2016 KKC Fellow Lesson Plan
Japan: The Economic Impact on a Declining Population
Courses: Economics, Geography, World History, United States History
Grades: 9-12Length: 2-3 days (50 minute class period)
Objective: SWBAT understand the impact of Japan’s declining population on its economy;
examine potential solutions for dealing with a shrinking labor force in Japan; discuss the pros
and cons of each potential solution; decide which of the potential solutions is the most feasible
and should be pursued by the Japanese government and/or Japanese businesses
NJ Social Studies Standards: 6.1.12.A.16.c, 6.1.12.C.16.c, 6.2.12.C.5.a, 6.2.12.C.6.b,6.2.12.C.6.c, 6.2.12.C.6.d, 6.2.12.D.6.a
Anticipatory Set (Bell Ringer): Students watch a 3 minute video clip (link) which introducesthem to the population issue that is currently facing Japan. The teacher uses the following
questions as prompts to initiate a discussion about Japan’s population problem: According tothe video, what is happening to the Japanese population? What may be some short-term andlong-term effects of a shrinking population on the country of Japan?
Lesson Development: This lesson is based on the Choices Program lesson model from Brown
University (see website link below for more information). The goals of this lesson are to allow
students to explore multiple solutions to Japan’s population issue and to debate/discuss potentialsolutions. Each article cites a potential solution, which can be further explored in classroom
discussion.
A.) Teacher breaks students into four separate groups
B.) Each group receives a different news article and a note-taking worksheet (attached)C.) Each group reads its article and make a list of the main points. They then present thesemain points/facts to their classmates. (Students are free to be creative in theirpresentation. Suggestions include using dry erase boards, creating posters, or making aPowerPoint, Prezi, or Google Slides presentation.)D.) As one group is presenting its summary of the solution to the class, the other groups will
listen and take notes in the section of the box labeled “main points” of their worksheet.
Any questions a student or group may have should be written below the main points inthe section labeled “questions”. This will ensure that presentations will not be interrupted
and that students will be able to ask any questions that arise during the presentation.
E.) Each group will entertain questions from the class following their presentation. Thesequestions may be clarifying questions or those meant to critique the potential solution
presented in the article.

F.) When all groups have completed their presentations and asked their classmates anyquestions they may have, the teacher is to instruct students to complete the reflection
questions on the back of their note-taking worksheet (this will help set up the closure
activity)
Closure: After all groups have presented and students have had time to complete the questions
on the reverse side of their worksheet, the teacher leads students in a discussion about which of
the four solutions is the most realistic in addressing the economic impact of a declining
population in Japan. The reflection questions from the worksheet are as follows:1.) Which group did the best job presenting? Why?
2.) Which solution do think is the most feasible? Why?
Resources:
Choices Program: Brown University: http://www.choices.edu/resources/tools.php
Background Video on Japanese Population: https://www.youtube.com/watch?v=-Gpg6ZcAR9I
NPR: http://www.npr.org/sections/parallels/2016/01/05/460801951/will-more-day-care-helpboost-japans-sluggish-economy
Business Insider: http://www.businessinsider.com/japanese-airport-gets-robot-exoskeletons-tooffset-declining-birthrate-2015-7
International Business Times: http://www.ibtimes.com/japan-encourages-young-people-datemate-reverse-birth-rate-plunge-it-may-be-too-late-1562867
The Economist: http://www.economist.com/news/asia/21705376-begrudgingly-japan-beginningaccept-it-needs-more-immigrants-narrow-passage?fsrc=scn/fb/te/pe/ed/anarrowpassage

Lesson Plan by:
Christopher Spaman
Williamstown High School
700 N. Tuckahoe Road
Williamstown NJ, 08094
cspaman@monroetwp.k12.nj.us

Name__________________________

Note-taking Worksheet
Directions: Listen to the options presented and record important facts, claims and perspectives.

Article #1 – Daycare Will Allow More Women
into the Labor Force

Article #2-Utiziling Technology will Make
Current Workers More Effective

Main Points:

Main Points:

Questions:

Questions:

Article #3- Government Encouragement ofYoung People to Have More Babies

Article #4-Immigrants & Immigration
Reform Are Needed To Fill Labor Shortage

Main Points:

Main Points:

Questions:

QuestionsReflection Questions:

1. Which group did the best job presenting? Why?

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2. Which solution do you believe is the most feasible? Why?

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