​Materials & Teacher Preparation
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In this download center you can access, download or print copies of handouts, activities, and discussion-related materials you will need to make this lesson a success. We recommend the following class preparation.
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Equipment
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Computer with Internet access for teacher
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Computers with Internet access for students (throughout, or just for student research on Days One and Two)
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Computer projector
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Speakers
Teacher Preparation
Follow the instructions below before starting this lesson.
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If teaching this lesson using print materials, make the appropriate number of copies of all student materials. (Quantities listed below.)
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Set up and test computer, projector, speakers, and all videos before starting the lesson. Confirm that you are able to play and project the videos with adequate audio volume, or that your students can on their own systems.
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Before Days One and Two, or for all days if you are using online versions of materials, ensure that computers are available for in-class student use.
Students learn about the history of U.S.–Japan relations by reading a general overview, “Relations Between Japan and the United States, 1853–2018,” which was written by Stanford Professor Emeritus (History) Peter Duus. They then work in groups to conduct research on one of six facets of contemporary U.S.–Japan relations.
Materials
Days One & Two
Materials
CLOSE-UP
Have students read and discuss this in-depth article on the history of U.S.–Japan relations.
Each student group presents its research on one of six different facets of contemporary U.S.–Japan relations. They then view video vignettes about two prominent individuals who have served as bridges between the United States and Japan—former U.S. Ambassador to Japan, John Roos, and former Secretary of Transportation and Commerce, Norman Mineta—as examples of influential leaders in the U.S.–Japan relationship.
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Day Three
WATCH
Students hear from former U.S. Ambassador to Japan John Roos about U.S.–Japan relations.
Materials
ASSIGNMENT
WATCH
Students follow Secretary Mineta to Japan as he navigates the land of his ancestry with the land of his birth.
ACTIVITY
Have students present their research on different facets of the U.S.–Japan relationship.
Students view video comments by young Americans who have become involved in the U.S.–Japan relationship in some form. After reflecting on the methods and possible value of being involved in U.S.–Japan relations, students broaden their thinking and consider how they might be able to serve as bridges between different communities in their own city or school.
Materials
Day Four
WATCH
Students hear other students discuss their role in U.S.–Japan relations.
ACTIVITY
Student groups review and research different facets of the U.S.–Japan relationship.
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ACTIVITY
Lead a class discussion on this question in light of the four videos viewed during this lesson.
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ACTIVITY
Students consider how individuals can serve as bridges of understanding between communities.
WATCH
Students watch a case study of one American student who has worked to build bridges between different kinds of communities.
