CCU – 02 IMMIGRATION Name: ________________________ Class: ____ No.

: ____

VOCABULARY BANK
English word Japanese meaning English word Japanese meaning

assimilate

naturalization

deportation

quota

quarantine

ethnocentrism

isolationism

homogeneity

heterogeneity

persecution

monotheism

exclusivism

VOCABULARY PRACTICE
Write 5 sentences using these words (you can use more than 1 in a sentence).

1. ________________________________________________________________________________________________

__________________________________________________________________________________________________

2. ________________________________________________________________________________________________

__________________________________________________________________________________________________

3. ________________________________________________________________________________________________

__________________________________________________________________________________________________

4. ________________________________________________________________________________________________

__________________________________________________________________________________________________

5. ________________________________________________________________________________________________

__________________________________________________________________________________________________
CCU – 02 IMMIGRATION Name: ________________________ Class: ____ No.: ____

WARMUP DISCUSSIONS
Discuss these 5 questions in small groups. You will rotate after each question. First, fill in Your Ideas. Next,
record your Partners’ Ideas.

Why do people leave their homelands 
 What issues might someone think about 

and move to new areas? before deciding to emigrate/immigrate?

YOUR IDEAS: YOUR IDEAS:

PARTNERS’ IDEAS: PARTNERS’ IDEAS:

What challenges do immigrants face 
 What makes immigration easier for some 

in their new homes? and harder for others?

YOUR IDEAS: YOUR IDEAS:

PARTNERS’ IDEAS: PARTNERS’ IDEAS:

What factors influence an immigrant’s chance of success in a new country?

YOUR IDEAS: PARTNERS’ IDEAS:
CCU – 02 IMMIGRATION TIMED WRITING

What would cause you to emigrate from Japan? Where would you go? What challenges do
you think you would have in a new land?
Write your idea. After writing, please write the word count and time spent writing (EX: 80 words/10 minutes)

word count: time:

NAME:_________________________________ NUMBER: _______

3rd Year CCU

Immigration



CCU – 02 IMMIGRATION VIDEO DISCUSSION

Videos – Immigration, White Genocide and Population

What do you think about the idea that people should “bloom where they are planted”?
Q1

Do you agree with the narrator’s perspective on “white genocide”? Does that concept apply to Japan?
Q2

How does the data / timeline about population change your perspective about immigration?
Q3

Critical Thinking
TOPIC: What do you think about immigration in Japan?
In the T-chart below, write 5 positive things and 5 negative things about opening up Japan to more immigration
POSITIVE/GOOD POINTS NEGATIVE/BAD POINTS
CCU – 02 IMMIGRATION READING 1: 20 MIN

Could Japan become a future cultural melting pot?

by Michael Hoffman
Human brotherhood is a beautiful ideal. We’re all human. Differences of skin color, body odor, facial
features, language, culture, religion, citizenship and so on veil — but only lightly — our shared humanity.
They have fueled hatred, and continue to, perhaps more so of late; but they need not, and one day will
not. Japan can point the way.

Among the more eloquent spokesmen for that ideal is Hidenori Sakanaka, former director of the Tokyo
Immigration Bureau and current executive director of the Japan Immigration Policy Institute, which he
founded in 2005. Why not, he has been saying since then, welcome 10 million immigrants to Japan by
2050?

It’s a hard sell. Japan hypes its warmhearted omotenashi (hospitality) toward foreign visitors. Foreign
residents are another matter. No Japanese government has ever been voted out of office for strictly
limiting their numbers.. For Sakanaka it’s a question of national survival. One possible interpretation of
figures released earlier this month by the government’s National Institute of Population and Social
Security Research is that Japan is dying of demographic anemia.

Few nations die natural deaths. But how far can depopulation go before the vital forces wane
irrecoverably? Japan over the next half-century, says the National Institute, will lose on average 780,000
people a year. It estimates a population in 2065 of 88.08 million — down from 127 million in 2015 and
128 million in 2008, the year it peaked. Sakanaka fears “a future of despair” — “villages dying one by
one,” ancient traditions along with them.

A more immediate problem is managing the nation’s rapid aging. People aged 65 and over are expected
to comprise 38.4 percent of the total population in 2065, up from 26.6 percent in 2015 and 10 percent in
1990. Who will care for them? Who will generate the productivity, the cultural vitality, the children, that a
living society needs? Immigrants, says Sakanaka.

He swims against the current. Geographically isolated from birth, politically isolated from the early 17th
to the mid-19th centuries by a rigidly enforced exclusion policy aptly named sakoku (closed country),
psychologically isolated even today by a racial and cultural homogeneity that many consider worth
preserving, Japan has been the despair of international bodies struggling to find homes for a swelling
global tide of refugees.

Sakanaka acknowledges this. He emphasizes it, writing of Japan’s “1,000 years of sakoku.” He
acknowledges, too, that the Western nations once held up to Japan as models of generous
accommodation of immigrants are now turning inward, erecting sakoku walls of their own. Terrorism
counts for much in this, as does fear of native cultures being swamped by foreign cultures, native labor
markets by foreign labor, native freedom by foreign anti-freedom, native tolerance by foreign intolerance,
native law and order by foreign crime and disorder, and so on.

Can this trend be bucked — by the very nation that has embodied it for “1,000 years”? Not easily, and
yet: “Ten years ago, when I proposed that the country be open to immigration,” Sakanaka writes in
Shukan Kinyobi, “those who agreed with me numbered roughly zero. But in April 2015 an Asahi Shimbun
poll showed more than half of respondents to be pro-immigration. The atmosphere with regard to
immigration has changed dramatically.”
CCU – 02 IMMIGRATION READING 1: 20 MIN

Not really, counters Tokyo Metropolitan University professor Kiyoto Tanno. “I think, the current
environment being what it is,” he argues in a separate Shukan Kinyobi piece, “that immigrants are best
advised not to come here.” Circumstances are such, he says, “if they do come, they won’t be happy.”

That is unfortunate, in his view, because Tanno, like Sakanaka, believes Japan would be the better for a
foreign infusion. He doubts it’s equipped to receive one, however. He sees the foreign workers here —
numbering 1.08 million as of October 2016 — being treated more as commodities than as human beings.
Legal restrictions of their length of stay and occupational mobility constitute, in effect, a cynical invitation
to meet Japan’s temporary labor needs and then go home. The U.S. and the EU, he says, are more
flexible in that regard.

True, says Sakanaka — but present shortcomings need not thwart future improvements. It’s his institute’s
mission to design and promote them, and the key one seems to be: “All immigrants to be treated the
same as Japanese.” Equal opportunity, equal working conditions, equal freedom, equal pay for equal
work, equal taxation, equal pensions, equal access to social welfare.

The dominant language would, of course, be Japanese, which immigrants would have to learn —
preferably, to some extent, before coming, which would require more and better language instruction in
the home countries. But culturally, diversity would reign. Out with homogeneity.

Would cultures clash? Creatively, yes; antagonistically, no. “People of different cultures, religions, faces,”
he writes, “would come together — all of them Japanese, all of them stimulating one another.”

Why shouldn’t it happen? It should, but it rarely seems to. Sakanaka admits as much. In the U.S., cradle of
“freedom”; in France, whose revolution enthroned “liberty, equality and fraternity”; in the West as a
whole, “anti-Islamism and racial discrimination are poisoning European culture.”

Sakanaka suggests reasons. Europe generated ideals but Christian monotheism — “only my religion is
right, all others are wrong” — hindered their flowering. The U.S., historically “an immigration society,”
was built partly on slavery. Japan has its faults, but religious exclusivism and mass enslavement are not
among them. A less tainted past can, Sakanaka hopes, make for a more humane future.

Is this visionary, or practical? Or both? The current microcosm of a future multicultural Japan might be
Tokyo’s Shin-Okubo district, whose large (by Japanese standards) immigrant population includes Koreans,
Taiwanese, Pakistanis, Bangladeshis and Indians. Other neighborhoods harbor other communities —
Chinese in Ikebukuro, Burmese in Takadanobaba. Journalist Keiichi Kanda, reporting for Shukan Kinyobi,
discerns among ordinary Japanese little repugnance but not much cordiality either — more a cautious, or
shy, holding aloof, their feelings hovering, perhaps, between Sakanaka’s brotherhood and the grim
alternative emerging elsewhere: the poisoned melting pot.
Michael Hoffman is the author of “In the Land of the Kami: A Journey into the Hearts of Japan” and “Other Worlds.”

Do you agree or disagree? (Discuss with your partners) What does “if they do come, they won’t be happy” mean?

YOUR IDEAS: YOUR IDEAS:

NAME:_________________________________ CLASS: ________ NUMBER: _______

3rd Year CCU - Perspectives on

Immigration 

CCU – 02 IMMIGRATION Research Project

Issues with Immigration 


What is the author trying to represent?

Project Overview
Pick a research question from the set below and investigate it with your partners. You will present
your findings to the entire class and participate in a group discussion about these issues.



Research Questions
• Do immigrants cause more crime?

• What do immigrants contribute to the economy?

• Does immigration harm the education system?

• How much do countries spend on immigrants?

• What are three positive examples of immigration?

• What are three negative examples of immigration?

• How does immigration work in Japan?

• What is the path to citizenship in Japan?

CCU – 02 IMMIGRATION Research Project
Immigration Research Project - Procedure

Step 1 - Define what information you need to understand and answer your
question?
Identify data/evidence (both Japanese and international) needed to
give a reliable, detailed response to your group’s question.

Step 2 - Gather the information

Find data, evidence and background information to match your needs.

Step 3 - Organize your findings into a presentation

Prepare a short presentation. Try to limit your presentation to 4-6 slides.

Step 4 - Create a short handout to accompany presentation

Summarize your findings and reproduce relevant charts (you can’t
include them all, maybe, so choose most useful).

Step 5 - Present to the Class

Each group will take turns presenting to the class for a maximum of 5
minutes.

Step 6 - Discuss the Findings in Groups

After all of the presentations, groups will be formed with representatives
of each question. Together, these groups will discuss their findings and
the central writing question.
CCU – 02 IMMIGRATION Research Project

What theories exist to describe immigration?

Migration as an area of study dates back only to the late 19th century, making it a fairly recent academic
pursuit. In recent decades, however, as globalization has spread, research into this field has intensified.1
While new research will likely lead to new theories, currently migration is described by three major
theories.

Ravenstein’s Theory - 1889

Ernst Ravenstein was a British geographer who proposed a set of laws (11 in total) to describe migration.2
His laws, which were based on British data, focus on causes, the role of distance in migration, and the
characteristics of migrants. For example, the theory states that most migrants only travel a short distance,
shift from rural to urban areas, and move for economic reasons. Most international migrants are male,
while domestic migrants are women.3

World Systems Theory - 1960s

World systems theory sees migration as a natural consequence of economic and political power that is
unequally distributed among developed and underdeveloped countries. Economic globalization and
market penetration across national boundaries has created unequal access to resources and trapped
underdeveloped countries in disadvantaged positions that drains them of their most mobile (capable)
people.4

Lee’s Push Pull Theory - 1966

In 1996, Professor Everett Lee proposed a push-pull theory of migration that built upon the theory of
Ravenstein. According to the Center for Global Geography Education, push factors cause people to
emigrate. These factors include the lack of economic opportunities, religious or political persecution,
hazardous environmental conditions. Pull factors draw people to destinations, such as jobs, religious or
political freedom, and the perception of a relatively benign environment. According to this theory, pushes
and pulls work together to encourage migration. Specifically, a problem worth emigrate over (the push) is
solved by the pull of a reachable destination. 5


1"Migration Theory: Talking across Disciplines: Caroline B. Brettell ...." https://www.amazon.com/Migration-Theory-

Talking-across-Disciplines/dp/0415926106. Accessed 9 May. 2017.

2"Today's Immigration Policy Debates: Do We Need a Little History ...." 1 Nov. 2006, http://
www.migrationpolicy.org/article/todays-immigration-policy-debates-do-we-need-little-history. Accessed 9 May.
2017.

3"GENERAL THEORIES OF GEOGRAPHIC MOBILITY - people.vcu.edu." http://www.people.vcu.edu/~jmahoney/

migration. Accessed 9 May. 2017.

4"Migration and development: a theoretical perspective - Hein de Haas." http://www.heindehaas.com/Publications/

de%20Haas%202010%20-%20IMR%20-%20Migration%20and%20development%20theory.pdf. Accessed 9 May.
2017.

5"Push and Pull Factors - Association of American Geographers." 16 Mar. 2011, http://cgge.aag.org/Migration1e/
ConceptualFramework_Jan10/ConceptualFramework_Jan105.html. Accessed 9 May. 2017.
NAME:_________________________________ NUMBER: _______

3rd Year CCU

The Research
Project 

3i CCU - Immigration FIRST DRAFT
Should Japan open up to more immigration (increase total to 10%)?

word count: time:

PEER CHECK Name: ______________________________________ Number ( )

CCU – 02 IMMIGRATION SECOND DRAFT

Intro EX GD ST Body EX GD ST Conclusion EX GD ST Target EX GD ST TOTAL

HOOK 5 4 2 TOPIC 6 4 2 RESTATE 3 2 1 TARGET 5 4 2 SCORE
THEME 10 7 5 SUPPORT 6 4 2 REVIEW 3 2 1 Expression

THESIS 5 4 2 EX, Q, ST, XP 6 4 2 TAKEAWAY 3 2 1 GRAMMAR 20 15 10

FLOW 7 5 3 FLOW 6 4 2 COHERENCE 15 10 5

Score 27 Score 24 Score 9 Score 40

CCU – 02 IMMIGRATION FINAL DRAFTS
NAME:_________________________________ NUMBER: _______

3rd Year CCU - Writing 02

Drafts 

CCU – 02 IMMIGRATION RUBRIC

Essay Rubric
Study
Excellent Good
More

Introduction
The Introduction starts with a HOOK that successfully grabs the reader’s
5 4 2
attention

Background information introduces the THEME properly 10 7 5

The THESIS presents a main idea and provides a clear plan for the
5 4 2
entire essay

The entire paragraph has a good flow 7 5 3

Body

Body paragraph(s) start with well-formed TOPIC SENTENCE(S) 6 4 2

Clear, detailed SUPPORTING IDEAS are provided for each topic 6 4 2

EXAMPLES, QUOTES, STATISTICS, PERSONAL EXPERIENCES are

6 4 2
included to make supporting ideas understood

There is a good flow through the entire paragraph(s) 6 4 2

Conclusion

The conclusion starts with a clear RESTATEMENT of the thesis or

3 2 1
SOLUTION to draw the essay to a close.

The main points are REVIEWED, either to remind the reader or suggest
3 2 1
solutions
The conclusion ends memorably with a TAKEAWAY or COMMENT for
3 2 1
the reader
Target

The writer showed they learned key points of this unit 5 4 2

Expression

Grammar 20 15 10

Coherency 15 10 5

Score:
100
CCU – 02 IMMIGRATION USEFUL VOCABULARY
PLEASE CHECK THE JAPANESE MEANING IF YOU DON’T UNDERSTAND
Discourse Markers (つなぎ言葉)
Addition, Similarity

*and similarly as well as furthermore

besides likewise further in the same fashion
also moreover of course in addition
again in the first place not only…but also what is more
first second finally

Illustrations, Examples

for example specifically in particular

for instance as an illustration such as
likewise similarly in general

Contrast, Conflict

*but rather than in spite of this

or however on the other hand
yet still although this may be true
nevertheless even though although
though instead in contrast
while whereas on the contrary

Cause, Effect, Purpose

because therefore to this end

thus accordingly for that reason
consequently as as a result
due to owing to *so

Summarizing, Concluding

therefore as a result in short generally speaking

for these reasons to sum up on the whole in summary
consequently in brief in fact as can be seen
due to in conclusion thus as shown above

Direction

next to to the left above

across to the right below
on the opposite side toward the middle nearby

Time

at the present time since during immediately

sooner or later later first, second next
at this point until eventually in time
up to the present when finally *then
to begin with after in due time before
following this earlier until now whenever

*words marked with an * should generally NOT be used to start sentences. Please check for the correct usage first.