My 1,000
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My 1,000
Ideas
e-Book
 

Date: April 6, 2005
Level: Intermediate +
Downloads: This Lesson (Word Doc) | Class Handout (Word Doc) | Class Handout (PDF)

THE ARTICLE

Japan’s relations with its neighbours worsened yesterday over the Japanese Ministry of Education’s approval of some new school history textbooks. China and South Korea are incensed at the books, which they say gloss over or glorify Japanese militaristic actions during World War Two. South Korea’s Foreign Ministry said some of the textbooks “still include contents that justify and beautify [Japan's] past wrongdoing”. China has expressed equally strong indignation, saying the books will “cause severe harm to people from all Asian countries and poison Japanese juveniles”. A spokesman stated: “The textbooks will be vehemently condemned by people from all Asian countries that were victimized by Japan, including the Chinese.…We strongly urge the Japanese government to honor its commitment of expressing remorse for its militaristic history.”

A textbook from the nationalist Fushosha Company has attracted greatest concern over its historical perspective. It describes the Nanking Massacre, in which 300,000 people were killed by Japanese troops in the Chinese city of Nanjing in six weeks, as an “incident” in which “many people” died. Fushosha avoids the word “invasion” when referring to Japan's military occupation of Asia; it describes the invasion of Southeast Asia as an “opportunity” for those countries to gain independence. South Korea is also angry over the textbook describing it as “illegally occupying” a small island chain, known as Takeshima in Japan. South Korea has claimed control over the territory it calls Dokdo Islands for 1,500 years. The book does state that “no single country steered completely clear of killing or abusing unarmed people”, and admitted Japan committed “unfair murder and abuse”.

WARM UPS

1. CHAT: Talk in pairs or groups about Japan / China / South Korea / World War Two / correct history / Nanking Massacre / invasion, liberation and occupation.

To encourage more conversation, try telling your students they only have a short time on each chat topic before changing topics / partners.

2. HISTORY BRAINSTORM: Spend one minute writing down all of the different words you associate with the word “history”. Share your words with your partner / group and talk about them.

3. MY COUNTRY’S HISTORY: In pairs / groups, talk about what you learnt in school about the history of your country. Is what you leant true? Are you proud of your country’s history? Are there any regrettable parts of your country’s history?

4. OPINIONS: Look at this list of opinions about the above text. Tell your partner/group what you think of each opinion:

  1. Japan would greatly help relations with its neighbours by owning up to a few historical truths in its school history books.
  2. German school children learn about the Holocaust. It is important to know your real history.
  3. Every country glosses over its past. British schoolchildren do not learn about the destruction of cultures and peoples throughout its empire building.
  4. I’m not sure which is worse – the glossed over version of history in the Japanese textbooks or the anti-Japanese sentiments in Chinese textbooks.
  5. Describing the Nanking Massacre as an “incident” shows a total lack of respect for China.
  6. It is hard to believe an educational publisher can justify Japan’s war actions and receive government approval.
  7. Japan’s Ministry of Education should not be bullied by other countries.
  8. How about a textbook written by a United Nations team? That should provide balance.
  9. Perhaps Japan doesn’t want its children to know about its past atrocities.
  10. I wonder what Chinese schoolbooks say about the near-destruction of Tibetan culture.
  11. The Japanese Government should be adult about this: say it happened, apologize and then move on.

 
 

PRE-READING IDEAS

1. WORD SEARCH: Students look in their dictionaries / computer to find collocates, other meanings, information, synonyms … of the words ‘school’ and ‘history’.

2. TRUE / FALSE: Look at the headline and guess whether these sentences are true or false:

  1. Japan’s relations with its neighbours improved yesterday.  T / F
  2. China and South Korea are incensed at Japanese versions of World War Two.  T / F
  3. China has said some new school history books will poison Japanese children.  T / F
  4. The textbooks will be vehemently condemned by a few Asian countries.  T / F
  5. There is great concern over the correct interpretation of the Nanking Massacre.  T / F
  6. Thirty thousand people were killed in the Chinese city of Nanjing.  T / F
  7. There are some disputed islands that Japan is illegally occupying.  T / F
  8. The school books admitted Japan committed unfair murder and abuse.  T / F

3. SYNONYM MATCH: Match the following synonyms from the article:

(a)

worsened

infuriated

(b)

incensed

view

(c)

gloss over

archipelago

(d)

indignation

avoided

(e)

remorse

deteriorated

(f)

perspective

seizure

(g)

massacre

guilt

(h)

occupation

distort

(i)

island chain

genocide

(j)

steered clear of

ire

4. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible):

(a)

gloss

condemned

(b)

China and South Korea are incensed

chain

(c)

past

perspective

(d)

expressed equally

at the books

(e)

vehemently

clear of

(f)

has attracted

over

(g)

historical

occupation

(h)

military

wrongdoing

(i)

island

greatest concern

(j)

steered completely

strong indignation

 

WHILE READING ACTIVITIES

1. GAP-FILL: Put the missing words under each paragraph into the gaps.

Asian anger at Japanese school history books

Japan’s relations with its neighbours __________ yesterday over the Japanese Ministry of Education’s approval of some new school history textbooks. China and South Korea are __________ at the books, which they say gloss over or glorify Japanese militaristic actions during World War Two. South Korea’s Foreign Ministry said some of the textbooks “still include contents that justify and beautify [Japan's] past __________”. China has expressed equally strong indignation, saying the books will “cause severe harm to people from all Asian countries and poison Japanese juveniles”. A spokesman stated: “The textbooks will be __________ condemned by people from all Asian countries that were victimized by Japan, including the Chinese.…We strongly urge the Japanese government to honor its commitment of expressing __________ for its militaristic history.”

 

 

vehemently
worsened
remorse
wrongdoing
incensed

A textbook from the __________ Fushosha company has attracted greatest concern over its historical __________. It describes the Nanking Massacre, in which 300,000 people were killed by Japanese troops in the Chinese city of Nanjing in six weeks, as an “incident” in which “many people” died. Fushosha __________ the word “invasion” when referring to Japan's military occupation of Asia; it describes the invasion of Southeast Asia as an “__________” for those countries to gain independence. South Korea is also angry over the textbook describing it as “illegally occupying” a small island chain, known as Takeshima in Japan. South Korea has claimed control over the territory it calls the Dokdo Islands for 1,500 years. The book does state that “no single country __________ completely clear of killing or abusing unarmed people”, and admitted Japan committed “unfair murder and abuse”.

 

 

perspective
opportunity
nationalist
steered
avoids

2. TRUE/FALSE: Students check their answers to the T/F exercise.

3. SYNONYMS: Students check their answers to the synonyms exercise.

4. PHRASE MATCH: Students check their answers to the phrase match exercise.

5. QUESTIONS: Students make notes for questions they would like to ask the class about the article.

6. VOCABULARY: Students circle any words they do not understand. In groups, pool unknown words and use dictionaries to find the meanings.


 
 

POST READING IDEAS

1. GAP-FILL: Check the answers to the gap-fill exercise.

2. QUESTIONS: Students ask the discussion questions they thought of above to their partner / group / class. Pool the questions for all students to share.

3. VOCABULARY: As a class, go over the vocabulary students circled above.

4. STUDENT-GENERATED SURVEY: In pairs/groups write down 3 questions based on the article. Each student surveys class members independently and reports back to their original partner/  group to compare their findings.

5. ‘SCHOOL’ / ‘HISTORY’: Students make questions based on their findings from pre-reading activity #1.

6. DISCUSSION:

  1. What was interesting in this article?
  2. Were you surprised by anything in this article?
  3. Were you angered by anything in this article?
  4. What do you think of the Japanese school history books?
  5. Are China and South Korea right to feel angry?
  6. Why do you think the Japanese government doesn’t insist more facts be given?
  7. Should the Japanese Prime Minister make a public apology to China and South Korea for Japan’s militaristic actions during World War II?
  8. Would a schoolbook written by the United Nations solve this problem?
  9. Will Japanese children be poisoned by these books?
  10. Are you proud of your country’s history?
  11. Does your country have anything to apologize to other peoples / countries for?
  12. When you studied history at school, did you learn that your country was great? Is it true?
  13. Was there anything you learnt in your history class that you now know was glossed over?
  14. Is it easy to agree on a “correct” version of history?
  15. Will history show America’s entry into Iraq as an invasion or liberation?
  16. Did you like history at school?
  17. Which area of history did you like best?
  18. Do you think China accurately reports its own history in its schoolbooks?
  19. Do you think Chinese-Japanese relations might become a serious problem for the world?
  20. Did you like this discussion?
  21. Teacher / Student additional questions.

HOMEWORK

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find information on the Nanking Massacre. Share your findings with your class next lesson.

3. MY COUNTRY’S HISTORY: Make a poster about an event in your country’s past you are not proud of. Show your poster to your classmates in your next class.

4. LETTER TO JAPAN: Write a letter to the Japanese Ministry of Education expressing your feelings about the new history schoolbooks.

ANSWERS

TRUE / FALSE:

  1. Japan’s relations with its neighbours improved yesterday.  F
  2. China and South Korea are incensed at Japanese versions of World War Two.  T
  3. China has said some new school history books will poison Japanese children.  T
  4. The textbooks will be vehemently condemned by a few Asian countries.  T
  5. There is great concern over the correct interpretation of the Nanking Massacre.  T
  6. Thirty thousand people were killed in the Chinese city of Nanjing.  F
  7. There are some disputed islands that Japan is illegally occupying.  F
  8. The school books admitted Japan committed unfair murder and abuse.  T

SYNONYM MATCH:

(a)

worsened

deteriorated

(b)

incensed

infuriated

(c)

gloss over

distort

(d)

indignation

ire

(e)

remorse

guilt

(f)

perspective

view

(g)

massacre

genocide

(h)

occupation

seizure

(i)

island chain

archipelago

(j)

steered clear of

avoided

PHRASE MATCH:

(a)

gloss

over

(b)

China and South Korea are incensed

at the books

(c)

past

wrongdoing

(d)

expressed equally

strong indignation

(e)

vehemently

condemned

(f)

has attracted

greatest concern

(g)

historical

perspective

(h)

military

occupation

(i)

island

chain

(j)

steered completely

clear of

GAP FILL:

Asian anger at Japanese school history books

Japan’s relations with its neighbours worsened yesterday over the Japanese Ministry of Education’s approval of some new school history textbooks. China and South Korea are incensed at the books, which they say gloss over or glorify Japanese militaristic actions during World War Two. South Korea’s Foreign Ministry said some of the textbooks “still include contents that justify and beautify [Japan's] past wrongdoing”. China has expressed equally strong indignation, saying the books will “cause severe harm to people from all Asian countries and poison Japanese juveniles”. A spokesman stated: “The textbooks will be vehemently condemned by people from all Asian countries that were victimized by Japan, including the Chinese.…We strongly urge the Japanese government to honor its commitment of expressing remorse for its militaristic history.”

A textbook from the nationalist Fushosha Company has attracted greatest concern over its historical perspective. It describes the Nanking Massacre, in which 300,000 people were killed by Japanese troops in the Chinese city of Nanjing in six weeks, as an “incident” in which “many people” died. Fushosha avoids the word “invasion” when referring to Japan's military occupation of Asia; it describes the invasion of Southeast Asia as an “opportunity” for those countries to gain independence. South Korea is also angry over the textbook describing it as “illegally occupying” a small island chain, known as Takeshima in Japan. South Korea has claimed control over the territory it calls the Dokdo Islands for 1,500 years. The book does state that “no single country steered completely clear of killing or abusing unarmed people”, and admitted Japan committed “unfair murder and abuse”.

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