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Video #10 - President George W. Bush Visits China

Monday, January 09, 2006

sources | lesson plan


BACKGROUND INFORMATION

During his visit to Japan in February, President Bush voiced confidence in Japanese Prime Minister Junichiro Koizumi's ability to reform the Japanese economy. He added that these reforms were not only important for Japan but for the region and for the world. President Bush also characterized the alliance between the United States and Japan as the "bedrock of peace and prosperity" in the Asia-Pacific region. Mr. Bush thanked Japan for its logistical support during the military campaign in Afghanistan. Furthermore, the Japanese Prime Minister did not object to Mr. Bush's inclusion of North Korea as one of three countries in the "axis of evil." Mr. Koizumi actually supported the President's comments by mentioning the case of 10 Japanese citizens allegedly kidnapped by North Korean agents.

In advance of the Bush visit, a radio broadcast by Australian Broadcasting Corporation anticipated President Bush's public acknowledgement of the Japanese government's support in the war against terrorism and his support for Prime Minister Koizumi's economic reforms. Nevertheless, it reported that in private, the U.S. President would urge Japan to transform itself in order to renew its economy. The report said: "An increasing number of US officials believe the deteriorating Japanese economy poses a real threat to the world economy." It went on to say that American officials regard a weak Japan as a threat to the stability of the Asia-Pacific region.

In the background of the President's visit was also growing concern that opposition to the Prime Minister's reform package could win out-- and cause Japan's entire financial system to become insolvent. Glen Fukushima, the governor of the American Chamber of Commerce in Japan, expressed this about the President's trip: "It has significance symbolically. In terms of substance, I don't know that we're going to get a lot out of it but symbolically, I think it is important that the President visits Japan and reaffirms the strength of the security alliance as well as express some concerns about the state of the Japanese economy."

The Japanese Prime Minister has conceded that his reforms are too slow for the U.S. but too fast for Japan. Japan is experiencing its third recession in a decade, with huge bad debts seen as the major obstacle to an economic revival. President Bush backed his economic reform efforts by stating: "I firmly believe the Japanese economy needs significant reforms and restructuring, as well as a focus on its loan portfolios. I am more than confident that the Prime Minister understands this and is willing to make difficult decisions."

Japan's leading newspapers commented on the summit in their editorials. The consensus of opinion was that Prime Minister Koizumi must implement his promised reforms and policies at a faster rate if his credibility is to remain intact.

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SOURCES:

"Bush backs Japan reform efforts," BBC News, February 18, 2002 http://news.bbc.co.uk/hi/english/world/asia-pacific/

"Bush gaffe hits yen," BBC News, February 18, 2002. http://news.bbc.co.uk/hi/english/business/

"Prime Minister Koizumi and U.S. President Bush Hold Talks in Tokyo," Foreign Press Center/Japan, February 28, 2002. www.fpcj.jp/e/shiryo/jb/0208.html

Scanlon, Charles, "Tokyo summit sees leaders trade favours," BBC News, February 18, 2002. http://news.bbc.co.uk/hi/english/world/asia-pacific/

Simkin, Mark, "President Bush visits Japan," ABC Online, AM Broadcast, February 18, 2002. www.aboc.net.au/am/s483662.htm

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LESSON PLAN

GRADE LEVEL/SUBJECT: 10-12/Economics, International Relations, World History, International Baccalaureate Programs (IB), Current Events

PURPOSE:

To present activities to be used in a variety of classroom situations in order to enhance student understanding of the Asian economy and its significance globally.

OBJECTIVES:

Students will be able to:

  1. Trace the history of U.S.-Japan relations.
  2. Illustrate the economic interdependence of the United States and Japan.
  3. Evaluate the accomplishments of President Bush's visit to Japan.
  4. Forecast the future of Japan-U.S. relations.

MATERIALS:

  1. Background information provided.
  2. Resources on Japan available at your school's Media Center and the Public Library System in your area.
  3. Background information available through Internet "search engines".

ACTIVITIES:

May be assigned as group activities or as individual tasks. They may also be designed as preparation for related presentations either by individuals or groups.

  1. Create a time line of events linking the United States with Japan
  2. Use charts and graphs to illustrate the economic interdependence of the United States and Japan.
  3. Write an editorial expressing your views on the guidelines the United States government should follow as American companies continue to do business in Japan and vice-versa. Use facts to support your opinion.
  4. Research the results of Mr. Bush's trip to Japan. Make a list of pros and cons related to the effects of the negotiations which took place during his visit.

EVALUATION:

Individual assignments should be graded by the teacher using established criteria.

Group activities, presentations and projects may be evaluated by teachers and students using the following criteria and scale:

Content Creativity Clarity

1 = Superior (A) 2 = Excellent (B) 3 = Good (C) 4 = Fair (D) 5 = Poor (F)

To print this lesson plan: If your browser does not print frames, try this -- click the right button on your mouse and select "Open Frame In New Window." Then use your browser's print function to print that page. Another option -- choose "Select All" from your browser's pull-down Edit menu. "Copy" the highlighted text and then "Paste" it into any text editor. You can then print it from the text editor. The Japanese Island of Okinawa is located in the East China Sea, in a subtropical zone of islands. Okinawa was known as the Ryukyu Kingdom, a trading nation with a distinct culture. For 400 years, starting during the late 1300's, this island nation was ruled by royalty and developed a flourishing trade with China, Japan, Korea and the East Indies. Consequently, Okinawans have their own distinctive music, a unique language, and their own steadfast traditions that began hundreds of years ago. Its inhabitants built a reputation as sugar cane growers, fishermen and weavers.

But throughout its history, Okinawa has been a pawn in global power politics. Ryukyu was first influenced by China and later annexed by Japan in 1879. Okinawa was the scene of ferocious fighting in the later stages of World War II and has served as a major base for the U.S. military ever since. 47,000 American troops are still stationed there.

The literature on Okinawa is divided on the subject of the U.S. military. Many articles blame accidents and crimes related to American GIs as an obstacle to the island's tourist industry. They claim that a diversified economy is not possible where prime real estate is used by the Pentagon. Others claim that islanders see the American presence as a trade-off. The heavy infusion of subsidies from Tokyo (to compensate for the bases) is welcome where the unemployment rate is 9% and the living standard is far below that of the mainland. These articles claim that when Okinawan Governor Masahide Ota challenged both Tokyo and Washington about the Marines' presence in Okinawa, he was voted out of office in late 1998. His successor, Keiichi Inamine, turned out to be a willing partner for Tokyo and Washington. As a result, on top of the $80 million set aside in 1998 to promote economic development in the region, local towns willing to accommodate U.S. troops and facilities can count on an additional $20 million annually through 2003. Additionally, in July of 2000, Okinawa beat out other Japanese cities to host the G7 economic summit (of the leaders of major industrial nations). This event brought considerable profits to local resorts, retailers and taxi drivers.

Critics claim that Okinawa would be far better off recovering its status as a prime resort destination, (it boasts some of the best coral reefs in the Pacific) and allowing foreign investment to make its economy self-sustaining. They assert that for every concession made to Tokyo, Okinawa should pressure for more money to make the economic transition it justly deserves.

There are other potential sources of income. The Japanese government says 457 Okinawans are at least 100 years old - 34.7 centenarians for every 100,000 islanders, the highest ratio in the world. The U.S.A has about 10 centenarians for every 100,000 people. On Okinawa, life expectancy is 81.2 years, the longest in the world. Statistics show that the average Okinawan woman lives to 86 years of age and the average man to 78. Recent studies show that Okinawans not only live longer, they also live better--with elderly suffering far lower rates of dementia than their U.S. counterparts and less than half the rate of hip fractures. Okinawan entrepreneurs believe these traits can be reproduced in other parts of the world. They will attempt to do so by marketing the mixture of diet and exercise that has kept Okinawans living longer and better.

?Chapter Four: The Economic History of Postwar Okinawa,? www.niraikanai.wwma.net/pages/base/chp4-1.html (Lengthy and detailed)

Ashitani, Tetsuo, ?Japan Marks 25th anniversary of Okinawa?s return,? Kyodo News International, Inc., November 21, 1997. (NewsBank Search)

Bremner, Brian, ?How Okinawa Can Outmaneuver Its Masters,?BusinessWeek Online, July, 11 2000. www.businessweek.com

Lee, May, ?Okinawa?s culture not well-known to outsiders,? CNN World News, November 3, 1995. www.cnn.com/WORLD/9511/okinawa/index.html

Wiseman, Paul, ?Fabric of a long life,? USA Today, January 3, 2002. (NewsBank Search)

GRADE LEVEL/SUBJECT: 10-12/Economics, International Relations, World History, International Baccalaureate Programs (IB), Current Events

PURPOSE:

To present activities to be used in a variety of classroom situations in order to enhance student understanding of the Asian economy and its significance globally.

OBJECTIVES:

Students will be able to:

  1. Locate Okinawa on a map of Asia.
  2. Describe the history of Okinawa.
  3. Analyze the economy of Okinawa.
  4. Evaluate the effect of the Marine presence in Okinawa.
  5. Compare the economy of Okinawa with that of Japan.
  6. Make recommendations to improve the economy of Okinawa.

MATERIALS:

  1. Background information provided.
  2. Resources on Asia available at your school's Media Center and the Public Library System in your area.
  3. Background information available through Internet "search engines."

ACTIVITIES:

May be assigned as group activities or as individual tasks. They may also be designed as preparation for related presentations either by individuals or groups.

  1. Allow student groups to research different aspects of Okinawan culture and illustrated them in class. For example: art, music, literature, rituals, religion, clothing, language.
  2. Create a time line showing the most important dates in the history of Okinawa.
  3. Describe and illustrate the Battle of Okinawa (in WWII).
  4. Write an editorial on the military presence of Americans on Okinawa from the perspective of an American GI, an elderly Okinawan, a young Okinawan businessman, or a Tokyo politician.
  5. Draw charts and graphs comparing Okinawan economy with that of the rest of Japan.
  6. Draw charts and graphs illustrating the effect of the Marine base on the Okinawan economy.
  7. Write a formal petition to the Japanese government delineating your economic plan for Okinawa.

EVALUATION:

Individual assignments should be graded by the teacher using established criteria.

Group activities, presentations and projects may be evaluated by teachers and students using the following criteria and scale:

Content Creativity Clarity

1 = Superior (A) 2 = Excellent (B) 3 = Good (C) 4 = Fair (D) 5 = Poor (F)

To print this lesson plan: If your browser does not print frames, try this -- click the right button on your mouse and select "Open Frame In New Window." Then use your browser's print function to print that page. Another option -- choose "Select All" from your browser's pull-down Edit menu. "Copy" the highlighted text and then "Paste" it into any text editor. You can then print it from the text editor.

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