2019年度
Sustainability Co-Creation Programme (SCOPE)講義概要︵シラバス︶

2019年度Sustainability Co-Creation Programme (SCOPE)
講義概要（シラバス）

科目一覧

最新版のシラバスは、法政大学 Web シラバス（https://syllabus.hosei.ac.jp/）で確認してください。

展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3512】Asian Societies and Japan［Atsuko Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1

展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3507】Bio-diversity and Nature2
Conservation in Japan ［Masayuki TAKADA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3601】Business and Society［Masaatsu
TAKEHARA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3505】Business and Sustainability inJapan 1 ［Masaatsu TAKEHARA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3506】Business and Sustainability inJapan 2 ［Masaatsu TAKEHARA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
展開科目／ Disciplinary & Elective Courses_Humanities【C3552】Business Communication ［Masaatsu
TAKEHARA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3515】Civil Society and NGOs ［Yukio
ONO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
展開科目／ Disciplinary & Elective Courses_Field Based & Interactive Learning【C3750】Co-creative Workshop
A Ⅰ ［Masaatsu TAKEHARA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
展開科目／ Disciplinary & Elective Courses_Field Based & Interactive Learning【C3751】Co-creative Workshop
A Ⅱ ［Masaatsu TAKEHARA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
展開科目／ Disciplinary & Elective Courses_Field Based & Interactive Learning
Field Workshop ［Faculty
members］集中・その他/intensive・other courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
展開科目／ Disciplinary & Elective Courses_Humanities【C3551】Global Human Resources Management［Tokio NAGAMINE］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3605】Global Society １［Atsuko
Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3606】Global Society ２［Atsuko
Watanabe］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
展開科目／ Disciplinary & Elective Courses_Humanities【C3554】Human and Environment ［Satsuki
TAKAHASHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3604】International Society andEnvironmental Issues ［ Akiko OKAMATSU］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3602】Introduction to Energy andResources ［Tetsuya KITAGAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
展開科目／ Disciplinary & Elective Courses_Introduction to Sustainability Studies【C3603】Introduction to
Sustainability Studies ［ Naruhiko TAKESADA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3500】Japanese Environmental Policy
1 ［Ryo Fujikura］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3501】Japanese Environmental Policy
2 ［Teruyoshi Hayamizu］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3513】Japanese Rural Society［Shamik
Chakraborty］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
展 開 科 目 ／ Disciplinary & Elective Courses_Japan & Sustainability【C3502】Japanese Society andSustainability 1 ［Eiko SAEKI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
展 開 科 目 ／ Disciplinary & Elective Courses_Japan & Sustainability【C3503】Japanese Society andSustainability 2 ［Eiko SAEKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
展 開 科 目 ／ Disciplinary & Elective Courses_Japan & Sustainability【C3511】Japan’s International
Development Cooperation and Sustainable Society ［Naruhiko TAKESADA］春学期授業/Spring . . . . . . . . 23
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3510】Practice of Environmental
Economics and Japan ［Morio Kuninori］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
展開科目／ Disciplinary & Elective Courses_Field Based & Interactive Learning【C3650】Research Methods
１［Atsuko Watanabe］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
展開科目／ Disciplinary & Elective Courses_Field Based & Interactive Learning【C3651】Research Methods
2 ［Shamik Chakraborty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
展開科目／ Disciplinary & Elective Courses_Seminar【C3800】Seminar ［Shamik Chakraborty］秋学期授業/Fall 27—I—展開科目／ Disciplinary & Elective Courses_Seminar【C3801】Seminar［Shamik Chakraborty］春学期授業/Spring 28
展開科目／ Disciplinary & Elective Courses_Seminar【C3802】Seminar ［Shamik Chakraborty］秋学期授業/Fall 29
展開科目／ Disciplinary & Elective Courses_Seminar【C3803】Seminar［Shamik Chakraborty］春学期授業/Spring 30
展開科目／ Disciplinary & Elective Courses_Seminar【C3804】Seminar ［Atsuko Watanabe］秋学期授業/Fall

31

展開科目／ Disciplinary & Elective Courses_Seminar【C3805】Seminar ［Atsuko Watanabe］春学期授業/Spring 32
展開科目／ Disciplinary & Elective Courses_Seminar【C3806】Seminar ［Atsuko Watanabe］秋学期授業/Fall

33
展開科目／ Disciplinary & Elective Courses_Seminar【C3807】Seminar ［Atsuko Watanabe］春学期授業/Spring 34
展開科目／ Disciplinary & Elective Courses_Seminar【C3808】Seminar ［Masaatsu TAKEHARA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
展開科目／ Disciplinary & Elective Courses_Seminar【C3809】Seminar ［Masaatsu TAKEHARA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
展開科目／ Disciplinary & Elective Courses_Humanities【C3550】Strategies for Intercultural Communication［ESTHER STOCKWELL］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
展開科目／ Disciplinary & Elective Courses_Environment & Society【C3600】Studies for Environment andSociety ［Shamik Chakraborty］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
展開科目／ Disciplinary & Elective Courses_Japan & Sustainability【C3514】Subsistence, Resource Use andSustainability ［Shamik Chakraborty］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
基礎科目／ Liberal Arts Courses_アカデミックスキル／ Academic Skills_基盤科目／ Lower Division Foundation
Courses【E1802】Academic Literacy A ［Thomas G. Power］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 41
基礎科目／ Liberal Arts Courses_アカデミックスキル／ Academic Skills_基盤科目／ Lower Division Foundation
Courses【E1803】Academic Literacy B ［Thomas G. Power］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . 42
基礎科目／ Liberal Arts Courses_キャリア分野／ Career Development Skills_リベラルアーツ科目／ Upper
Division Liberal Arts Courses【P0633】Career Development Skills ［Hiroyuki Fujimura, Masao
YAMASAKI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
基礎科目／ Liberal Arts Courses_アカデミックスキル／ Academic Skills_基盤科目／ Lower Division Foundation
Courses【E1804】College Writing A 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
基礎科目／ Liberal Arts Courses_アカデミックスキル／ Academic Skills_基盤科目／ Lower Division Foundation
Courses【E1805】College Writing B ［Mark E FIELD］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
基礎科目／ Liberal Arts Courses_キャリア分野／ Career Development Skills_選択基盤科目／ Electives【P0632】
Elementary Career Development 秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9002】Elementary Foreign Languages A ［Sonoko
YAMAMOTO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9004】Elementary Foreign Languages A ［Yuka
HASEGAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9006】Elementary Foreign Languages A ［Sakiko
NAKAZAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9008】Elementary Foreign Languages B ［Sonoko
YAMAMOTO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9010】Elementary Foreign Languages B［Hiroyuki
KANEKO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9012】Elementary Foreign Languages B ［Yuka
HASEGAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9014】Elementary Foreign Languages C ［Yuka
HASEGAWA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9016】Elementary Foreign Languages C ［Sonoko
YAMAMOTO］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9018】Elementary Foreign Languages C ［Hiroshi
INUI］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9001】Elementary Foreign Languages D ［Sonoko
YAMAMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9003】Elementary Foreign Languages D ［Yuka
HASEGAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9005】Elementary Foreign Languages D ［Sakiko
NAKAZAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9007】Elementary Foreign Languages E ［Sonoko
YAMAMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

— II —

基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9009】Elementary Foreign Languages E［Hiroyuki

KANEKO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9011】Elementary Foreign Languages E ［Yuka
HASEGAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9013】Elementary Foreign Languages F ［Yuka
HASEGAWA］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9015】Elementary Foreign Languages F ［Sonoko
YAMAMOTO］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
基礎科目／ Liberal Arts Courses_外国語科目／ Japanese【F9017】Elementary Foreign Languages F ［Hiroshi
INUI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
基礎科目／ Liberal Arts Courses_保健体育分野／ Health and Physical Education_基盤科目／ Lower Division
Foundation Courses【F9104】Elementary Health and Physical Education ［Shigeharu Akimoto］秋学期
授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
基礎科目／ Liberal Arts Courses_人文科学分野／ Humanities_基盤科目／ Lower Division Foundation Courses【P1302】Elementary Humanities A ［URBANOVAJana］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 85
基礎科目／ Liberal Arts Courses_人文科学分野／ Humanities_基盤科目／ Lower Division Foundation Courses【P1304】Elementary Humanities B ［Richard.J.Burrows］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
基礎科目／ Liberal Arts Courses_情報学分野／ Information Technology_選択基盤科目／ Electives【P0162】
Elementary Information Technology ［ Yukou MATSUDA］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
基礎科目／ Liberal Arts Courses_自然科学分野／ Natural Sciences_基盤科目／ Lower Division Foundation
Courses【P3602】Elementary Mathematics A ［Takeyoshi KOGISO］秋学期授業/Fall . . . . . . . . . . . . . . . . . 88
基礎科目／ Liberal Arts Courses_自然科学分野／ Natural Sciences_基盤科目／ Lower Division Foundation
Courses【P3603】Elementary Mathematics B: Mathematics B ［Takeyoshi KOGISO］春学期授業/Spring 89
基礎科目／ Liberal Arts Courses_社会科学分野／ Social Sciences_基盤科目／ Lower Division Foundation Courses【P2301】Elementary Social Science A ［SCHIFANO ADRIEN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . 90
基礎科目／ Liberal Arts Courses_社会科学分野／ Social Sciences_基盤科目／ Lower Division Foundation Courses【P2302】Elementary Social Science B ［SCHIFANO ADRIEN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . 91
基礎科目／ Liberal Arts Courses_保健体育分野／ Health and Physical Education_リベラルアーツ科目／ Upper
Division Liberal Arts Courses【P5801】Health and Physical Education ［Rieko YAMAGUCHI］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
基礎科目／ Liberal Arts Courses_人文科学分野／ Humanities_リベラルアーツ科目／ Upper Division Liberal Arts
Courses【P1303】Humanities A ［URBANOVA Jana］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
基礎科目／ Liberal Arts Courses_人文科学分野／ Humanities_リベラルアーツ科目／ Upper Division Liberal Arts
Courses【P1305】Humanities B ［Burrows.J. RICHARD］春学期授業/Spring . . . . . . . . . . . . . . . . . . . . . . . . . 94
基礎科目／ Liberal Arts Courses_情報学分野／ Information Technology_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【P0163】Information Technology ［Yukou MATSUDA］春学期授業/Spring . . . . . . . . 95
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E1807】Intercultural Communication A ［Yuko KAWAGUCHI］秋学期授業/Fall . . 96
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E1806】Intercultural Communication B ［ Noriko Ishihara］秋学期授業/Fall . . . . . 97
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E1808】Intercultural Communication C ［ Noriko Ishihara］秋学期授業/Fall . . . . . 98
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E1809】Intercultural Communication D ［Noriko ISHIHARA］春学期授業/Spring 99
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E3602】Intercultural Communication E ［STEVE CORBEIL］秋学期授業/Fall . 100
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E3603】Intercultural Communication F ［Corinne VALLIENNE］春学期授業/Spring101
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E8062】Intercultural Communication G ［ Taro OGATA］秋学期授業/Fall . . . . . . . 102
基礎科目／ Liberal Arts Courses_言語教育分野／ Language Education_リベラルアーツ科目／ Upper Division
Liberal Arts Courses【E8063】Intercultural Communication H ［Sonoko YAMAMOTO］春学期授業/Spring103
基礎科目／ Liberal Arts Courses_自然科学分野／ Natural Sciences_リベラルアーツ科目／ Upper Division Liberal
Arts Courses【F9102】Natural Science A ［Shinsuke UNO ］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . . . . . 104
基礎科目／ Liberal Arts Courses_自然科学分野／ Natural Sciences_リベラルアーツ科目／ Upper Division Liberal
Arts Courses【P3605】Natural Science B ［Naomi NISHIMURA］春学期授業/Spring . . . . . . . . . . . . . . . . . . 105— III —

基礎科目／ Liberal Arts Courses_社会科学分野／ Social Sciences_リベラルアーツ科目／ Upper Division Liberal

Arts Courses【P2304】Social Science A ［SCHIFANO ADRIEN］秋学期授業/Fall . . . . . . . . . . . . . . . . . . . . . 106
基礎科目／ Liberal Arts Courses_社会科学分野／ Social Sciences_リベラルアーツ科目／ Upper Division Liberal
Arts Courses【P2305】Social Science B ［SCHIFANO ADRIEN］春学期授業/Spring . . . . . . . . . . . . . . . . . . . 107— IV —

発行日：2019/5/1

ARS200HA

Asian Societies and Japan
Atsuko Watanabe
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 1/Thu.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course provides an introduction to the history of East Asianinternational relations, helping students to understand it in a wider
geo-historical context. First, we examine the pre-modern developmentsof loose regional relations that evolved as part of the Chinese Ming
dynasty tributary system and subsequent isolationist policies of eachstate that continued until the mid-nineteenth century. Then, we focus
on modern developments, during which the region was incorporated into
the European international order of Westphalian states to fight modernwars. Finally, based on these historical discussions, we investigate
contemporary political, economic, and social challenges in East Asia.

【References】
References are distributed in class.

【Goal】
By the end of the course, the students will be able to:1) Understand the history in East Asia in relation to historicaltransformations of the world as a whole.
2) Critically assess the historical foundations of contemporary challenges to East Asian international relations.
3) Develop skills to critically analyze contemporary issues in worldpolitics through key concepts and theories.

【Equipment student needs to prepare】
Students enrolling this course is required to sign up in the H‘etudes(https://hcms.hosei.ac.jp/portal).

【Grading criteria】
Participation in class 30%; Assignments 40%; Term Paper 30%【Changes following student comments】
No particular changes to be mentioned due to the change of the
instructor. It is important that students understand that everyone
comes to the class with different experiences which shape theirknowledge, belief-systems and different levels of prior exposure to theideas and events discussed in this class.

【Others】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lectures, discussions, students’ presentations based on assigned
readings.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction
Week 2 The formation of East
Asian internationalorder
Week 3 The inward-turn of
East-Asian States
Week 4 The expansion of theEuropean international
systemWeek 5 The transformation of
Asian international
order I
Week 6 The transformation of
Asian international
order II
Week 7 East Asia in the Global
Transformation I
Week 8 East Asia in the Global
Transformation II
Week 9 East Asia in the Global
Transformation III
Week 10 East Asia and Post-war
Reconstruction I

Week 11

Week 12
Week 13
Week 14

Contents
East Asia in world politics
Ming dynasty and its tributarysystemThe development of isolationist
policies in East Asia
The West’s intrusion andappropriations of international law
by East Asian states
Japan’s emergence and modern
wars in Asia
Westernization and colonization of
East Asia
The First World War in Asia
The establishment of modern
China
The Second World War

The Occupation of Japan, thecommunist revolution in China,
and the Korean War
East Asia and Post-war Japan’s economic miracle and theReconstruction II
Cold War: The evolution of the
Asia-Pacific region
Contemporary Issues
Contesting historical viewsin East Asia I
Contemporary Issues
Geo-political conflictsin East Asia II
Conclusion
Peaceful, or conflictual Asia?

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to prepare for and review each session by using
textbooks, references, and distributed materials and be ready to ask
questions. After each session, students are required to submit a shortcomment (100-200 words) on what they learned.
【Textbooks】
Texts are distributed in class.

—1—発行日：2019/5/1

SES300HA

Bio-diversity and Nature Conservation in Japan
Masayuki TAKADA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 4/Thu.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：2〜4
Notes：【Outline and objectives】
How human activities can harmonize with wildlife and a naturalenvironment on earth is an important issue towards making asociety sustainable. In this course, students will learn the current
environmental conditions and problems of biodiversity in Japan, andconservation measures to tackle these issues.

【Career background of the lecturer】
Government employee, Incorporated Administrative Agency, Privatecompany【Goal】The purposes of this course are to acquire knowledge about ecosystems
and biodiversity in Japan, and to understand efforts to solve the conflict
between human beings and wildlife. Through these, students are
expected to deepen their interest in biodiversity in their home countries,
and to acquire the ability to explore a society in which people and nature
live sustainably together.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】This course will be performed with lectures, video materials and fieldworks. Short introductions with any theme on Japanese nature will bedone by students in order. At the end of the semester, students will giveindividual presentations on nature in their home country or region.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Forest and mountainWeek 3Wetlands

Week 4

Marine and coast

Week 5Islands

Week 6

Field excursion 1

Week 7

Alien species

Week 8Endangered species

Week 9Wildlife management

Week 10 Field excursion 2
Week 11 Nature conservationarea
Week 12 Satoyama, GIAHS andEcotourism
Week 13 Biodiversity
Week 14 Presentation

Contents
Overview of biodiversity in Japan
Vegetation and wildlife in forest
and alpine ecosystems
Features and wildlife in wetland
ecosystems
Marine wildlife, Ecosystem in tidal
flats and coral reefs
Ecosystem of continental islands
and oceanic islands
Urban nature, the case of
corporation (Surugadai GreenSpace)The problem and measures on alien
species
Red list, the cases of extinction,
recovery and reintroduction of
wildlife
The damage and managementcases of deer and wild boar
Urban nature, the case of publicpark (Kitanomaru Park)
National Park, Wildlife Protection
Area, World heritage sites, Ramsar
sites
Features in rural area, World
Agricultural Heritage and concepts
of Ecotourism
Importance of biodiversity,
Ecosystem service, Bio-mimicry
Individual presentation on nature
in home country or region【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Pre-learning such as reading assignments and website research on thetheme showed in the syllabus is expected.
【Textbooks】
Materials will be distributed via the class support system.
【References】
References will be introduced in each lecture.
【Grading criteria】
Participation (30%), Class activity including reaction papers (30%),
Final report and presentation (40%)
【Changes following student comments】
I would like to explain the technical terms for easy understanding, andmake effective use of visual materials.

—2—発行日：2019/5/1

MAN200HA

Business and Society
Masaatsu TAKEHARA
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
As global economy is becoming increasingly integrated and interdependent, the relationship between business and society is becoming
more complex. Corporate management has been significantly impacted
by the globalization of business, new government regulations andinternational agreements such as Paris agreement and SDGs, and theemergence of civil society organizations. In this course we will learn
various aspect of business relationship to society by discussing thesocial and ethical impacts of business. Businesses today are expected tohave social as well as economic responsibilities to society therefore howbusiness integrate ethics, integrity and corporate strategy are essential
to sustained business success. The impact of emerging new technologies
such as IoT and AI on society will also be discussed.

【References】
Additional resources and reference will be introduced in the class.

【Goal】
Students are aiming at following goals.
(1) Understand the basic functions of companies including corporate/business strategy, organization, marketing, finance, and generating
innovation.
(2) Understand various topics and theories related to business andsociety(3) Analyze actual business cases with analytical frameworks students
learn in the class.

【Changes following student comments】
Based on students’ feedback, external guest speaker session may beresumed.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Class will consist of lectures, group discussions, and presentations by
students.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Reading academic
literatures (1)Reading academic
literatures (2)Reading academic
literatures (3)Reading academic
literatures (4)Reading academic
literatures (5)Reading academic
literatures (6)Guest speaker session
Reading academic
literatures (7)Reading academic
literatures (8)Reading academic
literatures (9)Reading academic
literatures (10)Reading academic
literatures (11)
Reading academic
literatures (12)Contents
Introduction to the course
Short lectures and discussions
Short lectures and discussions

Michael Kinsley, Conor Clarke (2009) “Creative Capitalism: A
Conversation with Bill Gates, Warren Buffett, and Other Economic
Leaders”
Jeremy Rifkin (2015) “The Zero Marginal Cost Society: The Internet ofThings, the Collaborative Commons, and the Eclipse of Capitalism”【Grading criteria】
Evaluation will consist of active class participation, students’ presentation and final assignment with following ratio.
Active class participation 35%
Students presentation 35%
Final Assignment 30%
Please note that students who miss 4 classes or more without
justification cannot receive credit【Equipment student needs to prepare】
No special equipment is necessary in this class.
【Others】
In this course lectures and discussions will be conducted in English.
【】
As global economy is becoming increasingly integrated and interdependent, the relationship between business and society is becoming
more complex. Corporate management has been significantly impacted
by the globalization of business, new government regulations andinternational agreements such as Paris agreement and SDGs, and theemergence of civil society organizations. In this course we will learn
various aspect of business relationship to society by discussing thesocial and ethical impacts of business. Businesses today are expected tohave social as well as economic responsibilities to society therefore howbusiness integrate ethics, integrity and corporate strategy are essential
to sustained business success. The impact emerging new technologies
such as IoT and AI are having on society will also be discussed.

Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
External speaker will be invited to
speak in the class.
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Keep following major economic and business topics reported in media
and try to think what strategic actions companies are taking to survive
in rapidly changing environment.
【Textbooks】
Textbook will be decided upon discussing with students. Material will
be handed out in the class.
For your information, following books were reviewed in previous course.

—3—発行日：2019/5/1

MAN300HA

Business and Sustainability in Japan 1
Masaatsu TAKEHARA
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 1/Wed.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
In this course we will learn various key topics of business andsustainability.
We human being are facing serious problems onearth such as environmental degradation, poverty and many forms
of inequalities. Many of those problems are inter-related and caused
by unsustainable economic activities. Therefore, companies today
cannot survive without consideration of sustainability. Companies are
increasingly required to integrate consideration of sustainability into
corporate strategy and effectively implement, reducing their negative
impacts and increasing social and environmental value in their businessactivities. This movement has been accelerating since 2015 when SDGs
and the Paris agreement were announced. Moreover, the institutional
investors in the world are strongly promoting ESG investment andurging companies to work more on sustainability challenges. Companies
today need to continue to grow under such rapidly changing external
environment. In this course we will explore the requirements forcompanies to survive and thrive in the 21st century through reviewing
various case studies and class discussion.

9

Philanthropy, CSR andBusiness 1

10Philanthropy, CSR andBusiness 2

11

Creating Shared
Value(CSV) 1
Creating Shared
Value(CSV) 2

12

Discuss a case study about which
option a company should choose for
effective corporate activities tocontribute to the society. Learn
business should find areas they cancreate social and economic benefits
simultaneously.
More in-depth analysis on strategic
philanthropy/CSR through value
chain and improving external
competitive situation(using the
Diamond model).
Understand CSV as evolution ofstrategic philanthropy/CSR.
Understand the concept of CSV
and its realization at threedifferent levels.
Understand the role of investors topromote corporate
sustainability/CSR.
Global expansion of ESG
investment and changing way toevaluate corporate value.
Wrap up what we learned inprevisou class.

13

The role of investors topromote corporate
sustainability/CSR【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related

14

Wrap up【Method(s)】Cass will consist of lectures, group discussions, and presentations by
students.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Select a company you’re interested in and research on why andhow the company has developed its corporate sustainability strategy.
CSR/Sustainability report is a good source of information.

【Goal】In this course, we aim at (1)understanding the basic theory andglobal trend of business and sustainability, and (2)mastering analyticalmethodologies to critically review companies’ efforts on sustainability.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

What is corporate
sustainability andCSR?

3Main theme ofcorporate
sustainability/CSR 1
Human rights andworking conditions(1)Main theme ofcorporate
sustainability/CSR 1
Human rights andworking conditions(2)Main theme ofcorporate
sustainability/CSR 2
Climate change andBusiness (1)Main theme ofcorporate
sustainability/CSR 2
Climate change andBusiness (2)Main theme ofcorporate
sustainability/CSR 2
Climate change andBusiness (3)Guest speaker session

4

5

6

7

8

【Textbooks】
Materials will be handed out in classContents
Overview of the course,
introductory discussion on "what isa good company?"
Overall concept of sustainability
and its relation to corporate
sustainability.
Also learn the overview of
ISO26000, components of SR(Social
Responsibility), and relation
between corporate sustainability
and CSR.
Understand the human rights
issues in business.
Human rights are one of seven core
subjects of ISO26000 as well as
important subject in SDGs.
Human rights/labor issues
especially in companies’ global
supply chain.

Understand overall climate change
issue through watching IPCC
videos and group discussion.

Understand the details of Paris
agreement and its impact on
business

Learn how to evaluate corporate
efforts to reduce CO2
emissions(absolute amount andintensity) through various casestudies.
External expert will come to theclass to talk about business andsustainability.

【References】
Additional resources will be introduced in class.
【Grading criteria】
Evaluation will consist of active class participation, students’ presentation and final assignment with following ratio.
Active class participation 35%
Students presentation 35%
Final Assignment 30%
Please note that students who miss 4 classes or more without
justification cannot receive credit【Changes following student comments】
Based on students’ feedback, we will analyze more Japanese companies’
efforts on corporate sustainability in 2019.
【Equipment student needs to prepare】
There is no special equipment student needs to prepare.
【Others】
In this course, as lectures and discussions will be conducted in English,
students with lower English proficiency may find it difficult to keep up
with class discussion.Details will be discussed at the first class.
【】In this course we will learn various key topics of business andsustainability.
We human being are facing serious problems onearth such as environmental degradation, poverty and many forms
of inequalities. Many of those problems are inter-related and caused
by unsustainable economic activities. Therefore, companies today
cannot survive without consideration of sustainability. Companies are
increasingly required to integrate consideration of sustainability into
corporate strategy and effectively implement, reducing their negative
impacts and increasing social and environmental value in their businessactivities. This movement has been accelerating since 2015 when SDGs
and the Paris agreement were announced. Moreover, the institutional
investors in the world are strongly promoting ESG investment andurging companies to work more on sustainability challenges. Companies
today need to continue to grow under such rapidly changing external
environment. In this course we will explore the requirements forcompanies to survive and thrive in the 21st century through reviewing
various case studies and class discussion.

—4—発行日：2019/5/1

MAN300HA

Business and Sustainability in Japan 2
Masaatsu TAKEHARA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：月 3/Mon.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course offers students opportunities to acquire knowledge and skill
to analyze the role of businesses to contribute to global sustainability.
There is growing expectation for businesses to play more importantroles to solve global problems such as climate change, poverty andvarious forms of inequalities as governments alone cannot solve those
problems anymore. Businesses are uniquely positioned to work with
their stakeholders across their value chains to deliver high-impact
business solutions to the challenging sustainability issues. Throughthis course, students will learn various efforts of global companies
on sustainability, how they are creating shared values (CSV) andenhancing their corporate values.
【Goal】
We aim at learning global sustainability challenges and how companies
are creating shared values (CSV) and enhancing their corporate values.

【References】
Latest references will be introduced in class. For students’ information,
below books were used in previous course.
Stuart L. Hart, “Capitalism at the Crossroads: Next Generation
Business Strategies for a Post-Crisis World (3rd Edition)” FT Press,2010
Peter M. Senge, “The Necessary Revolution: How Individuals andOrganizations Are Working Together to Create a Sustainable World”,
Crown Business, 2010
【Grading criteria】
Grading will be decided based on following criteria:(1) Active class participation:40%(2)Completion of in-class reporting(presentation) assignments:40%(3) Final writing assignments:20%
Please note students who miss 4 classes or more cannot pass the subject.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Changes following student comments】
Because this class is relatively new, class methodology might change
based on students’ feedback.

【Method(s)】Lectures,in-class reporting(presentation) by students and discussion.

【Equipment student needs to prepare】
No special equipment is needed in this course.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
As all the class discussion and group works will be conducted in English,
students whose English proficiency is introductory level may havedifficulties in keeping up with the class. If you have any concern, pleasecontact lecturer in advance.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Sustainability incorporate management
Week 2 Sustainability andgovernanceWeek 3 Sustainability andcorporate strategy

Week 4
Week 5
Week 6

Sustainability and risk
management
Sustainability andmarketing
Sustainability andcorporate reporting

Week 7

Sustainability andsupply chain

Week 8Sustainability for
financial industry

Week 9Corporate
sustainability andstakeholders
Week 10 Labor/human rights
issues (1)Week 11 Labor/human rights
issues (2)Week 12 Environmental
problems (1)Week 13 Environmental
problems (2)Week 14 Finance/investment
and sustainability

Contents
Overview of Sustainability incorporate management
Understand how sustainability andgovernance are inter-related.
Understand how sustainability
needs to be integrated in corporate
strategy.
Understand sustainability as risk
management.
Understand how sustainability is
integrated in marketing activities
Understand why sustainability
disclosure and reporting are
required for businesses.
Understand global supply chain
problems and what needs to bedone to solve these problems.
Understand unique opportunity for
financial industry to contribute tosustainable society.
Understand various stakeholders
for companies and what needs to bedone to meet their needs.
Understand labor and humanrights related issues to beaddressed by companies.
Understand labor and humanrights related issues to beaddressed by companies.
Understand environmental
problems impacting corporate
management and actions currently
taken to address them.
Understand environmental
problems impacting corporate
management and actions currently
taken to address them.
Understand Socially Responsible
Investment (SRI) and recent
development of ESG investment.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Select a company you’re interested in and research on how the company
has developed its sustainability strategy. Sustainability report is a goodsource of information.
【Textbooks】
Textbook will be introduced in class.

—5—発行日：2019/5/1

MAN200HA

Business Communication
Masaatsu TAKEHARA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Effective communication is critical to our successful life and career. But
the question is “How can we become an effective communicator?” In
this course, we will be aiming at becoming an effective communicator bylearning following three topics:(1) Effective communication with the focus on others
When we want to be a good communicator, learning how to speak andwrite clearly is not enough; it is important for us to improve our ability
to connect with others. The ability to truly connect with others is the
key to building good relationships and improving our communication.
In this course, we will learn how to communicate effectively by focusing,
not on our own perspective, but on the perspective of others and theirinterests.
(2) Understand cultural differences
Understanding cultural differences of people we communicate with isalso very important for effective business communication. In thiscourse, we will review a model called “The Culture Map” and decode
how cultural differences impact international business communication.
(3) Understand unconscious bias
In this course, we also learn about unconscious bias. Unconscious
bias refers to a bias that we are unaware of, and which happens
outside of our control. Unconscious bias happens by our brains
making quick judgments and assessments of people and situations
without us realizing. Our biases are influenced by our background,cultural environment and personal experiences. Increasing numbersof global companies are introducing in-company education program on
unconscious bias because it could be potential obstacle for their business
unless they effectively address them. In this course, we have a basic
understanding about unconscious bias and learn how to deal with them.
【Goal】
We aim at achieving following goals:(1) Learn basic methodologies for effective business communication withthe focus on others(2) Understand cultural differences in communication(3) Have basic understanding about unconscious bias and how to copewith them.

9

10

11
12
13
14

Effective
communication8
Writtencommunication(2)Effective
communication9
Writtencommunication(3)Understand culturaldifferences1
Understand culturaldifferences2
Understanding
unconscious bias1
Understanding
unconscious bias 2

Structuring documents

Creating reader-friendly
documents

Overview of the culture map model
Communicating across cultures
Understand overview andbackground of unconscious bias.
Discuss multiple case studies of
unconscious bias. Understand theroot-cause of the problem and learn
effective solutions.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
As we use a textbook in this course, students are required to read the
textbook before each class.
【Textbooks】
Jay Sullivan,Simply Said: Communicating Better at Work and Beyond”,
Wiley, 2016
Erin Meyer,The Culture Map” PublicAffairs, 2014
【References】
To be introduced at the begging of the course.
【Grading criteria】
Active class participation 40%, completion of all the reporting
assignments 40%, completion of final assignment 20%.
If you miss four or more class, you cannot receive credit without any
justifiable reason.Even with justifiable reason, if you miss four or moreclass, your evaluation may be adjusted.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Changes following student comments】
To be explained at the beginning of the class.

【Method(s)】Each class consists of reporting from students, group discussions andlectures.

【Equipment student needs to prepare】
No equipment is used in this class.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Others】
This course will be conducted in English. Therefore, students with highEnglish proficiency can only take this course.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

3

4

5

6

7

8

Effective
communication1
Content(1)Effective
communication2
Content(2)Effective
communication3
Content(3)Effective
communication4
Oral communication(1)Effective
communication5
Oral communication(2)Effective
communication6
Oral communication(3)Effective
communication7
Writtencommunication(1)Contents
How to proceed the course
Overview of the course
Conveying a clear message

Telling engaging story

Organizing content

Effective use of body language

Listening to understand

Delivering from notes and visuals
Responding to questions
Editing for clarity—6—発行日：2019/5/1

SOC300HA

Civil Society and NGOs
Yukio ONO
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 5/Fri.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Understanding modern issues of the world and situations of NGOs.
Thinking of roles of NGOs and our own in civil society, and developing
the positive attitude toward the participation.
【Goal】
Through the course, students will be able to;
1 understand the issues the world is facing as well as theinterconnection among issues.
2 understand the history and present situation of NGOs.
3 understand the linkage of people all over the world from a global
citizens’ point of view.
4 acquire positive attitudes to tackle the world issues as a global citizen.

Term-end report 30%【Changes following student comments】
Not applicable【Equipment student needs to prepare】
A laptop computer, a tablet or a smartphone is necessary. You will be
asked to research through the Internet in class.
【】
Understanding modern issues of the world and situations of NGOs.
Thinking of roles of NGOs and our own in civil society, and developing
the positive attitude toward the participation.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Students will study and learn by way of discussions and workshops. The
positive attitude is necessary.
Students will be asked to write a short report in every class. We will
discuss over the reports.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
World issues

2

3

4
5
6
7
8

9

10

11

12

13
14

Contents
Exchange experiences and groupformation
Discussion over SDGs
NGO case study - India Basic knowledge of India
Workshop "People of Donguria
Kondoh"Develpoment andDiscussions over development andmodernization
modernizaiton with the Donguria
Kondoh case
NGO case study Workshop "Emergency support for
emergency aid
hurricane victims"
NGO case study Workshop "Interview with 24
regional development
people"World Issues - poverty Lecture on poverty and child laborand child labor
NGO simulation
Imaginary simulation of an NGO
organizing
Research andResearch and presentation ofpresentation Japanese development NGOs
Japanese NGOs 1
Research andResearch and presentation of otherpresentation Japanese NGOs
Japanese NGOs 2
Researh andResearch and presentation ofpresentation - NGOs of development NGOs in GB, theother countries
Philippines and other countries
Researh andResearch and presentation ofpresentation large-scale international NGOs
International NGOs
World Issues - War and Lecture on peace issues andPeace
research and presentation on
NGOs
NGO case study - NGO Lecture on NGO networks
networks
Review
Review over NGOs and civil society【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Homework - either paper reading or NGO research - will be assigned inevery class.
【Textbooks】
No textbooks needed【References】
To be given during the classes【Grading criteria】
Worksheets and participation 40%
Homework 30%—7—発行日：2019/5/1

OTR200HA

Co-creative Workshop A Ⅰ
Masaatsu TAKEHARA
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 4/Wed.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The Co-creative Workshop provides multidisciplinary learning for
dealing with significant challenges of sustainability.
The classbrings together students from SCOPE and students from theFaculty of Sustainability Studies and offers them the opportunity tocollaborate on projects together. In this workshop A1, participants
will deepen their understanding about various issues of businessand sustainability through group work. Understanding the latest
important sustainability-related concepts and knowledges such as SDGs
(Sustainable Development Goals) and the Paris agreement, as final
assignment, students will choose one sustainability challenge and comeup with viable solution and present in the class. Examples of cases
discussed and presented in previous workshop include analyzing riskof global supply chain of an apparel company and propose solution, andwaste management issue in India and possible solution.
【Goal】
By the end of the semester, students should be able to:1) identify and analyze sustainability problems2) interact proactively and collaborate with diverse participants3) reach and design collaborative solutions4) make effective presentation【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP1"and "DP2" is related【Method(s)】Students will participate in the group work with diverse fellow
learners. Through facilitating interaction and teamwork, defining
problems, and generating ideas, participants will collaborate to obtainsolutions. Students will also have opportunities for concentrated efforts
to research and make presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Orientation

Week 2

BasicsWeek 3

Case No.1(1)Issue Introduction

Week 4

Case No.1 (2)Stakeholders
Case No.1 (3)Problem analysis
Case No.1 (4)Solution
Case No.1 (5)Business Project
DesignCase No.1 (6)Presentation In class
Case No.2 (1)Issue Introduction

Week 5
Week 6
Week 7

Week 8
Week 9Week 10 Case No.2 (2)Stakeholders
Week 11 Case No.2 (3)Problem Analysis
Week 12 Case No.2 (4)Solution
Week 13 Case No.2 (5)Business Project
DesignWeek 14 Case No.2 (6)Presentation In classContents
Ice-breaking and introduction ofparticipants, selection if necessary.
Basic knowledge in corporate
sustainability
Issue Introduction to case(problem) No.1 and defining theissue
Stakeholder analysis【Textbooks】
Materials will be distributed in the class.
【References】
Additional resources will be introduced in the class,if necessary.
【Grading criteria】
Assessment will consist of active class participation, contribution to thegroup work, quality of group presentations, and submission of reflection
sheet.
Note that students who miss 4 classes or more without justification
cannot receive credit.
【Changes following student comments】
Majority of previous students’comments for this course emphasized theimportance of proactive contribution to the group work. Free riding will
not be tolerated so students who plan to take this workshop are required
to actively participate in the group work and entire class activities.
【Equipment student needs to prepare】
When group work starts, students often need to use laptop computers.
【Others】(1)As all the classes and group works will be conducted in English,
students with lower English proficiency may have difficulties.
(2)Please note selection may be conducted in the first class if the numberof participants is too large. Students who are interested in taking thisworkshop should attend the first class.
【】
The Co-creative Workshop provides multidisciplinary learning for
dealing with significant challenges of sustainability.
The classbrings together students from SCOPE and students from theFaculty of Sustainability Studies and offers them the opportunity tocollaborate on projects together. In this workshop A1, participants
will deepen their understanding about various issues of businessand sustainability through group work. Understanding the latest
important sustainability-related concepts and knowledges such as SDGs
(Sustainable Development Goals) and the Paris agreement, as final
assignment, students will choose one sustainability challenge and comeup with viable solution and present in the class. Examples of cases
discussed and presented in previous workshop include analyzing riskof global supply chain of an apparel company and propose solution, andwaste management issue in India and possible solution.

Analyze the issue focusing on
causal relationship
Generate ideas and reachcollaborative solution
Design realistic and effective
business projects to solve
sustainability issue
Presentation of solutions andfeedback from participants
Issue Introduction to case(problem) No.2 and defining theissue
Stakeholder analysis
Analyze the issue focusing on
causal relationship
Generate ideas and reachcollaborative solution
Design realistic and effective
business projects to solve
sustainability issue
Presentation of solutions andfeedback from participants【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to read reference materials, conduct necessary
research and prepare for the group work.

—8—発行日：2019/5/1

OTR200HA

Co-creative Workshop A Ⅱ
Masaatsu TAKEHARA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 4/Wed.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The Co-creative Workshop provides multidisciplinary learnings for
dealing with significant challenges of sustainability. The class brings
together students from SCOPE and students from the Faculty of
Sustainability Studies and offers them the opportunity to collaborate on
workshop project together. In this Co-creative Workshop, participants
will discuss sustainability issues in the field of business and try tocome up with solutions through various group work. Examples ofcases students will tackle in the workshop are: (1) achieving local
revitalization in rural area by tackling social problems with social
business type of approach, and (2) ensuring environmental and social
sustainability in global supply chain of companies.
【Goal】
By the end of the semester, students should be able to:1) identify and analyze sustainability problems in given cases,2) interact proactively and collaborate with diverse participants,
3) reach and design collaborative solutions and present in the class,4) share various solutions in the class for further discussion of theissues.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP1"and "DP2" is related【Method(s)】Students will participate in the group work with other students
with diverse background and study experience. Through facilitatinginteraction and teamwork, defining problems, and generating ideas,
participants will collaborate to obtain solutions. Opportunities forconcentrated efforts to research and effective presentations will be also
given.

【Grading criteria】
Grading will be decided based on following criteria.
Active class participation (40%)
Contribution to the group work (40%)
Final presentations (20%).
Please note that students who miss 4 classes or more cannot pass the
subject.
【Changes following student comments】
Collecting students’on-going feedback, progress of the class mightchange.
【Equipment student needs to prepare】
No special equipment is used in this course.
【Others】(1) Note that selection may be conducted in the first class if the numberof participants is too large. Students interested in participating should
attend the first class.
(2) As all the classes and group works will be conducted in English,
students with lower English proficiency may have difficulties to keep up
with the class. In that case, students are expected to make additional
efforts to improve their English skills.
(3) Methods and schedule will be subject to change based on feedback
from participants.
(4)Students can take Co-creative Workshop A Ⅰ and A Ⅱ in random
order.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2

Basics3

Case No.1(1) Issue
Case No.1(2)Stakeholders
Case No.1(3)Problem analysis
Case No.1(4)Solution
Case No.1(5)Presentation
Case No.2(1) Issue
Case No.2(2)Stakeholders
Case No.2(3)Problem Analysis
Case No.2(4)Project Design
Case No.2(5)Solution
Case No.2(6)Presentation
Summary andreflection

4
5
6
7
8
9
10
11
12
13
14

Contents
Ice-breaking and introduction ofparticipants, selection if necessary.
Basic knowledge in businessenvironment
Introduction to case (problem) No.1
and defining the issue
Stakeholder analysis
Analyze the issue focusing on
causal relationship
Generate ideas and reachcollaborative solution
In class presentation of solutions
and feedback from participants
Introduction to case (problem) No.2
and defining the issue
Stakeholder analysis
Analyze the issue focusing on
causal relationshipAnalyze the objectives to solve theissue and design the project
Generate ideas and reachcollaborative solution
Presentation of solutions andfeedback from participants
Reflection on interaction and group
works for further study【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to read reference materials, to do necessary website research and to prepare for contributing to group work.
【Textbooks】
Materials will be distributed in the class.
【References】
Additional resources will be introduced in the class, if necessary.

—9—発行日：2019/5/1

OTR200HA

Field Workshop
Faculty members
Term：集中・その他/intensive・other courses ｜ Credit(s)：2 ｜ Day/Period：集中・その他/intensive・other courses ｜ Campus：｜ Grade：1〜4
Notes：【Outline and objectives】
A "field workshop" is designed to explore a particular capacity-building
environment about sustainability off-campus. Participating students ina field workshop will visit one of the distinctive facilities in different
parts of Japan or elsewhere and meet the people who are engaged invarious “real” issues.
【Goal】
Students will be able to understand better how to relate classroom
knowledge and skill to real-life agenda through a field workshop.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP5" is related【Method(s)】Each field workshop consists of both a field trip itself and ex-ante andex-post on-campus classes held for preparations and appraisals. Since
field workshops differ from one another in their content, applicants areadvised to find detailed information about each field workshop whenannounced.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
1
Orientation
2-4
Preparatory classes

5-11

Fieldwork

12-13
14

Ex-post classes
Report Writing

Contents
Outlines of a field workshop
Advance knowledge andpreparation of the field workshop
Minimum requirement of 4 daystays on site. The program’s total
trip days may stretch to a week or
so depending upon locations of thesites and its content.
Reviews and reflections
Writing and submitting an
assigned report【Work to be done outside of class (preparation, etc.)】
Appropriate instruction is provided in orientation, etc.
【Textbooks】
Same as above.
【References】
Same as above.
【Grading criteria】
Same as above.
【Changes following student comments】
No comments are to be collected for field workshops.
【Others】
Participants have to bear the costs of transportation, lodging, insurance,
etc.
Cancelation of the participation is, in principle, not allowed after theenrollment is finalized. Furthermore, there is no refund made for thepaid expenses if the cancellation is due to personal reasons.
In addition, this course is to be canceled if there is no participant fromSCOPE.

— 10 —

発行日：2019/5/1

SOC200HA

Global Human Resources Management
Tokio NAGAMINE
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：火 4/Tue.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Studying Global Human Resources (GHR) and thinking about career
making in the global stage.

Students should read in advance handouts and other reading materials
provided and make clear what they cannot understand and should beready to ask questions or make comments about them.

【Goal】
This class aims to learn why GHR has been actively discussed in Japanin the past 10 years or so, and help students understand GHR as part oftheir career plan and make their own job careers in the global businessarea.

【Textbooks】
No specific textbook is used, but various handouts and other readingmaterials will be provided.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】This class will take up various topics concerning GHR, including
topics such as education at schools and universities, mobility of people
between countries and employment of people with different cultural
backgrounds. The class will be run in the form of lecture with active
participation of students in the discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Week 2The economy moving
towards globalization

Week 3

Japanese employment
practices (1)Week 4

Japanese employment
practices (2)Week 5

Quick move to GHR inJapan

Week 6

Policies of employer
organizations andcompanies, Japanese
case
Education towards
globalization (1)Education towards
globalization (2)Week 7
Week 8

Week 9International students
and their employment(1)

Week 10 International students
and their employment(2)
Week 11 World race for talentand studying overseas

Week 12 Presentation by
students (1)Week 13 Presentation by
students (2)Week 14 Final examination andcomments on it【Grading criteria】
Assessment will be made based on either a final examination or an
essay (70%). Consideration will also be taken into short exams and/or
presentations (20%) which may be conducted in class and participationin the discussion in class (10%). Needless to say, students are supposed
to attend classes.
【Changes following student comments】
Reading materials in advance is strongly recommended so that students
can better understand the lecture.
【Equipment student needs to prepare】
Nothing.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 What is GHR?

【References】
Some reference books will be introduced in the first session.

Contents
What GHR is will be broadly
discussed in the first session.
As a basis of GHR, students will
look at the globalization of economy
and people’s move across theborder of countries.
Before getting into the discussion
about GHR, it will be briefly
reviewed what characterises theJapanese employment practices.
The way of job seeking byuniversity students in Japan will
be looked at.
The Japanese Government has
been pushing educational
institutions and companies towards
globalization in the past years.
Why and how?
The policies of employer
organizations and companies on
GHR in Japan will be discussed.

【Others】
Those students who may take this subject must attend the first session
with their results of English language proficiency tests such as TOEFL,
TOEIC, Eigo-kentei Shiken or other similar tests.
In case of the number of applicants becoming more than 15, priority will
be given to SCOPE students and some sort of selection will be made forthe other students.

The lecture will look at thedevelopment of GHR at schools.
What have Japanese universities
been doing for the development of
GHR?
The employment of Japanese
students who studied overseas
including kikokusei will be
examined.
The employment of non-Japanese
students who are studying inJapan will be examined.
Universities all over the world are
involved in the race for talent andyoung people are studying andfinding a job across the border of acountry. Such a trend will bebroadly considered.
Students will make a presentationon their future career plan.
Same as above.
The final examination will be
conducted, followed by thelecturer’s comments on it.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.

— 11 —

発行日：2019/5/1

POL200HA

Global Society １
Atsuko Watanabe
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：火 3/Tue.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course aims to understand what globalization is as a politicalphenomenon. The paradox of globalization is that, whereas it seemingly
emancipates us, it equally traps us. In order to understand this puzzle,
starting from ancient maps, we first explore how different traditions ofthought and key thinkers imagined the world in diverse ways. Then we
examine how these different traditions interact together to compose thecontemporary international order, focusing on modern experiences in
Asia. We then visit some contemporary theories of globalization. Finally,
we consider contemporary issues of globalization.
【Goal】
By the end of this course, students will be able to:1) Understand the basic history of globalization.
2) Display a familiarity with the arguments and ideas of key concepts
and thinkers introduced in the class.
3) Apply a range of arguments and concepts discussed in class to reflect
on contemporary issues of globalization.

【References】
Scholte, J.A. 2005 Globalisation: A Critical Introduction（Palgrave andMacmillan)
Other references will be introduced in class.
【Grading criteria】
Participation in class: 30%
Assignments: 40%
Term Paper: 30%【Changes following student comments】
This course newly starts this year.
【Equipment student needs to prepare】
Students enrolling this course are required to sign up in the H‘etudes(https://hcms.hosei.ac.jp/portal).
【Others】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lectures and discussions based on assigned readings.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2Ancient maps and theglobe

Week 3

The world in ancientworldsWeek 4

The World in medieval
to early modern period
EuropeThe world in medieval
to early modern period

Week 5

Week 6

The world in
pre-modern Asia

Week 7The expansion ofmodern European
world of nation-states

Week 8The clash ofworldviews in Asia
Week 9 Globalisation andcolonialism
Week 10 Global system theories

Week 11 Globalisation andidentity
Week 12 Globalisation andconflicts
Week 13 Global governance andcosmopolitanism
Week 14 Conclusion

Contents
What is globalisation? What are
the issues of globalisation?
Examine maps in ancient worlds.
How have maps been circulated in
the world?
Worldviews in the thought ofancient philosophers such as
Aristotle, Marx Aurelius, Buddha,
and Confucius
The historical developments of theimaginations of the world in
Europe before the Renaissance
The historical developments of theimaginations of the world before
the RenaissanceThe development of Asian worldand how Asian people imagined theworld
What happened when Europeansstarted to visit Asian countries?
How did they accept foreign ideasof the nation-state?
How modern wars were fought in
Asia
Understand the link between
colonialism and globalisation
Understand global system theories
to explain globalisation as aphenomenon
What is the issues of identity?
What kind of conflict is
globalisation causing?
What is the problem of global
governance? Can we be acosmopolitan?
What is the future of globalisation?

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials. The students are required tosubmit a short reflection paper (150-250 words) for each class.
【Textbooks】
Steger, M. F., 2017. Globalization: A Very Short Introduction, fourth ed.
(Oxford University Press)
Some other reading materials are distributed in class.

— 12 —

発行日：2019/5/1

POL200HA

Global Society ２
Atsuko Watanabe
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 2/Wed.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course explores the interactions between geography and politics
to understand how we have historically ‘created’ the world. It is
not only since the rise of the modern nation-state that questions ofgeography have occupied people’s minds, as territorial disputes often
led to conflicts. Surprisingly, however, while the relationship between
politics and geography is central to intellectual endeavours, it plays
only a minor role in contemporary political thought. Aiming to conceiveof a inclusive and sustainable world order, and reconsider geography
for the study of politics, this course critically examines the relationof geography and politics. The course first introduces the history ofpolitical geography and geopolitics before applying it on contemporary
geopolitical case studies.
【Goal】
By the end of the course, students will be able to:１） Demonstrate familiarity with key concepts and theories of political
geography.
２ ） Understand how geography has shaped politics, forming andtransforming national identities.
３） Use concepts and perspectives of political geography to criticallyreflect on contemporary international relations issues.

【References】
Flint, K. 2006. Introduction to Geopolitics (Routledge)
Some other references are introduced in class.
【Grading criteria】
Participation in class 25%; Assignments 30%; presentation 15%; Termpaper 30%.
【Changes following student comments】
This course newly starts this year.
【Equipment student needs to prepare】
Students enrolling this course are required to sign up in the H‘etudes(https://hcms.hosei.ac.jp/portal).
【Others】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Lectures and discussions based on assigned reading.
presentations.

Students’【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction: Humans
as world makers.

Week 2
Week 3
Week 4
Week 5

Week 6

Space, sovereignty, andterritory
What is the modern
nation-state?
The history of classicalgeopolitics
Imperial geopolitics
and Cold War
geopolitics
Orthodox, or criticalgeopolitics?

Week 7

Resource geopolitic

Week 8American geopolitics

Week 9European geopolitics

Week 10 Asian geopolitics I
Week 11 Asian geopolitics II
Week 12 Geopolitics beyond
state
Week 13 Students presentations
Week 14 Conclusion

Contents
Are maps scientific and accurate?
What is role of geography inpolitics?
Understand main concepts ofpolitical geography
How the state is changing andunchanging
Understand the history ofgeo-political thought
Understand how geopolitics wasused in the world wars
What is the difference between
orthodox and critical geopolitics?
What is nationalism and identity
politics?
Understand geopolitical discourse
in resource issues
Discuss how geography is used incontemporary American politics.
What is geopolitics of President
Trump?
Understand geopolitics in Europe.
Why ’Brexit’?
Understand Asian geopolitics andits historical background
Discuss geopolitical issues in Asia
Discuss geopolitics beyond statesuch as ’region’ and ’the globe’Students will present theirresearch
Wrap up. Instruction for term
paper【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
Dodds, K. 2014. Geopolitics: A very short Introduction, second edition(Oxford University Press)
Some other reading materials are distributed in class.

— 13 —

発行日：2019/5/1

CUA200HA

Human and Environment
Satsuki TAKAHASHI
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：火 3/Tue.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】“Human and Environment” is an introductory course to learn
anthropological theories and discussions on the relationship between
cultures and the environment.
Through reading theoretical and ethnographic works by scholars ofanthropology ̶ a discipline that has historically investigated questions
about the environment ̶ this course aims to explore the ways inwhich people’s lives are shaped by different cultural, political, andecological contexts, and how anthropological theories provide tools
for understanding complex human-environment relations. Throughexamining literatures in environmental anthropology, this course will
also explore the ways in which human-environment relations havebeen interpreted by anthropologists and also how environmental
anthropologists have contributed to broader debates about concepts likemodernity, globalization, power, kinship, and science and technology.

Michael R. Dove (1993) A Revisionist View of Tropical Deforestation andDevelopment
Hugh Gusterson (2005) Decoding the debate on "Frankenfood"
Hugh Raffles (2010) Insectopedia
David M. Hughes (2014) Energy
Satsuki Takahashi (2014) Hatchery Flounder Going Wild: Authenticity,
Aesthetics, and Fetishism of Fish in Japan【Grading criteria】
Exams, Reading Commentaries, Class participation, Presentation. The
weight for each assignment will be decided based on students’votes atthe beginning of the semester.
【Changes following student comments】"[T]he content that she showed was really interesting and relevant toour current situati on in the world." – a comment by student【Goal】The goal of this course is not to teach solutions to environmental
problems, but to provide tools to think critically about such issues.
In order to accomplish this, it will be important for students toremain engaged not only toward reading materials but also other classparticipants. I expect students to read and work through the arguments,
debates, themes, and perspectives of the class readings; the key point
here is “critical engagement.” By critical engagement, I mean thatstudents are to carefully read and consider the texts, and to understandand discuss the intentions of the author, whether or not they agree withhis/her opinions or conclusions.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】This is a lecture/seminar course, which expects students to actively
participate in class discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Anthropologists andEnvironment
Week 3 AnthropologicalFieldwork
Week 4 Religion

Week 5
Week 6
Week 7
Week 8
Week 9Week 10
Week 11
Week 12
Week 13
Week 14Is God Green?
What is Natural?
Mid-term Exam
Sustainable
Development
Food
Common Resources
Biodiversity
Climate Change
Anthropocene
Final ExamContents
Course introduction
What is anthropology? What isenvironmental anthropology?
Film, "Second Nature"
Relationship between religion andenvironmental issues
Film, "Is God Green?"
Social construction of nature
In-class exam
How can we accomplish
sustainable development?
GMOs and related discourses
The Commons and Anthropologists
Why do we care about biodiversity?
Energy and Culture
What is anthropocene?
In-class final exam

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Class preparation: Please read the detailed course syllabus carefully,
which will be provided in the first day of class. Students are expected tocomplete assigned readings before class.
Learning Instructions: Both midterm and final exams ask questions
based on assigned readings, films, lectures, and class discussions.
Taking notes during class will help deepening students’ understanding.
Lecture notes will also help studying for exams.
【Textbooks】
No particular text book used for this course, but we will read selected
pages from books and journal articles.
【References】
Reading examples:
Horace Miner (1956) Body Ritual among the Nacirema
Neil Thomson (1971) The Mysterious Fall of the Nacirema— 14 —

発行日：2019/5/1

POL200HA

International Society and Environmental Issues
Akiko OKAMATSU
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 4/Thu.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course introduces students to the legal order and rules that govern
the international society and environmental issues.
【Goal】
Students may learn the legal framework of the international society
and environmental issues, and will also learn the legal process of peace
making. Students will get how to achieve the peaceful settlement ofinternational environmental disputes as well.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】This course is a lecture-based class.
encouraged to participate in discussion.

However, the students are【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Introduction
２
３

４
５
６
７

８
９
10
11

12

13
14

Environmental issues
in international law
Development ofinternational
environmental law
Sustainable
development
International system
Procedural obligations,
Part 1
Procedural obligations,
Part 2

Contents
Introduction to the internationallaw
Facts, Legal approach
Historical background

History, concept, theories
International law making
Prior notification, consultation,exchange of information
Prior informed consent,
environmental impact assessment,
monitoring
UNFCCC, Paris Agreement
CBD, Nagoya Protocol
UNCLOS
Environmental rights, indigenous
peopleClimate Change
Biodiversity
Ocean environment
Human rights andenvironmental
protection
Armed conflicts andInternational humanitarian law
environmental
proctection
Trade and environment GATT/WTO
Conclusion
International environment in the
future【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to read suggested materials beforehand.
【Textbooks】
Vaughan Lowe, International Law: A Very Short Introduction, Oxford
Univ Press, 2016.
【References】
Malcolm Evans ed., Blackstone’s International Law Documents, 13th
Revised, Oxford University Press, 2017.
【Grading criteria】
Final paper (50%)
Presentations (30%)
Class participation (20%)
Attendance itself is not evaluated, but is a requirement to submit a final
paper.
【Changes following student comments】
N/A (This is the first year offering the course)【】
The course provides an introduction to international environmental law
referring to precedents by both international and domestic courts.

— 15 —

発行日：2019/5/1

INE200HA

Introduction to Energy and Resources
Tetsuya KITAGAWA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 4/Fri.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The topics in this course contain the fundamentals on resources andtheir transformation to energy used for power generations, in which
the "sustainability" in the field of the resource and energy development
concerns. Students learn about the issues on the demand - supply ofenergy in Japan as well.
【Goal】The points considered as achievements in this course are (i) toacquire statistical skills for the investigation on resource andenergy development, (ii) to understand the characteristics of various
resources and the energy conversion systems from the view points ofthermodynamics and renewables, and (iii) to obtain the knowledge onenergy issues in Japan.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lecture and short exercise.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2

Energy resources (1)Week 3

Energy resources (2)Week 4
Week 5

Unit of energy
Basis of energy
conversion (1)Week 6 Basis of energy
conversion (2)Week 7 Basis of energy
conversion (3)Week 8 Energy conversion inthermal power plant(1)
Week 9 Energy conversion inthermal power plant(2)
Week 10 Nuclear power (1)Week 11 Nuclear power (2)Week 12 Wind energy

Week 13 Solar energy

Week 14 Final examination

Contents
Natural resources for energy
generation.
Resource amount estimation anddispute on the estimation, andsurvey method using logistics
curve.
People’s view on resources andenergy, and the sustainability.
Work, heat and power.
Cycle and work in P-V curve.
Entropy, heat in T-S curve andefficiency ratio.
Carnot cycle.
Characteristics of water andRankine cycle.
Gas turbine system and Brayton
cycle.
Nuclear reactors, nuclear fuel andnuclear fission.
Control of nuclear fission andsafety of nuclear power plant.
Nuclear fuel cycle and nuclear
waste.
Structure of wind turbine,characteristics of wind power andprediction of electricity output.
Energy density of sunlight,
characteristics of photovoltaic
power generation and prediction ofelectricity output.
A written examination.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Review of marked short exercises.
【Textbooks】
None, but handouts will be provided in class.
【References】
None.
【Grading criteria】
Course evaluation will be based on short exercises (50%) and the final
examination (50%).
【Changes following student comments】
None.

— 16 —

発行日：2019/5/1

BSP100HA

Introduction to Sustainability Studies
Naruhiko TAKESADA
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：金 3/Fri.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Sustainability is an important keyword not only in the present, but also
in the coming years for every civilization on the Earth. Sustainability
issues are not problems for only developed countries. Developing
countries are starting to face the same issues, with some difficulties
already emerging while others will likely encounter problems in thenear future. Climate change is just one example of the sustainability
issues we are facing. Sustainability issues are often reduced tomere environmental issues. However, sustainability issues cannot
be perceived correctly nor be solved only by focusing on the naturalenvironment, and it is necessary to look into interaction between
human beings and the natural environment. Furthermore, we must
recognize that relationships between humans around the world are also
an important and integral part of sustainability issues.
【Goal】
This course is designed for two main purposes. Firstly, it aims to allow
students to think and imagine about the complexities of what is known
as “sustainability.” Secondly, it seeks to guide students for further study
or courses offered in the SCOPE.
Through this course, students are expected to be ready to take various
courses in the SCOPE curriculum and to start building their own values
and attitudes towards a sustainable future.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related

Students are expected to read and study designated reference materials,
to do some web site research and to give answers to questions given
beforehand for the next class.
【Textbooks】
Materials will be distributed in class.
【References】
Additional resources will be introduced in each class, if necessary.
【Grading criteria】
Assessment will consist of in-class participation (20%), presentation(25%), writing assignments (45%) and overall contribution (10%)
Note that students who miss 4 classes or more cannot pass this subject.
【Changes following student comments】
To accommodate more active discussion in the class.
【Others】
Prospective students should note that this course is compulsory for all
SCOPE students, and it must be taken before advancing into the 3rd
year.
【Career Background of the Lecturer】
The lecturer has working experience in the field of economic cooperation
for developing countries. Some parts of the contents of this course havedirect relationship with lecturer’s experience and knowledge.

【Method(s)】For the first purpose, we will search for the answers to questions suchas:- What is sustainability?
- What is an important element for civilization to be sustained?
For the second purpose, we will learn about systems of humanknowledge and the means to tackle sustainability issues. Questions tobe asked include:- What is an “issue” or “problem”? Who decides that something is aproblem?
- What kind of knowledge and skills will be of use to solve sustainability
issues?
Classes will include a range of listening and speaking activities
including small group discussion and presentation. Especially, students
are expected to express themselves proactively. Method and schedule issubject to change based on discussion in the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Orientation andOverview
Week 2 Civilization andSustainability 1
Week 3 Civilization andSustainability 2
Week 4 Sustainability issues
and human knowledge
systemWeek 5 Framing the issue

Week 6
Week 7

Water 1
Water 2

Week 8
Week 9Week 10
Week 11

Food and Population
Environment 1
Environment 2
Environment andethicsWeek 12 Diversity
Week 13 Presentation 1
Week 14 Presentation2

Contents
Overview of the course, mini
lectureRises and falls of civilizations. Why
does sustainability matter?
Possible future of our civilizations.
Complex reality and humanknowledge system
The meaning and implication of an“issue”
On scarcity of water resources
On possible war over water
resources
On who will feed the world
On pollution
On climate change
Desirable relationship between
human and nature
Bio-diversity and other diversities
Individual or group presentation onclass topics
Individual or group presentation onclass topics【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.

— 17 —

発行日：2019/5/1

SES300HA

Japanese Environmental Policy 1
Ryo Fujikura
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
To learn basic science and Japanese policy addressing environmental
and resource issues.
【Goal】
Students will understand basic science of climate change and resource
issues. They will also understand how to deal with them by learningadvantages and disadvantages of Japanese policy.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Lecture using PPT and discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Climate science (1)Week 3

Climate science (2)Week 4

Climate policy

Week 5

Mitigation

Week 6

Adaptation

Week 7
Week 8International
Agreements.
Energy resources

Week 9Minerals

Week 10 Water resource
Week 11 Soil
Week 12 Biodiversity (1)Week 13 Biodiversity (2)Week 14 Wrap up【Equipment student needs to prepare】
None【Prerequisite】
None【Selected lecturer’s publications (books and special issues)】
1. Ryo Fujikura and Mikiyasu Nakayama (Editor) (2015) Resettlement
Policy in Large Development Projects, Routledge, Oxford
2.
Ryo Fujikura and Tomoyo Toyota (Editor) (2012) Climate
Change Mitigation and International Development Cooperation, (p.264)
Earthscan, London
3. Ryo Fujikura (Guest Editor) (2011) Environmental Policy in Japan:
From Pollution Control to Sustainable Environmental Management,
Special Issue, Environmental Policy and Governance, Vol. 21, No.5
4. Ryo Fujikura and Masato Kawanishi (Editor) (2010) Climate Change
Adaptation and International Development ‒ Making Development
Cooperation More Effective, Earthscan, London【Career background of the lecturer】
The lecturer has working experience at Japanese Environment Agency(currently Minister of the Environment) as a national officer. He
also participated in Japanese official development assistance andformulation of Biodiversity Conservation. He will give lectures with theexperience.

Contents
Contents of the course.
The Earth has been warmed.
Greenhouse gases lead thewarming.
Humans are increasing
atmospheric greenhouse gases.
Global warming since the late 20th
century is not natural but
anthropogenic.
Impact of climate change.
International policy and Japanesepolicy.
Economic instrument, alternative
energy, energy saving, and othermeasures.
Various measures and climate
refugees.
UNFCCC and Paris Agreement.
Fossil fuels, hydro, nuclear, andalternative energy.
Base metals and rare metals.
Recycling of metals.
Availability of water in the world.
International waters.
Soil as resource. Nitrogen andphosphate.
Definition of biodiversity.
International agreements relating
to biodiversity.
CITES, Ramsar, and IWC.
Genetic resources and Nagoya
ProtocolHow should we addressenvironmental and resource issues?

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students must read assigned papers before classes.
【Textbooks】
Climate Change: Evidence Impacts, and Choices
Download free PDF fromhttps://www.nap.edu/catalog/14673/climate-change-evidence-impactsand-choices-pdf-booklet【References】
A copy of assigned paper will be distributed in class.
【Grading criteria】
Performance will be evaluated by a written examination (50%) andparticipation in discussion (50%).
【Changes following student comments】
Please be aware that the lecturer is not a native English speaker.
Thus, students are encouraged to ask for clarification if they have any
questions.

— 18 —

発行日：2019/5/1

SES300HA

Japanese Environmental Policy 2
Teruyoshi Hayamizu
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：金 5/Fri.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The objectives of this class are to learn basic concept and frameworkof Japanese environmental policy together with its background andthe way of its development, to study its effectiveness and remaining
obstacles and to consider the way of application to the policy-making instudents’ home countries. This class will focus on pollution control of
air, water and soil environment and chemicals management. Lecturesand discussions will mainly cover domestic issues but also handle
transboundary or global aspects.
【Goal】
Students are expected to learn essential elements of legal andadministrative framework of environmental policy to protect air, waterand soil environment. Students are also expected to learn the cause ofenvironmental pollution, study how to tackle specific problems and gain
ability to find effective and feasible solutions through case studies.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related

Week 13 Environmental impact
assessment (2): How tohandle specific issues
Week 14 Overall review

Effectiveness and obstacles of theimplementation of EIA system anddiscussion as a case study
Overall review of environmental
policy framework in Japan anddiscussion on its application tohome countries【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials. Students are also expected tothink about actual environmental issues through their daily life andbroadcasted news.
【Textbooks】
Materials will be distributed in the class.
【References】
Additional references may be introduced in the class.

【Method(s)】Lecture with PowerPoint presentation and discussion on specific issues【Grading criteria】
Short test/report on each lecture (40%), overall test/report (40%) andparticipation in the discussion (20%)

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Changes following student comments】
N/A (New class from 2019)【Fieldwork in class】
なし / No【Equipment student needs to prepare】
None【Schedule】
No.
Theme
Week 1 History ofenvironmental
pollution and policy
development
Week 2 Basic concept andframework ofenvironmental policy

Week 3

Week 4

Week 5

Week 6

Air pollution control(1): Scientificbackground and legal
framework
Air pollution control(2): How to handle
specific issues
Water pollution control(1): Scientificbackground and legal
framework
Water pollution control(2): How to handle
specific issues

Week 7

Soil contamination

Week 8Marine pollution,
marine litter andmicroplastics

Week 9Chemicalsmanagement (1): Basicconcept of chemicalrisks
Week 10 Chemicals
management (2): Legalframework
Week 11 Chemicals
management (3):International
agreement
Week 12 Environmental impact
assessment (1): Basicframework【Career background of the lecturer】
The lecturer worked for the Ministry of the Environment of Japan as atechnical official. Therefore, the discussion in the class will cover not
only the theoretical policy framework but also practical ways to tackle
actual problems based on the experience in the government.

Contents
Environmental pollution andhealth damage experienced inJapan and policy development
history to conquer the tragedies
Principles and methodologies forenvironmental policy andimplementation framework
including the role of national andlocal governments
Trend of air pollution and outlineof Air Pollution Control Act

Policy framework for specific air
pollution issues and discussion as acase study
Trend of water and groundwaterpollution and outline of Water
Pollution Control Act
Policy framework to
tackle eutrophication of lakes andenclosed sea areas and remaining
challenges
Trend of soil contamination andoutline of Soil Contamination
Countermeasures Act
Current situation of marine
pollution, marine litter andmicroplastics and the policy
development to tackle these
problems
Concept and key elements of risk
assessment, risk management andrisk communication on chemicals
Outline of Chemical Substances
Control Act and PRTR (Pollutant
Release and Transfer Register)
systemInternational framework ofchemicals management includingOECD activities and conventions
on hazardos chemicals
Procedure and key elements ofEnvironmental Impact Assessment(EIA) system in Japan— 19 —

発行日：2019/5/1

ARS300HA

Japanese Rural Society
Shamik Chakraborty
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：火 4/Tue.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This is an introductory course on Japanese rural society from a cultural
anthropology/ human geography point of view. The main objective is todevelop an understanding of Japanese rural society among the students.
It is designed in a way to engage the students to read and understandkey literature on the subject, as well as to provide a roadmap for further
exploration.
【Goal】In this course, students will develop a good understanding of the ruralsocieties of Japan, rural landscapes, and their change, and they will
be able to analyze them through recent sustainability literature. The
students will become aware of various related issues in Asian andglobal contexts which will give them a broader idea of the sustainabilityof rural landscapes in general. This will be helpful for their further
studies/research in sustainability studies.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Lectures will be combined with student presentations (2 sessions).
There will also be opportunities for reflection and discussion on thelectures/readings. Students are required to come prepared to the classand complete assignments on time.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Understanding
cultural Anthropology
and its connection torural society
Week 2 Concept of landscapesContents
What is cultural anthropology?
How cultural anthropology can beapplied for ‘deeper’ understandingof human-nature relationships.
What are landscapes? How conceptof landscapes can be applied to thestudy of rural societies.
Week 3 Satoyama and Satoumi What are Satoyama and Satoumi?
ecosystems of Japan
Satoyama and Satoumi as culturallandscapes and seascapes, theirrole in sustaining the rural society.
Week 4 Role of rural
Role of rural landscapes inlandscapes in society
language, social relations, gender,
ethnicity, identity in Japan:
Examples from field studies
Week 5 Rural depopulation
Rural depopulation in Japan andits effects on Satoyama/Satoumi
environments
Week 6 Methods
Cultural anthropological methods
to study rural societies with
illustrative examples.
Week 7 Case studies
Examples of rural socio-ecologicallandscapes from Japan and theirchanges -(Part A) Satoyama
landscapes of Shirawawa-go, active
volcanic landscape of Aso, matagi
hunter-gatherers of the Shirakami
mountains.
Week 8 Case studies
Examples of socio-ecologicallandscapes from Japan and theirchanges -(Part B) Satoumi
seascapes. The ama female diversof Ise-island, fishing villages of
Seto-Inland sea, traditional
nearshore fisheries in Okinawa.
Week 9 Factors of degradation Factors of degradation ofand restoration efforts traditional rural landscapes inJapan, recent ventures for theirrevitalizations.
Week 10 Different
Towards a transdisciplinary
epistemologies of rural approach to understand rurallandscapessocieties: Unification of different
epistemologies of inland andcoastal areas, and their cultural
relations to Japanese society.

Week 11 Field visit
Week 12 Presentation

Week 13 Presentation
Week 14 Summary

case study of Satoyama/Satoumi
ecosystems through field visit
Student presentations anddiscussions (Individual or grouppresentation will be decided basedon the number of students
enrolled).
Student presentations anddiscussions (reserve day).
Summary of course and wrap up.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
There is no strict requirement for buying textbooks but the following
books will be followed• Satoyama: The Traditional Rural landscapes of Japan. Kazuhiko
Takeuchi, Robert D. Brown, Izumi Washitani, Atsushi Tsunekawa,
Makoto Yokohari (Eds.). Springer, Tokyo, 2003.
• Social and Cultural Anthropology: The Key Concepts. Nigel Rapport.
Routledge, London. 2014.
Further Readings:
The Ecological Transition:
Cultural Anthropology and Human
Adaptation. John W. Bennett. Pergamon Press, New York. 2014.
Japan’s Shrinking Regions in the 21st Century. Peter Matanle, Paul
Rausch & the Shrinking Regions Research Group. Cambria Press,
London. 2011.
【References】
Materials will be distributed in Class.
【Grading criteria】
Class participation and discussions: 20%
Presentations: 30%
Final report: 50%【Changes following student comments】
No significant changes were required based on students’ comments.
【Equipment student needs to prepare】
N/A【Others】
N/A【】
concerned is an introductory course on Japanese rural society froma cultural anthropology/ human geography point of view. The main
objective is to develop an understanding of Japanese rural society
among the students. It is designed in a way to engage the students toread and understand key literature on the subject, as well as to provide
a roadmap for further exploration.

— 20 —

発行日：2019/5/1

SOC300HA

Japanese Society and Sustainability 1
Eiko SAEKI
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：金 4/Fri.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Introduction to Contemporary Japanese Society
This course is designed to be an overview of contemporary Japanesesociety. Throughout the term, we explore how we can understandJapanese society, by using various sociological concepts and making
international comparisons.
By engaging with critical issues incontemporary Japan, we will explore the ways in which the society canachieve a sustainable system and culture both within the country as
well as a member of the international community.

【Equipment student needs to prepare】
We will be using the course website.

【Goal】
Through this class, you will be expected to critically engage withboth scholarly discussions as well as media portraits on Japaneseculture and society, and demonstrate your understanding through yourassignments, an individual research paper, and participation in class.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】This course is divided into three sections: 1. Work, inequality, andpoverty; 2. Gender and sexuality; and 3. Diversity, marginality, andsocial coherence. Each class consists of lecture, discussions, and otherlearning activities.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2

Week 3

Sustainability andcontemporary
Japanese society
Inequality and poverty

Week 4

Employment

Week 5

Gender and work

Week 6
Week 7
Week 8Gender andsocialization
Gender and sexuality
Student presentations

Week 9Mid-term examination

Week 10 Diversity, marginality,
and social coherence 1
Week 11 Diversity, marginality,
and social coherence 2
Week 12 Diversity, marginality,
and social coherence 3
Week 13 Student presentations
Week 14 Final examination

Contents
What does it mean to study Japan
from sociological perspectives?
What does it mean to makeJapanese society more sustainable?
How to measure inequality,
historical changes, homelessness
Different types of employment andtheir impacts on people’s life course
Paid and unpaid work; Childpoverty and unequal opportunities
How we learn the norms of genderand sexuality
LGBTQ experiences
Presentations on the firstassignment
Assessing students’ understandingof the course materials
Myth of homogeneity
Okinawans, Ainu, and burakumin
Resident Koreans and Brazilians
Presentations on the second
assignment
Assessing students’ understandingof the course materials【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to read assigned texts and to come to class fully
prepared.
【Textbooks】
Materials will be distributed in class.
【References】
Sugimoto, Yoshio. 2014. An Introduction To Japanese Society. Fourth
Edition. Cambridge University Press.
Other materials will be distributed in class.
【Grading criteria】
Participation 30%; Writing assignments 40%; Examinations 30%【Changes following student comments】
In addition to covering the materials for this course, I will continue toprovide instructions for basic academic skills in English (e.g., research
and writing).

— 21 —

発行日：2019/5/1

SOC300HA

Japanese Society and Sustainability 2
Eiko SAEKI
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Sociology of Families
The family is one of the most important social institutions that everyone
in society is familiar with. Because of the familiarity, however, we
often lack critical perspectives on the issues pertaining to the family.
We will challenge typically taken-for-granted notions of the family byconsidering it from a sociological point of view.
【Goal】
While focusing on families in contemporary Japan, this course willtake a historical and comparative perspective to highlight diversity
and transformation of families, both within and outside Japan. By
investigating both public policies and private dynamics, we aim todeepen our understanding of, and gain critical perspectives on thefamily.
Upon successful completion of the course, students will be able to:
1. Identify and critically engage with social issues pertaining to thefamily;2. understand the connection between individual experiences in family
and broader socio-historical contexts; and3.
discuss issues surrounding the family with a comparative
perspective.

【Equipment student needs to prepare】
In order to have access to all the information and course materials
necessary, every student taking this course is required to sign up
in the H‘etudes (https://hcms.hosei.ac.jp/portal). All the assignments
must be submitted through this website. We may send occasional
announcements and messages as well. For this reason, it is very
important that you use this website actively and check your university
email account (or the email account you registered with the course
website).

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】The course consists of lectures, discussions, and various activities,
including two in-class exams.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction to thecourseWeek 2 What is the family?

Week 3
Week 4

Studying families
sociologicallyHistory of the family inJapan
Demographic change
Love, sexuality, andrelationship formation

Contents
Introduction and overview of thecourseSystems of kinship and diversity inthe world
Methods and approaches

Patriarchy, "ie" system, and"koseki"Week 5Declining birthrate
Week 6Heterosexual norm andfeminization of love; marriage anddivorce
Week 7 Parenthood
Social and cultural meanings
attached to parenthood
Week 8 Gender and the family Socialization and reproduction ofgender norms
Week 9 Work and the family
Work, parenting, and gender norms
Week 10 Intimate violence
Violence within family and close
relationshipWeek 11 Inequality and families How structural inequality affects
families; single-parenthood
Week 12 Reproduction andInfertility and reproductive
technology
technologies
Week 13 Same-sex marriage
Changing forms of families
Week 14 Conclusion
Reflections and discussions【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
It is essential that students complete weekly reading assignment before
coming to the class. Students are expected to come to class fully
prepared.
【Textbooks】
Materials will be distributed in class.
【References】
Texts will be introduced in class.
【Grading criteria】
Participation 30%; Tests 40%; Assignments 30%【Changes following student comments】
I will encourage students’ active participation by incorporating more
activities and discussions.

— 22 —

発行日：2019/5/1

ECN300HA

Japan’s International Development Cooperation and Sustainable Society
Naruhiko TAKESADA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 3/Fri.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：2〜4
Notes：【Outline and objectives】
This is a course on International Development and Development
Assistance. Development is one of the global issues in the current world
as shown in the Sustainable Development Goals (SDGs). International
Development Assistance has been perceived not only as a strong toolfor development of many societies and/or economies but also as a way
to strengthen world peace. This class focuses on the history and theobjectives of international development efforts and relationship between
rich countries and poor countries putting special emphasis on Japan’srole in the international society.
【Goal】
Completing the course, students are expected;1) to better understand poverty and inequality in the current globalized
world,
2) to acquire basic knowledge on international development efforts,
3) to understand each actor’s role and responsibility in development
efforts, and 4) to have an idea for more equal world structure.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Classes consist of lectures and discussion. Students presentation basedon assigned reading will be included. As the class will be held in seminarstyle, active contribution from students are expected.

【Textbooks】
Particular textbook is not assigned. Materials prepared by the lecturer
will be distributed in the class.
【References】
David Alexander Clark (ed.) "The Elgar Companion to Development
Studies" (2007) Edward Elgar Publishing,
Michael P. Todaro and Stephen C. Smith "Economic Development"(12thEdition) (The Pearson Series in Economics)(2014) Pearson
Websites of following organizations- The World Bank
- The United Nations Development Programme- The Ministry of Foreign Affairs, Japan【Grading criteria】
In class contribution 20%
Reading and Writing assignments 30%
Term paper 50%【Changes following student comments】
N.A. (This is a new course in 2019)【Career background of the lecturer】
The lecturer has working experience in the field of economic cooperation
for developing countries. The contents of this course have direct
relationship with lecturer’s experience and knowledge.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2

Week 3

Week 4

Week 5
Week 6

Week 7

History andBackground ofInternational
Development 1
History andBackground ofInternational
Development 2
History andBackground ofInternational
Development 3
Development
AssistanceJapan’s Development
Assistance

New actors indevelopment efforts
Week 8 Global trend ininternational
development 1
Week 9 Global trend ininternational
development 2
Week 10 Thematic issue 1
Week 11
Week 12
Week 13
Week 14

Contents
Course introduction - What ispoverty? What is inequality? Why
do poverty and inequality matter?
Industrial Revolution, Great
Diversion and Modernization

International development efforts
after the World War II

International development efforts
in the 21st century and theSustainable Development Goals(SDGs)
What is development assistance?
Who is responsible for it?
Very short history of Japanese
economic development and Japan’scontribution to international
development efforts
NGOs and business community indevelopment
Economic development and humandevelopment
Environment, Sustainability andDevelopment

Gender, Micro-finance andGrameen Bank
Thematic issue 2
African Development
Thematic issue 3
Fair Trade
The effect and impact
Does international developmentof development efforts
assistance really work?
Summary of the Course Why do we aid?

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to complete reading assignments before theclass and to submit writing assignments provided in the worksheet.
Occasional reflection sheets should be also submitted in the class.

— 23 —

発行日：2019/5/1

ECN300HA

Practice of Environmental Economics and Japan
Morio Kuninori
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 2/Wed.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The aim of this course is to understand how environmental economics
has been and will be applied to Japan’s real situations with particularemphasis on environmental policies.
【Goal】The purpose of this course is to provide students with a basic andsystematic understanding of how the environment is intertwinedwith the economy and how environmental problems could be tackled.
Students will learn the advantages and limitations of the regulatory
measures which have been widely put in operation in Japan.
Students will also learn various forms of “economic instruments” suchas environmental taxes and emissions trading to solve the global
environmental problems in the decades to come.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related

Field, B. and Filed, M.K. (2017) Environmental Economics:
Introduction, 7th Ed. McGraw-Hill Education.

【Grading criteria】
Evaluation will be based on assignments (20%) and a submitted report(80%). The title and the number of words for the report will beannounced at the end of the final class.
【Changes following student comments】
Asking questions in class is welcome and highly recommended. The
SCOPE students are encouraged to take this course.
【Equipment student needs to prepare】
Nothing in particular.
【Others】
Taking Microeconomics courses is recommended, but not a prerequisite.
Important notions and ideas will be explained in class.

【Method(s)】Teaching is done mainly in a lecture style. The course introduces
numerous kinds of environmental problems in Japan. Environmental
economics is explained to understand why some forms of market-based
interventions are called for in solving various environmental problems
including the transboundary and global ones such as global warming.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Environmental
problems in Japan: I
Week 2 Environmental
problems in Japan: II
Week 3 Measures taken for
local environmental
problems in Japan: I
Week 4 Measures taken for
local environmental
problems in Japan: II
Week 5 Introduction toenvironmental
economics
Week 6 Negative externality
and public “bads”
Week 7 Environmental taxes
and subsidies
Week 8 Emissions trading

Week 9Week 10

Week 11
Week 12
Week 13
Week 14

Transboundary
environmental
problems
International
environmental
agreements
Japan’s energy policy
Global Warming:
global perspective
Japan’s policy on global
warming: I
Japan’s policy on global
warming: II

AnContents
Local issues before the mid-1970s
Local issues after the mid-1970s
Command and control; safety
standard
Roles of local government

Inefficiency of price mechanism;
market failures
Definition of technologicalexternality
Correction of market failure
Allowances and emissions
reduction credits
Acid rain

Japan’s involvement

Multiple policy goals
Paris Agreement and its agenda
Quantity targets
Individual measures【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
A review of each class is strongly recommended. Do not leave thequestions unanswered. Assignments are sometimes given to check each
student’s understanding.
【Textbooks】
No textbooks are assigned. Handouts are distributed in class.
【References】
Following books may be helpful in understanding environmental
economics:
Turner, R.K. et. al. (1993) Environmental Economics: An Elementary
Introduction, The Johns Hopkins University Press.

— 24 —

発行日：2019/5/1

SOC200HA

Research Methods １
Atsuko Watanabe
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 4/Thu.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course is an introduction to the theory and practice of social
scientific research, specifically in political science and International
Relations. Students become familiar with the core concepts and basic
principles of political science research and learn to develop researchquestions, think systematically, collect reliable and valid data, and how
the data, key concepts and theory fit together. The course encourages
students to develop critical analytical and evaluative skills【Equipment student needs to prepare】
N/A【Others】
N/A
【】
None

【Goal】
By the end of the course, students will be able to1) have a comprehensive understanding of key components of theresearch paper.
2) formulate a meaningful research question.
3) improved ability to complete research projects on their own.
4) write a concrete research proposal.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lecture, group work, and discussions.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Choosing a research
topic

Week 3
Week 4
Week 5
Week 6
Week 7The structure ofacademic papers
Finding answers
Developing a research
designResearch ethics

Week 8

Data gathering,
analysis, andpresentation
Which research?

Week 9Conducting research

Week 10 Developing
explanations
Week 11 Writing literature
review
Week 12 Developing into a
proposal
Week 13 Discussions
Week 14 Conclusion

Contents
What is research?
Think what you want to know.
What is your puzzle? What is thegap?
What is academic writing?
Understand how theory andconcepts are used to find answers
Learn how to develop a research
designUnderstand issues in conducting
research
What is reliable data? How can we
distinguish good data and bad
data?
What kind of research helps you tofind your answer?
Understand surveying, observing,interviewing, and analysing text
Understand how to use theories,
concepts, and data to explain yourhypothesis
Understand how to write literature
review effectively
How to write a research proposal
Discuss issues and prospects inresearch. Peer review proposals
Wrap up the course. Final guidance
for the term paper.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
Halperin, S. 2016. Political Research: Methods and Practical Skills(Oxford University Press)
Other reading materials are distributed in class.
【References】
Van Evra, S. 1997. Guide to Methods for Students of Political Science(Cornell University Press)
The list of references is distributed in class.
【Grading criteria】
Participation in class: 20%
Group work (in class): 30%
Term Paper; 50%【Changes following student comments】
This course starts this year.

— 25 —

発行日：2019/5/1

SOC200HA

Research Methods 2
Shamik Chakraborty
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：月 4/Mon.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This is an introductory course on quantitative research methods forthe students in the field of sustainability studies at the undergraduatelevel. Lectures will be carried out about key arguments and concepts
on quantitative research methods as well as practical aspects such as
research design.
【Goal】At the end of the course, students will develop a good understanding of
the quantitative research methods for sustainability analysis. They will
also have useful knowledge for further studies/research.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lectures will be carried out in each class. There will be opportunities
for reflection and discussion on the lectures/readings in each class.

【Textbooks】
The Practice of Social Research. Earl Babbie. Wadsworth Pub Co 2006
【References】
N/A【Grading criteria】
Class participation and discussions: 30%
Class assignments: 30%
Final test: 40%【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Others】
N/A【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction and scope

Week 2

Week 4

Literature review andcontent analysis 1
Literature review andcontent analysis 2
Concept of variables

Week 5

Sampling

Week 6

Basics of quantitative
research

Week 7

Survey research 1

Week 8

Survey research 2

Week 3

Week 9Quantitative data
analysis 1
Week 10 Quantitative data
analysis 2
Week 11 Representing
qualitative data
quantitatively
Week 12 Writing withquantitative analysis 1
Week 13 Writing withquantitative analysis 2

Week 14 Final exam

Contents
What is quantitative research? The
research problem and questions:vital first steps.
When quantitative approaches
should be practiced.
Literature review and content
analysis in quantitative research 1
Literature review and content
analysis in quantitative research 2
Concept of variables: independentand dependent variables, how they
explain causality
Sampling techniques forquantitative research
Basics of quantitative research:
Randomness, causality andstatistical representation.
Measures of central tendency andcorrelation
research.
Survey research 1: What can belearnt from surveys. How toconstruct questionnaire for survey
research.
Survey research 2: Interview
surveys, telephone surveys, online
surveys. Critiques of survey
research. How valid is survey data?
Quantitative data analysis
methods (part 1)
Quantitative data analysis
methods (part 2)
Other useful quantitative methods
for sustainability studies:
Representing qualitative data
quantitatively
How to write up researchcoherently: Guidance on writing
reports and theses (part 1).
How to write up researchcoherently: Guidance on writing
reports and theses (part 2).
Guidance on final exam
Final exam for the course【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to actively participate in class discussions basedon the readings and the lectures. They are encouraged to raise issues
or offer critical viewpoints on the readings. Students are required tocomplete all class assignments in time.

— 26 —

発行日：2019/5/1

OTR400HA

SeminarShamik Chakraborty
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Introductory):
The course is designed as an introductory seminar course forundergraduate students. The course is divided into two parts, in thefirst half, students will acquire the knowledge necessary for college life
in Japan as well as the SCOPE programme. In the second half, students
will acquire basic knowledge and skill sets to study landscapes andsustainability issues.
【Goal】
Students will gain basic knowledge and skills needed for college life
in Japan. Students will also gain basic knowledge of sustainability
studies particularly related to landscape ecology. The course will mainly
be based on in-class discussions and assignments, some field studies
and workshops are planned for the students for experiencing Japanesesociety and culture first hand.

【Equipment student needs to prepare】
N/A【Others】
N/A【】
Seminar (Introductory):
The course is designed as an introductory seminar course forundergraduate students. The course is divided into two parts, in thefirst half, students will acquire the knowledge necessary for college life
in Japan as well as the SCOPE programme. In the second half, students
will acquire basic knowledge and skill sets to study landscapes andsustainability issues.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】The course will be based on a combination of lectures, class discussions,and one or two field trips.
Students are required to complete
assignments on time and come prepared to the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Wee 1
Introduction andorientation
Week 2 Same as above
Week 3 College life in Japan

Week 4

Library workshop

Week 5Introduction toacademic skills 1

Week 6Introduction toacademic skills 2
Week 7 Introduction toacademic skills 3
Week 8 Introduction toacademic skills 4
Week 9 Introduction toacademic skills 5
Week 10 Introduction toacademic skills 6
Week 11 Introduction toacademic skills 7
Week 12 Presentations
Week 13 Presentations
Week 14 Summary

Contents
Self introduction
Guidance for the seminar course
Guidance for the seminar course
Introduction to various academic
and other resources on campus andbeyondLibrary visit and introduction tolibrary facilities for sustainability
studies at Hosei University
Critical thinking, and reading
skills through academic resources
available through the university
Same as above
Acquire active learning skills
Same as above
Critical writing skills
Same as above
Same as above
Students presentations anddiscussions
Students presentations anddiscussions (reserve day)Wrap up, and summary of thecourse【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
There is no specific textbook; all materials will be distributed in theclass.
【References】
References will be provided in the class【Grading criteria】
Class participation and discussions, comments: 40%
Class presentation: 30%
Assignments: 30%【Changes following student comments】
No significant changes were made based on students’ comments— 27 —

発行日：2019/5/1

OTR400HA

SeminarShamik Chakraborty
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 1/Wed.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Introductory)
The course is designed as an introductory seminar course forundergraduate students in the Scope programme. The course will bea continuation of the basic understanding and utilization of academic
environments in universities presented in the first seminar held in
the fall semester. Students in this course will especially acquire basic
knowledge on designing their research while developing their skill sets
to debate, present and write about their research.

【References】
N/A【Goal】
Students will gain basic knowledge and academic skills needed fortheir college studies.
By completing this seminar, students will
particularly be able to understand and apply methods of academic
research into their studies. Students will also gain basic knowledgeof sustainability studies particularly related to landscape ecology asa theoretical viewpoint to gather their critical thinking and writing
skills. The course will mainly be based on in-class discussions andassignments, Some field studies and workshops are planned for the
students for reflecting their critical thinking and academic skills toreport on these studies.

【Equipment student needs to prepare】
N/A【Grading criteria】
Class attendance and discussions: 30%
Class presentation: 30%
Final report: 40%【Changes following student comments】
N/A【Others】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】The course will be based on a combination of lectures, class discussions,and one or two field trips.
Students are required to complete
assignments on time and come prepared to the class. The course will
mainly be based on on-campus classes and field trips.
There will be opportunities for discussion and feedback on the individual
projects undertaken by the students.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Literature review

Week 3Same as above

Week 4

Research Design 1

Week 5
Week 6
Week 7

Fieldtrip
Research Design 2
Research Design 3

Week 8Introduction toacademic skills 1

Week 9Introduction toacademic skills 2
Week 10 Fieldtrip
Week 11 Introduction toacademic skills 3
Week 12 Presentations
Week 13 Presentations
Week 14 Summary

Contents
Guidance for the seminar course
Thinking about a topic and doing
literature review. How to find aresearch gap
Using online databases and othermaterials for research
Designing your research.
Application of qualitative,
quantitative and mixed methods
for research
Location TBA
Research purpose and statement
How to use theories in yourresearch
Critical writing skills. How to citeother researches properly andavoid plagiarism.
Same as above
Location TBA
Limitations of the research andhow to bring it into focus
Research presentations anddiscussions
Research presentations anddiscussions (reserve day)Wrap up, final guidance for writing
report.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to complete assignments on time and attend eachclass fully prepared【Textbooks】
There is no specific textbook; all materials will be distributed in theclass.

— 28 —

発行日：2019/5/1

OTR400HA

SeminarShamik Chakraborty
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 3/Wed.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Advanced)
Join us in the seminar course to gain understanding on fundamental
aspects of landscapes and sustainability through engaging with local
socio-ecological landscapes/seascapes. We will learn through active
learning. This course is directly related to the aims of the Sustainability
Co-creation Programme (SCOPE) at Hosei University.
Students will also directly learn from local stakeholders. A vital
attribute of the seminar course is developing a “class project” where
the students are required to bring their own research questions while
employing a suitable method to explore the answer (e.g., interview,questionnaire, observation) from field study. Students will then be
required to write a report, summing up their investigations. Students
will also get unique chances to learn from local stakeholders/resource
managers regarding various local sustainability problems.
【Goal】
The course is designed as an advanced seminar course for undergraduate students. Those who are interested to know about socioecologicallandscapes (such as Satoyama, Satoumi, urban green spaces etc.) bydirectly visiting these landscapes and learning from local stakeholders
are welcome. By completing this seminar, students will gain a criticalunderstanding of the various challenges of sustainable resource usefrom fieldwork-based experiences, critical thinking, and discussion.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】Lectures and personal guidance will be carried out regarding each of
the student’s class project. There will be opportunities for discussion
and feedback on the individual project. The course will mainly be basedon on-campus classes and field trips.

【References】
References will be provided in the class【Grading criteria】
Class participation and discussions: 20%
Class presentation: 30%
Final report: 50%【Changes following student comments】
No significant changes were made based on students’ comments【Equipment student needs to prepare】
N/A【Others】
N/A【】
Join us in the seminar course to gain understanding on fundamental
aspects of landscapes and sustainability through engaging with local
socio-ecological landscapes/seascapes. We will learn through active
learning. This course is directly related to the aims of the Sustainability
Co-creation Programme (SCOPE) at Hosei University.
Students will also directly learn from local stakeholders. A vital
attribute of the seminar course is developing a “class project” where
the students are required to bring their own research questions while
employing a suitable method to explore the answer (e.g., interview,questionnaire, observation) from field study. Students will then be
required to write a report, summing up their investigations. Students
will also get unique chances to learn from local stakeholders/resource
managers regarding various local sustainability problems.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction andorientation

Week 2
Week 3Same as above
Research methods

Week 4
Week 5Same as above
Invited lecture 1

Week 6

Week10

Critical thinking anddiscussion
Commons insocioecologicallandscapes
Same as above
Indigenous and local
knowledge
Individual guidance 1

Week 11
Week 12
Week 13
Week 14

Individual guidance 2
Individual guidance 2
Presentations
Summary

Week 7

Week 8
Week9

Contents
Guidance for the seminar course.
What are socioecologicallandscapes? How socioecologicallandscapes can informsustainability studies.
Same as above
Guidance and discussion on
research methods and field study
topic.
Same as above
Experienced and knowledgeable
person will be invited to givelecture followed by a question andanswer session.
Discussion and presentations onfield study/ invited lecture
Commons in socioecologicallandscapes, change, degradation
and resilience.
Same as above
Indigenous and local knowledge insocioecological landscape resilience.
Guidance on students’ classprojects
Same as above
Same as above
Students presentations
Summary of the course. What wehave learnt from the course andlooking forward.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
There is no specific textbook; all materials will be distributed in theclass.

— 29 —

発行日：2019/5/1

OTR400HA

SeminarShamik Chakraborty
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 3/Wed.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Advanced)
Join us in the seminar course to gain understanding on fundamental
aspects of landscapes and sustainability through engaging withlocal socio-ecological landscapes/seascapes. This seminar will be acontinuation of the seminar held in the fall semester and give an insight
into the concept of cultural landscapes and its application in studying
landscape sustainability.
A major part of the field research will link the notion of cultural landscapes together with learning from local knowledgeable stakeholders tohave a critical understanding of sustainability studies. A vital attributeof the seminar course is developing (or continuing) a “class project”
where the students are required to bring their own research questions
while employing a suitable method to explore the answer (e.g., interview,questionnaire, observation) from topics introduced. Students will thenbe required to write a report, summing up their investigations.
【Goal】
The course is designed as an advanced seminar course for undergraduate students. Those who are interested to know about culturallandscapes (such as the traditional agriculture and/or fisheries-based
systems) by directly visiting these ecosystems, and learning from local
stakeholders are welcome. By completing this seminar, students
will gain a critical understanding of different types of culturallandscapes and the challenges they face. They will also work throughfieldwork-based experiences, critical thinking, discussion, and writing
to explore workable solutions to these challenges. Students will learn
vital oral and written communication skills, mainly through their classprojects. These skills will help them in their future studies and research.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related

Week 13 Indigenous and local
knowledge

Week 14 Summary

Indigenous and local knowledge incultural landscapes and theirresilience (reflection through thefield studies and invited lecture).
Wrap up, final guidance for writing
report.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to carry out their field studies with close
supervision from the instructor. They are encouraged to raise freshissues or offer critical viewpoints on the readings.
【Textbooks】
There is no specific textbook; all materials will be distributed in theclass【References】
N/A【Grading criteria】
Class attendance and discussions: 20%
Class presentation: 30%
Final report: 50%【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Others】
N/A【Method(s)】Lectures and personal guidance will be carried out regarding each of
the student’s class project. There will be opportunities for discussion
and feedback on the individual project. The course will mainly be basedon on-campus classes and field trips.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction
Cultural landscapesContents
What are "cultural landscapes"?
Evolution of the notion of culturallandscapes
Week 2 Cultural landscape and How the notion of culturallandscape governancelandscapes can can be used for an
integrated landscape governanceWeek 3 Research methods
Guidance and discussion on
research methods and field study
topics.
Week 4 Same as above
Same as above
Week 5 Field visit
Location TBA
Week 6 Invited lecture 1
Experienced and knowledgeable
person from the local stakeholders
will be invited to give lecture
followed by a question and answer
session.
Week 7 Critical thinking andDiscussion and presentations on
discussion
field study/ invited lecture.
Week 8 Resilience of cultural
Cultural landscapes and resiliencelandscapes(reflection through the field studies
and invited lecture).
Week 9 Same as above
Cultural landscapes as complex
adaptive systems
Week 10 Field visit
Location TBA
Week 11 Invited lecture 2
Experienced and knowledgeable
person from the local stakeholders
will be invited to give a lecture
followed by a question and answer
session).
Week 12 Critical thinking andDiscussion and presentations on
discussion
field study/Invited lecture.

— 30 —

発行日：2019/5/1

OTR400HA

Seminar
Atsuko Watanabe
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Introductory):
The course is designed as an introductory seminar course forundergraduate students. The course is divided into two parts, in thefirst half, students will acquire the knowledge necessary for college life
in Japan as well as the SCOPE programme. In the second half, students
will acquire basic knowledge and skill sets to study landscapes andsustainability issues.

【Equipment student needs to prepare】
N/A【Others】
N/A【Goal】
Students will gain basic knowledge and skills needed for college life
in Japan. Students will also gain basic knowledge of sustainability
studies particularly related to landscape ecology. The course will mainly
be based on in-class discussions and assignments, some field studies
and workshops are planned for the students for experiencing Japanesesociety and culture first hand.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】The course will be based on a combination of lectures, class discussions,and one or two field trips.
Students are required to complete
assignments on time and come prepared to the class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Wee 1
Introduction andorientation
Week 2 Same as above
Week 3 College life in Japan

Week 4

Library workshop

Week 5Introduction toacademic skills 1

Week 6Introduction toacademic skills 2
Week 7 Introduction toacademic skills 3
Week 8 Introduction toacademic skills 4
Week 9 Introduction toacademic skills 5
Week 10 Introduction toacademic skills 6
Week 11 Introduction toacademic skills 7
Week 12 Presentations
Week 13 Presentations
Week 14 Summary

Contents
Self introduction
Guidance for the seminar course
Guidance for the seminar course
Introduction to various academic
and other resources on campus andbeyondLibrary visit and introduction tolibrary facilities for sustainability
studies at Hosei University
Critical thinking, and reading
skills through academic resources
available through the university
Same as above
Acquire active learning skills
Same as above
Critical writing skills
Same as above
Same as above
Students presentations anddiscussions
Students presentations anddiscussions (reserve day)Wrap up, and summary of thecourse【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
There is no specific textbook; all materials will be distributed in theclass.
【References】
References will be provided in the class【Grading criteria】
Class participation and discussions, comments: 40%
Class presentation: 30%
Assignments: 30%【Changes following student comments】
No significant changes were made based on students’ comments— 31 —

発行日：2019/5/1

OTR400HA

Seminar
Atsuko Watanabe
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 1/Wed.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Seminar (Introductory)
The course is designed as an introductory seminar course forundergraduate students in the Scope programme. The course will bea continuation of the basic understanding and utilization of academic
environments in universities presented in the first seminar held in
the fall semester. Students in this course will especially acquire basic
knowledge on designing their research while developing their skill sets
to debate, present and write about their research.

【Grading criteria】
Class attendance and discussions: 30%
Class presentation: 30%
Final report: 40%【Goal】
Students will gain basic knowledge and academic skills needed for theircollege studies. By completing this seminar, students will particularly
be able to understand and apply methods of academic research into
their studies. Students will also gain basic knowledge of sustainability
studies and social sciences to gather their critical thinking and writing
skills. The course will mainly be based on in-class discussions andassignments, Some field studies and workshops are planned for the
students for reflecting their critical thinking and academic skills toreport on these studies.

【Others】
N/A【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】The course will be based on a combination of lectures, class discussions,and one or two field trips.
Students are required to complete
assignments on time and come prepared to the class. The course will
mainly be based on on-campus classes and field trips.
There will be opportunities for discussion and feedback on the individual
projects undertaken by the students.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Literature review

Week 3Same as above

Week 4

Research Design 1

Week 5
Week 6
Week 7

Fieldtrip
Research Design 2
Research Design 3

Week 8Introduction toacademic skills 1

Week 9Introduction toacademic skills 2
Week 10 Fieldtrip
Week 11 Introduction toacademic skills 3
Week 12 Presentations
Week 13 Presentations
Week 14 Summary

Contents
Guidance for the seminar course
Thinking about a topic and doing
literature review. How to find aresearch gap
Using online databases and othermaterials for research
Designing your research.
Application of qualitative,
quantitative and mixed methods
for research
Location TBA
Research purpose and statement
How to use theories in yourresearch
Critical writing skills. How to citeother researches properly andavoid plagiarism
Same as above
Location TBA
Limitations of the research andhow to bring it into focus
Research presentations anddiscussions
Research presentations anddiscussions (reserve day)Wrap up, final guidance for writing
report.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to complete assignments on time and attend eachclass fully prepared【Textbooks】
There is no specific textbook; all materials will be distributed in theclass.
【References】
N/A— 32 —

発行日：2019/5/1

OTR400HA

Seminar
Atsuko Watanabe
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：火 5/Tue.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course explores identity politics in international relations. Identity
and sense of belongings are a key future of contemporary political life,
as commonly seen in Brexit, the presidency of Donald Trump, and thegrowing tension among East Asian countries. This course, offeringsome foundational theoretical perspectives of the debate, examines how
identities are formed and used in politics by analyzing media coverageand popular culture products such as movies, comic books, and novels.
【Goal】
By the end of the course, the students will be able to:1) Critically understand how identity is used in politics.
2) Gain skills to analyse texts and visual materials.
3) Improve reading, writing, presentation and discussion skills.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】Short lectures, students’ presentations, discussions. We have one guest
lecture【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction: Who areyou, and who are they?

Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9Week 10
Week 11
Week 12
Week 13
Week 14

Contents
Guidance for the course. Why
identity is important ininternational politics?
What is identity
Understand theoreticalpolitics?
perspectives.
Methodology
Understand research method.
Which identity?
Gender, race, ethnicity, andreligion.
Which identity?
Geography and History.
Formal identity politics Identity politics by experts
including academics.
Practical identity
Identity politics of policy makers.
politics
Popular identity
Identity politics in popular culture.
politics
Movie
watching
TBA
Guest lecture
TBA
Discussion
Discuss what we have learned so
far to plan individual project.
Individual projectWork individual research project.
Student presentations Student presentations anddiscussions.
presentations andWrap up and guidance for the final
conclusion
report.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
【Textbooks】
Reading materials are distributed in class.
【References】
The reference list is distributed in class.
【Grading criteria】
Class participation and discussions: 20%
Class presentation: 30%
Final report: 50%【Changes following student comments】
This course starts this year.
【Equipment student needs to prepare】
N/A【Others】
N/A
【】
N/A

— 33 —

発行日：2019/5/1

OTR400HA

Seminar
Atsuko Watanabe
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：火 5/Tue.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course invites you to think about the concept of peace: what
does it mean? Peace is attracting growing attention in International
Relations: the discipline of war and peace. This is because the growingly
globalizing and diversifying world asks us to reconsider its fundamental
meaning. Indeed, peace is much more vague and ambiguous a concept
than we think. We first identify the ongoing discussions and thenexamine the historical development of the concept in East Asia. We
invite some people who work for peace in various fields to discuss the
topic with us. Finally, students are required to write a report on theirideas about how peace can be re-conceptualized.

【】
N/A【Goal】
By the end of the course, students will be able to:1) Gain knowledge about global conceptual history and the concept ofpeace.
2) to critically think about the difference in world politics.
3) Improve presentation, writing, and discussion skills.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】Short lectures, students’ presentations, discussions. We have one fieldvisit and two guest lecture【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Introduction:
Identifying the debate
Week 2 What is global
conceptual history?
Week 3 Identifying the debate

Week 4
Week 5

Identifying the debate
Peace in East Asia

Week 6
Week 7
Week 8
Week 9Peace in East Asia
Peace in East Asia
Field visit
Discussions

Week 10 Guest lecture
Week 11 Guest lecture
Week 12 Discussions
Week 13 Student presentations
Week 14 presentations andconclusion

Contents
What is the issue of peace?
Learn what global conceptual
history is about.
Learn existing literature tounderstand what is the issue in thecontemporary academia.
Same as above
Explore the history of the concept
in East Asia
Same as above
Same as above
TBA
Discuss what we have learned so
far.
TBA
TBA
Discussions to plan individual
research project.
Student presentations anddiscussions.
Wrap up and final guidance for the
final report.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials. Students are required to carryout their field studies with close supervision from the instructor.
【Textbooks】
Reading materials are distributed in class.
【References】
The reference list is distributed in class.
【Grading criteria】
Class participation and discussions: 20%
Class presentation: 30%
Final report: 50%【Changes following student comments】
This course starts this year.
【Equipment student needs to prepare】
N/A【Others】
N/A— 34 —

発行日：2019/5/1

OTR400HA

SeminarMasaatsu TAKEHARA
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 5/Wed.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This seminar offers students opportunities to acquire knowledge
and skill to analyze the role of business to contribute to solving
sustainability challenges in the world, especially global issues describedin the SDGs, U.N. Sustainable Development Goals. As it is increasingly
clear governments alone cannot solve global problems such as climatechange, poverty and various forms of inequalities, there is growing
expectation for businesses and civil society to play more important roles.
Companies are uniquely positioned to work with their stakeholders
across their value chains to reduce their negative impact and deliver
high-impact business solutions to the challenging sustainability issues.
Through this seminar, we learn various efforts of companies on global
challenges and understand how they are creating shared values (CSV).
【Goal】
We aim at achieving following goals.
(1) Learn global sustainability challenges and how companies are
creating shared values (CSV) and enhancing their corporate values.
(2) Acquire logical thinking skill to consider systematically by setting
agenda, collecting and analyzing necessary information.
(3) Understand the importance of theory or theoretical framework andactually utilize them to gain insight.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】This seminar will consist of short lectures, discussions, and presentations by students. They are all conducted in English.
During the first half of the seminar, to acquire basic knowledge on
global sustainability and role of business, we will review several
sustainability reports issued by major global companies and related
literatures/reports. The summary of those materials will be reported by
students. During the second half of the seminar, students will conduct
research on a topic of their interest and share the research findings withother members of the seminar.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2
3
4
5
6
7
8
9
10
11
12
13
14

Reading academic
literatures (1)Reading academic
literatures (2)Reading academic
literatures (3)Reading academic
literatures (4)Reading academic
literatures (5)Reading academic
literatures (6)Reading academic
literatures (7)Reading academic
literatures (8)Reading academic
literatures (9)Reading academic
literatures (10)Reading academic
literatures (11)
Reading academic
literatures (12)Reading academic
literatures (13)【Textbooks】
Textbook will be introduced during the orientation.
【References】
References will be introduced in class.
【Grading criteria】
Grading will be decided based on following criteria:(1) Active class participation:40%(2) Completion of in-class reporting(presentation) assignments: 40%(3) Final writing assignments:20%
Please note students who miss 4 classes or more without justification
cannot receive credit.
【Changes following student comments】
Based on our learning in 2018 class, we will be aiming at becoming more
proficient in theoretical framework to analyze corporate sustainability
topic.
【Equipment student needs to prepare】
No special equipment is needed in this course.
【Others】
As all the class discussion and group works will be conducted in English,
students whose English proficiency is introductory level may havedifficulties in keeping up with the class. If you have any concern, pleasecontact lecturer in advance.
【】
This seminar offers students opportunities to acquire knowledge
and skill to analyze the role of business to contribute to solving
sustainability challenges in the world, especially global issues describedin the SDGs, U.N. Sustainable Development Goals. As it is increasingly
clear governments alone cannot solve global problems such as climatechange, poverty and various forms of inequalities, there is growing
expectation for businesses and civil society to play more important roles.
Companies are uniquely positioned to work with their stakeholders
across their value chains to reduce their negative impact and deliver
high-impact business solutions to the challenging sustainability issues.
Through this seminar, we learn various efforts of companies on global
challenges and understand how they are creating shared values (CSV).

Contents
Introduction to the course
Short lectures and discussions
Short lectures and discussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to attend each class fully prepared and complete
all assignments on time.

— 35 —

発行日：2019/5/1

OTR400HA

SeminarMasaatsu TAKEHARA
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 5/Wed.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This seminar offers students opportunities to acquire knowledge andskill to analyze the role of business to contribute to global issues
described in the SDGs, U.N. Sustainable development Goals. As
governments alone cannot solve those problems such as climate change,poverty and various forms of inequalities, there is growing expectation
for businesses and civil society to play more important roles. Companies
are uniquely positioned to work with their stakeholders across theirvalue chains to deliver high-impact business solutions to the challenging
sustainability issues. Through this seminar, we learn various efforts ofglobal companies on challenges on earth, how they are creating sharedvalues (CSV) and enhancing their corporate values. Also, considering
the nature of seminar, we would like to study topics that enable students
to acquire knowledge and skills to lead successful life.

【Textbooks】
Textbook will be introduced during the orientation.

【Goal】
We aim at achieving following goals:(1) Learn global sustainability challenges and how companies are
creating shared values (CSV) and enhancing their corporate values.
(2) Train logical thinking skill to consider systematically by setting
agenda individually and collecting, analyzing necessary information,(3) Understand the importance of theory or theoretical framework andactually utilize them to gain insight for students’ successful life.

【Equipment student needs to prepare】
No special equipment is needed in this course.

【References】
References will be introduced in class.
【Grading criteria】
Grading will be decided based on following criteria:(1) Active class participation:40%(2)Completion of in-class reporting(presentation) assignments: 40%(3) Final writing assignments:20%
Please note students who miss 4 classes or more cannot pass the subject.
【Changes following student comments】
Because this class is relatively new, class methodology might change
based on students’ feedback.

【Others】
As all the class discussion and group works will be conducted in English,
students whose English proficiency is introductory level may havedifficulties in keeping up with the class. If you have any concern, pleasecontact lecturer in advance.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3", "DP4" and "DP5" are related【Method(s)】The course will consist of short lectures, discussions, and presentations
by students. To acquire basic knowledge on global sustainability androle of companies, we will review selected academic literatures andsustainability/integrated reports issued by major global companies. The
summary of those materials will be reported by students. If students
are interested in a specific industry or company, he or she can conduct
research and share the research findings with other members of theseminar.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2
3
4
5
6
7
8
9
10
11
12
13
14

Reading academic
literatures (1)Reading academic
literatures (2)Reading academic
literatures (3)Reading academic
literatures (4)Reading academic
literatures (5)Reading academic
literatures (6)Reading academic
literatures (7)Reading academic
literatures (8)Reading academic
literatures (9)Reading academic
literatures (10)Reading academic
literatures (11)
Reading academic
literatures (12)Reading academic
literatures (13)Contents
Introduction to the course
Short lectures and discussions
Short lectures and discussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions
Student presentation anddiscussions【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are expected to attend each class fully prepared and complete
all assignments on time.

— 36 —

発行日：2019/5/1

EDU200HA

Strategies for Intercultural Communication
ESTHER STOCKWELL
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：火 4/Tue.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Intercultural Communication is a fundamental field of study in today’s
globalized world. This course will deal two main approaches to intercultural communication, Culture-General Approach and Culture-SpecificApproach. In the Culture-General Approach the focus is on building
a general understanding about the importance of culture to humanexistence and in examining ways to either neutralize the impact of
culture so that it does not get in the way of communication or tocommunicate within culturally diverse groups without stereotyping or
discriminating. In the Culture-Specific Approach, individuals usually
try to learn as much as possible about a particular culture or groupof cultures often by comparing them to their own cultural backgroundor a particular nation’s predominant culture so that they can avoid
communication challenges. Combining these two approaches in thiscourse prepares students to approach intercultural encounters with aset of practical principles and behaviors so students as intercultural
encounters become skill-building opportunities.
【Goal】
This course aims to provide students with advanced and integrated
knowledge of intercultural communication theories and skills forresearch and professional practice. The course will analyze criticallythe key role that communication plays in developing intercultural
relations and in managing intercultural conflict, using various casestudies from different cultures/countries. In addition, students will beable to evaluate how media and culture intersect as contested zones
to influence cultural change. These contents will provide opportunities
for students to become aware of diversity of cultures, become familiar
with cultural variations, and to develop skills in monitoring personal
behavior and responding non-judgmentally to the unexpected behaviors
encountered in diverse educational and workplace situations. After
successfully completing this course, students should be able to engage
sensitively and confidently with individuals, groups, and communities
in local, national and international communication environments.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】This course will consist of a series of lectures and various audiovisualmaterials using technology to provide many different cultural resourcesfrom different perspectives.
In addition, each class will include
interactive workshop activities focusing on group-based discussion,
creating cultural resources including video clips and WebQuest lists,and problem solving tasks. In order to develop knowledge and skills,
students will be expected to participate in interactive discussions andactivities and to critically engage with the weekly reading materials.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
Orientation to the
Course
第2回

第3回

第4回

第5回

第6回

Communication andCultureFoundations ofIntercultural
Communication
International Cultures

Intercultural
Messages: Verbal
Interaction
Intercultural
Messages: Nonverbal
Interaction

Contents
Overview of the course and online
activities / Overview ofcommunication and culture
Culture, the self, perception andcommunication / Introduction tocommunication and culturalmodels and theories
Deep structures of culture / Culture
and identity / Interculturalcommunication and globalization
Understanding diversity ofdifferent cultures/ Theories andmodels dealing with various
cultural patterns andcharacteristics
Culture and verbal communication/ Understanding cultural diversityof verbal code
Culture and non-verbal
communication / Understanding
cultural diversity of non-verbal
code

第7回

第8回

第9回

第 10 回

第 11 回

第 12 回

第 13 回

第 14 回Developing
Relationships with
Culturally Different
OthersCase Studies:Managing
Intercultural Conflicts

Culture and human relationshipdevelopment/ Values, attitudes,
perceptions and religion / Current
affairs related to religious conflicts
Factors leading to dysfunctions inintercultural communication /Conflict stages and conflict
management approaches and styles/ Current affairs related tointernational conflicts
Cultural Influences on Culture and context /Communication
Communication and context /Contexts
Cultural influence oncommunication style
Cultural Contexts: The Decision making processes /Influence of the Setting Globalism, multiculturalism andeducation
Mass Media,
Mass media and cultural change /Technology and
Mass media and symbolic social
Cultural Change
reality / Globalization, technology,
and mass media
Intercultural
Acculturation and culture shock /Challenges
Multiculturalism dilemma /Developing interculturalcompetence
New Perspectives:
From culture to intercultural:
Prospects for theCommunication, adaptation, andFutureidentity transformation in the
globalizing world
Presentation
Discussion on assigned topics【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students will be given access to a wide range of resources throughthe course online site and Hosei University Library resources. These
resources will include book chapters, journal articles, media articles,
lecture notes, bibliographies for supplementary reading, video, and links
to external websites. Students will have the opportunity to contributecollectively to class resources by sharing their own research findings andsources with their peers【Textbooks】
There is no required textbook for this course. Handouts will be provided
in class. Weekly required readings and assigned exercises are available
on the course online site. It is STRONGLY recommended that students
read the assigned readings BEFORE coming to the class of that week.
In addition, they need to write online forum postings after each class forreview purposes.
【References】
Adler, R., & Rodman, G. (2009). Understanding Human Communication(9th Edition). New York: Oxford.
Liu, S., Volcic, Z., & Gallois, C. (2014). Introducing interculturalcommunication: Global cultures and contexts (2nd ed.). London: Sage.
Samovar, L. A., Porter, R. E., McDaniel, E. R., & Sexton Roy, C. S.
(2015). Intercultural Communication: A Reader (14th ed.). Boston, MA:
Cengage Learning.
【Grading criteria】
Weekly class participation (group and class discussion)(40%), a
presentation (20%), a take-home exam (20%) and a written assignment(20%)
【Changes following student comments】
There were no particular requirements for this course from students.
However, I would like this course to enable students to apply what theylearnt in class to their daily lives through questioning general
phenomenain their lives.

— 37 —

発行日：2019/5/1【】
Intercultural Communication is a fundamental field of study intoday’s globalized world. This course will deal two main approaches
to intercultural communication,
Culture-General Approach andCulture-Specific Approach. In the Culture-General Approach the focus
is on building a general understanding about the importance of culture
to human existence and in examining ways to either neutralize theimpact of culture so that it does not get in the way of communication or
to communicate within culturally diverse groups without stereotyping
or discriminating. In the Culture-Specific Approach, individuals usually
try to learn as much as possible about a particular culture or groupof cultures often by comparing them to their own cultural backgroundor a particular nation’s predominant culture so that they can avoid
communication challenges. Combining these two approaches in thiscourse prepares students to approach intercultural encounters with aset of practical principles and behaviors so students as intercultural
encounters become skill-building opportunities.

— 38 —

発行日：2019/5/1

SOC200HA

Studies for Environment and Society
Shamik Chakraborty
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 1/Thu.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course focuses on the understanding of environment and society
as an integrated system. The course is based on the theory ofsocial-ecological systems, and with this theoretical underpinning,
we will learn about different aspects of environment and society
interactions. We will particularly focus on the role of human agency
and its present and possible future roles for the state of the earth.
The course is roughly divided into two parts: (1) problems associatedwith the environment and society and (2) solutions toward moresustainable human-environment relationships.

Week 12 Presentations【Goal】At the end of the course, students will develop a good understanding of
the main arguments related to environment and society relations fromdifferent case studies. Students will also have some opportunities forfield visit and learn from stakeholders.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.

【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP2" is related【Method(s)】Lectures will be carried out in each class, and there will be one or
two sessions for student presentations. There will be opportunities forreflection and discussion on the lectures/readings in each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

Week 2

Week 3

Critical viewpoints onenvironment andsociety relations
Drivers of change 1

Week 4

Drivers of change 2

Week 5

Water, food and energy
issuesWeek 6

Week 7

Theoreticalunderstanding ofenvironment andsociety relations
Case studies

Week 8Conservation 1

Week 9Conservation 2

Week 10 Governance andpolicies 1

Week 11 Governance andpolicies 2

Week 14 Summary【Textbooks】
People and Nature: An Introduction to Human Ecological Relations.
Emilio F. Moran. Wily Blackwell, 2017
【References】
N/A【Grading criteria】
Class participation, discussions: 30%
Student presentations: 30%
Final paper: 40%【Changes following student comments】
No significant change was required based on students’ commnets.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Nature and scope ofthe course

Week 13 Presentations

Student presentations anddiscussions (Individual or grouppresentation will be decided basedon the number of students enrolled)
Student presentations anddiscussions (reserve day)Course wrap up (including
feedbacks on the students
presentations). Learning from
history and looking forward.

【Equipment student needs to prepare】
N/A

Contents
Introduction: guidance on thecourse. Environment & society:
Nature and scope
Why we should study environmentand society as an interlinked
system?
The human agency and its relation
to the state of the earth【Others】
N/A

Drivers of change in society andnature 1: Focus on direct drivers
Drivers of change in society andnature 2: Focus on indirect drivers
Water-food-energy connections andtheir roles in land use change andlandscape sustainability.
A brief introduction ofsocial-ecological systems theory
and its relation to landscapesustainability.
Selected case studies from Japanand abroad on uniquesocioecological relationships that‘couple’ human and natural
systems.
Valuing the wild: Landscapesustainability and the importanceof ‘wild’ nature for humanwellbeing. Some notable examples
through case studies.
Putting people back to thelandscapes: Landscapesustainability outside formallyprotected areas. Some notable
examples through case studies.
Policies to link environment andsociety 1: Brief outline of
biodiversity, ecosystem services
and their role in the green economy
and human wellbeing. Rebuilding
institutions and communities.
Policies to link environment andsociety 2: Special focus on UN’s
Sustainable Development Goals:
connectivity between landscape,people and policies.

【】
This course focuses on the understanding of environment and society
as an integrated system. The course is based on the theory ofsocial-ecological systems, and with this theoretical underpinning,
we will learn about different aspects of environment and society
interactions. We will particularly focus on the role of human agency
and its present and possible future roles for the state of the earth.
The course is roughly divided into two parts: (1) problems associatedwith the environment and society and (2) solutions toward moresustainable human-environment relationships.

— 39 —

発行日：2019/5/1

ARS300HA

Subsistence, Resource Use and Sustainability
Shamik Chakraborty
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 1/Thu.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course focuses on subsistence resource use as a main parameter ofsustainable societies, human wellbeing, and conservation.
The main objectives are:• Develop an understanding of sustainability issues and the roleof subsistence resource use in environmental, economic and societal
sustainability.
• Understand multiple and diverse values of subsistence practices
across regions from selected case studies.
【Goal】At the end of the course, students will develop a good understandingof the main arguments related to subsistence resource use andsustainability with particular case studies. Students will become awareof various related issues. They will also have useful knowledge forfurther studies/research on sustainability issues.
【Which item of the diploma policy will be obtained by taking this class?】
Among diploma policies, "DP3" is related【Method(s)】Lectures will be carried out in each class, and there will be one session
for student presentations. There will be opportunities for reflection anddiscussion on the lectures/readings in each class.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Nature and scope ofthe course

Week 2Globalization andsubsistence

Week 3

Subsistence as acultureWeek 4

Subsistence resource
use and traditional
knowledge

Week 5

Subsistence resource
use in rural and urban
environments

Week 6

Subsistence resource
use and biodiversity

Week 7

Subsistence resource
use in inland areas

Week 8

Subsistence resource
use and ecosystem
connectivity

Contents
Introduction: What is a resource?
What is sustainability? What isresource sustainability and why weshould study it?
Difference of market base resource
use and subsistence resource use.
A short history of subsistence
resource use concept.
Economic globalization andsubsistence.
Social-ecological systems andsubsistence resource use.
The meaning of subsistence as ameans to provide nutrition.
The meaning of subsistence as aculture.
Subsistence resource use andtraditional knowledge.
Subsistence resource use andecosystem connectivity.
Subsistence resource use in space
and time.
Subsistence in rural and urban
settings.
Premodern and contemporary
subsistence.
Subsistence resource use andbiodiversity. Links to biodiversity
and ecosystem services throughsubsistence.
Subsistence resource use in themountainous inland areas: casestudies from different parts of theworld.
Examples: Himalayan region,
Shirakami sanchi.
Subsistence resource use inwatershed context:
river-forest-coast connectivity andresource cycle.
Example: Sunderbans mangrove
forests.

Week 9Subsistence in coastal
areas

Week 10 Presentations

Week 11 Threats to subsistence
resource use

Week 12 Subsistence resource
use and ecosystemservices
Week 13 Subsistence resource
use and environmental
policies
Week 14 Summary

Subsistence resource use in the
coastal areas (traditional coastal
farming and fishing), examples
through case studies.
Example: Farming and fishingsystems in coastal areas of Seto
Inland Sea.
Student presentations (individual
or group presentations depending
on student number).
Globalized and localized threats to
subsistence resource use, lessons
from case studies in Japan andother Asian countries.
Subsistence resource use
relationship with ecosystem goods
and services with examples.
Subsistence resource use and UN’s
Sustainable Development Goals:
connectivity between landscape,people and policies.
Summary and course wrap up.

【Work to be done outside of class (preparation, etc.)】
Students need to prepare for and review each session by using textbooks,
references, and distributed materials.
Students are required to actively participate in class discussions basedon the readings and the lectures. They are encouraged to raise issues oroffer critical viewpoints on the readings. Students are also required totake mid-term presentations and submit a final report.
【Textbooks】
There are no specific textbooks for the course. Handouts will be
distributed in the class from the book mentioned below, as well as
selected journal articles and other books.
• The Subsistence Perspective: Beyond the Globalised Economy. Maria
Mies & Veronika Bennhold-Thomsen. Zed Books, 2000.
【References】
N/A【Grading criteria】
Class participation: 20%
Student presentations: 30%
Final paper: 50%【Changes following student comments】
N/A【Equipment student needs to prepare】
N/A【Others】
N/A— 40 —

発行日：2019/5/1

LANe100LA

Academic Literacy A
Thomas G. Power
Subtitle：Academic Literacy I
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：火 1/Tue.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course entitled Academic Literacy A aims to provide students with
opportunities to think critically and to express their own thoughts andopinions effectively on a variety of topics in paragraphs, essays, andpresentations. Students will use English to learn about cultural andsocial issues related to Japan and other cultures from a number ofperspectives.
【Goal】
Students will read short articles on various topics related to sociology,
education, Japanese culture, and mass media. They will learn to gather
information and to impart their findings in short paragraphs; they will
also research a wider topic, adopt a point of view, and express theirideas in a multi-paragraph essay. In addition, students will learn how
to research a topic and to give presentations.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course is divided into four parts. (a) Students will read out loudshort articles in a pairwork exercise. (b) Students will learn how togather information, cite sources, and write the results of their findings
in logically organized paragraphs and summaries. (c) Students willlearn how to write and format a multi-paragraph composition on apre-selected topic. (d) Students will learn how to research topics they
have selected and to present their findings in small groups.

【Work to be done outside of class (preparation, etc.)】
Students are required to practice all assigned readings at home so they
can be spoken and read fluently in class. All student presentations
are to be researched outside class and reflect students’research. Most
presentations will have both a written and visual component.
【Textbooks】
Academic Encounters 3: Life in Society, (Reading and Writing) 2nd
Edition, Jessica Williams, Kristine Brown, and Susan Hood, Cambridge
University Press,2012.ISBN 978-1-107-65832-5【References】
Students are expected to consult grammar texts and dictionaries
in preparation for the weekly readings and small group discussion.
References will vary depending on the subject matter of the students’presentations. The instructor will make research suggestions.
【Grading criteria】
Final Evaluation will be based on:
Participation and regular attendance 20%
Homework and written assignments 40%
Presentations 40%【Changes following student comments】
Not applicable.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9Week 10

Week 11

Week 12

Week 13

Week 14

Contents
Course Outline, Assessment
criteria
Unit 1: Belonging to a
Previewing,Skimming,Note-taking,Group
Paraphrasing, Summarizing
Paragraph Format and Structure
Chapter 1 Marriage,
Previewing,Skimming,Note-taking,
Family, and the Home
Paraphrasing, Summarizing
Paragraph Format and Structure
Chapter 2 The Power of Discussion Skills
the Group
Presentations Skills
Peer Evaluation
Unit 2: Gender inPreviewing,Skimming,Note-taking,SocietyParaphrasing, Summarizing
Paragraph Format and Structure
Chapter 3 Gender
Previewing,Skimming,Note-taking,
Roles
Paraphrasing, Summarizing
Paragraph Format and Structure
Chapter 4 Gender
Discussion Skills
Issues Today
Presentations Skills
Peer Evaluation
Unit 3: Media andPreviewing,Skimming,Note-taking,SocietyParaphrasing, Summarizing
Essay Format and Structure
Chapter 5 Mass Media Previewing,Skimming,Note-taking,Today
Paraphrasing, Summarizing
Essay Format and Structure
Chapter 6 Impact ofDiscussion Skills
the Media on Our Lives Presentations Skills
Peer Evaluation
Unit 4: Breaking thePreviewing,Skimming,Note-taking,
Rules
Paraphrasing, Summarizing
Essay Format and Structure
Chapter 7 Crime andPreviewing,Skimming,Note-taking,Criminals
Paraphrasing, Summarizing
Essay Format and Structure
Chapter 8 Controlling
Discussion Skills
Crime
Presentations Skills
Peer Evaluation
Review and Final
Comments
Assessment— 41 —

発行日：2019/5/1

LANe100LA

Academic Literacy B
Thomas G. Power
Subtitle：Academic Literacy Ⅱ
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：火 1/Tue.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Building on the skills learned in Academic Literacy A, this course aims
to help first year students to further develop transferable academic
skills essential for university studies.

【Grading criteria】
Participation 20%.
Written assignments 40%
Presentations 40%【Goal】
Students continue to learn how to conduct library research, andread and listen to more advanced academic texts and lectures, while
practicing critical thinking, note-taking, and referencing skills. Basedon the class materials (e.g. readings, lectures) as well as individual
research, students will develop the skills to participate in group
discussions and give longer, well-supported presentations.
Please bring the results of any “Standardised Test” you have completed(e.g. TOEFL ® , TOEIC ® , IELTS ® or Eiken) to the first class in April.

【Changes following student comments】
Not Applicable.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Based on the class materials (e.g. readings, lectures) as well as
individual research, students will develop the skills to participate ingroup discussions and give short presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction

Week 2
Week 3
Week 4
Week 5
Week 6

Week 7

Week 8

Week 9Week 10
Week 11
Week 12
Week 13
Week 14

Contextualizing(Networks)
Contextualizing
Referencing(Innovation)
Referencing(Innovation)
Comparison andContrast(Consumption)
Comparison andContrast(Consumption)
Argument andEvidence(Crime)Argument andEvidence(Crime)Problem and Solution(Energy)
Problem and Solution(Energy)
Cause and Effect(Progress)
Cause and Effect(Progress)
TED Presentation

Contents
Course outline,
Assessment criteria,
Listening
Speaking
Reading
Writing
Listening
Speaking
Reading
Writing
Listening
Speaking
Reading
Writing
Listening
Speaking
Reading
Writing
Listening
Speaking
Reading
Writing
Listening
Speaking
Reading
WritingCompare social presentation to an
Academic Presentation
Discuss topic【Work to be done outside of class (preparation, etc.)】
Short homework assignments and in-class worksheets will be assigned.
【Textbooks】
Oxford EAP - A course in English for Academic Purposes (IntermediateB1+), Edward de Chazal & Louis Rogers, Oxford University Press.
Supplementary materials and handouts will also be provided by the
instructor.
【References】
Students are expected to consult grammar texts and dictionaries in
preparation for the weekly reading/dialogue session. References willvary depending on the subject matter of the students’ presentations.
The instructor will make research suggestions.

— 42 —

発行日：2019/5/1

CAR200LA

Career Development Skills
Hiroyuki Fujimura, Masao YAMASAKI
Subtitle：Career Development Skills
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 1/Thu.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
For the students who have big interests about working in Japan, weclarify Japanese social problems and deepen our understanding forJapanese companies.
The aim of this class is to construct your own career plan throughunderstanding present Japanese situation.

【】
For the students who have big interests about working in Japan, weclarify Japanese social problems and deepen our understanding forJapanese companies.
The aim of this class is to construct your own career plan throughunderstanding present Japanese situation.

【Goal】
1 To understand Japanese social problems
2 To understand characteristics of Japanese companies
3 To construct own career plan
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】In each class, the main method to be conducted is group discussion after
short lecture. Through such group work, you may be aware of different
ways of thinking and even differences on values, which would be useful
to consider your own career plan.
So you are required to take part in discussions actively to create good
give and take relations with your colleague.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2
3
4
5
6
7
8
9
10
11
12
13

14

Changes of theJapanese society 1
Changes of theJapanese society 2
Characteristics ofJapanese companies 1
Characteristics ofJapanese companies 2
Characteristics ofJapanese companies 3
Characteristics ofJapanese companies 4
Guest Speaker’s lecture1
Characteristics ofJapanese companies 5
Characteristics ofJapanese companies 6
Tasks facing Japanesecompanies 1
Tasks facing Japanesecompanies 2
Guest Speaker’s lecture2
Summary of classes
and ending report

Contents
To explain the outline and aims ofthe class.
Introduction of students’ present
career plan
Impact of the aging society
Progress in diversification of
employees
Myths of a Japanese style ofhuman resource management
Membership-based employment
Gap between regular employees
and non-regular employees
Recruitment of new graduates andmid-careers
Essential hints to work inJapanese organization
Evaluation system
Employment of older workers
Long overtime work without pay
Work style reform
A foreigner‘s experiences studying
in a Japanese university andworking for Japanese companies
Summary of CDS lectures andRethinking own career plan

【Work to be done outside of class (preparation, etc.)】
The students are expected to read short papers for each class.
【Textbooks】
Short papers will be provided.
【References】
None【Grading criteria】
Class participation and attitude 40%
Group discussion and presentation 40%
Final report 20%【Changes following student comments】
Not available.

— 43 —

発行日：2019/5/1

LANe100LA

College Writing A

Subtitle：College Writing I
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：金 1/Fri.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】【Goal】【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme

Contents【Work to be done outside of class (preparation, etc.)】【Textbooks】【References】【Grading criteria】【Changes following student comments】— 44 —

発行日：2019/5/1

LANe100LA

College Writing B
Mark E FIELD
Subtitle：College Writing Ⅱ
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 1/Fri.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Building on the skills learned in College Writing A, this course will
focus on expanding students’ textual/contextual interpretation skills
and applying them to the organization and writing of a major research
paper. The course will review the fundamentals of formal writingused in academic and professional settings and discuss the specificvocabulary, conventions, and styles of writing particular to university
research and professional communications. We will then reconsider theoutlining and structuring of essays and professional correspondence aswell as practice preparing a variety of formal written forms.
【Goal】
This course aims to build competence in the following tasks:
1. Planning and organizing a major research paper
2. Choosing, evaluating, and using academic sources
3. Building on previous research in developing original researchcontribution
4. Proofreading, editing, and revising research papers
5. Researching information from class materials and outside sources
6. Writing essays in an academic style (APA Style for this course)
7. Discussing reading material topics in small groups
8. Making in-class presentations in an academic style
9. Synthesizing information and ideas
10. Expressing opinions and supporting those positions with objective
evidence (obtained through research), and anecdotal evidence (obtained
via personal and/or cultural experiences).

Week 2

Breath: The Latin
Root: Spirare
APA OWL PurdueVideo

Week 3

Research I: Creating areading list

Week 4

Research III: Researchskills (library visit toresearch online
databases)
Writing a critique
Research III: Researchskills (library visit toresearch online
databases)
Writing a
critiqueResearch IV:
Collecting andsummarising sources(review citation styles
if needed)
Essay Structure I:
Writing a review ofyour sources
Essay Structure II:
Research questions andnarrowing your focus

Week 5【Which item of the diploma policy will be obtained by taking this class?】
各学部のディプロマ・ポリシーのうち、以下に関連している。経営学部： DP3、
人間環境学部： DP2

Week 6【Method(s)】Each class consists a short interactive lecture, demonstration, or
discussion of a writing principle or format followed by a writing, editing,or rewriting exercises, and/or in-class discussions. We will often work
together on such exercises, both in small groups and as a whole class.
We will also share and edit each other’s writing, so students shouldgrow accustomed to both giving and receiving constructive feedback on
assignments.
Review/Readings: Each week will address a different reading andwriting assignment. Students should review the week’s assignment andcomplete assigned exercises before class.
Participation: As there are many different ways of writing well, learning
how to write requires cooperation with others in sharing opinions onstyle, organization, and argument. Thus, your active participation isrequired to enable not only your own development but also that of yourpeers. So naturally, attendance and participation in class is critical anda key part of your course assessment (see formal grading criteria).
Assignments: One or more writing exercises will be assigned each week.
Students should both bring a hard copy of the assignment to class and/or
submit an electronic copy to the instructor via email depending on theassignment, and specific instructions. Assignments submitted by email
should be attached in doc or docx format. Label your attached file withthe class, assignment number, and your name according to the following
model CWB-Assign#2Name.
Final Research Paper: This is the primary task of the course and oneof the main forms of assessment. The final research paper should be noless than 2500 words, excluding a bibliography (Times New Roman, 12pt. font, double spaced [10 pages]). It should be submitted in hardcopy
and electronic form, according to the example: CWB-Assign#2Name

Week 7【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Course Reorientation:

Contents
Getting acquainted, initial in-classwriting,Introduction of the
Obituary Genres.
Formal Writing Assignment #1

Week 8

Week 9Week 10

Week 11

Week 12

Week 13
Week 14

Rewriting Initial in-classhandwritten writing samples,
Discussion questions on three
Obituaries. Reading Assignment
on Redesigning Life, Formal
Writing Assignment #2 Annotated
Bibliography for Redesigning Life
APA style
OpenLibrary.org
Springer.com
APA OWL Purdue Video
OpenLibrary.org
Springer.com** Swales & Feak, Unit 5; (pp.
188-225)** Barnet, Bellanca, Stubbs,
Chapter 7; (pp. 115-135)* Swales & Feak, Unit 5; (pp.
188-225)
APA OWL Purdue VideoMLA OWL Purdue Video
Lester, Chapters 8d, 8e, 8f“A student protester’s guide to lastminute essay writing”
Lester, Chapter 8g* Swales & Feak, Unit 8; (pp.
327-378)** Barnet, Bellanca, Stubbs,
Chapter 10; (pp. 190-194)
Lester, Chapter 10a, 10b
Essay Structure III:** Barnet, Bellanca, Stubbs,
Introduction and thesis Chapter 9; (pp. 162-180)
statements
Lester, Chapter 12a
Special Working* Barnet, Bellanca, Stubbs,
Session: Individual or
Chapter 10; (pp. 202-238)
group report on
progress
Essay Structure IV:* Swales & Feak, Unit 4; (pp.
Working with data139-183)(how to match data
Lester, Chapter 12b
with thesis; “they say/Isay” paradigm
Data commentary
Essay Structure V:
Lester, 12cConclusions andsituating future
research
Editing I: Organisation ** Petelin, Chapter 11; (pp.
How revising, editing,
264-287)
and proofreading works * Smith, Pre-test; (pp. 1-10)Lester, 13a
Editing II: Peer editing Lester, 13a
Editing III: Refining
Lester, 13aarguments
Final Presentations【Work to be done outside of class (preparation, etc.)】
Students are expected to prepare weekly homework assignments at
home, and review materials covered in previous lectures at home toenhance their participation in classroom activities and discussions.
Students are also expected to do independent research, i.e., findand analyze information from various English medium mass media
sources and academic resource materials during the preparation of their
Research Papers.
【Textbooks】
The instructor will provide some course reading material during thesemester.
The optional text for this course is below:
A Short Guide to College Writing, Fifth Edition.
Sylvan Barnet, Pat Bellanca, and Marcia Stubbs. 2013. Pearson
Longman. ISBN: 10: 0205238610— 45 —

発行日：2019/5/1【References】
Resources will be drawn from the texts below:
Proofreading, Revising, & Editing Skills Success in 20 Minutes A Day,
1st Edition. Brady Smith. 2003. LearningExpress, LLC. ISBN: 1-57685466-3.
Professional Editorial Standards: Knowledge, skills, and practices mostcommonly required for editing English-language material. Editors’
Association of Canada. 2016.
Writing Tools: 55 Essential Strategies for Every Writer, 10th Edition.
Roy Peter Clark. 2006. Little, Brown and Company. ISBN: 978-0-31601498-4.
A Writer’s Reference with Resources for Multilingual Writers and ESL,
7th Edition. Diana Hacker and Nancy Sommers. 2011. Harvard
University. ISBN: 0-312-60143-3.
How Writing Works: A Field Guide to Effective Writing. Roslyn Petelin.
2016. Allen & Unwin. ISBN: 978-1-92526-691-7.
Longman Academic Writing Series: Essays to Research Papers, 5th
Edition. Alice Oshima and Ann Hogue. 2014. Pearson Longman. ISBN:0132912740.
Academic Writing for Graduate Students: Essential Tasks and Skills.
3rd Edition. John M. Swales and Christine B. Feak. 2012. University ofMichigan 2012. ISBN: 978-0472-03475-8.
Academic Vocabulary in Use. Michael McCarthy. 2008. Cambridge
University Press. ISBN: 0521689392.
Writing Research Papers: A Complete Guide. 14th Edition Lester, Jim
D., and James D. Lester. 2011. Longman. ISBN: 0205059333.8.

• Time Management Planners and Forms: Federation University
Australia• 8 Steps to Effective Time Management for Students: When to Studyand How to Organise your Prep Time (with quiz)【】
Building on the skills learned in College Writing A, this course will
focus on expanding students’ textual/contextual interpretation skills
and applying them to the organization and writing of a major research
paper. The course will review the fundamentals of formal writingused in academic and professional settings and discuss the specificvocabulary, conventions, and styles of writing particular to university
research and professional communications. We will then reconsider theoutlining and structuring of essays and professional correspondence aswell as practice preparing a variety of formal written forms.

【Grading criteria】
30% In-class Participation
30% Written Assignments
40% Final Research Paper
Class attendance is a course requirement. Students are allowed no morethan six absences in the semester. The “In-class Participation” part of
the assessment is directly connected, but not totally dependent on classattendance, in most cases. Students are allowed 3 absences without
penalty. However, students with 4 or more absences will automaticallylose half of their possible “In-class Participation” points, and students
with 6 absences will lose all their potential “In-class Participation”
points.
【Changes following student comments】
Not Applicable【Others】
Online Resources
Critical Thinking Skills• Becoming a Critic of your Thinking• Glossary of Critical Thinking Terms• Universal Intellectual Standards• Valuable Intellectual Traits• Distinguishing between Inferences and Assumptions• Thinking with Concepts
Debate topics for analysis, research, and modelling can be found on thefollowing websites:• http://www.intelligencesquared.com/• http://www.intelligencesquaredus.org/• http://idebate.org/view/top_100_debates
Analytical Skills• Analytical Reasoning Skills Involved in Graduate Study: Perceptionsof Faculty in Six Fields• Facilitate Independent, Critical & Creative Thinking• Learnhigher: Free Teaching & Learner Resources for Staff in UK
Higher Education• All Tools and Worksheets: Oregon State University• Matrix Chart (sample)
EAP Resources• TOEFL Independent Writing Rubric• Speaking Assessment Rubrics• Presentation Peer Assessment Rubrics• Group Project Collaboration Assessment Rubric• Building a Better Mousetrap: Replacing Subjective Writing Rubrics
with More Empirically-Sound Alternatives for EFL Learners• 12 Project Management & Collaboration Tools• EAP Resources Bank
• EAP Toolkit: elanguages.ac.uk• EAP Links: Resources for EAP Teachers/Lecturers• EAP Related Websites: Links to EAP Journals, Online Learning,
Resources and Useful Organisations• OWL Purdue Online Writing Lab• Free I-Phone Dictionary Apps: The Free Dictionary, Dictionary.com,
Urban Dictionary
Time Management Resources for Course Activities• 7 Management Tips for Students• Managing your Workload: University of Oxford• Time Management Online Workshop: University of Waterloo• Managing Your Time: Dartmouth College• University Time Management: York University• Study Guides & Strategies— 46 —

発行日：2019/5/1

CAR100LA

Elementary Career Development

Subtitle：Elementary Career Development
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 1/Thu.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
Some students from foreign countries may have a keen interest in
working for Japanese companies or having some business relation to
Japan in the future. The main purpose of this class is to understandyourselves as well as basic knowledge on Japan’s peculiar work culture
and circumstances as the first step to make your own career plan.
【Goal】
1.To understand yourselves from the viewpoints of your interest, values
and direction for work.
2.To understand Japan‘s peculiar work culture and circumstances.
3.To build the basis of your own career plan, including your four-year
campus life plan in HOSEI university.

【Changes following student comments】
Not available.
【】
Some students from foreign countries may have a keen interest in
working for Japanese companies or having some business relation to
Japan in the future. The main purpose of this class is to understandyourselves as well as basic knowledge on Japan’s peculiar work culture
and circumstances as the first step to make your own career plan.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】In each class, the main method to be conducted is group discussion after
short lecture. Through such group work, you may be aware of different
ways of thinking and even differences on values, which would be useful
to consider your own career plan.
So you are required to take part in discussions actively to create good
give and take relations with your colleague.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Orientation

2
3
4
5
6
7

8

9
10
11
12

13

14

Contents
To explain the outline and aims ofthe class. You are required to
introduce yourselves shortly.
Guest Speaker’s lecture Essential hints to work in
1
Japanese organization
Changes of the
Impact of the aging society
Japanese society
Characteristics ofMyths of a Japanese style ofJapanese companies
human resource management
Understanding
To analyze yourselves with ayourselves
work-sheet
Identifying yourTo analyze your interest with ainterest
work-sheet
Understanding yourTo analyze your strengths bothstrengths
from academic viewpoints and past
activities with a work-sheet
Goals and objectives
To determine your short-term
for this year
objectives for this year in Japan
with a work-sheet
Analyzing your values To analyze your values for workon workwith value cards
Identifying your work
To identify your work preference
preferenceswith work-sheets
Guest Speaker’s lecture Human resources management in
2
Japanese firms
Guest Speaker’s lecture A foreigner‘s experiences studying
3
in a Japanese university andworking for Japanese companies
Four-year campus life
To consider and write down yourplan
campus life plan in HOSEI Univ,
with a work-sheet
Summary of classes
Summary of ECD lectures andand ending reportmaking own career plan

【Work to be done outside of class (preparation, etc.)】
Materials which you are required to read through will be shown in eachclass.
【Textbooks】
Hand out will be provided.
【References】
Books and papers will be shown in classes.
【Grading criteria】
Class participation and attitude 40%
Group discussion and presentation 40%
Final report 20%— 47 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages A
Sonoko YAMAMOTO
Subtitle：(J1)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773— 48 —

発行日：2019/5/1【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 49 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages A
Yuka HASEGAWA
Subtitle：(J2)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 50 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 51 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages A
Sakiko NAKAZAWA
Subtitle：(J3)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

６

Lesson29、30

７Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…

L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています
L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません— 52 —

発行日：2019/5/1【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.
※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J3
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 53 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages B
Sonoko YAMAMOTO
Subtitle：(J1)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773— 54 —

発行日：2019/5/1【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 55 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages B
Hiroyuki KANEKO
Subtitle：(J2)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 56 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 57 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages B
Yuka HASEGAWA
Subtitle：(J3)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

６

Lesson29、30

７Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…

L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています
L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません— 58 —

発行日：2019/5/1【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.
※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J3
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 59 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages C
Yuka HASEGAWA
Subtitle：(J1)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773— 60 —

発行日：2019/5/1【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 61 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages C
Sonoko YAMAMOTO
Subtitle：(J2)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 62 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 63 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages C
Hiroshi INUI
Subtitle：(J3)Term：秋学期授業/Fall ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

６

Lesson29、30

７Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…

L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています
L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません— 64 —

発行日：2019/5/1【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.
※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J3
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 65 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages D
Sonoko YAMAMOTO
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2— 66 —

発行日：2019/5/1『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 67 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages D
Yuka HASEGAWA
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 68 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 69 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages D
Sakiko NAKAZAWA
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：月 2/Mon.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

７

Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

６

Lesson29、30

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…
L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています

L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.

— 70 —

発行日：2019/5/1※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J3
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 71 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages E
Sonoko YAMAMOTO
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2— 72 —

発行日：2019/5/1『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 73 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages E
Hiroyuki KANEKO
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 74 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 75 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages E
Yuka HASEGAWA
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：火 2/Tue.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

７

Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

６

Lesson29、30

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…
L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています

L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.

— 76 —

発行日：2019/5/1※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J
３そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 77 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages F
Yuka HASEGAWA
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is for students with no or little knowledge of Japanese. It
aims to develop students’ basic communication skills in Japanese indaily situations.
このクラスは にほんごを はじめて べんきょうする がくせいの クラスです。
もくてきは、にほんごで かんたんな コミュニケーションが できるように なることです。

７

Mid-term Exam
(L1-L6)
Lesson ７①【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A1 in CEFR (theCommon European Framework of Reference for Languages scale).
・このクラスでは、にほんごを つかって かんたんなコミュニケーションが できるようになります。
・かんじを 50 ぐらい よんだり かいたりすることが できます。
・CEFR の A1 レベルの ちからが つきます。

８

Lesson ７②
Lesson ８①

９Lesson ８②
Lesson ９10

Lesson1011

Lesson1112

Lesson12

13

Lesson13
Lesson14 ①

14Lesson14 ②
Final Exam(L7-L14)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson １

２

Lesson ２

３

Lesson ３

４

Lesson ４

５

Lesson ５

６

Lesson ６

Contents
L1. I am Lin Tai (selfintroduction/greeting/introducing
each other)hiragana 1
L1. わたしは リン・タイです
ひらがな１
L2. What is that CD? (learningwords for daily goods/food etc.),
hiragana 2
L2. それは なんの CD ですか
ひらがな２
L3. This is Yuri University ( asking
prices/location of the rooms)
katakana 1
kanji 1L3. ここは ゆりだいがく です
カタカナ１
L4. What are you going to do
tomorrow? (describing basic daily
activities)
katakana 2
L4. あした なにを しますか
カタカナ２
L5. What time is it now in Sydney?
(asking and telling time)
kanji 1L5. シドニーは いま なんじ ですか
かんじ１
L6. I ’m going to Kyoto (tellingbirthday, describing weekly
schedule)
kanji 2
Review
L6. きょうとへ いきます
かんじ２
ふくしゅう

Mid-term Exam (L1-L6)
L7. It’s beautiful photograph, isn’tit? (describing things and statesusing adjectives)
kanji 3
ちゅうかんテスト（L1-L6)
L7. きれいな しゃしんですね
かんじ 3
L7(2)
L8. Where is Mt.Fuji? (asking andtelling the location of people/things)
kanji 4L8. ふじさんは どこに ありますか
かんじ４
L8(2)
L9. What kind of sports do you
like? (expressing preferences/reasons)
kanji 5L9. どんな スポーツが すきですか
かんじ５
L10. I learned the tea ceremony
from Ms.Watanabe (talking about
giving and receiving presents,
ordering at the cafe)kanji 6
L10. わたしは わたなべさんに お
ちゃを ならいました
かんじ６
L11. Which is colder, Tokyo or
Seoul? (comparing things using
adjectives)
kanji 7
L11. とうきょうと ソウルと どちらがさむいですかかんじ７
L12. How was your trip?
(expressing impressions on past
events)kanji 8
L12. りょこうは どうでしたか
かんじ８
L13.We want something to eat,
don’t we? (expressing what you
want and want to do)
L14. My hobby is listening tomusic(talking about hobbies)
kanji 9L13. なにか たべたいですねL14. わたしの しゅみは おんがく
を きくことです
かんじ９
L14(2)
kanji 10
Final Exam(L7-L14)
かんじ 10きまつテスト（L7-L14)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773【References】『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2— 78 —

発行日：2019/5/1『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J1 General consists of J1 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J1 そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいは でません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J1 General consists of J1 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J1 General.
このかもくは、J1 そうごうⅠ（げつようび）、J1 そうごうⅡ（かようび）、J1
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 79 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages F
Sonoko YAMAMOTO
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginner-level students. It aims
to develop students’ basic communication skills in Japanese in daily
situations.
このクラスは、しょきゅうこうはんレベルの学生（がくせい）のための そう
ごうクラスです。
もくてきは、日本語（にほんご）でかんたんな コミュニケーションが できる
ように なることです。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.1 (Waystage) in
CEFR (the Common European Framework of Reference for Languages
scale) and N5 (or halfway to N4) in JLPT (the Japanese Language
Proficiency Test scale).
・このクラスでは、にほんごをつかって きほんてきな コミュニケーションができるようになります。
・かんじを 100 ぐらい よんだり かいたりすることが できます。
・CEFR の A2 レベルの ちからが つきます。
・JLPT の N5 レベルの ちからが つきます。

3

Review（L11-13）

4

Lesson145

Lesson15

6

Lesson15、16

7

Lesson16、178

Lesson17
Mid-term Exam（L1 17）

9

Lesson18

10

Lesson19

11

Lesson20

12

Lesson20、21

13

Lesson21、22

14

Lesson22
Final Exam(L18-L22)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきな コミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなども べんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Review（L1-7）

2

Review（L8-10）

Contents
L1.I am Lin Tai
L2.What is that CD?
L3.This is Yuri University
L4.What are you going to do
tomorrow?
L5.What time is it now in Sydney?
L6.I ’m going to Kyoto
L7.It’s beautiful photograph, isn’t
it?
kanji 1L1. わたしは リン・タイです
L2. それは なんの CD ですか
L3. ここは ゆりだいがくです
L4. あした なにを しますかL5. シドニーは いま なんじですかL6. きょうとへ いきますL7. きれいな しゃしんですね
かんじ１
L8.Where is Mt.Fuji?
L9.What kind of sports do you like?
L10.I learned the tea ceremony
from Ms.Watanabekanji 2L8. ふじさんは どこに ありますかL9. どんな スポーツがすきですかL10. わたしは わたなべさんに お
ちゃを ならいました
かんじ２

L11.Which is colder, Tokyo or
Seoul?
L12.How was your trip?
L13.We want something to eat,
don’t we?
kanji 3L11. とうきょうと ソウルと どち
らが さむいですかL12. りょこうは どうでしたかL13. なにか たべたいですね
かんじ３
L14.My hobby is listening to music
kanji 4L14. わたしの しゅみは おんがく
を きくことです
かんじ 4
L15.Others are using it now
kanji 5
L15. いま、ほかのひとが つかっています
かんじ５
L15(2)
L16.May I touch it a little?
kanji 6
L16. ちょっとさわってもいいですか
かんじ６
L16(2)
L17.Please don’t overdo it
kanji 7
L17. あまり むりを しないで ください
かんじ７
L17(2)
Mid-term Exam（L1 - L17）
kanji 8ちゅうかんテスト（L1-L17)
かんじ８
L18.I have never seen sumo
kanji 9L18. すもうを みたことが ありません
かんじ９
L19.I think the station is brightand clean
kanji 10
L19. えきは あかるくて、きれいだとおもいます
かんじ 10
L20.This is a T-shirt that I got frommy girlfriend
kanji 11
L20. これは かのじょから もらった T
シャツです
かんじ 11
L20(2)
L21.If it rains, the tour will becancelledkanji 12
L21. あめが ふったら、ツアーは ちゅ
うしです
かんじ 12
L21(2)
L22.You cooked a meal for me
kanji 13
L22. しょくじを つくって くれました
かんじ 13
Lesson22(2)Final Exam(L18-L22)
きまつテスト（L18-L22)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homeworks for kanji and grammar.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。

— 80 —

発行日：2019/5/1【Textbooks】『DAICHI Ⅰ main textbook』３ A network（2,800yen ＋ tax) 9784883194766『DAICHI Ⅰ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax) 978-4883194773『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいち I メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883194766『だいち I ぶんけいせつめいとほんやく えいごばん』スリーエーネット
ワーク（2,000 円＋税）978-4883194773『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
なし【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Quizzes ： 20 ％※ Regular attendance of classes is required.
※ J2 General consists of J2 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
へいじょうてん： 20 ％ちゅうかんテスト： 20 ％きまつテスト： 20 ％しゅくだい： 20 ％クイズ： 20 ％＊このクラスは、J ２そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで ４かいいじょう けっせきすると たんいはでません。
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J2 General consists of J2 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J2 General.
このかもくは、J2 そうごうⅠ（げつようび）、J2 そうごうⅡ（かようび）、J2
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。

— 81 —

発行日：2019/5/1

LANj100LF

Elementary Foreign Languages F
Hiroshi INUI
Term：春学期授業/Spring ｜ Credit(s)：1 ｜ Day/Period：金 2/Fri.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜
Notes：【Outline and objectives】
This course is designed for upper beginning-level and lower
intermediate-level students who already possess basic knowledge ofJapanese grammar and vocabulary. The course aims to solidify students’basic communication skills in Japanese in order to assist them in
performing various activities in daily situations.
このクラスは、しょきゅうこうはんから ちゅうきゅうぜんはんの学生（がくせい）のための そうごうクラスです。
にちじょうせいかつの なかで いろいろなかつどうをするために、日本語（にほんご）でのコミュニケーションのうりょくを たかめます。
【Goal】
By the end of the semester, students are expected to have gained
basic language proficiency in Japanese equivalent to A2.2 (Strong
Waystage) in CEFR (the Common European Framework of Reference
for Languages scale) and N4 (or halfway to N3) in JLPT (the Japanese
Language Proficiency Test scale).
・日本語をつかって、コミュニケーションができるように なります。
・かんじを 150 ぐらい よんだり かいたり することが できます。
・CEFR の A2 ＋レベルの ちからが つきます。
・JLPT の N4 レベルの ちからが つきます。

７

Lesson30
Review
Mid-term Exam
（L23-30）
Lesson31８

Lesson31、32

９Lesson33、34

10

Lesson34、35

11

Lesson36、37

12

Lesson37、38

13

Lesson39、40

14

Lesson40
Review
Final Exam(L31-L40)【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will develop basic communication skills required in daily
situations in speaking, listening, writing, and reading, and it will coverbasic grammar, vocabulary, and Kanji in order to provide students withresources to draw upon to achieve their communicative goals.
にちじょうてきなコミュニケーションスキルを みにつけるために、はなした
り、きいたり、よんだり、かいたりします。
きほんてきな ぶんぽうや、かんじ、ことばなどもべんきょうします。
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
１
Lesson23、24

２

Lesson24、25

３

Lesson25、26

４

Lesson26、27

５

Lesson27、28、29

６

Lesson29、30

Contents
Self introduction
L23．If you cross the bridge, you’ll
see a park on your left
L24．You can enter this zoo even atnight
L23．はしを わたると、ひだりにこうえんが あります
L24．このどうぶつえんはよるでもはいれます
L24（２）
L25 ．Have you already decided
what you’ll do?
L25 ．なにを やるか もうきめましたかL25（２）
L26．I got this when I participatedin a soccer training camp
L26．サッカーのがっしゅくに さん
かしたとき もらいました
L26（２）
Lesson27．How long have you had
a fever ?
L27．いつから ねつが あるんですか
L27（２）
L28. There are many stars in thesky
L29．It’s a responsible job, and in
addition, I can get more experience
L28．そらに ほしが でています
L29．せきにんの ある しごとだし、
あたらしい けいけんが できるし…
L29（２）
L30．I’m thinking of going toconfectionary school
L30．おかしの せんもんがっこうにはいろうと おもっています

L30．(２）
Review
Mid-term Exam（L23-30）
L31．I’ll have it checked bytomorrow
ふくしゅう
ちゅうかんテスト（L23-30）
L31．あしたまでに みておきますL31（２）
L32．You should not peel apples
L32．りんごの かわは むかないほ
うが いいですね
L33．If you have a car, it’ll be
convinient
L34．We lost the games
L33．くるまが あれば べんりです
L34．しあいに まけて しまいました
L34（２）
L35．I try to carry an umbrella
L35．かさを もちあるくように しています
L36．It’s been translated into
many languages
L37．That sounds fun
L36．いろいろな くにのことばにほんやくされています
L37．おもしろそうですね
L37（２）
L38．It means that you must be
careful about monkeys
L38．さるに ちゅういしろ といういみですL39．I bought it so that I could use
it on this trip
L40．I want to make my son go toa cram school, but...
L39．りょこうのとき つかおうとおもって かったのに…
L40．むすこを じゅくにいかせたいんですが…
L40（２）
Review
Final Exam(L31-L40)
ふくしゅう
きまつテスト (L31-L40)【Work to be done outside of class (preparation, etc.)】
Please preview and review the materials that are covered in classes,
doing worksheets, writing essays, etc.
Students are expected to do homework.
よしゅうと ふくしゅうを してください。
かんじと ぶんぽうの しゅくだいが あります。
【Textbooks】『DAICHI Ⅱ main textbook』３ A network（2,800yen ＋ tax) 9784883195077『DAICHI Ⅱ Translation of the main text and grammar note2』３ A
network（2,000yen ＋ tax)978-4883195213『Nihongo Challenge N4-N5(Kanji) 』ask (1,300yen ＋ tax) 978-4-87217757-2『だいちⅡ メインテキスト』スリーエーネットワーク（2,800 円＋税）9784883195077『だいちⅡ ぶんけいせつめいとほんやく えいごばん』スリーエーネットワー
ク（2,000 円＋税）978-4883195213『にほんごチャレンジ N4-N5（かんじ）』アスク（1,300 円＋税）978-4-87217757-2【References】
とくに ありません【Grading criteria】
Class participation ： 20 ％Midterm exam ： 20 ％Final exam ： 20 ％Assignments ： 20 ％Essay ： 20 ％※ Regular attendance of classes is required.

— 82 —

発行日：2019/5/1※ J3 General consists of J3 General I, II, III（Monday, Tuesday, Friday).
Students who miss 4 or more times each class will not be eligible for
credit on this course.
平常点（へいじょうてん）： 20 ％中間（ちゅうかん）テスト： 20 ％期末（きまつ）テスト： 20 ％宿題（しゅくだい）： 20 ％作文（さくぶん）： 20 ％＊このクラスは、J ３そうごうⅠ、Ⅱ、Ⅲ（げつようび・かようび・きんようび）がセットです。かくクラスで４かいいじょう けっせきすると たんいはでません
【Changes following student comments】
Reflecting the students’ comments, we would like to continue to haveopportunities to interact with Japanese volunteer students.
Vocabulary list and quiz are revised.
がくせいの コメントから、ボランティアがくせいとの こうりゅうの きかいをことしも もちたいです。
ごいリストと ごいクイズを すこし かえました。
【Equipment student needs to prepare】
Homework will be provided in Google Classroom.
Google Classroom で、しゅくだいが あります。
【Others】
Please note that J3 General consists of J3 General I, II, III (Monday,
Tuesday, and Friday. Each with a different instructor), and it will meet
three times a week. Students must register for all three classes in order
to complete J3 General.
Strongly recommended to take "Japanese 3 (Listening, Vocabulary &Kanji)"class together to keep up the pace of this class.
このかもくは、J3 そうごうⅠ（げつようび）、J3 そうごうⅡ（かようび）、J3
そうごうⅢ（きんようび）がセットです。ぜんぶの クラスに とうろくして、
しゅう３かい、しゅっせきしてください。
いっしょに 「J3 にほんご ちょうかい・ごい・かんじ」クラスを とることをすすめます。

— 83 —

発行日：2019/5/1

HSS100LA

Elementary Health and Physical Education
Shigeharu Akimoto
Subtitle：Introduction to Sports and Health Science
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：月 1/Mon.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】【Goal】【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】【Active learning in class (Group discussion, Debate.etc.)】【Fieldwork in class】【Schedule】
No.
Theme

Contents【Work to be done outside of class (preparation, etc.)】【Textbooks】【References】【Grading criteria】【Changes following student comments】— 84 —

発行日：2019/5/1

ART100LA

Elementary Humanities A
URBANOVA

Jana

Subtitle：JapaneseArts Ⅰ
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 1/Wed.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course is a survey of ancient to medieval Japanese literature. Major
literary works are introduced with an emphasis on their literary artistry
as well as their historical and cultural importance. Focus is also placedon the unique philosophy that shaped the aesthetic values in Japanthroughout the centuries. This topic will be further highlighted bydiscussing differences in Eastern and Western world views.
【Goal】
1. to learn about major literary works in their historical and culturalcontext2.
to gain deeper understanding of the different philosophicalbackgrounds that have influenced the way of thinking in Japan and theWest
3. to improve your English vocabulary regarding the topic

10.

11.

12.

【Which item of the diploma policy will be obtained by taking this class?】

13.
【Method(s)】This course is based on lectures by the instructor featuring the use of
written and audio-visual materials. In addition, every student will be
required to deliver a class presentation on a given topic and to submit ashort written summary of the presentation. The topics together with thestudy materials for the presentation will be distributed at the beginningof the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.

3.

4.

5.

6.

7.

8.

9.

Contents
Introduction to course; schedulingof presentations
Historical overview ofBrief overview of major literary
Japanese literature
works in their historical context
with a focus on the Nara and Heianperiods
Japanese perception of Definition of nature andnature, Part 1
corresponding terms in Japanese;
Japanese love for nature and its
various aspects; Japanese vs.
Western concepts of nature
Japanese perception of The four seasons as one of thenature, Part 2
central concepts in Japaneseculture and literature; the conceptof transformation and change,
harmony of yin and yang;
perception of time
Natural images in
Literal and figural meaning ofclassical Japaneseimages; metaphors in Japanese vs.
poetryWestern poetic tradition;
pivot-words (kakekotoba)
Key concepts ofFour aesthetic concepts inJapanese aesthetics
Japanese culture and literature;demonstration of these concepts inEssays in Idleness by the Buddhist
priest Kenkō
Japanese mythology
Records of Ancient Matters (Kojiki);
Japanese mythology vs. Western
ideological concepts (Greek
mythology and Christianity)
Japanese poetry, Part 1 The role of poetry from ancient
times through the era of Man’yōshū(Collection of Ten Thousand
Leaves) to the flourishing era ofimperial poetry anthologies
Japanese poetry, Part 2 Long and short poetic forms (chōka
and tanka); believed to be the firstJapanese poem in the fixed form;
major themes and literary devices
in classical poetry

14.

Japanese prose, Part 1

Japanese tales and its various
genres; the oldest preserved tale
(The Tale of the Bamboo Cutter;
Taketori Monogatari) and thecollection of poem tales (Tales ofIse; Ise Monogatari)
Japanese prose, Part 2 Flourishing of women writers inthe Heian period with a focus on
two prominent figures Murasaki
Shikibu and Sei Shōnagon andtheir works The Tale of Genji (Genji
Monogatari) and The Pillow Book
(Makura no Sōshi)
Japanese prose, Part 3 Diaries (nikki) as one of the key
genres in women’s classical prose;
The Gossamer Years (Kagerō Nikki)
Okinawan language
Languages of the Ryūkyū Islands
and poetry ‒as part of the Japanese language
Introductiongroup; language rules in Okinawan
poetry ryūka
The world of Okinawan The oldest preserved collection of
poetryold epic songs Omorosōshi;
Okinawan lyrical poetry ryūka【Work to be done outside of class (preparation, etc.)】
1.Prepare a short self-introduction
2.Reading: handout on anthology of Japanese literature
3.Reading: Asquith 1-35
4.Readings: Asquith 36 ‒ 53; handout related to the topic
5.Readings: Asquith 54 ‒ 67; handout on Western poetry
6.Reading: Keene 3 ‒ 22
7.Reading: handout on the Kojiki
8.Reading: Keene 47 ‒ 69
9.Reading: Keene 25 ‒ 44
10.Readings: Keene 73 ‒ 95; handout on Japanese tales
11.Reading: handout on women’s classical prose
12.Reading: handout on diary literature
13.Reading: text by lecturer on Okinawan poetry
14.Submit short summary of presentation, final written exam
【Textbooks】
Asquith, Pamela J. and Arne Kalland, ed. Japanese Images of Nature.
Richmond: Curzon Press, 1997.
Keene, Donald. The Pleasures of Japanese Literature. New York:
Columbia University Press, 1988.
【References】
Keene, Donald. Anthology of Japanese Literature. Rutland, Vermont &Tokyo: Charles E. Tuttle Company, 1956. Twenty-second edition, 1991.
McCullough, Helen Craig. Classical Japanese Prose: an Anthology.
Stanford: Stanford University Press, 1990.
Miner, Earl. An Introduction to Japanese Court Poetry. Stanford:
Stanford University Press, 1968.
【Grading criteria】
Class attendance and oral participation are expected; failure toparticipate in class will result in the subtraction of marks from the total.
Grading criteria: oral presentation and written summary (40%); final
examination (60%).
【Changes following student comments】
There have been no student comments so far that would require majorchanges to the course.

— 85 —

発行日：2019/5/1

ARSa100LA

Elementary Humanities B
Richard.J.Burrows
Subtitle：Introduction to British Ｃ ulture
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 3/Wed.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course will seek to introduce the culture & society of contemporary
Britain to students through a series of stimulation audio-visual units,
together with selected thematically linked readings.
【Goal】
During this course, through regular exposure to a variety of audio-visualmaterial, students will have the opportunity to sharpen their listening
skills. Follow-up pair-work comprehension questions, discussion &structured conversation practice will also give them the opportunity to
improve their oral skills.
Finally students will be encouraged to reflect on their own culture &society as they learn about UK.

【】
In addition to offering a greater understanding of contemporary UK
culture, the course encourages students through the presentation &report to critically compare & contrast UK culture & society with theirown.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The previous lesson’s reading assignment will be reviewed before a pairwork preview will introduce the theme for that lesson. Any required
vocabulary will be previewed before students view/listen to the material.
Pair-work comprehension questions will allow students to check theirown understanding, while a post-viewing discussion will offer morechances to analyze the material. Time permitting, there will be
structured conversation practice before outlining the following week’s
homework.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Explanation
2
Listening & Speaking
3
Listening & Speaking
4
Listening & Speaking
5
Listening & Speaking
6
Listening & Speaking
7
Listening & Speaking
8
Listening & Speaking
9
Listening & Speaking
10
Listening & Speaking
11
Listening & Speaking
12
Listening & Speaking
13
Listening & Speaking
14
Listening & Speaking

Contents
Course Introduction
Presentation Guidance
The Seven Wonders of Britain
Wales
BBC
The Mini
The Village
British Tea
The Purple Violin
Sherlock Holmes
Agatha Christie
The SeaLondon Taxis
UK Public Schools【Work to be done outside of class (preparation, etc.)】
Regular reading assignments with comprehension questions, &audio-visual vocabulary preparation.No more than 3 absences will bepermitted.
【Textbooks】
None【References】
An electronic dictionary or smartphone will be required at every lesson【Grading criteria】
Participation & Punctuality 30%
Homework & Classwork 30%
Presentation 20%
Report 20%【Changes following student comments】
A more comprehensive vocabulary preview will be provided for students
having difficulty with audio-visual comprehension.
【Equipment student needs to prepare】
Access to a PC & Printer in order to print reports【Others】
Since there is no textbook in this course, students will need to bring an
A4 or B4 folder or binder to each class in order to keep the photocopies
that will be handed out at every lesson.

— 86 —

発行日：2019/5/1

PRI100LA

Elementary Information Technology
Yukou MATSUDA
Subtitle：Information Design Ⅰ
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
You will learn basic knowledge about information technology.

【】
You will learn basic knowledge about information technology.

【Goal】
You will learn basic knowledges of information technology, especiallycomputer architecture, algorithmic programing, data science, andthe mechanism of the Internet and related subjects (social network,
e-commerce, ethics, security).
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The 2/3 time will be used for lectures and the rest for assignments.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
What’s Information
Technology
2
Data Processing

3

4

5
6
7
8
9
10

11

12
13
14

Contents
The history and the current trendof information technology.
Several kinds of data and how toprocess data.
Information Processing Define the information and how toprocess and communicate
information.
Computing Technology Architecture of computing system.
From old fashioned type to supercomputer.
Algorithmic
Design algorithms for solving
Programming
problem.
Data Science Predicting the future being given
Predicting
the past data.
Data Science Classifying the data according toClassification
certain criteria.
Communication
Understanding the information
Technology
communication technology.
Internet Protocol
TCP/IP
Mechanism of email
Based on server/client system,
and World Wide Web
encoding/decoding information and(WWW)
TCP/IP makes it possible, email
and www.
e-Commercethe core technology of e-commerce
is public key encryption and blockchain.
Social Network
Graph theory: understanding therelation among entities.
Internet Ethics andSeveral aspects of ethics andSecurity
security inherent in the Internet.
Final Examination
examination performed with paper
and pencil.

【Work to be done outside of class (preparation, etc.)】
We specify a short article related to the next class in advance, you should
read, understand, bring the issue discussed in the article.
【Textbooks】
None.
【References】
All texts are uploaded in Etude.
【Grading criteria】
Total evaluation of 14 short assignments : 50%
The score fo the final examination: 50%
You need more than and equal to 60% of the max 100 points to pass theclass.
【Changes following student comments】
None.
【Equipment student needs to prepare】
None.
【Others】
I have a long carrier in writing and designing for automatic
programming, teaching human knowledge to computer, especiallynatural language.

— 87 —

発行日：2019/5/1

MAT100LA

Elementary Mathematics A
Takeyoshi KOGISO
Subtitle：Mathematics A
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course is designed for students who need calculus to study
business, economics, or other related business majors. In particular,
the course will review the basic ideas you need to start calculus. The
topics include exponential and logarithmic functions, arithmetic andgeometric sequences, graphing basic functions, graphing exponential
and logarithmic functions, limit of a sequence, limit of a function.
【Goal】At the end of this course, students will demonstrate the ability toperform different operations involving algebraic expressions, to graphlinear and quadratic functions, and to graph polynomial, rational,
algebraic, exponential and logarithmic functions.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The expected learning outcomes for the course will be assessed throughgraded activities and ungraded activities. The graded activities include
exams, homework and quizzes. It is strongly recommended thatstudents work all those problems since homework and test score areused to determine your grade. The ungraded activities will be used tomonitor your progress.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
01.
Introduction
02.
Basics and Key Terms
03.
Exponential Functions
04.
Logarithmic Functions
05.
Graphing Basic
Functions06.
Shifting and Stretching
Graphs07.
Inverse Functions
08.
Graphing Exponential
Functions
09.
Graphing Logarithmic
Functions
10.
Composite Functions
11.
Arithmetic andGeometric Sequences12.
Sigma Notation and
Sequences ofDifferences
13.
Limit of a Sequence
14.
Limit of a Function

Contents
Preliminaries 1
Preliminaries 2
Functions and Graphs 1
Functions and Graphs 2
Functions and Graphs 3
Functions and Graphs 4
Functions and Graphs 5
Functions and Graphs 6
Functions and Graphs 7
Functions and Graphs 8)
Limits 1
Limits 2

Limits 3
Limits 4【Work to be done outside of class (preparation, etc.)】
Solve the problems of the exercises well. Think by writng on a paper.
【Textbooks】
You don’t need to buy a text book. When you learn more, respectively
serve as a reference if it is rudimentary or a book on the theme of
preparation for its calculus.
【References】
You don’t need to prepare references.
【Grading criteria】
Final exam (approximately 2/3) and the homework submission(approximately 1/3)
【Changes following student comments】
Not offered until the last fiscal year for the new subjects【】
This course is designed for students who need calculus to study
business, economics, or other related business majors. In particular,
the course will review the basic ideas you need to start calculus. The
topics include exponential and logarithmic functions, arithmetic andgeometric sequences, graphing basic functions, graphing exponential
and logarithmic functions, limit of a sequence, limit of a function.

— 88 —

発行日：2019/5/1

MAT100LA

Elementary Mathematics B: Mathematics B
Takeyoshi KOGISO
Subtitle：Mathematics B
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course is a calculus course intended for those studying business,
economics, or other related business majors, and a continuation of topics
from “Elementary Mathematics II”. The following topics are presented
with applications: derivatives, differentiation rules, derivative of an
exponential function and logarithmic function, higher-order derivative,
Taylor and Maclaurin series, integrals.
【Goal】
Students will become proficient in techniques of differentiation,
understand the concept of rate of change and how to use it to solve realworld problems.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The expected learning outcomes for the course will be assessed throughgraded activities and ungraded activities. The graded activities include
exams, homework and quizzes. It is strongly recommended thatstudents work all those problems since homework and test score areused to determine your grade. The ungraded activities will be used tomonitor your progress.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
01.
Introduction
02.
The Derivative and the
Slope of a Graph03.
Some Rules forDifferentiation
04.
The Product andQuotient Rules
05.
The Chain Rule06.
Derivatives ofExponential Functions
07.
Derivatives of
Logarithmic Functions
08.
Higher-order
Derivatives
09.
Extrema and theFirst-Derivative Test
10.
Concavity and theSecond-Derivative Tes
11.
The Mean Value
Theorem, Taylor’s
Theorem
12.
Taylor and Maclaurin
Series13.
Approximate Values

14.

Antiderivatives,
Differential Equation

Contents
Preliminaries
Differentiation: Basic Concepts 1
Differentiation: Basic Concepts 2
Differentiation: Basic Concepts 3
Differentiation: Basic Concepts 4
Differentiation: Basic Concepts 5
Differentiation: Basic Concepts 6
Differentiation: Basic Concepts 7
Additional Appilcations of the
Derivative 1
Additional Appilcations of the
Derivative 2
Additional Appilcations of the
Derivative 3
Additional Appilcations of the
Derivative 4
Additional Appilcations of the
Derivative 5)
Additional Topics 1【Work to be done outside of class (preparation, etc.)】
Solve the problems of the exercises well. Think by writng on a paper.
【Textbooks】
You don’t need to buy a textbook. When you learn more, respectively
serve as a reference if it is rudimentary or a book on the theme of
preparation for its calculus.
【References】
You don’t need to prepare references.
【Grading criteria】
Final exam (approximately 2/3) and the homework submission(approximately 1/3)
【Changes following student comments】
Not offered until the last fiscal year for the new subjects— 89 —

発行日：2019/5/1

POL100LA

Elementary Social Science A
SCHIFANO ADRIEN
Subtitle：Japan and International Relations
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course aims at introducing basic notions of international law. First
part of the course introduces main subjects of international law andfocus in particular on elements of statehood. A second part will discuss
how norms of international law are created. Finally, a third part will
provide these elements with some dynamism by examining the courseof normal relations between States.

【Equipment student needs to prepare】
Some paper and a pen.

【Goal】
By the end of this course, it is expected that students willhave become
familiar with:
1. basic notions of international law
2. current international issues
3. functioning of the international system【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes will consist in a lecture by the instructor and sharing of students
assignments in the perspective of sustaining a discussion.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.

Subjects (1)3.

Subjects (2)4.

Subjects (3)5.
6.

Subjects (4)Subjects (5)

7.
8.
9.

Norms (1)Norms (2)Norms (3)10.

Relations between
States (1)Relations between
States (2)Relations between
States (3)Relations between
States (4)
Test

11.
12.
13.
14.

Contents
Characters of international law /relation with municipal law
The State (1): statehood / sovereign
government / territory / population/ recognition
The State (2): more on territory /the sea / the sky / outer space
The State (3): more on population /minorities / indigeneous people
International Organizations
Other subjects / insurgents /subjects ad hoc / situation ofprivate persons / individuals /companies / NGOs / human rights
Customary law
Treaties
Other sources / case law ofinternational courts and tribunals /acts of international organizations /municipal law
Diplomatic relations
Law of War / Self-defense /humanitarian law
Responsibility
Peaceful settlement of disputes
Written examination【Work to be done outside of class (preparation, etc.)】
As a follow up of each class, students will be assigned the task to look forcurrent issues related to the class content. This material will be used inclass discussion the following week.
【Textbooks】
Acquisition of a textbook is not necessary.
【References】
www.un.org
Jan KLABBERS, International Law, 2nd ed. (2017; Cambridge,
Cambridge University Press), ISBN: 9781316506608
Malcolm N. Shaw, International Law, 8th ed. (2017; Cambridge,
Cambridge University Press), ISBN: 9781316638538【Grading criteria】
Participation in class: 30%
Written examination: 70%【Changes following student comments】
Not applicable.

— 90 —

発行日：2019/5/1

POL100LA

Elementary Social Science B
SCHIFANO ADRIEN
Subtitle：Basic Legal Concepts
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course will provide students with a rough picture of law. It does so
by introducing basic legal concepts.
The first part of the course introduces two main faces of law: justiceand order. The second part focuses on the components of a legal order,
which are mainly subjects and norms. The third and last part deals
with the notion of legal relations, which are either horizontal or verticalin nature.
【Goal】
By attending this course, students will be able to:a. understand basic legal concepts,
b. build a foundation for studying more specialized fields of law,c. acquire basic legal knowledge that will complement their studies inother fields,
d. handle better daily life situations by acquiring a feeling of what islegally correct and what is not, which will hopefully help them to remain
free from abuses.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The course will introduce one new concept each week. In so doing, theclass will consist in lecture and discussion. In addition, the course will
rely on studying excerpts from classical works. Practice for this course
will consist in text commentaries.
The course follows a progression so that each class is dependent on
previous classes; hence, students may find it easier to follow classes ifthey have consistent attendance.

13.

Vertical Relations (2):Public interest

14.

Human Rights
Conclusion【Work to be done outside of class (preparation, etc.)】
Students are strongly encouraged to read the material for each classbeforehand. Homework will be (moderately) requested.
【Textbooks】
No textbook will be used. Students will be provided with the material
necessary for each class.
【References】
Jaap HAGE and Bram AKKERMANS (editors) Introduction to Law(2014, Springer)【Grading criteria】
Participation in class (including homework and discussion): 40%
Presentation (number of presentations per student will depend on thenumber of students attending the course): 60%【Changes following student comments】
Outline of the course has been slightly improved.
【Equipment student needs to prepare】
A pen and some paper might prove useful.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.

Justice3.

Legal order (1):Forms of government

4.

Legal order (2):Forms of state

5.

The Subject of Law (1):Personality
The Subject of Law (2):Capacity

6.

7.

The Norm (1): Validity

8.

The Norm (2): Legal
System

9.

The Legal Relation

10.

Horizontal Relations(1): Agreement

11.

Horizontal Relations(2): Responsibility

12.

Vertical Relations (1):Public orderPublic interest, what? / Public
service, what? / Basic principles /Procedures, issues
Human rights, what? / History /Typology / Protection at several
levels / Enforcement

Contents
Rationale for the course andoverview /Law, what? / Legalscience, what? / Panorama ofmodern law / Methodology
Suum cuique / Justice, what? /Equality, what? / Contemporary
approaches
Legal order, what? / Typology /Social functions / Constitution,
what? / Horizontal distribution of
powers /Legislative, what? /Executive, what? / Judiciary, what?
Vertical distribution of power /Federalism and its rules /Clasification / Changes in powerand constitutional change
Subject of law, what? / Equality,
how? / Typology / Issues
Capacity, what? / Capacity v. rights/ Variations of legal capacity /Guardianship / Agency / Delegation
Norm, what? / Typology / Formal
sources / Sphere of validity
Set of norms, what? / Hierarchy /Classification / Relations among
norms
Legal relation, what? / Rights /Obligations / Powers / Typology
Agreement, what? / Contract,
what? / Basic principles / Forms /Contents
Responsibility, what? / Evolution /Typology / Civil responsibility /Components / Basic principles /Procedures
Public order, what? / Authority /Police / Criminal responsibility /Offense, what? / Basic principles /Procedures— 91 —

発行日：2019/5/1

HSS200LA

Health and Physical Education
Rieko YAMAGUCHI
Subtitle：Lifetime Fitness
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 5/Thu.5 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This class focuses on health promotion for young women. The numberof female sport participants, particularly teenage girls, is currently
decreasing in Japan, although female athletes performance level getshigher and higher. It is considered that physical and psychologicaltransformation in a period of their puberty is one of the reasons. At
the same time, we have hardly discussed about why young girls do notplay sport, or how we could encourage them to be physically active. In
this class, the students will understand the benefits of physical activities
and consider how we could empower girls and women through physicalactivity and sport. The students are also required to do excise and create
new ideas on health promotion for girls and women. The main focus inthis class is about girls and women, but male students are also welcome.
【Goal】The goals of this class are;to understand the reasons why girls and women negatively react tophysical activities,
to understand menstrual function and women’s physicality,
to understand the concepts of media literacy and criticize gender-biased
representations in sport media,
to understand how sport relates to gender and sexuality issues today.
to consider how we can empower girls and women through sport, andto develop new ideas on health promotion for them.

Group
Discussion

Gender & Sexuality inSport 4

LectureViolence in Sport

Lecture Sport & Empowerment& Discussion

Presentation
Final Presentation

Students share their own ideas
about the movie. They also dogroup work to learn how difficult
coming out is through "coming out
star."
Students understand the concept ofsexual harassment and abuse andlearn the reasons why it happensin sport settings.
Students understand theinitiatives of UN and IOC relating
to gender in sport.They also know
the initiative in Sport England,This Girl Can campaign.
Students criticize the existing sport
definitions and consider how to use
sport for future.They will share
their own ideas of new sport andPE with no sexism and racism.

【Work to be done outside of class (preparation, etc.)】
Students need to finish reading assignment paper before the classbegins.They also need to look up websites that the instructor asks toreach out.

【Which item of the diploma policy will be obtained by taking this class?】【Textbooks】
None in particular.

【Method(s)】Lectures,film screening,and group discussion.

【References】
1. Robin Kietlinski (2014). Japanese Women and Sport: Beyond
Baseball and Sumo.Bloomsbury Academic.
2.Lindsay Parks Pieper (2016). Sex Testing: Gender Policing in Women’sSport. Univ. of Illinois Pr.
3.
Kathryn E. Henne (2015).
Testing for Athlete Citizenship:
Regulating Doping and Sex in Sport.Rutgers UP.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Orientation
Orientation andIntroduction

LectureHistory of Women’sSport

LectureWomen’s Sport Policyin the World.

Film
Screening
Lecture& Discussion

History of Women’sSport

LectureMedia Literacy

Sport & Physical
Education

Presentation
Sport & Media& Discussion

LectureGender & Sexuality inSport 1

LectureGender & Sexuality inSport 2Film
Screening

Gender & Sexuality inSport 3

Contents
Students get to know each otherand know the rules and goals inthis course.
Students understand that sport
has been male-dominated spheresfrom gender perspectives.
Students learn about Title IX
which had huge impact on women’s
sport in the States.
"A League of Their Own" (1992)

Students understand sport inJapan and prepare for theirpresentations based on thestatistics and resources on sport intheir own regions/countries.
Students understand the concept ofmedia literacy and criticize
gender-biased representations in
sport.
Students introduce sport and PE
class and point out thegender-biased representations inmedia of their own
regions/countries.
Students understand the history
how we had changed theperspectives toward sexuality.
Students understand how genderand sexualities relate to sport
issues.
"Bend it like Beckham"(2002)【Grading criteria】
Final Presentation: 60%
Commitment to the class: 40%【Changes following student comments】
Students’ opinions and new ideas are always welcome, and they will beshared in the class.
【】This class focuses on health promotion for young women. The numberof female sport participants, particularly teenage girls, is currently
decreasing in Japan, although female athletes performance level getshigher and higher. It is considered that physical and psychologicaltransformation in a period of their puberty is one of the reasons. At
the same time, we have hardly discussed about why young girls do notplay sport, or how we could encourage them to be physically active. In
this class, the students will understand the benefits of physical activities
and consider how we could empower girls and women through physicalactivity and sport. The students are also required to do excise and create
new ideas on health promotion for girls and women. The main focus inthis class is about girls and women, but male students are also welcome.

— 92 —

発行日：2019/5/1

ART200LA

Humanities A
URBANOVA Jana
Subtitle：JapaneseArts Ⅱ
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 1/Wed.1 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
This course focuses on the major literary figures and their representative works of early modern, modern and contemporary Japanese
literature. The works will be discussed with regard to the circumstancesand background that shaped the authors’ way of thinking. The course
will also include a lesson introducing two significant works of medieval
literature to shed light on one of the crucial concepts in Japanese culture- transience. There will also be a lesson introducing two major womenpoets of Okinawa.
【Goal】
Goals:
1. to learn about the major literary figures of pre-modern, modern andcontemporary Japanese literature
2. to gain an appreciation of the depth and atmosphere of their literaryworks as well as the beauty of the English translations【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course is based on lectures by the instructor featuring the use of
written and audio-visual materials. In addition, every student will be
required to deliver a class presentation on a given topic and to submit
a short written summary of the presentation. The topics and the study
materials for the presentation will be distributed at the beginning of thecourse.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.

3.

4.

5.

6.

7.

8.

9.

Contents
Introduction to course; brief
self-introduction; scheduling ofpresentations
Transience in Japanese The concept of transience asliterature
portrayed in Essays in Idleness(Tsuredzuregusa, written by
Buddhist priest Kenkō) and in the
waka anthology A Hundred Poems
by a Hundred Poets (Hyakunin
Isshu, compiled by Fujiwara no
Teika)
Haikai poetry
Transition from comic haikai
poetry to the mastering of haiku;
Matsuo BashōHaiku and modern
Hints for appreciating and writing
poetryhaiku; modern poets Masaoka
Shiki, Yosano Akiko
Literature of the
The rising merchant society during
floating world
the Edo period; stories of thefloating world (ukiyo zōshi); Ihara
Saikaku: The Life of an Amorous
Man (Kōshoku Ichidai Otoko) and
Five Women who Loved Love(Kōshoku Gonin Onna)
Tales of the
Ueda Akinari and his Tales ofsupernatural in
Moonlight and Rain (Ugetsu
pre-modern literature
Monogatari)
Tales of the
Akutagawa Ryūnosuke and thesupernatural ininfluence of Japanese Tales frommodern literature
Times Past (Konjaku MonogatariShū); short stories In a Grove(Yabu no Naka) and Rashōmon
The world of fantasy
Miyazawa Kenji: fantasy noveland reality ofMilky Way Railroad (Ginga
Miyazawa Kenji
Tetsudō no Yoru), poem Be not
Defeated by the Rain (Ame ni momakezu)Modern novelists, Part Natsume Sōseki: his life and1literary works, particularly thenovel I Am a Cat (Wagahai wa
Neko de aru)

10.

Modern novelists, Part
2

11.

Modern novelists, Part
3

12.

Modern novelists, Part
4

13.

Contemporary
literature

14.

Poetry of Okinawa

Mishima Yukio (Confessions of a
Mask; Kamen no Kokuhaku) andTanizaki Junichirō (The Key; Kagi)
The dark world of Dazai Osamu inthe novels The Setting Sun (Shayō)and No Longer Human (Ningen
Shikkaku)
Nobel Prize winner Kawabata
Yasunari and his masterpiece
Snow Country (Yukiguni)
Yoshimoto Banana and Haruki
Murakami and their representativeworks
Two women poets of Okinawa:
Yoshiya Tsuru and Onna Nabe andtheir ryūka poems【Work to be done outside of class (preparation, etc.)】
Please prepare a short self-introduction for the first class. In addition,
each student will be asked to deliver an oral presentation on adesignated topic and to submit a short written summary of thepresentation at the end of the semester. Students are also expectedto actively engage in class discussions and to revise all of the readings
done in class, as they will form the basis for the questions on the final
exam.
【Textbooks】
No textbooks will be used. Handouts and reading materials on eachlesson’s topic together with the specified sources will be distributed by
the lecturer at the beginning of each lesson.
【References】
Selected references:
Katō, Shūichi. A History of Japanese Literature (Vol.3) ‒ The Modern
Years. Tokyo, New York & San Francisco: Kodansha International, Ltd.,
1983.
Keene, Donald. Appreciations of Japanese Culture. Tokyo, New York &London: Kodansha International, Ltd., 1971. First paperback edition,
1981.
Keene, Donald. World Within Walls ‒ Japanese Literature of the PreModern Era, 1600-1867. New York: Holt, Rinehart and Winston, 1976.
Petersen, Gwen Boardman. The Moon in the Water ‒ Understanding
Tanizaki, Kawabata and Mishima. Honolulu: The University Press of
Hawaii, 1979.
Further references related to the topic of each class will be provided by
the lecturer.
【Grading criteria】
Class attendance and oral participation are expected; failure toparticipate in class will result in the subtraction of marks from the total.
Grading criteria: oral presentation and written summary (40%); final
examination (60%).
【Changes following student comments】
Since the course is being led by the current teacher for the first time,
there are no student comments.

— 93 —

発行日：2019/5/1

ARSc200LA

Humanities B
Burrows.J. RICHARD
Subtitle：Introduction to Modern US History
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：水 3/Wed.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Despite the rise of powers in Asia such as China & India, the US
remains the pre-eminent global power and a key to understanding its
prominence lies in an understanding of its rise as a superpower during
the 20th century. Therefore, this course will focus on key political,
economic & cultural developments during the latter half of that period,
how they contributed to the rise of American power and continue toinfluence nations around the world, especially in Asia. Regular reading
assignments will be set, analyzed & discussed during the lessons,allowing students to reflect on how the US continues to influence theirnations as we enter a new century.
【Goal】
Through a variety of media, this course seeks to firstly, give students athorough understanding of key events in the US from the end of WorldWar II to the close of the century. In addition, students will be able tocomprehend how those events
impacted not only on the course of modern US history, but their wider
effect throughout the world, especially in the Asia-Pacific region.

【Equipment student needs to prepare】
Students need to have access to a pc (& printer) in order to prepare theirpresentation/report【Others】
Please join this class if you have an interest in this topic, a desire
to improve your English skills, and are willing to attend classes on aregular basis and submit all homework & other assignments on time.
【】
This course, rather than simply leading students through key dates& events during the 20th century, seeks to analyze importantdevelopments & trends in US which caused repercussions both
domestically & internationally during the 20th century & beyond.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Regular reading assignments will be set, analyzed & discussed during
the lessons, allowing students to reflect on how the US continues toinfluence their nations as we enter a new century. Furthermore, anaudio-visual element will allow students to sharpen their listening skills
and engage in comprehension activities.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
Week 1 Introduction
Week 2 Course Assignments
Week 3 Innovation
Week 4 The Pacific Conflict
Week 5 Post-War Settlement
Week 6 Technology
Week 7 The Fight Against
CommunismWeek 8 The Civil Rights
Movement
Week 9 A Divided Nation
Week 10 Political Violence
Week 11 Watergate
Week 12 The Space Race
Week 13 A New Conservatism
Week 14 Course Review

Contents
Course Explanation
Presentation Skills
The Wright Brothers
US in World War II
Bombing of Hiroshima
Breaking the Sound Barrier
The Vietnam War
Martin Luther KingThe Anti-War Movement
The Assassination of JFK
End of Nixon
The Apollo Landings
Reagan & the Religious Right
The 20th Century Influence on the
Present Day【Work to be done outside of class (preparation, etc.)】
Students will be expected to make a presentation and submit a reporton a relevant theme during the semester. In addition, regular reading
assignments will be set with comprehension & vocabulary questions.No
more than 3 absences will be permitted.
【Textbooks】
None, but students are required to bring an A4/B4 binder to store thephotocopies that will be distributed by the teacher at each lesson【References】
An electronic or smart phone English dictionary is required at every
class【Grading criteria】
Participation 30%
Class work 20%
Homework 30%
Presentation/Report 20%【Changes following student comments】
Increased vocabulary preparation prior to the audio-visual listening
section— 94 —

発行日：2019/5/1

PRI100LA

Information Technology
Yukou MATSUDA
Subtitle：Information Design Ⅱ
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
You will learn the information technology of communicating withmachines.
【Goal】
You will learn the information technology of communicating withmachines. The main topics are the forms of information, knowledge
representation of human knowledge, and autonomous systems.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】The 2/3 time will be used for lectures and the rest for assignments.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Forms of Information

2
3

Information Theory
Encoding / Decoding ofInformation

4

10

Information System:
Knowledge
Representation Tool
Natural Language vs.
Artificial Language
Syntax (grammar) andSemantics of language
Ontology: the Networkof Meaning
Teaching Human
Knowledge to Machines
Human Intelligenceand Artificial
Intelligence
Complex Systems

11
12

Modeling the System
Simulating the System

13

Automatic IT and
Autonomous IT
Final Assignment

5
6
7
8
9

14

Contents
raw data, text, audio and visualdata.
the measure of uncertainty-ness.
encoding/decoding information
between human and machine ormachine and machine
knowledge representation forwhich machines understand.
language as a communication tool.
grammar and meaning of natural
language and artificial language.
Hierarchy of knowledge.
Knowledge engineering.
Intelligent system.

The world is constructed as acomplex system.
Model definition of the system.
Evaluating the model bysimulating the system.
Automatic programming.
Final Assignment.

【Work to be done outside of class (preparation, etc.)】
We specify a short article related to the next class in advance, you should
read, understand, bring the issue discussed in the article.
【Textbooks】
None.
【References】
All texts are uploaded in Etude.
【Grading criteria】
Total evaluation of 14 short assignments : 50%
The score fo the final assignment 50%
You need more than and equal to 60% of the max 100 points to pass theclass.
【Changes following student comments】
None.
【Equipment student needs to prepare】
none.
【Others】
I have a long carrier in writing and designing for automatic
programming, teaching human knowledge to computer, especiallynatural language.
【】
You will learn basic knowledge about information technology.

— 95 —

発行日：2019/5/1

HIS200LA

Intercultural Communication A
Yuko KAWAGUCHI
Subtitle：Themes in Global History: Trans-pacific Interactions
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
This course introduces the experiences of Americans of Asian descent as
one aspect of social interaction across the Pacific. Students will read
selected articles about their diverse history from the mid-nineteenth
century to the present. We will explore core issues, which include
migration, integration and exclusion, and social movements, while
paying attention to the political interaction between the U.S. and Asia.
【Goal】
1) Students will understand the experiences of Asian Americans fromthe late 19th century to the present, from the disciplinary perspectivesof history.
2) Students will gain a basic understanding of political, economic, as
well as social history of the United States, with particular focus on
racial, ethnic, and gender inequalities as well as the social activism
against them,3) Students will be able to locate the U.S. history in the global context.
4) Students will develop skills to read, discuss, and write analyticallyand critically.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】- This course is taught primarily through discussions.
- The majority of the course will be devoted to the diverse histories
of Asian American communities from the 19th century to the present.
Students engage in discussions based on assigned reading materials.
- Toward the end of the semester, students choose their own topic andwrite a short research paper.

You DO NOT need to purchase the textbook before the first day ofthe class. Readings will be made available online through the course
management system.
【References】
References will be introduced in the class.
【Grading criteria】
Class participation: 50%
Research paper: 50%
Students may miss class only if it qualifies as an excused absence (e.g.,
an illness or a grievance). Please clear your absences with the instructor
beforehand. Three or more unexcused absences can result in Failure.
【Changes following student comments】
The instructor will try to facilitate more active discussions.
【Equipment student needs to prepare】
The instructor may request that students use a computer, tablet or
smartphone in order to fact-check during class. (Computers, tablets andsmartphones may not be used other than as authorized.)【】
This course introduces the experiences of Americans of Asian descent as
one aspect of social interaction across the Pacific. Students will read
selected articles about their diverse history from the mid-nineteenth
century to the present. We will explore core issues, which include
migration, integration and exclusion, and social movements, while
paying attention to the political interaction between the U.S. and Asia.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction
2
Overview

3
4

5

6

7

8
9
10
11
12
13
14

Contents
Course overview; Self-introduction
Statistical analysis on Asian
American communities today
Reading (1)Part 1 Beginnings: Asians in theAmericas
Reading (2)Part 2 The Making of Asian
America During the Age of Mass
Migration and Asian Exclusion (1)Presentations on Essay Students make presentations about
Topic
the topic they chose for the
research paper
Reading (3)Part 2 The Making of Asian
America During the Age of Mass
Migration and Asian Exclusion (2)Reading (4)Part 2 The Making of Asian
America During the Age of Mass
Migration and Asian Exclusion (3)Film screening
Watch a film; Followed by classdiscussion
Reading (5)Part 3 Asian America in a World at
WarReading (6)Part 4 Remaking Asian America ina Globalized World (1)Reading (7)Part 4 Remaking Asian America ina Globalized World (2)Essay tutorial
Tutorial on essay writing
Essay presentations /Students give presentations on
peer review (1)their research paper
Essay presentations /Students give presentations on
peer review (2)their research paper【Work to be done outside of class (preparation, etc.)】- Students are expected to read the assigned materials and contributeto class discussions. Simply showing up for class is not enough.
- There are no particular prerequisites for this course.
Basic
understanding of the U.S. history will ease the learning, however.
【Textbooks】
Erica Lee, The Making of Asian America: A History.
Schuster, 2015.

Simon and— 96 —

発行日：2019/5/1

LIN200LA

Intercultural Communication B
Noriko Ishihara
Subtitle：Intercultural understanding and multi-cultural identities
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
In today’s globalization, we are increasingly required to interact internationally across linguistic and cultural borders. Misunderstandings
and conflicts are bound to occur, which calls for constructive dialogues
and creative solutions. In this course, we will focus primarily on“invisible culture” to deepen your understanding of diversity in culturalorientations, values, behavior, and language uses. You will also
reflect on your intercultural experiences and explore your multi-cultural
identities while studying dynamic cultural dimensions.
【Goal】In this course, you will 1) cultivate your understanding of therelationships between culture, language, and identity, 2) be able
to analyze examples of and reasons for intercultural clashes andrelate to others respectfully to come up with constructive solutions
to intercultural misunderstanding, 3) be able to use concepts suchas stereotypes, generalizations, othering, and marginalization in youranalysis, 4) reflect on your intercultural experiences and multi-cultural
identities.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Before class you are required to work on reading and complete
assignments. In class we study relevant material, complete tasks inpairs or small groups, and share your discussion with the whole class.
You are encouraged to actively participate in this group work andproblem-based learning (PBL).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

What is culture?

3

3Ps of culture,
Characteristics ofcultureStereotypes andgeneralizations
Essentialization
Othering andmarginalization
Cultural diversity inacademia and in theworkplace
Similarities anddifferences in culturalorientations-1
Cultural case studies‒ 1
Cultural case studies‒ 2
Student-led
discussions-1
Student-led
discussions-2
Student-led
discussions-3
Dynamics anddiversity of culture

4
5
6
7

8

9
10
11
12
13
14

Contents
Self-introduction, course
information, ice-breaking activity
Visible/invisible culture, 3Ps in
understanding culture
Perspectives of culture【References】
Handouts related to the course content to be distributed in class. Other(online) materials will also be introduced as the course progresses.
【Grading criteria】
You will receive a formal evaluation of your work at the end of the term.
The grade on a late assignment will be lowered. You will be graded on:
1) Participation (20%)2) Reading and assignments (40%)3) Cultural case study discussion (10%)4) Final paper (30%)
【Changes following student comments】
Because this course is to be conducted in English, students must becompetent speakers/writers of English (e.g., native or proficient with
TOEFL ® iBT 61 or above). International and Japanese students ofany majors are welcome as long as they are interested in diverse world
cultures. Students should view each other’s cultural experiences as
an asset to this course and create a friendly and respectful learning
community.
【Others】
Course Rules and Expectations
1) Regular attendance is essential in order to benefit from theinteractive nature of this course. You will not be able to pass this course
if you miss more than three class periods a semester except in extreme
circumstances.
2) If you have a good reason for your absence, you are responsiblefor informing me in person or by e-mail. When you miss class, it isyour responsibility to find out what course material and homework you
missed. If you miss your deadline, you will not be allowed to submit yourassignment late unless you individually negotiate with me in a timely
manner.
3) Come to class on time. Two latenesses beyond 10 minutes equal
one absence, except in extreme circumstances. If you are late, you areautomatically marked absent; come to me after class to set the record
straight.
4) You are expected to study course material before class and participate
actively. Respect each other and others’ learning opportunity by
speaking openly and listening attentively even if you do not agree withyour classmates or instructor.
【】
In today’s globalization, we are increasingly required to interact internationally across linguistic and cultural borders. Misunderstandings
and conflicts are bound to occur, which calls for constructive dialogues
and creative solutions. In this course, we will focus primarily on“invisible culture” to deepen your understanding of diversity in culturalorientations, values, behavior, and language uses. You will also
reflect on your intercultural experiences and explore your multi-cultural
identities while studying dynamic cultural dimensions.

Definitions and examples
The language of generalization
Case study discussion
Understanding diversity as an
asset
Analysis of cultural orientations(#1-3)
Application of Hofstede’s Cultural
Dimensions
Analysis of use of time and groupdynamics
Cultural case studies (#1-3)
Cultural case studies (#4-6)
Cultural case studies (#7-9)
Wrap-up discussion【Work to be done outside of class (preparation, etc.)】
You should complete assigned reading and/or writing before coming
to class. Come ready to discuss the material in English with yourclassmates coming from different (sub)cultures.
【Textbooks】
Weekly readings will be made accessible through the course website(H’etude’s). Become familiar with this online resource to download
readings and post your assignments. You are also expected to checkyour university email account on a daily basis to keep up with courseannouncements.

— 97 —

発行日：2019/5/1

POL200LA

Intercultural Communication C
Noriko Ishihara
Subtitle：Language for Multi-cultural Understanding: Japanese, English, and beyond
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：金 3/Fri.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
Without cultural knowledge, language users may not fully understandthe meaning of a message. Even with perfect grammar, we could
completely offend our conversational partners without using language
in a culturally suitable manner. In this course, we will take a close
look at the face-saving strategies used in world languages. We will also
consider and discuss diverse cultural values and orientations that areclosely connected to verbal and non-verbal behavior. This enhanced
linguistic and cultural awareness will help you become a more tactful
and respectful user of your first and second languages and prepare youfor effective intercultural communication.
【Goal】In this course, you will become able to 1) cultivate your understandingof the relationship between language form, meaning, and context, 2)
become familiar with the notions of face and politeness, 3) collect andanalyze authentic language samples, 3) understand cultural values
and orientations behind language use in world languages. The course
will also provide an opportunity for you to reflect on intercultural
misunderstandings and respectful and peaceful conflict resolutions.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Before class you are required to work on reading and complete
assignments. In class we study relevant material, complete tasks inpairs or small groups, and share your discussion with the whole class.
You are encouraged to actively participate in this group work andproblem-based learning (PBL).

【Grading criteria】
You will receive a formal evaluation of your work at the end of the term.
The grade on a late assignment will be lowered. You will be graded on:
1) Participation (20%)2) Language analysis assignments (20%) and presentation (10%)3) Language analysis quiz (20%)4) Final paper (20%) and class presentation (10%)
【Changes following student comments】
Because this course is to be conducted in English, students must becompetent speakers/writers of English (e.g., native or proficient with
TOEFL ® iBT 61 or above). International and Japanese students of any
majors are welcome as long as they are interested in world languages.
Students should view each other’s languages and cultural experiences
as an asset to this course and create a friendly and respectful learning
community.
【】
Without cultural knowledge, language users may not fully understandthe meaning of a message. Even with perfect grammar, we could
completely offend our conversational partners without using language
in a culturally appropriate manner. In this course, we will take a close
look at the face-saving strategies used in world languages. We will also
consider and discuss diverse cultural values and orientations that areclosely connected to verbal and non-verbal behavior in world cultures.
This enhanced linguistic and cultural awareness will help you become amore tactful and respectful user of your first and second languages andprepare you for effective intercultural communication.

【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2

Greetings

3

Terms of address - 1

4
5

Terms of address - 2
Giving and responding
to compliments - 1
Giving and responding
to compliments - 2
Giving and responding
to compliments - 3
Linguistic impolitenessand rudeness - 1
Linguistic impolitenessand rudeness - 2
Peace linguistics
Refusals - 1
Refusals - 2

6
7
8
9
10
11
12
13
14

Refusals - 3
Student presentations,wrap-upContents
Self-introduction, course
information, ice-breaking activity
Analysis of authentic language
data
Phatic language and linguistic
politenessForm-context mapping
Linguistic and cultural aspects ofpoliteness
Consequences of language choice
Analyzing and teachingcompliments and responses
What is impoliteness andrudeness?
Responding to rudenessWords create worlds
Strategies for refusals
Refusals in Japanese, English, andbeyondRitual refusals in world languages
Presentations, discussions, andreflection【Work to be done outside of class (preparation, etc.)】
You should complete assigned reading and/or writing before coming
to class. Come ready to discuss the material in English with yourclassmates coming from different (sub)cultures.
【Textbooks】
Readings will be made accessible through the course website (H’etude’s).
Become familiar with this online resource to read and post yourassignments before class. You are also expected to check your university
email account on a daily basis to keep up with course announcements.
【References】
Handouts related to the course content to be distributed in class. Other(online) materials will also be introduced as the course progresses.

— 98 —

発行日：2019/5/1

LIN200LA

Intercultural Communication D
Noriko ISHIHARA
Subtitle：Teaching English as an International Language
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 3/Thu.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Have you learned a second/foreign language through music, film, poetry,stories, novels, or any other forms of art? What was your experience
like? In this course, we start by discussing why art facilitates learning,
especially second language acquisition. We will then experience various
forms of art incorporated into language learning and teaching throughmodeling by the instructor as well as through peer teaching. We are also
going to discuss social activism expressed through many of these works
and research activism in the world.
【Goal】In this course, you will become able to 1) understand and appreciateartistic forms of language education, 2) understand social activism
behind artistic expressions, and 3) participate in an art-based approachto language learning/teaching using your creativity. You will also reflect
on your own reactions to an artistic approach to language educationand social justice, and consider how this learning may influence yourworldview.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Before class you are required to work on some reading assignments. Inclass we study new material, complete relevant tasks in pairs or small
groups, and share your discussion with the class. You are encouraged
to actively participate in this group work and problem-based learning(PBL).
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3

Poetry - 1
Poetry - 2

4
5

Film
Stories/Story-telling

6
7
8
9

Artistic creativity inpeace linguistics
Music - 1
Music - 2
Children’s literature

10

Kamishibai

11

Short stories

12

Novels13

Public speeches

14

Wrap-upContents
Course information, getting toknow each other
Learning language from poetry
Developing language identities
through poetry
Film for art and social justiceLearning language throughnarratives
Language learning and peaceb. Reading responses (20%)
c. Mock teaching using an art-based approach (25%)
d. Research presentation [on an activist] (20%)
e. Final reflection on an artistic language expression and teachingeffectiveness (15%)
【Changes following student comments】
This is a new course to open in the spring of 2019 and to be conducted
in English. Students must be competent speakers of English (nativeor proficient with TOEFL ® iBT 61 or above). If you are interested
in language teaching, you’re an excellent fit for this class. If you are
more of a learner who likes the fun of language and art, you are also
welcome. I expect international and Japanese students of all majors
to work collaboratively despite their different cultural and linguistic
backgrounds. Come with an open heart and learn from each other!
【Equipment student needs to prepare】
Become familiar with the course website to download readings and post
your reflections. You are also expected to check your university email
account on a daily basis to keep up with course announcements.
【Others】
1) Regular attendance is essential in order to benefit from theinteractive nature of this course. You will not be able to pass this course
if you miss more than three class periods a semester except in extreme
circumstances.
2) If you have a good reason for your absence, you are responsiblefor informing me in person or by e-mail. When you miss class, it isyour responsibility to find out what course material and homework you
missed. Never plan to miss your presentations.
3) Come to class on time. Two latenesses beyond 10 minutes equal one
absence, except in extreme circumstances. If you are late, come to me
after class to straighten out the record of your absence.
4) You are expected to study course material before class and participate
actively. Respect each other and others’ learning opportunity. Work
hard, make mistakes, and have fun!

Learning language through music
Social activism through music
Art and social justice in picture
books
Peace education via kamishibaistory-telling
Learning language throughliterature - 1
Learning language throughliterature - 2
Learning language through art ofspeechReflection and the future【Work to be done outside of class (preparation, etc.)】
You should complete assigned reading and/or homework ahead of timeand come to class ready for discussion. Review your lesson thoroughly
after class.
For your peer teaching and research presentation, work together withyour classmates to develop an art-based language lesson (peer teaching)and creative multi-media talk (presentation). Prepare an innovative
presentation and rehearse to be effective!
【Textbooks】
Censor, Meera. (2011). Humanitarians for justice, nonviolence, andpeace. San Bernadino, California.
【References】
Other readings will be distributed through H’etudes, the course website(学習支援システム). Handouts related to the course content to be provided
in class. Bring a notebook and loose sheets of paper.
【Grading criteria】
a. Participation (20%)— 99 —

発行日：2019/5/1

LANe100LA

Intercultural Communication E
STEVE

CORBEIL

Subtitle：Media, Culture and Politics in Quebec
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
The goal of this class is to learn about the history and culture of French
speakers living in the Canadian province of Quebec. Students will lookat the very diverse cultural production of Quebec writers, intellectuals,
and filmmakers from the 1960s to the present day. The class will focus
on one important keyword in order to understand Quebec society andculture: the concept of sovereignty.
【Goal】
Students will learn the basic theories surrounding the political conceptof sovereignty. Then, they will apply these theories in order to better
understand Quebec literature and films. They will be able to develop
a critical approach to literary and film analysis that takes into accountthe cultural specificity of Quebec as well as its place in wider debatesconcerning political independence, minority language and interculturalcommunication.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This is a lecture class, but students will have to ask questions duringclass and give their opinion on many aspects of the lecture. After everyclass they will have to write comment papers.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

2

3

4

5

6

7

8

9

10

11

12

13
14

【Textbooks】
There is no textbook for this class.
【References】
Jacques Derrida, The Beast and the Sovereign, Volume I (The Seminarsof Jacques Derrida), University Of Chicago Press, 2011.
Jacques Derrida, The Death Penalty, Volume I (The Seminars of Jacques
Derrida),University Of Chicago Press, 2013.
Hubert Aquin, Next Episode, New Canadian Library, 2010.
Roch Carrier, The Hockey Sweater, Tundra Books, 1985.
Gerard Bouchard, Interculturalism: A View from Quebec,University ofToronto Press, 2015.
Gerard Bouchard, National Myths: Constructed Pasts, Contested
Presents, Routledge, 2013.
【Grading criteria】
Final exam (40%)
Final paper (40%)
Class participation (20%)
【Changes following student comments】
There has not been negative feedback for this class. I intend to put moreemphasis on active learning this year.

【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction to Quebec
society from the 1960s【Work to be done outside of class (preparation, etc.)】
Students will be asked to read a series of texts by French writers
and intellectuals in English translation. They will have to write shortcommentaries about the texts. Also, they will have to watch short films
produced in Quebec.

Contents
This class will be a survey ofQuebec history from the Quiet
Revolution to the present day.
Introduction to theStudents will learn about theconcept of sovereignty
concept of sovereignty throughanalysis of canonical texts.
Criticism regarding the We will look at the main criticism
concept of sovereignty
against sovereignty andand nationalism
nationalism as well as their impact
on Quebec nationalist movement.
The importance of
We will try to understand why
French language as the French is the cornerstone offoundation of Quebec
Quebec identity.
identity
Hockey, French
We will watch and analyze a shortlanguage, and religion film based on a novella by Roch
Carrier: The Hockey Sweater
Personal sovereignty
We will read and analyze excerpts
and politicalfrom a novel by Hubert Aquin:sovereignty
Next Episode
Referendum andWe will look at the cultural
independence
production surrounding the first(1980) and second (1995) Quebec
Referendum.
Post-referendum
We will read and analyze songs andidentity crisis
poems, as well as essays about theReferendum.
Immigration, identity,
We will look at the different steps
and interculturalism
taken by the Quebec government tocreate an inclusive society, and how
it conflicts to a certain extent with
the idea of sovereignty.
Current debates
We will look at essays and opinion
surrounding
pieces written about immigration
immigration andin Quebec.
interculturalism
Feminism in Quebec
Students will learn about thehistory of the feminist movementin Quebec.
Literature andWe will read a text by Kim Thuy
migrationand look a the situation of refugees
in Quebec.
Literature and Quebec We will read a text by Marcomigration
Micone.
Quebec and cinema
We will watch and analyze a film
by Pierre Falardeau.

【Equipment student needs to prepare】
None【】
The goal of this class is to learn about the history and culture of French
speakers living in the Canadian province of Quebec. Students will lookat the very diverse cultural production of Quebec writers, intellectuals,
and filmmakers from the 1960s to the present day. The class will focus
on one important keyword in order to understand Quebec society andculture: the concept of sovereignty.

— 100 —

発行日：2019/5/1

LANe100LA

Intercultural Communication F
Corinne VALLIENNE
Subtitle：Introduction to Contemporary Thought of the French-Speaking World
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 4/Fri.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
このクラスでは、ファッションと料理にフランス文化を発見するでしょう。
In this class you will discover French culture in fashion and gastronomy.
【Goal】
ファッションと料理の語彙や表現を発見. 学生は、ファッションと料理のテー
マについての会話を作ることができるようになります
you will be able to describe a fashion show and talk about stylists aswell as to recognize regional dishes and chef
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】フランスのファッションとグルメの文化についてのテキストとビデオを制作します。
Nous travaillerons sur des textes et des vidéo concernant la culturefrançaise de la mode et de la gastronomie.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
第1回
Presentation
第2回
fashion
第3回

gastronomy

第4回

Fashion

第5回
第6回
第7回

FashionFashion
Gastronomy

第8回
第9回
第 10 回
第 11 回
第 12 回Gastronomy
Gastronomy
Gastronomy
Fashion
Gastronomy

第 13 回
第 14 回

Revision
Exam

Contents
program of the semester
what is "fashion" for you ?
Vocabulary and expressions
what is "gastronomy" for you ?
Vocabulary and expressions
Famous stylists and fashioncompanies
Chanel1 - Text and video
Chanel 2 - Text and video
At restaurant Vocabulary and expressions
Alsace 1 : food and wine
Alsace 2 : food and wine
Provence : food and wine
Jean-Paul Gaultier - video
The art of eating from Middle age
to XIXe century
Fashion and gastronomy revisions
Exam【Work to be done outside of class (preparation, etc.)】
文献を事前に読む、テキスト・演習問題の予習・復習、授業内で示される課題（レポート、演習問題）対応など、準備学習・復習・宿題等の内容を具体的に記述します。
【Textbooks】
なし【References】
dictionnaire【Grading criteria】
存在と参加 La présence et la participation en classe : 60%.
最終試験 L’examen final : 40 %【Changes following student comments】
直近の授業改善アンケートを踏まえた授業改善のための取り組みや工夫の内容を示します。
【】
you will be able to describe a fashion show and talk about stylists aswell as to recognize regional dishes and chef

— 101 —

発行日：2019/5/1

ARSe200LA

Intercultural Communication G
Taro OGATA
Subtitle：Introduction to Japan
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：水 2/Wed.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
The purpose of the course is to provide students with opportunities tobroaden their knowledge of Japan, especially in the areas of geography,
history, industry, culture and so on.
【Goal】
Through the course, students will deepen their knowledge of Japan,
which may support communication with Japanese people inside andoutside of the campus.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course will consist of primarily lectures, discussions, presentations
and field study trips. Students are expected to actively participate ingroup activities such as discussions or presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Orientation
Week 2 Geography-1

Week 3

Geography-2

Week 4

Religions and customs

Week 5
Week 6

The first field work
Traditional arts

Week 7The 2nd field work

Week 8Presentation

Week 9Week 10
Week 11
Week 12

Japanese gardens
The 3rd field work
Japanese society
Comparing cultures 1

Week 13 Comparing cultures 2
Week 14 Comparing cultures 3

Contents
Class orientation
Introduction to Japanesegeography
Students will make a small
presentation on Japanesegeography
Introduction to Shinto and customs
originated in Shinto beliefs
Visiting shrines
Introduction to Japanesetraditional arts and preparation forthe 2nd field trip
Experiencing Japanese traditionalart(s)
Students will make a small
presentation on the 2nd field work
Introduction to Japanese gardens
Visiting a Japanese garden
Politics, Industries, Education etc.
Preparation for the final
presentation
Preparation for the final
presentation
Students will make a grouppresentation.

【Work to be done outside of class (preparation, etc.)】
Students are required to prepare presentations and reports on the fieldworks.
【Textbooks】
Original handouts【References】
Nothing special【Grading criteria】
Class participation 20%
Reports 40%
Presentations 40%【Changes following student comments】
Nothing special【Others】
Japanese students are expected to actively join cooperation withinternational students on the group work.
【】
The purpose of the course is to provide students with opportunities tobroaden their knowledge of Japan, especially in the areas of geography,
history, industry, culture and so on.

— 102 —

発行日：2019/5/1

ARSe200LA

Intercultural Communication H
Sonoko YAMAMOTO
Subtitle：Culture of Japan
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：金 4/Fri.4 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
The objective of this course is to provide students with a brief surveyof Japanese culture, covering both traditional and modern aspects. It
also aims to raise students’ awareness of the Japanese culture as wellas their own, which will promote a better intercultural communication
with local people.Classes will consist of lectures and various activities,
including field works, discussions, reaction paper writing, and student
presentations.
【Goal】At the end of this course, the students are expected to have a clearer anddeeper understanding of Japanese culture and people, which eventuallyfacilitates intercultural communication with Japanese people.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course will consist of primarily lectures, discussions andpresentations. Students are expected to actively participate in class ／group discussions and oral presentations.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
あり / Yes【Schedule】
No.
Theme
Week 1 Class Orientation and
Self-Introduction

W2
W3

W4
W5

Nature and Seasonal
EventsHistory

W6

Field Work
Feedback of Ｗ 4
Architecture and
Urban Planning
Foods

W7

Communication-1

W8

Communication-2

W9
W 10

Entertainment
Field Work

W 11
W 12
W 13

Feedback of Ｗ 10
Beliefs
Stereotypes

W 14

Final ExamContents[A selection process may occur.]・class-orientation
・self-introduction
・greetings(as a part of culture)
Variety of seasons and seasonal
events in Japan.
Brief History of Japan
History and Characteristics of
Edo/Tokyo.
Visiting Edo-Tokyo Museum
Presentations by Students
Natural disasters and theirinfluence on people’s life styles
1.Japanese traditional food anddrinks, including home-cooking,bento, Kaiseki and Teas.
2.Foreign foods and innovations
Characteristics of Japanese
Language:
Characteristics of Non-Verbal
Communication
theaters and music
Visiting a Kabuki Theater,
Hanzomon,June 17 (MON) 18:30〜
Presentations by Students
rituals, customs and Taboos
Collectivity, Vertically Structured
Society, Homogeneity, etc.
Review Check of the whole course.

Final examination 30%【Changes following student comments】
From this year the field works will be officially parts of the classactivities.
【Equipment student needs to prepare】
none【Others】
・Do not miss the first class as the detailed syllabus will be handed out
and a selection process may occur.
・The students are required to participate in the 2 field works as below:
1. Visit to Edo-Tokyo Museum (Fri.15:00-17:30)
2. Discover Kabuki (Mon.18:30-21:00)(Total expenditure: approximately 3,000yen)*Discover Kabuki in National Theater is planned on MONDAY, due tothe theater’s schedule.
・The schedule may be subject to change based on class size and otherfactors.
【】
The objective of this course is to provide students with a brief surveyof Japanese culture, covering both traditional and modern aspects. It
also aims to raise students’ awareness of the Japanese culture as wellas their own, which will promote a better intercultural communication
with local people.Classes will consist of lectures and various activities,
including field works, discussions, reaction paper writing, and student
presentations.

【Work to be done outside of class (preparation, etc.)】
・Reading of assigned materials
・Preparation for allotted presentation【Textbooks】
Handouts【References】
・日鉄住金総研『日本 その姿と心』NIPPON JAPAN THE LAND AND
ITS PEOPLE
学生社（2014） ＜ DVD ＞
・松本美江『英語で日本紹介ハンドブック』アルク（2014）（MATSUMOTO Mie,
An Introductory Handbook to Japan and Its
People,
ALC）*Additional relevant literature will be introduced in class as necessary.
【Grading criteria】
Class participation 30%
Presentation 30 %Reaction paper writhing 10%— 103 —

発行日：2019/5/1

BIO200LA

Natural Science A
Shinsuke UNO
Subtitle：Human Impact on the Global Environment
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：月 3/Mon.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Human society is faced with not only various environmental problems
but also equally important social problems. In light of this current
situation, this course focuses on the concept of "sustainability" so as
to provide students with an opportunity to learn about basic scientificaspects of the environmental problems and also to learn about relevantsocial issues in an attempt to provide a view from a wider perspective.
【Goal】
Although this course is taught in an English language environment,"teaching English" is NOT its primary objective. This course is designed
to teach about ecological and social issues using the English language.
Therefore, the course objectives are 1) to understand basic scientificconcepts required to comprehend various environmental problems, 2)
to understand social problems related to the environmental problems
dealt with in this course, and 3) to understand interrelated nature ofthese problems to grasps the big picture of the current state of humansociety. Then, as a fourth objective, students should be able to express
their thoughts about the course material in English both in writing andspeech.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Although this course deals with various topics from the perspective of"sustainability", the course is structured roughly in two parts. In thefirst part, students will learn about the basic features of ecosystemand biodiversity, that is to say, natural world that surrounds us andprovides us with various essential resources. The second part will
focus on environmental and social problems related to agriculture (foodproduction) and use of other natural resources in order to explore ourpersonal involvement in these issues.
The course will be taught entirely in English, and, although the course
material will be presented in a series of lectures, videos, group activities,
and discussions will also be utilized in combination when appropriate.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No

Week 10 Is resource
development
sustainable?
Week 11 Consequences of"unwanted"
development
Week 12 Understanding
multi-stakeholder
problem solving

Week 13 Toward a sustainable
society
Week 14 What is happening in
the global environment
and where do we gofrom here?

【Work to be done outside of class (preparation, etc.)】
Students are expected to review contents of individual lectures,
thoroughly read distributed reading materials, and utilize the online
learning support system as needed.
【Textbooks】
None. Reading materials will be distributed as needed.
【References】
To be announced as needed.
【Grading criteria】
Student performance will be graded based on quizzes (40 %), in-classparticipation (20 %), and writing assignments (40 %).
【Changes following student comments】
Students of varying background are taking this course, and, as such,there is an increasing need to cope with such differences among
students, including their English skills. It seems effective to provide
students with opportunities to interact with each other through group
discussion, etc., Doing so seems to naturally provide opportunities tohelp each other.

【Schedule】
No.
Theme
Week 1 Understanding
sustainability andbasic features of
ecosystem
Week 2 What does a stableecosystem look like?

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9Focusing on mineral resources,
issues related to demand andsupply of natural resources will be
discussed.
Environmental and social problems
caused by "development" in thedeveloping world will be discussed.
Group work will be used tointegrate the concepts learned in
the previous lectures and apply
them to socio-ecological problem
solving.
Alternative models that may help
build a sustainable society will be
discussed.
The course contents will be
reviewed to grasp the current stateof the global environment, andfuture prospects will be discussed.

Contents
As an introduction to the course,
the concept of sustainability andthe basic features of ecosystem will
be discussed.
The question of stability will be
addressed in relation to humanactivities and their impacts on
ecosystem.
Species interactions
Different types of relationships
and biologicalamong organisms and thecommunity
complexity of biological community
will be discussed.
What is biodiversity
Basic features and current state of
and why is it
biodiversity will be discussed inimportant?
relation to its importance for thehuman society.
Applied ecology forGroup activity is used to integratesustainable resource
the concepts learned in the
management
previous lectures and apply themto ecological problem solving.
Ecological issues of
Positive and negative impacts ofmodern agriculture
agricultural modernization will be
discussed.
What is a food crisis
The current state of global foodand why does it occur? security and causes of foodshortage will be described.
Food production andApproaches to achieving foodenvironmental
security without degrading
conservation
environment will be discussed withconcrete examples.
Viewing the world from Consequences of economic
the South
globalization will be discussed bydrawing examples from the"developing" world.

— 104 —

発行日：2019/5/1

BSC200LA

Natural Science B
Naomi NISHIMURA
Subtitle：Environmental Science
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：木 2/Thu.2 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
One of the most pressing issues the Earth is facing is environmental
problems. Such environmental problems are universal issues, so all
the people on the earth should cooperate to solve these problems.
At the beginning of this course, each environmental problem will befocused from the chemical viewpoint. Then, the students with different
backgrounds will delve into the matters. The ultimate goal of thiscourse is that we think about these problems deeply by sharing possible
solutions with each other.

【None.】
None.
【None.】
None.
【None.】
None.

【Goal】The goal of this course is for students to lean environmental problems
through chemistry. The objective 1) entirely environmental problems
in the world; 2) to learn them you understand basic chemistry; 3) they
think about solving the imminent problems by themselves.
【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】This course is taught in English. Students will be tested on theirknowledge of chemistry at the beginning of the course, and the contents
for the first three weeks of the course will be decided, based on thetest results. After that, many different environmental problems are
explained each week.
【Active learning in class (Group discussion, Debate.etc.)】
なし / No【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1
Introduction

2
3
4
5
6
7
8
9
10
11
12
13
14

Contents
Overview of the course andexplanation of some terminology.
Test your chemistry level.
Basic chemistry 1
Learning the chemical skills to
study this course.
Basic chemistry 2
Learning the chemical skills to
study this course.
Basic chemistry 3
Learning the chemical skills to
study this course.
Mini-test-1
Review learning
Air pollution
General air pollution
Health consequences of Acid rain, PMx, and effect of air
Polluted air
pollution on our health.
Greenhouse effect-1
Climates change
Greenhouse effect-2
Climates change
Greenhouse effect-DVD Climates change
Mini-test-2
Review learning
Water pollution and
The basic chemistry of natural
water shortage
water
Energy and fuels
Current energy system andalternative fuels and new energy
Final test
Overall review【Work to be done outside of class (preparation, etc.)】
Write short essays.
【Textbooks】
None. Reading materials will be distributed as needed.
【References】
None.
【Grading criteria】
Participation (40%), mini-tests (20%), final examination (40%)
【Changes following student comments】
None.
【Equipment student needs to prepare】
None.None.
【Others】
None.
【None.】
None.
【None.】
None.

— 105 —

発行日：2019/5/1

POL200LA

Social Science A
SCHIFANO ADRIEN
Subtitle：International Organizations
Term：秋学期授業/Fall ｜ Credit(s)：2 ｜ Day/Period：月 3/Mon.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：SGU コース【Outline and objectives】
By what process are policies coordinated and actions concerted withregard to global issues? How and by whom are these processes organized
and structured? Treating global governance as a process, this course
examines how global governance functions at both international andregional levels through cases of Europe and East Asia. Henceforth, thecourse considers how these different levels of governance interact withregard to three different global issues and the policies built in response
thereto in the two areas studied.
【Goal】
By the end of the course, students are expected to have acquired:
1. a good understanding of the structures and processes of global
governance at both international and regional levels
2. a firm grasp of the diversity of actors involved in the global
governance process
3. comprehension of the specific characters of global governance andcorresponding issues and challenges

Colin I. BRADFORD and Johannes F. LINN (editors), Global Governance Reform, Breaking the Stalemate (2007) Brookings Institution
Press (ISBN 978-0-8157-1363-0)
Michael BARNETT and Raymond DUVALL, Power in Global Governance (2005) Cambridge University Press (ISBN 978-0521840248)【Grading criteria】
Participation in class (including homework and discussions): 50%;
research project: 50% (presentation in class: 30%; written report: 20%).
【Changes following student comments】
Class sequence has been adjusted.
【Equipment student needs to prepare】
A pen and some paper are a must.

【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes consist in discussion, documents study, and lecture.
Students will be required to apply analytical frameworks they learned
during class by conducting a research on an organization of their choicethat will result in a presentation during the second half of the semester(starting week 9) and a written report to be submitted at the end of thesemester. This will be performed collectively or individually dependingon the number of students attending the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction

2.
3.
4.
5.

Global governance I
Global governance II
Global governance III
Global governance IV

6.

Regional governance I

7.
8.

Regional governance II
Regional governanceIII

9.

Regional governance
IV
Processes of global
governance I
Processes of global
governance II
Processes of global
governance III
Issues affecting global
governance I

10.
11.
12.
13.

14.

Conclusion

Contents
Definitions, history, actors andinstitutions; methodology.
Agenda and policy making.
Decision-making processes.
Follow-up mechanisms.
Prevention and settlement ofconflicts.
Europe (1): historical background,institutional landscape, andchallenges.
Europe (2): agenda and policies.
East Asia (1): historicalbackground, institutionallandscape, and challenges.
East Asia (2): agenda and policies.
Promoting and protecting humanrights and fundamental freedoms
Promoting development
Managing marine resources
Consistency, effectiveness,
legitimacy
Democratic deficit
Towards a world government?

【Work to be done outside of class (preparation, etc.)】
In addition to the research project to be presented in class, students will
be required to prepare the class by familiarizing themselves with the
documents handed out for this purpose.
【Textbooks】
None.
【References】
Thomas G. WEISS and Rorden WILKINSON (editors), International
Organization and Global Governance (2014) Routledge (ISBN 978-0415-62760-3)
Thomas G. WEISS, Global Governance, Why? What? Whither? (2013)
Polity (ISBN 978-0745660462)— 106 —

発行日：2019/5/1

POL200LA

Social Science B
SCHIFANO ADRIEN
Subtitle：Global and Regional Governance
Term：春学期授業/Spring ｜ Credit(s)：2 ｜ Day/Period：月 3/Mon.3 ｜ Campus：市ヶ谷 / Ichigaya ｜ Grade：1〜4
Notes：【Outline and objectives】
Please kindly note that the course will exceptionally start on April, 15
instead of April, 8.
This course aims at providing students with an overview of thephenomenon, great in both scale and scope, styled ’internationalorganizations’ in its diversity and unity.
The course starts by focusing on the concept of internationalorganization proper, and examines how these are inherently politicalsocieties wherein power happens and is organized according to certain
structures. The course then moves on modalities for internationalorganizations interacting with both each other and States, with aparticular attention given to functions organizations perform amid theinternational society.
【Goal】
By the end of the course, it is expected that students:
1.
acquire a good understanding of the nature of internationalorganizations
2.
have a grasp of the common principles according to whichinternational organizations operate
3. have a concrete knowledge of several international organizations
4. acquire a critical understanding of the roles and functions thatinternational organizations perform amid the global society, as well as
issues and challenges pertaining thereto【Which item of the diploma policy will be obtained by taking this class?】【Method(s)】Classes consist in discussion, documents study, and lecture.
Students will be required to apply analytical frameworks they learned
during class by conducting a research on an organization of their choicethat will result in a presentation during the second half of the semester(starting week 9) and a written report to be submitted at the end of thesemester. This will be performed collectively or individually dependingon the number of students attending the course.
【Active learning in class (Group discussion, Debate.etc.)】
あり / Yes【Fieldwork in class】
なし / No【Schedule】
No.
Theme
1.
Introduction2.

Proper operation I

3.

Proper operation II

4.

Proper operation III

5.

Proper operation IV

6.

Proper operation V

7.

External relations I

8.

External relations II

9.

Functions performedby organizations amid
the internationalsociety I

Contents
Historical and theoreticalbackground.
Nature of internationalorganizations:Definition(s), classifications,functions.
Creation of internationalorganizations:
Constitutive elements, creators,
modalities, outcome.
Organizations as social groups (1) Anatomy:
Persons, elites, organs, agents,
officials.
Organizations as social groups (2) Autonomy:
Self-governance?, solidarity of themembers, norms, degree of fiction
in autonomy.
Organizations as social groups (3) Leadership: Distribution of power,social functions, structural design.
Diplomatist function: participation,
statuses, rights and obligations,privileges.
External Powers: functional
aspects, dual role, other functions.
Legislative function: direct orindirect, policy coordination,
decision making

10.

11.

12.

13.
14.

Functions performedby organizations amid
the internationalsociety II
Functions performedby organizations amid
the internationalsociety III
Coordination amongorganizations I

Coordination amongorganizations II
Conclusion: current
issues surrounding
internationalorganizations

Executive function: compliance,
control/monitoring, inspection,
reporting, service providing,enforcement, use of force
Judicial function: prevention of
disputes, settlement of disputes,
sorts, modalities
Cooperation: ad hoc coordination,
permanent coordination,
institutionalized coordination,
modalities and technique
Hierarchical model: universal andregional, systems of organizations
Proliferation of internationalorganizations, lack in framing theirpowers, fragmentation,
redundancy, competition,
forum-shopping, uncertainty,
coordination【Work to be done outside of class (preparation, etc.)】
In addition to the research project to be presented in class, students will
be required to prepare the class by familiarizing themselves with the
documents handed out for this purpose.
【Textbooks】
None.
【References】
Volker RITTBERGER, Bernhard ZANGL, and Andreas KRUCK,International Organization (2012, 2nd ed.) Palgrave Macmillan (ISBN978-0230291881);
Jan KLABBERS, An Introduction to International Organizations Law(2015, 3rd ed.) Cambridge University Press (ISBN 978-1107439719);
Michael BARNETT and Martha FINNEMORE, Rules for the World,International Organizations in Global Politics (2004) Cornell University
Press (ISBN 978-0-8014-8823-8);
Jacob KATZ COGAN, Ian HURD, and Ian JOHNSTONE (editors),
The Oxford Handbook of International Organizations (2017) Oxford
University Press (ISBN 9780199672202);【Grading criteria】
Participation in class (including homework and discussions): 50%;
research project: 50% (presentation in class: 30%; written report: 20%).
【Changes following student comments】
Aiming at more clarity, contents of each class have been re-organized.
【Equipment student needs to prepare】
A pen and some paper.

— 107 —

2019年度
法学部講義概要︵シラバス︶

2019年度

法学部講義概要（シラバス）