign head-
people: pay attention to details, take pride in their
quarters, and they are a frequent sight in the offices of
work and their company, cooperate willingly with service industries. Once the teams have made or drawn
others, admit mistakes, try to do a better job the next their daruma, each team member should autograph it
time, respect every individual, take responsibility will-
as a sign of commitment to reaching the team's goals.
ingly, are problem-solvers. They are: creative, knowl-
The teams' daruma should be displayed in the room
edgeable about their jobs, forward-thinking, caring,
throughout the "campaign" to accomplish the action
sharing, honest, flexible, trusting, multi-skilled. Why
plans. If a shorter project is desired, each group could
are these qualities important for the future
draw and color in daruma on poster board, autograph
indeed,
the present
the poster, paint in one eye, and display them around
workforce?
the room. See Appendix 3 for an illustration of the
B. Run the classroom like a mini-company. Have stu-
daruma.
dents name their mini-company, and, with input from
all students, write a mission statement (statement of E. Develop a suggestion system for the class/mini-
purpose). Include the following four components in
company. Set the criteria for suggestions, what will be
the statement: Purpose (why the mini-company
considered and what will be rejected. Appropriate
exists), Beliefs, Behavior Standards, and Strategy. The
suggestions include ways to: make a job easier, safer,
statement could mention academics, attendance, punc-
and more productive; improve the quality of work;
tuality, homework completion, class cleanliness, or
save time; save materials; keep the "workplace" clean.
other such goals. Utilize the 5-S standard (see Appen-
Rejected will be: complaints (a suggestion system is
not the place for these), suggestions that are too
dix 1) to come up with appropriate behaviors and
strategies. Explain that the statement should be some-
vague, plagiarized suggestions, suggestions that place
all the effort on the teacher. Develop a rubric for
thing all the students can identify with and can explain
rating suggestions, provide feedback within a short
to visitors. As a way to take the mission statement
time (lack of feedback will kill the momentum for a
seriously and remember in daily class activities ("visi-
ble management"), display it prominently on bulletin
suggestion system), and above all, be willing to try out
student suggestions! The rubric could include criteria
boards.
such as creativity, feasibility of implementation, likely
C. Divide the class into cooperative Quality Control
academic effect, and likely effect toward meeting class
teams. Assign roles to team members, such as leader,
goals.
facilitators, and recorders. (Rotate the roles periodi-
cally, so that team members become "multi-skilled." )
ASSESSMENT
Using a PDCA cycle (see Appendix 1), ask each group
to come up with an action plan that lists even more
How well can students articulate the concept and
specific actions the team will take to help the mini-
characteristics of kaizen and kaizen workers?
company reach its goals. The team will keep a record
10
KAIZEN IN THE CLASSROOM
10