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THE DISPUTED ISLANDS: DOKDO/TAKESHIMA & SENKAKU/DIAOYU
GRADES: 9-12 AUTHOR: Sergei Alschen
SUBJECT(s): Comparative Asian Societies: Japan & Korea (elective)
World History
TIME REQUIRED: Three class periods. The teacher/instructor can choose to either cover one of the island disputes in debate format (which would take 3 classes) or both (which would take 4 class periods).
BACKGROUND:
It is vital to establish early on the significant impact that geography has on the development of history and national identity of all countries, but here, specifically, Korea and Japan. The introduction to this lesson is meant to provide students with a good understanding of the impact of geography on the history, national identity, of both countries individually as well as how it influences relations between them.
During the latter half of 2012, the tensions between South Korea and Japan on the one hand and China and Japan on the other have risen to their highest level since the end of the Cold War. The issue: disputed territorial claims over two sets of islands, one in the East Sea (Sea of Japan) over Dokdo/Takeshima between South Korea and Japan and the other one in the East China Sea over Senkaku/Diaoyu Islands between China and Japan. The conflicts have led to threats of economic and military retaliation and a rise of nationalistic rhetoric on the part of politicians, musicians, and even athletes as well as warranting a visit to the region by United States Secretary of Defense Leon Panetta. Who is right, who is wrong, and how will the situation resolve itself is what your task will be to figure out.
OBJECTIVES:
1. locate China, the Korean peninsula, and Japan on World and Regional maps of Asia
2. determine the proximity between the Korean peninsula and Japan in miles / kilometers
3. determine the possible level of interaction between Korea and Japan historically based on their proximity
4. speculate on the influence of China on Korea and Japan’s development
5. contemplate the “bridge” role that Korea may have played in history between China and Japan
6. contemplate the relationship between the relatively small size of the two countries and their demographic situation
7. determine Japan’s susceptibility to natural disasters such as earthquakes, volcanoes, floods, tsunamis may impact the people’s behavior and view of life
8. determine the impact of the geographical divisions of both countries: Korea into two separate countries after WWII / Japan historically comprised of four major and several minor islands
9. identify the level of natural resource wealth the countries have and determine to what extent the presence or lack of natural resources has influenced domestic and foreign policy
10. calculate percentage of arable land and how the geography of the two countries influences diet and trade
11. determine overall has the geography of Korea and Japan been beneficial or detrimental to both countries historic development
MATERIALS REQUIRED:
General Reference Web Sites:
1. CIA World Factbook – Japan - https://www.cia.gov/library/publications/the-world-factbook/geos/ja.html
2. CIA World Factbook – North Korea - https://www.cia.gov/library/publications/the-world-factbook/geos/kn.html
3. CIA World Factbook – South Korea - https://www.cia.gov/library/publications/the-world-factbook/geos/ks.html
English-Language News Sources for China, Japan, North & South Korea:
China
Source / LinkPeople’s Daily / http://english.peopledaily.com.cn
China Daily (USA) / http://usa.chinadaily.com.cn
Xinhua News Agency / http://www.chinaview.cn
China Central Television (CCTV – English) / http://english.cntv.cn/01/index.shtml
Shanghai Daily / http://www.shanghaidaily.com
PLA Daily / http://english.pladaily.com.cn
China Now Magazine / http://www.chinanowmag.com/chinanow.htm
China Today / http://www.chinatoday.com.cn/ctenglish/index.htm
South China Morning Post (Hong Kong) / http://www.scmp.com
Japan
Source / LinkKezai Koho Center: The Japan Institute for Social and Economic Affiars / http://www.kkc.or.jp/english/index.html
Japan Society / http://www.japansociety.org/
The Asahi Shimbun / http://www.asahi.com/english/
Daily Yomiuri Online / http://www.yomiuri.co.jp/dy/
Kyodo News Service / http://english.kyodonews.jp
Mainichi / http://mainichi.jp/english/english/
Japan Times / http://www.japantimes.co.jp
Japan Today / http://www.japantoday.com
Modern Tokyo Times / http://moderntokyotimes.com
NHK (Japan Broadcasting Corporation) / http://www3.nhk.or.jp/nhkworld/index.html
Tokyo Foundation / http://www.tokyofoundation.org/en/
National Institute for Educational Policy Research (NIER) / http://www.nier.go.jp/English/index.html
Ministry of Education, Culture, Sports, Science & Technology / http://www.mext.go.jp/english/
Japan Center for Economic Research / http://www.jcer.or.jp/eng/index.html
South Korea
Source / LinkKorea Times / http://www.koreatimes.co.kr/www/index.asp
The Chosun Ilbo (English) / http://english.chosun.com
Seoul Times / http://www.theseoultimes.com/ST/index.html
Yonhap News Agency / http://english.yonhapnews.co.kr
Korea Herald / http://www.koreaherald.com
Korean Broadcasting Service / http://english.kbs.co.kr
East Asia – Regional
Source / LinkAsia Times Online / http://www.atimes.com/
The Asia Pacific Journal: Japan Focus / http://japanfocus.org/home
Asian News Network / http://www.asianewsnet.net/home/index.php
PROCEDURE:
1. Initial Power Point presentation that introduces basic geographical information of China, the Korean peninsula, and Japan – 1 class period. (Power Point presentation provided).
2. After initial presentation, students will form groups of 3 (1 representing China / 1 representing Japan / 1 South Korea)
3. Using primarily Chinese, Japanese, and South Korea English-language news sources found on my Edmodo web site for this class (Comparative Asian Societies: Japan and Korea), you will debate the conflicts from the position of the country you are representing. You will need to find out:
- the origins of the conflict
- What makes these islands important (economics, geography, etc.)
- Significant developments, actions, or changes that have affected the status of the conflict over the years, and what sparked the latest conflict. (Note: The 1951 Treaty of San Francisco and other post-WWII agreements are very important here)
- What sparked the latest conflict?
4. How would you resolve the conflict? This means the three members in your group negotiating from the standpoint of the country they represent.
5. Debating one of the disputes will take 1 class period PLUS a class after the debate for debriefing = 3 total classes. If both disputes are covered in debate format, this lesson will take 4 classses).
New Jersey Core Curriculum Content Standards: The following NJCCCS will be addressed in this lesson:
Strand / CPI # / Cumulative Progress Indicator (CPI)B. Geography, People, and the Environment / 6.2.8.B.4.a / Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
6.2.8.B.4.b / Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.
6.2.8.B.4.f / Explain how the geographies of China and Japan influenced their development and their relationship with one another.
6.2.12.B.5.a / Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
6.2.12.B.5.b / Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.
6.2.12.B.5.e / Assess the role of boundary disputes and limited natural resources as sources of conflict.
6.2.12.B.6.a / Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
D. History, Culture, and Perspectives / 6.2.12.D.5.a / Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
Materials Required:
· Internet
· Maps
· Computers (lap top or desk top)
Debate Format
Team 1 Opening Statement 5 minutes
Led by Team 2 Cross Examination 3 minutes
Team 2 Opening Statement 5 minutes
Led by Team 1 Cross Examination 3 minutes
Team 1 2nd Argument 5 minutes
Led by Team 2 2nd Cross Examination 3 minutes
Team 2 2nd Argument 5 minutes
Led by Team 1 2nd Cross Examination 3 minutes
BREAK (Optional) 3 minutes
Team 2 Closing Statement 2 minutes
Team 1 Closing Statement 2 minutes
Rubrics for Assessing Debate:
Rubric used to assess the debate are provided below on the next page.
World History Class Debates: Dokdo/Takeshima Island Dispute – South Korea vs. Japan Senkaku / Diaoyu Island Dispute – Japan vs. People’s Republic of China
CATEGORY / 4 / 3 / 2 / 1Understanding of Topic / The team clearly understood the topic in-depth and presented their information forcefully and convincingly. / The team understood the topic in-depth and presented their information with ease. / The team seemed to understand the main points of the topic and presented those with relative ease. / The team did not show an adequate understanding of the topic.
Information / All information presented in the debate was clear, accurate and thorough. / Most information presented in the debate was clear, accurate and thorough. / Most information presented in the debate was clear and accurate, but was not usually thorough. / Information had several inaccuracies OR was usually not clear.
Use of Facts/Statistics / Every major point was well supported with several relevant facts, statistics and/or examples. / Every major point was adequately supported with relevant facts, statistics and/or examples. / Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. / Every point was not supported.
Organization / All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. / Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. / All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. / Arguments were not clearly tied to an idea (premise).
Presentation Style / Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. / Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. / Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. / One or more members of the team had a presentation style that did not keep the attention of the audience.
Cross-Examination / All cross examination questions were effective, relevant and strong. / Most cross examination questions were effective, relevant, and strong. / Most cross examination questions were effective and relevant, but several were weak. / Cross examination questions were not effective and/or relevant.
Respect for Other Team / All statements, and cross examination questions were respectful and were in appropriate language. / Statements and cross examination questions were respectful and used appropriate language, but once or twice cross examiner was excessively aggressive. / Statements and cross examination questions were respectful and used appropriate language, but three or four times the cross examiner was excessively aggressive. / Statements, responses and/or body language were consistently not respectful.
Evaluator:______
Team Evaluated:______
Score:______
Date of Debate:______