ERIC Number: ED236090
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Perspectives on Japan: A Guide for Teachers.
Cogan, John J., Ed.; Schneider, Donald O., Ed.
Provided are some perspectives, ideas, and resources for teaching about Japan and the Japanese. A major objective is to provide an opportunity for K-12 students to study a culture that can be both compared and contrasted to their own. Following an introduction, which provides a rationale for teaching about Japan, there are three major parts. "Japan from a Japanese Perspective" is the focus of part 1. Articles, written by Japanese, discuss the geography of Japan, Japan's cultural tradition and its economy, the role of women in Japanese society, and educating for responsible citizenship in Japan. Part 2, "Japan from an Outsider's Perspective," examines its religion and ethical norms, social structure and social relations, geographical isolation, and how it has survived. Part 3 contains elementary and secondary activities and resources for teaching about Japan. The many suggested activities are varied. For example, students complete open-ended statements, analyze photographs, discuss how hypothetical events might affect the United States and themselves as individuals, participate in classroom discussions, analyze data, and create a slide presentation. Resource materials discussed include resources found in our own backyard, free materials, university-based outreach services and museums, specialized groups, publications, and travel. (RM)
Descriptors: Asian Studies, Comparative Analysis, Comparative Education, Cross Cultural Studies, Cultural Awareness, Cultural Background, Cultural Differences, Economic Climate, Elementary Secondary Education, Females, Foreign Culture, Learning Activities, Physical Geography, Resource Materials, Sex Role, Social Studies
National Council for the Social Studies, 3501 Newark St., Washington, DC 20016 ($10.25).
Publication Type: Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National Council for the Social Studies, Washington, DC.
Note: Charts contain small type. Photographs may not reproduce clearly.