In this unit the geographic distribution of China's ethnic groups will be introduced, as well as the cultural and linguistic features of China's major ethnic groups. Focusing on the Hui, Tibetans, Mongols, and the Miao, topics such as ethnogenesis, sovereignty, assimilation, and stereotypes and representation are addressed.
FSI researchers work to understand continuity and change in societies as they confront their problems and opportunities. This includes the implications of and . What happens to a society when young girls exit the ? How do groups moving between locations impact societies,, self-identity and citizenship? What are the faced by an increasingly diverse European Union? From a policy perspective, scholars also work to investigate the consequences of security-related measures for society and its .
The reflects much of FSI’s agenda of investigating societies, serving as a forum for experts to research the cultures, religions and people of Europe. The Center sponsors several seminars and lectures, as well as .
Societal research also addresses issues of demography and aging, such as the social and economic challenges of providing health care for an . How do , and what societal tools need to be in place to ensure the resulting decisions are well-informed? FSI regularly brings in international scholars to look at these issues. They discuss how adults care for their in rural China as well as the economic aspects of in China and India.
This unit introduces students to the topics of diasporas, migration, and the role and experience of diasporic communities in the United States. Students learn about five diasporas in the United States-the Armenian, Chinese, Cuban, Irish, and Yoruban- from their development as diasporas to their contemporary identities, roles, and remaining homeland ties.
Using annotated lectures of a 91Թ course and various activities, students explore five important environmental topics: the environment and security, population, the idea of "sustainable development," free trade and the environment, and climate change.
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Whether or not your school is located near a museum that offers school programs, kits, or special events specific to Japan, your students can benefit from museum resources. Museums of all kinds offer a variety of educational services, and today taking advantage of museum resources is easier than ever. This digest introduces teachers to the value of museum learning, reviews different museum resources available to enhance teaching about Japan at the K-12 level, and suggests several Web resources to supplement classroom instruction.
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Middle School - Community College
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Japan’s current constitution was written in 1946 and adopted in 1947, while Japan was under Allied occupation following World War II. On the occasion of its adoption, one Japanese politician called the document an “ill-fitting suit of clothes,” totally inappropriate as a governmental blueprint for Japan. Observers predicted that the constitution would be replaced as soon as the Occupation ended. Debate over the workability of Japan’s constitution has been a political constant; yet, the document has not been amended since its inception. Much of the ongoing controversy stems from the context in which the document was brought into being.
Following a brief exploration of the history of Japan’s 1947 Constitution, this digest introduces recent scholarship and offers examples of how that scholarship deepens the story of Japan’s postwar constitutional process. In its final section, the digest provides ways in which study of the postwar constitution can enrich social studies instruction.
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Working Papers
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Age Range
Middle School - Community College
This unit contains lectures, originally given at 91Թ by leading scholars , and accompanying lessons strive to educate students about the past, present, and future implications of weapons of mass destruction by introducing them to the history, policies, ideologies, and strategies involved in decision making in this area.
This unit provides students with geographic and historical context to analyze major issues facing contemporary Indonesia, as well as in-depth examination of its regional and global importance.
This curriculum unit uses a variety of activities and resources to learn about Confucianism, Daoism, and Buddhism in a Chinese context.
The main goal of this unit is to introduce students to the geographic, political, and cultural diversity of the peoples and territory of the Russian Federation. The unit highlights the main geographic regions of this vast country: the North Caucasus, Siberia, and the Far East.
This unit provides students with historical knowledge of the San Francisco Peace Treaty and the global issues that influenced its signatories in 1951.