Geography Reference
In-Depth Information
it should be noted that this division is not absolute, students also learn about different
industries in Japan in grade 5.
In Table
1.3
, the geography strand is divided into place, theme, and skill.
The concept of “place” follows a progressive expansion from the student's local
community in grade 3, to their prefecture in grade 4, and then to the entire country
in grades 5 and 6. This is based on the expanding horizon (environment) curriculum
theory or the widening horizon curriculum theory, which is generally adapted in the
development of the Japanese Social Studies curriculum.
Skills are prescribed in the most detail in grades 3 and 4, however, in these
grades, it is too late for students to begin learning about maps. When Social Studies
was included in grades 1 and 2, foundational map skills were taught in these grades.
But, the abolition of Social Studies in the 1989 National Curriculum Standards
revision shifted the introduction of mapping skills until grade 3 and the use of a
globe is not taught until grade 5. These curriculum sequences are inappropriate for
students' development stages.
In Japan, school textbooks and atlases authorized by MEXT must be used in
classrooms. The textbooks are written and edited by private-sector publishers, and
later approved by MEXT in accord with the National Curriculum Standards.
Textbooks and atlases are distributed to all elementary school students free of
charge. Students receive an atlas in grade 4, a year after Social Studies instruction
begins, and use it throughout elementary school. Some geography educators and
researchers suggest that atlases should be distributed to students prior to grade 4 to
develop their curiosity about the world. Also, students should not use the same atlas
for 3 years but instead receive updated copies every year.
1.1.2.2
Geography Curriculum in Junior High Schools
In junior high schools, Social Studies includes the subjects Geography, History, and
Civics. Geography and History are usually taught as independent courses within a
school timetable, each with a different school textbook.
Traditionally, the conventional geography curriculum in Japan was based on
regional geography. However, in 1998, a signifi cant National Curriculum Standards
reform adopted a “sample studies” approach. This approach is similar to what is
called “case studies” in the British geographical education, which involves choos-
ing situations or places from around the world to illustrate geographical theories or
themes, as opposed to focusing on regional characteristics (Shimura
2009a
). This
reform meant abandoning the traditional regional geography framework, but it was
unpopular and disliked by schoolteachers, educational researchers, and society.
The most recent 2008/2009 curriculum edition returns to a focus on regional
geography, with many teachers welcoming this reform. The overall aim of junior
high school Social Studies is similar to that of elementary schools. The objectives
of geography are to develop an understanding of: (1) the land of Japan and regions
of the world; (2) the regional characteristics and issues seen through geographical
perspectives and thinking; (3) the interdependence of regions, the differences and
similarities of regional characteristics, and the different regions; and (4) to foster
