The purpose of this article is to analyze the gap between the learning process of immigrant children in local studies and the aim of the teacher, and from there to empirically indicate the direction of local studies for immigrant children. In this article, a survey was conducted on a small unit of a social studies class in the third grade of a Japanese public elementary school, “People Working in a Store”. The survey respondents of this article were two Brazilian children. From the observation of the class and the interview with the two Brazilian children, it was found that the children in the study followed a learning process that was different from the flow of the class. There were two reasons why they did not follow the flow of the class. First, the children did not feel a familiarity with the subject theme, the supermarket. Almost all of the classmates had been felt familiar with the supermarket, however, the two children did not. Although the children lived in the same area as the other Japanese children, they had different life experiences. For this reason, they may not have felt the familiarity of the theme and may not have studied it as the homeroom teacher had expected. Secondly, the homeroom teachers and the two children had different perspectives on the subject theme of the class. The homeroom teacher and the two children interpreted the words used as keywords with different meanings. As a result, they could not have the same perspective on the subject theme. As described above, even though immigrant children live in the same area as many Japanese children, they feel differently from their Japanese due to the differences in their life experiences caused by their cultural backgrounds. Therefore, teachers must understand the life experiences of immigrant children. And to devise ways to “connect” the theme of the class with the immigrant children themselves to conduct regional studies that take their cultural backgrounds into account.

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    “Machizemi” is an event that uses the extensive professional knowledge of clerks. It enhances the promotion of purchase and appeal of shops on shopping streets. This event is characterized by free seminars which are held by clerks for customers on their professional knowledge and product technology. Small shops can conduct this event, because seminars can be held at the clerks’ shops and the costs of creating flyers and advertisement are low. Further, Machizemi can be carried out without relying on subsidies from local governments, and the participation in Machizemi is left to clerks’ motivation. Therefore, it has the potential to revitalize shopping streets. The existing research on Machizemi focuses on activities in individual areas. No research on the features and issues of Machizemi on nationwide exists. First, this article grasps the nationwide trends and reality of Machizemi as a revitalization event for shopping streets in local cities. Second, it analyzes regional differences and features. Finally, it reveals the issues and possibilities of Machizemi. Questionnaire survey results indicate that many areas are using subsidies, and any areas cannot continue Machizemi. To enhance its effect and success, responsible organizations must consider the deviation of categories of participating shops. Responsible organizations must ask clerks belonging to the categories which have shown no participation, as well as print flyers that raise the appeal of newly participating shops. To inform residents about Machizemi, it is important to place flyers in newspapers, as well as to post flyers to houses directly. Through cooperation with schools, students and parents are enabled to become new customers. Responsible organizations fully understand the features of Machizemi, and leaders exist in the areas benefiting from its positive effects. Although there are no issues with cost, the lack of motivation of clerks and existing leaders cannot sustain Machizemi. Its management should be properly inherited by associations of Machizemi or executive committees from local chambers of commerce and industry. The issue is that motivated clerks manage Machizemi to be self-sustaining. Without properly overtaking the management of Machizemi, sometimes its effect is inferior to that of the management by the local chambers of commerce and industry. Although Machizemi is independent from the local chambers of commerce and industry regarding the costs, it is necessary to train leaders and enhance clerks’ motivation. From the perspective of the revitalization of shopping streets, fewer areas have increased sales, new customers, and regular customers. Conversely, Machizemi contributes to the recognition of shops in many areas. Responsible organizations must consider ideas for improving future sales. Every area should understand the original features of Machizemi. The effect of Machizemi varies based on the level of clerks’ motivation. Using the original features of Machizemi contributes to the practice and future revitalization of shopping streets.

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    It is alleged that people in economically advanced countries tend to look down on the people in Africa. Geography lessons on Africa have been pointed out as negative and one-sided. The Course of Study requires teachers to use an enquiry-based approach and take up global issues. However, students may perceive Africa negatively if only the global issues of Africa are explored. The textbooks for junior high schools ask students to think how to solve these global issues, so do some teachers. This is challenging for students who have studied neither the history of Africa nor international trade, especially when they have only taken 3–4 h lessons. As the Course of Study of the compulsory geography class for a senior high school shows, thinking about future directions should be a part of senior high school education. The textbooks deal with food-related problems both globally and in Africa. A teacher made his students aware of global issues by studying the production of raw materials for smartphones and chocolate, thus enabling students to think critically about development and generating potential support from various perspectives. The syllabus and the textbooks for key stage 3 geography in England deal with the short history and ecosystem of Africa with an aim that students realize the regional diversity and understand various viewpoints regarding development to prevent stereotypical opinions. People in economically advanced countries perceive African local farming as low in efficiency. However, to prevent risks caused by drought and other disasters, African local farmers have grown various crops at farms, for example. A variety of crops fits the local ecosystem and is highly sustainable. Although possibly viewed as people who need help, many of these farmers are strong, as is evident by various kinds of work done by them in the village and nearby cities and their overall assistance. Geography lessons on Africa should ensure that students do not perceive Africa stereotypically. The author suggests a unit-wise lesson plan on Africa for a junior high school, which addresses global issues as well. It will encourage students to examine regional characteristics using geographical views and ways of thinking, to become conscious of the connections with African peoples and see the global issues in Africa as their own, and to understand regional diversity, resulting in positive views on Africa.

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