Student Name: Emily Kong I.D.

Number: J68251671

Project 2
Evaluation 31
World Cultures 2: Africa, Asia, Australia, and Oceania
(SSTH 054 056)

Investigating a Region
This is the second project for this course that you will complete and submit for a grade. It is also
worth 13% of your overall grade for this course. The subject of this second project is a study of the
geography and culture of a country or state or region that you would like to live in or visit.

For this project, you will do an in-depth investigation into the culture and geography of another area
of your choice (besides the one that you used for your Cultural Map in Project 1). You should
explore and report on an area in a completely different part of the world from that which you
have previously investigated, and a different part of the world from that in which you live.

The geographical region you choose can be an island or group of islands, a country, or group of
countries that share many geographic and cultural elements. You are free to decide whether you
would like to do your project on a small region such as an island or a larger region such as a state or
nation or group of nations. Just remember, whichever you decided to present, you need to do a
thorough job. Besides basic factual information, you will need to include some of the interesting
cultural traditions and geographic features of the region. Be creative in what you present as well as
how you present it. You are encouraged to add pictures, graphics, or links to websites that will
enhance your project. Just be careful that you don’t overload the project with graphics and neglect
the required content.

Essential Elements
Your project needs to contain the following information regarding the region you are investigating:

1. Geographical Elements. Include the following geographical information in your

description of the region:
a. The name of the region.
b. Location of the region, both absolute location and a relative location.
c. Physical geography (including topography and climate) of the region.
d. Special or interesting geographical features of the region.

Project 2 SSTH 054

 2. Cultural Elements. Include the following cultural information in your description of the
region:
a. What groups of people originally settled this region?
b. What elements of cultural heritage are still found in the region?
c. How has the cultural heritage in this region affected the economic, political, or social
systems that exist in the region today? (You may address just one of these, or more if
you wish.)
d. Provide at least four examples of cultural contributions that the people of this region
have shared with the world. These can be examples of art, literature, architecture,
food, music, and so on. You are welcome to give many more than four examples.

3. Sources. At the end of your project you need to list at least five outside (not included in
your course materials) resources that you used to compile the information for your project.
You may feel free to use newspapers, encyclopedias, other history or geography books,
the Internet (especially the travel sites!), and local governmental agencies (like the
Chamber of Commerce or the Department of Tourism). Make sure you include titles,
authors and publishers’ names and copyright dates of any written material, and if you use
Internet resources, be sure to include their URLs (the full Internet addresses). You can
also include interviews as long as you give credit to the person you interview. If you use
people as a resource, include their names, titles (if they have one), and why you chose
them as a resource.

4 Presentation. Make sure your project is neat, clean, and free of errors (such as
typographical errors and spelling and punctuation errors). It should be organized or laid
out in a way that is easy for the reader to follow. Remember that this is an in-depth
investigation into the region, so make sure that you write full and complete paragraphs,
have a good introduction and conclusion, and that you properly reference all sources of
your information.
a. Feel free to make your presentation just as creative as you wish. If you choose to
include written material—either as a written report, travel brochure, web-based
presentation, or PowerPoint, you need to make sure that your written content is 1,500
to 2,000 words in length.
b. If you choose to submit a written document, it must be in .rtf, .doc, .pdf, or .ppt format.
You should append the pages of the written report to this document and submit the
whole project (including these instructions) as a single document.
c. If you choose to do a video or slide presentation with an audio component, please
submit your script as well as your presentation.
d. To submit electronically, you will upload your files using the ISHS DropBox and the
Project 2 page in the “My Work” section of your online course. Please follow all
instructions carefully so that you can get full credit for this project.
e. Make sure that your name and ID number appear in a prominent place at the
beginning of your presentation.

Project 2 SSTH 054

This project will be graded according to the following rubric:

Objective Exceeds minimum Meets minimum Approaches Does not meet

project expectations project expectations course course
expectations expectations

Geographical Project content reflects Project content reflects Project content Project content
and Cultural all geographical and all of the required reflects most of the does not reflect
Elements cultural element geographical and minimum required most geographical
parameters. Student cultural element geographical and and cultural
went well beyond the parameters. cultural element element
course-based parameters. parameters.
resources to
incorporate additional
information.

Presentation: Student used a great Student followed Project was Project was poorly
Integrating deal of creativity in this presentation presented presented.
and presentation. In parameters and also adequately, but Student did not
organizing addition to all required provided clearly without any undue incorporate the
content elements, student articulated creativity or required elements
provided clearly descriptions and/or additional graphics. in the project.
articulated well-placed graphics to Student
descriptions and/or enhance the incorporated the
well-placed graphics to information designed required elements
enhance the for someone who in the project.
information designed knows little or nothing
for someone who about the region.
knows little or nothing
about the region.
Student went beyond
the course-based
resources to
incorporate additional
information.

Use of Student went beyond Student critically Student used only Student did not
resources the required five analyzed resources the absolute use resources
resources to and used most or all minimum required effectively in the
incorporate additional available resources in resources in the project.
information and the project. project.
described or
developed additional
media to enhance the
activity.
Objective Exceeds minimum Meets minimum Approaches Does not meet
project expectations project expectations course course
expectations expectations

Possible 90-100 80-90 70-80 69 or below

Grade (in
percentage
points)

This project can be submitted electronically. Check the Project page under “My Work” in the
ISHS online course management system or your enrollment information with your print
materials for more detailed instructions.
 Emily Kong- ID #: J68251671
Japan
Japan: the “Land of the Rising Sun”. The easternmost country of the “Far East”, Japan
was a mystery to the world prior to 1854 when it was forced to open its “doors” to the western
world. Yet today it still peaks the interest of the millions who travel there; its traditions, history,
and growth has made it one of the most powerful nations in the world. Its
geography has cultivated its distinct culture, and its culture has become one
of the most unique in the world.

Geography:
Japan is an archipelago, a collection of thousands of islands clustered together, east of
the Sea of Japan (East Sea). To the west of the nation lies the vast Pacific Ocean; its
neighboring countries are Russia to its northwest and Korea and China to its southwest. There
are four main islands: Hokkaido, Honshu, Shikoku, and Kyushu. Japan’s largest island, Honshu,
is roughly 1,300 km long, ranges from 50 to 230 km wide, and is
shaped like a boomerang. Its total area is roughly 227,962 km²
(Wikipedia), which makes up about 60% of the total area of the
country. Yet 80% of Japanese people live in Honshu. The island
is larger than that of Great Britain, and slightly bigger than the
state of Minnesota. Settled in Honshu sits the city of Tokyo. Part
of a megalopolis that is home to more than 35 million people,
Tokyo represents the modernization of Japan. With its absolute
location at 35°42′2″N, 139°42′54″E, the city sits in the south east
region of the island.
The islands of Japan are mountainous and volcanic.
Because Japan’s location lies mid-latitude, its climate is temperate (partly humid continental,
partly humid subtropical). But in general, Japan features a wide range of weather: from the north
with its snowy winters to the subtropical south. A mountain range named the Japanese Alps
runs along the length of Honshu from end to end; one of the island’s
most recognizable sights is its highest peak, Mt. Fuji (rising to 3,776 m).
There are several rivers: Shinano River is the country’s longest. Most of
the rivers in Japan are swift and short; feeding many small
hydroelectric plants. Japan has a valuable forest, as well as oil, zinc,
and copper resources. It lacks, however, a significant amount of arable
land. Therefore, Japan’s self-sufficient power is limited (meaning a
strong reliance on imports).
Some interesting geographical features of Japan include the fact that the island of
Honshu is the 7th highest island in the world. Also, because the country lies on the edge of what
is called the “Ring of Fire”, it experiences frequent earthquakes (the Great Kanto earthquake in
September 1923 heavily damaged Tokyo, killing approximately 130,000 people.). Japan also
endures seasonal typhoons. While often destructive, these storms cause little loss of life.
 Culture:
The world did not know much about Japan prior to 1854. The Tokugawa Shogunate,
since obtaining power at the turn of the 17th century, ordered for Japan’s borders to be closed
from all outsiders. This ruling remained until 1854. On March 31st, 1854, Commodore Mathew
Perry and the “Black Ships” of the U.S Navy forced the opening of Japan to the outside world
with the Convention of Kanagawa. Since then, Japan’s unique culture has been shared with the
world.
The original settlers of Japan were nomadic hunter-gathers from
northeast Asia, Southeast Asia, and Polynesia; around 15,000 years ago,
the nation was joined to Korea and Siberia, allowing humans to cross into
Japan. When the Ice Age ended, these settlers became stranded on what
is now called the islands of Japan as ocean levels rose. In the 3rd century
BC, the inhabitants of Japan began to settle into agricultural communities.
These soon evolved into villages, then to provinces; finally in 1590,
Toyotomi Hideyoshi united the nation. The Tokugawa Shogunate was
established in 1603 by Tokugawa Ieyasu (Pictured right); this Shogunate
remained in power until the mid-19th century.
Several elements of Japan’s cultural heritage remain in society
today. Probably the most obvious is the Japanese language itself. Prior to the 3rd century AD,
the Japanese used a language that was very similar to ancient Chinese. 252 A.D is when the
earliest documentation of the Japanese language was recorded. It is an Altaic language that is
essentially spoken only in Japan; its nearest relative is Korean. While the language is not
related to Chinese, Japanese writing was learned from China. Japanese
is written by a combination of three scripts: hiragana (derived from
Chinese cursive), katakana (derived as a shorthand from Chinese
characters), and kanji (imported from China). These can be seen in
Japanese newspapers, TV, books, the Internet, everyday conversations,
and translations. Romaji, using the Latin alphabet, is often used in
company names, logos, and when inputting Japanese into a computer as
well.
Another element of Japan’s unique cultural heritage that remains today is religion. The
nation’s major belief systems, the state religion of Shinto (“The Way of the Gods”) and Zen
Buddhism, have deeply influenced the society of Japan (ranging from its architect, holidays,
customs, and so on). Shinto is a polytheistic religion
(worships multiple gods), concerned with humanity’s
relationship to nature, to agriculture and to society. It is also
indigenous to Japan. Buddhism came to the islands in the
500s A.D and evolved into many different factions. “Most
Japanese people (84% to 96%) to believe in both Shinto and
Buddhism” (http://en.wikipedia.org/wiki/Religion_in_Japan).
However, most Japanese use these religions to serve more
as a foundation for mythology, traditions, and festivals rather
than as actually following the religion. Confucianism and
Christianity were imported from China and Europe,
respectively, and though do not have many “registered” followers, have significantly influenced
Japanese thinking in modern times.
Japan’s rich cultural heritage has greatly affected the economic, political, and social
systems that exist today, in both positive and negative ways. Economically, Japanese
companies are known for management methods such as “Kaizen” (Japanese for
“improvement”). This is a Japanese philosophy that focuses on continuous improvement in all
aspects of life. Applied to the workplace, Kaizen activities aim to eliminate waste, and all
functions of a business (from manufacturing to management and from the
CEO to the assembly line works) as efficient as possible. “Kaizen was first
implemented in several Japanese businesses during the co untry's
recovery after World War II, including Toyota, and has since spread to
businesses throughout the world” (http://en.wikipedia.org/wiki/Japan).
Ironically, Japanese workers work amongst the most hours per day even
though kaizen is supposed to improve all aspects of life.
Probably the most negative way Japan’s cultural heritage has affected society is in its
political system. Relationships between government bureaucrats and companies are often cozy.
The institutionalized practice of Amakudari (“Descent from Heaven”) allows Japanese senior
bureaucrats to retire to high-profile positions in the private and public sectors. The practice is
increasingly viewed as corrupt and hinders breaking the
ties between the private sector and the state (which
prevents many economic and political reforms). Lifetime
employment (Shushin Koyo) and seniority-based career
advancement have been common in the Japanese work
environment with both positive and negative effects.
Socially, Japan has thrived on using its cultural
heritage to improve its citizens’ quality of life. Primary,
secondary, and university education were introduced to
Japan in 1872 after the Meiji Restoration. Since 1947,
compulsory education in Japan consists of elementary
(pictured left) and middle school—lasting nine years,
from the age of 6 to 15. Almost all children continue their
education at three-year senior high schools, and over
75% of high school graduates continue to a post-
secondary institution. Japan’s education is very competitive, an d the Programme for
International Student Assessment currently ranks Japanese knowledge and skills of fifteen-
year-olds as the 6th best in the world. This country also
has universal healthcare.
One of the most iconic things that represent
Japan would be its food. Foods such as sushi, sashimi,
and tempura are very popular in many parts of the world,
and originate in Japan. Because Japan is made of
islands, seafood is a staple of the Japanese diet. This
includes sashimi, which is fresh fish eaten raw with soy
sauce, or combined raw with rice in sushi. Most fish,
though, are cooked, often grilled or deep fried in batter (known as tempura). Miso soup (made
from fermented soy bean paste) is also well known, as are noodles (including soba, udon, and
ramen). A food that is growing in popularity in the western world because of its nutritional
benefits is Natto, made from fermented soy bean.
Another example of Japan’s cultural
contribution to the world would be in the world of
music. Japanese classical musical instruments
include the koto (thirteen-string, horizontal harp), the
shakuhachi (vertical bamboo flute), and the
shamisen (a three-stringed banjo-like instrument,
pictured right). The shakuhachi is usually played solo
or with the koto. The koto is frequently played solo or
in group ensembles. The shamisen is a popular folk
instrument that is played solo. Movies such as
Memoirs of a Geisha have helped share these
instruments with the western world.
Clothing is another symbolic aspect of Japanese
culture. Traditional clothing is the kimono, a robe that is
wrapped around the body, left side over right, and tied with a
sash (obi). Women's kimonos vary from the simple everyday
designs preferred by older women to the elaborate painted
silk robes worn for ceremonial occasions. Men rarely wear
kimonos except for formal occasions and when performing
traditional arts. The light summer cotton style (yukata)
remains very popular for re laxing at home, resorts, and
summer festivals. Traditional footwear is sandals (zori) or
wooden clogs (geta) with a thong that passes between the
big toe and the second toe. Tabi, a split-toed sock that
accommodates the thong, is worn with them. Traditional
Japanese clothing has been popularized by use of it in
cartoon shows such as Naruto, Bleach, and Inuyasha.
A final example of a cultural
contribution Japanese people have shared
with the world is in their rich legends.
Japanese folklore combines Shinto religious
myths, stories of nature spirits, Buddhist tales, and historical figures to whom
mythical deeds are attributed. For example, Minamoto Yoshitsune helped his
half brother, Minamoto Yoritomo, win the Gempei War (1180–85). He was a
brilliant general who supposedly learned warrior skills as a boy from tengu —
half-man, half-bird figures who live in mountain forests. Japanese myths are
also rich in strange beings who inhabit nature. In addition to tengu (mentioned
above) there are kappa, water demons about three feet tall that have bird beaks
and turtle shells on their back s. They often lure people into the water to drown.
They love cucumbers, and one can protect oneself from kappa by carving one's
name on a cucumber and tossing it into the local stream. When out of the water,
kappa carry water in a depression on their heads. If encountered, it is advisable to bow to the
kappa. It will return the bow, spilling the water and becoming too weak to cause harm. Parents
often use such myths to amuse their children and also teach them lessons in loyalty,
intelligence, and obedience.
As one can see, Japan carries a very interesting history and culture. As people adapted
on the islands isolated from the rest of the world, a unique culture evolved—found no where
else in the world. Though Japan has faced many struggles in its the past, and is facing many
challenges now and in the future, it cannot be denied that Japan’s exquisite geography and
culture has left a lasting impact on society today.
 Bibliography

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Our World: People, Places, and Cultures. New York, NY: Glencoe/McGraw-Hill,

2008. Print.

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<http://www.travelsouk.com/dest/japan/history.htm>.

"Honshu." The Columbia Encyclopedia, Sixth Edition. 2008. Encyclopedia.com. 1 Aug.

2010 <http://www.encyclopedia.com>.

"Honshu." Wikipedia, the Free Encyclopedia. Web. 1 Aug. 2010.

<http://en.wikipedia.org/wiki/Honsh%C5%AB>.

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of Passage, Relationships, Living Conditions." Countries and Their Cultures.

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Mali/Japanese.html>.

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