Through investigating traditional examples of culture and illustrating the impact of philanthropy in Asia, learners will gain an appreciation for Asian life and society. Learners will gain knowledge of the geography of Japan and China.

The learner will:

• develop geographic concepts related to Japan and China.
  
• describe actual and relative location of both nations.
  
• connect the way people adapted or modified the environment to cause major problems needing to be addressed by government and non-governmental organizations.
  
• examine the rich cultural traditions of Japan and China, and analyze the impact of their cultures leading to development of philanthropic organizations.
  
• examine responses to natural disasters from government and non-governmental organizations.

Anticipatory Set:
Read the story by Takayuki Ishii, "One Thousand Paper Cranes, The Story of Sadako and the Children's Peace Statue" with the class. Discuss the book. The story is a good one and is based on the life of a young girl, Sadako, who was dying of leukemia caused by the use of the atom bomb in WWII. The paper cranes are viewed as a sign of good luck. If a sick person folded 1,000 of them, the gods would grant their wish and make them healthy again. Sadako worked hard during her illness and was able to fold 644 before she died. Her classmates folded 356 more so that the cranes could be buried with their friend.
A memorial to Sadako, and all the other children who died as a result of the atomic bomb, was erected in 1958. Every year, children go there to place paper cranes. Discuss elements in the story that can be identified as Japanese culture, tradition and the elements of philanthropy in the story.

• Ask the learners to make a class list of what they believe they know about Japan and China using Attachment One: What Do We Already Know? Give another blank Attachment One: What Do We Already Know? to the learners to take home to an adult, and have them complete this and return. Compare the class-generated answers with the adult answers.
  
  
• Divide the class into two groups that will study either Japan or China. Depending on class size, divide each group into five small teams. Each small team will be responsible for researching a specific aspect of life in either Japan or China. Each group will create a presentation depicting the cultural traditions of their country that contributed to the formation of stewardship and philanthropic organizations. For small classes, select from the following teams which best suit your class size and content material to be covered.

Group 1: Japan

Team 1 - Using texts, encyclopedia and Internet research discover Japan's unique view of philanthropy and stewardship and how it has affected the development of their philanthropic organizations in 1900-2002. Develop a timeline for their oral presentation. List the year or time period, event, philanthropy and governmental actions.

Team 2 - Research recent earthquakes and other natural disasters and the response of government and non-governmental philanthropy organizations in Japan and around the world that sent relief. Use posters and maps they create for an oral presentation.

Team 3 - Research the roots of the strong Peace movement in Japan and the actions taken in the government and non-government movements to secure peace. Write and perform a skit, rap or visual arts presentation.

Team 4 - Research how Japan's philanthropic organizations moved away from environmental issues to a realization that the practice of stewardship
and philanthropy is also important in local communities. Present a poster display detailing the local community-based organizations found in five communities and describe their organization and structure.

Team 5 - Create a poster showing how Japan's philanthropic organizations are organized today and ordinary citizens are learning that stewardship can be practiced on an individual level.

Instructor Notes: Geographic content should include such topics as regions including steppe, homogeneous populations as related to isolationist views. If you develop the five themes, you will discover automatic connectivity to philanthropic themes. See Instructor Notes for Lesson One: Traditions—Our World and Philanthropy.

Group 2: China

Team 1 - China has a long history of philanthropy. Research the history of China in the 20th century and analyze the events that led to a 30-year hiatus from philanthropy.
Produce a timeline showing this philanthropy, the hiatus and current status.

Team 2 - Research and demonstrate knowledge of three elements basic to Chinese culture and life: the Chinese dumpling, myths, and the respect of elders. Relate all three to practices of philanthropy. Retell as a skit one of the myths or legends that every child is told in order to pass on their wisdom.

Team 3 - Discover how human environment interaction, through adaptation or modification, led to non-governmental movements and international non-profits responding to natural disasters in China. Prepare a map and poster depicting three events since 1900.

Team 4 - Answer these questions: "Why are the sayings of Confucius so important to the Chinese people?" and "How do they contribute to the Chinese beliefs in stewardship and philanthropy?"
Prepare posters, each with a quote, and describe how an action of philanthropy or stewardship resulted in China.

Team 5 - Research three major environmental and/or human condition issues in China today, each one from a different region of China.
Write a report and poster presentation showing philanthropic organizations helping alleviate these problems.

Attachment One: What Do We Already Know?

• Takayuki Ishii. One Thousand Paper Cranes, The Story of Sadako and the Children's Peace Statue. January 2001. Publisher Unknown. ISBN:061332918X
  
   
• China: Philanthropy Overview.
  http://www.asianphilanthropy.org/
  countries/china/overview.html
  
  
• China: Culture. http://www.lonelyplanet.com/china
  
  
• Smith, Bradford, Sylvia Shue, Jennifer Lisa Vest, Joseph Villared. Philanthropy in Communities of Color. Bloomington & Indianapolis: Indiana University Press, 1999.