Issues in Social Studies

Curricular Issues

• World Studies: Focus on nations that have close relations with Japan, so a lot is left out.
• Dealing with “Problems” in Japanese History: For example, Nanking, it is vaguely described in textbooks (i.e., “According to Chinese, 200,000 were killed”), so he tries to be as factual as possible. In the Nanking example, he teaches about the “Three Lights” Policy of the Japanese military during WWII – 1) burn everything, 2) loot everything, 3) kill everything. Regarding Pearl Harbor, he must use alternative resources and presents it as an administrative mistake – declared war, but not in time.
• A-bomb: He explains U.S. use of it as tied to the Cold War – to keep USSR out of Japan. So he teaches the use of it in the context of the Cold War.
• Role of Japan in Today’s World: Students don’t discuss this much because they are very passive. They memorize too much and think for themselves too little.
• Women’s Issues: Not taught in history, but may be more so in government classes.
• Religions: Taught in history classes.
• Major Topics Covered in Japanese History: 40-50% modern history, the rest for ancient and medieval.
• Peace Education: Not taught at his school due to emphasis on entrance examinations.
• Interest in Sports: Mostly baseball at his school.
• Sequence of Courses: Depends on the school, but this is not nationally designated.
• Textbook Controversies: Relations with other nations are vaguely described and the Ministry of Education, which chooses all textbooks, does not adapt texts that are specific. Japan tends to hide things from students, so students are surprised at certain information when they leave the schools.

Teacher Issues

• Use of Resources: Teachers may use other resources within the classroom.
• Research Papers: Most do not because students are taking Social Studies only to pass the entrance exams to get into university.
• Lecture vs. Group work: Varies, but mostly lecture due to exams – must lecture and memorize.
• School Exams: Usually closed answers (i.e., “yes” or “no”), similar to entrance exams.
• Gifted and Talented Programs: Nothing additional done for these students. No such thing as an A.P.-type class.
• Private vs. Public School: All students pay some form of tuition for high school (grades 10-12), but price varies. Some private schools are tied to universities, meaning that if you are accepted to that private school, you do not have to take an exam to get into the university it is tied to.
• Licensing for Teachers: Must have a license in the area you teach and must take content-centered courses at universities to get your license.
• Teacher Movement: Most prefectures make teachers move from school to school every few years, but it depends on the area. For his school, it is a 5/10 system – five years in your first school and then 10 years in the second one.

Entrance Exam Issues

• Exam System: Has led to high achievement in terms of academics due to desperate studying by students. However, students just absorb the knowledge and don’t have experience with hands-on studies. It’s beginning to change, so the system is progressing, but gradually.
• Exams: National entrance exams drive education. Most teachers teach to the test, and he feels pressure to have his students pass.
• If no Entrance Exams: He could be more hands on and use different methods, such as debates.

Information gathered during a discussion with:

Satoshi Ushikubo,

Social Studies Teacher,

Saitama Prefectural Kasukabe High School