Our School’s SGH Designation

SGH Program Interim Report for the 2015–2016 School Year

I. Plans for the 2015–2016 School Year and Improvements to the Previous Year's Program

1. Overview

1.1 Concept: "Cultivating global leaders who will sustain Nagano as an international city centered on tourism"

1.2 Purpose and Objectives

  • Purpose
    Nagano Prefectural Nagano Senior High School, located in the international city of Nagano, former host of the Olympic Winter Games, will forge strong leaders who are deeply literate, open-minded, equipped with problem-solving skills and the ability to communicate, and have the drive and capacity to contribute to the international development of Nagano Prefecture and Japan as well as to peace and prosperity in a globalizing world.
  • Objectives
    • By taking part in research projects that require identifying issues and considering solutions for themselves, students will gain the ability to act proactively and autonomously and acquire problem-solving skills.
    • Through interaction with people from the local community, students from nearby universities, and high school students they meet during study-abroad trips, students will gain the ability to communicate and cooperate with people from different cultures and backgrounds.
    • Foster creativity, the willingness to take on new challenges, and the mental fortitude to carry on in the face of hardship and adversity.
    • By learning how globalization affects even their own region (Nagano City and Nagano Prefecture), students will broaden their horizons and gain a new appreciation for a range of social issues.
    • By recognizing Nagano Prefecture's efforts to invigorate and develop the regional economy in fields such as tourism, agriculture, forestry and industry by both drawing in the word's dynamism and going out into the world, students will gain the ability to devise and propose concrete ways that they, as high school students, can contribute to stimulating the regional economy.

1.3 Research and Development Overview

  • In order to research learning styles that foster students' effective acquisition of thinking, decision-making, and expressive capabilities through the integration of research projects within the general curriculum, we established the SGH program as a school-designated course incorporating research activities, created a framework within which all first- and second-year students take part in research projects during their "Global Economy," "English Language Projects I and II," and "Integrated Studies" classes, and proposed a practical model for curriculum, lesson formats, and internal structures.
  • We will conduct research and development on effective courses of study that cultivate the logical thinking and communication skills students will need to become global leaders. In addition to researching and developing effective methods for cultivating logical thinking and communication skills through the school-designated SGH program and its research projects, we will also develop teaching methods that reinforce English ability as the foundation for communicating to international audiences.
2. Plan for the 2015–2016 School Year

2.1 Projects and Events

Projects and Events Locations Contact Person
①Research Project: "Investigating Nagano's Global Strategy"
②Research Project: "Nagano's Global Strategy Seen from an International Perspective"
③Research Project Interim Presentations
④Research Project Presentations
⑤"Global Economy"
⑥"English Language Projects I"
⑦"English Language Projects II"
⑧Study in Taiwan
⑨Preliminary Inspection for Study in Taiwan
⑩Workshop with High School Students Visiting from Taiwan
⑪US Leader Training
⑫Exchange with Obuse Summer School Executive Committee
⑬Zenko-ji Global Pre-Summit
⑭Creation of English Website
⑮SGH Research Presentation
⑯SGH Research Report
⑰SGH Assessment Committee
⑱SGH Advisory Committee
①–②Nagano Senior High School, Partner Locations


③–⑦Nagano Senior High School



⑧–⑨Takao and Taipei (Taiwan)

⑩Nagano Senior High School

⑪Boston and New York (USA)
⑫–⑱Nagano Senior High School
①–④, ⑩–⑯Ms. Mika Shiratori




⑤Ms. Sachi Kurasawa
⑥Mr. Minoru Tokuda
⑦–⑨Mr. Jun Komiyama










⑰Vice Principal
⑱Principal

2.2 Time Table

Projects and Events Period (April 1, 2015 to March 31, 2016)
  Apr May June July Aug Sep Oct Nov Dec Jan Feb Mar
①Research Project: "Investigating Nagano's Global Strategy"                        
②Research Project: "Nagano's Global Strategy Seen from an International Perspective"                        
③Research Project Interim Presentations                        
④Research Project Presentations                        
⑤"Global Economy"                        
⑥"English Language Projects I"                        
⑦"English Language Projects II"                        
⑧Study in Taiwan                        
⑨Preliminary Inspection for Study in Taiwan                        
⑩Workshop with High School Students Visiting from Taiwan                        
⑪US Leader Training                        
⑫Exchange with Obuse Summer School Executive Committee                        
⑬Zenko-ji Global Pre-Summit                        
⑭Creation of English Website                        
⑮SGH Research Presentation                        
⑯SGH Research Report                        
⑰SGH Assessment Committee                        
⑱SGH Advisory Committee                        
3. Improvements Over the Previous Year

3.1 Organization and Systems

  • Increase of SGH program promotion staff (Shift to a staff of three: chief teacher, teacher for first years, teacher for second years. Shift to regular staff meetings)
  • Student participation in project management (Establishment of an SGH Student Staff Council that meets regularly)
  • Improved guidance for research projects (Secure class time, increase the number of staff in class, have group advisors participate in class, etc.)
  • Improved coordination with Shinshu University (Help and advice concerning research and English projects, cooperation of university students)
  • Cooperation with local organizations (Non-profits, citizens' groups, neighborhood councils, etc.)

3.2 Systematization of Learning Content

  • Systematization and visualization of the entire SGH Project (relationships among subjects, flow across 3 years)
  • Organic restructuring of "World History A" and "Global Economy"
  • Redefinition of tourism (Discovering Nagano's regional challenges and appeal)
  • Reinforcing basic skills required for research projects (Lectures and practical workshops by experts: second year presentations and first year debate and fieldwork)

3.3 Equipment Improvements

  • Establishment of the Fund-raising Campaign to Improve Educational Equipment at Nagano Senior High School
  • Purchase of laptop computers using donations to the above fund

II. Activities From April to September

II-i Lessons

1. Research Projects

1.1 "Nagano's Global Strategy Seen From an International Perspective" (During "Integrated Studies" hours)

  • Credits and Lesson Hours: 1 Credit for 2 Lessons (Two consecutive 55 min. periods) every 2 weeks
  • Students: Second year
  • Aims
    Students will further deepen and develop the thinking, decision-making, problem-solving, and communication skills they cultivated during their first-year research project, "Investigating Nagano's Global Strategy," while also adding a new "international perspective" in pursuing comparative research between Nagano and foreign countries. They will also carry out projects, applying the results of their research to making proposals and reports.
  • Lessons
  • Orientation "SGH Year 2" (Wednesday, April 22, All second-year students)
    • Instructor: Ms. Mika Shiratori (SGH Project Team Director)
    • Goals: To ensure that students are able take an active role, remind them of the meaning of the SGH project and provide an overview of the activities for the year, focusing on differences from the previous year.
    • Content: Using PowerPoint, the instructor explained the importance of the SGH program, of group activities and fieldwork, and provided a definition of tourism. She also gave an overview of the year's activities, focusing on new elements for the second year and on the need to maintain a sense of purpose in planning and executing their group research projects.
    • Results: Students to some degree deepened their understanding of the word "tourism" and of their new projects. The instructor was able to deliver the message that the second year was not merely a continuation of the first but a time to overcome challenges and pursue substantial research projects.
  • Presentation Course: "What is an Effective Presentation?" (Wednesday, April 22, All second-year students)
    • Lecturer: Mr. Takashi Yamada (City Promotion Staff, Planning Section, Planning and Policy Department, Shiojiri City Office)
    • Goals: In preparation for their own final presentations in November, students learn how engaging presentations are put together, the importance of the audience perspective, and how to do it themselves.
    • Content: During the first half, the lecturer outlined the important elements of a presentation and things to be careful about while giving a presentation himself. Then, in the second half, he addressed questions about presentations and student projects.
    • Results: Students were inspired to see how presentations can be used to appeal to an audience. Students asked many questions, some even staying beyond the close of the 45 min. session to continue discussing things with Mr. Yamada. This presentation course was the first event in which student staff took part from the planning stage; in meetings they were proactive in expressing their desire for more student-centered management.
  • Research Topic: Deciding on a Project and Planning Fieldwork (Thursday, May 21 and Wednesday, June 3)
    • Goal: For students to decide on their research topic and project. Have students make appointments with outside parties on their own in order to nurture their sense of autonomy and their communication skills.
    • Content: Following discussion among themselves, each group of students decided on a research topic and project. After selecting fieldwork locations, they contacted the other party and made arrangements by telephone.
    • Results: In general, the same research groups were maintained from first year, so the research topics, too, generally followed up on or were related to what was researched during first year. Groups that worked together smoothly during first year, then, quickly decided on a topic and began their second-year research. Groups that struggled during their first-year research, or whose final presentations had notable issues, however, seemed to have difficulty deciding on a topic. Such groups did, however, seek to find a direction by talking with their group advisors or by planning fieldwork that would help them determine a topic.
  • Fieldwork (Wednesday, June 17 and Thursday, July 29)
    • Goals: To conduct fieldwork as groups, learning the importance of primary sources and advancing their research and projects.
    • Content: Beginning this school year, students were provided with 2 consecutive periods in the afternoon during their Integrated Studies hours. Those who wished could use this time to conduct fieldwork.
    • Results: Many groups conducted their fieldwork during those two days. This was handled flexibly, however, with other groups conducting fieldwork during Integrated Studies hours on other days, depending on the schedule of their fieldwork subject or the pace of their research. For their first-year fieldwork, students were directed to visit specific facilities. This year, however, there was greater variation, with groups conducting on-the-street interviews or surveying shops along the approach to the Zenko-ji Temple. Some groups adopted clever approaches to learn new perspectives from different viewpoints, such as continuing to research agriculture but shifting focus from visiting a government office to visiting a grower's site. There were still problems, however, with insufficient gathering of the secondary-source information needed to contextualize the results of fieldwork surveys. (That is, students not going beyond, "They said….") There is a need going forward to provide further guidance about the importance of advance and follow-up research.
  • Meetings with Group Advisors (Wednesday, July 8)
    • Goals: Meetings with group advisors were supposed to take place on an ad hoc basis. Since some groups were not holding such meetings, however, we scheduled time to do so during school hours.
    • Content: We secured around 30 minutes for meetings at which students could explain their research and projects to, and receive feedback from, their group advisors.
    • Results: Some students had fallen into a vicious cycle in which, unable to determine a direction for their projects on their own, they lost motivation and then felt further discouraged them from talking to their advisors. Talking with their advisors at this stage led to gradual progress.
  • Interim Presentation (Wednesday, July 22, by research topic)
    • Goals: Creating an opportunity for students to present enables them to gauge their progress on their own research and to hear opinions and impressions from other groups (third parties). Learning the situations in other groups also gives them ideas that they can then apply to their own subsequent research.
    • Content: Each group was given about 5 minutes to announce its topic, content, and fieldwork site, and to take questions and provide answers.
    • Results: This was the first opportunity for second-year students to learn what other groups were researching and how, and they were able to refer to this information during subsequent research.
    • Examples of Student Research Topics:
    Analyze folk tales from the Shinshu region and compare their outlook on the world and on humanity with folk tales from other parts of the world. Compile research findings in the form of a leaflet to be used by international exchange organizations. Questionnaire survey of foreign students at Shinshu University
    Make a new tourism commercial for Suzaka City, leveraging its historical development as a globally connected "city of silk." Research at the Suzaka City Commerce and Tourism Department
    Make a bilingual Japanese and English sightseeing map (one that draws attention to renovation efforts) targeting tourists in their twenties who visit Nagano by Shinkansen. Take part in experiential programs in the Zenko-ji Temple area and examine existing pamphlets.
    Research the revival of abandoned farmland. (Research and investigate the historical causes of abandoned farmland and the reasons the problem is so intractable.) Research at Anzukko no Sato Harmo-agri (non-profit in Matsushiro) and Daio Wasabi Nojo (horseradish Farm)
    Investigate the appeal of game meats and related issues (from the viewpoint of both meat providers and consumers.) Research at the wild game promotion office in the Forestry Department at the Nagano prefectural office, and a survey of patrons at restaurants in the area around the station.
    Research innovative ways that oyaki from the Shinshu region could be exported overseas. (Look at issues with the oyaki industry's current overseas strategy. Investigate for reference the conditions necessary for a food to "go global." Research Oyakiya Sohonke and other oyaki businesses. Conduct a literature survey on curry and other foods that have spread throughout the world.
  • Workshops on How to Get the Message Out (Wednesday, September 9)
    • Goals: To learn four means of sending a message
    • Content: students divided into four groups to learn different ways to deliver a message: video production, PowerPoint, page layout, and the web. Students from the broadcasting and school newspaper club taught, respectively, video production and page layout, while Nagano SHS teachers taught PowerPoint and the web.

1.2 "Investigating Nagano's Global Strategy" (During "Integrated Studies" hours)

  • Credits and Lesson Hours: 1 Credit for 2 Lessons (Two consecutive 55 min. periods) every second week
  • Students: First year
  • Course Objectives
  • Acquire the skills and diverse perspectives needed to pursue research activities
  • Through research activities, learn thinking, decision-making, expressive, problem-solving, and communication skills
  • By reexamining the local Nagano area from a global perspective, discover new values and gain the ability to act from a broad, deep perspective
  • Lessons
  • World-class Abilities and Learning (Saturday, April 18)
    • Goals: To help first-year students—who all entered high school hoping to go to university—better understand what it means to be an active learner and the nature of a global perspective, and to cultivate in them an eagerness to learn as they begin their high school studies.
    • Content:
      A. Group work (Have students exchange opinions and engage in a mapping exercise concerning their hopes and fears about studying in high school, what they want to do in the future, what they want to do during high school, and the skills they need to acquire to make it in the world).
      B. Lecture by Professor Akinori Takahashi of the Tohoku University Graduate School of Arts and Letters (Takahashi described the Super Global University (SGU) initiative at Tohoku University, explained what active learning means, and pointed out that active learning in high school is directly linked to learning at university. Many parents also took advantage of the opportunity to attend.)
    • Results: Through group work, students were able to share the hopes and fears they felt having just entered high school; this was very effective in bringing them together as a collaborative learning group. The lecture also provided motivation by making them aware that what they learn through the SGH program will help them with their studies at university.
  • Debate and Basic Research Skills (Wednesday, May 13 and Wednesday, May 27)
    • Goals: To acquire basic debating and research skills and to both learn and practice the essence of "academic debate," which is an effective means of acquiring the skills needed to engage in creative dialogue.
    • Content: Lectures and Workshops by Associate Professor Isao Ayabe from the Department of English in the School of Letters at Tokai University and Professor Yoshiro Yano from the Faculty of Letters (Sociology) at Chuo University.
      - Session One: Overview of debates and debating methods, and a practice debate on the topic: "It is better to take school trips overseas than in one's home country."
      - The instructor presented an overview of debates and debate methods (reviewing the content of the previous lecture). Students learned how to attack an opponent's argument (rebuttal), how to summarize their own argument (including re-rebuttal), and how debates are decided. Students then practiced debating the same topic as in the previous session.

    • Results: Students recognized the importance of English ability, and the need to study English. They learned the importance of listening carefully as a fundamental requirement of dialogue. They also became interested in learning how to argue for their own opinions by identifying how these differ from the opinions of others.

  • Introduction to Fieldwork (Tuesday, June 30 and Wednesday, July 1)
    • Goals: Acquire the basic fieldwork and research skills needed for the fieldwork to be conducted in late July.
    • Content: Lecture and workshop by Mr. Toru Omiya, SGH overseas cultural exchange adviser
      - Fieldwork: Method and Meaning
      - Group exercise on the topic: "If you became president of the student council, what would you do to improve its activities? Schedule a 1-month plan for the kinds of documents you would read, where you would go, who you would meet, and what you would research?"
    • Results: Students recognized the difference between primary and secondary sources of information and learned how these relate to fieldwork. They came to understand the importance of learning fieldwork skills in high school because they will remain important during university studies and out in the working world.
  • Fieldwork I, Preparation (Friday, July 24)
    • Goals: For students to learn, by course and group, what they need in advance of the fieldwork on July 29, and for them to gain experience investigating secondary-source information in order to gather primary-source information.
    • Content: Confirm the schedule and content of the fieldwork day as well as what to bring. Each group of students read the documents for each course and identified issues and questions.
    • Results: Students were able to prepare based on what they learned in the Introduction to Fieldwork lecture.
  • Fieldwork I (Wednesday, July 29)
    • Goals: To understand issues facing the local and surrounding regions, and how these issues are connected to situations and issues in Japan and the wider world. To independently collect primary-source information.
    • Content:
      - Fieldwork topic: "Seeing the World in the Local Community."
      - Establish 7 courses (Iizuna Kogen, Togakushi, Kinasa, Naniai, Obuse, Suzaka, Zenko-ji Temple area)
      - Learn how idle farmland in low uplands areas is used, including tourism and community-building efforts that leverage local characteristics and the rebirth or renovation of old homes and storehouses.
      - Discover some issue facing each location as seen from the viewpoint of a high school student, then carry out a workshop to propose measures to solve it.
    • Results and Problems: We were able to carry out substantial fieldwork including experience-based activities and interviews with stakeholders for each course. Many students were able to act autonomously. Because some courses were oversubscribed, some groups had to visit courses other than those they intended.
  • Fieldwork I Reports (Tuesday, September 1 and Wednesday, September 2)
    • Goals: To report on the results of the seven fieldwork exercises, sharing information on each course with the rest of the class. Also identify ways to improve future fieldwork and gain practice in making presentations.
    • Content: Each group summarized its fieldwork, provided commentary that also addressed the documents prepared in advance and choice of topic, and presented what was learned during fieldwork and the new questions it raised.
2. Special SGH Subjects

2.1 Global Economy

  • Credits and Lesson Hours: One credit
  • Students: First year
  • Goals: To acquire the knowledge needed to understand globalization and gain a deeper awareness of how to live as a member of global society by actively considering fundamental problems of modern society.
  • Lesson Content: To cultivate an active awareness of issues through group research on the problems caused by globalization while learning about global integration and globalization in "World History" class, and to hold lectures on related subjects by invited experts from time to time.
  • April through September: lectures and workshops by subject teachers
  • Monday, July 27: Lecture by Professor Shiro Momoki from the Osaka University School of Letters on "Japan's Policy of Isolation (Sakoku) and World Integration as Seen from Asia"
    • Goals: To have students consider what picture of history they can draw when looking at world integration in modern times, which they study in "World History," from an Asian perspective, thereby learning that there are a variety of ways to analyze the world.
    • Content: Mr. Momoki, who specializes in Southeast Asian history and maritime Asian history, explained how global trade was active throughout Eurasia even before the Great Navigation Period of Columbus and Vasco da Gama, and situated the early modern Japanese archipelago within that view of world history. In doing so, he reappraised the Sakoku period of national isolation and the Meiji Restoration within a new view of world history.
    • Results: Students were able to understand that learning history is an active process. In addition, learning the economic power of Asian countries including Japan since early modern times became a major point of reference when learning about tourism in Nagano.

2.2 English Projects II

  • Credits and Lesson Hours: 1 Credit
  • Students: Second year
  • Goals: Through English, enable students to acquire an attitude of active communication as well as information literacy, the ability to understand and convey information, and the ability to utilize information and communication (ICT) technology.
  • Content: See documents on Open Class

2.3 English Projects I

  • Credits and Lesson Hours: 1 credit
  • Students: First year
  • Goals: To acquire a global sensibility through assigned research in English, and learn basic skills for making presentations in English utilizing the latest digital media.
  • Lesson Content:
  • April: Self-introduction Presentation
  • May and June: Recitation
  • July and September: Research and Preparation for Presentation
  • Saturday, September 5: Presentation in English on "My Favorite Thing"
    All first year students, divided into 14 classrooms of about 20 students each, gave presentations on subjects in which they were interested, and received feedback from observers. They learned objective self-evaluation, how to see things from multiple angles, and hints for improving their presentations in the future.

II-ii School Events / Off-campus Events

1. Report on Leader Training Tour to the USA
(Saturday, May 23 in Small Gymnasium)
Second year students who took part in the trip shared the results of their training at Harvard University, MIT, Milburn Senior High School, and the United Nations with all the first- and second-year students using PowerPoint presentations as well as skits and other performances. This event was also open to parents and local junior high school students.
2. Nagano Prefecture High School Student Presentation Event
(Sunday, June 14 at the Suwa City Culture Center)
This event was created by students from Suwa Seiryo High School as a way to stimulate the local community. Two second-year students from Nagano SHS took part, presenting on "Ueda and the Sanada-maru Taiga Drama TV Show: Here's What We Think We Can Do"
3. Interaction with Obuse Summer School Executive Committee Members
(Tuesday, May 12, Large Conference Room)
We invited two members of the executive committee to provide a briefing about the H-Lab Obuse program, scheduled to take place in the town of Obuse from Friday, August 14 through Thursday, August 20. Twenty-five first- and second-year students attended the briefing. Eighteen of them applied to take part and four were accepted.
4. Preliminary Inspection for Study in Taiwan
(Sunday, August 9 through Wednesday, August 12)
5. TOEFL ITP Testing for All Second-year Students
(Friday, July 24 and Thursday, July 30)
Note: First-year students take the test in March.
6. "Obuse Academia," sponsored by the Teacher Consultation Division of the Nagano Prefecture Board of Education
(Sunday, August 2 through Tuesday, August 4)
This camp-style seminar was an opportunity to acquire and practice basic research skills. Ten first-year students took part in the seminar.