Project English Level B - Children’s Literature and Global Citizenship
Thu. 3rd. Period David J. Freedman
Culture, Discussion, Literature, Presentation, Project, Research, Speaking, Vocabulary, Writing

How can we help prepare children to explore and accept the concepts of global citizenship? Global Citizenship Education (GCE) is one of three UNESCO education initiatives: The policy began in 2012 with the UN’s Global Education First Initiative notes “It is not enough for education to produce individuals who can read, write and count. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies.” According to the UN, global citizenship education provides the understanding, skills, and values students need to cooperate in resolving the interconnected challenges of the 21st century, including climate change, conflict, poverty, hunger, and issues of equity and sustainability. These same educational outcomes prepare students to be successful in the workplace of the 21st century as well. The concept of "globalization" has been part of policy development in Japan for over 30 years. In its policy statement on education in Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) states: It is necessary to develop people who can act independently with a global point of view in a society that is becoming more international. MEXT is working comprehensively on such measures as enhancing education to deepen international understanding and teach foreign languages and promoting international exchange. In order for any aspect of GCE to be effective at a higher education level, the basic vocabulary and concepts of globalization need to be integrated into early childhood and primary education curricula. This project will focus on building connections between the university, university students, institutions of early childhood education to develop early childhood education (ECH) materials.

The students will study English-language children’s literature with a focus on modern (1950 – 2000) American children’s literature. Through this study the students will examine the literary categories developed by scholars to talk about children's books, like didactic (meant to teach something – reading skills, social ethics, etc.) and fantastic (meant to entertain and amuse.) As the students develop their concepts of modern children's literature, the class will explore some of the related issues of play science - and instructional strategies that foster children's authentic response to literature. The class will also explore which practices prepare future teachers with the knowledge and strategies they will need to ensure that that their future students seek literature to meet both personal and academic needs?


Attendance: 40%
Presentations: 30%
Individual Movement: 5%
Final Project: 25%


Introduction and Model Class In a class about books and education, it is worthwhile to begin with asking what are books? why do we read? september 24-30 is "banned book week" please visit this site: Below are three sites that list various picture and comic books that have been banned in various countries. Form a small work group. Choose ONE of the sites below; visit and read. Together select ONE banned book from your site and be ready to explain - The book and the reason it was banned. Your groups opinion A. B. C. Heinrich Heine was a 19th c German author; in his play Almansor: A Tragedy (1823) he wrote, Dort wo man Bücher verbrennt, verbrennt man auch am Ende Menschen. Where they have burned books, they will end in burning human beings. what do you think this quote means? what kind of books should we have children read? Read this short passage. Which words are new vocabulary words? Can you try to develop a definition without using a dictionary? look at the passage with the word, what do you think it means? this is context. Share your idea with a small group. what is children's literature? What is reading, and how did we first learn it? In search of answers to this question, some scholars look at the “history” of children’s literature, and some of the literary categories developed to talk about children's books, like didactic (meant to teach something – reading skills, social ethics, etc.) and fantastic (meant to entertain and amuse.)  To understand children's literature, we must ask: What is a child? when you we become one? when to we stop being one? based on the adjectives from above work with your group to develop your concept of the age of "being a child." vocabulary - below is a list of colloquial words for the stages of early human development and a list with the age-identiied terms. With a partner(s) match the colloquial terms to the age specific words. List A - newborn, baby, toddler, tot, kid, tween, teenager List B - infancy, childhood, puberty, adolescence What was your favorite book as a child? form a small group and share your book. Together come up with three adjectives that you feel describe "childhood" 1. 2. 3.

first project: (too soon? see below)



What Makes a Children's book? How did the founder of Keio write a children's book? After returning from his second overseas journey as one of the two English translators in the First Japanese Embassy to Europe, he tried to teach world geography to his sons. At the time there were no textbooks on the subject, so he decided to write one himself. He started by buying a few Japanese geography books for children, named Miyakoji ("City roads") and Edo hōgaku ("Tokyo maps"), and practiced reading them aloud. He then wrote Sekai Kunizukushi in six volumes in the same lyrical style. This rhythmically phrased chapbook offers a survey of the political geography of the world; the first volume covered Asian countries, the second volume detailed African countries, European countries were discussed in the third, South American countries in the fourth, and North American countries and Australia in the fifth. Finally, the sixth volume was an appendix that gave an introduction to world geography. Fukuzawa's sketch of the world did not stop with the enumeration of countries, sidebars to the main text, focus on the countries' inhabitants and their activities and routinely recur to a handful of criteria: literacy, the pursuit of knowledge, and "character" (seishitsu) or "manners" (fuzoku). Together Fukuzawa calls these "civilization" (bunmei). Sekai Kunizukushi ("All the Countries of the World, for Children Written in Verse", 1869) became a best seller and was used as an official school textbook. here is an example in which he described the American revolution: In the Year 5 of Anei Representatives of the thirteen states 48 samurais jointly signed a letter A letter of declaration to the world Blaming the many crimes of the English King Establishing themselves as the United States of America With meager weapons and supplies Thousands of British troops crossed the ocean Waves of the soldiers came to attack America Like a savage tiger or a flying dragon, But the Americans stood firm, fearless, like iron or rock Determined to be loyal to the new nation Lives were to be lost, But Freedom was to be gained Rather than living with injustice They will die for the country And Ready to die for seven long years Form a group and compare this quote by Yukichi Fukuzawa with the Guidelines of UNECO Education for Global Citizenship. what is similar? dissimilar? # 26 from the Moral Code of Yukichi Fukuzawa 1902: Many are the nations existing on the earth with different  religions, languages, manners, and customs, the people constituting  those nations are brethren, and hence no discrimination should be  made in dealing with them. It is against the principles of independ-  ence and self-respect to bear oneself with arrogance and to look  down on people of a different nationality.  Pedagogical approach for GCED 2002: What kind of book would you propose for our project? Have a concrete example for Presentation 1


Personal Presentation Skills: section focus - presentation delivery Vocabulary - rhetoric, eye contact; projection/public voice; modalities/register Rhetoric refers to the rules of argumentation and presentation. Each language has its own set of rules for information organization and support. If we want to present and write effectively in English, we need to understand English rhetoric. The rules of english rhetoric come from Aristotle (who wrote a book called Rhetoric for his students 2,300 years ago.) We can still find references to Aristotle's ideas in current high school text on public speaking: One of Aristotle's concepts was that a speaker had to have ethos, the appearance of moral superiority by his voice, demeanor and stance. we could see these ideas in public speaking guidance in the "presentation delivery" section on the site above. The skills they emphasize are called the personal presentation skills; and this is our focus in Presentation I. Please remember that Presentation is an interactive event in english; all speakers begin with self-identification (hello my name is,) and conclude with "Thank you for listening are there any questions?"So please leave time for questions. If you are not presenting, you are actively listening. The goal of a presentation is to communicate ideas; we know if we have succeeded when there are questions from the audience. What kind of questions do we ask? Who is speaking? What was that word? Where does that food come from? Why is the recipe significant? etc. So while the presenter is being evaluated on their personal presentation skills (speaking, no reading,) the rest of us will get participation marks by asking a question.

Presentation check list: food story or recipe a quote that illustrates your ideas/feelings about food, cooking, etc. notes for talking - NO READING! a presentation time Creating Children’s Literature  neoteny - onomatopoeia - animal sounds -


Food Aesthetics vocabulary word - aesthetics = the theory and study of the concepts of beauty. what is the relationship between food and beauty? read this short passage, and be ready to share your ideas. Vision is crucial in identifying ingredients, their quality, and the techniques used, and even has a bearing on the perception of flavor. A dish not displayed traditionally may "not taste the same," and an unfamiliar color, such as blue, may be off-putting. Japanese diners recognize the importance of eye appeal, to the extent of photographing their meals at restaurants around the world. Their cooks display fanned slices, neat parcels, sculpted vegetables, and noodles placed in soups. Cut fish displayed without sauces contributes to a clean look. According to Richard Hosking in A Dictionary of Japanese Food, chefs might "spend the day considering the aesthetics of arranging three sardines." Moritsuke (food arrangement) follows seven basic patterns, including sugimori (strips and slices of food in a slanting pile), kasanemori (overlapping slices), tawaramori (blocks or rounds placed horizontally in a pyramid), and so on. Illustrating invention within a highly regulated framework, the shojin ryori cookery tradition arranges food like a seasonal landscape—perhaps blue mountains in summer, red in autumn, brown in winter, and flowery in spring. The resulting scene is so abstract that it may appear as one or two objects on a plate to the untutored eye. As Japanese cooks and diners also appreciate, food is framed by the plate, which might be a beautiful object in its own right, and by the table setting; by other foods, including drinks; by decorations, such as flowers; and by a garden outlook or streetscape. choose ONE of the research questions below and be ready to explain the role of aesthetics in food. A. What is washoku? B. Who was August Escoffier? (old BBC drama with a character based on escoffier) C. Where did the "gourmet" manga, Oshinbo, come from? (beginning chapter of Oishinbo manga in english online.)




presentation 2 



share reports and organize first project workgroups 


presentation 3: project work proposals


Final project - in class work

(please do not be absent!)


Final project - in class work

(please do not be absent!)


Final Presentations and Critique


project evaluation and conviviality party? 


Field work options:

  1. guest speaker hosting
  2. web work

As this is a language project class, the most important component is daily attendance and PARTICIPATION.  This means being in class, on time, using YOUR English to communicate.  “Being in class, on time,” means just that.  If you need to miss a class whether through illness, school activities, or personal business, please send an appropriate e-mail (before, not after that fact) and keep up with the work.  Daily participation means using English everyday in class.  It does not mean speaking perfectly, it does not mean having the “correct” answer to every question (a good question, for example, “What does that word mean?” is as much participation as a good answer;) BUT you must speak up!