Geography Reference
In-Depth Information
Earthquake, the testimonies of disaster victims provided indispensable information
about disaster prevention against earthquakes and tsunamis. In Japan, which is very
prone to earthquakes, such disaster prevention information can help not only to save
one's own life but also the lives of many others. In light of this, information con-
cerning disaster prevention is also included in Basic Geography, along with geogra-
phy skills such as the use of maps and GIS. To make it easier to apply such knowledge
and skills in real life situations, this teaching method also places great importance
on fi eld research.
As stated above, the concept of Basic Geography is not simply about facts. It also
considers the relationships between nature and humans. It also includes the learning
process, which begins with gaining geographic perspectives and knowledge, such as
geographic ways of seeing and thinking, and ends with application in daily life.
Furthermore, the integration of content such as disaster prevention, which is a major
issue in Japan, and the use of modern tools such as GIS will help students survive
and thrive in contemporary society. This skill set will also help them cultivate their
capacity to build a peaceful and democratic society (Usui
2011
). Thus, it may be
appropriate to make Basic Geography a compulsory subject in the senior high
school Geography and History curricula. This will support not only preparation for
university entrance examinations, but also all courses to be taken after graduation.
21.3
The Structure of Basic Geography
The structure of Basic Geography has been described by Ida (
2011
,
2012
), and these
form the basis of discussion about Basic Geography. The plan is to develop Basic
Geography as a compulsory two-credit class. Its content is structured from two
perspectives: global-scale and local-scale. A methodical geographic content is
adopted to present content from a global perspective, to impart the principal knowl-
edge and skills necessary to foster student interest in international issues, and to
develop solutions based on independent views and thinking process. The intention
of this course is to cultivate students' ability to fi nd solutions to current national and
international issues by building on their topographical knowledge and views devel-
oped in geography classes up to junior high school. In terms of local perspectives,
the content includes learning outcomes about the community, a topic taught in
junior high school, and simultaneously introduces a wider perspective that tackles
various regional geographical issues (e.g., environmental, disaster prevention, and
industry) in a probing and problem-solving manner. These locally based lessons are
intended to foster students' knowledge and skills to help them become involved in
society in a meaningful way. Instruction through these two perspectives make up the
foundation of Basic Geography, complemented by content instruction that consid-
ers the interactive relationships between global and local perspectives.
Table
21.1
shows topics, subtopics, and the learning content of major topic I of
the Basic Geography course. Tentatively, 70-80 % of class time will be allocated to
major topic I, and 20-30 % to major topic II.
