Geography Reference
In-Depth Information
requiring regional coverage. This reform requires an innovative strategy for teaching
regional geography, by focusing on a theme for each region. Exhaustive teaching of
the subject is cautioned against. This strategy is challenging and contrasts sharply
with the previous version (Shimura
2009b
). Since 2012, junior high geography
lessons cover the entire world through six continent or state divisions, and the whole
of Japan through the traditional seven regional divisions.
1.1.2.3
Geography Curriculum in Senior High Schools
In 1978, a new subject entitled “Contemporary Society” was introduced to the
Social Studies section of the National Curriculum Standards, and this subject was
compulsory from the fi rst grade of senior high school. As a result, the number of
students enrolled in Geography decreased signifi cantly, because they could choose
Contemporary Society as an alternative subject.
Since the 1989 curriculum revision in the third educational reform, geography has
been a subject in the Geography and history area, as stated above. This subject
area consists of six different divisions: Geography A (two credits/two unit hours
per week), Geography B (four credits/four unit hours per week), Japanese History
A (two credits), Japanese History B (four credits), World History A (two credits), and
World History B (four credits). World History is compulsory, whereas Japanese
History and Geography are elective; students are required to obtain at least four cred-
its total in the subject area. Because of this requirement, only an estimated 50 % of
all senior high school students are taught Geography.
In March 2009, MEXT revised and enacted a new senior high school curriculum
to be implemented in 2013. The overall goals of Geography and history area are to
develop an understanding of: (1) the historical course in Japan and the world; (2)
the regional characteristics of people and cultures in Japan and the world; (3) to
foster awareness and the qualities necessary for living independently in a demo-
cratic and peaceful state or society internationally. The fi rst and second aims dem-
onstrate the historical and geographical goals, respectively, with major emphasis
given to developing understanding and knowledge. The third aim, however, sug-
gests the ultimate goal of studying geography and history, with the main emphasis on
values and attitudes. This fi nal aspect has been included as the primary objective of
Social Studies.
We observe that the signifi cance of values and attitudes is less emphasized in
current Geography and History courses compared with past Social Studies subjects
in senior high schools. This suggests that Geography and History curricula have
become more oriented toward developing understanding and knowledge.
Tables
1.4
and
1.5
below illustrate the contents of Geography A/B in the 2009
curriculum. The previous Geography A curriculum was based on issues and skills.
Although the new curriculum develops these ideas, it focuses more on local areas,
as in part (2) of Table
1.4
. A prime example is the inclusion of disaster prevention,
a topic emphasized in the geography curriculum. Geography A has an independent
unit entitled “Natural environment and disaster prevention,” and this theme is also
