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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
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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/theworld-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
Link
People’s Daily
http://english.peopledaily.com.cn
China Daily
(USA)
Xinhua News
Agency
China Central
Television (CCTV
– English)
Shanghai Daily
http://usa.chinadaily.com.cn
PLA Daily
http://english.pladaily.com.cn
China Now
http://www.chinanowmag.com/chinanow.htm
http://www.chinaview.cn
http://english.cntv.cn/01/index.shtml
http://www.shanghaidaily.com
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Magazine
China Today
South China
Morning Post
(Hong Kong)
http://www.chinatoday.com.cn/ctenglish/index.htm
http://www.scmp.com
Japan
Source
Kezai Koho Center:
The Japan Institute
for Social and
Economic Affiars
Japan Society
Link
http://www.kkc.or.jp/english/index.html
The Asahi Shimbun
http://www.asahi.com/english/
Daily Yomiuri
Online
Kyodo News
Service
Mainichi
http://www.yomiuri.co.jp/dy/
Japan Times
http://www.japantimes.co.jp
Japan Today
http://www.japantoday.com
Modern Tokyo
Times
NHK (Japan
Broadcasting
Corporation)
Tokyo Foundation
http://moderntokyotimes.com
National Institute
for Educational
Policy Research
(NIER)
Ministry of
Education, Culture,
Sports, Science &
Technology
Japan Center for
http://www.nier.go.jp/English/index.html
http://www.japansociety.org/
http://english.kyodonews.jp
http://mainichi.jp/english/english/
http://www3.nhk.or.jp/nhkworld/index.html
http://www.tokyofoundation.org/en/
http://www.mext.go.jp/english/
http://www.jcer.or.jp/eng/index.html
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Economic Research
South Korea
Source
Korea Times
Link
http://www.koreatimes.co.kr/www/index.asp
The Chosun Ilbo
(English)
Seoul Times
http://english.chosun.com
Yonhap News
Agency
Korea Herald
http://english.yonhapnews.co.kr
Korean
Broadcasting
Service
http://english.kbs.co.kr
Source
Asia Times Online
The Asia Pacific
Journal: Japan
Focus
Asian News
Network
http://www.theseoultimes.com/ST/index.html
http://www.koreaherald.com
East Asia – Regional
Link
http://www.atimes.com/
http://japanfocus.org/home
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)
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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 postWWII 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
B. Geography,
People, and
the
Environment
CPI #
6.2.8.B.4.a
Cumulative Progress Indicator (CPI)
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.
Explain how the geographies of China and Japan influenced their
development and their relationship with one another.
Determine the impact of geography on decisions made by the
Soviet Union and the United States to expand and protect their
spheres of influence.
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.
6.2.8.B.4.f
6.2.12.B.5.
a
6.2.12.B.5.
b
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6.2.12.B.5.
e
6.2.12.B.6.
a
D. History,
Culture, and
Perspectives
6.2.12.D.5.
a
Assess the role of boundary disputes and limited natural
resources as sources of conflict.
Determine the global impact of increased population growth,
migration, and changes in urban-rural populations on natural
resources and land use.
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
Led by Team 2
Team 2
Led by Team 1
Team 1
Led by Team 2
Team 2
Led by Team 1
Opening Statement
Cross Examination
Opening Statement
Cross Examination
2nd Argument
2nd Cross Examination
2nd Argument
2nd Cross Examination
5 minutes
3 minutes
5 minutes
3 minutes
5 minutes
3 minutes
5 minutes
3 minutes
BREAK
(Optional)
3 minutes
Team 2
Team 1
Closing Statement
Closing Statement
2 minutes
2 minutes
Rubrics for Assessing Debate:
Rubric used to assess the debate are provided below on the next page.
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World History Class Debates: Dokdo/Takeshima Island Dispute – South Korea vs. Japan
Senkaku / Diaoyu Island Dispute – Japan vs. People’s Republic of China
CATEGORY
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3
2
1
Understanding 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 Every point was not
supported with facts, supported.
statistics and/or
examples, but the
relevance of some was
questionable.
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
Arguments were not
clearly tied to an idea clearly tied to an idea
(premise) but the
(premise).
organization was
sometimes not clear or
logical.
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.
Most cross
questions were
examination questions
effective, relevant and were effective,
strong.
relevant, and strong.
Most cross
examination questions
were effective and
relevant, but several
were weak.
Cross examination
questions were not
effective and/or
relevant.
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 three or
four times the cross
examiner was
excessively aggressive.
Statements, responses
and/or body language
were consistently not
respectful.
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.
Cross-Examination All cross examination
Respect for Other
Team
Statements and cross
examination questions
were respectful and
used appropriate
language, but once or
twice cross examiner
was excessively
aggressive.
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Evaluator:____________________________________________
Team Evaluated:______________________________________
Score:______________________________________________
Date of Debate:_______________________________________