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Teaching examples (by time unit) Efforts to resolve the Northern Territory issue, and historical changes

Teaching content

  • The fact of illegal Soviet occupation after the Second World War
  • The Japanese government's claim on the Northern Territories, and diplomatic negotiations
  • Aging former islanders and efforts of the irredentist movement in Japan

Note: This teaching content includes international law covered in civics of junior high school social studies.

Evaluation criteria

  • Interest, motivation and attitude
    Students are interested in the Northern Territories issue as a matter of their own country and as a problem that is relevant to them.
  • Thought, judgment and expression
    Students can independently consider the Northern Territories issue as a prolonged historical phenomenon and its resolution based on the "knowledge and understanding" they have acquired, such as the history of diplomatic negotiations and the current status of the four northern islands.
  • Skills
  • Knowledge and understanding
    Students understand that there is a situation in which Japanese people cannot freely travel to the four northern islands, which came to be occupied by the Soviet army immediately after the war.
    Students understand that diplomatic negotiations to resolve the issue have been under way for more than 65 years after the war, but there are challenges, such as the aging of former islanders and the need for new leaders to take charge of activities

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