The Japanese Approach to Environmental Issues May 1, 2008

A Resource Packet for Educators Includes Meeting Needs & Wants CBA Lesson Plan Unit: “U.S. and Japanese

Transportation Innovations in the 1950s and 1960s”

Resources compiled by Austin Stockwell & Tese Wintz Neighbor Photo by Tese Neighbor

With special thanks to our keynote speaker:

Professor Michael Strausz, Political Science, University of Washington

&

The Wyckoff Teacher Resource Center

TABLE OF CONTENTS U.S.-JAPAN LAND AREA COMPARISON MAP U.S.-JAPAN FACT SHEET Environmental Issues & Agreements USING THIS RESOURCE GUIDE MAPS OF JAPAN GENERAL INFORMATION ON JAPAN JAPANESE NEWS SOURCES (ENGLISH LANGUAGE) GENERAL RESOURCES FOR EDUCATORS ENVIRONMENT General Resources Climate Change Pollution & Human Health Water Whaling Sustainability Books HISTORY JAPANESE GOVERNMENT & POLITICS ECONOMICS & BUSINESS JAPANESE CULTURE & SOCIETY POP CULTURE YOUTH ISSUES TEACHING THE JAPANESE LANGUAGE RELIGION HAIKU GARDENS Local Japanese Gardens FILMS BEYOND THE CLASSROOM – LOCAL ORGANIZATIONS ARTICLE: “VISUALIZING NATURE IN JAPAN” MEETING NEEDS & WANTS CBA LESSON PACKET: “U.S. AND JAPANESE TRANSPORTATION INNOVATIONS IN THE 1950s AND 1960s”

2 3 5 6 6 6 7 7 10 10 11 12 14 14 16 18 20 21 22 22 23 24 25 26 27 27 28 28 30 32 44

U.S.-JAPAN LAND AREA COMPARISON MAP

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U.S.–JAPAN FACT SHEET PEOPLE Population, total Population growth (annual %) Urban population (% of total) Life expectancy at birth, total (years) Fertility rate, total (births per woman) Adolescent fertility rate (births per 1,000 women ages 15-19) Mortality rate, under-5 (per 1,000) Immunization, measles (% of children ages 12-23 months) School enrollment, secondary (% gross) Ratio of girls to boys in primary and secondary education (%) Prevalence of HIV, total (% of population ages 1549)

JAPAN

U.S.

127.8 million 0.0 65.8 82.3 1.3 3.3

299.4 million 1.0 77.4 77.8 2.1 42.7

3.6 99.0

7.6 93.0

101.6 100.2

94.1 100.3

0.1

0.6

ECONOMY GNI, Atlas method (current US$) GNI PPP ($ millions), 2006 GNI per capita, Atlas method (current US$) GNI per capita PPP ($), 2006 GDP (current US$) GDP growth (annual %) Inflation, GDP deflator (annual %) Agriculture, value added (% of GDP) Industry, value added (% of GDP) Services, etc., value added (% of GDP) Exports of goods and services (% of GDP) Imports of goods and services (% of GDP) Gross capital formation (% of GDP)

4.9 trillion 4.2 trillion 38,630.0 32,840.0 4.4 trillion 2.2 -0.9 1.5 29.9 68.6 14.3 13.0 23.4

13.4 trillion 13.2 trillion 44,710.0 44,070.0 13.2 trillion 2.9 3.2 1.2 22.8 76.0 10.5 16.3 19.3

STATES AND MARKET Time required to start a business (days) Market capitalization of listed companies (% of GDP) Military expenditure (% of GDP) Fixed-line and mobile subscribers (per 100 people) Internet users (per 100 people) High-technology exports (% of manufactured exports)

23.0 108.2

6.0 147.6

0.9 122.8 68.5 21.6

4.1 135.3 69.5 30.1

GLOBAL LINKS Merchandise trade (% of GDP) Net barter terms of trade (2000 = 100) Foreign direct investment, net inflows (BoP, current US$) Workers remittances and compensation of employees, received (US$)

28.1 91.8 6.8 billion

22.5 96.0 180.6 billion

1.4 billion

2.9 billion

ENVIRONMENTAL INDICATORS* Land area (sq. km) (thousands) Agricultural land (% of land area)1 Irrigated land (% of cropland) Forest area (% of land area) Nationally protected areas (% of total land area) Bird species, total known Bird species, threatened GEF benefits index for biodiversity (0 = no biodiversity potential to 100 = maximum)2 GDP per unit of energy use (constant 2005 PPP $ per kg of oil equivalent)3 Energy use (kg of oil equivalent per capita) Combustible renewables and waste (% of total energy)

365 12.9 36.3 68.2 14.3 592 53 41

9162 45.3 12.5 33.1 16.3 888 71 90

7.3

5.3

4152

7893

1.2

3.2

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Energy imports, net (% of energy use) 81.2 30.3 Electric power consumption (kWh per capita) 8233 13648 Electricity production from coal sources (% of total) 28.3 50.5 CO2 emissions (kg per 2005 PPP $ of GDP)4 0.3 0.5 CO2 emissions (metric tons per capita) 9.8 20.6 PM10, country level (micrograms per cubic meter)5 31 22 Passenger cars (per 1,000 people) 441 461 Renewable internal freshwater resources per capita 3365 9443 (cubic meters) Annual freshwater withdrawals, total (% of internal 21 17 resources) Annual freshwater withdrawals, agriculture (% of 62 41 total freshwater withdrawal) Improved water source (% of population with access) 100 100 Improved water source, rural (% of rural population 100 100 with access) Improved water source, urban (% of urban 100 100 population with access) Improved sanitation facilities (% of population with 100 100 access) Improved sanitation facilities, rural (% of rural 100 100 population with access) Improved sanitation facilities, urban (% of urban 100 100 population with access) Mortality rate, under-5 (per 1,000) 4 8 Adjusted savings: gross savings (% of GNI)6 26.4 12.6 Adjusted savings: consumption of fixed capital (% of 14.0 12.3 GNI)7 Adjusted savings: net national savings (% of GNI)8 12.4 0.3 Adjusted savings: education expenditure (% of GNI)9 3.1 4.8 Adjusted savings: energy depletion (% of GNI)10 0.0 1.4 Adjusted savings: mineral depletion (% of GNI)11 0.0 0.1 Adjusted savings: carbon dioxide damage (% of 0.2 0.3 GNI)12 Adjusted savings: particulate emission damage (% of 0.5 0.3 GNI)13 Adjusted net savings, including particulate emission 14.9 2.9 damage (% of GNI)14 Source: The World Bank http://www.worldbank.org/ *Notes 1. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. 2. GEF benefits index for biodiversity is a composite index of relative biodiversity potential for each country based on the species represented in each country, their threat status, and the diversity of habitat types in each country. The index has been normalized so that values run from 0 (no biodiversity potential) to 100 (maximum biodiversity potential). 3. GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to 2000 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States. 4. Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring. 5. Particulate matter concentrations refer to fine suspended particulates less than 10 microns in diameter (PM10) that are capable of penetrating deep into the respiratory tract and causing significant health damage. Data for countries and aggregates for regions and income groups are urban-population weighted PM10 levels in residential areas of cities with more than 100,000 residents. The estimates represent the average annual exposure level of the average urban resident to outdoor particulate matter. The state of a country’s technology and pollution controls is an important determinant of particulate matter concentrations. 6. Gross savings are the difference between gross national income and public and private consumption, plus net current transfers. World Bank national accounts data files. 7. Consumption of fixed capital represents the replacement value of capital used up in the process of production. 8. Net national savings are equal to gross national savings less the value of consumption of fixed capital. 9. Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment. 10. Energy depletion is equal to the product of unit resource rents and the physical quantities of energy extracted. It covers crude oil, natural gas, and coal. 11. Mineral depletion is equal to the product of unit resource rents and the physical quantities of minerals extracted. 12. Carbon dioxide damage is estimated to be $20 per ton of carbon (the unit damage in 1995 U.S. dollars) times the number of tons of carbon emitted. 13. Particulate emissions damage is calculated as the willingness to pay to avoid mortality attributable to particulate emissions. 14. Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.

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ENVIRONMENTAL ISSUES AND AGREEMENTS JAPAN

U.S.

Chief Environmental Concerns

Air pollution from power plant emissions results in acid rain; acidification of lakes and reservoirs degrading water quality and threatening aquatic life; Japan is one of the largest consumers of fish and tropical timber, contributing to the depletion of these resources in Asia and elsewhere

Air pollution resulting in acid rain in both the U.S. and Canada; the U.S. is the largest single emitter of carbon dioxide from the burning of fossil fuels; water pollution from runoff of pesticides and fertilizers; limited natural fresh water resources in much of the western part of the country require careful management; desertification

International Environmental Agreements

Party to: Antarctic-Environmental Protocol, Antarctic-Marine Living Resources, Antarctic Seals, Antarctic Treaty, Biodiversity, Climate Change, Climate Change-Kyoto Protocol, Desertification, Endangered Species, Environmental Modification, Hazardous Wastes, Law of the Sea, Marine Dumping, Ozone Layer Protection, Ship Pollution, Tropical Timber 83, Tropical Timber 94, Wetlands, Whaling

Party to: Air Pollution, Air Pollution-Nitrogen Oxides, Antarctic-Environmental Protocol, Antarctic-Marine Living Resources, Antarctic Seals, Antarctic Treaty, Climate Change, Desertification, Endangered Species, Environmental Modification, Marine Dumping, Marine Life Conservation, Ozone Layer Protection, Ship Pollution, Tropical Timber 83, Tropical Timber 94, Wetlands, Whaling Signed, but not ratified: Air Pollution-Persistent Organic Pollutants, Air Pollution-Volatile Organic Compounds, Biodiversity, Climate Change-Kyoto Protocol, Hazardous Wastes

Source: CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/index.html

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USING THIS RESOURCE GUIDE Please note: Many descriptions have been excerpted directly from listed websites. Packet updated and published: 4/24/08; Websites checked: 04/024/08 Thumbs up icon indicates resources that the World Affairs Council recommends. Apple icon indicates resources that include lesson plans. Ear icon indicates resources that include audio components. Chart icon indicates resources that include graphs and/or charts. Map icon indicates resources that include maps. Video camera icon indicates resources that include video components.

MAPS OF JAPAN JAPAN NATIONAL TOURIST ORGANIZATION: MAP OF REGIONS http://www.jnto.go.jp/eng/map/index_map.html This map shows regions and prefectures of Japan. Click on any area to explore it in detail. WORLDATLAS.COM: JAPAN http://www.graphicmaps.com/webimage/countrys/asia/jp.htm This map includes facts about Japan’s climate, geography and natural resources. ASIASOURCE.ORG: JAPAN http://www.asiasource.org/profiles/ap_mp_03.cfm?countryid=18 Map with major cities, bodies of water, and historical occupation notations. JAPAN NATIONAL MAP (wall map for purchase) http://www.maps.com/map.aspx?cid=22&pid=8970&cat_name=Wall+Maps+Continent+%26+Co untry+Asia&prod_name=JAPAN+Political+Wall+Map&nav=MS#viewAnchor

GENERAL INFORMATION ON JAPAN CIA WORLD FACTBOOK – JAPAN https://www.cia.gov/library/publications/the-world-factbook/geos/ja.html LIBRARY OF CONGRESS: COUNTRY STUDY - JAPAN http://lcweb2.loc.gov/frd/cs/jptoc.html BBC COUNTRY PROFILES - JAPAN http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1258586.stm

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BBC TIMELINE - JAPAN http://news.bbc.co.uk/2/hi/asia-pacific/country_profiles/1261918.stm WEB JAPAN: JAPAN FACT SHEET http://web-japan.org/factsheet/ JAPAN-101 http://www.japan-101.com/

JAPANESE NEWS SOURCES (ENGLISH LANGUAGE) ASAHI SHINBUN www.asahi.com/english/english.html THE JAPAN TIMES http://www.japantimes.co.jp/ NIKKEI NET (NIHON KEIZAI SHINBUN) www.nni.nikkei.co.jp/ NEWS ON JAPAN http://www.newsonjapan.com/ ASIA TODAY: ASIA SOURCE http://www.asiasource.org/news/at_mp_01.cfm ASIA TIMES http://www.atimes.com/atimes/Japan.html

GENERAL RESOURCES FOR EDUCATORS STANFORD PROGRAM ON INTERNATIONAL AND CROSS-CULTURAL EDUCATION (SPICE) http://spice.stanford.edu/docs/clearinghouse/ The Stanford Program on International and Cross-Cultural Education (SPICE) serves as a bridge between Stanford University and K-14 schools by developing multidisciplinary curriculum materials on international themes. As a program of the Freeman Spogli Institute for International Studies, SPICE reflects the scholarship of Stanford University in its curricula and professional development seminars for teachers. The curricula and seminars focus on contemporary issues in the context of their cultural and historical underpinnings. INTERNET GUIDES http://spice.stanford.edu/docs/147 Designed for teachers, the Clearinghouse Internet Guides provide annotated lists of recommended websites about Japan arranged by topic. We have tried to include sites with both specific and general information on each topic, as well as several sites for each guide appropriate for students to visit by themselves. Some sites provide background information, some provide teaching ideas, and others are just plain fun.

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ASIA FOR EDUCATORS - COLUMBIA UNIVERSITY http://afe.easia.columbia.edu/ This site is an initiative on the East Asia Curriculum Project and the Project on Asia in the Core Curriculum. This resource covers all interest areas and includes information on China as well. Background information, readings, activities, lesson plans, graphics, and video clips on Japan can also be found on this site. EDUCATION IN JAPAN http://www.education-in-japan.info/ This site is intended to be a networking plaza for those who want to know how to enrich the lives of children, as well as a resource-rich marketplace for the exchange of ideas, news, and resources. As the needs of parents, educators, and children vary greatly, so does the scope of the contents of this website. JAPAN INFORMATION AND CULTURE CENTER (JICC) http://www.us.emb-japan.go.jp/jicc/index.htm The Japan Information and Culture Center (JICC) is the cultural and public affairs section of the Embassy of Japan in Washington, D.C. The role of the JICC is to promote better understanding of Japan and Japanese culture by providing a wide range of information, educational services, and programs to the public. The JICC has a Teacher Resource Guide including information on origami, holiday, and celebrations, the Japanese language, “Learning About Japan” Resource, and pen pal programs. JAPAN NOW http://www.us.emb-japan.go.jp/jicc/JNindex.htm This is a newsletter that serves anyone who is interested in Japan and its culture. Until 2005, it had been a printed nationwide newsletter of 10,000+ circulation, but it has recently been converted to an online format, allowing quick access for readers all over the world. EDUCATION ABOUT ASIA MAGAZINE http://www.aasianst.org/eaa-toc.htm This magazine includes articles on all areas and subjects ranging from ancient cultures to literature to current events. It also includes guides to resources for classroom use such as films, books, videos, curriculum guides, websites, software, and other useful educational tools. EAST ASIA RESOURCE CENTER (EARC) http://jsis.washington.edu/earc/about.shtml The East Asia Resource Center (EARC) provides a wide range of outreach programming and services to K-12 educators nationwide. K-12 teachers in all stages of their careers will find that the East Asia Resource Center is a great place to learn more about China, Japan, and Korea. Year-round programming includes: one-day workshops on East Asian art, culture, and history; the National Consortium for Teaching about Asia (NCTA) thirty-hour seminars; intensive summer institutes in Seattle; study tours to China and Japan; and more. The EARC cosponsors a lecture series on timely international topics with other outreach centers at the Jackson School of International Studies. The UW East Asia Center also provides a wide array of lectures for the general public on China, Japan, and Korea. ASIA SOCIETY http://www.asiasociety.org/ The Asia Society is an international organization dedicated to strengthening relationships and deepening understanding among the peoples of Asia and the United States. Founded in 1956 by John D. Rockefeller 3rd, the Society reaches audiences around the world. A nonprofit, nonpartisan educational organization, the Society provides a forum for building awareness of the more than thirty countries broadly defined as the Asia-Pacific region - the area from Japan to Iran, and from Central

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Asia to New Zealand and the Pacific Islands. Through art exhibitions and performances, films, lectures, seminars and conferences, publications and assistance to the media, and materials and programs for students and teachers, the Asia Society presents the uniqueness and diversity of Asia. EMBASSY OF JAPAN IN WASHINGTON, D.C. http://www.us.emb-japan.go.jp/english/html/index.htm The Japanese Embassy offers resources for educators, including maps, posters, brochures, and periodicals. CONSULATE GENERAL OF JAPAN IN SEATTLE http://www.seattle.us.emb-japan.go.jp/ The Consulate General of Japan in Seattle offers information about local Seattle events, scholarship opportunities, language classes, Washington-Japan relations, and more. WORLD AFFAIRS COUNCIL: THE PRICE OF FREEDOM – LEARNING ABOUT THE EXPERIENCE OF JAPANESE AMERICANS IN WORLD WAR II http://www.world-affairs.org/globalclassroom/schools/priceoffreedom/default.htm The following is a selection of resources available on the web to help educators introduce the story of Japanese Americans during and following World War II and launch a series of activities in their schools around the theme of “The Price of Freedom.” WORLD AFFAIRS COUNCIL: JAPAN IN TRANSITION (May 1, 2006) http://www.world-affairs.org/globalclassroom/resources/2006-05-01%20%20Web%20Version,%20Japan%20in%20Transition.pdf These resources explore some of the critical issues impacting the lives of the Japanese, including the rise of nationalism, party politics, economic changes, youth issues, Japan-China relations, and Japan’s role in the world. EXPANDING EAST ASIAN STUDIES PROGRAM (ExEAS) http://www.exeas.org/resources/category-politics.html (ExEAS) was launched in 2002 through a multi-year grant from the Freeman Foundation. Building on intellectual, pedagogical, and outreach achievements in the undergraduate study of East Asia, ExEAS seeks to provide innovative courses and teaching materials that incorporate the study of East Asia in broad thematic, transnational, and interdisciplinary contexts. DEAI: THE LIVES OF SEVEN JAPANESE HIGH SCHOOL STUDENTS http://www.tjf.or.jp/deai/index.html Developed primarily to assist secondary school students outside Japan who are studying Japanese as a foreign language, "Deai: The Lives of Seven Japanese High School Students" illuminates the personalities and daily lives of seven Japanese high school students through photographs and text. As language learners get to know these seven young people, they will become better acquainted with the culture that forms the backdrop of the lives of the seven students in Japan. They will also encounter many topics directly relevant to language learning and acquire lots of useful information to assist them in their efforts to communicate in Japanese. CENTER FOR GLOBAL PARTNERSHIP (CGP): SNAPSHOTS OF JAPAN http://www.cgp.org/index.php?option=article&articleid=253 The Center for Global Partnership (CGP) is pleased to announce the publication of Snapshots from Japan: The Lives of Seven Japanese High School Students, curriculum materials developed primarily for use in middle and junior high school social studies classes. CGP welcomes all interested educators to download them for free.

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ENVIRONMENT General Resources MINISTRY OF THE ENVIRONMENT (GOVERNMENT OF JAPAN) http://www.env.go.jp/en/ This site provides an overview of Japan’s main environmental issues, including waste and recycling, air and transportation, water and soil, health and chemicals, etc. THE BASIC ENVIRONMENTAL LAW AND BASIC ENVIRONMENTAL PLAN – OVERVIEW http://www.env.go.jp/en/laws/policy/basic_lp.html The Basic Environment Plan was drawn up in December 1994 based on the Basic Environment Law, which outlines the general direction of Japan's environmental policies. The Basic Environment Plan is designed to engage all sectors of the society in a concerted effort to protect the environment. The Plan maps out the basic approach of environmental policies with the mid-twenty-first century in view and identifies four long-term objectives. It also sets the direction of measures to be implemented by the early twenty-first century for achieving these objectives. THE BASIC ENVIRONMENTAL LAW http://www.env.go.jp/en/laws/policy/basic/index.html The purpose of this law is to comprehensively and systematically promote policies for environmental conservation to ensure healthy and cultured living for both the present and future generations of the nation as well as to contribute to the welfare of mankind, through articulating the basic principles, clarifying the responsibilities of the State, local governments, corporations, and citizens, and prescribing the basic policy considerations for environmental conservation. ENVIRONMENTAL IMPACT ASSESSMENT IN JAPAN http://www.env.go.jp/en/policy/assess/pamph.pdf Environmental Impact Assessment provides for the environmental impacts of development projects to be surveyed, forecasted, and evaluated by proponents in the process of designing the project. Those results are then opened to the public to obtain opinions, both from citizens and from local governments. The best project scheme can then be developed incorporating these various viewpoints and addressing the issue of environmental protection. THE CHALLENGE TO ESTABLISH THE RECYCLING-BASED SOCIETY: THE BASIC LAW FOR ESTABLISHING THE RECYCLING-BASED SOCIETY ENACTED (May 2000) http://www.env.go.jp/recycle/panf/fig/e-guide.pdf “The Basic Law for Establishing the Recycling-based Society” was enacted in May 2000, in order to turn Japan, in the twenty-first century, into a recycling-based society. The Basic Law aims to promote waste measures and recycling measures comprehensively and systematically. ABRIDGED AND ILLUSTRATED FOR EASY UNDERSTANDING – ANNUAL REPORT ON THE ENVIRONMENT IN JAPAN (2006) http://www.env.go.jp/en/wpaper/2006/fulltext.pdf This booklet, edited to reach out to a wider readership with a more readable publication, is a summary of the Quality of the Environment in Japan 2006 (White Paper), an annual report on the environment issued by the Government, published on May 30, 2006. It offers an overview of several subjects including “Population Decline and the Environment” and “Fifty Years of Minamata Disease, Origin of Japan’s Environmental Problems” (in Part One) as well as a digest of environmental conservation policies and measures implemented by the Government in fiscal year 2005 (in Part Two).

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COMMITMENT TO ENVIRONMENTAL ISSUES: PROTECTING THE GLOBAL ENVIRONMENT (2003) http://web-japan.org/factsheet/pdf/ENVIRONL.PDF This Japan Fact Sheet provides an overview of Japan's commitment to greenhouse gas reduction, responsible waste disposal and recycling, and general environmental protection. In addition, it discusses Japan's efforts to cooperate with other nations on environmental issues through its Official Development Assistance Program. NPR: PUBLIC WORKS ENDANGER JAPAN’S ENVIRONMENT (Oct. 9, 2007) http://www.npr.org/templates/story/story.php?storyId=15117373 Japan struggles with environmental issues like climate change brought about in part by decades of rampant construction driven by massive public works projects. The projects have turned Japan into the world's ugliest country, according to Alex Kerr, author of Dogs and Demons, which chronicles the destruction of Japan's natural beauty. NPR: JAPAN STRUGGLES TO MEET ITS CO2 EMISSIONS LIMITS (Oct. 16, 2007) http://www.npr.org/templates/story/story.php?storyId=15321013 Since 1990, Japanese household emissions have gone up nearly 40 percent. Some of Japan's environmental experts attribute that rise to increasing consumerism. JAPAN ENVIRONMENT NEWS http://japanenvironmentnews.blogspot.com/ This blog site serves as an open discussion forum on Japan’s environmental issues. It offers a wealth of information on current environmental trends and protection movements. Posted topics include renewable energy, whaling, recycling, cars, solar power, and sustainable living. WORLD WIDE FUND FOR NATURE – JAPAN http://www.wwf.or.jp/eng/index.htm WWF Japan was established in Tokyo in 1971. It grapples with various national and international issues that Japan is involved - conservation of Nansei Shoto Archipelago (including the coral reef in Shiraho in Ishigaki Island) and tidal flats in many places, promotion of forestry certification scheme and environmental education, prevention of global warming through promotion of natural energy, policy advocacy on the CITES, etc. It also supports citizen groups and researchers engaged in conservation through fund grant programme. Climate Change UN FRAMEWORK CONVENTION ON CLIMATE CHANGE (UNFCCC): ESSENTIAL BACKGROUND http://unfccc.int/essential_background/items/2877.php This site contains numerous resources pertaining to the UNFCCC – for beginners or experts – such as introductory and in-depth publications, the official UNFCCC and Kyoto Protocol texts, and a search engine to the UNFCCC library. KYOTO PROTOCOL http://unfccc.int/kyoto_protocol/items/2830.php After two and a half years of intense negotiations, the Kyoto Protocol was adopted at the third Conference of the Parties to the UNFCCC (COP 3) in Kyoto, Japan, on December 11, 1997. The Protocol shares the objective and institutions of the Convention. The major distinction between the two, however, is that while the Convention encouraged developed countries to stabilize GHG emissions, the Protocol commits them to do so.

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ASKASIA.ORG: JAPAN – WHO ATE KYOTO? (2006) http://www.askasia.org/students/climate_japan_cs.htm Sometimes resolutions are hard to keep. Almost ten years after promising to reduce greenhouse gases, Japan is failing to meet the goals set by the Kyoto Protocol. This is surprising because Japan seemed to be the model candidate. JAPAN SOCIETY: GLOBAL CLIMATE CHANGE – ECONOMIC IMPLICATIONS & OPPORTUNITIES FOR THE U.S. AND JAPAN (Dec. 5, 2007) http://japansociety.org/content.cfm/global_climate_change_economic_implications__opportunities _for_the_us_and_japan_1 On December 5, 2007, a distinguished panel of environmental experts met at the Japan Society to explore business solutions to global warming and the challenges of sustainable development. ENVIRONMENTAL NEWS NETWORK (ENN): JAPAN FEELS THE HEAT – GLOBAL WARMING PUSHING TEMPS HIGHER (Jan. 8, 2008) http://www.enn.com/ecosystems/article/28910 Japan, the world's second-biggest economy, could face a rise in the average temperature of 1.3-4.7 C (2.3-8.5 F) in the 2070-2099 period from levels registered in 1961-1990, the ministry said in a report. The rise in temperatures could boost rainfall in Japan by up to 16.4 percent, the report said. MORE JAPAN INDUSTRIES RAISE CO2 EMISSION CUT TARGETS (Oct. 24, 2007) http://www.enn.com/climate/article/24044 Japanese trucking firms, home builders, instant noodle makers, and sugar manufacturers promised to take additional measures to help reduce greenhouse gas emissions and help the country meet climate change goals, the government said. JAPAN FIRMS LOG 1ST CARBON CREDITS ON NEW U.N. SYSTEM (Nov. 16, 2007) http://www.enn.com/top_stories/article/25261 Japan has officially received 8.6 million tonnes of carbon credits since becoming the first country to connect to the U.N.'s new carbon-trading system earlier this week, the Ministry of the Environment said on Friday. Pollution & Human Health THE JAPAN TIMES ONLINE: JAPAN TO REVAMP AID PLANS TO CUT POLLUTION (June 5, 2007) http://search.japantimes.co.jp/cgi-bin/nn20070605a1.html Japan will promote new aid programs to help developing countries take steps that not only cut greenhouse gas emissions but also address development issues such as pollution and poverty, government officials said Monday. NATIONAL GEOGRAPHIC: TOKYO BAY http://ngm.nationalgeographic.com/ngm/0210/feature2/index.html In Japan all roads lead to Tokyo Bay. But the nation's hub is being strangled by pollution and relentless development. TERRA DAILY: CHINESE POLLUTION QUIETLY TAKES TOLL IN JAPAN (April 3, 2008) http://www.terradaily.com/reports/Chinese_pollution_quietly_takes_toll_in_Japan_999.html Mount Zao is only one example of pollution hitting Japan from China, where factory emissions are causing international concern as its economy soars ahead. Some schools in southern Japan and South Korea have occasionally curbed activities because of toxic chemical smog from China's factories or sand storms from the Gobi Desert caused by rampant deforestation.

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ABOUT.COM: RARE DISEASES – MINAMATA DISEASE http://rarediseases.about.com/od/rarediseases1/a/102304.htm In the mid 1950s the people of Minamata, Japan, on the coast of the Shiranui Sea, began to notice something wrong with the cats in their town. The cats appeared to be going insane, and were falling into the sea. Soon the people in the town were also contracting a strange illness. Individuals began to have numbness in their limbs and lips. Some had difficulty hearing or seeing. Others developed shaking (tremors) in their arms and legs, difficulty walking, even brain damage. MINISTRY OF THE ENVIRONMENT: MINAMATA DISEASE – THE HISTORY AND MEASURES http://www.env.go.jp/en/chemi/hs/minamata2002/ Minamata Disease, which is a typical example of the pollution-related health damage in Japan, was first discovered in 1956, around Minamata Bay in Kumamoto Prefecture, and in 1965, in the Agano River basin in Niigata Prefecture. Since the discovery of the disease, investigation of the cause has been made, and finally in 1968, the government announced its opinion that Minamata Disease was caused by the consumption of fish and shellfish contaminated by methylmercury compound discharged from a chemical plant. UNITED NATIONS UNIVERSITY PRESS: MINAMATA DISEASE http://www.unu.edu/unupress/unupbooks/uu35ie/uu35ie0c.htm The Minamata disease was the most massive pollution problem to strike Japan in the post-Second World War period. The total picture in relation to the epidemiology of the problem has yet to unfold. The number of victims and deaths produced has not yet been determined. Twenty-five years have come and gone since the disease was first discovered and the number of people adversely affected is still on the increase. Further, no treatment for the condition has been discovered. JAPAN FOREIGN CORRESPONDENTS’ CLUB PRESS CONFERENCE, INTRODUCTORY REMARKS: MINAMATA DISEASE – JAPAN’S WORST INDUSTRIAL POLLUTION DISASTER (April 25, 2006) http://aileenarchive.or.jp/minamata_en/documents/060425aileen.html Minamata Disease, methylmercury poisoning caused by eating fish and shellfish contaminated by the factory waste water released from the Chisso corporation in Kumamoto, Kyushu is considered Japan's worst industrial pollution disaster. May 1 marks the fiftieth anniversary of the first reporting of Minamata disease to the city health office. Experts say at least twenty to thirty thousand people may have been affected by the poisoning. BHOPAL.NET: 50 YEARS LATER, VICTIMS OF MINAMATA DISEASE STILL FIGHT FOR JUSTICE (April 28, 2006) http://www.bhopal.net/otherbhopals/archives/2006/04/50_years_later.html On May 1, Japan will take long-overdue steps to more fully recognize a neurological disease caused by industrial pollution in Minamata Bay. TOKYO INSTITUTE OF TECHNOLOGY: EXPERT AND CITIZEN PARTICIPATION IN THE POLLUTION CONTROL – THE CASE OF ITAI-ITAI DISEASE IN JAPAN www.csi.ensmp.fr/WebCSI/4S/download_paper/download_paper.php?paper=kaji.pdf During the 1960s and 1970s, Japan enjoyed a period of extremely high economic growth, but suffered at the same time from various forms of pollution. Pollution-related diseases became a matter of public concern and lawsuits were initiated by affected residents in an attempt to correct damages. Itai-itai disease, like Minamata disease, is such a pollution-related disease.

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Water WATER ENVIRONMENTAL MANAGEMENT IN JAPAN http://www.env.go.jp/en/water/wq/pamph/index.html This website, sponsored by Japan’s Ministry of the Environment, details the country’s history, policies, and ongoing concerns regarding water management. JAPAN SOCIETY ON WATER ENVIRONMENT http://www.jswe.or.jp/index-e.html The objective of this Society is to contribute to the conservation and the creation of a sound water environment through research and dissemination of knowledge concerning the water environment and related fields. Additionally, we aim to contribute to the development of a scientific culture in these fields. JOURNAL OF WATER AND ENVIRONMENTAL TECHNOLOGY http://www.jstage.jst.go.jp/browse/jwet An electronic academic journal published by the Japan Society on Water Environment. WATER ENVIRONMENT PARTNERSHIP IN ASIA (WEPA): STATE OF WATER ENVIRONMENTAL ISSUES – JAPAN (2005) http://www.wepa-db.net/policies/state/japan/japan.htm The reinforced effluent regulations for factories have been effective in improving water quality, but problems with domestic effluent remain and efforts to improve this situation have lagged because of, for example, insufficient sewage treatment system infrastructure. In addition to physical characteristics of enclosed or semi-enclosed water bodies, such as low water turnover rates, another important factor contributing to water quality problems is concentration of people and industries in these catchment areas. STATE OF JAPAN’S ENVIRONMENT AT A GLANCE: WATER POLLUTION http://www.env.go.jp/en/water/wq/pollution/index.html Remarkable improvements have been made over recent years in water quality in Japan, owing to significant reduction of pollution by heavy metals, as a result of regulations on industrial wastewater. On the other hand, environmental quality standards for organic pollution are still not being met at about 30 percent of Japan’s total water area. MINISTRY OF THE ENVIRONMENT: CONSERVATION OF MARINE ENVIRONMENT http://www.env.go.jp/en/earth/marine/conservation.html The annual number of reported marine pollution incidents in the coastal areas of Japan has remained at approximately seven to nine hundred in recent years; half are oil-related incidents. In 1996, marine pollution caused by oil spill totaled 370 cases, including 299 cases of oil spill from vessels. Among these, eighty-six cases were committed intentionally and ninety-one were the result of careless handling. Incidents caused by land-based sources numbered 179 and most of them were committed intentionally. Whaling WORLDWATCH INSTITUTE: CAN JAPAN CONVINCE INTERNATIONAL COMMUNITY TO SUPPORT ‘SUSTAINABLE’ WHALING? (Feb. 22, 2008) http://www.worldwatch.org/node/5628 The International Whaling Commission’s seventy-eight members are meeting in London next month in an effort to reach agreement on whale conservation rules. Meanwhile, global whale hunting continues to increase.

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THE INSTITUTE OF CETACEAN RESEARCH (ICR) http://www.icrwhale.org/eng-index.htm The Institute of Cetacean Research (ICR), a unique organization in Japan specializing in the biological and social sciences related to whales, came into being in October 1987. It is a nonprofit organization dedicated to a wide range of cetacean research. THE HUMANE SOCIETY OF THE UNITED STATES: WHALING AND THE INTERNATIONAL WHALING COMMISSION http://www.hsus.org/about_us/humane_society_international_hsi/international_policy/treaties/int ernational_whaling_commission/whaling_and_the_international_whaling_commission.html The International Whaling Commission, once referred to as a "whalers' club," has slowly evolved toward the idea of not hunting whales commercially. Even so, we may soon see a return to the whalers' club mentality if commercial whaling is allowed to resume. Whales are once again in peril. WORLD WILDLIFE FUND (WWF): INTERNATIONAL WHALING COMMISSION (IWC) http://www.panda.org/about_wwf/what_we_do/species/our_solutions/policy/iwc/index.cfm The International Whaling Commission (IWC) was set up under the International Convention for the Regulation of Whaling in Washington, D.C., on December 2, 1946. It is most famous for implementing an international moratorium on all commercial whaling after whale populations were decimated by decades of unsustainable hunting. TOTAL WHALES KILLED IN WHALING OPERATIONS SINCE THE IWC WHALING MORATORIUM WENT INTO EFFECT (March 2007) http://assets.panda.org/downloads/whales_killed_2007.pdf This chart lists the number of whales killed worldwide during each whaling season since 1985. Included are the types of whales, as well as the countries in which they were killed. BBC NEWS: UNDERSTANDING JAPAN’S WHALE ETHICS http://news.bbc.co.uk/2/hi/programmes/from_our_own_correspondent/7201804.stm Japan’s whaling industry is backed by a small minority of Japanese, a part of the establishment which shouts loud and likes to frame this as an issue of sovereignty: "What right have other nations to tell us what we can and can't eat?" Because the campaigners have powerful friends in politics and in the media, the debate over the rights and wrongs of whaling gets little coverage in Japanese papers. GREENPEACE INTERNATIONAL: WHALING – JAPAN’S VOTE BUYING http://www.greenpeace.org/international/campaigns/oceans/whaling/japan_vote_buying The government of Japan has long used overseas development aid money, particularly fisheries aid, as part of its drive to gain control of the International Whaling Commission. THE WORLD TODAY: JAPAN THREATENS TO LEAVE INTERNATIONAL WHALING COMMISSION (June 1, 2007) http://www.abc.net.au/worldtoday/content/2007/s1939858.htm Japan is threatening to walk away from the International Whaling Commission and resume whaling in its waters despite international opposition to the plan. A request for four of its coastal communities to hunt whale for local consumption was withdrawn after it failed to secure enough support at the commission meeting. But Japan's latest threat has triggered more debate about the future of the international regulatory body. BBC NEWS: JAPANESE WHALERS HUNT HUMPBACKS (Nov. 18, 2007) http://news.bbc.co.uk/2/hi/asia-pacific/7099720.stm A Japanese whaling fleet has set sail aiming to harpoon humpback whales for the first time in

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decades. The fleet is conducting its largest hunt in the South Pacific and has instructions to kill up to one thousand whales, including fifty humpbacks. TIME: WHY JAPAN’S WHALE HUNT CONTINUES (Nov. 20, 2007) http://www.time.com/time/world/article/0,8599,1686486,00.html?xid=feed-cnn-topics Under a loophole in the 1986 International Whaling Commission (IWC) ban against commercial whaling, Japan has continued to kill hundreds of whales every year for scientific research. Once a whale is killed, scientists collect data from the animal's remains on its age, birthing rate, and diet; the meat is then packaged and sold. THE INDEPENDENT: SECRET PLAN TO LET JAPAN RESUME WHALING (March 2008) http://www.independent.co.uk/environment/nature/secret-plan-to-let-japan-resume-whaling793486.html Controversial plans to lift the worldwide ban on whaling were presented to a secret meeting of more than seventy governments in London last week. The plans, which have alarmed environmentalists, have been welcomed by both pro- and anti-whaling governments and seek to lift a long stalemate over hunting, enabling Japan officially to resume commercial whaling for the first time in more than twenty years. Sustainability CENTER FOR GLOBAL PARTNERSHIP: CARING FOR THE ENVIRONMENT – FOCUS ON RECYCLING http://www.cgp.org/pdf/DeAi_PDF/Section3/Lesson_14.pdf This lesson invites students to assess the meaning of the term "environment" from a personal perspective. After considering selected photo sheets, text narratives, and other resources, small groups of students formulate posters or brochures advocating a recycling action appropriate for the Japanese cultural context. Students reflect upon their work and assess the viability of their campaign in the U.S. cultural context. NATIONAL COUNCIL ON ECONOMIC EDUCATION: THE ECONOMICS OF RECYCLING http://www.econedlink.org/lessons/index.cfm?lesson=EM218&page=teacher In this lesson plan, students review the legislation in Japan that requires all consumers to pay a fee for recycling large appliances. As the lesson unfolds, students are asked to explain recycling rates in Japan and the United States by reference to incentives, predict how consumers, repair services, and appliance makers will respond when the government changes incentives for recycling, and develop strategies for reducing the amount of waste disposal at landfills. NATIONAL GEOGRAPHIC: XPEDITION HALL http://www.nationalgeographic.com/xpeditions/hall/index.html National Geographic's Xpedition Hall is a virtual museum that offers interactive exhibits. Gallery V specifically pertains to Environment and Society. Navigate through The Garden to examine how humans affect the environment, and explore Living Landscapes to see how the environment affects humans. All exhibits include related activities and lesson plans. TEACHER’S GUIDE http://www.nationalgeographic.com/xpeditions/hall/teachersguide.pdf KIDS WEB JAPAN: PROTECTING THE ENVIRONMENT http://web-japan.org/kidsweb/explore/environment/index.html Japan is working to help countries around the world tackle environmental problems by providing them with environmental technologies for recycling and cutting greenhouse gas emissions. This site

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gives kids the opportunity to learn more about what Japan is doing to make its air cleaner, reduce its garbage, and preserve its natural environment. UNDERTAKINGS BY THE MINISTRY OF EDUCATION, CULTURE, SPORTS, SCIENCE, AND TECHNOLOGY (MEXT) AIMED AT ‘DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT’ http://www.mext.go.jp/english/kokusai/05070501.htm This site provides a brief overview of the effort the Japanese Ministry of Education, Culture, Sports, Science, and Technology has been making to incorporate environmental issues into various social policies. NIPPONIA MAGAZINE: TURNING DESERT INTO FARMLAND AND FOREST http://web-japan.org/nipponia/nipponia20/en/feature/feature12.html The Japan Association for Greening Deserts is promoting the planting of poplars and fruit trees like saji in five areas of the Gobi Desert in Inner Mongolia, China. More than ten million trees have been planted so far. E-OIL, THE NON-POLLUTING FUEL MADE FROM WASTE COOKING OIL http://web-japan.org/nipponia/nipponia20/en/feature/feature12.html Researchers in different parts of the world are looking for ways to use a bio-fuel made from vegetable oil, but E-OIL is the first fuel to be made from waste cooking oil. E-OIL was developed by Lonford Development, Ltd. Hayafuji Shigeto, the company president, says, “Right from the beginning, our goal was to find a way to reuse waste cooking oil.” JAPAN SOCIETY: SANYO’S CHALLENGE FOR THE 21ST CENTURY (May 1, 2006) http://japansociety.org/content.cfm/sanyos_challenge_for_the_21st_century Tomoyo Nonaka, Chairman of Sanyo Electric, spoke about Sanyo's plans for renewal and rebirth as a leader in environmental, energy and lifestyle technologies in the twenty-first century. “What do we have to do to be recognized by the world?” Ms. Nonaka asked. Her answer: “Sanyo must identify and build on existing core technologies in water and air purification, energy conservation and alternative power sources, and transform itself into a leading source of products to conserve and protect the earth's resources.” The new program was named Think Gaia. MINISTRY OF ENVIRONMENT LAKE TANUKI NATURE SCHOOL http://www.tanuki-ko.gr.jp/en/index.php Lake Tanuki Nature School is the facility of Ministry of Environment, built under the "Nature School Project." We provide hands-on nature programs by the well-trained staff members. Our facility consists of a visitor center and cottages for accommodation. We believe that the nature experiences are very important for all us, so we provide opportunities for people to enjoy the nature programs, to increase the interest for nature conservation, and to become motivated to help preserve the environment. JAPAN FOR SUSTAINABILITY http://www.japanfs.org/index.html Japan for Sustainability is a membership-based nonprofit organization that shares information on developments and activities originating in Japan that lead toward sustainability, with the aim of building momentum toward a sustainable path for the world. This site provides a variety of information on the environment and sustainability, from Japan to the world, via its site and electronic magazines. ASANOGAWA GREEN PROJECT http://www.japanfs.org/en/public/education01.html An increasing number of elementary, junior high, and high schools in Ishikawa Prefecture has been creating and implementing environmental action plans. Here we present a case

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study of city-run Asanogawa Elementary School in the city of the Kanazawa, which was certified under the prefecture's “Ishikawa Environmental ISO for Schools,” environmental management system in the first year the system started operating. At the school, 257 students in eleven classes, and seventeen faculty members (as of May 1 2002), are engaged in environmental conservation activities they call the "Asanogawa Green Project." JAPAN CENTER FOR SUSTAINABLE ENVIRONMENT AND SOCIETY (JACSES) http://www.jacses.org/en/ The concept of an independent center (NGO think tank) for the research of environmental issues and policy options and for the distribution of information arose among Japanese participants at the 1992 Earth Summit conference in Rio de Janeiro, Brazil. This led to the establishment of JACSES in June, 1993. Our goal is to realize a sustainable environment and society in Japan and around the world through broad participation and cooperation of citizens and professionals. Books (Listed by year published)

Please note: Unless otherwise indicated, all book descriptions are taken directly from Amazon.com.

Japan Environmental Council (JEC), Takehisa Awaji, and Shun’ichi Teranishi, eds. 2005. The State of Environment in Asia: 2005/2006. Springer, 2005. http://www.amazon.com/State-Environment-Asia-20052006/dp/443125028X/ref=sr_1_13?ie=UTF8&s=books&qid=1208884253&sr=1-13 This is the third volume in a series edited and published by the Japan Environmental Council. Part One covers four topics: the military and the environment, the environment and trade, agriculture/food and the environment, and the biodiversity of forests and rice paddies. Part Two uses the perspective of “regions” that straddle multiple countries to examine the problems unique to Northeast Asia, the Mekong region, and Inner Asia, and also discusses recent trends in ten countries/regions: Japan, Republic of Korea, China, Taiwan, the Philippines, Vietnam, Thailand, Malaysia, Indonesia, and India. Part Three analyzes data based on twenty-two topics. Bianchi, Adriana, Wilfrido Cruz, and Masahisa Nakamura, eds. 2005. Local Approaches to

Environmental Compliance: Japanese Case Studies and Lessons for Developing Countries.

World Bank Publications. http://www.amazon.com/Local-Approaches-Environmental-ComplianceDeveloping/dp/0821361015/ref=sr_1_22?ie=UTF8&s=books&qid=1208884253&sr=1-22 Despite recognition of the ill effects of pollution and the enactment of environmental regulations, pollution monitoring and compliance in developing countries continue to lag. Local Approaches to Environmental Compliance demonstrates how community and local government initiatives played a key role in arresting pollution during Japan's industrialization in the 1960s and 1970s. The approaches described are relevant to current pollution problems and are reviewed from the perspective of developing countries. Wilkening, Ken. Acid Rain Science and Politics in Japan: A History of Knowledge and Action toward Sustainability. The MIT Press, 2004.

http://www.amazon.com/Acid-Rain-Science-PoliticsJapan/dp/0262232359/ref=sr_1_8?ie=UTF8&s=books&qid=1208883840&sr=1-8 Acid Rain Science and Politics in Japan is a pioneering work in environmental and Asian history as well as an in-depth analysis of the influence of science on domestic and international environmental politics. Kenneth Wilkening's study also illuminates the global struggle to create sustainable societies.

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George, Timothy S. Minamata: Pollution and the Struggle for Democracy in Postwar Japan. Harvard University Asia Center, 2002. http://www.amazon.com/Minamata-Pollution-Struggle-DemocracyMonographs/dp/0674007859/ref=sr_1_1?ie=UTF8&s=books&qid=1209495541&sr=1-1 Nearly forty years after the outbreak of the "Minamata Disease," it remains one of the most horrific examples of environmental poisoning. Based on primary documents and interviews, this book describes three rounds of responses to this incidence of mercury poisoning, focusing on the efforts of its victims and their supporters, particularly the activities of grassroots movements and popular campaigns, to secure redress. George argues that Japan's postwar democracy is ad hoc, fragile, and dependent on definition through citizen action and that the redress effort is exemplary of the great changes in the second and third postwar decades that redefined democracy in Japan. Kerr, Alex. Dogs and Demons: Tales from the Dark Side of Japan. Hill and Wang, 2002. http://www.amazon.com/Dogs-Demons-Tales-DarkJapan/dp/0809039435/ref=sr_1_2?ie=UTF8&s=books&qid=1208466242&sr=1-2 In what may prove to be a highly controversial book, Kerr argues that Japan is in big trouble: a selfdestructive country that is systematically destroying its landscape, its environment, its very culture by adherence to ideas and policies that are decades out of date. Yoshida, Fumikazu. The Economics of Waste and Pollution Management in Japan. Springer-Verlag Telos, 2002. http://www.amazon.com/Economics-Waste-Pollution-ManagementJapan/dp/4431703217/ref=sr_1_3?ie=UTF8&s=books&qid=1208886838&sr=1-3 The main objective of this volume is to clarify problems associated with waste and pollution by investigating a wide spectrum of issues, from global warming to regionally-based pollution caused by waste disposal. Included are aspects ranging from domestic waste production to technologically generated waste resulting from the production, circulation, and consumption of industrial goods and services. Wong, Anny. The Roots of Japan’s Environmental Policies. Routledge, 2001. http://www.amazon.com/Roots-Japans-Environmental-Policies-East/dp/081533950X This study focuses on Japan's policies toward international environmental issues and includes case studies on whaling, deforestation in the tropics, and acid deposition in Asia. Smith, W. Eugene. Japan Through the Eyes of W. Eugene Smith. Tokyo Metropolitan Foundation for History and Culture, 1996. http://www.photojpn.org/books/refer/smith.html In late 1996, the Tokyo Metropolitan Museum of Photography held a major photo exhibition of 126 black and white photos that Smith took during his three trips to Japan. This book is the catalog for that exhibition. Like the exhibition, the book is divided into three sections: World War II, Hitachi, and Minamata. Since the photos are captioned (in Japanese and English), they are easy to understand and quite educational. They offer a trip back in time when life in Japan was full of sad conflicts. – Philbert Ono Upham, Frank K. Law and Social Change in Postwar Japan. Harvard University Press, 1989. http://www.amazon.com/Law-Social-Change-Postwar-Japan/dp/0674517873 Frank Upham's fine study is a fresh perspective on the ways in which change and conflict in postwar Japan have been both expressed in and constrained by legal practices and ideologies. The implications of his well-crafted argument make it indispensable. This is a book that deserves wide reading. - William Kelly, Journal of Asian Studies

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Smith, W. Eugene, and Aileen M. Smith. Minamata: The Story of the Poisoning of a City, and of the People Who Chose to Carry the Burden of Courage. Holt & Rinehart, 1975. http://www.amazon.com/gp/product/0030136318/ref=cm_rdp_product In many ways the culmination of the brilliant career of photojournalist W. Eugene Smith, this volume is a two-year study of the effects and repercussions from mercury poisoning on a small fishing village in Japan. As searing as it is respectful, Smith (with text by his wife Aileen) takes us into the world of these villagers and follows the story from the victims to the court battles over culpability.

HISTORY SPICE: JAPAN IN WORLD HISTORY http://spice.stanford.edu/docs/169 This webpage serves an internet guide to aid in teaching about Japan in world history courses. It provides links to curriculum units, an interactive calendar, a virtual tour, and more. JAPAN-101: HISTORY http://japan-101.com/history/ This website is an excellent resource for information on the history of Japan. Sub-categories include specific geographic regions as well as noteworthy historical/cultural figures. ASIA FOR EDUCATORS: UNIFYING AND GOVERNING EARLY MODERN JAPAN – EDICTS OF TOYOTOMI HIDEYOSHI AND THE EARLY TOKUGAWA SHÔGUNS http://afe.easia.columbia.edu/japan/japanworkbook/traditional/tedicts.htm This page provides an overview of sixteenth and seventeenth century Japanese history. Included are excerpts of the edicts issued by Toyotomi Hideyoshi. ASIA FOR EDUCATORS: JAPAN’S MODERN HISTORY – AN OUTLINE OF THE PERIOD http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/outline.html Modern Japanese history can be divided into four periods: 1600-1868: The period of the Tokugawa shoguns, 1868-1890: The early Meiji period; 1890-1945: Imperial Japan; 1945-present: Contemporary Japan. ASIA FOR EDUCATORS: HISTORY, 1800 TO PRESENT – JAPAN TEACHING UNITS http://afe.easia.columbia.edu/menu_pages/blue/japan_history2_a.htm Readings, activities, and historical outlines from Columbia University’s Asia for Educators provide students an appreciation for contemporary historical periods. These lessons include units on “Commodore Perry and Japan,” “The Meiji Restoration and Modernization,” “Imperialism, War, and the Revolution in East Asian: 1900-1945,” “Japan Quest for Power and World War II in Asia,” and “The Occupation: Democratic Reform Under the Allies.” ASIA FOR EDUCATORS: THE MEIJI RESTORATION AND MODERNIZATION http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html In 1868 the Tokugawa shôgun ("great general"), who ruled Japan in the feudal period, lost his power and the emperor was restored to the supreme position. The emperor took the name Meiji ("enlightened rule") as his reign name; this event was known as the Meiji Restoration.

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JAPANESE GOVERNMENT & POLITICS ASIA FOR EDUCATORS - COLUMBIA UNIVERSITY http://afe.easia.columbia.edu/ This source includes a variety of readings and lesson plans on topics such as the following: DECISION-MAKING IN THE GOVERNMENT http://afe.easia.columbia.edu/japan/japanworkbook/govpol/decision.html This unit focuses on the issue of taxation, an important issue to citizens in any society, to demonstrate the interaction between the prime minister, the political parties, interest groups, and the bureaucracy in Japan's parliamentary system. An introductory reading is followed by a role-play exercise in which students take on the roles of different actors in the Japanese political system – civil servants, Dietmen, business executives, etc. – attempting to resolve whether to raise or to cut taxes. ELECTIONS IN JAPAN http://afe.easia.columbia.edu/japan/japanworkbook/govpol/elections.html Japan has a democratic system of government as does the United States. The electoral system in Japan is different, however. This unit lays out the differences between the systems of government in Japan and the U.S. and asks students to formulate an essay that compares the two. THE JAPANESE CONSTITUTION http://afe.easia.columbia.edu/japan/japanworkbook/govpol/constitution.html The text of the 1947 Constitution is printed here in full. As a supplementary exercise students should be asked to locate a copy of the United States Constitution in the appendix of an American history textbook or in the school library. Students should then make a comparison of the two constitutions, using the following questions for discussion. JAPAN’S FOREIGN RELATIONS AND ROLE IN THE WORLD TODAY http://afe.easia.columbia.edu/japan/japanworkbook/fpdefense/foreign.htm This unit provides a summary of Japan's relations with some of the countries and regions most important to it in the postwar period. After reviewing the material, students should be divided into groups and assigned research reports on topics pertaining to Japan’s relations with a specific country or region. Topic ideas are provided. OFFICIAL WEBSITE OF THE PRIME MINISTER OF JAPAN AND HIS GOVERNMENT http://www.kantei.go.jp/foreign/index-e.html Search for government ministries, agencies, and other organizations in alphabetical order or using a helpful Organization Chart. An explanation of the functions of each office is provided. GOVERNMENT WEBSITES (JAPAN INFORMATION NETWORK) http://jin.jcic.or.jp/government.html Part of the Japanese-government-sponsored Japan Information Network (JIN), the Government section includes information on Japan's legislature, political parties, judiciary, executive government, constitution, and the ministries. THE ECONOMIST: JAPAN – POLITICAL STRUCTURE http://www.economist.com/countries/Japan/profile.cfm?folder=Profile-Political%20Structure This website provides a brief, yet succinct outline of the Japan’s political structure.

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ECONOMICS & BUSINESS ASIA FOR EDUCATORS http://afe.easia.columbia.edu/ ECONOMY AND TRADE FACT SHEET http://afe.easia.columbia.edu/japan/japanworkbook/economics/factshe.htm Provides basic facts about Japan’s economy and trading patterns. RESEARCH EXERCISES http://afe.easia.columbia.edu/japan/japanworkbook/economics/exercis.htm Includes eight research exercises pertaining to various aspects of Japan’s economy. PATHFINDER: JAPAN BUSINESS LINKS http://www.ipl.org.ar/ref/QUE/PF/japanbus.html This website provides a comprehensive list of links to sites which offer information on Finance, Patent Law & Other Regulations, Corporations, Directories, Contacts, Economic Resources, Business News, and Asian Markets related to Japanese business practices. JAPAN REFERENCE: ECONOMY http://www.jref.com/society/japanese_economy.shtml Japan Reference strives to provide its visitors with one of the web's rare, detailed, and completely free guide of Japan in English. The Economy section provides a comprehensive overview of Japan’s economic experience. Sub-categories include “The main Japanese companies,” “Japan’s post-war economic miracle,” and “An explanation of the current socio-economic situation in Japan.”

JAPANESE CULTURE & SOCIETY ASIA FOR EDUCATORS: JAPANESE CULTURE AND SOCIETY http://afe.easia.columbia.edu/at_japan_soc/ Japanese often think of themselves as a homogeneous society, with a strong sense of group and national identity and little or no ethnic or racial diversity. But such differences exist in Japan, as in all societies, as Harvard University professors Theodore Bestor (anthropology) and Helen Hardacre (Japanese society and religion) explain in this video segment. SPICE: JAPAN’S AGING POPULATION http://spice.stanford.edu/docs/japans_aging_population/ This SPICE webpage provides links to articles, essays, statistics, and reports on Japan's aging population and its effects on social security, the work force, and the family structure. JAPANESE LIFESTYLE: JAPANESE CULTURE http://www.japaneselifestyle.com.au/culture/culture.html This site provides over 120 pages on Japanese culture. Topics include: Geisha, Samurai, Japanese Language, cherry blossom, Japanese Clothing, kimono, Japanese New Year, Japanese tea ceremony, Japanese gardens, Christmas in Japan, Japanese music, and more. NIHONGO.ORG http://www.nihongo.org/english/culture/ Before you can really understand anyone, you have to have some idea of what their daily lives are like – their traditions, their beliefs, their way of looking at the world. From here you can explore the daily lives of Japanese. Find out why you may see people wearing surgical masks walking on the street, how marriages are performed, and what a day in a Japanese school is like.

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JAPAN REFERENCE: JAPANESE CULTURE http://www.jref.com/culture/ Japan Reference strives to provide its visitors with one of the web's rare, detailed, and a completely free guide of Japan in English. The Culture, Glossary, Language, Entertainment, Economy, Demography & Statistics and Politics sections aim at giving both a broad overview and detailed information on all aspects of Japanese society, modern and traditional.

POP CULTURE SPICE: JAPANESE POP CULTURE LINKS http://spice.stanford.edu/docs/japanese_pop_culture/ This SPICE webpage contains numerous links relating to various aspects of pop culture in modern Japan. JAPAN REFERENCE: ENTERTAINMENT http://www.jref.com/entertainment/ Japan Reference strives to provide its visitors with one of the web's rare, detailed, and a completely free guide of Japan in English. The Entertainment section of the site is broken into the following categories: Fun Tests, Humor and Jokes, Celebrities, Movies & TV Shows, J-Music, and Anime & Manga. TRENDS IN JAPAN http://web-japan.org/trends/index.html Trends in Japan is a site that introduces the latest developments in Japanese business, entertainment, fashion, science, society, sports, and more through short, engaging dispatches. The aim of the site is to deepen understanding of Japan around the world. Trends in Japan is part of Web Japan, which is sponsored by the Japanese Ministry of Foreign Affairs (MOFA) and operated by a Japanese nongovernmental organization. MANGA & ANIME http://spice.stanford.edu/docs/177 This SPICE webpage offers an extensive list of websites, books, and video resources on educational manga and anime in Japan. SOCIETY FOR THE PROMOTION OF JAPANESE ANIMATION (SPJA) http://www.spja.org/ The Society for the Promotion of Japanese Animation (SPJA) is a non-profit organization with a mission to popularize and educate the American public about anime and manga, as well as provide a forum to facilitate communication between professionals and fans. KIDS WEB JAPAN: WHAT’S COOL IN JAPAN? http://web-jpn.org/kidsweb/index.html This site covers popular topics such as music, fashion trends, and celebrities in Japan. It is intended for a middle school-age audience. ANIMERESEARCH.COM: POPULAR CULTURE, CULTURAL STUDIES, AND MEDIA http://www.animeresearch.com/links_pop.html AnimeResearch.com is your starting point for academic research about anime, manga, and other aspects of Japanese popular culture. In addition to original content, your will find links to articles and news reports that can be found on the web, as well as an extensive bibliography of books, journals, and articles that are potential sources for academic or journalistic writing.

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JAPANESE POP CULTURE ISN’T LOST IN TRANSLATION (June 17, 2004) http://seattlepi.nwsource.com/virgin/178161_virgin17.html "Japanese pop culture has had for some time now an uncanny ability to cross demographic lines in its appeal to an American audience," says Robert Thompson, professor of media and culture and director of the Center for the Study of Popular Television at Syracuse University. “In its imagery and style, derived from video games and comic art, Japanese culture seemed to ride the wave of postmodernism ahead of its American counterparts. It seemed 'foreign' and strange, which was part of its appeal.”

YOUTH ISSUES SPICE: DAILY LIFE IN JAPANESE HIGH SCHOOLS http://spice.stanford.edu/docs/daily_life_in_japanese_high_schools/ The Japanese education system is one of the most influential agents molding Japanese youth. Given the large amount of time that Japanese students spend in schools, it is little wonder that the education system plays a tremendous role in determining the fabric of Japanese society. An examination of the "typical" high school experience illuminates the function of the education system in Japanese society. MOBILE PHONES, JAPANESE YOUTH, AND THE REPLACEMENT OF SOCIAL CONTACT http://www.itofisher.com/PEOPLE/mito/mobileyouth.pdf This paper proposes that the “power dynamics inherent in the institutions of family, public places, and peer relations” are key factors in teen cell phone use, particularly text messaging. JAPAN FOCUS: YOUTH EMPLOYMENT IN JAPAN’S ECONOMIC RECOVERY – ‘FREETERS’ VS. ‘NEETs’ (May 11, 2006) http://www.japanfocus.org/products/details/2022 Following the onset of Japan’s economic recession in the early 1990s, the number of company positions available for prospective high school and university graduates dramatically declined, and young Japanese ceased to enjoy the favorable situation that had long prevailed in which the great majority of job seekers were able to become permanent employees of companies. INTER PRESS SERVICE – ASIA PACIFIC: JAPANESE YOUTH CHALLENGE SEXUAL EXPLOITATION HEAD-ON (2001) http://ipsnews.net/alert/countries/japan1.html Fed up with being groped on trains or leered at by older men, seventeen-year-old Akie Takeda decided last year that she would help raise consciousness among young people to curb sexual harassment and exploitation in Japan. THE HIP HOP IMPACT ON JAPANESE YOUTH CULTURE (2005) http://www.uky.edu/Centers/Asia/SECAAS/Seras/2005/Liu.htm This paper explores the hip hop impact on Japanese youth culture with special reference to the “ganguro” phenomenon among Japanese teenage girls. Ganguro has been identified as a new fashion style imitating certain hip hop outward physical features, such as blackened faces and necks with shimmering makeup, blond or white hair, boots with solid platform soles, and bright colored tight miniskirts. As commonly recognized, such an imitation is in fact an open expression of individuality, freedom, and sexuality. NEW STATESMAN: JAPAN’S YOUTH RUNS OUT OF CONTROL (Sept. 10, 2001) http://www.newstatesman.com/200109100018 Japan's economic hard times may have salarymen fearful for their jobs, losing sleep over home repossession or committing suicide in ever-increasing numbers – but there's one sector of society

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that has it even worse: Japanese youth. THE CHRISTIAN SCIENCE MONITOR: JAPANESE YOUTH HELP COMPATRIOTS EMBRACE DIVERSITY (Jan. 18, 2008) http://www.csmonitor.com/2008/0118/p04s01-woap.html A growing number of Japanese – mostly youths, such as Tanaka – are trying to persuade compatriots to embrace ethnic minorities. Unlike in previous generations, young adults tend to be more welcoming of diversity. Some analysts argue that, in a country with a dwindling birthrate – 1.32 as of 2006, down from 1.66 two decades ago – and a rapidly aging population, Japan should roll out the red carpet for foreigners.

TEACHING THE JAPANESE LANGUAGE SPICE: BUILDING A JAPANESE LANGUAGE PROGRAM http://spice.stanford.edu/docs/building_a_japanese_language_program/ Initiating Japanese language study in the elementary/middle school can establish a strong student base for future high school programs where most Japanese study has traditionally commenced. And since early foreign language experiences are less likely to be stressful than the fast-paced study typical of high school levels, successful early language learning experiences may encourage students to continue their academic study of foreign languages. KIDS WEB JAPAN: LANGUAGE http://web-japan.org/kidsweb/language/index.html What kind of language is Japanese? In this section you can take Japanese lessons and try speaking the language. You can also learn the characters used to write Japanese. Why not do the lessons with a friend and try speaking Japanese to each other? Learn basic phrases that people use everyday. You can practice them yourself after hearing how they're pronounced. ASIA FOR EDUCATORS: SPEAKING AND WRITING http://afe.easia.columbia.edu/japan/japanworkbook/language/lsp.htm This unit presents an overview of the Japanese language, both spoken and written. It includes a chart of the Japanese syllables as well as discussion questions and student exercises. THE JAPAN FORUM – JAPANESE LANGUAGE http://www.tjf.or.jp/eng/content/japanese.html Provides a number of creative language teaching resources, as well as references, lesson plans, and general information on the Japanese language. JAPANESE-LANGUAGE.ORG: TEACHING JAPANESE http://www.japanese-language.org/japanese/teaching.asp This website provides some useful resources to help students better understand the Japanese language. ABOUT.COM: LEARNING JAPANESE – WHERE DO I BEGIN? http://japanese.about.com/od/japaneselessons/a/wheredoibegin.htm You want to learn Japanese, but don't know where to start? This page directs you to where you should begin. Link categories include Introduction to Japanese, Japanese for Beginners, Learning Japanese Writing, Pronunciation and Comprehension, Dictionaries and Translations, Learning Japanese Culture, etc.

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SEATTLE JAPANESE LANGUAGE SCHOOL http://www.seattlejapaneseschool.org/ The mission of the Seattle Japanese Language School is to give instruction in the Japanese Language, augmented by the introduction of culture and history of Japan, and to enhance the learning process.

RELIGION SPICE: JAPANESE RELIGIONS http://spice.stanford.edu/docs/japanese_religions/ The Japanese religious tradition is made up of several major components, including Shintô (Japan’s earliest religion), Buddhism, and Confucianism. Christianity has been only a minor movement in Japan. However, the so-called “new religions” (shinko shukyo) that arose in the nineteenth and twentieth centuries are a prominent feature of Japanese religious life today. ASIA FOR EDUCATORS: CONTEMPORARY JAPAN – CULTURE & SOCIETY http://afe.easia.columbia.edu/at_japan_soc/ In addition to the traditional religions of Shintô and Buddhism, Japan is also home to more than six hundred “new religions” (shinko shukyo), which incorporate Buddhist, Shintô, and Christian elements. In the video segments below, Harvard University professors Theodore Bestor (anthropology) and Helen Hardacre (Japanese society and religion) discuss the impact of religious values and traditions on Japanese life. ASIA FOR EDUCATORS: SHINTÔ http://afe.easia.columbia.edu/japan/japanworkbook/religion/shinto.htm Shintô was the earliest Japanese religion, its obscure beginnings dating back at least to a period known as the Jômon (8000-300 B.C.E.). Until approximately the sixth century C.E., when the Japanese began a period of rapid adoption of Chinese civilization, it existed as an amorphous mix of nature worship, fertility cults, divination techniques, hero worship, and shamanism. SEATTLE BETSUIN TEMPLE http://www.seattlebetsuin.com/default.htm The Seattle Buddhist Temple is of the Jodo Shinshu tradition under the mother temple of the Nishi Hongwanji in Japan and is affiliated with the Buddhist Churches of America (BCA). Please visit their website for more information on Betsuin temple’s mission, history and services. Visitors are welcome. TSUBAKI GRAND SHRINE OF AMERICA http://www.tsubakishrine.org/home.html Tsubaki Grand Shrine of America is the traditional Jinja Shintô Shrine located on a pristine twentyfive-acre site near Granite Falls, Washington, less than one hour from Seattle or Eastside. Tsubaki America Shrine is the branch of Ise-no-kuni Ichi-no-Miya, Sarutahiko Daihonguu, Tsubaki O Kami Yashiro (Tsubaki Grand Shrine), one of the oldest and most prestigious shrines in Japan with a history of over two thousand years. WIKIPEDIA: BUDDHISM http://en.wikipedia.org/wiki/Japanese_Buddhism In modern times, there are four main paths of Buddhism, to which all schools of Japanese Buddhism belong: the Amidist (Pure Land) schools, Nichiren Buddhism, and Zen Buddhism. Bring students to these local temples to learn more about Buddhism in the Puget Sound area.

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HAIKU IN THE MOONLIGHT A WORM http://www.haiku.insouthsea.co.uk/ This site, hosted by George Marsh, instructs students and teachers how to write haiku poems and offers educators lesson plans for primary and secondary students. The site also provides educators with good background information on haiku. George Marsh, is the author of Teaching Through Poetry: Writing and the Drafting Process, published by Hodder and Stoughton in 1988. TEACHING HAIKU POETRY: LINK, RESOURCES, IDEAS http://www.gardendigest.com/poetry/haiku4.htm#Two This site includes many resources on teaching haiku and is divided by grade level. TEACHERVISION.COM http://www.teachervision.fen.com/tv/tvsearch.php?keywords=haiku&subterm=&term%5B%5D= &lowest_grade=all&highest_grade=same This site provides teachers with haiku lesson plan ideas for all ages. It does not provide as much background information on haiku as “In the Moonlight a Worm,” but some creative ways to integrate art and science with creative writing are suggested. SIMPLE HAIKU: AN E-JOURNAL OF HAIKU AND RELATED FORMS http://www.poetrylives.com/SimplyHaiku/SHv2n3/reprints/George_Marsh.html This online journal is a “showcase for Japanese short form poetry written in the English language.” It also contains essays on short form poetry, archived issues, and information on publishing opportunities. SPICE: THE HISTORY AND ARTISTRY OF HAIKU http://spice.stanford.edu/docs/the_history_and_artistry_of_haiku/ Haiku is a well-known form of Japanese poetry in the West. Students like writing haiku because of its brevity; teachers find it an interesting addition to the study of poetry. With some basic background information and some hints for guided practice, the study of haiku can give students a brief glimpse into Japanese culture.

GARDENS WIKIPEDIA: JAPANESE GARDENS http://en.wikipedia.org/wiki/Japanese_gardens Japanese gardens (Kanji) in the tradition of Japan can be found at private homes, in neighborhood or city parks, at Buddhist temples or Shintô shrines, and at historical landmarks such as old castles. Many of the Japanese gardens most famous in the West, and within Japan as well, are Zen gardens. SPICE: JAPANESE STYLE GARDENS INTERNET GUIDE http://spice.stanford.edu/docs/japanesestyle_gardens/ This is an excellent source of links to more information about Japanese gardens as well as lesson plans on how students can create their own rock gardens. THE TEA CEREMONY http://web-japan.org/museum/tea/tea.html The “tea ceremony” is a ritualized procedure for entertaining guests that puts into practice the aesthetic and spiritual principles of Zen Buddhism.

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Local Japanese Gardens THE JAPANESE GARDEN IN THE WASHINGTON PARK ARBORETUM http://www.ci.seattle.wa.us/parks/parkspaces/japanesegarden.htm#about Located within the Washington Park Arboretum, this is a three and a half-acre formal garden designed and constructed under the supervision of world-renowned Japanese garden designer Juki Iida in 1960. Chado (The Way of Tea) demonstrations are offered periodically. For more information on tea demonstrations, view the Urasenke Foundation's events page at: http://www.urasenkeseattle.org/page21. KUBOTA GARDEN http://www.seattle.gov/parks/park_detail.asp?ID=415 Hidden in South Seattle, Kubota Gardens is a stunning twenty-acre landscape that blends Japanese garden concepts with native Northwest plants. The city acquired the property, which is an historic landmark, in 1987 from the estate of master landscaper Fujitaro Kubota. Kubota was a horticultural pioneer when he began merging Japanese design techniques with North American materials in his display garden in 1927. The Gardens are a spectacular setting of hills and valleys, interlaced with streams, waterfalls, ponds, bridges, and rock out-croppings with a rich array of plant material. JAPANESE REMEMBRANCE GARDEN AT SEATTLE UNIVERSITY http://www.seattleu.edu/home/news_events/news/news_detail.asp?elID=3212006105718&elYear =2006 Located on the northeast corner of the Seattle University campus that once was the site of a Japanese-American community, the Japanese American Remembrance Garden serves as a living memorial to Japanese Americans who were forced to live in internment camps during World War II. Seattle University established the garden as a special area for healing, reflection, and inspiration. It also celebrates the legacy of Fujitaro Kubota, a Japanese immigrant who was interned at Camp Minidoka in Idaho. After the war, Kubota designed nine gardens at Seattle University. His grandson, Allan Kubota, is the master landscaper of the Japanese American Remembrance Garden, the tenth Kubota garden on campus. The garden features plants, trees and rocks, all carefully positioned to create the balance and simplicity that are distinctive of Japanese gardens. JAPANESE GARDEN AND BRIDGE, EVERETT COMMUNITY COLLEGE http://www.everettcc.edu/programs/socsci/nbi/index.cfm?id=5040&linkFrom=Search Following traditional Japanese design standards, the garden provides a local example of Japanese design and gardening. The garden landscape includes several classical Japanese garden elements including a formal entry gate, waterfall and stream, tea garden, rock garden, tsubo garden, stone bridge, earthen bridge, and wooden bridge; it is enclosed by a tiled roof and earthen wall. The garden provides a formal entryway to the NBI Center, a retreat from everyday activities, and a place to learn more about Japanese culture and art forms.

FILMS SPICE: USING FILM TO EXPLORE HISTORY http://spice.stanford.edu/docs/using_film_to_explore_history/ Film's ability to serve up living images of past events gives it an advantage over most history books. Most feature films invite their viewers to identify with the characters and scenes depicted on screen; watching Akira Kurosawa 's Seven Samurai (1954) leaves one with a visceral and nearly indelible sense of what a Japanese village must have looked like, and a feeling as well for some of the ideas about status that came to structure early modern Japan.

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ASIA EDUCATION MEDIA SOURCE (AEMS) http://www.aems.uiuc.edu/ Our mission is to promote understanding of Asian cultures and peoples and to assist educators at all levels, from elementary schools to colleges and universities, in finding media resources for learning and teaching about Asia. To access a free newsletter with review articles on recent Asia-related films and other multi-media resources, as well as essays on teaching about Asia, see http://www.aems.uiuc.edu/publications/newsletters/newsletters.html. MINAMATA: THE VICTIMS AND THEIR WORLD http://www.imdb.com/title/tt0068951/ Minamata: The Victims and Their World is the first film by Tsuchimoto Noriaki on the issue of Minamata disease. It follows the lives of twenty-nine households that suffered mercury poisoning as well as the growing movement to support their cause. Higashi Productions, 1972. 105 minutes. SHIRANUI SEA http://www.imdb.com/title/tt0374217/ In Shiranui Sea, filmmaker Tsuchimoto Noriaki returns to Minamata where, after winning court cases and receiving compensation, victims face the rest of their lives with the irreversible damage of their disease. The film also explores the growing number of unidentified victims, poisoned in the same way, from across the bay of the Shiranui Sea. Seirinsha Productions, 1975. 153 minutes. SAMURAI JAPAN: A JOURNEY BACK IN TIME http://www.amazon.com/Samurai-Japan-Journey-TreasuresAncient/dp/B000CQQIYE/ref=sr_1_1?ie=UTF8&s=dvd&qid=1209406669&sr=1-1 Japan’s great monuments, pagodas, and temples are the physical evidence of people steeped in the ways of Buddhism – a stark and fascinating contrast with the famous Samurai warriors and their noble Code of Bushido. Featuring terrific graphic re-creations and animation, this episode of Lost Treasures reveals a traditional society, which, throughout the centuries, has been deeply concerned with balance, calm, and order. Features superb 3D graphics, state-of-the-art computer generated animation, all new location footage, and expert commentary and analyses. Cromwell Productions, 2006. 50 minutes. JAPAN: MEMOIRS OF A SECRET EMPIRE http://www.amazon.com/Japan-Memoirs-Secret-Empire-JapanMemoirs/dp/B000BITU2K/ref=pd_sim_d_title_4 After becoming supreme ruler in the late sixteenth century, Tokugawa Ieyasu moved Japan's capitol to Edo, (now known as Tokyo) transforming the sleepy fishing village into the country's premier political and economic center. For almost three hundred years, Japan's shoguns maintained domestic peace while they isolated the country from Western influence. In Edo, a diverse population flourished amidst a cultural and economic renaissance. PBS Paramount, 2004. 170 minutes. JAPAN UNDER AMERICAN OCCUPATION http://www.amazon.com/Japan-American-Occupation-HistoryChannel/dp/B000FKP0ZK/ref=sr_1_1?ie=UTF8&s=dvd&qid=1209408573&sr=1-1 The Japanese surrender at the end of WWII allowed U.S. troops to peacefully enter as an occupation force. What they found and how they transformed their former enemy is told through the work of a team of cameramen who recorded it all on color film. They were among the first to witness the devastation wrought by the atomic bombing of Hiroshima and Nagasaki. They also captured on film the first free elections and the birth of Japanese democracy. It was a remarkable journey! A&E Home Video, 2006.

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V-J DAY: THE DAY THAT CHANGED THE WORLD http://www.amazon.com/V-J-Day-Changed-AnniversaryCommemorative/dp/B000JQHVPW/ref=sr_1_2?ie=UTF8&s=dvd&qid=1209408573&sr=1-2 The surrender of Japan on “V-J Day” marked the end of the World War II hostilities. But at what cost? Take a closer look at the day considered by many to be the most important day of the twentieth century. Also included is a biography on Emperor Hirohito. Prior to Japan's defeat, he was a demigod; after Japan's surrender, he became the symbol of modern middle-class Japan. 250 minutes.

BEYOND THE CLASSROOM – LOCAL ORGANIZATIONS (See sections under RELIGION and GARDENS for Seattle area temples and gardens) CONSUL-GENERAL OF JAPAN IN SEATTLE http://www.seattle.us.emb-japan.go.jp/about/about.htm Excellent resource for programs in Japan, Japan-Washington relations, and links to local organizations. HYOGO BUSINESS AND CULTURAL CENTER http://www.hyogobcc.org/ The Hyogo Business & Cultural Center is committed to nurturing stronger governmental, business and cultural relations between Hyogo Prefecture and the United States. Through a variety of programs and services (including cultural classes), we continue to expand international friendship and understanding with a particular focus on our sister-state, Washington State. SISTER-CITY RELATIONSHIPS BETWEEN JAPAN AND WASHINGTON STATE http://www.seattle.us.emb-japan.go.jp/relations/cities.htm The relationship between Japan and Washington State is very close, not only at the level of trade relationships, but also at the interpersonal level. There are currently thirty-four active sister-city relationships between Japan and Washington State, providing opportunities for exchanges and understanding between the people of both places. Washington also has a sister-state relationship with the Hyogo Prefecture. EASTSIDE NIHON MATSURE ASSOCIATION (ENMA) http://www.enma.org ENMA is a non-profit organization staffed by a team of community-minded volunteers who are interested in preserving and furthering the arts and crafts of Japan for the enjoyment of all community members in the Greater Seattle area. JAPAN-AMERICAN SOCIETY OF THE STATE OF WASHINGTON http://www.us-japan.org/jassw/ Located in downtown Seattle, this organization serves as a valuable hub of information and resources on local, national, and international issues concerning cultural, economic, and political relations between Japan and America. JAPANESE CULTURAL AND COMMUNITY CENTER OF WASHINGTON (JCCCW) http://www.jcccw.org/main.html After roughly five generations, the Japanese-American population in the Seattle area has become increasingly scattered and the need to develop a Center where heritage, culture, and community events can be celebrated, preserved, and hosted is great. This has been a decades-long dream held by the Japanese-American community and we as community members have organized to finally achieve this goal. In our new location, on the site of the Japanese Language School, in operation for close to one hundred years, the JCCCW hosts heritage events and cultural gatherings.

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JET ALUMNI ASSOCIATION (JETAA) http://www.pnw.jetalumni.org The Pacific Northwest Chapter of JETAA encompasses Washington, Northern Idaho, and Western Montana and focuses most of its activities in and around the Puget Sound area. Working with the local Consulate of Japan, we promote and foster Japanese/American cultural exchange, assist with and facilitate personnel recruitment for the JET Program, and provide support and assistance to new JET returnees. JAPANESE-AMERICAN CHAMBER OF COMMERCE OF WASHINGTON STATE http://www.jachamber.com/ The JACC is a community based, nonprofit, 501(c)(3) organization. Our mission is to promote increased understanding of Japanese and Japanese American culture and heritage. We do this by encouraging and nurturing leadership and collaboration while promoting values of integrity, excellence, and entrepreneurship. SEATTLE JAPANESE LANGUAGE SCHOOL http://www.seattlejapaneseschool.org/ The mission of the Seattle Japanese Language School is to give instruction in the Japanese Language, augmented by the introduction of culture and history of Japan, and to enhance the learning process.

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

CBA Lesson Packet

MEETING NEEDS AND WANTS: U.S. AND JAPANESE TRANSPORTATION INNOVATIONS IN THE 1950S AND 1960S

May 1, 2008 Authored By:

Rebecca Luhrs, World Affairs Council

CBA TOPIC: Meeting Needs and Wants LEVEL: Middle School This document is intended to assist teachers who are implementing the Meeting Needs and Wants CBA for middle school students, but may also be useful to anyone teaching about economics, world history, and geography. 1

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

TABLE OF CONTENTS WASHINGTON STATE CBA (CLASSROOM-BASED ASSESSMENT): MEETING NEEDS AND WANTS

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HISTORICAL BACKGROUND FOR TEACHERS

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KEY QUESTIONS

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ACTIVITY 1: ECONOMICS 101

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ACTIVITY 2: BRAINSTORMING NEEDS AND WANTS

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ACTIVITY 3: CULTURE AND VALUES EXPLORATION

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ACTIVITY 4: USING TRANSPORTATION TO MEET NEEDS AND WANTS

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ACTIVITY 5: SOURCES AND BIBLIOGRAPHIES

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WRITING THE CLASSROOM-BASED ASSESSMENT

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HANDOUTS Handout #1: Connecting Economic Terms

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Handout #2: Opportunity Cost of Commuting

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Handout #3: Japanese and American Culture and Values

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Handout #4: Transportation “Winners” and “Losers”

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Handout #5: The Federal Highway Act of 1956

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RESOURCES

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

WASHINGTON STATE CBA (CLASSROOM-BASED ASSESSMENT): MEETING NEEDS AND WANTS

The Meeting Needs and Wants CBA states: “As a citizen and member of a community, you need to have an understanding of different economic systems. You will analyze the methods that societies use to meet the economic needs and wants of citizens.” What does the CBA require students to do? 1) Describe examples of how two societies have met their needs and wants. 2) Explain how both societies’ rights, values, and/or beliefs have affected their economic choices. 3) Compare and contrast the two groups’ economic choices citing specific similarities and differences. 4) Show a thorough understanding of opportunity cost through explanation and analysis. Note: The position statement may take any of a variety of forms, e.g., essay, letter to the editor or politician, journal entry, or newspaper article. In addition, students’ in-class presentations may take any of a variety of forms, e.g., PowerPoint, theater, board games, models, videos, cartoon series, speech, or multi-media presentation. The graphic organizer and scoring rubric for this CBA which appear at the end of this document are also available at the OSPI website. OSPI’s instructions for teachers and students: Washington State Social Studies CBA Meeting Needs and Wants: http://www.k12.wa.us/assessment/WASL/SocialStudies/default.aspx

HISTORICAL BACKGROUND FOR TEACHERS Beginning in 1868 in the Meiji period, the Japanese Empire built up a strong, industrialized economy. During World War II (also known as the Pacific War) Japan’s economy was destroyed by military attacks, use of scarce resources for military purposes, and severed trade relations. Transport was nearly impossible, and urban industrial production halted. During the U.S.-led occupation of Japan from 1945 to 1952, the Allies democratized Japan’s political system and liberalized its economic system. When they attempted to dismantle the Japanese zaibatsu (conglomerates), the Japanese resisted on grounds of international competition; looser industrial groupings, known as keiretsu, evolved. Under the leadership of Prime Minister Ikeda (1960-1964), the Japanese government undertook an ambitious "income-doubling plan." Ikeda’s government rapidly expanded government investment in Japan’s infrastructure: building highways, high-speed railways, subways, airports, port facilities, and dams. In the U.S., the post-war economy was very strong, allowing the country to focus on meeting its wants as well as its needs. Consumer goods, such as cars and televisions, were in high demand as affluent Americans moved to the suburbs. As the U.S. looked back on WWII and entered the Cold War, President Dwight D. Eisenhower pushed for the National Interstate and Defense Highways Act of 1956, a plan inspired by the German autobahn network. In addition to facilitating transport of civilians and consumer goods, it would provide key ground transport routes for military supplies

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

and troop deployments in an emergency. With the expansion of highways, the role of railroads also shifted dramatically.

KEY QUESTIONS • • • • •

How did the U.S. and Japan develop rail and road systems in the 1950s and 1960s? How did they choose which forms of transportation to use for passengers, freight, or both? How did the construction of new transportation systems affect communities, particularly those located on old routes or displaced by new routes? How did American and Japanese values influence decisions about transportation systems? How did the U.S. and Japan address physical obstacles to construction, such as water and mountains? How did construction affect wildlife, ecosystems, air quality, etc.? For each country, what were the opportunity costs of the decisions made?

ACTIVITY 1: ECONOMICS 101 Overview of activity: In this initial activity, students will define key economic terms and consider how they are connected. Students will explore the concept of opportunity cost in the context of the Adopt-a-Highway program, and continue at home by calculating the opportunity cost of commuting. PART 1: KEY ECONOMIC TERMS Pass out Handout #1: Connecting Economic Terms. Give students time to look up definitions of each term and write down definitions in a way they understand. A good resource for students is the “Gloss-arama” on the AmosWEB site, where definitions are in very plain language: http://www.amosweb.com/cgi-bin/awb_nav.pl?s=gls Key terms: • Scarcity • Natural resources • Needs and Wants • Supply • Demand • Opportunity cost • Public goods • Planned economy • Market economy PART 2: OPPORTUNITY COST EconEdLink is “a premier source of classroom tested, Internet-based economic lesson materials for K-12 teachers and their students.” Visit the lesson entitled “Why Adopt a Highway?” which addresses the concept of opportunity cost and the role of government. http://www.econedlink.org/lessons/index.cfm?lesson=EM345&page=teacher

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Time and interest permitting, have your students walk through the entire lesson, including sections on the history of the Adopt-a-Highway program and the environmental issues. Otherwise, skip down to the Conclusion and Assessment Activity (reproduced below from the website listed above). Conclusion Questions: 1. If states have to spend money to pick up trash on the highway, what effect do you think this has on other programs and services provided by the states? [Other programs get less money or may get eliminated altogether.] 2. How do states decide what programs to provide if they don't have enough money for all programs? [State legislators decide on which programs will be funded usually based on priority. In other words, those programs that legislators think are the most important to the voters will usually be funded first.] 3. Do you think highway cleanup programs are considered as important in most states as programs for schools or new highway construction or medical service? Why? 4. Many local organizations such as Boy Scout troops, garden clubs, college fraternities, and civic groups adopt highways. Why do you think so many groups adopt highways? [To do something good for their local area and keep their town or area looking good; they receive some positive publicity or advertising since their name is displayed on the stretch of highway they adopt; to reduce government dollars being spent on highway cleanup.] 5. Are you or any members of your family in an organization that has adopted a highway? Assessment Activity: Calculate the cost of highway clean up: If workers are paid $6.50 an hour to pick up trash on the highway and one worker can clean up a 4mile stretch of highway per 8-hour day, calculate how much it would cost to clean up: A. a 20 mile stretch of highway [20/4 = 5 workers x $6.50 x 8 hours = $260] B. a 100 mile stretch of highway [100/4 = 25 workers X $6.50 x 8 hours = $1,300] C. a 500 mile stretch of highway [500/4 = 125 workers x $6.50 x 8 hours = $6,500] In Texas, there are approximately 79,400 miles of roadway that are maintained by the state. How much would it cost to clean litter off all the roads four times a year? [79400/4 = 19,850 workers x $6.50 x 8 hours x 4 times a year = $4,128,800] After completing the Activity, you may have the basics for judging whether the cost of highway cleanup looks high. Texas actually spends less than some other states on highway cleanup. In 2001, Georgia spent $12 million to pick up trash and debris from its roadways. This represents an opportunity cost for the state - $12 million spent on highway cleanup that could be spent on another project or program. The state chose to spend this money on highway cleanup and their second choice or opportunity was not chosen. Think about what might be a good second choice for Georgia state legislators if they had this $12 million available? {answers will vary – it might be useful to point out some things states typically spend money on, such as education, state parks, expanding state highways, health care, and economic development} There are often economic trade-offs that occur in funding at the local, state, and even national levels because dollars are limited but needs are not. Write a three paragraph essay on the cost of your state's highway cleanup. Does the cost surprise you? Also address some ideas about where you would like this money to be spent if it weren't spent on highway cleanup.

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Pass out Handout #2: Opportunity Cost of Commuting. For homework, have students ask three adults about their commute time and transportation expenses and calculate the cost in time and money for an entire year of commuting. Back in class ask students to share what they learned. For instance, you might make a class chart to show the range of commute times. Ask students what might be done to reduce the time and/or cost of commuting. Encourage them to share their own opinions, as well as the opinions of the adults they interviewed. (Responses might include ideas such as: moving to live closer to where you work, carpooling, using public transportation, telecommuting or working from home some days, or asking your government officials to improve public transportation and roads.) Next, ask students to share responses about the trade-offs (opportunity cost) involved with commuting. What activities or purchases do adults give up when they choose to commute? If they moved in order to live closer to where they work, what advantages might they give up? Ask your students to imagine that they are adults looking for jobs and homes. How much of a commute would they consider acceptable? Why?

ACTIVITY 2: BRAINSTORMING NEEDS AND WANTS Overview of activity: This activity will help students focus on the primary objective of the CBA, to

identify needs and wants and methods for meeting them. Encourage students to use some of the economic terms they used in the previous activity in their discussion.

Ask students to break into small groups to brainstorm needs and wants of societies throughout time, and to brainstorm methods that societies use and have used throughout time to meet the economic needs and wants of their citizens. Bring the entire class back together to share their ideas. Let students list anything they think of at first. If some do not seem to fit, let the class discuss and classify them. Examples might include: Needs: Food – fishing, hunting, gathering, farming, working a job to earn money and buy food Water – building wells and irrigation systems, building plumbing/sewer systems Clothing – hunting and using fur, using lamb’s wool, inventing/using sewing machines Shelter – using trees, plants, or mud to build houses/huts, using rocks to make cement Wants: Security – building weapons, fences/walls, forming armies, inventing communication systems Mobility – riding animals, inventing and building boats, trains, cars, buses, roads, and airplanes Consumer Goods – trading, inventing/adopting a factory model to mass produce goods using assembly lines and interchangeable parts Recreations & Entertainment – building theaters and stadiums, preserving national and state parks

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

ACTIVITY 3: CULTURE AND VALUES EXPLORATION Overview of activity: This activity will help students identify “rights, values, and beliefs” that may affect U.S. and Japanese economic choices. Please emphasize to students that this activity requires them to generalize as they describe two complex societies using broad brush strokes. There are many differences in culture and values between individuals, families, communities, and regions within both countries. Students should discuss and revisit the concept of stereotyping at the beginning and end of the lesson as a reminder that these descriptions are not intended to describe individuals within each culture.

Part 2: Japanese and American Values Visit Columbia University’s Asia for Educators: Japanese Culture and Society site: http://afe.easia.columbia.edu/at_japan_soc/ Harvard professors Theodore Bestor (anthropology) and Helen Hardacre (Japanese society and religion) explain aspects of Japanese culture and society in short videos. Pass out Handout #3: Japanese and American Culture and Values to students. Ask them to watch the videos and/or read the transcripts, conduct independent research, and fill in the table. Students may begin their independent research by using the resources listed in this packet and also in the Global Classroom resource packet on “The Japanese Approach to Environmental Issues,” which may be found at: http://www.world-affairs.org/globalclassroom/resourcepackets.htm

ACTIVITY 4: USING TRANSPORTATION TO MEET NEEDS & WANTS Overview of activity: This activity asks students to begin exploring transportation innovations in the specific context of the U.S. and Japan in the 1950s and 1960s. Students will start by gaining a basic understanding of geography and population density in the two countries. Next, they will research the development of the interstate and shinkansen systems and consider who “won” and “lost” as a result of these developments. Part 1: Comparing Population Density Visit the Ask Asia website lesson plan entitled “How Big is Big? A Population Density Exercise”: http://www.askasia.org/teachers/lessons/plan.php?no=81&era=&grade=&geo This whole-class exercise helps students understand population density and spatial relations in understandable, comparable terms. Students, with some classroom tools, will learn about Japanese population density by visualizing approximate and relative sizes of the world's regions and populations and using comparison and analogies to gain a clearer understanding of the world in which they live. Note: Ask students to use population figures in the 1950s or 1960s for this activity. Time permitting, repeat the activity with current population figures. Part 2: Transportation Innovations in the U.S. and Japan Transportation: They Say We Had a Revolution (Part 2) http://www.econedlink.org/lessons/index.cfm?lesson=nn725&page=teacher Skim the lesson plan and decide which parts you would like to do with your class. Scroll to the bottom of the page. Extension Activity 2 asks students to: 7

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

“Debate whether the benefits of the interstate highway system outweighed the costs. To get started, students are directed to divide a sheet of paper in half lengthwise. On one side, they list ‘winners’ who benefited and the reasons why. On the other side, they list the ‘losers’ who were negatively impacted. These web links will help students identify the costs and benefits.” Expand the activity to include Japan’s development of the shinkansen (high-speed rail) system. Give students Handout #4: Transportation “Winners” and “Losers” and ask them to fill it in as fully as they can. Students may begin their research on the shinkansen by using the resources listed at the end of this packet. After students have completed the activity, display or hand out the following document: http://www.econedlink.org/lessons/nn725/docs/nn725_list_of_winners_losers.pdf

For additional curriculum ideas:

America on the Move, Unit Four: 1950s and 1960s – Suburban Communities on the Move http://americanhistory.si.edu/onthemove/learning/classroom.html Review the curriculum unit and decide which parts you would like to use with your class. The unit is part of the America on the Move series by the Smithsonian Institute’s National Museum of American History. The activities incorporate primary sources, city planning concepts, and equity issues around development of interstates and suburbs.

ACTIVITY 5: SOURCES & BIBLIOGRAPHIES Overview of activity: This activity will help students distinguish between primary and secondary

sources, and closely examine examples of primary sources. Students will also work alone or in groups to practice writing annotated bibliographies.

PART 1: REVIEW PRIMARY AND SECONDARY RESOURCES Visit the following “Research 101” website for help presenting the concepts of primary and secondary sources to your students. You may also ask students to navigate the site and take the quiz at the end: http://www.lib.washington.edu/uwill/research101/basic00.htm For more on primary sources, visit the following websites: • Using Primary Sources on the Web http://www.lib.washington.edu/subject/History/RUSA/ • Using Primary Sources in the Classroom http://lcweb2.loc.gov/learn/lessons/primary.html Option 1: The Federal Highway Act of 1956 Download the Federal Highway Act of 1956 from the following site: http://www.ourdocuments.gov/doc.php?doc=88 Or pass out Handout #5: The Federal Highway Act of 1956. Ask students to read a section of the document and answer the questions.

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Option 2: Maps as primary resources Ask students to search for at least two pairs of maps from different time periods, and discuss what changes and developments the maps reveal: • A U.S. highway/interstate map from the 1950s A recent U.S. highway/interstate map • A U.S. railway map from the 1950s A recent U.S. railway map • A Japanese highway/interstate map from the 1950s A recent Japanese highway/interstate map • A Japanese railway map from the 1950s A recent Japanese railway map PART 2: WRITING ANNOTATED BIBLIOGRAPHIES Visit and direct students to the following websites for guidance on writing annotated bibliographies: • The OWL at Purdue: Annotated Bibliographies http://owl.english.purdue.edu/owl/resource/614/01/ • Claremont Graduate University Writing Center: Writing Annotated Bibliographies http://www.cgu.edu/pages/836.asp • OSPI also provides guidance on writing annotated bibliographies in some of the CBA materials. See, for instance, the middle school Causes of Conflict CBA. Click on “support materials” and look for the checklist called “Analyzing Sources” on page five. http://www.k12.wa.us/assessment/WASL/SocialStudies/MiddleSchool.aspx Listed below are six resources on transportation in Japan and the U.S. Ask students to explore each site and write an annotated bibliography. Or, divide your class into six groups and ask each group member to tackle one website and write an annotated bibliography. Have students report back to the class summarizing what they learned and whether they feel their source is useful and reliable. Geography of Japan http://spice.stanford.edu/docs/geography_of_japan/ Ministry of Lands, Infrastructure and Transport: History of Japanese Roads http://www.mlit.go.jp/road/road_e/hist/index.html High-speed Railways in Japan: A Short History and Current Topics http://library.krri.re.kr/own/rail_treatise/2003fail/20031211/8598_file_001.pdf The Interstate is 50 (either use the website or choose another document on the site) http://www.interstate50th.org/docs/techmemo1.pdf Overview of U.S. Freight Railroads http://nationalatlas.gov/articles/transportation/a_freightrr.html#four The Great Paving: How the Interstate Highway System helped create the modern economy-and reshaped the FORTUNE 500. http://money.cnn.com/magazines/fortune/fortune_archive/2004/01/26/358835/index.htm

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

WRITING YOUR CLASSROOM-BASED ASSESSMENT STEP 1: CHOOSING YOUR TOPIC Now it is time for students to sift through what they have learned and what has piqued their interest for further research and analysis. In order to meet the requirements of the CBA rubric, students might compare and contrast both the highway systems and the rail systems in Japan and the United States. Alternatively, students might choose other related topics to research on their own. After they have chosen a topic, students will need to research and analyze. Reviewing some of these key questions again may bring up some new ideas. Key Questions • How did the U.S. and Japan develop rail and road systems in the 1950s and 1960s? How did they choose which forms of transportation to use for passengers, freight, or both? • How did the construction of new transportation systems affect communities, particularly those located on old routes or displaced by new routes? • How did American and Japanese values influence decisions about transportation systems? • How did the U.S. and Japan address physical obstacles to construction, such as water and mountains? How did construction affect wildlife, ecosystems, air quality, etc.? • For each country, what were the opportunity costs of the decisions made? STEP 2: COLLECTING INFORMATION Here you may incorporate whichever research methods your school/district teaches (Big Six, QUEST, etc.). Your school librarian may be able to support you and your students in this section. • Distribute a copy of the Meeting Needs and Wants Graphic Organizer. The graphic organizer, as well as a checklist and a helpful suggested outline may be found under “support materials” for the Meeting Needs and Wants CBA at: http://www.k12.wa.us/assessment/WASL/SocialStudies/BridgingDocuments/MiddleSch0 8/MiddleSchEcon-MeetingNeedsandWants-SupportMaterials.pdf • Ask each student to choose a topic that most interests them. • Students who choose similar topics could work in small groups to develop an annotated bibliography of articles, websites, graphs, photos, and statistics related to the topic. For other excellent up-to-date resources, encourage your students to visit the World Affairs Council website and look at the resource packets from past professional development programs (found under “Teacher Resources” in the Global Classroom program): http://www.world-affairs.org/globalclassroom/resourcepackets.htm • If students are independently finding their own resources, remind them to consider the reliability of the sources they are consulting. Review criteria for evaluating websites. The following site from Valparaiso University provides a helpful list of criteria as well as links to more information on analyzing websites. http://www.valpo.edu/library/user/evaluation.html#criteria • You may want to query and discuss with your students: How should you begin? What would be the most effective way to compile your research? What is the best way to gather primary and secondary sources to study these issues? Discuss with students the need for multiple perspectives and points of view. What resources would provide alternative points of view? What sources do you think would be the most reliable? 10

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

• •

•

If a student’s topic seems too broad, ask the student to consider how to go about narrowing it down. In the middle of the research process, allow some time for groups to share some of their relevant and best resources with other groups, to ensure that every group will be successful in finding relevant documents. What sources were the easiest to understand? What sources contained the most relevant information? Compare and contrast the resources that you have used. Remind students to make notes in the graphic organizer.

STEP 3: ANALYSIS • Students work independently or in their groups to analyze the information they have found. Students should be encouraged to fill out the graphic organizer completely. This will ensure successful completion of tasks and sub-tasks required in the CBA. • Some students may discover that they lack information for one piece or another. You might allow more time in class for research or ask students to do this for homework. • Students may need particular support with thinking about “how rights, values, and/or beliefs affected economic choices” as well as with the opportunity cost piece. You might set aside time for students to share their thinking about these two elements in small groups before writing their final drafts. They might review their work on the handouts for Activity 3: Culture and Values Exploration. STEP 4: CULMINATION Students should begin their individual writing work. • Describe examples of how two societies have met their needs and wants. • Explain how both societies’ rights, values, and/or beliefs have affected their economic choices. • Compare and contrast the two groups’ economic choices with specific similarities and differences • Show a thorough understanding of opportunity cost through explanation and analysis.

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #1: Connecting Economic Terms Use a dictionary or the glossary found on the AmosWEB site to fill in definitions of the terms below in words that you understand: http://www.amosweb.com/cgi-bin/awb_nav.pl?s=gls. When you are done, draw arrows between boxes to illustrate how the terms are related. Write a phrase on each arrow to explain the connection. Or cut out each box and work with a partner to arrange the terms in a way that makes sense to you.

Scarcity: _____________________ _____________________ _____________________ _____________________

is due to limited

Natural Resources: _____________________ _____________________ _____________________ _____________________

Needs & Wants: _____________________ _____________________ _____________________ _____________________

Supply & Demand: _____________________ _____________________ _____________________ _____________________

Opportunity Cost: _____________________ _____________________ _____________________ _____________________

Public Goods: _____________________ _____________________ _____________________ _____________________

Market Economy: _____________________ _____________________ _____________________ _____________________

Planned Economy: _____________________ _____________________ _____________________ _____________________ 12

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #2: Opportunity Cost of Commuting Ask three adults how many minutes and how much money they spend commuting each week. Then ask what ideas they have for how the time and/or cost of their commute could be reduced. Finally, ask what activities or purchases they are giving up in order to spend that time and money on commuting. What else might they be doing with those minutes, hours, and dollars? (These tradeoffs represent the opportunity cost of commuting.) Adult 1 Name About how many minutes do you spend commuting each day? How many days per week do you travel this route? About how much does it cost (gas or bus fare) each day? Total minutes spent commuting each week Total spent on gas or bus fare each week Ideas to reduce time/cost of commute? How else might you spend this time and money? Adult 2 Name About how many minutes do you spend commuting each day? How many days per week do you travel this route? About how much does it cost (gas or bus fare) each day? Total minutes spent commuting each week Total spent on gas or bus fare each week Ideas to reduce time/cost of commute? How else might you spend this time and money? Adult 3 Name About how many minutes do you spend commuting each day? How many days per week do you travel this route? About how much does it cost (gas or bus fare) each day? Total minutes spent commuting each week Total spent on gas or bus fare each week Ideas to reduce time/cost of commute? How else might you spend this time and money?

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Minutes Days $ Minutes $

Minutes Days $ Minutes $

Minutes Days $ Minutes $

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #2: Opportunity Cost of Commuting Next, add your three respondents’ answers together: Total minutes spent commuting each week Total hours spent commuting each week Total spent on gas or bus fare each week

Minutes Hours $

Finally, calculate time and money lost each year: According to the Washington State Population Survey, average hourly wages in Washington were $24/hour in 2006 (http://www.ofm.wa.gov/sps/2006/tabulations/wghr1st.txt) Total time lost: Multiply total hours spent commuting each week x 50 weeks/year (assuming 2 weeks vacation): Money lost in time (wages): Multiply $24/hour x total time lost (in hours): Money lost in expenses: Multiply total spent on gas or bus fare each week x 50 weeks/year: Total money lost: Add money lost in terms of time + money lost in expenses: List here the ideas you heard about how commute times might be reduced:

List here the activities and purchases that these adults are giving up in order to spend this time and money commuting (opportunity cost of commuting):

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #3: Japanese and American Culture and Values Explore Japanese culture and society, as well as values and beliefs, by watching videos on the topics below at http://afe.easia.columbia.edu/at_japan_soc/. If you do not have access to the internet or cannot view the videos, read the transcripts and underline words and phrases that help you understand Japanese society better. If you see another topic that interests you, watch that video. Tokyo Video “Tokyo, like many Japanese cities, still retains a strong sense of neighborhood, of very small spatially discrete, socially discrete, areas that have a real flavor and character of their own.” Volunteer Fire Department Video “If you look at a map of Tokyo, for example, you'll see that throughout the city, the street plan is this mass of twisting, turning, little alleyways. There's no straight line between here and there. And so in many neighborhoods volunteer departments are needed if only to be able to guide the professional firefighters to the scene of a fire, tell them which alley to go down, which street they need to turn at, because unless you're a native of the neighborhood you may not be able to find your way.” Homogeneity Video (starting at 1:30) “One of the ways in which Japanese think of their own society as "unique" is to emphasize the homogeneity of Japanese society, and indeed by lots of comparisons, Japan is certainly a much more homogeneous society than say the United States. There are relatively few linguistic differences between different parts of the country. In terms of social class, peoples’ lifestyles are quite similar. The degree to which rich people and poor people are differentiated from one another economically is much less than in the United States. And, it's often said by Japanese that they are ethnically homogeneous, that there are no real foreign populations in Japan.” Consensus Video “Consensus is a well known part of Japanese social relationships. It seems, to an outsider at least, as if everything in Japan is decided by this sense of harmony and this sense that everybody has to agree…. And indeed, Japanese talk a lot about how to preserve this sense of equality. One of the ways in which they do this is by making sure that any decision that affects a group as a whole is at least going to be circulated around and discussed amongst all its members. So indeed, Japanese organizations do often appear to have a much higher degree of consensus about policies, about aims, about aspirations, than would be true in an equivalent American group. On the other hand, it doesn't mean that Japanese inherently agree with one another, or that there isn't conflict in society, but rather that conflict is managed within the group, and conflict is negotiated against other demands of personal interaction, personal social relationships. And eventually the goal is to, through conflict and through very carefully managed conflict, to come up with some kind of unified position that everybody can agree with.” Pop Culture & Portability Video “One of the interesting things about Japanese popular culture, and the fact that it really is youth culture, is that on the one hand you have the sense of Japanese children not having a lot of time, not a lot of "youth" to spend, they're so wrapped up in the education system. On the other hand you have this incredibly complex, incredibly vibrant popular culture. I think one of the keys to understanding this apparent contradiction is that Japanese popular culture has excelled in portability. There are all of these things that kids can take with them and do as they're traveling, perhaps on the trains or the subways from school to cram school, or from cram school back home.” 15

Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #3: Japanese and American Culture and Values Now that you have learned a bit about Japanese culture and values, think about culture and values in the United States. Compare and contrast the two countries.

Description of value - From video -

Nature of individuals in society

Japan Emphasize homogeneity in language and social class

United States Emphasize diversity, the idea of a “melting pot,” and individuality

- From video -

Community and neighborhoods

- From video -

Managing conflict and making decisions

- From video -

Pop culture

- Research -

Environment

- Your choice - Your choice - Your choice - Your choice -

How might these values influence the way that leaders and citizens in Japan and the U.S. make decisions about designing cities and transportation systems?

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #4: Transportation “Winners” and “Losers” Research the U.S. interstate system and the Japanese shinkansen (high-speed rail) system. Brainstorm how individuals, workers/commuters, businesses/industries, cities, and regions were affected. Did the transportation systems help most people meet their needs and wants?

U.S. Interstate System: Winners Businesses along or close to new routes grew

Losers Businesses bypassed by new routes suffered

Japanese Shinkansen System: Winners Cities chosen for stations grew rapidly

Losers Cities without stations were neglected

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

Handout #5: The Federal Highway Act of 1956 Read this section of the Federal Highway Act of 1956. Underline and look up words you don’t know, and then answer the questions at the bottom of the page. (a) INTERSTATE SYSTEM.—It is hereby declared to be essential to the national interest to provide for the early completion of the “National System of Interstate Highways,” as authorized and designated in accordance with section 7 of the Federal-Aid Highway Act of 1944 (58 Stat. 838). It is the intent of the Congress that the Interstate System be completed as nearly as practicable over a thirteen-year period and that the entire System in all the States be brought to simultaneous completion. Because of its primary importance to the national defense, the name of such system is hereby changed to the “National System of Interstate and Defense Highways.” Such National System of Interstate and Defense Highways is hereinafter in this Act referred to as the “Interstate System.” (b) AUTHORIZATION OF APPROPRIATIONS – For the purpose of expediting the construction, reconstruction, or improvement, inclusive of necessary bridges and tunnels, of the interstate System, including extensions thereof through urban areas, designated in accordance with the provisions of section 7 of the Federal-Aid Highway Act of 1944 (58 Stat. 838)

Questions According to the document, 1. Who decided that the U.S. would build an interstate system? 2. What year do they plan to complete it? 3. What is the primary reason for building it? 4. What areas will the interstate system extend through?

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

RESOURCES ECONOMICS EconEdLink Online Lessons http://www.econedlink.org/lessons/

EcEdWeb - Economic Education Web http://ecedweb.unomaha.edu/home.cfm

AmosWEB http://www.amosweb.com/cgi-bin/awb_nav.pl?s=gls

TRANSPORTATION IN THE U.S. U.S. Department of Transportation http://www.dot.gov/ Amtrak http://www.amtrak.com/servlet/ContentServer?pagename=Amtrak/HomePage Institute for Transportation Research and Education http://itre.ncsu.edu/ NationalAtlas.gov: Transportation of the United States http://www.nationalatlas.gov/transportation.html Federal-Aid Highway Act of 1956: Creating the Interstate System http://nationalatlas.gov/articles/transportation/a_highway.html Overview of U.S. Freight Railroads http://nationalatlas.gov/articles/transportation/a_freightrr.html#four Amtrak Facts http://nationalatlas.gov/articles/transportation/a_amtrak.html Encyclopedia Smithsonian: Transportation History http://www.si.edu/Encyclopedia_SI/Science_and_Technology/Transportation_Technology.htm The Interstate is 50 http://www.interstate50th.org/docs/techmemo1.pdf The Great Paving: How the Interstate Highway System helped create the modern economy-and reshaped the FORTUNE 500. http://money.cnn.com/magazines/fortune/fortune_archive/2004/01/26/358835/index.htm

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Meeting Needs and Wants: U.S. and Japanese Transportation Innovations in the 1950s and 1960s

TRANSPORTATION IN JAPAN Ministry of Lands, Infrastructure and Transport http://www.mlit.go.jp/english/ History of Japanese Roads http://www.mlit.go.jp/road/road_e/hist/index.html Japan Railways Group www.japanrail.com A History of Japanese Railways, 1872-1999 http://findarticles.com/p/articles/mi_qa3884/is_200109/ai_n8970167/pg_1 Features and Economic and Social Effects of the Shinkansen Hiroshi Okada http://www.jrtr.net/jrtr03/f09_oka.html High-speed Railways in Japan: A Short History and Current Topics http://library.krri.re.kr/own/rail_treatise/2003fail/20031211/8598_file_001.pdf Shinkansen: From Bullet Train to Symbol of Modern Japan Christopher P. Hood. New York: Routledge, 2006

JAPAN Columbia University’s Asia for Educators: Japanese Culture and Society http://afe.easia.columbia.edu/at_japan_soc/ Ask Asia: Find Lesson Plans http://www.askasia.org/teachers/lessons/ Geography of Japan http://spice.stanford.edu/docs/geography_of_japan/ Postwar Japan, 1952-1989 http://aboutjapan.japansociety.org/content.cfm/postwar_japan_1952-1989

Note: For more resources on Japan, see

http://www.world-affairs.org/globalclassroom/resourcepackets.htm

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