Methods and problems of teaching Western Civilization and world history in a non-western society are similar to our own. Alternative methods of structuring a world history course must be found. (DC)

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its…

Reports on the experience of an education professor teaching U.S. history to secondary students in Japan. Lists five basic pedagogical principles derived from the experience. (CFR)

"Using Geography to Teach Comparative Values: Japan and the United States" (H. Flater) uses baseball to introduce junior high students to basic differences in the way various cultures view similar events. "Defining Directionality: Early Learning Experiences that Teach Concepts in a Pragmatic and Engaging Format" (C. Grace ; M.…

Fourteen Japanese and 28 American social studies textbooks, grades 7-12, were exchanged and reviewed by project participants. The purpose of the research was to seek improvements in the treatment each country gives the other in their respective textbooks. Selective findings of the project are discussed. (RM)

Provides background information about tea in Japan and a description of the tea ceremony used in Japan. Explains that the teabowls of Sasaki Chojiro inspired the project in which students created their own teabowls. States that this project can be used with a study about Japanese history. (CMK)

Reprints portions of a sailor's diary, kept for two-and-a-half years during World War II. The 21-year-old quartermaster writes about his life on the USS Grimes; hearing of the war's official end; his ship's peaceful landing in Tokyo Bay; and his experiences in Nagasaki in September 1945. (CH)

Explains that writing national history involves much more than arranging facts and dates, which is why, over 50 years after the end of World War II, the Japanese are still arguing about what actually happened during that time, Japan's role in war crimes and aggressive actions, and how to present it all in textbooks. (SM)

These materials consist of sample lesson plans for teaching about the Japanese attack on Pearl Harbor on December 7, 1941, in both U.S. and world history classes. The lesson plans challenge students to examine how current attitudes toward the Japanese may be rooted in World War II and Pearl Harbor. Selected bibliographies on Pearl Harbor, World…

This lesson describes and discusses the submerged remains of the battleship USS Arizona which rests on the silt of Pearl Harbor (Hawaii), just as it had settled on December 7, 1941, the day Japan attacked the U.S. fleet and began the Pacific battles of World War II. The lesson is based on the National Register of Historic Places registration file,…

Presents a classroom lesson on the only land battle between U.S. and Japanese forces during World War II. Utilizes information from the National Register of Historic Places. Includes photographs, maps, and student readings. (CFR)

Although inter-religious conflicts have not yet surfaced as major social problems in Japan, religious education for peace and tolerance is needed in the country as much as in other countries. This article aims to disclose that, in light of political contexts, supposedly neutral "teaching about religion" can be as problematic as history…

This curriculum guide presents the components of a U.S. history course examining the causes and immediate effects of the opening of Japan to American trade and diplomacy by Commodore Matthew C. Perry's 1853-1854 Japanese expedition. The first part of the guide introduces the goals of the course. Next, the student objectives of the course are…

The role of the U.S. Constitution as a model for an influence on the establishment of governments in other nations offers an effective vehicle for expanding education about this nation's civic values, rights, and responsibilities. By studying how the ideas and principles of the U.S. Constitution and the Bill of Rights have been adopted, adapted,…

A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this…