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In teaching the literature component of Midwood High School’s ninth-grade interdisciplinary course in the humanities, l devote approximately six weeks to the literature of Japan. I try to synchronize my material with that of the corresponding social studies teacher, so that the two of us teach the same time period of the same country at about the same time. Up until this past year, however, the period of the occupation of Japan saw a huge gap in the literature section of the course. I just trusted that the students would gain enough knowledge from the social studies material.