Accomplish as many of the applicable SOL as time allows.

 

Social Sciences:
7.8, 7.9, 7.10, 9.10, 9.11, 10.14, 10.15, 11.11, 11.12, 11.17, 11.18

   Museum and in-class activities have been created to help students compare the American political and economic systems to the Japanese systems in terms of governmental structures and powers, the degree of governmental control over the economy, and entrepreneurship, productivity and standards of living. After completing the activities, students will demonstrate an understanding of the rights and responsibilities of citizens in America by describing ways individuals participate in the political process. Students will also interpret maps, tables, diagrams, charts and political cartoons for understanding of economic and political issues.

Length of Program: 4+ Hours to accomplish all aspects of the lesson.

Cost: Field Trips to the MacArthur Memorial can be taken without charge.

1. If intending to take your class on a field trip to the MacArthur Memorial, please contact Linda McCubbins, MacArthur Memorial Education Coordinator, to arrange the date and time of the visit.
2. Confirmation of the visit will be sent to the lead teacher, with pre-visit information and a parking map.

   The years (1945-1951) that General Douglas MacArthur and the Allied Powers (U.S., Great Britain, Russia, and China) governed Japan is known as the "Occupation of Japan." As Supreme Commander of the Allied Powers, MacArthur oversaw the occupation government. The main goals of the occupation government were to end militarism in Japan, democratize the country, and repair its economy.

  To achieve these three objectives, it was essential that a new constitution be written. The previous Japanese constitution, the Meiji Constitution, was written in 1889. The 1889 constitution was named after the emperor Meiji - the grandfather of the then reigning emperor, Hirohito. The parliamentary government, or Diet, came under the emperor. Members of the Diet were both appointed from wealthy families and elected by male voters who paid high taxes.

   Since very few Japanese owned land or had wealth, few people participated in the government prior to World War II. A feudal system existed in Japan before 1945. Land was leased and not owned by farmers, women had no rights over property and marriage, voting rights belonged to the wealthy few, and there was little freedom of the press.

   Building on many of the elements in the United States Constitution, MacArthur and a small staff drew up a new constitution for Japan. Some of the elements found in the new Japanese constitution include: a Bill of Rights; equal rights, freedom of religion; political parties; abolish war; abolish feudalism; governmental power resides in the people, not the emperor, end discrimination of women, religion, races; free enterprise; freedom of speech; right of minimum standard of living; right to unionsÑor collective bargaining.

   One of the elements in the new constitution specifically gives governmental power to the people. The Meiji constitution explicitly stated that the emperor held supreme power over Japan because as a descendant of the sun goddess, the emperor was semi-devine. To foster democracy, it was important that the Japanese people believed that all humans, including the emperor, had equal status under the law. Following MacArthurÕs instructions, Hirohito addressed the Japanese people and denounced his semi-divinity.

   General MacArthur and his staff received many of the ideas for the new Japanese constitution from the following documents:

• American Constitution (government of, for, and by the people)
• American Bill of Rights (rights of the common man)
• Gettysburg Address (anti-discrimination, equal rights
• League of Nations(settle disputes without wars)
• Kellog-Briand Pact (outlaw war)
• New Deal (rights of the people are as important as rights of business)

Clayton, D. James. Years of MacArthur: Triumph and Disaster, 1945-1964. Vol. III. Boston: Houghton-Mifflin, 1985.

Cohen, Theodore. Remaking Japan: The American Occupation as New Deal. The Free Press, 1987.

Gordon, Beate Serota. The Only Woman in the Room. New York: Kodansha International, 1997.

Kowahar, Toshiaki. Hirohito and His Times: A Japanese Perspectiv. Tokyo: Kodansha International, 1990.

Packard, Jerrold M. Sons of Heaven: A Portrait of the Japanese Monarchy. New York: Scribner, 1987.

Perrett, Geoffrey. Old Soldiers Never Die: The Life of General Douglas MacArthur. New York: Random House, 1996.

   A special guided tour and activity has been created that explores the Occupation government and its impact on the Japanese political and economic system. Students learn about JapanÕs economic condition after World War II, about the anti-Zaibatsu legislation (similar to the United StatesÕ anti-trust legislation), and by looking at pre-war Japan, students come to understand why it is important that everyone in a society be allowed to take part in the political process (e.g., How large of a role did the feudal system play in JapanÕs quest for domination of the Pacific during the 1930s and early 1940s?). Using political cartoons that are a part of our permanent exhibit, students interpret how Americans felt about economic reforms made in Japan. These same cartoons indicate the economic conditions of the United States during the same period.

   In-class activities have been designed using primary source documents from the MacArthur Memorial. Suggested activities, copies of photographs, newspapers, maps, and other documents are available in the MacArthur MemorialÕs education department. To obtain copies of the documents and activities, call Linda McCubbins at 441-2965. If desired, original copies of the photographs may be obtained at cost from the MacArthur Memorial Archives.

Example:
   Compare the U.S. Constitution with Chapter 3 of the Japanese Constitution (copies of the Japanese Constitution may be obtained from the Museum). Read Chapter 3 of the Japanese Constitution and find the corresponding section in the U.S. Constitution. Take a piece of paper and place a column down the middle. Write each article from Chapter 3 of the Japanese Constitution in the left column. Students cite the section of the U.S. Constitution next to the corresponding Japanese article.

   Extensions may be written to reinforce the oral reporting skills and writing skills by asking the students to discuss and write about the things they learn in the activities.

   Assessment activities should be developed around the objectives outlined in the SOL covered in this field trip activity and appropriate to the various grade levels participating.

Linda McCubbins
Education Coordinator
General Douglas MacArthur Memorial
MacArthur Square
Norfolk, Virginia 23510

PHONE: (757) 441-2965
E-MAIL: macmem@norfolk.infi.net