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During the 2017–18 academic year, 91�Թ�’s worked with six community college instructors from Las Positas College and Foothill College on their plans for integrating global issues into their classrooms. These six instructors were among ten Education Partnership for Internationalizing Curriculum (EPIC) Fellows to work collaboratively with colleagues at Stanford on projects aimed at internationalizing course curricula and producing innovative curricular materials for use in community college classrooms.

On May 19, 2018, an EPIC Symposium, “Integrating Global Issues into Community College Curricula,” was held at 91�Թ� that featured presentations by the EPIC Fellows as well as presentations from Stanford faculty. Community college faculty and administrators from across California gathered at 91�Թ� to discuss ways to prepare students for a world that is increasingly interconnected.

The six EPIC Fellows, with whom Edman worked, and their presentation topics are:

• Brian Evans, Foothill College: The Latin American Lost Decade
• Ann Hight, Las Positas College: Using Global Lifestyles as a Platform to Teach Gene Expression and Longevity
• Natasha Mancuso, Foothill College: Using Online Games to Teach Business and Marketing from a Global Perspective
• Kali Rippel, Las Positas College: Internationalizing the Research Project Using Wikipedia
• Colin Schatz, Las Positas College: Globalized and Inclusive: Redesigning a Community College Honors Program
• Antonella Vitale, Las Positas College: Global Voices in American History

Since 2010,  (SGS) has partnered with community colleges through innovative projects such as the Stanford Human Rights Education Initiative (SHREI) and EPIC to bring together faculty and administrators committed to developing global and international studies. Fellows join a growing network of EPIC alumni from across the state who are developing innovative programs to internationalize curricula. 91�Թ� as well as Stanford’s have been working with SGS National Resource Centers—Center for East Asian Studies, Center for Latin American Studies, Center for Russian, East European and Eurasian Studies—on these efforts.

Since the mid-19th century, the United States has had strong—albeit sometimes tense—historic ties with Kanagawa Prefecture. In 1853, U.S. Commodore Matthew C. Perry entered Edo Bay (now Tokyo Bay) just south of Yokohama with the mission of pressuring Japan to open its ports to the United States. This resulted in the signing of the Convention of Kanagawa in 1854, which opened the ports of Shimoda and Hakodate to trade and established the first U.S. consulate office. During World War II, the Yokosuka Naval Arsenal in Kanagawa was attacked by the United States, and since the end of the war in 1945, its facilities have been used by the U.S. Navy. Today, United States Fleet Activities Yokosuka is home port for the U.S. Seventh Fleet.

Students in Kanagawa Prefecture are taught about these historic episodes between their prefecture and the United States. They also live alongside a significant number of American residents today. Following Tokyo and excluding U.S. military personnel in Japan, Kanagawa has the second largest number of American residents in Japan. Because of these historical and contemporary ties with the United States, some of Kanagawa’s teachers have reached out to the (91�Թ�) with hopes to more fully introduce their students to U.S. society and culture and U.S.–Japan relations and also to encourage their students to study abroad in the United States. This encouragement was inspired in large part by the Japanese government.

On May 1, 2015, Japanese Prime Minister Shinzo Abe visited 91�Թ�—a first by a Japanese prime minister—and said that he wants “the best and brightest Japanese talent” to study at places like Stanford and to learn about Silicon Valley. Shortly after Prime Minister Abe’s visit to Stanford, 91�Թ� launched an online course called for high school students in Japan with funding from the United States-Japan Foundation, New York City. Stanford e-Japan, which is taught by , introduces topics like Commodore Perry, World War II, and Silicon Valley to students with hopes that they will come to better understand the bilateral relationship and also consider someday studying in the United States.

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One of the high schools that has enthusiastically supported and enrolled students in Stanford e-Japan is (YSFH). Thanks to the initiative of teachers Nobuyo Uchimura and Yukimasa Uekusa, and traveled to Kanagawa Prefecture to visit YSFH and a partner school, . They met with faculty, chatted with students, and led several classes and after-school sessions to encourage students’ global thinking. Following their school visit, English teacher Gentaro Tatsumi, noted, “Sekiguchi-sensei and Funahashi-sensei gave very impressive lessons to my students. I believe many of them surely had moments to think deeply about war and peace with different perspectives or viewpoints. Also, I was so happy to see that there were several students who showed a big interest in studying abroad following their after-school presentation.”

Four of these students had the occasion to see Funahashi and Sekiguchi again but this time at 91�Թ�. Three students (Ayaka Nakaminami, Daiichi Soma, and Rin Suzuki) from YFSH and one student (Keisuke Hara) from Yokosuka Senior High School participated in a 91�Թ�-led seminar on January 24, 2018. After engaging in a series of globally themed lessons led by Funahashi and Sekiguchi, the students toured Stanford campus and experienced lunch in a student dining hall. The afternoon portion of the seminar featured a presentation by Tatsumi-sensei on English education in Japan, remarks by Uchimura-sensei and Uekusa-sensei, and four science research-focused presentations that were given by the students to Stanford community members.

One of the audience members was Stanford law student, Yuta Mizuno, an attorney with Nagashima Ohno & Tsunematsu in Tokyo. “I was truly impressed by the students’ preparation and performance with the presentations,” he reflected. “I’m sure that they gained inspiration and confidence from the seminar here at Stanford, and there’s no doubt that they have a promising future on the global stage. I wish I could’ve had such a priceless experience when I was in high school.” In between the student presentations, Mizuno also had the chance to talk with Hara, who aspires to be an attorney.

After their return to Kanagawa Prefecture, Uchimura-sensei commented, “Our visit to Stanford was a precious opportunity. The seminar we had at 91�Թ� was focused on ‘globalization’ and ‘interdependence,’ which are especially important themes today. The four selected students, who are potential global leaders, were lucky enough to have been given the chance to experience studying at a U.S. university early in life. We are convinced that this experience at 91�Թ� has given them a guide into their future.”

91�Թ� expects that many students from Kanagawa Prefecture will apply to future offerings of Stanford e-Japan, due in large part to the enthusiasm of the teachers and the students who represented their prefecture so well. 91�Թ�’s hope is that the four students will someday return to Stanford or other U.S. universities as students. It is remarkable how the once tense relationship between Kanagawa (and Japan broadly) and the United States has evolved into a close interdependent friendship. We entrust the future of this friendship to students like Nakaminami, Soma, Suzuki, and Hara.

Stanford e-Japan is a distance-learning course sponsored by the Stanford Program on International and Cross-Cultural Education (91�Թ�), Freeman Spogli Institute for International Studies at 91�Թ�. Offered for the first time in 2015, Stanford e-Japan presents a creative and innovative approach to teaching Japanese high school students about U.S. society and culture and U.S.–Japan relations, and most importantly, the course introduces both U.S. and Japanese perspectives on many historical and contemporary issues. The Fall 2017 cohort was the fifth group of students to complete Stanford e-Japan.

On August 10, 2018, three of the top students of the Fall 2017 Stanford e-Japan course will be honored at an event at 91�Թ�. The three Stanford e-Japan honorees—Amane Kishimoto (Kyoto Prefectural Rakuhoku Senior High School), Yurika Matsushima (Keio Girls Senior High School), and Jun Yamasaki (Shibuya Kyoiku Gakuen Senior High School)—will be recognized for their coursework and exceptional research essays that focus respectively on “Open Innovation: A Secret to Silicon Valley’s Success,” “Employment Measures for People with Disabilities: A Comparison Between Japan and the U.S.,” and “The U.S. Education System: Lessons to be Learned from Japan.” Miteki Ochi (Keio Girls Senior High School) received an Honorable Mention for her research paper on “Working in the 21st Century: Innovations and Flexible Work in a Digital Society.”

Applications for the Fall 2018 session of Stanford e-Japan will be accepted from April 1 through May 15, 2018, and will be available for download at the following link:

The Fall 2018 session will run from August 27 to December 21, 2018.

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—91�Թ�: Offering teacher institutes since 1973—

In 1973, the roots of the (91�Թ�) were established with the creation of the Bay Area China Education Program, which focused on the development of K–12 curriculum materials and teacher professional development. Only a year prior, President Richard Nixon had made his historic trip to China and many American students were able to view contemporary images of China on television for the first time in their lifetimes. Teachers who attended 91�Թ� institutes on China in the 1970s often commented that they were at a loss about how to teach about China.

Forty-four years later, a new generation of educators expressed similar sentiments at a 91�Թ� institute. However, the challenge wasn’t so much about the teaching of China but rather the teaching of North Korea. Thus, when Pulitzer Prize-winning author spoke about his book, The Orphan Master’s Son, a New York Times bestselling novel about North Korea, teachers were riveted by his comments. Teachers were interested not only in ways that his novel could help them better understand contemporary North Korea but also in ways they could use the book to help their students gain a more balanced view of North Korea. The 22 teacher participants received copies of The Orphan Master’s Son to use in their teaching and were offered two 91�Թ� curriculum units titled Inter-Korean Relations: Rivalry, Reconciliation, and Reunification and Uncovering North Korea.  

Co-sponsored by the , the 91�Թ� summer institute, July 24–26, 2017, had the objectives of (1) deepening teachers’ understanding of Asia, U.S.–Asian relations, and the Asian-American experience; (2) providing teachers with teaching resources; and (3) creating a community of learners. The institute featured lectures by Stanford faculty (like Johnson), U.C. Berkeley faculty, and other experts on a range of Asia- and Asian-American-related topics closely aligned with the History-Social Science Framework for California Public Schools standards, which were recently revised. Interactive curriculum demonstrations by 91�Թ� staff were also offered.

One such standard focuses on recent economic growth in China. Following a lecture by , Shorenstein Asia Pacific Research Center Fellow, on “Recurring Themes in U.S.–China Relations,” a curriculum demonstration on the 91�Թ� curriculum unit, China in Transition: Economic Development, Migration, and Education, was offered by its author, Rylan Sekiguchi of 91�Թ�. One teacher remarked, “I teach about China, and it was so helpful to hear someone with such deep expertise [Fingar] speak about U.S.–Chinese history in a way that enriches my knowledge and understanding to bring back some bigger themes to my teaching. I can’t wait to bring this content back to my students [through the 91�Թ� curriculum].” Other scholarly lectures on Japan and Korea were also followed by curriculum demonstrations by 91�Թ� staff. This coupling of lectures and curriculum demonstrations has been a hallmark of 91�Թ� since its inception.

Updated History-Social Science Framework standards on the Asian-American experience were also addressed at the institute. Dr. , Associate Professor of Ethnic Studies at the University of California at Berkeley, introduced the diverse cultural and historical backgrounds of the Asian-American student population which often comprises a significant percentage of students in schools in areas like the San Francisco Bay Area and Los Angeles. She emphasized the importance of acknowledging individual circumstances in minority student populations and breaking down commonly cited stereotypes of Asian Americans as being a critical element of effective teaching. One of the topics that she addressed was stereotypes of Japanese Americans that arose following the Japanese attack of Pearl Harbor. Her lecture was coupled with the sharing of first-hand experiences by Dr. Joseph Yasutake, who was interned at the age of nine. Dr. Yasutake’s talk stimulated discussions on civil liberties, race relations, discrimination, and American identity among the teachers. “Hearing history from one who has experienced it as well as studied and taught the history is really wonderful,” said one institute participant. “This combination brings a great amount of authority and well as authenticity to the narrative he [Yasutake] provides.” The 91�Թ� curriculum unit, Civil Rights and Japanese-American Internment, was recommended as a resource for teachers.

The institute brought together both experienced mentor teachers and those new to the field. Naomi Funahashi, who organized and facilitated the institute, remains in communication with many of the teachers and has noticed that a community of learners, who are committed to a long-term exploration of Asian and Asian-American studies, has grown from the institute. She reflected, “One of the unexpected outcomes of the institute was the recommendations that many of the teachers have written in support of their students’ applications to my online class on Japan called the Reischauer Scholar Program. My hope is that some of my students will someday attend 91�Թ� institutes as teachers and that 91�Թ� institutes will continue to serve teachers as they have since 1973 for many decades to come.”

91�Թ� is currently recruiting teachers to attend its 2018 summer institute for middle school teachers (June 20–22, 2018) and summer institute for high school teachers (July 23–25, 2018).

To stay informed of 91�Թ�-related news, follow 91�Թ� on  and .

Last night,  Director was formally conferred the Order of the Rising Sun, Gold and Silver Rays, for his lifelong contributions to the promotion of friendship and mutual understanding between Japan and the United States.

The Order of the Rising Sun is a decoration in the Japanese honors system that dates back to 1875. It was established as the first national decoration awarded by the Japanese government, and it recognizes individuals who have made significant contributions to Japan or its culture. It is one of the highest decorations conferred by the government.

Dr. Mukai accepted the decoration in a ceremony at the residence of the Honorable Jun Yamada, Consul General of Japan in San Francisco. Also in attendance were Dr. Mukai’s family, present and former colleagues at Stanford, key supporters of 91�Թ�, and many other friends in the U.S.–Japan field.

Before presenting the decoration, Consul General Yamada recognized Dr. Mukai for his steadfast commitment to U.S.–Japan relations, praising both his career in cross-cultural education at 91�Թ� as well as his decades-long support of the , a program supported by the Japanese government.

Dr. Daniel Okimoto, Stanford Professor Emeritus of Political Science and Dr. Mukai’s longtime friend and mentor, also addressed the evening’s guests. He commended Dr. Mukai’s trailblazing educational work in U.S.–Japan relations, including his development of numerous 91�Թ� curriculum guides on Japan for K–12 classrooms and his creation of the and the —a pair of nation-wide online courses that teach American and Japanese high school students about each others’ countries.

During the ceremony, Mukai informed Consul General Yamada that the award is the greatest honor of his life and thanked him for his unwavering support of 91�Թ�’s efforts to educate students in Japan and in the United States, and also thanked Dr. Okimoto for his 30 years of mentorship.

To read the Consulate’s announcement of the recipients of the Order of the Rising Sun, visit .

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Secretary Norman Y. Mineta is a person of many firsts. He was the first Asian-American mayor of a major city, San Jose, California; the first Japanese American from the mainland to be elected to Congress; and the first Asian American to serve in a presidential cabinet. Mineta served as President Bill Clinton’s Secretary of Commerce and President George W. Bush’s Secretary of Transportation. 91�Թ� is honored to be collaborating with Mineta and Bridge Media, Inc., on making Mineta’s legacy more broadly known at the secondary and collegiate levels through the (MLP). The MLP will include a documentary and educational curriculum that are being developed with Mineta’s full involvement.

The documentary, titled An American Story: Norman Mineta and His Legacy, “delves into Mineta’s life, public service career, and unabashed love for his country… this, in spite of the fact that in 1942 his country betrayed him,” note producers Dianne Fukami and Debra Nakatomi.

Presidents Clinton and Bush were recently interviewed for the documentary and educational curriculum. “[Mineta’s] family was in a Japanese internment camp in World War II, and it could have made him bitter, angry,” commented President Clinton, “but instead he used that…to deepen his own commitment; to make sure that people weren’t discriminated against or held back or held down. In that sense, he represents the very best of America.”

This quote will be one of many presented to students in the educational curriculum, which pivots around the essential question, “What does it mean to be an American?” When asked this question, President Bush referred not only to key values such as freedom of speech and freedom of religion, but also to a sense of decency in the public square and to the nation’s communities of compassion. “It means that we care about each other. One of the real strengths of America [are] what I would call the ‘armies of compassion’…people in their communities who set up programs to feed the hungry or find shelter for the homeless, without the government telling them what to do.” He also referred to the United States’ long history of immigration, and said that being an American means recognizing that “although, on the one hand, we ought to enforce our laws, [on the other hand] we ought to welcome immigrants in a legal fashion, because immigrants reinvigorate our soul.”

Beyond Mineta’s groundbreaking achievements, Mineta epitomizes the dreams and aspirations of youth. He is the son of immigrants and his family was forcibly removed from his home to spend years in an internment camp for Japanese Americans during World War II. And yet, he remains a patriot, has led with integrity to achieve a long and distinguished career as a public servant, and continues to champion the underserved and mentor students.

The educational curriculum is being developed by of 91�Թ� in consultation with Fukami and Nakatomi and is targeted to high school and college educators and students. The curriculum will be offered free on the MLP and 91�Թ� websites and is being developed in coordination with the documentary. The standards-aligned lesson plans will highlight six key themes connected to the life of Secretary Mineta—immigration, civil liberties & equity, civic engagement, justice & reconciliation, leadership & decision-making, and U.S.–Japan relations—and ask students to examine them in both historical and current-day contexts. Mineta himself has underscored the enduring relevance of these themes in U.S. society, for example drawing parallels between the Japanese-American experience following the Pearl Harbor attack in 1941 and the Arab-American and Muslim-American experience following 9/11. As our country debates contentious topics such as deportations, immigration bans and restrictions, surveillance, and registries, the lessons learned from Mineta’s life can help us.

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