Guillaume Laroche, MA LLM EdM KKC Fellow 2018 Calgary...
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Guillaume Laroche, MA LLM EdM KKC Fellow 2018 Calgary, Alberta Canada How did Japan become an economic superpower, 1945-1968? Lesson Grade Span: Secondary/High School Based on the Alberta program of studies for Social Studies 30-1, 30-2 (Grade 12) Specific outcomes in the 30-1/30-2 Alberta Program of Studies: Social Studies (2005): 1 2.11 analyze perspectives on the imposition of the principles of liberalism 3.1 appreciate various perspectives regarding the viability of the principles of liberalism 3.5 analyze the extent to which the practices of political and economic systems reflect principles of liberalism 4.2 exhibit a global consciousness with respect to the human condition and world issues Summary: In the lesson, students examine possible causes for the rise of the Japanese economy in the post-war years until 1968, when Japan attained 2 nd highest economic output in the world. Students study a variety of media sources to data and evidence to be used in support of assessing which causes are most probable. Students conclude by deciding which single causes was most influent in driving and securing Japan’s economic success. The lesson as a whole is tied back to a wider study of liberalism to understand how it may, or may not, have helped Japan become a global economic superpower. Suggested time: 120-150 minutes (2-3 periods) Resources: Attached worksheets; a colour digital projector with sound is preferable. Outcomes: - Students will develop an in-depth knowledge of a case study in support of arguments about liberal attitudes leads to prosperity. - Students will draw historical inferences from photos, documents and data - Students will appreciate the social, political and economic dimensions of liberalism. 1 Alberta Education. Social Studies : 30-level Programs of Study. Alberta Queen’s Printer. 2005. https://education.alberta.ca/media/3386090/program-of-study-grade-12.pdf . Accessed October 13, 2018.
Transcript of Guillaume Laroche, MA LLM EdM KKC Fellow 2018 Calgary...
Laroche, KKC 20181
GuillaumeLaroche,MALLMEdMKKCFellow2018Calgary, Alberta Canada
HowdidJapanbecomeaneconomicsuperpower,1945-1968?
LessonGradeSpan:Secondary/HighSchoolBasedontheAlbertaprogramofstudiesforSocialStudies30-1,30-2(Grade12)Specificoutcomesinthe30-1/30-2AlbertaProgramofStudies:SocialStudies(2005):1
2.11 analyze perspectives on the imposition of the principles of liberalism
3.1 appreciate various perspectives regarding the viability of the principles of liberalism
3.5 analyze the extent to which the practices of political and economic systems reflect principles of liberalism
4.2 exhibit a global consciousness with respect to the human condition and world issues
Summary:Inthelesson,studentsexaminepossiblecausesfortheriseoftheJapaneseeconomyinthepost-waryearsuntil1968,whenJapanattained2ndhighesteconomicoutputintheworld.Studentsstudyavarietyofmediasourcestodataandevidencetobeusedinsupportofassessingwhichcausesaremostprobable.StudentsconcludebydecidingwhichsinglecauseswasmostinfluentindrivingandsecuringJapan’seconomicsuccess.Thelessonasawholeistiedbacktoawiderstudyofliberalismtounderstandhowitmay,ormaynot,havehelpedJapanbecomeaglobaleconomicsuperpower.
Suggestedtime:120-150minutes(2-3periods)
Resources:Attachedworksheets;acolourdigitalprojectorwithsoundispreferable.
Outcomes:- Studentswilldevelopanin-depthknowledgeofacasestudyinsupportof
argumentsaboutliberalattitudesleadstoprosperity.- Studentswilldrawhistoricalinferencesfromphotos,documentsanddata- Studentswillappreciatethesocial,politicalandeconomicdimensionsofliberalism.
1AlbertaEducation.SocialStudies:30-levelProgramsofStudy.AlbertaQueen’sPrinter.2005.https://education.alberta.ca/media/3386090/program-of-study-grade-12.pdf.AccessedOctober13,2018.
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Pre-requisites:AnappreciationfortheeconomicandpoliticalconditionofJapanimmediatelyafteritssurrenderattheconclusionofWorldWarII.
References:texts,graphs&videosusedinthelesson
Note:PhotosfromDocument#2containdirectlinkstotheoriginalsourceinthephotocreditdescription.LinksaccessedOctober30th,2018.
Cusumano,Michael.1988.“ManufacturingInnovation:LessonsfromtheJapaneseAutoIndustry.”MITSloanManagementReview(Fall1988).Availableonlineathttps://sloanreview.mit.edu/article/manufacturing-innovation-lessons-from-the-japanese-auto-industry/.AccessedOctober30th,2018.
Drucker,Peter.1981.“BehindJapan’sSuccess.”HarvardBusinessReview(Jan1981).Availableonlineathttps://hbr.org/1981/01/behind-japans-success.AccessedOctober30th,2018.
Ellington,Lucien.2004.“LearningfromtheJapaneseEconomy.”JapanDigest.Availableonlineathttps://spice.fsi.stanford.edu/docs/learning_from_the_japanese_economy.AccessedOctober30th,2018.
Frost,Peter.2003.“PostwarJapan,1952-1989.”JapanSociety.Availableonlineathttp://aboutjapan.japansociety.org/postwar_japan_1952-1989#sthash.5lOOVyt3.dpbs.AccessedOctober30th,2018.
MarginalRevolutionUniversity.2016.“GrowthMiraclesandGrowthDisasters.”YouTube.Availableonlineathttps://www.youtube.com/watch?v=5X5v7vRYQjc.AccessedOctober30th,2018.
OfficeoftheHistorian.n.d."OccupationandReconstructionofJapan,1945–52".UnitedStatesDepartmentofState.Availableonlineathttps://history.state.gov/milestones/1945-1952/japan-reconstruction.AccessedOctober30th,2018.
Tetsuji,Okazaki.2015.“LessonsfromtheJapaneseMiracle:BuildingtheFoundationsforaNewGrowthParadigm.”Nippon.com.Availableathttps://www.nippon.com/en/in-
depth/a04003/.AccessedOctober30th,2018.
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LessonProcedure
1.BeginwithareviewoftheconditionofJapanattheendofWorldWarII.Lookingthroughpicturescanbeuseful,tobettercontextualizemuchofthedevastation.Manypicturesareavailableonline.StudentsshouldreflectupontheeconomicconditionofJapancircaSeptember1945,giventhehistoricalevidencesuggestedbytheimages.Someroleplayingcanappropriatelyfocusenergies:iftheywereinchargeofJapananditsfutureatthispoint,whatwouldtheydo?Howwouldtheyrebuildaneconomy?Whatchallengeswouldtheyexpect?Whatwouldbemostimportanttodofirst?2.PresentDocument#1,eitherbyprojectingtoascreenorbyprintinganddistributingcopiestostudents.Askstudentstoanalyzethedata,notingwhatthemostsalientfeatureofthegraphmightbe.Discuss;thedesiredanswerisafocusontheabnormalgrowthrateoftheJapaneseeconomypost-WWII,suchthatitcatchesuptoBritain’sby1970.Emphasizethatthelessonwillseektounderstandwhythiswaspossible.Afterall–goingbacktoStep1–theclassjustsawthatJapanwaswar-tornandessentiallyeconomicallydisempoweredin1945.Howcouldsuchgrowthbepossible?Extension:withanadvancedandmathematicallyadeptgroupofstudents,onemightwanttoaskwhythegraphisconstructedusingnaturallogpercapitaGDPunits,asopposedtoGDP,andwhattheeffectofdoingsoisonthepresentationofthedata.3.Ifpossible,continuebyshowingthisYouTubevideoonthetopicof“economicmiraclegrowths”.Ithasthesamemessageasthegraph,butpresentsitinawidercontext:
https://www.youtube.com/watch?v=5X5v7vRYQjc
InlightoftheevidencethatJapanfoundwaystoachievesubstantialeconomicgrowthimmediatelyafterWWII,reviewsomeofthequestionsaskedattheconclusionofStep1.WouldtheychangeoftheiranswersfromStep1,basedonwhatwasheardthusfar?4.ConsiderwhatisknownaboutJapan’seconomyinthepost-waryears.ImagesfromDocument#2maybeusedasstartingpointstogatherevidence.WhatdotheimagesindicateaboutJapan’seconomyinthisera?Whatismissingfromwhatispictured?Steertheconversationtowardscurrent-dayknowledgeoftheJapaneseeconomy,todrawparallels;today’slargecompaniesdidnotsuddenlyappear.StudentsaretypicallyabletoidentifylargeJapanesecorporationsinavarietyofindustries,suchasToyotaandHondaintheautoindustry,andSonyandNintendointheelectronicssector.Usingtheirsmartphonesorotherinternet-enableddevices,havestudentsquicklyresearch(7minutes)theoriginsofaJapanesecompanytheyarefamiliarwith,and,ifpossible,understandwhatthatcompanywasdoingintheperiodbetween1946-1968.ThetemplateinDocument#3maybeusedtojotsomeideasabouttheirchosencompany.Thepointisquickfamiliarizationwithanexample,notanin-depthstudy.
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5.Distributethereading“OccupationandReconstructionofJapan,1946-1952”,publishedtheOfficeoftheHistorian,UnitedStatesDepartmentofState:
https://history.state.gov/milestones/1945-1952/japan-reconstruction
Studentsidentifykeytrends,accordingtothisarticle:whatdrivesJapan’sgrowth?WhatroleisSCAPplayingintheearlyreconstructioneffort?6.DistributeacontrastingreadingbyLucienEllington,“LearningfromtheJapaneseEconomy”.Atwo-pagePDFversionisavailableonline:
https://spice.fsi.stanford.edu/docs/learning_from_the_japanese_economy
Inpractice,onlythefirstpageandthebeginningofthesecond(upto“Japan’sRecentEconomicProblems”)areuseful.Studentsreadthroughthesesections,classifyingitsideasaccordingtothechartgiveninDocument#4.StudentsshouldexplicitlykeeparecordofhowEllingtonandtheUSHistorian’sinterpretationsvary.Adaptation:WeakergroupsofstudentsmayrequiresomeassistanceinunderstandingeachoftheEllington’sproposedfactors.TakingthetimeupfronttovisuallyrepresentthelinkbetweeneachofEllington’sfactorsandthewidereconomymayhelpclarifyforsuchstudentshowthesefactorsaffectaneconomicsystem;insomecases,itmightbeusefultoreviewsuchfactorsseparatelyfromthereadingentirely.Notallstudentswillbeabletoconnectthesefactorsfromthereadingalone,evenwhenusingreadingstrategiessuchasgroupreadingsorkeywordhighlighting.Extensions:Anumberofgreatarticlesareavailableassubstitutesorsupplementstothisstep.Mostnotably,economichistorianPeterDruckerpublishedapieceintheHarvardBusinessReview(January1981)andarguesinfavourofprudentJapanesebusinessmanagementpracticesasdrivingtheriseoftheJapaneseeconomy.Elsewhere,intheFall1988editionoftheMITSloanManagementReview,MichaelCusumanoexaminestheriseoftheJapaneseautoindustryinsomedetail,too.PeterFrostwritesalessacademicbutnolessdetailedaccountfortheJapanSocietyeducators’site,withmoreemphasisonpoliticalandmanagerialpracticesofthe1950s.EvidencefromthesesourcescouldbeusedtosupplementtheanalysisofEllington’scausesforadvancedstudentscapableofreadinggeneral-interestacademicpublications.
Drucker,HBR(1981):https://hbr.org/1981/01/behind-japans-success
Cusumano,MITSMR(1988):https://sloanreview.mit.edu/article/manufacturing-innovation-lessons-from-
the-japanese-auto-industry/
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Frost,JapanSociety(2003):http://aboutjapan.japansociety.org/postwar_japan_1952-
1989#sthash.5lOOVyt3.dpbs7.Ingroupsof3-4,studentsresearchingreaterdepth(atleast)sixofthefactorsthatEllingtonidentifies,tobetterappreciatetheirpotentialapplications,ortoconsiderparallelsituations.UsingcardscutoutfromDocument#5,studentgroupsthennegotiatewhichfactorsseemmostrelevanttoJapaneseeconomicgrowthbyrankingthemfrommosttoleastimportant.Studentsshouldbeabletosupportwithrankingwithevidenceandexamples.Parallelstoothereconomiccasestudiesareencouragedaspartofthisstep,and/ortocurrent-dayeconomicpracticestojustifytheanalysis.Extension:aclass-widedebate/discussiontorankallfactorsfromEllington’sanalysiscanalsoensue,thoughitmaybedifficulttoholdstudents’attentionforthedurationrequiredtoplaceandjustify11differentfactors.8.Returnonceagaintothequestionsfromsection1.Studentswriterecommendationsforwhatawar-torncountryshoulddotoputitselfbacktogethereconomically,usinginformationfromallsourcesstudied.Recommendationsmightbecompiledasashortreportormemo,andevaluatedand/orpresented.9.Extensionstoliberalism:FurtherquestioningontherolethatliberalismplaysinsecuringJapan’seconomicfuture.WhatroledidpoliticalinstitutionssuchastheLiberalDemocraticPartyplay?Whataboutcompetitionandfreeenterprise?Orcouldthissuccesshaveoccurredwithoutliberalism,orinfacthappenedwellinspiteofit?Or,isanysocietythatbecomesanindustrialsuppliertoarich,majorworldpowerabletoitselfbecomerichovertime,regardlessofitseconomicandpoliticalideologies?Returnstothesekindsofquestionsmaybeusefulincontextswhereconnectingthecasestudytoanexaminationofthevalueofliberalismisnecessaryinthecurriculum.
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Datasource:TheMaddisonProject,https://www.rug.nl/ggdc/historicaldevelopment/maddison/Datavisualization:OkazakiTetsuji,"LessonsfromtheJapaneseMiracle:BuildingtheFoundationsforaNewGrowthParadigm",Nippon.com.Availableathttps://www.nippon.com/en/in-depth/a04003/,accessedOctober30th,2018.
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KonicaRangefindercamera,produced1948-1952Photocredit:DirkHRSpennemann,Flickr
ToyotaCrown,circa1955PhotoCredit:Taisyo,Wikipedia
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LightbulbsproducedatTokyoShibauraElectricCo.,1951
Photocredit:ArthurCurlis,USArmy/AssociatedPressPhoto
Machinepartsaremelteddownfromscrap,Tokyo,1946Photocredit:AssociatedPressPhoto
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Companyportfolio–QuickStudy
NameoftheCompany
Foundedintheyear
Productsmade
Domesticcompetitors
Internationalcompetitors
Economicactivitiesinthe1950sand1960s
Economicactivitiestoday
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UnderstandingLucienEllington’s“LearningfromtheJapaneseEconomy”PoliticalFactorsdrivenbytheGov’tofJapanandSCAP
SocialFactorsdrivenbytheJapanesepeople
EconomicFactorsdrivenbybusinessesandworkers
OtherFactorsdrivenbyotheractors
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LucienEllington’sCausesofJapaneseWealth–Cutouts
State-AssistedCapitalism Surplusfundsforinvestment
USOccupation&EconomicReforms TradeUnions&IndustrialRelations
TheKoreanWar Domesticcompetition&entrepreneurship
WorldwideFreeTradeBoom Stablepolitics
Shifttolessdependentindustries Lowmilitaryexpenses
Manywell-educatedworkers Other:_______________________
