Student Lesson Plan: Keizai Koho Center, 2023
By Bruce B. Mize
Developing Policies to Address Japanese Challenges

Timeframe:- Activity #1: One 90 minute class period of two 50 minute class periods.
- Activity #2: Two 90 minute class periods or Four 50 minute class periods.
- Research and writing can be done out of class.
NCSS C3 Framework:
D2.Civ.5.9-12

Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at
the local, state, tribal, national, and/or international level.

D2.Civ.11.9-12

Evaluate multiple procedures for making governmental decisions at the local, state, national,and international levels in terms of the civic purposes achieved.

D2.Civ.13.9-12

Evaluate public policies in terms of intended and unintended outcomes, and relatedconsequences.

D2.Civ.14.9-12

Analyze historical, contemporary, and emerging means of changing societies, promoting thecommon good, and protecting rights.

D2.Eco.1.9-12

Analyze how incentives influence choices that may result in policies with a range of costs andbenefits for different groups.

D2.Eco.8.9-12

Describe the possible consequences, both intended and unintended, of government policies toimprove market outcomes.

D2.Eco.10.9-12

Use current data to explain the influence of changes in spending, production, and the money
supply on various economic conditions.

D2.Eco.15.9-12

Explain how current globalization trends and policies affect economic growth, labor markets,rights of citizens, the environment, and resource and income distribution in different nations.

D2.Geo.3.9-12

Use geographic data to analyze variations in the spatial patterns of cultural and environmental
characteristics at multiple scales.

D2.Geo.5.9-12

Evaluate how political and economic decisions throughout time have influenced cultural andenvironmental characteristics of various places and regions.

D2.Geo.6.9-12

Evaluate the impact of human settlement activities on the environmental and culturalcharacteristics of specific places and regions.

D2.Geo.9.9-12

Evaluate the influence of long-term climate variability on human migration and settlement
patterns, resource use, and land uses at local-to-global scales.

D2.His.1.9-12

Evaluate how historical events and developments were shaped by unique circumstances oftime and place as well as broader historical contexts.

D2.His.3.9-12

Use questions generated about individuals and groups to assess how the significance of theiractions changes over time and is shaped by the historical context.

D2.His.10.9-12

Detect possible limitations in various kinds of historical evidence and differing secondaryinterpretations.

D2.His.12.9-12

Use questions generated about multiple historical sources to pursue further inquiry andinvestigate additional sources.

D2.His.15.9-12

Distinguish between long-term causes and triggering events in developing a historicalargument.

D2.His.16.9-12

Integrate evidence from multiple relevant historical sources and interpretations into a reasonedargument about the past.

D2.His.17.9-12

Critique the central arguments in secondary works of history on related topics in multiple
media in terms of their historical accuracy.

D3.1.9-12

Gather relevant information from multiple sources representing a wide range of views while
using the origin, authority, structure, context, and corroborative value of the sources to guidethe selection.

D3.2.9-12

Evaluate the credibility of a source by examining how experts value the source.

D3.3.9-12

Identify evidence that draws information directly and substantially from multiple sources todetect inconsistencies in evidence in order to revise or strengthen claims.

D4.1.9-12

Construct arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses.

D4.2.9-12

Construct explanations using sound reasoning, correct sequence (linear or nonlinear),examples, and details with significant and pertinent information and data, while acknowledging
the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect,
chronological, procedural, technical).

D4.3.9-12

Present adaptations of arguments and explanations that feature evocative ideas andperspectives on issues and topics to reach a range of audiences and venues outside theclassroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches,
reports, and maps) and digital technologies (e.g., Internet, social media, and digital
documentary).

D4.4.9-12

Critique the use of claims and evidence in arguments for credibility.

D4.7.9-12

Assess options for individual and collective action to address local, regional, and global
problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

D4.8.9-12

Apply a range of deliberative and democratic strategies and procedures to make decisions andtake action in their classrooms, schools, and out-of-school civic contexts.

Description:
Students will be given primary source material concerning the Issues facing the Japanese
Economy and Society (Challenges and Strategies for Sustainability). These handouts will only
be used as a starting point. Students will need to provide additional resources to strengthen
their argument while answering key questions concerning each source.

Using the information collected, students are to complete a policy suggestion(s) as to how theywould, if they were the policy makers, to combat the challenge(s) of Japanese Sustainability.
(Students are not allowed to just create a policy that “throws” money at the problem. They must
provide a sound policy and argument for said policy.”
Describe the current economic and social situation in Japan compared to a neighboring Asian
country within their geographical region. The description must include one of the challenges thatyou have chosen.
Select one of the economic or social issues facing Japan to illustrate.
Recommend a policy or set of policies for addressing the issue you have identified in Japan.
Challenges:
1. Economic and Environmental impact of natural disasters such as earthquakes andtsunamis.
2. An increased Aging population.
3. Decreasing Fertility Rate in Japan.
4. The public (national) debt accumulation of Japan from 1955-2020.
5. Economic impact of increasing expenditures for national defense and the justification for
the need for such increases.
ACTIVITY #1: What do you see? What do you know? What do you want to know?
1. Use the provided IMAGES or select your own image from the Internet.
2. Place the images on large paper (butcher paper) and locate them around the room.
3. Each student should have a colored marker.
4. Students are to go around the room and look at each image.
a. Students are to write next to the image one of the following:i.
What do you see?
ii.
What do you think the image is about?
iii.
What would you like to know more about the image?
b. Students may also connect to other student responses by giving suggestions andencouragement to student questions.
5. Once every student has had the opportunity to investigate each image, the teacher
should discuss the image with the class.
a. The teacher should discuss the three questions each student provided along withany responses provided.
ACTIVITY #2: Primary source analysis and discovery
1. At each station (Image) around the room, place copies of the primary source documents
for that particular topic.
2. Students are to choose one of the topics (Challenges) that interests them and select aprimary source.
3. Students are to read the primary source and annotate as they read through the material.

4. Students are to share their thoughts with the group of students that have chosen thesame topic.
5. Teacher is to ensure that there are a maximum of four students per group.
6. Describe the current economic and social situation in Japan compared to a neighboring
Asian country within their geographical region. The description must include one of thechallenges that you have chosen.
a. Students should have a minimum of five (5) sources that discuss the topic.
i.
Three (3) must be from a journal.
ii.
Two (2) can come from other sources such as newspapers, videos, etc.
iii.
NOTE: Students are not allowed to use WIkipedia as a source.
b. Students’ description must be a minimum of two pages in length typed and amaximum of three pages. (Not including resource page)i.
Typed; Times New Roman; 12 pt font; 1 inch margins; double spacedii.
Citations are to use the MLA format.
7. Using the information collected, students are to complete a policy suggestion(s) as to
how they would, if they were the policy makers, to combat the challenge(s) of Japanese
Sustainability. (Students are not allowed to just create a policy that “throws” money at theproblem. They must provide a sound policy and argument for said policy.)a. Students are to provide a presentation that is not to exceed five (5) minutes.
i.
What are the current policies being discussed?
ii.
What policies do you recommend be implemented?
iii.
What is your overall goal (impact) that you expect from your policies alongwith a timeframe?
RESOURCES:
Learning from Megadisasters: A Decade of Lessons from the Great East Japan Earthquake
Damage Estimate for Predicted Quake in Central Tokyo
IMAGE: Large Earthquakes since 2000
IMAGE: Japan Earthquake Damage
The Setting Sun: What an Aging Japan Means for Balance of Power in East Asia
Japan’s age wave: Challenges and Solutions
IMAGE: Japan’s Aging Population Graph
IMAGE: Japan’s Aging Population
Japan’s Public Debt-Facing an Aging and Shrinking Population

IMAGE: Public Debt in Percentage of GDP
IMAGE: Japan Public Debt
Low Fertility in Japan - No End In SightIMAGE: Fertility Rate Graph
IMAGE: Decreasing School Enrollment Due to Fertility Rate
Japan’s Historic Defense Transformation
Defense Programs and Budget for Japan
Japan’s Transformational National Defense Strategy
IMAGE: Japan’s Defense Spending Projections Graph
IMAGE: China-Japan Military Balance
IMAGE: North Korea and JapanRUBRIC for Paper:

THESISSTRUCTURE

10Easily
identifiable,plausible, novel,sophisticated,insightful, crystal
clear.

9Promising, but may
be slightly unclear, orlacking insight ororiginality.

8Unclear(containsvague terms),
appears
unoriginal, oroffers relatively
little that isnew; provides
little aroundwhich tostructure thepaper.

7
Difficult toidentify and may
blend
restatement ofobvious point.

Evident,understandable,appropriate forthesis. Excellent
transitions frompoint to point.
Paragraphs
support solid
topic sentences.

Generally clear andappropriate, though
may wanderoccasionally. May
have a few unclear
transitions, or a few
paragraphs without
strong topic
sentences.

Generally
unclear, often
wanders or
jumps around.
Few or weaktransitions, andthere are many
paragraphs

Unclear, often
because thesis is
weak ornon-existent.
Transitionsconfusing andunclear. Few
topic sentences.

6>0
Has noidentifiable
thesis or anutterly
incompetentthesis.
Shows
obviously
minimallack of effort
orcomprehension of theassignment.
Noevidence
structure ororganization.

USE OFEVIDENCE

LOGIC AND
ARGUMENTATIONMECHANICS

Primary andsecondarysourceinformation
incorporated tobuttress every
point. Examples
support thesis
and fit withinparagraph.
Excellent
integration ofquoted material
into sentences.
Factualinformation isincorporated.
All ideas flow
logically; theargument is
identifiable,reasonable, andsound. Author
anticipates andsuccessfully
defusescounter-argumen
ts; makes novel
connections
which illuminate
thesisLanguage isclearlyorganized.
Correct word
usage,punctuation,sentence
structure, andgrammar; correct
citation ofsources; minimal
to no spelling
errors;absolutely norun-onsentences orcomma splices.

Examples used tosupport most points.
Some evidence does
not support point or
may appear whereinappropriate.
Quotations areintegrated well intosentences. Some
factual information isincorporated.

Argument is clear
and usually flows
logically and makes
sense. Some
evidence thatcounter-arguments
acknowledged,
though perhaps notaddressed.
Occasional insightfulconnections toevidence are made.

Sentence structureand grammar strong
despite occasional
lapses; punctuationand citation styleoften used correctly.
Some spelling errors
and at least one
run-on sentence,
sentence fragment,
or comma splice.

without topic
sentences.
Examplessupport somepoints.
Quotations
may be poorly
integrated intosentences.
There may not
be a clear
point.
Moderate
amount offactualinformation isincorporated.

Logic mayoften fail, or theargument may
often beunclear. May
not address
counter-argum
ents or makeanyconnections
with the thesis.
May also
contain logicalcontradictions.
Minor problems
in sentence
structure andgrammar.
Multiple errors
in punctuation,
citation style,and spelling.
May haveseveral (two tofive) run-onsentences,sentence
fragments, andcomma splices.

Very few or weak
examples andfactualinformation.
General failure tosupport
statements, orevidence seems
to support noparticular point.

No attempt
has been
made toincorporate
factualinformation
or interpret
primary andsecondarysources.

Ideas do not flowat all, usually
because there isno argument tosupport.
Simplistic view of
topic, and there
is no effort tograsp possible
alternative views.
Very little or very
weak attempt torelate evidence
to argument.
Huge problems
in sentence
structure andgrammar.
Frequent major
errors in citationstyle,punctuation, andspelling. May
have many(more than five)run-onsentences,sentence
fragments, andcomma splices.

Too
incoherent
todetermine.

Very difficult
tounderstandowing tomajor
problems inmecha