Geography Reference
In-Depth Information
represents a greater emphasis on it. The underlying emphasis of geographical conditions
in history courses suggests a focus on the regional natural environment or spatial
relationships in understanding history with the intent to teach viewpoints and methods
of history with an atlas.
The notable term modern issues underlines the effort in history curriculum to dis-
cuss important current topics as they arise. According to the National Curriculum
Standards, the ultimate objective of World History and Japanese History is to foster
Japanese citizens who live independently in the global society. This goal is common
in both A and B subjects of World History, Japanese History, and Geography.
Cultivation of historical thinking abilities is a necessity and the integration of mod-
ern issues is one method to support this development. The inclusion of modern
issues into history is implemented into A and B subjects. A modern issue is a loss of
self-suffi ciency in food production, owing to desolate agriculture, changing fi shing
villages, and a loss of traditional culture. In World History, these current world issues
are couched in the discussion of north-south problems that include intense ethnic
confl ict and a loss of biodiversity. Both examples have been studied or are likely to be
studied in Geography. By itself, how would history education address these issues?
It is time that Geography and History work in unity to the degree necessary to grow.
A geographical perspective and ways of thinking (e.g., concepts of region and space,
natural environment unique to the region), will provide useful perspectives in the
investigation of modern issues as well as in other elements of history, such as examin-
ing causality and rationality in ancient and medieval history.
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19.4.2
From the Perspective Geography Education Goals
Geography has unique perspectives and characteristics that can easily be transferre-
dable to related subjects. Three examples are provided. First, as a science of space,
geography is concerned with the scale of the region being discussed. In particular,
region and space have various scales, such as the local scale where people live, to
the national scale, and the space outside Earth. These topics are taught in context of
location and space in geography whereas the course Contemporary Society in Civics
provides only a cursory discussion of scale. Thus, the slogan “Think globally, act
locally,” is a fi tting argument for geography, where scale matters.
Second, Geography is able to provide multiple perspectives on phenomenon at
interlocking scales. For example, the self-suffi ciency issue on food is often dis-
cussed from the standpoint of food security and securing safety in food. The views
from Politics and Economy are important in consider. However, from a geographical
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The senior high school National Curriculum Standards of 1960 and 1970 mandated that four
subjects or more including Ethics and Civics as well as Politics and Economy were required out of
the following fi ve: Ethics and Civics, Politics and Economy, Japanese History, World History, and
Geography. In reality, all fi ve subjects were made compulsory in the majority of general senior
high schools.
