Youth Culture in Asia...Each article in the Youth Culture in asia series focuses on an Asian nation...

A Newspapers In Education program for grades 6 – 8

S o c i a l S t u d i e S

01074224

Youth Culture in Asia

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YouthCultureinasiaisacollaborativeprojectbetweentheNewspapersInEducationprogramofTheSeattleTimesandtheUniversityofWashingtonHenryM.JacksonSchoolofInternationalStudiesoutreachcenters.Theprojectconsistsofafive-articleseries,ateachingguide,andaworkshopformiddle-schooleducators.EacharticleintheYouthCultureinasiaseriesfocusesonanAsiannationandaddressesanissueofparticularinterestorconcernforyouthinthatcountry.Designedwithmiddle-schoolreadersinmind,theseriestakesstudentsonatouroffourAsiannations;eachstopallowsaglimpseofyouthatwork,atplayoratschool.ArticletopicsincludeanoverviewofyouthinAsia,childlaborinIndia,pastimesinIndonesia,communicationtechnologyinCentralAsia,andeducationinJapan.Theteachingguidetiestheseriestogetherwithafocusonchildren’srightsasoutlinedintheUnitedNationsDeclarationoftheRightsoftheChild.

Author of the Teaching Guide

TheauthoroftheteachingguidetoYouthCultureinasiaisPatriciaBurleson.Ms.Burlesonhasrecentlyretiredfromtheclassroomaftermorethan30yearsofteachinginWashingtonpublicschools.SheisthedirectorofJapaneseConnections,agrant-fundedprojectthatprovidesstudytourstoJapanforteachersandstudentsfromtheAnacortesandLopezIslandSchoolDistricts.Sheisalong-timeinstructorofAsianstudiesseminarsaspartoftheNationalConsortiumforTeachingaboutAsia,basedattheEastAsiaResourceCenterintheUniversityofWashington.Ms.BurlesonhaspublishedmanyarticlesonteachingaboutAsiainthejournal,“EducationaboutAsia.”Sheisthe2003recipientoftheElginHeinzOutstandingTeacherAwardfromtheU.S.–JapanFoundation.TheWorldAffairsCouncilnamedherWorldEducatorthesameyearforheroutstandingaccomplishmentsinglobaleducation.Ms.BurlesoncurrentlyresidesonLopezIsland.

Acknowledgments

YouthCultureinasiawascreatedbysixoutreachcentersintheHenryM.JacksonSchoolofInternationalStudies,UniversityofWashington:

n TheEastAsiaCenter;

n TheEastAsiaResourceCenter;

n TheEllisonCenterofRussian,EastEuropean,andCentralAsianStudies;

n TheCenterforInternationalStudies;

n TheSouthAsiaCenter;and

n TheSoutheastAsianCenter.

UWfaculty,outreachstaffandstudentswhomadecontributionstotheseriesinclude:MaryHammondBernson,SarahL.Bhatia,S.ChrisBrown,MaryCingcade,AllisonDvaladze,TamaraLeonard,MartaMikkelsen,SaharRomani,KristiRoundtree,OdinaSalihbaeva,TikkaSears,KeithSnodgrass,andSaraVanFleet.

TheeditoroftheYouthCultureinasiaarticleseriesisKeithSnodgrass.TheeditoroftheteachingguideisMaryCingcade.

About the Youth Culture in Asia Project

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ThefollowinglessonsmeettheseEssentialAcademicLearningRequirements(EALRs)forthestateofWashington.Formoreinformationaboutthestandards,visit:www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx

1. Social Studies

a. InquiryandInformationSkills:Studentswillidentifykeywords;useadvancedsearchstrategies;independentlylocateappropriateandvariedinformationsources;evaluateprimary/secondarysources(EALR1.1.3b);produceandinterpretoutlines,charts,graphs,maps,tables,timelinesanddecisionmakinggridsthatexplainproblemsand/orconstructsolutions.(EALR1.1.3e)

b. DiscussionSkills:Studentswillarticulateaparticularperspective/valueorientation;demonstratecontentknowledge;listencriticallyandbuildupontheideasofothers.(EALR2.1.2a)

c. CriticalThinkingSkills:Studentswillidentifymultipleperspectives(EALR3.1.4a);recognizestereotypes,clichés,bias,andpropagandatechniques(EALR3.1.4b);reconstructandexpressmultiplepointsofviewandintegrateanhistoric,geographic,civic,oreconomicperspective.(EALR3.1.4f)

2. Communication

a. CommunicatingClearlyandEffectively:Studentswilluselogic,argumentsorappealstopersuadeothers;varyspeechtocreateeffectandaidcommunication.(EALR2.3)

b. WorkingWithOthers:Studentswilluselanguagetoinfluenceothers(EALR3.1);workcooperativelyasamemberofagroup.(EALR3.2)

c. AnalyzeMassCommunication:Studentswillidentifyandevaluatecomplextechniquesusedinmasscommunication;analyzeandexplaintheeffectivenessofsuchmethods;andanalyzeandinterprettheinfluenceofmediasources.(EALR4.3)

�. Reading

a. Studentswillexpandcomprehensionbyanalyzing,interpretingandsynthesizinginformationandideasinliteraryandinformationaltext.(EALR2.3)

b. Studentswillthinkcriticallyandanalyzeauthor’suseoflanguage,style,purposeandperspectiveininformationalandliterarytext.(EALR2.4)

c. Studentswillreadtolearnnewinformation.(EALR3.1)

�. Writing

a. Studentswillwriteforavarietyofpurposes(tosummarize,tocreate,toentertain,toinform,etc.).(EALR2.2)

b. Studentswillwriteinavarietyofforms.(EALR2.3)

Washington State Essential Academic Learning Requirements

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LESSON ONE: The Rights of Children and Youth

Focusonasia....................................................................................................................6

LESSON TWO: Child Labor vs. The “Children’s Bill of Rights”

FocusonIndia................................................................................................................12

LESSON ThREE: Asking the Children

FocusonIndonesia.........................................................................................................16

LESSON FOUR: Global Communication

FocusonCentralasia....................................................................................................18

LESSON FIvE: Reforming Education

FocusonJapan...............................................................................................................20

STuDENTHaNDouT:JapaneseEducation....................................................................23

LESSON SIx: What Next?

Focusonasia..................................................................................................................27

Table of Contents

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FOCUS ON ASIAPairwith”ChildhoodandYouthCultureoverview”(The article will run in The Seattle Times on 2/13/07.)

Understandinghowchildrenaroundtheworldlivetheirdailylivesisawaytogeneratethebeginningsofglobalawarenessamongourstudents.However,thepressuretopreparestudentstopasslocalandnationalassessmentsandmeetstandardscandominatewhatteachersdointheirclassroomstotheextentthatitcanfeellikethereisnotenoughtimetodevelopglobalcitizenship.

TheseriesofSeattleTimesarticlessupportedbythiscurriculumguideprovidesprovocativecontentthatwillintereststudentsandleavethemwantingtoknowmoreabouttheworld.Thecurriculumguidewilldemonstratewaystocapitalizeonthatcuriosityabouttheworldthroughstrategiesforreadinginformationaltextandopportunitiesforexpositoryandnarrativewriting.Someofthearticlesarewrittenasexpositorypiecesandothersarewritteninnarrativeform,butallcontainfactsanddetailsaboutthelivesofchildreninotherplacesinourworld.Theuseofmeaningfulcontent,thought-provokingdiscussions,strategiesforsuccessfulreadingcomprehension,andskillsforcommunicatingideasthroughwritingarealltoolsforactiveglobalcitizenship.

Inthisintroductorylesson,studentswillpracticereadingcomprehensionstrategies,exploretheconceptofchildren’srights,anddevelopquestionstheyhopetohaveansweredinsubsequentlessonsofthisunit.

Objectives

1. StudentswillaccessinformationabouttheUnitedNationsdocumentDeclarationoftheRightsoftheChild(alsoreferredtoasthe“Children’sBillofRights”)andusethisasaguidetoevaluatethelivesofchildreninourworld.

2. Studentswilldemonstrateanunderstandingoftheintroductoryarticle,“ChildhoodandYouthCultureOverview.”

3. Studentswillcreatequestionsthatwillguidetheirreadingandunderstandingoftheremainingarticlesintheseriesaboutthelivesofchildrenandyouth.

Focus Questions

1. Whatrightsdochildrenhave?Howmightdiverselivingconditionsandvaluesaroundtheworldsupportorviolatetheserights?

2. Whatdoesitmeantosay“withrightscomeresponsibilities”?Whatresponsibilitiesdochildrenhave?

Materials

n CopiesoftheDeclarationoftheRightsoftheChild(“Children’sBillofRights”),developedin1959bytheUnitedNations:seeunhchr.ch/html/menu3/b/25.htm.ItispossibletoprojecttheWebpageforaclassviewing,butalsohelpfulforstudentstohavecopiesofthedocumenttousethroughouttheunit.

n WorldMap

Lesson One: The Rights of Children and Youth

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Activities

Before Reading the “Children’s Bill of Rights”

Activatepriorknowledgebyaskingstudentswhattheythinkshouldbeuniversalrightsforchildren.Makealistasaclass.Thendiscusshowthelistmightbecategorizedorclassified.Arrangetheideasinachartorotherorganizationalgraphic.

During Reading

1. Presentthe“Children’sBillofRights”asdevelopedin1959bytheUnitedNations.EitherdistributecopiesorprojecttheWebsite.Chooseareadingstrategytodiscussanduseinleadingstudentsthroughafirstreadingofthedocument.Agoodstrategyforthisdocumentmightbe“ThinkingAloud.”SeetheTeacherBackgroundpiece,“ReadingStrategies,”onpage8.

2. Afterafirstreadingdirectedbytheteacher,studentscanworkinsmallgroupstoreaditagain.Thistime,theyshouldlookforconnectionstothelisttheybrainstormedaboutuniversalrightsforchildren.StudentsshouldmakenotesaboutsimilaritiesanddifferencesbetweentheU.N.documentandtheirlist.

After Reading

1. DiscussthedifferencesandsimilaritiesstudentsfoundbetweentheirlistandtheU.N.document.Isthisdocumentrelevanttotoday’sworld?Whatmakesyousaythat?Refertospecificexamplesinthedocument.Discuss:Dochildrenallovertheworldhavethesesamerights?Whatmakesyousaythat?Aretheserightshonored?Whathaveyouseenorreadaboutthatmakesyousaythat?

2. Havestudentsread“ChildhoodandYouthCultureOverview.”Duringreading,listsomeoftheissuesthatchildreninourworlddealwith.

3. Afterreading,havestudentsworkinsmallgroupstoformulatequestionstheymightfindansweredintherestofthearticles.Theyshouldmakepredictionsabouthowtherightsofchildrenandyouthmightbeaddressedinfuturearticles.

Assessment

1. Discusswithstudentstheconnectionbetweenrightsandresponsibilities.

2. Assignment:Ourdemocraticformofgovernmentrecognizesthatwithrightscomeresponsibilities.RefertothedocumentfromtheU.N.“Children’sBillofRights.”Chooseseveralrightsaddressedinthedocumentandwriteanexpositorypieceaboutwhatresponsibilitiesyouthinkchildrenshouldtaketocomplementthoserights.

3. Thisexpositorywritingassignmentlendsitselftoteachingthebasicstructureofthe“FiveParagraphEssay”:anintroduction,oneparagraphforeachpoint,andaconclusion.

Extension Ideas

1. OnmapsofAsia,havestudentsfindandlabeltheplacesmentionedintheintroductoryarticle.Studentscanusethismaptoadddetailsfromtheotherarticlesinthisunit.

2. Usingpopulationstatisticsfromtheintroductoryarticle,havestudentsinputdataintoaspreadsheetandcreatechartsandgraphs.

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Other Resources

FormoreinformationontheOfficeoftheUnitedNationsHighCommissionerofHumanRights,whichpoststhe“Children’sBillofRights,”seetheUNHCHROfficehomepage:unhchr.ch/html/hchr.htm.SomestudentsmaynotbefamiliarwithwhattheU.N.is,whoitrepresents,andwhatitdoes.SeetheofficialU.N.Websiteforgeneralinformation:un.org/english.

The1989ConventionoftheRightsoftheChildoftheU.N.GeneralAssembly,anextensiveagreementonchildren’srights,canbefoundatthislink:unhchr.ch/html/menu2/6/crc/treaties/crc.htm.

ThelistofotherInternationalHumanRightsInstruments,includingtheUniversalDeclarationofHumanRights,canbefoundatthislink:unhchr.ch/html/intlinst.htm.Undertheheading,“RightsoftheChild,”thereareotherdocumentsrelatingtotherightsofchildrencaughtinarmedconflict,thesaleofchildren,childprostitutionandchildpornography,fosterplacementandadoptionnationallyandinternationally.

TheCommitteeontheRightsoftheChildmonitorstheimplementationofU.N.decisionsandregulationsregardingchildren’srights.Formoreinformation,see:ohchr.org/english/bodies/crc/index.htm.

Teaching Background for Lesson One

Reading Strategies

Therearemanyreadingstrategiesthatwillhelpstudentscomprehendwhattheyread.Thefollowingreadingstrategiesarepresentedbecausetheyaredirectlyrelatedtothetypeofcontentfoundinthearticlesaccompanyingthisparticularunit.

Before Reading

Preparingforreadingcanbedoneinseveralwaysandisanessentialstepforsettingthestageforsuccessfulreadingcomprehension.Italsoservestomotivatecuriosityaboutthetopicandgenerateasenseof“needingtoknow”thatcanimprovecomprehension.Herearetwosuggestedstrategiesforpreparingstudentstosuccessfullyreadnonfictionmaterial:

1. activatepriorknowledge.Askstudentstoreadthetitleofthearticleandthequestionsfordiscussionattheend.Havestudentsbrainstormalistofideasandfactstheyalreadyknowaboutthetopic,eitherindividually,insmallgroups,orontheboardtogether.ThenorganizethelistintoaWeboutline,chartorotherappropriategraphicorganizer.

2. Setthepurposeforreading.Thisstrategyismosteffectiveforstudentswhoarestrongreadersandwhomayneedlessguidancetodevelopcomprehensionskills.Havestudentsreadthearticletitleandquestionsfordiscussion.Setthepurposeforreading,suchas:Readtodeterminetheauthor’spositionorfeelingaboutthetopic;Readtodeterminetheauthor’spurposeforwritingthisarticle;Readtocomparetoyourownlife;Readtocomparetothearticlethatwaspreviouslystudied;orReadtofindanswerstoaparticularquestionorsetofquestions.

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During Reading

Successfulreadersmonitortheirunderstandingwhiletheyread.Butforsomestudentsthisskillneedstobedeveloped.Havestudentspracticesomespecificstrategiestoimprovetheircomprehension.Belowaresomesuggestionsforguidingthereadingofnonfictionmaterial.

1. readaloudwhilestudentslistenandfollowbeforetheyreadontheirown.Forparticularlychallengingmaterial,itiseffectivetoreadthearticlealoudwhilestudentsfollowalongbeforetheyreadandrespondontheirown.Theteachercanusethistimetodiscussnewvocabularywordsandbringattentiontospecificdetailsthatwillbeimportantinthefollow-upactivities.Afterthefirstreading,explainastrategyforstudentstousewhilereadingontheirownorinasmallgroup.

2. Directstudentstoaskquestions.Askstudentstowritequestionstheywonderaboutastheyreadthetext.Questionsmaybeansweredinalatersectionofthearticle,orstudentsmayaskthemduringdebriefing.Studentscanaskquestionsaboutevents,vocabulary,orunclearpassagesinthetext.

3. Suggeststudentscreategraphicorganizers.Studentscancompletecharts,Weborganizerswithmainideasandsupportingdetails,flowcharts,orotherappropriategraphicorganizerswhiletheyread.Thisworksparticularlywellwhenreadinginsmallgroups.Itgivesstudentsachancetotalkaboutwhattheyarereadingandanalyzehowtorepresenttheimportantcontentinanorganizationalstructure.

After Reading

Therearemanyactivitiesthatcanfollowthereadingofinformationaltext.Tomakereadingmeaningfulwhengrapplingwithrichcontent,studentsneedtodebrieftheircomprehensionofthecontentfirst,interpretmeaning,connectwhattheyhavereadtootherlearningorideas,andthentakesomekindofsignificantactioninresponsetotheircomprehension.Belowaresomestrategiestohelpstudentsmakesenseofwhattheyhaveread.

1. Engageindebriefingactivities.Reviewanddiscussactivitiesdoneduringreading.Identifykeywords.Asagroup,revisitthequestionsattheendofthearticleanddiscussresponsesorwriteoutanswerstothesequestionsindividually.

2. Interpretmeaning.Discusstheauthor’spurposeforwritingthearticle.Determinewhattheauthorwantedthereadertounderstandandwhatconclusionstheauthorreached.Evaluatethewritingstyleandeffectivenessofthecontentanddiscusstheappropriatenessofthestyletheauthorusedtocommunicatehis/herpurpose.Identifytheemotionwordstheauthorusedthatmayhaveledthereadertoaparticularconclusion.

3. Connecttootherlearning.Discuss:Doesthearticlegiveacompletepictureoftheissue,eventorideasitaddresses?Arethereotherwaystointerprettheeventsdescribed?Arethereotherreasonsthissituationexists?Isthistrueforallchildreninthisgeographiclocation?Whatareexamplesofotherstories?

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Tocompareinformationinthearticlewithotherperspectivesabouttheissuesandeventsmentioned,studentsshouldfindwaystoaccesspeoplewithfirst-handexperience.Internetresourcesarehelpful(somearereferencedintheaccompanyingmaterial).Itispossiblethatstudentsinyourschoolhavelivedintheareamentionedinthearticle.Theremaybecommunityresourcesthatcanconnectstudentswithpeoplefromtheregionwhocouldsharetheirfirst-handexperiencewiththeissues.

4. TakeactionTomakereadingandcomprehensionofinformationaltextmeaningful,studentsshouldtakesomeformofaction.Theycaninformothersintheirschoolorcommunityabouttheeventstheyreadabout;findasafepenpalexchangeprogramtosharetheirliveswithstudentsinanothercountry;researchactionsbeingtakenbyotherorganizationstoalleviateadifficultsituation;orwriteletterstosocialserviceorganizations,localandnationalgovernmentrepresentatives,orlocalnewspaperstomakeothersaware.SeeLessonSix:What'sNext?

Additional Teaching Strategies

ExcerptsfollowofteachingandlearningstrategiesfromtheOfficeoftheSuperintendentofPublicInstruction(OSPI)Website:

www.k12.wa.us/assessment/WaSL/reading/modules/TeacherSupport/glossaryofTeachingTerms.pdf.

n LearningLogisa“writingtolearn”strategythatencouragesstudentstointeractwithandthinkaboutthematerialtheyarelearning.LearningLogsoftentaketheformofspiralorloose-leafnotebooks,butmaybeincludedinaportfoliosystemalso.LearningLogsaretheplaceforstudenttorecordtheirthoughts,answerquestions,giveopinions,andwritedownresponsestoreading.

n Whiparoundreferstoanactivesharingstrategywheretheteachergiveseachstudentintheclassachancetoshareaprediction,makeacomment,orvolunteeraninsight.AWhipAroundmeansjustthat,theteachercallsononestudentafteranotherandallowsonlyabriefcommentbyeachstudent.

n ContextCluesreferstothewords,phrasesandsentencessurroundinganunfamiliarvocabularywordthathelpthestudentarriveatapossibledefinition.ContextCluesmayberightnexttotheunfamiliarword,ortheymaybeindifferentparagraphssurroundingtheword.

n Technicalvocabularyreferstothosewordsthatarespecifictoacontentarea,andarecrucialtounderstandingthatcontent.Forexample:arightangleisamathcontentword,andchlorophyllisasciencecontentword.Studentsneeddirectinstructiononthemeaningofthesewordsandtheirimportancetothecontentinordertosuccessfullyreadforcomprehensioninthatcontentarea.

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n generalvocabularyreferstowordsthatmaybedeterminedthroughtheuseofcontextcluesandarenotcriticaltounderstandingaspecificcontentarea,butarecriticaltounderstandingthemainidea,events,characters,themes,etc.,ofatext.

n Thinkaloudisexactlywhatitsays—theteacherwillmodelcontentbyliterallyspeakingoutloudthethoughtprocessesthatoccurwhilereadingorthinking.Studentscanthenbetaughtto“thinkaloud”theirownthoughtsandideastoclarify,confirmandexpandtheirthinking.

n DiscussionWebisagraphicorganizerthatasksstudentstogenerateideas,thoughts,facts,etc.,inordertobemorepreparedtoreadanddiscuss.

n gISTstatementisasummaryofthemainideawithsupportingdetailofaparagraphorsectionofatext.Generally,studentswillbrainstormaGISTaftertheyhavereadanddiscussedapassage,andGISTstatementsareusuallyshortandconcise—under25words,ifpossible.

n galleryWalkisawayforstudentstohaveanaudiencefortheirwork.Teacherswilldisplaytheworkonthewall,whilestudentsbrowsefrompiecetopiece,muchlikeinamuseum.Studentmaybeaskedtojustwalkandlook,ortheymayberequiredtomakewrittencommentsandevaluationsofthepostedwork.

n Think,Pair,Shareisacooperativelearningstrategywherestudentsfirstthinkaboutatopic,pairwithanotherstudenttodiscusstheirideas,andthensharewiththewholeclass.

n QuickWritemeansstudentsquicklywritedowneverythingtheyknowaboutatopic.Teachersmaywanttogiveacertainamountoftime,andtheymayinstructstudentstowritewithoutthoughttopunctuationandothermechanics.QuickWritemaybefollowedbyQuickDrawandQuickShare.

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FOCUS ON INdIAPairwiththearticle“Children’sWorkinIndia.”(The article will run in The Seattle Times on 2/27/07.)

ThearticleaboutRaju,theboywholivesinIndiaandhastoworktofeedhimselfandhisbrother,representsthelifeofmillionsofchildreninIndiatoday.Althoughitissuchacommonwayofliving,inordertopreventstereotypingitisimportantthatstudentsunderstandtherearemillionsofotherchildreninIndiawhoselifecircumstanceshavenotforcedthemintothiskindofexistence.

ItisalsoimportanttoknowthatIndiaisnottheonlyplaceintheworldwherechildrenhavetomakechoicesaboutworking.Thesimplesolutiontochildlaborwouldbetoenforcechildlaborlaws,asrepresentedinthe“Children’sBillofRights.”Butthatisnotaseasyasitsounds.

Inthislesson,studentsfirstanalyzecensusdatathatwillhelpplacechildlaborinthecontextofalargerpictureoflifeinIndia.Theywilllookattheissuesandchoicesthatconfrontchildrenwholiveinsituationsinwhichtheyarelefttofendforthemselves.ThenstudentswillviewphotosoflifeinIndiaandlearntoanalyzethephotosusingcriticalthinkingskills.

Objectives

1. StudentswillbroadentheirunderstandingofthelivesofyouthinIndiathroughexploringimagesanddrawingconclusionsinordertocounterstereotyping.

2. Studentswillgrapplewiththecomplexissueofchildlabor,suchastheconflictbetweentheneedtoeatandtherighttoaneducation.

Materials

n Internetaccess

Activities

Before Reading “Children’s Work in India”

Accessstudents’priorknowledgebyreviewingthoughtsaboutthepreviouslessonwithstudents.Whatdotheythinkisimportantaboutthe“Children’sBillofRights”?WhatdotheyknowaboutlifeinIndia?Discussthemeaningofstereotyping.HowmightsomeofwhattheythinktheyknowaboutIndiabeconsideredstereotyping?

During Reading

Askstudentstoformapictureintheirmindsastheyreadthearticle.WhatdoesitlooklikewhereRajulives?

WhatdoesRajuseewhenhewalkstowork?Whatkindofclothingishedressedin?Wheredoyouthinkhelives?Arethereotherchildrenaround?Whataretheydoing?Whatdotheylooklike?Whatdothebuildingsaroundhimlooklike?

After Reading

1. Insmallgroups,havestudentsdiscusswhattheysawintheirmindsastheyreadthearticle.Iftimeallows,studentscandoadrawingorsketch.Discusswhatmediaimagesstudentsarefamiliarwithwhichhelpedthemcreatetheimagestheyformedwhilereading.

Lesson Two: Child Labor vs. The “Children’s Bill of Rights”

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2. ProjectpopulationdatafromtheWebsiteoftheIndianRegistrarGeneralandCensusCommissionersothattheclasscanviewittogetheranddiscuss;seecensusindia.net.Onthemenuontherightsideofthepage,clickon“2001CensusResults—Index.”Onthenextpage,clickon“ASeries:GeneralPopulationTables.”Spendafewminutesexplainingthedata,includingwhatcensusnumbersmeanandhowsomeofthedataisdisaggregatedforthisreport.Allowtimeforstudentstomakeobservationsandaskquestionsaboutsomeofthedataonvarioussectionsofthereport.WhatcanyoutellaboutIndiansocietyfromlookingatthecensusindexalone?

Thenconnectbacktothearticle:Thearticlesaysthatthereare“12.6millionchildreninIndiaundertheageof14whoaredefinedbytheworldaschildlaborers.ManyactivistsinIndiaclaimthenumberofchildlaborersismuchhigherthantheofficialgovernmentcensus;theyestimate40to60millionchildreninIndiaworkforaliving.”Whywouldtheofficialnumberbesodifferentfromthenumbersuggestedbychildactivists?Howcanademographicbecounteddifferentlybydifferentsources?Doallstatisticsreflectapointofvieworcansomebeconsideredobjective?Why?

3. ExplainthatifthearticleaboutchildlaborinIndiaisputinthecontextofpopulationfiguresandotherdemographicdata,weareabletodevelopapictureofmultiplelifestylesinIndia.Thechildlaborissueiscrucial,butwithoutacontext,itcanleadtostereotypesaboutallIndianchildren.Discuss:Whatmightlifebelikeforthemillionsofchildrenwhodonotwork?

4. HavestudentsdosomeexploringtofindotherwayschildreninIndialive.Referbacktothepicturesstudentscreatedinsteptwo.AskstudentstofindotherwaysoflifeinIndiathroughphotos.

OneresourceisAVirtualVillage:virtualvillage.wesleyan.edu/.ThisWebsite,developedbyPeterGottschalk,anAssociateProfessoratWesleyanUniversity,andMathewSchmalz,AssistantProfessorattheCollegeoftheHolyCross,exploreslifeinavillageinIndia.Includedisasectionofphotoessaysbyresidentsofonevillage.Theresidentsweregivencamerasandaskedtodocumentadayintheirlives.Relevantsectionsofthissiteinclude:“TopicsinVillageLife,”“Interviews”(particularly“KidsPlaying”),and“MyLife.”

Insmallgroups,havestudentscreateagroupcollageofthevariouswayspeopleliveinIndia.Studentsshouldbecreativeandresourcefulinfindingimages.InadditiontoselectingimagesfromAVirtualVillage,theycansearchonlineandinprintmagazinessuchasNationalGeographic.

Oncethecollagesaredoneandbroughttoclass,chooseacoupleofphotosfromthoseselectedbythestudentstoprojectfortheclasstoanalyze(refertotheTeacherBackgroundpiece,“QuestionstoGuideObservationsofPhotos.”)Postcollagesonthewallordisplaythemontables.Then,insmallgroups,studentsshouldpracticeusingtheobservationquestionsastheymaketheirwayaroundtheroomtoobserveeachother’scollages.Debriefbyhavingeachsmallgroupshareafewobservations.

5. Discusswithstudents:WithmultiplelifestylespossibleinIndia,howdothesechildrenendupworkingtosurvive?Brainstormsomepossiblescenariosthatwouldleadtochildlabor.(Therearemanyreasons,butthesituationusuallyresultsinthesamedilemma:Ifachildandhisorherfamilydonothaveenoughmoneytofeedthemselves,thechildrenmustleaveschoolandworksothattheycaneat.)Educationisonewaytopullpeopleoutofpoverty.Yet,ifthesechildrenleavetheworkforceandgotoschool,howwilltheyeat?

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Assessment

HavestudentsreferbacktotheDeclarationoftheRightsoftheChildontheU.N.Website:unhchr.ch/html/menu3/b/25.htm.Discuss:Howdoesachild’srighttoaneducationconflictwithhisorherrighttoeat?Whatareexamplesofotherconflicts?Whathappenswhenthelawsagainstchildlaborareenforced?Doesthateliminatethechildlaborproblem?Whatmakesyousaythat?Whathappenstothebusinessesthatstopusingchildlabor?

Havestudentsworkinsmallgroupstocreateaposteraboutchildlabor.Usingwords,pictures,ordiagrams,thepostersshould:

n definetheissueofchildlabor

n giveexamplesofthekindsofworkthatchildrendo

n includereferencestotheU.N.DeclarationoftheRightsoftheChild

n suggestsolutionstotheproblemofchildlabor.

Extension Ideas

1. Studentsmightdosomeresearchusingclothingstudentsarewearing,orthattheyfindathome.Whatcountriesdotheirclothescomefrom?Howcouldstudentsfindoutifthoseplacesusechildlabor?

2. Studentscouldresearchnonprofitorganizationsthatworktopreventtheuseofchildlabor.Discusswithstudents:Whatarethesenonprofitsdoingtohelpresolvetheproblem?Doyouthinktheireffortsmighthelp?Whatcanyoudotohelp?

Resources

TheEmbassyofIndiainWashingtonDCissuedapositionstatementaboutchildlabor:

indianembassy.org/policy/Child_Labor/childlabor_2000.htm.

AndanarticlefromOctober2006,inanIndiannewspaper,explainsthedifficultiesandcontradictionsinimplementingIndia’schildlaborlaws:

timesofindia.indiatimes.com/articleshow/2172660.cms.

GlobalInvestigationofChildLabor:CaseStudiesfromIndia,UgandaandtheUnitedStates(SPICE,$64.95,includes26imagesontransparencies)isacurriculumunitthatusesthreecasestudiestoillustratethecomplexitiesofchildlabor.Theunitaddressesthecausesandcontributingfactorsofchildlaboranddescribesthetypesofinterventionsthathavebeenconsidered.Seespice.stanford.edu/catalog/global_investigation_of_child_labor_case_studies_from_india_uganda_and_the_united_states/.

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Teacher Background for Lesson Two

Questions to Guide Observation of Photos

ThequestionsbelowaresomewhatbasedonavideofromtheChicagoArtInstitute,“WhatdoYouSee?”TheyarerootedintheprocessofcriticalthinkingfromRichardPaul(seecriticalthinking.org),whichPauldefines:“Criticalthinkingistheartoftakingcontrolofone’sthinking.Assuchitmeanscontinuallybringingthinkingtotheconsciouslevel,followedbyassessingitforquality,identifyingitsflaws,thenreconstructingit.”

Asstudentsviewphotos,ask:

n Whatdoyousee?

n Whatelse?(Guideobservationssothatstudentslookbeyondthemainfocusofthephoto,towhatisbehindandtothesides.)

n Whatelse?(Repeatseveraltimes.)

n Whatmightbejusttotherightofthesceneinthephoto?Totheleft?Infrontofit?

n Whatisgoingonhere?

n Whatdoyouseethatmakesyouknowthat?

n Isthereanotherwaytolookatthisphoto?

n Whatelsemightbegoingon?(Repeatseveraltimes.)

n Howarepeopleinteractingwitheachother?

n Whatdoyouseethatletsyouknowthat?

n Howarepeopleinteractingwiththeirenvironment?


n Isthisarecentphotooranolderphoto?


n Whatmotivatedthephotographertotakethisphoto?

n Whatseemstobethephotographer’sintention?


n Whatdoesthisphototellusaboutpeople?Lifestyles?Socialclass?Povertyandwealth?


n Whatquestionsdoyouneedansweredbeforeyoucanmakemeaningofthisphoto?

n Whatmeaningscanyoudrawfromthephotowiththeinformationyousee?

Answersarenotwrong—theyarestudents’impressions—butyoumayneedtofollowupwithclarifyingquestions:

n Whatmorecouldyousay?

n Doesthismakesenseintermsofwhatelseisgoingoninthephoto?

n Doothersthinkthatisso?

n Doeseveryoneseethat?

n Doesanyoneseeanythingdifferent?

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FOCUS ON INdONESIAPairwith”KeepinginTouchinJava”(The article will run in The Seattle Times on 3/6/07.)

Whileanumberofchildrenandyouthallovertheworldfacehardshipsanddifficulties,mostofthemalsoparticipateinplayandcamaraderiewithfriendsandfamily.Nomatterwhatthesituation,howdochildrenandyouthfeelabouttheirlives?Whataretheirhopes,ambitions,andconcerns?UNICEFtookonthetaskoffindingout.UNICEFinterviewedthousandsofchildrenandyouthfrom72countriesandaskedaboutchildren’sfears,theirsenseofwellbeingandsafety,theirvaluesandtheirknowledgeoftheirownrightsaschildren.ThedataisorganizedanddisplayedontheUNICEFWebsite:unicef.org/polls/index.html.

Inthislesson,studentswillexplorewhatchildrenandyouthfromIndonesiathinkabouttheirlives,comparedtowhatchildrenandyouthfromothercountriesthinkabouttheirs.

Objectives

1. Studentswillusesurveydatatoreachsomeconclusionsabouthowchildrenandyouthindifferentpartsoftheworldviewtheirlives.

2. UsingasurveysimilartotheonefoundontheUNICEFWebsite,studentswillsurveytheirpeersandcomparetheirfindingswiththefindingsaboutyouthinIndonesiaandotherpartsoftheworld.

Focus Questions

1. Inwhatwaysareallchildrenandyouthalike?Howdotheirvalues,fearsandgoalsdifferfromthestudents’?

2. Howvaluableispolldata,andhowcanitbeinterpreted?

Materials

n Internetaccess

n Worldmapfrompreviouslessons

Activities

Before Reading “Keeping in Touch in Java”

1. Accesspriorknowledge:AskstudentswhattheyknowaboutIndonesiaandnoteitslocationonaworldmap.NotethelocationoftheislandofJava.AskstudentstomakepredictionsabouthowchildrenandyouthliveinacityonJava.Discuss:Whatmighttheydoforentertainment?DotheyworkatayoungagelikesomeyouthdoinIndia?Whatmakesyouthinkthat?Whatdotheyworryabout?Whatisimportanttothem?Listthepredictions.

2. ReviewtheU.N.“Children’sBillofRights”discussedinpreviouslessons:unhchr.ch/html/menu3/b/25.htm.

During Reading

Readinsmallgroups,ortogetherasaclass,togatherinformationthatmightvalidateorcontradictsomeofthepredictionsthegroupmade.Discuss:DoyouthinkthereareotherwaysoflifeonJava?Doyouthinkallyouthhavethesamebirthdaycelebrationtraditions?Whatmakesyouthinkthat?WhatquestionsaboutyouthinIndonesiadoesthisarticlemakeyouwonderabout?Doyouseeanywaysthe“Children’sBillofRights”mightnotbefollowedhere?Giveexamples.

Lesson Three: Asking the Children

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After Reading

1. Debriefthequestionsaddressedduringreading.

2. IntroducetheUNICEFWebsiteandthepolldatathatisfoundthere.Lookatseveralsectionstogetherandhavestudentsformcomparativeobservationstatements.Forexample,onemightobserve:InIndonesia,34percentoftheyouthpolledbelievedthatitisthegovernment’sresponsibilitytoprovideafreeeducation,butinChinaonly1percentoftheyouthpolledthoughtthegovernmentshouldprovidefreeeducation.

ThereissomuchdataonthisWebsitethatitmightbebesttoaskstudentstofocusonparticularsectionsfortheirobservations.However,studentswouldbenefitfromtimetoexploreothersectionsofparticularinteresttothem.

3. Discusswithstudents:Whatassumptionscanbedrawnfromsomeofthisdata?Howmightyoutestyourassumptionsandfindoutifyouareaccurate?Wherecouldyoufindinformationtoconfirmyourassumptions?

4. AssignsixsmallgroupstodesignasurveybasedononeofthesixtopicsintheUNICEFsurvey:

n Feelingsofwell-beingandoutlookonlifen Childrenandtheirrightsn Information,knowledgeandlifeskillsn Threatstothewell-beingofchildrenn Participation,communication

anddecision-makingn Values,aspirationsandexpectations

Thesmallgroupswillsurveytheirpeersandcollecttheirresponsestothequestions.HavegroupsenterthedataintoaspreadsheetandcreategraphsandchartssimilartothosefoundontheWebsite.Doacomparisonoftheresultsanddiscussthesimilaritiesanddifferences.

Alternatively,asksmallgroupscollectivelytochoosejustonesectionoftheUNICEFsurveytofocusonforpeercollections,orhavethemselectseveralquestionsfromseveraldifferentsectionstosurvey.Ashortersurveywillbeeasiertomanageandtakelesstime.

Assessment

HavestudentschooseoneareafromthepolldatatheycollectedandcomparetothedataontheUNICEFWebpage,notingthreeareasofeithersimilarordrasticallydifferentresults.Studentswillthenwriteanexpositoryessayexplainingwhytheythinkthedataisverydifferentorsimilar.Theywillthensupporttheirpositionwithevidence(factsandreferencestowhattheyhavereadorseen)relevanttothequestions.

Extension Ideas

1. Pollsanddatacanbeeasilyskewedtomakeapointorleadtheviewertoapre-determinedconclusion.Forthisreason,itisalwaysimportanttostudytheprocessandreasonsbehindapoll.AskstudentstoresearchtheUNICEFpollWebsitetofindouthowUNICEForganizedthepoll,whoitcollecteddatafrom,whyitchosetodothispoll,andwhatitsobjectiveswere.Havestudentsconsiderthesequestions:DoyouthinkUNICEFmetitsobjectives?Whatmakesyouthinkthat?Doyouthinktheirdataisreliableorbiased?Whatdoyouknowthatmakesyousaythat?

2. ThesectionontheUNICEFWebsitetitled“GlobalFindings”outlinestheconclusionstheUNICEFpollstersreachedasaresultoftheirfindings:seeunicef.org/polls/intro/global.htm.

Askstudentstostudytheconclusions.Discussorwriteabout:Doyouagreewiththeconclusions?Whatmakesyousaythat?Aretheresomethatyoudon’tagreewith?Whichones,andwhydon’tyouagree?Howwouldyouchangetheconclusionsyoudisagreewith?Whatevidencesupportsyourchanges?

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FOCUS ON CENTRAL ASIA Pairwith“NewandoldConnectionsinCentralasia”(The article will run in The Seattle Times on 3/13/07.)

Technology—includingtheInternet,cellphones,textmessaging—hasbecometheprimaryformofcommunicationamongtoday’syouth;itsinfluenceontheirlivesandtheglobalizationoftheirworldwillonlycontinuetoexpand.Thegrowthintechnologyandpotentialforfuturegenerationstoavoidthecross-culturalmisunderstandingscommontodaywillleadtounprecedentedlevelsofcommunicationaroundtheworld.

Onceouryouthworkthroughbarrierstoglobalcommunication,suchaslanguage,accesstotechnology,andlackofculturalunderstanding,theInternetandfuturemodesofcommunicationcouldbecomepowerfultoolsforglobalchange.Childrenwhogrowupwithconnectionstoothersaroundtheworldhavethepotentialtounderstandandrespectmultipleperspectives,todevelopcommongoals,andtocreatesolutionsforglobalissuessuchashumanrights,globalwarmingand,ofcourse,therightsofchildren.

Inthislesson,studentswillexplorehowinternationalcommunicationispossiblethroughtheuseoftechnology.

Objectives

1. Studentswillexaminethebarrierstousingtechnologyforinternationalcommunication,andthenusewhattheylearntosuggestwaystoovercomethosebarriers.

2. Studentswillapplytheconceptsdiscussedtoafictionalnarrativestoryabouthowanonlinegroupdiscussioncouldbeusedtocreateinternationalsolutionstoglobalissues.

Focus Questions

1. Whatroledoescommunicationtechnologyplayinthelivesofchildrenandyouthtoday,andwhatrolemightitplayinthefuture?

2. Whatarethebarrierstocommunicationinternationally,andhowmighttheybeovercome?

3. HowmighttheU.N.documentsabouttherightsofchildren(previouslydiscussed)supporttherightofaccesstotechnologyandinternationalcommunication?

Materials

n Internetaccess

Activities

Before reading the article

1. Activatepriorknowledge.HavetheclassbrainstormalistofthedifferentwaystheyuseInternet,textmessagingandcellphonesintheirlives.Thendiscussthebarrierstousingcommunicationtechnologythattheyexperience(suchasfiltersonschooldistrictWebaccessandrestrictionsone-mailuseinschool).Listthebarriersontheboard.

2. ReferbacktotheU.N.documentsabouttherightsofchildrenandyouth.Discuss:Canaccesstotechnologyforthepurposeofinternationalcommunicationbeconsideredaright?Whatmakesyousayyesorno?Whatresponsibilitiescomewiththisso-calledright?

3. Setthepurposeforreading.HavestudentsreadthearticleaboutCentralAsiatothinkaboutthebarriersthatmustbeovercomesothatinternationalcommunicationispossible.

Lesson Four: Global Communication

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During Reading

4. Insmallgroups,havestudentsreadthearticletogether,allowingvolunteerstotaketurnsreading.Astheyreadandlisten,havestudentsthinkabouttheroletechnologyisplayinginthevariouscountriesmentioned.

5. Aftergroupreading,studentsshouldgobackthroughthearticleandunderlinesectionsthataddresswhatcouldbebarrierstotheuseoftechnologyforthepurposeforinternationalcommunicationinCentralAsia.

After Reading

1. Whenallgroupsarefinished,havethemtaketurnsaddingbarriersfromthearticletothelisttheydevelopedbeforereading.

2. DiscussthebarriersmentionedinthearticlethatmightbeconsideredcontrarytotherightsofthechildasoutlinedintheU.N.documents.

3. Discusshowsomeofthesebarriersmightbeovercome.

4. Intheclassroom,thecomputerlab,orashomework,havestudentsexploretheSchoolDay24Webpagetoseeexamplesofonlinecross-culturaldiscussionsamongstudentsinAsiaandotherpartsoftheworld:seenews.bbc.co.uk/2/hi/in_depth/world/2006/generation_next/school_day_24/default.stm.

5. TietheWebexplorationbacktothestudyofCentralAsia.Introduceinformationfromanarticleonthe“independencegeneration”ofCentralAsiannations;see“CentralAsia’sIndependenceGeneration”atnews.bbc.co.uk/2/hi/asia-pacific/6207924.stm.DiscusswithstudentsissuesfacingtheIndependenceGeneration:IfthesestudentsparticipatedinaprojectlikeSchoolDay24,whatissuesmighttheywanttotalkabout?WhatissuesofimportancetoyourgenerationwouldyouliketodiscusswithstudentsfromtheIndependenceGeneration?

Assessment

Usingtheideasgeneratedfromreadingthearticleandfromclassdiscussions,studentswillwriteafictionalnarrative:ImaginethatyouhavestartedaWebsitewhereyouthfromaroundtheworldareinvitedtojoinyoureffortstosolveaninternationalproblemsuchaschildlabor,globalwarming,oranyotherissueyouchoose.Writeastoryabouthowandwhyyouchosetheissue,andhowyoustartedtheWebsite.Introduceotheryouthwhohavejoined,andexplainsomeofthesolutionsthatweresuggested,thebarriersyouhadtoovercometomakethiscommunicationsuccessful,andthevarioussolutionsthatwererecommended.Endbyexplainingasolutionthatyourinternationalgroupofyouthdecidedtoimplement.

Extension Ideas

Studentsmightenjoyconnectingviae-mailwithclassroomsorstudentsinCentralAsia.

TheWebsiteoftheEllisonCenterforRussian,EastEuropeanandCentralAsianStudiesintheUniversityofWashingtongivesinformationandresourcesforhelpingstudentsandclassroomsconnectviae-mailtoclassroomsaroundtheworld:seejsis.washington.edu/ellison/outreach_keypals.shtml.

Resources

TheU.S.DepartmentofEducationofferssuggestionsforteacherswhoareinterestedinhelpingtheirstudentsmakeglobalconnections.TheWebsitediscusseswhysuchconnectionsareimportantandprovideslinkstomanyorganizationsthatfacilitatetheprocess:seeed.gov/teachers/how/tech/international/guide.html.

AnexcellentsourceforsettingupinternationalcommunicationintheclassroomisCreativeConnections,anonprofitorganizationthatoffersavarietyofforumsforexchange:seecreativeconnections.org.

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FOCUS ON JAPANPairwith“SchoolandExamsinJapan”(The article will run in The Seattle Times on 3/20/07.)

description

ThearticleaboutJapanfocusesonwhateducationislikeforJapanesestudents.TheissueofeducationisconsideredoneofthefundamentalrightsofchildrenandyouthintheU.N.documentsaddressedinpreviouslessons,andaswehaveseeninotherarticles,it’sarightthatisnotalwayseasytoacquireorprotect.Unlikesomeofthechildrenandyouthinthepreviousarticles,Japaneseyoungpeopleliveinanindustrializednationwithalowunemploymentrate,andalmostallJapanesechildrenhaveaccesstoanexcellenteducationsystem.

Inrecentyears,therehasbeenmuchdiscussionamongpoliticalandeducationleadersabouttheneedforeducationalreforminJapan.Someeducatorsbelievethatstudentsneedmoreopportunityforcreativeproblem-solving,whileothersingovernmentarediscussingtheneedforstudentstotakemoreprideintheircountry.WhatdoesreformmeaninJapan?HowdoeducationreformsinJapancomparetothoseintheUnitedStates,andinWashingtonstate?

Inthislesson,studentsareaskedtochallengethestereotypedvisionoftheJapanesestudentwhospendsmostofhisorhertimestudyinginschool,attendingcramschoolintheevenings,andporingoverbookslateintothenight.Thereareexceptionstothatmodel.TheresourcesprovidedinthislessonareonlysomeofthemanyresourcesthatcanbeusedtogiveamorecompletepictureofeducationinJapan.

Objectives

1. StudentswillconductresearchanddiscusstheirfindingsabouteducationandeducationreforminJapan.

2. StudentswillthencomparetheJapanesegoalsforeducationreformtothoseoftheUnitedStates.

Focus Questions

1. AretherealternativestothestereotypeoftheJapanesestudentwhohastopreparefor“examinationhell”?

2. WhatkindsofeducationreformsareJapaneseleadersconsidering?HowdoeducationreformsinJapanandtheU.S.compare?

3. Whatdostudentsthinkshouldbe“reformed”aboutourcurrenteducationsystem?

Materials

n AselectionofarticlesyouchooseabouteducationinJapan,printedfromweb-japan.org.Clickon“society”andfollowthe“education”linktoretrievearticles.

n Articlesabouteducationreform:see“JapanFactSheet:EducationFoundationforGrowthandProsperity”atweb-japan.org/factsheet/education/index.htmland“JapaneseEducation,”reproducedattheendofthislesson.ThelatterisanexcellentarticleaboutthehistoryofJapaneseeducationandcontemporaryeducationalissues.

n StatisticsaboutJapaneseeducation:seeweb-japan.org/stat/category_16.html.

Lesson Five: Reforming Education

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Activities

Before reading

1. ActivatepriorknowledgebyaskingstudentswhattheyhaveheardorreadaboutschoolsandstudentsinJapan.Listtheirresponses.

2. Discusstheuseofemotionwordstocommunicateanattitudeorbeliefinapieceofwriting.Givestudentsasimplesentence,havethemaddafewemotionwords,andnotehowthemeaningchanges.Example:Thestudentsareinschoolforsevenhourseveryday.Themalnourishedstudentsarecontainedinthestrict,stuffyschoolforsevenlonghourseverysingleday.Practicewithothers.

During Reading

Askstudentstoreadthroughthearticleforthefirsttimeindividuallyordosoasaclass,justforageneralreading.Discussfirstresponses.Forthesecondreading,studentsshouldreadontheirownorinsmallgroupsandnotewheretheauthorusedemotionwords.

After Reading

1. Debriefbyaskingstudentswheretheyfoundemotionwords.Re-readpassageswithouttheemotionwords.Discuss:Howdoestheimpactofthecontentchangewithoutthesewords?Whatdoyouthinktheauthor’spurposewasinusingemotionwords?

2. ManychildrenandyouthinJapanfeelalotofstressandpressureaboutschoolandtheexaminations.Istheremoretotheirlivesthanstudying?WhatelsemightJapanesestudentsdowhentheyarenotstudying?Whataretheirinterests?

Intheclassroom,computerlaborashomework,havestudentsexplorethelivesofJapanesestudentsontheKid’sWebJapansite:web-japan.org/kidsweb/index.html.

Clickon“kids’life”tofindoutwhatgoesoninschoolsbesidesstudyingforexams.

Discuss:DoesthisinformationpaintadifferentpictureofeducationinJapan?Giveexamples.Whatorganizationpromotesthissite?Whatpoint(s)ofviewmightitsupport?

PrintseveralofthearticlesfromtheWebpageslistedintheMaterialssection.Readseveralarticlesorsectionsaloud,orassignarticlestosmallgroupsofstudentstostudyandsharewiththeclass.DiscusswhatimpressionstheygetofJapaneseeducationfromthisinformation.Howisthisinformationdifferentfromthearticle?Howisitsimilar?

3. Asthearticlepointsout,educationreforminJapanandtheUnitedStatesiscurrentlyadifficultandfrequentlydebatedissue.AskstudentswhattheyknowaboutschoolreformintheU.S.Havetheminterviewteachersandparentsandgatherinformationabouthowtheyviewtheissueofschoolreform.StudentsshouldreadarticlesabouttheNoChildLeftBehindpolicyated.gov/nclb/landing.jhtml?src=pb;clickon“overview”ontheleftsidebar,thenclickon“introduction”andchoosesomeofthearticlestoread.

HavestudentsvisittheofficialWashingtonstateeducationWebpageatwww.k12.wa.us,andclickon“curriculumandinstruction”tofigureouthowthefederalandstategovernmentsaretryingtoreformeducation.Havestudentspulloutafewkeyissues.

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4. WhenreadingabouteducationreformsintheJapanesemedia,itsometimesseemsthatJapanislookingtotheU.S.foraneducationsystemthatoffersmorecreativityandlessfocusonexams.AndwhenreadingaboutU.S.educationreforms,itseemsthatpolicymakersarelookingtotheJapanesesystemformoretestingandaccountability.Whataboutstudents?Whatkindsofreformsdostudentsseeasnecessary?WillmoretestingguaranteeabettereducationforthemhereintheU.S.?DotheythinkJapanesestudentswillgetabettereducationiftheyhavemoreopportunitiesforcreativeproblem-solving?

Havestudentsdiscusswhattheywoulddoiftheywereinchargeofeducationreform.ReferthembacktotheU.N.“Children’sBillofRights”(unhchr.ch/html/menu3/b/25.htm)toreviewthestatementsabouteducation,andchallengestudentstoworkinsmallgroupstodevelopaneducationreformrecommendation.

Assessment

Havestudentscreateanorganizationalgraphic,chartordiagramthatcompareswhattheyhavereadabouteducationreformintheUnitedStates,educationreforminJapan,andtheirgroup’ssuggestionsforeducationreform.Thisactivitycouldbefollowedwithacompare/contrastwritingassignment.

Extension Ideas

1. EducationinJapan,KoreaandChinaisheavilyinfluencedbytheConfuciantradition.Confuciusplacedagreatdealofemphasisonlearning,andyethisowntechniquesforteachingdidnotinvolveexams.HundredsofyearsafterConfuciusdied,thecivilserviceexaminationsystemwasimplementedinChina.TheexamsrequiredmemorizationoftheChineseclassicsandConfucianAnalects(theteachingsofConfucius).Successontheseexamsmadeanyman(butnowomen)eligibleforentryintocivilservice,whereheworkedhiswayupthehierarchicalgovernmentbureaucracyasarespectedscholar-official.

HavestudentsresearchthecurrenteducationsystemsinChinaandKorea,andnotethesimilaritiestoJapan’ssystemasoutlinedinthearticle.

2. Asaclass,readthefollowingpassagesfromtheAnalectsanddiscusshowtheseConfucianvaluesmightinfluenceeducationasitiscurrentlyseeninChina,JapanandKorea.

Confuciussaid:“Bynature,menareprettymuchalike;itislearningandpracticethatsetthemapart.”[XVII:2]

Confuciussaid:“Ineducation,therearenoclassdistinctions.”[XV:38]

Confuciussaid:“Thosewhoarebornwisearethehighesttypeofpeople;thosewhobecomewisethroughlearningcomenext;thosewholearnbyovercomingdullnesscomeafterthat.Thosewhoaredullbutstillwon’tlearnarethelowesttypeofpeople.”[XVI;9]

SelectionsoftheAnalectstakenfromDeBary,Wm.Theodore,ed.SourcesofChineseTradition.Vol1.NewYork:ColumbiaUniversityPress,1960.

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byLucienEllington

Source:Ellington,Lucien.“JapaneseEducation.”JapanDigest(Sept2005),www.indiana.edu/~japan/digest5.html.

ItisimportantforteachersandstudentstodevelopabroadunderstandingofJapaneseeducation.AmericanswhoareknowledgeableofteachingandlearninginJapangaininsightsaboutadifferentcultureandarebetterabletoclearlythinkabouttheirowneducationalsystem.ThisDigestisanintroductoryoverviewof1)Japaneseeducationalachievements,2)JapaneseK–12education,3)Japanesehighereducation,4)contemporaryeducationalissues,and5)significantU.S.-Japancomparativeeducationtopics.

JapaneseEducationalachievements.Japan’sgreatesteducationalachievementisthehigh-qualitybasiceducationmostyoungpeoplereceivebythetimetheycompletehighschool.Althoughscoreshaveslightlydeclinedinrecentyears,Japanesestudentsconsistentlyrankamongworldleadersininternationalmathematicstests.Recentstatisticsindicatethatwellover95percentofJapaneseareliterate,whichisparticularlyimpressivesincetheJapaneselanguageisoneoftheworld’smostdifficultlanguagestoreadandwrite.Currentlyover95percentofJapanesehighschoolstudentsgraduatecomparedto89percentofAmericanstudents.SomeJapaneseeducationspecialistsestimatethattheaverageJapanesehighschoolgraduatehasattainedaboutthesamelevelofeducationastheaverageAmericanaftertwoyearsofcollege.ComparablepercentagesofJapaneseandAmericanhighschoolgraduatesnowgoontosometypeofpost-secondaryinstitution.

JapaneseK–12Education.EventhoughtheJapaneseadoptedtheAmerican6-3-3modelduringtheU.S.OccupationafterWorldWarII,elementaryandsecondaryeducationismorecentralizedthanintheUnitedStates.Controlovercurriculumrestslargely

withthenationalMinistryofEducation,Culture,Sports,ScienceandTechnology(Monbukagakusho)andeducationiscompulsorythroughtheninthgrade.Municipalitiesandprivatesourcesfundkindergartens,butnational,prefecturalandlocalgovernmentspayalmostequalsharesofeducationalcostsforstudentsingradesonethroughnine.Almost90percentofstudentsattendpublicschoolsthroughtheninthgrade,butover29percentofstudentsgotoprivatehighschools.Thepercentageofnationalfundingforhighschoolsisquitelow,withprefecturesandmunicipalitiesassumingmostofthecostsforpublichighschools.Highsalaries,relativelyhighprestige,andlowbirthratesmaketeachingjobsquitedifficulttoobtaininJapanwhileintheUnitedStatesthereareteachershortagesincertainfields.AlthoughmoreJapaneseschoolsareacquiringspecialistssuchasspecialeducationteachersandcounselors,AmericanschoolshavemanymorespecialsubjectsandsupportpersonnelthanisthecaseinJapan.Japaneseschoolshaveonlytwoorthreeadministrators,oneofwhomhassometeachingresponsibilities.

JapanesestudentsspendatleastsixweekslongerinschooleachyearthantheirAmericancounterparts,althoughJapan’sschoolyearwasrecentlyshortenedwhenallrequiredhalf-daySaturdaypublicschoolattendanceendedin2002.

WhiletheJapaneseK–12curriculumisactuallyquitesimilarinmanyrespectstothecurriculumofU.S.schools,thereareimportantdifferences.BecauseJapaneseteachersatalllevelsarebetterpreparedinmathematicsthantheirAmericancounterparts,instructioninthatsubjectismoresophisticatedinJapan.JapaneselanguageinstructionreceivesmoreattentioninJapaneseschoolsthanEnglishinstructionintheUnitedStatesbecauseofthedifficultyoflearningwrittenJapanese.VirtuallyeveryJapanesestudenttakesEnglishlanguagecoursesfromtheseventhgradethroughthefinalyearofhighschool.

SincemanyJapanDigestreadersaresocialstudiesteachers,afewwordsaboutthosesubjectsare

Japanese Education

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includedhere.First-andsecond-gradestudentsstudysocialstudiesinanintegratedscience/socialstudiescourse.Ingrades3-12,thereareseparatecivics,geography,Japaneseandworldhistory,sociologyandpolitics-economicscourses.University-boundstudentsmayelecttotakemoreorlesssocialstudieselectivesdependingupontheircareerinterests.

AllJapanesetextsarewrittenandproducedintheprivatesector;however,thetextsmustbeapprovedbytheMinistryofEducation.Textbookcontent,lengthandclassroomutilizationinJapanisquitedifferentthanintheUnitedStates.ThecontentofJapanesetextbooksisbaseduponthenationalcurriculum,whilemostAmericantextstendtocoverawiderarrayoftopics.JapanesetextbookstypicallycontainabouthalfthepagesoftheirAmericancounterparts.Consequently,unlikemanyAmericanteachers,almostallJapaneseteachersfinishtheirtextbooksinanacademicyear.

TheJapanesebelieveschoolsshouldteachnotonlyacademicskillsbutgoodcharactertraitsaswell.Whileasmallamountofhourseveryyearisdevotedtomoraleducationinthenationalcurriculum,thereissubstantialanecdotalevidencethatteachersdonottaketheinstructionaltimetooseriouslyandoftenuseitforotherpurposes.Still,Japaneseteachersendeavortoinculcategoodcharactertraitsinstudentsthroughthehiddencurriculum.Forexample,allJapanesestudentsandteacherscleanschoolbuildingseveryweek.Japanesestudentsareconstantlyexhortedbyteacherstopracticewidelyadmiredsocietaltraitssuchasputtingforthintenseeffortonanytaskandrespondingtogreetingsfromteachersinalivelymanner.

ManyAmericanpublichighschoolsarecomprehensive.WhilethereareafewcomprehensivehighschoolsinJapan,theyarenotpopular.Between75and80percentofallJapanesestudentsenrollinuniversitypreparationtracks.Mostuniversity-boundstudentsattendseparateacademichighschoolswhilestudentswhodefinitelydonotplanonhighereducationattendseparatecommercialorindustrialhighschools.IntheUnitedStates,studentsentersecondaryschoolsbasedoneitherschooldistrictassignmentorpersonalchoice.In

Japanalmostallstudentsareadmittedtohighschoolbaseduponentranceexaminationperformance.Sinceenteringahigh-rankedhighschoolincreasesastudent’schanceofuniversityadmissionorofobtainingagoodjobafterhighschoolgraduation,overhalfofJapanesejuniorhighstudentsattendprivatecramschools,orjuku,tosupplementtheirexaminationpreparations.Untilrecentlyexaminationperformancewasthemajorcriterionforuniversityentranceaswell.Howevermanyprivatecollegesanduniversitieshavereplacedentranceexaminationswithothermethodsfordeterminingadmission,includinginterviews.Althoughmid-andhigh-leveluniversitiesstillrelyprimarilyonentranceexaminationscores,increasingnumbersofcollege-boundstudentsdonotspendenormousamountsofhoursstudyingforuniversityexaminationsaswasthecaseuntiljustafewyearsago.

JapaneseHigherEducation.Japan,withalmostthreemillionmenandwomenenrolledinover700universitiesandfour-yearcolleges,hasthesecondlargesthighereducationalsysteminthedevelopedworld.InJapan,publicuniversitiesusuallyenjoymoreprestigethantheirprivatecounterparts,andonlyabout27percentofalluniversity-boundstudentsmanagetogainadmissiontopublicuniversities.Evenso,Japaneseuniversitiesareconsideredtobetheweakestcomponentinthenation’seducationalsystem.ManyJapanesestudentshavetraditionallyconsideredtheiruniversitytimetobemoresocialthanacademicand,usually,professorsdemandrelativelylittleoftheircharges.Untilrecently,graduateeducationinJapanwasunderdevelopedcomparedtoEuropeandtheUnitedStates.However,inresponsetoincreaseddemandsforgraduateeducationbecauseofglobalization,Japanesegraduateenrollmentshaveincreasedbyapproximatelyonethirdsincethemid-1990s.

ContemporaryEducationalIssues.Inthepastdecade,avarietyoffactorshavecontributedbothtochangesinJapaneseschoolsandtoincreasingcontroversyabouteducation.Japaneseannualbirthrateshavebeendecreasingforalmosttwodecades,andJapan’scurrentpopulationofalmost128millionisexpectedtodecline.AlmosthalfofallJapanesewomenwithchildreninschoolnow

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workoutsidethehomeatsomepointduringtheirchildren’sschooling.AlthoughlowcomparedtotheU.S.,Japan’sdivorcerateshavebeenrisingrecently.WhileJapaneseteachersnowenjoyconsiderablysmallerclassesthanatanytimeinthepast,theyfaceincreasingdisciplineproblemsresultinginpartfromchildrenwhodonotgetadequateparentalattention.AlsoJapan’seconomyhasexperienceda15-yearmalaise,andmanypeoplebelievethataninflexibleeducationalsystemisinpartresponsibleforthecountry’seconomicproblems.

In2002,theMinistryofEducationbegantoimplementeducationalreformsthatofficialslabeledthemostsignificantsincetheendofWorldWarII.Inanattempttostimulatestudentstobeindependentandself-directedlearners,onethirdofthecontentofthenationalcurriculumwaseliminated.Japanesestudentsingrades3–9arenowrequiredtotakeIntegratedStudiesclassesinwhichtheyandtheirteachersjointlyplanprojects,fieldtripsandother“hands-on”activities.StudentsinIntegratedStudieslearnabouttheirlocalenvironment,historyandeconomy.Theyalsoengageinregularinteractionswithforeigners,andinlearningconversationalEnglish.TherearenoIntegratedStudiestextbooks,andteachersarenotallowedtogivetestsonwhatstudentshavelearned.AlthoughmanyelementaryschoolteachersandstudentsseemtoenjoyIntegratedStudies,thereformisquitecontroversialamongboththepublicandjuniorhighschooleducators.TheyperceiveIntegratedStudiesas“dumbingdown”thenationalcurriculum,andtheyareconcernedthatthereformwillresultinless-educatedstudentsandlowerhighschoolentranceexaminationperformance.Inresponsetothiscontroversy,theMinistryofEducationhasrecentlyannouncedplanstoreevaluateIntegratedStudies.

Japanesehighereducationisalsocurrentlygoingthroughsignificantchanges.Duringtheearlypartofthe21stcentury,theJapanesegovernmentinitiatedpoliciesintendedtoexpandeducationalopportunitiesinprofessionssuchasbusinessandlaw.In2004,theJapanesegovernmentdeclaredthenationaluniversitiestobe“independentadministrativeentities,”withthegoalofcreatingmoreautonomousuniversitiesofferingless

duplicationofprogramswhilehavingmorefinancialdiscretion.Itisexpectedthatsomenationaluniversitieswillattaininternationalreputationsasresearchcenters.Itisquitelikelythattherecentreformswillalsoresultindownsizingofsomepublicuniversitiesandexpansionofotherpublicinstitutionsofhigherlearning.Becauseofprojectedsmallerenrollmentsinafewyearsduetocontinuingbirthratedeclines,manyofJapan’sprivateuniversitiesarepotential“endangeredspecies.”

ThewaycertainJapanesetextbooksdepictWorldWarIIhastwicebeenthesubjectofinternationalcontroversyinthenewcentury.In2001,theMinistryofEducationapprovedanewjuniorhighschooltextbook,writtenandeditedbyagroupofnationalistacademics,thatomittedtopicssuchastheJapanesearmy’smistreatmentofwomeninbattlezonesandareasunderJapaneseruleandtheNanjingMassacre(Masalski2001).InSpring2005,theMinistryapprovedaneweditionofthesametextbook.Inbothinstances,despitethefactthatlessthan1percentofallJapanesestudentsusethebookinschools,therewerewidespreadChineseandKoreanprotests.In2005,thesituationnegativelyaffectedoverallChinese-Japaneserelations,asboycottsofJapanesegoodsoccurredandsomeJapanese-ownedpropertywasdestroyedinChina.

SignificantComparativeEducationTopics.DespitetheproblemsaddressedinthisDigest,AmericanpolicymakersandeducatorswillfindJapan’seducationalsystem,andinparticularitsK–12schools,worthyofseriousstudy.ScholarsofJapaneseeducationareparticularlyinterestedinthefollowingquestions:WhyareJapaneseelementaryteacherssomuchmoresuccessfulthantheirAmericancounterpartsinteachingmath?HowhaveJapaneseeducatorsmanagedtosustainsuccessfulpeercollaborationfordecades?HowismoraleducationhandledinJapan,andcanAmericantextbooksbeimprovedthroughacloserexaminationofslimmerandmorefocusedJapanesetexts?Inaneraofincreasingglobalization,itisimperativethatAmericaneducatorsstudyothernations’schools.Japanoffersrichfoodforthoughtforallthosewhowishtoimprovetheteachingprofession.

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REFERENCES

Masalski,Kathleen.(2001).“ExaminingtheJapaneseHistoryTextbookControversies.”AJapanDigestproducedbytheNationalClearinghouseforU.S.-JapanStudies.Fulltextatwww.indiana.edu/~japan/Digests/textbook.html.

Bibliography

Benjamin,Gail.“JapaneseLessons:AYearinaJapaneseSchoolthroughtheEyesofanAmericanAnthropologistandHerChildren.”NewYork:NewYorkUniversityPress,1998.

DeCoker,Gary,editor.“NationalStandardsandSchoolReforminJapanandtheUnitedStates.”NewYork:TeachersCollegePress,2002.

Ellington,Lucien.“BeyondtheRhetoric:EssentialQuestionsaboutJapaneseEducation.”Footnotes,December2003.ForeignPolicyResearchInstitute’sWebsite:fpri.org

Eades,J.S.etal,editors.“The‘BigBang’inJapaneseHigherEducation:The2004ReformsandtheDynamicsofChange.”Melbourne:TransPacificPress,2005.

Fukuzawa,RebeccaErwinandGeraldK.Letendre.“IntenseYears:HowJapaneseAdolescentsBalanceSchool,Family,andFriends.”NewYork:RoutledgeFalmer,2000.

Goodman,RogerandDavidPhillips,editors.“CantheJapaneseChangeTheirEducationSystem?”Oxford:SymposiumBooks,2003.

Guo,Yugui.“Asia’sEducationalEdge:CurrentAchievementsinJapan,Korea,Taiwan,ChinaandIndia.”NewYork:LexingtonBooks,2005.

Letendre,GeraldK.“LearningtoBeAdolescent:GrowingUpinU.S.andJapaneseMiddleSchools.”NewHaven:YaleUniversityPress,2000.

Wray,Harry.“JapaneseandAmericanEducation:AttitudesandPractices.”Westport,Conn.:BerginandGarvey,1999.

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FOCUS ON ASIA

Concluding Activity

Learningaboutglobalissuescanleavechildrenandyouthfeelingasifthereislittlehope,thattheworldisfullofproblemsandthereislittletheycandoaboutit.Itisimportanttofollowthestudyofglobalissueswithaction.Takingactionempowersyoungpeopleandgivesthemhopeforthefuture.

Servicelearningprojectsareanexcellentwaytoteachyoungpeoplethattheycanmakeadifference.Themostimportantelementofaneffectiveservicelearningprojectisforstudentstoleadandparticipateintheproject.Theteacheractsasadvisor,notasaleader.Theteacherchoosesateamofstudentleaderswhowillfacilitatetheproject.Theyrunclassmeetingstochooseaproject,assigncommitteestoaccomplishvarioustasks,supervisecommitteeworksothateveryonemakesprogress,andrecruitparentchaperonesifthegroupdecidestoworkontheirprojectoutsideofschoolhours(byholdingacarwashfundraiseronSaturdaymorning,forexample).

Students’prideindoingsomethingtomaketheworldabetterplacewillencouragethemtocontinueservingourworldinotherwaysastheybecomeadults.Usetheresourcesbelowtogetstartedonaservicelearningprojectthatwillhelpstudentsmakeadifference.

Resources

Foradefinitionofservicelearningandsampleprojects,seetheWebsiteofFacingtheFuture:facingthefuture.org/.FacingtheFuture“developsyoungpeople’scapacityandcommitmenttocreatethriving,sustainableandpeacefullocalandglobalcommunities.”FacingtheFuturedefinesservicelearningas“ateachingtoolthattiesacademiccurriculumtoaserviceprojectthat

bothreinforcesandexpandsstudents’learning.Itisaimedatcreatingexperientialeducationforyoungpeoplesothattheycanconnectthelearningtotheirownlivesandprovideabenefittothelocalorglobalcommunity.”(FacingtheFuture,“WhatisServiceLearning?,”stickyteaching.org)

TheFacingtheFuture“ServiceLearningProjectDatabase”linkoffersspecificdirectionsandhow-toinformationforteachersaboutguidingstudentsastheydevelopandcompleteaservicelearningproject.Thesiteoffersexamplesofprojects,toolstogetstarted,andlinkstoideasandresources.

Formoreprojectideas,seetheUNICEFWebsite,unicef.org/index2.php.“UNICEFwasestablishedon11December1946bytheUnitedNationstomeettheemergencyneedsofchildreninpost-warEuropeandChina.ItsfullnamewastheUnitedNationsInternationalChildren’sEmergencyFund.In1950,itsmandatewasbroadenedtoaddressthelong-termneedsofchildrenandwomenindevelopingcountrieseverywhere.UNICEFbecameapermanentpartoftheUnitedNationssystemin1953.”(UNICEF,unicef.org/about/who/index_faq.html.)TheUNICEFWebsiteispackedwithwaysitsupportsthe“ConventionontheRightsoftheChild”;thesiteexplainstheorganization’svariousprojectsandofferswayschildrenandyouthcanbecomeinvolved.It’sanexcellentresource.

Highschoolsinterestedinalong-termservicelearningprojectwithAsiawillbeinterestedinPacificVillageInstitute;seepacificvillage.org.PVIisanonprofitorganizationthatofferstravelprogramsandcollaborativeprojectswithservicelearningcomponentsforstudentsandteacherswhowanttolearnaboutAsia.

Lesson Six: What Next?

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henry M. Jackson School of International Studies Resources for Teaching about Asia

TheAsiaoutreachcentersoftheJacksonSchoolofInternationalStudiesofferprofessionaldevelopmentprogramsforeducatorsandlendinglibrariesofcurriculummaterialsandfilms.Forcurrentofferingsandalistofmaterialsavailableforloan,pleasecontacttheoutreachcentersorvisitthecenters’Websites:

EastasiaCenterHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone206/543-6938E-mail:[email protected]:jsis.washington.edu/eacenter

EastasiaresourceCenterHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone206/543-1921E-mail:[email protected]:jsis.washington.edu/earc

TheEllisonCenter:russian,EastEuropeanandCentralasianStudiesHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone206/543-4852E-mail:[email protected]:jsis.washington.edu/ellison

CenterforInternationalStudiesHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone:206/685-2707E-mail:[email protected]:jsis.washington.edu/isp

SouthasiaCenterHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone206/543-4800E-mail:[email protected]:jsis.washington.edu/soasia

SoutheastasianCenterHenryM.JacksonSchoolofInternationalStudiesUniversityofWashingtonBox353650Seattle,Washington98195-3650Phone206/543-9606E-mail:[email protected]/seac/

Additional Resources for Teaching about Asia

TheamericanForumforglobalEducationglobaled.orgTheAmericanForumforGlobalEducationproducesprintandonlinecurriculummaterialsaboutallareasofAsia.

asiaforEducatorsafe.easia.columbia.eduColumbiaUniversitycreated“AsiaforEducators,”anextensiveWebsitethatprovidestimelines,lessonplans,andonlinecoursesinAsianstudies.

Resources for Teaching about Asia

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asianEducationalmediaServicewww.aems.uiuc.eduAEMSisanationalclearinghouseforinformationabouteducationalmediamaterialsrelatedtoAsia.Theup-to-dateonlinemediadatabaseincludespriceanddistributorinformationformaterialsinprint,aswellasholdingandlendinginformationformaterialsintheU.S..

asiaSourceasiasource.orgAsiaSourceisadatabasecreatedbytheAsiaSocietyofcountryprofiles,news,interviews,bookreviews,adatabaseofAsiaexperts,andteachingmaterials.

Educationaboutasiawww.aasianst.org/eaa-toc.htmTheWebsiteofthejournalforeducators,EducationaboutAsia,providesexcellentarticlesforteachingaboutAsiainsecondaryandpost-secondaryclassrooms.

TheNationalConsortiumforTeachingaboutasianctasia.orgTheNationalConsortiumforTeachingaboutAsia(NCTA)offersseminars,studytours,andenrichmentactivitiestoK–12teachersin46states.

PacificvillageInstitutepacificvillage.orgPacificVillageInstituteisaSeattle-andNew-York-basednonprofitorganizationthatoffersteacherandstudentprogramswiththegoalofconnectingglobalcitizensthroughculturalimmersion,communityserviceandcollaborativeprojectsinthedevelopingcountriesofAsia.

Seattleasianartmuseumseattleartmuseum.org/visit/visitSaam.aspTheSeattleAsianArtMuseumfeaturesacollectionofartifactsfrommanyhistoricalperiodsandregionsofAsia.PrintcurriculummaterialsaboutavarietyofgenresandperiodsinAsianartareavailableintheTeacherResourceCenteratthemuseuminVolunteerPark.

StanfordProgramonInternationalCross-CulturalEducationspice.stanford.eduSPICEprovideshigh-qualitycurriculummaterialsoninternationalandcross-culturaltopics,manyconcerningAsia.Morethan100supplementaryprintcurriculumunitsonAfrica,AsiaandthePacific,Europe,LatinAmerica,andinternationalissuesareavailablefromthisStanford-University-basedprogram.

WorldaffairsCouncilworld-affairs.orgTheWorldAffairsCouncilisamembership-basedorganizationthatcreatesforumsfordiscussionofcriticalworldissues.Curriculummaterialsaboutglobalissuesareavailablefordownloadfreeofcharge.

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Youth Culture in Asia...Each article in the Youth Culture in asia series focuses on an Asian nation...

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