DOCUMENT RESUME

ED 073 970 SO 005 394

TITLE Families Around the World. The Japanese Family.Teacher's Resource Unit.

INSTITUTION Chelmsford Public Schools, Mass.; Minnesota Univ.Minneapolis. Project Social Studies CurriculumCenter.

SPANS AGENCY Office of Education (DEEW), Washington, D.C. Div.Elementary and Secondary Research.

PUP. DATE '68

NOTE 76p.

EDRS PRICE MF$0.65 BC:-$3.29DESCRIPTORS Asian Studies; Concept Teaching; .*Cross Cultural

Studies; Curriculum Guides; Elementary Grades; EthnicStudies; *Family (SoOological Unit); Family Role;Grade 1; Human Geography; human Relations Units;*Japanese; Resource Units; *Social Studies Units;Social Systems; Social Values; SocioculturalPatterns

IDENTIFIERS *Project Social Studies

ABSTRACT

The resource unit prepared for grade one is thefourth in a series on the theme of Families Around the World. Forthis study of the Japanese family, background material is presentedfor the teacher describing the site of Suye Mura, family structure,basic physical needs, a typical day, socialization, communication,'village life today, and the comparison of a village and city. Majorobjectives of the course are to help students understand culture as alearned behavior, social organization, social process, and social,political, and economic factors related to location. Other objectivesfor this cultural study. are defined, noting concepts and objectivesas well as attitudes and skills to be developed. Teaching strategiesare described for 64 activities in a format .designed to help teacherssee the relationships among objectives, content, teaching procedures,and materials of instruction. Audiovisual aids and printed materialsto be used are'listed with each activity and a general list ofeducational media is given. Appendices include pupil materialsprepared for this unit, such as maps, .and activities that includeflower arranging, paper folding, stories, and songs. Relateddocuments are ED 051 207 through ED 051 034; and SO 005 391 throughSO 005 396. (SJM)

Chelmsford Public Schools

Chelmsford, Massachusatti

FILMED FROM BEST AVAILABLE COPY

0,5. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT 'HAS BEEN REPRODEICED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION oRIG'RATING IT MINTS OF VIEW OR OM.IONS STATED DO NOT NEcEssAR1LyPERRF5ENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

FAMILIES AROUND THE WORLD

The Japanese Family

Teacher's Resource Unit

revised by

Maureen Sanders

Charles L. MitsakosSocial Studies Coordinator

This resource unit was revised following field testing inthe Chelmsfordfrom materials developed by the Project Social Studies Curriculum Center-.of Minnesota under a special giant from the United States Office of Educa-

1968

Public Schools

Massachusetts

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HA-S BEEN REPRO.DUCED EXACTLY AS RECEIVED FROM7HE PERSON OR OROANi2ATION ORIG-INATINo IT POINTS OF VIEW DR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

FAMILIES AROUND THE WORLD

The Japanese F tnily

Teacher's Resource Unit

revised by

Maureen Sanders

Charles L. MitsakosSocial Studies Coordinator

unit was revised following field testing- in t he Chelmsford Public Schoolsis developed by the Project Social Studies Curriculum Center of the Universityunder a special grant from the United States Office of Education.

1968

THE JAPANESE FAMILYby

Jennette Jones

(Note: This report by Jennette Jones isbased primarily on John F. Embree'sstudy of Suye Mura published in.1939.Significant changes have occurred in thevillage since then. An updated accountof life in Suye Mura is included at theend of this background paper.)

SITE -DENTIFICATION

Suye Mura is a villag-the island of Kyushu. It is locatedin Kuma County, which is a -flood plainsurrounded by. mountains and drained bythe Kuma River. For-centuries KumaCounty has been somewhat off the beatentrack of trade with tap Asiatic mainlandand Christian missionization. However,in the 1920's a railroad was builtlinking the county to-cities in- thenorth and east, and the national systemof. agricultural guidance and educationhave also increased the resemblancebetween Kuma and other.rural districts.

Suye Mura is one of nineteenvillages in Kuma. Its. chief crop isrice, with silkworms as 4 secondaryproduct. Its 2.8 square miles consistof flat paddy fields on the south,mountains to the north, and some forestland. The population is 1,663 people,or 285 houses. (Nearly all..civicduties and many social ones are byhouseholds rather than by individuals.)There are two_small towns. (populationabout- 5,000 each) near Suye Mura,- whereSuye people, traveling by foot-or bus,

buy farm tools, clotgifts, and sell vege

The mura is a pryPied by its headman,office, school, andWithin Suye Mura aredivisions and 17 bureconomic units of abeach. Each buraku h.takes care of its ow:vais, roads, bridgescooperative effort.

Wet rice agricullof the economy in Sulbroad flood plain Oriirrigation ditches faand-its tributaries.side is a canal dugThe people of the vilone crop of rice a yein .seedbeds. in May.transplanted in June.can-be -harvested. in 0much weeding to be dopart of the paddy isand is used for raisi:which are cut Au May.are flooded once moreare transplanted in i-some of the land is usand for dry crops.

Rye, wheat, and. baas money crops in thethem in impa,:tahce.coaThorp Flvene.

TEE JAPANESE FAMILYby

Jennette Jones

is report by Jennette Jones isarily on John F. Fmbree'suye Mura published in 1939.t changes have occurred in therice then. An updated accountSuye Mura is included at thes background paper.)

EFICATION

lra is a village ('mura ") onof Kyushu.

. It is locatedinty, which is a flood plainby mountains and drained byNen For centuries Kumabeen somewhat off the beatenade with the Asiatic mainlandan missionization. However,'s a railroad was-builtcounty to.cities in the

ast, and the national systemural guidance and educationncreased the resemblancea and other rural districts.

ra is one- of -nineteenKuma. Its chief Crop isSilkworms as a secondaryts2.8 square miles consistly fields on the south,) the north, and some forest)epulation is 1,663 people,

(Nearly all civicZany social ones are by7ather than by individuals -)ro small towns (populationeach)'.near Suye Mura,wheretraveling by foot or bus,

buy farm tools, cloth, kitchenware, andgifts, and sell vegetables and firewood.

The mura is a political unite.uni-fied by its headman, administrativeoffice,. school, and Shinto shrines.Within Suye Mura are 8 political sub-divisions and 17 buraku, socio-economic units of about 20 householdseach. Each buraku.has its own head, andtakes care of its own funerals, feJti-vale, roads, bridges, and so on, bycooperative effort.

Wet rice agriculture is the.basisof the economy in Suye Mura. Rano is abroad flood plain criss,cssed byirrigation ditches fed by the Kuma Riverand its tributaries. Along the southside is a canal dug in feudal times.The people of the village raise onlyone crop of rice a year. Rice is sownin seedbeds in May. The:.seedlings aretransplanted in June. Before the ricecan be harvested in October, there ismuch weeding to be done. In the fallpart of the paddy is allowed to dry outand is used for raising wheat and barley,which are cut in May. Then the fieldsare flooded once more and rice seedlingsare transplanted- in it in June. Thussome of the land is used both for riceand for dry crops.

Rye, wheat, and barley are grownias money crops in the Winter. After

them in importance comes silk cocoons.There-are fhrii,

ii

taking about forty days from the hatch-ing of.the worms to the spinning ofthread from the cocoons. The firstcocoons are sold in early dune, thesecond in late August, the third inearly October. The inferior cocoonsare kept at home to be,woven intohomespun fabrics by the women. Seri-culture is generally women's work here,though men control the income which itbrings.

Tools include wooden or ironsickles, hoes, and mattocks, foot-powered threshers, and hand-poweredwooden wind winnowers, looms, andspinning wheels. (Other materialpossessions in.Suye in the late 30's

. included 3 radios,. several phonographs,and several sewing machines.)

FAMILY STRUCTURE

The Matsumoto household consistsof Reiko, a six-year-old boy, hisfifteen-year-old-sister Nobu, his babysister Harr, his father and mother, andhis father's father and mother. Hismother'S nephew Mano, age eighteen isalso a member of the household. He is tMatsumoto's servant, and works in thepaddy in exchange for a rice.payment tohis parents, but he is also a member ofthe household, eating and sleeping withthe family. Until last year, Reiko'sgrandfather (his father's father) washead of the household: he controlledthe money, made the decisions about thefamily's economic activities, arrangeato hire Mano, led the household in:religious observances, and so-on. Butin his late sixties he retired and

yielded his position to Reiko's father,who is an oldest soh.

In addition to the Matsumoto house-hold, who live and eat together, thefamily includes other close relatives.Mr. Matsumoto. (Reiko's father) has. twoyounger brothers. One is married andhas set up his own household in SuyeMural where he remains in close contactwith his father and elder brother. Anotherbrother was adopted into a family in

. another mura Adoption usually occurswhen a family has no son of their own;they arrange to adopt a son into theirfamily who will take their name and carryon the' family line. Often the adoptedson marries a daughter of the family ifthere is one. Boys in their early teensare preferred for adoption, as they canlearn more easily to fit into anotherfamily. A by who is adopted out of hisown family usually loses close contactwith them, as he goes to live in anothermura and participates in anew household.Mr. Matsumoto also has a sister who ismarried. to a man in another mura.

Implicit in the above relationshipse is a strong emphasis on the pstrilineage,

or line of descent through.the father.The relative ages. of- boys is also im-portant: the eldest always becomeshousehold head, and there is no termwhich means simply "brother" or "sister."There are only "elder brother," "youngerbrother," "elder sister" and "youngersister." Since a man's sons usuallystay in'the-same mura (except whenadopted out). and his daughters marrymen in different mural, the function-ina family eeneieee of m^1.1 ft,AA

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their wives and unmarried children.Reiko's family, then, includes hisfather's near relations in the samemura, though other relatives are in-cluded in wedding and funeral servicesand various religious festivities.

BASIC PHYSICAL NEEDS

Food

Rice is not only the chief sourceof income, but also the staple food.It is eaten boiled with each meal,made into candies and cakes, used asmoney and gifts, fed (as rice water)to infants, made into liquor, shochu,which is drunk at all parties, and isthe standard offering to the gods andspirits in the form of boiled rice andshochu.

Other foods grown, for home con-sumption and sale in the village ortown, are radishes and sweet potatoes,the staple vegetables, and soy beans,which are made into soup (miso), sauce(shoyu), and curd cake (tofu). Soybeans

'diet,an important source of protein

in the diet, since fish and chicken areeaten rarely except in banquets.

Horses and cows- occasionally goatsare raised, but only as beasts of burden.(Their milk is considered dirty.)

Clothing

Most of the clothing is kimono style,a. long wrap - around garment held togetherby a cloth sash or obi. But there-ismuch variety in stmin: cliffPrPnt fvnog

of kimonos are worn for work and forparties, for men and women, for children,adults, and old people, and for winterand summer. European dress has beenintroduced recently, and is found moreConvenient for working in the fields.School children and teachers wear blackEuropean uniforms, and women sometimeswear European house dresses whilewprking. But for festive occasions thekimono is always worn, and wedding clothesare usually woven at home by a Man'smother and sisters, or by the bride andher mother, Mending is done by a man'swife and female children. Sometimeswork clothes and school dresses aremade by professional seamstresses.

As indicated above, types of clothingexpress differing statuses within thesociety.. The relative freedom and in-dulgence of young children and old peopleis expressed in their brightly.colored(often red) clothing, which is notcustomarily worn by adults in theirmiddle years.

Shoes are the traditional Japanese"thong" sandals, which are removed whenone enters the house.

Housing

The typical house in Suye mura, builtby cooperative labor by members of theburaku, is a one-story. cottage withthatch roof, sliding screen -walls (paperinside, wood without) , and some mudwattle. -The usual -rooms-are the kitchen,-which is somewhat detached from the restof the house; the daldokoro, the most

iv

are received; the zashiki, which is thebest room. It contains the finest floormats; the butsudan (also where theancestral iiTErg-live, venerated dailyas part of BUddhist ritual), and thetokon -a, alcove where the Shinto-godsh0f, family treasures, and family pic-tures are kept. The master of the houseand his wife sleep in this room, thebaby with its mother and the next young-est child with the father. In addition,there a-e separate sleepiri alcoves forother members of the family. Grand-parents usually sleep separately, eachwith one or two grandchildren. A servantmay sleep alone or with children.

In addition to the main house is aseparate bath house, toilet, outsideoven, woodshed and, if the family isrich, a rice storehouse.

A TYPICAL DAY

At 5 A.M. the baby Haru wakes up.She sleeps with her mother in the zashiki.The mother gets up, washes, slides openouter doors, cooks breakfast for thefamily (usually bean soup and ride) -andcooks rice for the noon and ni.4ht meals.She-offers rice at -the Buddhist and Shintoshrines, and may offer cups of rice to thekitchen gods. (All this rice is eatenlater in the day by children or mice.)She then prepares school lunches and tendsthe animals. Meanwhile the grandmotherhas arisen, washed, and taken the babyon her back to get her out of the way.(Grandparents do a great deal of babytending,. and the bond between them andtheir grandchildren is often quite close.

They frequently give the children candy,and are more lenient with them than themother.) Around 5:30 the rest of thefamily rise and wash. The father andservant, Hand, go out to tend the animalsfeed the chickens, and so on. Beforebreakfast they each (separately) bow andpray to the household gods. They alleat breakfast together in the daidokoto.Then Reiko and Nobu leave for sch6ol.

The trip to school is several mileslong. On the Way to school childrenplay and sing with other children. Thebonds between age-mates (donen) arestrengthened here. These bonds are im-portant throughout life, and some oldermen say that they feel clw;..er to theirdonen than to their wives. At schoolthe children line up for ten minutes ofexercises, directed over the radio. Thenthey file into their classrooms. (Theywear dark European style uniforms inschool.) Children start school at age 6and attend for six years, from April toJuly and from August to April. Thefirst year students, like Reiko, attendschool only until noon. The othersstay until 3:30. They eat lunch atschool.

Reiko goes home at a leisurely pacewith his six-year -old friends, eats lunchwith his family, and spends thd afternoonplaying. (Young children have a greatdeal of freedom .andfew responsibilities.)Nobu finishes school at 3:30, returnshome in leisurely fashion to report toher mother, plays for an hour or so,-then-suer4s the yard, hauls bath water,- andstarts the fire. (To carry and heat

V

bath water every evening is such hardwork that several families often taketurns providing the bath for their meM.-bers, The order of baths usually.goes:house head, retired men, retired grand-mother, children (boys and older children=given preference), last the mother withtheir babies. The bath gives the mothersa welcome chance to chat with each other,as they are almost all from differentmural and do not have inherited rela-tionships within the family.

After the baths, the family hassupper together. The lights in theBuddhist shrine are lit, representingthe presence of ancestral spirits, andthe meal. is one of conviviality and goodwill, to which the presence-in-spiritof the ancestors lends a large part.

After dinner the mother and Nobu rollout bedding while the grandmother washesthe dishes. Children do homework, thengo to bed (often in their uniforms tosave time in the morning). All are inbed by 10 P.M.

There are variations on this dailypattern. Parties for adults are frequent,

,.especially after a communal work job bythe buraku.. Births, weddings, andfuner-als are occasions when the relatives get-together,- exchange gifts, reaffirm theirrelationships. In addition, there areimportant. religious festivals which occurin each Month of-the year Especiallyimportant are the New Year's, Girls' Day,Boys' pay, and Bon 'celebrations-,-described in SuyeMura, pp. 268-296. Theseare characterlied by visits among rela-tives, banquets, drinking parties,andsometimes shrine celebrations.

. (The

Shinto shrine in each village is one ofthe unifying foci.) Any of these occa-sions may be taken as an example ofsocial status based on .age and sex,religious and moral attitudes towardsduty and pleasura, methods of social-.izing the children, etc.

The agricultural seasons influencemany aspects of village life. Mostvillage products and cooperative jobsare relegated to.a certain season, andimportant social ecTents such- as weddingsusually occur in late autumn after therice harvest is In addition, thechildren play seasonal games. (See2aLLK!, P. 49.)

SOCIALIZATION

Benedict points out that the patternof individual freedom in Japan is inmany respects opposite to.that in theUnited'States. There, the child is freest .

in early childhood. Children are wanted.(partly to enhance the status of parents),and they are indulged by parents and even _

more by grandparents. The young childis displaced by a--sibling usually aftera few years, which often leads to strongties between alternate children. Butall'children have _a great.deal of free-dom until, about 9 or 10. .During thisperiod, they may boast freely, in markedcontrast to the self-depreciation whichis obligatory-for adults. Also, boysmay express their aggressions freely byhaving temper tantrums and beating ontheir mothers, though a boy would nevershoW disrespedt to his father..

When people reackage- 61 there is aspecial ceremony matacima 4-11a41..

vi

into a different status. Actually, theymay choose to continue as householdheads until around age 70, and thenretire from active work and res)onsibil-ity. At this time, the grandparentsrevert to their early pattern of freeexpression. They demand attention,express their emotions freely (the oldwomen are as bawdy as the men) and aregenerally freed from the duties. and re-sponsibilities which bind the young andmiddle-aged adults.

Japanese ideals of good and badbehavior are based on two basic atti-tudes. The first is a tremendousrespect for hierarchy, or "taking one'sproper station." This is reflected inJapanese bureaucracy, emphasis on themilitary, religious veneration of theEmperor, and also in the family, wherechildren are taught the utmost respectOr their fathers from their earliestyears. (A mother with a baby on her backwill bow the baby's head to teach it theappropriate gesture and attitude of re-spect for elders.) The-unquestioningobedience which children accord to theirteachers is another aspoct of "takingone's proper station." The submission--of wives to their husbands in manyrespects, and the deference which girlsshow to brothers, even younger brothers,are further instances.

The second attitude (see Benedict) isthat,each Individual is "debtor to theages and to the world." The key to thewhole system of relations is on,, a loador indebtedness which .one carnes, asense of obligation to anyone who is abenefactor. One receives On from the

emperor, from ancestors and parents,formerly from the feudal lord, fromteachers, and in all contacts of life.The reciprocals of thiS are two:' gimu,which can never be repayed wholly, and

whidh is repayed with mathematicalequivalents. GimU 'includes duty toemperor and ,corn7iTiY, and also ko, one'sduty to ancestors, parents, anaThescend-ants. Gin includes the duty to repaygifts brought to parties by friends,cooperative labor in building a house,or help in time of trouble.one's name includes the duty to admitn5 failure or inadequacy. This systemof obligations is not as rigidly adhered,to by peasants as it was by the samuraiin earlier centuries, and Japaneseattitudes are becoming in many ways moredemocratic and more Western. HOwever,the sense of on is at the basis of manyrelationships which would be incompre-hensible if viewed and judged withWestern assumptions.

There are -two important methods ofteaching Japanese children. One is bydirect physical contact: the motherbows the baby's head, she places hisbody in the proper position for sittingor standing, the teacher guides thechild's hand when teaching him to write.

More general is the employing ofridicule to impress on a child whatbehavior is unacceptable. Thus he learnsto become independent of his mother, towork skillfully, to be respectful and

. diligent, and so on. When- a child 7-at 3 or so -- is old enough to play withhis age.-mates, he-learns that they; too,will ridicule any deviant behavior, and

vii

that he is unacceptable to his familywhenever he is unacceptable to the largerSocial group. This use of ridicule as anegative sanction makes the Japanese verysensitive to feelings of shame. The im-portance of.girillazTanalle (or savingface) leads to the employment of inter-mediaries in many touchy social situations.There is always a go-between, for instance,to arrange marriages, so that if one familyis unenthusiastic the other will not be

__ashamed. A man courting a young girl maycome to her room with a towel over hisface. She.probably knows who he is, butif he is rejected he has saved face byremaining partly concealed.

The various roles within the familyhave been dealt with implicitly above.Age, sex, single or married status, educa-tion, are-all factors determining thestatus of each individual, and hisrelations with older or married or less-educated people with whom he comes incontact.

Conflict is seldom open. The reasonis the danger of shaming others. Avoid--ance, and the use of intermediaries arethe two chief methods of avoiding openeonfnct.

COMMUNICATION

The railroads, newspapers, radios,bicycles, are all important in increasingthe communication between S_uye Mura andthe nearby towns, and between rural andurban areas, between Japan and ethercountries.

Communal work, especially in the rice

paddies, brings all able-bodied peopletogether. There are many occasions forcooperative labor where adults learnfrom each other. The farmers are alsotaught by. the priests on various festivaloccasions, and by the teachers on dayswhen they visit the school for celebra-tions.

In addition to his family, the childin Suye mura is much influenced by histeacher. Since education for 6 years iscompulsory, the total effect is tremen-dous.- Much of the education is moraland nationalistic, and some of the extra-curricular groups attended by the youngpeople have an important influence onthem. For example, young girls are beingtaught the importance of pre-maritalchastity. toys in the 30's were con-tinually bombarded with nationalisticpropaganda. Military service was, alsoa nationalizing and urbanizing influence.

Byis

the greatest learning, how-ever, s still carried out within thefalitily in Suye Mura.

THE VILLAGE OF SUYE MURA-TODAY

Villages, like Suye Mura, have seenmany advancements since the pre-waryears. The town is still set up intwelve small clusters of houses calledburaku. Between each cluster of homescan be seen-rice-fields and forests.Since World War II there has been builta new buraku-of sturdy cement homes withtile roofs. The village is very proudof this modern complex. In othervillages-new homes and shopkeepers'districts'are being built.

viii

The greatest changes have been in thearea of basic houie improvements:

a. electricity in homesb. .piped in water systemsc. improved cooking conditionsd. electrical appliancese. tile baths instead of woodenf. radios and televisions.

The standard of living has increased con-siderably in the last decade. Althoughfarming is the main occupation, manyvillagers depend on small industries aswell as their rice crops for family income.Others work.part-time jobs in small work-shops at home where they make electronicsparts or do small handicrafts.

Their daily consumption of food hasincreased and changed. The village peopleused to eat fish and meat only on specialoccasions. Now many of their wages andland earnings have increased and manyfoods are bought that were once only aluxury. They have a steady diet of rawfish, boiled fish, vegetablel, poultryand many canned foods and produce fromareas qutside of their village.

The advancement in other areas isalso evident. power machinery andadvanced farming technigue6 are being usedin some villages. The type of clothing isa mixture of Old traditional dress andwestern clothes that are seen.in .thecities and-urban areas. If one were tovisit Suye Mura he .would find itrefresh-ing tosee .the older Japanese..cUstomsinterwoven with the advancements_ of aprogressing. village..

COMPARISON OF VILLAGE AND CITY

The section comparing the village..with the city life has been updated inthe unit. Much of the backgroundmaterial for the city is found in thebody of the resource unit. An excellentoverview is the film Ja-an's New Family-Patterns. Anyone planning on teachinthis cultural study should view thisfilm-first.

. The greatest changes in Japan haveoccurred in the cities, particularly,Tokyo. In TOkyo one would see modernbuildings, traffic jams, freeways,commuter trains,- factory buildings andcrowded business and shopping districts.One observes the traditional homes, mixed-'with. western homes and large apartmentcomplexes. There is a large metropolitanarea surrounding Tokyo with many of- thesame population and social problems asa city such as New York. The greatindustrialization boom of the fiftiesand sixties has caused the families tobecome more mobile, thus many of-thefamily units and religious ideas.have:ben loosened. The youth are more in-dependent.and free7thinking. In short,Tokyo is like many of our big citiesin the United States.

The beauty of this country is thatit still maintains many of the learnedbehavior patterns and ways akin to itsown culture.

BIBLIOGRAPHY

CHIEF SOURCES

Ernbree, John F., e Murat A JapaneseVillage, The University of ChicagoPress Chicago, Illinois, 1939.

Benedict, Ruth, The Chrysanthemum and theSword, The Houghton Mifflin Co., Boston,1946.

Silberman, Bernard S. ed., JapaneseCharacter and Culture: A Book ofSelected iltsaLa2E, The University ofArizona. Press, Tucson, Arizona, 1962.(See especially sections an "The Family"and "Personality Development," pp. 101 -277.)

SOCIAL AND POLITICAL BACKGROUND

Embree, John F The Japanese Nation: ASocial Survey, Farrar and R hart, Inc.New York, 1945.

Embree!.John F. TI.LI:LRIE12§2J_SmithsonianInstitution War Background Studies,Number -7-,-(Publication 3702) Washington,

-:January 23, 1943.

AUTOBIOGRAPHY ANDTICTION

Matsui, Haru, Restless Wave Modern AgeBooks New York .1940.

titer of the Samurai,New York, 1926.

Sugimoto, Etsu, A DauDoubleday, Page & Co.

Sugimoto,,Etsu, and Austen, Nancy Virginia,With Taro and_ _Hann_ Japan, FrederickA. Stokes Co., New York, 1926. (For andabout children.)

SPECIAL DAYS AND CEREMONIES

Iwad3, Tamotsu, Children's _Days inJapan, Maruzen Tokyo,.1936.

Denoda, S., Calendar of Annual Eventsin Japan, The Tokyo News Service,Ltd., Tokyo, Japan, 1951.

This unit esignedobjectives

CONCEPTS

OBJECTIVES

ke progress toward the development of the followin

Culture:- Learned behavior patterns.- normsand values, diversity, uniqueness;universals (including psychic unity ofmankind), cultural use of environment.

Social Organization: roles, status,division of reSponsibilities, fun-tions.

Social Process: socialization (positiveand negative sanctions).

-Location: position, situation,site

Site: continent, island, flood plain,mountain, hill, terraces, intensivefarmingtfishing,_rice paddy, papule-tion density,-village, nation.

GENERALIZATIONS

1. People everywhere must learn to be-have in the waysthey-doi just aswe learn to behave in-the ways wedo. .(Culture is learned, not inborn.)

In every society human beings.learn a culture in the prOcessof growing up; this culture is thelearned behaVior-patterns sharedby members of their group.

b. Within the family group in Cursociety, parents-and-older siblings-direct expectations (organized intoroles) toward the child. In Some

societies, aunts and uncles andgrandparents also play a part inteaching roles to children.

c. Both positive and negative sanetions are used. to teach thechild to act in.certain ways.

All .people, regardless of where theylive or to what race,:natienality,or religion they belong,. have manythings in common..

a. All people, everywhere, havecertain basic drives, although

. they may satisfy them differ-ently,

Human beings exhibit the same.kinds of emotions (anger, fear,sorrow,- hatred, love), althoughthey may express them in differentways and the emotions may bearoused-by.different things.

c. Human beings everywhere haveacquired need for-positiveaffect (affection)-and inter-action with other human beings(gregariousness).

d. The brOad outlines of the groundplan of all cultures are-aboutthe same becaUsd'Men always andeverywhere are faced with cer-tain unavoidable, problems arising

out of the situation .given bynature.

1) Every culture must providefor the satisfaction of-theelementary biological re-quirements such as .food,warmth,- anclthe need forpositive affect and gregar-iousness.

The family is the basicsocial group foUnd-in- allsocieties. Certain familyfunctionslare-found uni-versally in all societies.

In all societies people areexpected to behave in cer-tain ways and not to behavein certain ways; they areexpected to believe thatcertain things are good. andcertain things are bad.

4) Families in all societiesdelegate responsibilitiesand rights (specific roles)to different family mem-bers; age and sex areprinciples used in allsocieties to differentiatefamily roles and status.

Ways.of living differ from oneto another and within the sameEach culture is unique

a

they satsfy their drives andneeds differently.

b. Families differ widely ,froM societyto society as to how they are or-ganized and as to their functions.

c. People indifferent societies differas to how they expect people to actand as to what they think good andbad.

Each family has ways of doing thingswhich are unique, although most ofitsways are shared with otherfamilies in the same society

People living in a particular physicalenvironment or in similar physical en-vironments use the environment accordingto their cultural values, perceptions,and level of technology.

5. Man changes the character of the earth.

6

societysociety.

Human beings have- the potentialto exhibit extremely variablebehavior; depending upon theirnatural and cultural environment;

-Terracing enables.man to grow cropson hilly areas.

Some things can be produced better inone place than -.in- another because ofClimate, resources, and available labor.

Different crops need differentamounts of water..

b. Some types of crops require muchmore human labor than ether typesdo.

Places can be located at specific pointson the earth'- surface.

Places can be located 'in relationshipto our community by noting directionand distance from our town.

AirplaneS are 'faster than land orwater transportation.

10. No two place's look exactly alike.each place looks somewhat differentfrom other places.

11. The earth's rotation produces nightand day.

ATTITUDES

concepts and generalizationsto new data.

Sets. up hypotheses and testsagainst data.

d. Generalizes from data.

2. Gathers information.

Gains 'infdrmata:on by listening.

Gains information by studyingpictures.

possesses Geographic Skills.

Hasa sense of distance and area.

Compares distances with knowndistances.

Compares areas with known areas

Has a sense of direction

1. Is curious about social data.

-a.2. Appreciates and respects the cultural

contributions of other peoples, racesand religions.

Accepts diversity as natural.

Values human dignity. b.

5. Accepts change as inevitable, but doesnot equate change with progress.

c.SKILLS

The broad skill toward which. teachingis ultimately directed is underlined. Aspecific aspect of a skill or an under-standing .needed to learn'a-skill'is inplain type.

1. Qanizes and Analyzes Information andDraws Conclusions.

Classifies data.

b. Applies previously - Learned

Knows cardinal directions.

Interprets mats ancigilobes.

Locates places on simple mapsand globes.

Understands the use.of symbolsto represent reality.

Identifies symbols for land andwater on map or globe.

Uses globe to identify directions.

4. Possesses Time Skills.

Knows how time is measured.

Understands-relationship of time toearth-sun movements.

Understands relationship of nightand day to rotation of earth.

OBJECTIVES

G. Places can be locatedat specific points onthe earth's. surface.

S. Com ares distances withknown'distances.

S. Has a sen di tance .

Airplanes are faster thanland or water transporta-tion.

G. Places can be located inrelationship-to our owncommunity by-notingdirection and distance fromour town.

S. Gains information from

G. The earth's rotation producesday and night.

OUTLINE OF CONTENT

Japan is a small country in Asia; it is made up ofa group of islands which are located a great dis-tance from the United States.

A. Japan is located a great distance from theUnited States, on the other side of thePacific Ocean.

The earth's rotation pzoduces B. Japan is 1day and night.

S. Ha.s a sense of direction.

actions.

S. uses globe to identifydirections.

-G. Places can be located inrelationship to where welive in terms of their dis--tance and direction from us.

ated west of the United States.

TEACHING STRATEGIES

Locate- Japan on a simple globe. ASk: Have any ofyou known people who have traveled to Japan? Whatdid they use to transport them? How then is thisdifferent from a trip you might take to visit grand-parents or friends? 'Establish the idea of a greatdistance -- by length of time it would- take by boat,airplane, rather than miles away. From Boston, about18 hours flying time; a day and a half with changingplanes, etc.

Use the book Follow the Sunset by Herman Schneiderto _introduce the rotation of the earth through sun-light and darkness. Point out how sunrise and sunsetmove across the=w-rld.

Then for further reinforcement, conduct a lesson todemonstrate with a light and a globe how the earthmoves around the sun and how-it rotates as it does so.(See unit on Global Earth in kindergarten program.)

Have a child place a mark. on the globe to show whereChelmsford-is.' Now circle Japan with chalk.the marks on the globe so that the ohildren.may.studyit.alone if they wish to Ask When it is daytime

ihere, is it night or day in Japan? Why?

4. Take the children on a make-believe trip half wayaround the wdrid..The book, The Other ide-of theWorld, will take them from Tommy's land o Jun'scolahtry.. Then discuss with the children why nightand day. in Japan-and the United States-are-opposite.

INSTRUCTIONAL MEDIA

Primary globe.

Schneider, Followthe Sunset.

Large primary globe.

Light or flashlight orcommercial sun-earthrotation model.

"Light and Dark," Con-Eepts in ScienceGrade Two.

Bannon, The_Other Sideof the Worl

Understands, to somedegree, the conceptof nation.

G. Places can be locatedat specific points 411the earth's surface.

Understands the siteconcept of island.

S. Classifies da

Understandssymbols

-e usee resen

realit

S. identifies symbols for

land .32121113LIELJINEor globe.

Locates laces on s mmaps and globes.

Has a sense of area. Com-pareareas.

Understands concept ofpopulation density.

Gains. informationjamaking and using models.

S. Knows cardinal directions

Understands site con-cepts of mountains,plain, rice paddy.

Gains information b

studying pictures.

C. -Japan is a nation. A nation is a large groupof people who live in a particular place, havea government of their. own, and feel that theybelong together-in one cOuntry.

D. Japan is made up of a-number of islands; theyare surrounded by the Pacific Ocean and the Seaof Japan. 'the four islands are Honshu (mainisland), Hokkaido, Shikoku, and Kyushu.

E. Japan is.much smaller in land size than is theUnited States; however, it contains a largepopulation, about half that of the United. States.The size of Japan can be compared to the size ofthe state of-California..

We are first going to study family life in Suyevillage on Kyushu. Later we will study a familyin Tokyo.

A. Kyushu is an island in southern Japan.

- 8

Japan.is a nation. What is .a nation? (Read appropriatesections of Where-in-the World De You Live?) Explainsome of the elerieiiti-makingU0 the concept of "nation".(national language(s).flagl..etc.). What nation do youknow about? What-nation-de you-live-in? Review :nap ofUnited States. -Show a picture of a 'Japanese flag. Thered sun on. the white background is a good symbol of,the"Land-of the Rising Sun."

Locate Japan on the primary.globe, then also on a sim--plified,map. What can you discover about the lands ofJapan? What de we call land that is completely sur-rounded by water? -How-do we-know where land is? Where

Primary wall map of U.S.

Hine & Alcorn, Where inthe World Do You Live?

Transparency of Japan.

Weigard, The LittleIsland.

water is?. (Have children pick out symbols Remind themthat symbols represent something real.) .'Read-approOriate See Appendix for recipesections of Where in the World D6 You Live? to further using clay, soil, orclarify -concept of-7is_and. The.Little IS_and can also -modeling dough.be used to develop this -concept-. Queitionacan- be,asked:What is an island?. What did the-cat find out aboutbelonging? Did you ever feel that you did not-belong toanyone?- Are you attracted to people? Are islandsattached to the world? Have the children mold' representa-tions.oftopographical features: rivers, mountains,floodplains and the islands. of Japan.

Ask: -Does-Japan look -like- a large nation? Is it as big, Peterson, How- Pepplebigger or smaller. than the United-States? Allow guesses. Live in Japan, PP. 9,Compare the area of Japan with the area 'of California. 10.

_

Use cut-outs. Only_ the outlines -need to be traced andout out Pay: Although the land -is small in .area,-thereare-many people living in Japan; -if you visited the cities,you would feel they were very crowded. Discuss pictureson pp, 9, 20 in the Life World. Library book on Japan.(Children might,alSo -compar-gMaSSahUSetts with Japan.)

Using a map .of Japan, review cardinal directions. Whatisland might you live on if your home were in southernJapan? Point to island on outline, map. Color with mark-ing.:pen the island of.Nyushu. ..(knAlternate..procedurewould be to use a transparency of the islands -of Japanand aneverlay- of the island of-Kyushu-.) Show picturesof this area:. rice fields, flat-plain surrounded'by-mountains showing clusters of low-thatched7roofed.

Life World Library,Japan, pp. 9, 20.

See Appendix for map'of Japan.

Study prints: Platel,Japan, Fideler VisualTeaching.

-Plate 6,-Living _in

G. No two places look exactlyalike. Each place looks-somewhat different from-other places.

- 9

It hashas:fi t plains between mountains; theseplains are used for farthing.'

Houses in the area are groupedin clusters alongthe rice fields ratner than in. a central area. _

These fields are called "patties."

-'.Suye Mute Kvillage) is located in the middleof Kyushu, far from the ocean.

The village is made up of about 12 burakuor clusters. Each is separated by ricefields and fields for other crops-and bywoodlands..

Buraku is a self-controlled community_In-each buraku is a headman, shrine (Shinto)and shopkeeper's district.

The village isloCated on a flood plainwhich is surrounded by. mountains anddrained by the Klima River.. There is plentyof water. for growing craps. The soil isdeposited by floods.

d. Temperatures tend to be moderate.

1) Weather is very similar to that ofWashington, D.C.

2) First-frosts- come in late October andthe climate is cold from December.toMarch, Temperatures rarely fall:below20 degrees. In January and :Februarythere may be two or three inches ofsnow on the ground.

July and August are:hot but rarelyover 1po degrees.

4) In summer and autumn, Japan sometimeshas typhoons-with heavy rains and wind.Earthquakes can come_at any time, Thelast earthquake was in 1923 destroying

10 -

houses near the rice fields. Ask: Doesthis look likewhere we -live? Does it look like any other areas wehave studied?

Project the filmstrip Japan, which is a good intro-duction to the village areas.

10. Introduce Suye village on the island of Kyushu. Havea child point out-the island once more Discuss thelocation of the'village in the middle-of,the island,away from the ocean.

. .

-Draw a sketch map or project a transparency made fromthe map in the Appendix to illUstrate how the villagewas divided into buraku separated-by rice-paddies:andother fields.

Tell-class that most of. the buildings are homes,. butthat there is a shopkeepers section, too. Identifyit on your sketch -map

11. Ask: When rain falls in these mountains, where is thewater likely to go? If necessary,-reviewidea-learned"in Hopi unit of, rivers and -streams 'flawing fromhigh7lands .to lowlands. (Use a clay model in a large panpouring water on mountain area to-illustrate. Tellchildren that there-, is a good deal of rain in thesemountains. What-would this mean for farmers on theplain?

12. Now tell children something. about temperatures in winterand summer. Compare them with those in their own townand with those .Of Hopi, 'Algonquin,. and Quechua areas.What would these temperatures mean for those tryipg togrow crops in this area? (Rain is needed for their maincrop,-rice.) Also discuss some of the other.unusualweather conditions.

13. In small groups have children discuss plate 3 in Living. in.

japan. Then teach the Japanese song, Ame Furl.

Japan, Silver Burdett.

Filmstrip: Japan, _cGra%Hill.

See Appendix for map ofpaddy type buraku andmap of Kyushu.

See Appendix for map ofshopkeeper -type buraku.

-Study print: Plate 3

Living in 'MPS',Silver Burdett.

See Appendix' forJapanese song-Ame Furi.

The family is a basic 9. The. social group found inall societies.

Gains information by

Families differ widelyfrom society to societyas to how they areorganized.

S. 112Eliplalyiously-learned concepts andgeneralizations

data.O

The family is a basicsocial group found inall societies. Allsocieties have somekind of family. with theoverlapping of genera-tions.

Families differ widelyfrom society to societyas to -how they' are

organized.

A. IS CURIOUS ABOUT SOCIALDATA AND HUMAN BEHAVIOR.

most buildings in Tokyo-. An averageof twenty earthquakes a- day strikeJapan.

Japanese have an extended family.

1. In the traditional Japanese family, three orfour generations live in -the same household.Bach-family is extremely close as a unit- andto the :buraku.

Family hierarchy meet to discuss villageproblems. They recommend to villageofficials when and.how to repair bridges,roads and irrigation.

b. Family ties ..arestrong. The father'sparents usually live with .the family.Each person is an integral. part Of theunit. The family makes provisions toassure an heir to the household.

c. In the cities, a housing. shortage result-ing,in apartment complexes has served toStrengthen smaller family units consistingof just the immediate family.-

2. Since mancestors play a "active" role in fainliving, it can be aid that even distant

ancestors affect wa of living in a tradition--al Japanese. family.

Many homes have a family alcove or shrinein which to worship ancestors. Familymembers leave food-on an altar each morn-ing for the dead.

- 12

14. Project the film 2apanese Mountain Family. In the film,Yugi is a member of a family who lives in a rural villagebut whose :family are not rice growers.. With this as.abeginning background, children will see the members ofthe household. Ask the children if-they can identify whothey are: grandparents, parents, aunt and uncle. .Laterread and show pictures of other. Japanese family. members.

15. Remind children of previous families they have studied(Hopi, Algonquin, Quechua). Review composition of eachfamily as well as the children's -own 'families How dothese families..aeemto compare with the Japanese family?The children- could -take their family trees-from the earlierunits and compare with Yugi's and other-japanese families.'List family -members onchalkboard. Emphasizepresence ofgrandparents-'in most homes. Compare composition of tradi-tional Japanese family with families of children in class..(Some.grandparents-maY live-with family, but this shouldnot be typicaLby any means.) Review the family tree ac-tivities' children-Were exposed to in other units. Thenthey could make up namesor use Yugi or Taro's family tobuild a Japanese family tree. -(Example in Appendix) Thechildren have learned a few Japanese names. .when talkingabout. a Mr., Mrs., or Miss, you use their last name andadd the word usan." "Chan"-,is added to children's firstname. Example: Taro-chan or Linda-chan. (You could usethis when filling out the tree.-)

16. Remind children that all of our grandparents and.greatgrandparents are called ancestors. Many of our Japanesefriends worship their ancestors just as the Hopi Indiansworshipped the 1(adhiha dolls. Show-pictures and arti-facts and tell about-a family shrine or small alcove inmany homes. Mother will heat water and ride.and put incups in front of shrine for dead ancestors before -familyeats morning meal.

Film: JapaneseMountain Pamir,FilMASSOCiates.

Edelman,- Japan instory and Pictures,pp. 18, 33.

Their Search For God,p. 143 (ancestorworship).

The _Picture S bory ofJapan, Carr, p. 9,

(Shinto and Buddhistaltars).

Religious artifactsfrom Japanese FamillMATCH box.

All people everywherehave certain basic=physical- drives, al7though they satisfythem differently.

G Every culture must pro-vide for the satisfac-ton of the elementarybiological-requirementssuch as food, warmth,and the need for-affec-tion.

G. Human beings have thepotential to exhibitextremely variablebehavior.-

S. Gains information bystudying pictures.

S. Gains information by

Gains information by

Gains information by

- 13

C The Japanese need food, shelter, and clothing, jusas we do. The family must provide these necessi-ties for family members.

1. The Japanese home differ-sin the world.

any other coup

a. Homes in small villages are made. of wood.. with thatched roofs.- Rice straw,-.reeds.ergrass are used-for.the -roofs,- There areno walls like Ctrs. 'They haVe slidingdoOrs or shoji screens which usiiallydivideVthe houseinto three-'area6.

The rooms contain very little furniture.Near the-center of teh.f,amly roam is a-square. fire.pitYherethe family-eats --and_spends much of its-time. Usually: -there isa loW table-:whiCh is used -for- writingHall-eating. When Japanese-children- are-young,.they learn to kneel or tuck theirfeet,11.as they'sit.

c. The floors are covered with'xice straw,woven. to make tatami -mats. -To keep-the.tatami-mats '.cleLi no one-Years sh©es.indoors. When building a.house one does 'nomeasure_ rooms by feet but blvtatami-matswhich are six feet lOng and three feet.wide. Two tatami mats together is atsubo, which is- a-unit of measure.

d.- in the farm villages many.homes--have onlYone room. ,Japanese..-Can make-a kit-chem.into a bedroom at -night_bY--taking:soft,futons (quilts) from the -closet and-placingthem on the tatami mats.

e. The villages have seen many changes andprogress in the post-war years such astile baths (instead of wooden), piped inwater systems-iand improved cooking _!

conditions. In the-city,- most families,

- 14

17. The children have been introduced to family members.They have seen Yugi's family in his village. Discussin what ways his life is different than theirs. At thispoint make a list with the children of the needs they...have on "The Other Side of the World" which are similarto our needs (home, food, clothing).

1- Ask-the children to'think about the pictures of familymembers they have seen in the filmstrip Japan and thefilm, ,IsEaritiliallasiataga. What do the houses looklike? .How are they similar to our homes? How are theydifferent? Make -a

intoof ideas that the children men-

tion. Then the children can go nto groups of about sixand look through several books to see if their ideasabout homes in Japan are correct. (Many books in-thekit have houses and pictures of the rooms.) After thechildren have looked through several books, a group dis.-cussion with the class could take place. How many roomsare there in Japanese homes? Where do families sleep?Do the Japanese have kitchens? What do people do toprotect their soft tatami mats? Throughout this activitythe children should be encouraged to note the materialsused- (wood, glass, paper, reeds, straw) and contrast themwith the use of materials in other homes they haVestudied.

19. Ask children if the homes in Boston are different fromthosein Chelmsford. Discuss. Then ask what they thinkhomes in a Japanese city would be like. Project thefilmloop An Evening at Home With a Jskanese_Family. Thechildren can begin to See the differences not only fromtheir homes but from the oity homes in Japan.

20. At this time some of the children might want to draw ahouse plan. Others might want to set up a corner of theclassroom to resemble a Japanese room. Ask them whatthey think they should put in their room. In the Appendixare some suggestions for making tatami mats, futons,.shoji screens, low tables and the tokonoma. The MATCHbox contains many artifacts that can be used in thisfamily corner.

Filmstrip: Japan,McGraw -Hill.

Edelman, Ispan in _Star-and Pictures, pp. 23,31.

Carr, The Picture Storyof Japan, pp. 1-3.

Jakeman, Getting_ toKnow Japan, pp. 24-25.

Mears, The First Bookof Japan, pp. 0-12.

Peterson, How Peoplelive in Japan, pp.28-30.

Shirakigawa, Childrenof Japan.

Filmloop: An Evenin-at Home with aJapanese Family,International CO un-ioation Films.

For a plan of a typicalhouse in Suye, seeAppendix.

Artifacts from IganeseFamily MATCH box.

Certain family functions arefound universally in allsocieties. Both in Japan andthe United States, the familyprovides for its members aplace of shelter from theelements, food. affection, theamenities of life such as books,fun, baths.

S. Gains information by studyinpictures.

S. Sets u h o heses and tests&gains

G. All people, everywhere, havecertain basil drives, althoughthey may satisfy them differ-ently.

Understands concepts offarming, terracing, hills,intensive farming.

15

have radios and television, and now a fewhomes in the farm villages also have these.

Most village and city homes have a gardenthe back. Most Japanese gardens are

landscaped in a country scene. Smallrocks represent the mountains. A fewtrees represent the forest. A small pondis the sea.

Japanese love of beauty also permeates theinside of the house. There is always analcove at the entrance called a tokonoma.There a painting (kakemono) is hung on ascroll. A flower arrangement (ikebana) isalways present.

h. Bathing is important to Japanese peopleboth in reference to a physical need(cleanliness) and to a cultural need (socialpleasure). Baths in Suye are taken outsidethe tub. When clean, the person soaks ina small, tub of warm water. There are alsopublic baths in cities. In the city mosttubs are tile and large enough for fifteento thirty bathers. The charge is about10 a bath. 0-fu_o is bath.

The standard of living in the villages has in-creased considerably in the last decade. Thevillage people used to eat lfish only on special_occasions. New many families eat fish and"--:'meat .quite frequently. The most importantfoods in.thediet. are rice, fish and vegetables.Fish may be served raw or made into soup.Seaweed is also eaten as a vegetable. Thepeople use chopsticks (hashi) for eating u -n-sils. The Japanese make an art of servingtheir food.

Families in the village raise their own rice.Indeed, rice farming is the main occupationin SUVA.

16 -.

21. Read portions of The First Book of Japan to tell aboutbathing was There are many pictures in the otherreference materials. Ask the children why they thinkpeople use this method. From the pictures shown ofbathing, would you say people in Japan enjoy theirbath?

22. "Earlier we talked about needs that all children have.We have talked about the home.. Now-let us see some ofthe food and eating habits of the Japanese." The film- Mears, The First Bookloop, A Japanese Family -at Dinner, is a good introduction of Japan, p.24-2h .to a Japanese meal. (This family is in Tokyo, but it canbe made applicable to the village.) . Show pp. 8-9 of Japan Filmloop: A Japanese(Friendship Press), plate 16 of Japan (Fideler Visual failLialt121.12n2E,Teaching), pp. 34-35 in How Pep Ie.LiVe In Japan, and pp. I C F.21,27 -29 in TIEJLIEL2R2Liilatm. Have children name(while you list) the different types of food enjoyed by Peterson, How People Livethe Japanese. Transfer the list to,a chart. Have in Japan .children picture and check off the foods produced by thefarmers of Suye. Ask the children to suggest who does Mears, The First Book ofimost of the work n the home. Have them check theillustrations for support of their answers. Also ask:Are these foods like foods we eat? Discuss similarities Study prints: Plate 16,and differences.

Japan, Fideler VisualTeaching.

Filmstrip: JApsneseChildren, EncyclopediaBritinnica.

Seidensticker, Life WorldLibrary Japan, p.55.

Schloat, Junichi, p.41.

Japan .

23. Plan a Japanese meal. Make seaweed soup with the class.Cook on hibachis. Many children may bring in chopsticks Plate 6, LAying in Japan,and rice bowls. (For the proper use of chopsticks, -see Silver-Burdett.the Appendix.)

24. ShOw a picture of rice planting (general view) and ask - See Appendix for fullwhat the children think is happening in this picture. address for planting,Even though they may not realize that the crop is rice, rice.they will be able'to identify the activity as work.What are they doing with-the plants that look like grass? Study prints: "GrowingWhy are they not planted in these fields in the first Rice," Japan, Fidelerplace? Why is it so important to use every bit of land Visual Teaching.carefully? What can you see in these pictures that showsanother way that farmers in Japan-use all their land?(Show pictures of terraced hillsides and lower mountainslopes.) Aakthe children what other family group theyhave studied that used terracing--in their farming activi-ties. (Quechua) Did they grow rice? Why did they useterracing? Ask the children to think about the terraces

Gains information

G. Some types of crops requiremuch more human labor thanother types do.

VALUES INITIATIVE, HARD WORK.

Man changes the character ofthe earth.

G. Terracing_ enables man to growcrops on hilly areas.

G Different crops need differentamounts of water.

No two places are exactlyalike. Each place looks some-what different from otherplaces.

S. Gains in1211jat2L121V11%

S..atlERLaLarati2ntyLPAtairli.

G. Some types of crops requiremuch more human labor than othertypes do.

G. Some things can be produced orsold better in one place thananother because of climate andresources.

G. Families in all societies dele-gate responsibilities and rights(specific roles) to different.family members; age and sex areprinciples used in all societiesto differentiate family-rolesand status.

17

a. Farmers terrace their land in order tomake use of hillsides and the lower parsof mountains.

b. Rice is seeded close together to allowanother crop to be harvested on the landbefore the rice is transplanted to it.

c. In the spring the rice seedlings arepulled from the soft mud and carried to anearby field called a paddy. They aretransplanted in this flooded ground.

d. One half of the land of Japan is inpaddies which grow wheat in the winterand rice in the summer.

In many parts of Japan rice transplanting'begins in early June, in colder parts inlate June. After the yellow-green plantshave been in the paddies about two weeksthey turn a darker green. Three to sevenrice seedlings are planted in one spot.A guide line is used to keep the rowsstraight. This is done to make weedingeasier later on in the growing season.

f. The rainy season begins about June 10 andlasts about four weeks. During this time,the farmer checks his crop three times aday to see if there is enoughwater onthe plants.

g. At harvest time the grain is usually cutby.hand with a scythe. It is hung up todry on bamboo poles. The-threshing isdone by machine in the paddies or at thefarmhouse. The grain is dried on strawmats spread out on the flat ground. The.rice is then hulled and stored inalvaieeized iron boxes,. Some rice is hulled incooperative-owned mills. Often farmers jointo purchase machinery cooperatively.

- 18

25. Ask. the children if rice is important to the Japanesepeople. Why? Is it easy to grow? How can.we learnmore about the way it grows? Show pictures. Read thesection on Japanese farms in ,Iavan inStoatal.21EaLel.Who is working in the rice paddies?- Why do you supposethe whole family helps in this work? Who farmed withthe Hopi? (Men and boys.) Who with the Quechua?(Usually, men, but the whole family helped when needed.)

Ask: HOW easy would it be to grow rice where we live?Where the Hopi live? Where the Quechua live? Why?(Relate to climatic conditions and water sources.)

26. For fun read Rokubei and the Thousand Rice Bowls.

27. ,Often tea bushes are grown on hills and mountain slopes.Comparable pictures can be shown with families pickingtea leaves or harVesting vegetable crops. Why do yousuppose-these are grown on the hillsides rather than onthe flat lands as the rice is? Would the Japanese haveto grow tea? (Bring out,cultural reason for growing.)Read "Where does Tea Grow?" from How People Live in Japan.Show pictures where entire hillsides are terraced intotea gardens. How old do you think these plants are thatsupply tea around the world? Then tell the children thattea growers not oily farm the same land.as,their grand-fathers and great-grandfathers, but also maintain thesame plants.

Edelman,and Pictures, pp.25-35.

Study print: Plate 3,Japan, Fideler VisualTeaching.

Uchida, Rokubei and theThousand Rice Bowle.

Mizamura, The:PictureStory of Japan, p.45.

Peterson, HowPeopleLive in a an, p.55.

G. Both man and nature changethe character of the earth.

G. People living in a particu-lar physical environment orin similar physical environ-ments use the environmentaccording to their culturalvalues, perceptions, andlevel of technology.,

S. SEIsLIph/aslheses andtests against data

19

As needed the entire family will help inthe cultivation of rice.

4. Other crops - include tea, potatoes, beans andother:vegetables, and some groves of peach,plum or orange trees. These are grown onhillsides to save flat lands for rice agri-culture.

Many taxr villages depend on small industryas wer. as crops for the family income.

6 Some Japanese raise silkwbrms to- earn extramoney. These worms eat only the leaves ofthe mulberry tree which the farmers grow inOrder to raise silkworms. Although the farmfamilies still make silk cloth themselves, muchof it is now processed in city factories.

7. The people dress differently than those in anysociety we nave studied so far.

a. In villages the kimonos tied with a sashCalled an obi are still seen, but manyof the child en wear western clothes toschool. Some adults may also be seenwearing western clothes.

Children wear wooden or

Theysandals

called at or zpri. They wear sockscalled -tab i (sPrIE7toed socks).

In the fields people wear large strawhats to protect their heads.

Farm women can be seen wearing mompe(loose pants) and a short kimono in th:-rice fields.

- 20 -

28 Show the class a piece of silk, and theh allow than tofeel its texture. Ask if anyone knows how silk is made.Rather than telling them the answer, suggest that theythemselves could find the answer to this question. Theymay suggest books. Since some children may not be ableto read them, perhaps an older member of their familycould read to them. 'Family members might know and wouldbe willing to discuss the question with them, possiblyfinding pictures that the child could bring to class andreport to his classmates. Project the film The StpTyofTaro which shows how in June Tiara helps the family withchores, One of his duties is gathering mulberry leavesto feed the silkworms. (This is only a section of thisfilm about a child's life.) Have children compare thissysteM of making cloth and clothes with that used by theHopi, Algonquin and the Quechua.

29. Ask the children to recall the clothing worn by otherpeople they have studied. There Ore many pictures ofJapanese style clothing. Where- do you think they gettheir clothes? Many Of the children will probably thinkthat they use the -silk and all mothers weave. (Pointout that even if some sew,. they usually do not spin andweay.) Most of the clothes can now be purchased in the

,

shopkeepers' stores. (Perhaps children haye or can bringexamples of Japanese silk and some of the clothing items.A set.of the clothing items and directions for their useis available in the MATCH box kit. A demonstration ofthe proper way to wear a kimono would also add an interest-ing touch.)

Film: The Story ofTaro, EncyclopediaBritannica.

Mears, The First Bookof Japan, Pp. 63-65.

Japan (Life WorldLibrary), p.60 (pic=ture of cloth instream)

Seidensticker, Japan-Life World Library,p. 60.

Peterson, How PeopleLive in Japan.

Study print: Plate 2,Living in Japan,Silver Burdett.

Clothing objects fromJapanese FamilyMATCH box.

understands site concept of village.

G. Understands conceptof fishing. Somethings can be producedbetter in one placethan in another becauseof resources,

G. All people regardless ofwhere they live or to whatrace, nationality orreligion they belong, havemany things in'common.

S. Applies --learned

SaatEt12211T'L12ALl'

21

III. Many Japanese live in cities or in village's alongthe coast.

A. Many Japanese live in fishing villages alongthe coast.

1. Fish are a main part of the Japanesediet both because they are readily avail-able. and because of'the lack of space forraising other foods.

2. Fishing is in important industry inJapan.

3. Seaweed is also gathered. Some is usedfor food and some for making. a kind ofsoap=

4. The family ties and participation isvery similar in fishing villages.

Much of the commercial fishing is doneby advanced techniques.

22

30. As a review of Japanese family life in a farming village, Japan, Fideler Visualthe class should review many of the pictures previously Teaching, pp. 12-13.used that described the inland village. Japan, PidelerVisual Teaching, pp.12-13 may be read. Cifraien may wishto paint a mural of the buraku, fields, etc. They may addcut-outs of homes and'shops. Villagers may be added. Afilm may be shown to stimulate ideas.

31 Have the children consult the map and globe again. Reviewthe unique features of Japan. Ask: Can you think of any Study print: Plate 7,kind of work which might be done in Japan other than Living in Japan,farming? Tell children to use map or globe as their clue. Silver Burdett.Say: The village we, ihave studied is in the center of anisland. What did the people eat besides rice and vege-tables? How might the people living along the coastlinesof these islands make a living? Point out that manypeople live in fishing villages along the coast. Use thestudy print of the fisherman at the Kujukuri beach inLiving in Japan. What do fishermen use to catch fish?Have you ever gone fishing? What is seaweed?

Keiko's Bubble is a good story about a family who lives in Buck, TheBigWave.a seacoast village and earns a living by fishing; it alsoreinforces the same customs of daily life in Japan, through-a different village. It is too long to be read at onesitting, and should be used for literature and enjoyment. Lewis, Keiko's Bubble.TheplajlEt is an excellent story of two small boys,Kino, the farm boy, and Jiya, the boy from the fishingvillage. It shows-how Jiya fears the big wave knowingit may come and destroy what he loves. (Because of thevocabulary and length the teacher should read it first anddecide how to best present this inspiring'book to herclass.)

33. For an art activity the children could make small fish See Appendix for(carp) by the Japanese art of origami. directions.

SaiaaLafaEnaqmjastudying pictures.

G. In all societiespeople are expectedto behave ip certainways and not to behavein certain ways; theyare expected to believethat certain things aregood and that certainthings are bad.

Within the primary group B.of the family in oursociety, the parents andolder siblings direct ex-pectations (organizedinto roles) toward thechild. In some societiesaunts, uncles and grand-parents also play a partin teaching roles tochildren.

G. Both positive and nega-tive sanctions are usedto teach the childrento act in certain ways.

Human beings everywherehave acquired need forpositive affect (affec-tion) and interactionwith other human beings.

- 23 -

Many Japanese live in large cities.

1. These cities have factories, stores, apart-ment buildings, as well as individual homes.Buildings are made of brick, stone or cement.

2. There are many cars and motorcycles in thecities.

most homes are built in the Japanese stylebut have tile roofs and more'Western comforts-radio, televisions, electrical appliances,and running water. Homes are much closertogether because of large population in thecities.

4. Families consist basically of just theimmediate family as opposed, to the extendedfamily in the village.

Government has encouraged family planningwhich has reduced the average number ofchildren per couple to 2.5.

Both husband and wife enjoy.equality underlaw.

There is greater time for education andcultural experience.

- 24 -

34. Now we are going to leave the village and see how thepeople live in the city. Tokyo is the capital of Japan.You will see many areas which will look like our bigcities in the United States. Using Living in_Japanplate 41, the children can be introduced to the Okamatsufamily. Or you could read part of Ch. 2 of Junichi wholives in a city near Tokyo. Ask the children to cOmparethese families withTero and Yugi. They now should beginto see some of the differences in home and dress.

Project the film Ja an's New Family Patterns. It showsthe advancements and change of ideas of the yoUngergeneration. Discuss the'changes the children will seein the family living right now in Tokyo. After the chil-dren see the movie they might want to make some changes intheir'clessrcom home of Japan. They could construct someof the newer conveniencea in their homes.

36. Now show pictures of streets (no signs), homes, apartmentbuildings, factories, stores, dress, etc. in Tokyo.Again compare the aspects of city life with village life.Tell the children about the large department stores whichsometimes have top gardens, fish ponds, and zoos. Manyof their toys will have been made in Japan. They canlook through their games and toys and bring in realiamade in Japan.

Set up two groups to role play "An Evening at Home Withan American Family" and "An-Evening-at Home With aJapanese Family." Have the class contrast and comparethe two.

By this time in the year first graders might be interestedin writing stories about their friends. they have met inthe villages and the city.

Study print: Plate 1,Living in Japan,SilVer Burdett.

Schloat, Junichi.

Film: Japan's New FarailzPatterns, SterlingFilms.

Study prints: Japan,.Fideler Visual. Teaching

Filmloops: A JapaneseFamily at Dinner, AnEvening at Home With

International Commun-ication Films.

People everywhere ,

must learn to behavein the ways they do,just as we learn tobehave in the wayswe do.

People differ as tohow they expect peopleto act and as to whatthey think good andbad.

G. Certain family func-tions are found uni-versally in all socie-ties. (The protectionand training of thechildren is a functionof families in all so-cieties.

- 25

Tokyo is the largest city in Japan and oneof the largest in the world. This city is as=modern in the downtown area as any big city inthe U.S. The Ginza is the main shopping center.There are many fine restaurants, theaters, andother cultural places within the city.

IV. The Japanese family socializes children.

Within the primary groupof the family in pursociety, the parents andolder siblings direct ex-pectations (organized intoroles)- toward the child.In some societies, aunts,uncles, and grandparentsalso play a part in teach-ing roles to children.

A. Fathers, mothers, and grandparents help childrenlearn what is expected of them. The adults alsouse family ancestors to help socialize children.

B. Japanese children learn their culture. Theylearn ways of eating, playing games, praying,music and art, etc.

G. People everywhere must learnto behave in the ways theydo, just as we learn to be-

- 26 -

39. Use pictures from Life World Library book on Japan as afocus for the discussion of how older people help andteach us. Pictures include teaching games and prayers.Story discusses grandmother helping to teach child flower

arranging. In the books readr.the children may have noted Flower arranging objects

the girls and mothers arranging flowers. If this has not from Japanese Familybeen apparent, reread-parts and examine the pictures. MATCH boli

Children themselves:may want to try arranging leaves,flowers or even weeds if this unit is studied in the spring,to see the importance of learning to make a grouping thatis attractive. In the appendix is one ikebana (flowerarrangement) which could. be done. For demonstration, on flower arranging.

contact the Chelmsford Garden Club. The MATCH box hasmaterials for making a tokonoma with ikebana.

seidensticker, Japan-Life World Library,pp. 71, 128.

See Appendix for material

40. The feeling for small things in the home could bestrengthened if the children could see and hear aboutthe raising of a bonsai tree, g

iThe art of raising_

to a beautiful shape is practiced by many people in ourcountry and one of these could speak to the class. The

cherry blossom is the national symbol of Japan. They growcherries for the beauty of the blossom, not for the fruit.Teach the song Sakura which means cherry.

41. A fun activity is making a cherry blossom tree. Use thevideotaped demonstration on Chelmsford ITV.

42. Read A Pair of r,od Clogs to drathatize a "problem" unusualto-children-and to Suggest the family's role in helpingchildren solve similar "problems."

43. Read The Dwarf.Pine Tree that tells about a friendshipbetween a princess and a small but perfect pine tree.Compare with other folk tales.

44. To show good manners and respect, read Taro _and the Tofu.It shows his temptation overcome by his respect for thepeddler. Tell the children that both'this story and APair of Red Clogs were written by the same author.

See Appendix for thesong Sakura.

Videotape: Making CherryBlossom Trees, Chelms-ford ITV. 1

Matsuno, A Fair RedClogs.

Fuko, The Dwarf PineTree.

atsuno, Taro and theTofu.

People differ as to howthey expect people to actand as to what they think

. good and bad.

G. Within the primary groupof the family in our se-ciety, the parents and,older siblings direct ex-pectations toward the child.In some societies, auntsand uncles and grandparentsalso play_ a role in teachingroles to children.

In all- societies peopleare expected to behave incertain ways and not tobehave in certain ways.

G. Families in all societiesdelegate responsibilitiesand rights to differentfamily members; age and V.sex are principles used inall societies to differen-tiate family roles.

Human beings everywherehave acqUired need for.affection and interactionwith other human beings.

People everywhere learn tobehave in the ways they do,just as we learn to behavein the ways we do.

G. Both positive and negativesanctions are used to teach,the child to act in certainWays,

27

Japanese have great respect for properbehavior and good manners. Children aretaught utmost- respect-for their fathers an--for their elders in general, including ofcourse, ancestors.

2. .Japanese children are taught the religiousbeliefs of their parents. Japanese familiesare nearly all Shintoists, Buddhists, orboth.

Shinto was the .first religion, meaningthe way of the gods (nature, trees, rivers,-waterfalls).. The sun goddess was thegreatest of these. The grace and sim-plicity of the tori is the symbol andentrance to a Shinto shrine.

Buddhists' religion comes out of a deeprespect for ancestors. The religionteaches the importance of thinking goodthoughts.

Japanese people place high value-upon education.Children attend schools between the ages of 6-15.Those who pass difficult entrance exams. are ad-mitted to high school, then universities. Children-wear uniforms to school. The year beginS in Apriland has three main vacations. Japanese childrengo five days a week with a. half day on Saturday.They call-the teacher sensel-

a. Haiku is a very old form of poetry whichoriginated in Japan about 700 years-age,Haiku does not.depend on.rhYthm. it is com-posed of only 17 syllables, divided in threelines. Most haiku deal with.a.scene in Natur

28

:45. Show pictures of shrines for worship of ancestors. pis- Shirakigowa, Childreicuss what is meant by debt and indebtedness. Do we owe of Japan, p. 13.some to our teachers? T our. parents? Can we repay whatthey have given to us' Chart some of the things parents Uchida, The Forever'do for and give to children. (Try to kelp them non- Christmas Tree.material- things.) Can you give these back to your parentsor must they be repaid in other ways?.. What ways? ReadThe Forever Christmas_ Tree, a story of a village boy whosurprised 14r Toda on Christmas Day.

46. Perhaps show other pictures of Zapanese worshipping atshrines and temples. Include pictures to illustrateBuddhist religion as well as Shintoism. Ask: Why,do youthink .Japanese children grow up worshipping these reli-giOns?.- Tell children .a little about some of the rules for.right living.from .the Buddhist teachings. Have them cora--pare these with rules they learn. Use artifacts fromMATCH bok.

Now ask: What is the relationship of the family toreligion in Japan? (Help pupils see the family'sreligious function.)

7. Ask children if they can think of other people who helpthem learn in addition to the people in-their homes andthoSe in their-churches. If the school:is not mentioned,show.study prints.- Children should be encouraged .to. dis-Cuss things they learn in school. Ask: Are Japaneseschools' in these pictures just like our schools? Arethere any differences?. Read selection's from Junichiand.FirftBook of Japan. Have each child make two pic-tures one ofeeMethiTig different about Japanese schools(when compared to our schools);. one of something similar.Each child can shOw and describe his pictures over aperiod .oLseveral days,. The filmstrip Hanakoand-.Tarois a story of a day in two Children's lives-in Tokyo.FrameS 9-22 show their-school and daily activities.

Fitch, TheirSearoh.fGod: Ways of Wor-

- ship in the Orient,p. 143 (Buddhistfamily shrine), p.(Shinto festivals) ,

p. 110 -(Buddha).

Religious objects froJapanese FamilyMATCH box.

Study prints: Plates4 - 5, Living in JaSilver Burdett.

Filmstrip: Hanako an!Taro, Society for V.Education.

Peterson, I ow People lin Japan, pp. 36-37..

Schloat, Junichi,

Mears, First Book ofJuanT7p771477-TT.

48. -The prowBoy by Yashima can be read by individual chil® Yashima, TheCrowBoy..dren or by the teacher. This story tells 'how-a shy boywas Ignoi-ed by his classmates until- suddenly he gave thema .special. gift.

All people, regardless ofwhere they live or to what

race, nationality, or re-ligion they belong, havemany things in common.

G. All people, regardless ofwhere they live or to whatrace, nationality or reli-gion they belong, have manythings in common.

VI.

Each family has ways of do- VII.ing things which are unique,although most of its waysare_shared with other fam-ilies in the'same society.

-29-Japanese children play just as American childrendo, although they may play different games. Thecelebrate many holidays as we do.

(7) (5) (3)A. Shichi - Go - San is a festival for children

of those-.ages. They dress up in their bestkimonos and Are taken to the Shinto shrineto be blessed. The children aregiven longsacks of pink candy, called "thousand yearcandy." it is supposed to bring good luckand long life.

Boys' Day is 'May 5 in Japan. Every boy inthe family puts a paper carp outside his homeThe carp symbolizes strength and the hopethat the boy will some day be brave andcourageous.

C. The Doll Festival is March 3 in japan. Onthis day, girls-bring out their emperor dollsand their court.. They dress up in.kimonosand visit their friends.

New Year's Day is the biggest holiday inJapan. Families go to shrines and templesto pray to the gods for a good new year.Temple gongs are struck 108 times to driveout the 108 evils that the Buddhists believeare present.

(Conclusion) Japan is a densely populated nation.Life varies.widely from the fishing and farming.villages to the large cities. The peoplefhow-ever are of a similar appearance eat similarfoods, attend similar schools, share similarvalues, etc.

49. Another expression of beauty is the Japanese tea ceremony. Videotape: JapaneseIt is not only a ritual of serving food, but a part of Tea Ceremony,Japan's tradition. Show the videotape Japanese Tea Cere- :Chelmsford ITV.moray. Have children simulate the ceremony in the class-rooM. If possible, arrange to attend the ceremony in the Edelman,- Japan In Storyteahouse at the Children's Museum. Ask children to dis- and Picturescuss ceremonies their families may conduct. 6 - 13.

50. Haiku poetry is also an example of the rich culture ofJapan.' IiI:11111au,LIcIMponlisht is a children's bookfilled with poems of nature. read some ofthe selections until the children gain a feeling abouthaiku. Encourage children to try creating a haiku.

51. There-are many art, music and literary activities thatmay be developed when discussing the schools with thechildren.

PP-

Carr, The Picture Story

taUaaa 1); 45'

Mears, The First ookof Japan, pp

-0.

Cassidy and Suetake,Birds, Frogs, and

a. Origami paper folding is a fun art lesson. Japanese See Appendix forchildren create from a square piece of paper many origami in. trudifferent kinds of animals, etc. See Appendix.

b. Each class in the schools plan a yearly visit to acity, shrine or even a mountain. Many times thesetrips last a few days. The childrenmight want tovisit some points of interest in their community.In the film,,.21142systiEE, the- class saw.chil-dren going on a field trip.

tons .

Film: 11352EY__2Y,Taro, EncyclopediaBlitannica.

c. Japanese printing.can.be introduced. Give each child Carr, The Picturepaper, brushes and paints. (black) and demonstrate of Japan, pp. 55-57._some of the character symbols. The children couldwrite a story vertically, Read to them "How the Jap-anese Write" which is in The Picture Ste y of Japan.

Many stories may be read such as Three Strong Womenor The Ver Special Bad ers. These both are good-examp-es of japanese fairy tales.

Start, Three StrongWomen.

-32-

The children have now heard many Japanese words.They may want to learn to count in Japanese: ichi,ni, san, shi, go, roku, shichi, hachi, ku, ju

.

Ju-ichi, etc.

f Make arrangements for those children particularlyinterested in art to see the.videotape Japanese Art.

52 For an understanding of the universal aspects of play,read Trie Village Tree by Taro Yashima. -Thisstressesunstructured activities, and could lead to a discussion.ofWhat other_things people do for fun and recreation.'Children may be asked to "think of things people in thiscountry do as a family to have fun. What kinds of thingsdo they visit?" (The circus, fairs, parties, etc., andthese could be listed on a chart.) Do we have anythingthat is especially for children? Then show Living inJapan, plate #11 of Shichi-go-san, the JapaneSe-1estivalhonbring children of ages seven, five and three,: -Askwhat special things they noticed about the children and-their parents on this _day. Clothing can be noted, specialfood, friends, and stopping at the shrine to. 'pray. Adis-cussion may follow of the Japanese concern for childten justas parents here wish their children to be well and-growhappy and strong. Do we have special holidays for children?

videotape; JapaneseArt, Chelmsford ITV.

Yashima,.The-VillageTree.

Study' print: Plate 11,

bifLITILELIAEnt 3-1°star Burdett.

Millen, Children'sFrom Lands.

53. The film Boy_of Japan, Ito and His Rite takes the viewerfrom Ito' i home in the village into the big city. TheChildren's Festival is shown. Children may wish to plana festival in school. Shelves. or piled books can displaythe girls' dolls. The story Suzu and the bride Doll tellthe authentic story of the Doirl- FestiVal. Carp can bepainted and samurai swords and hats-made to celebrateBoys' Day.

54. Children's Games From Man Lands by Millen has many goodgames the children will ike: Big Lantern, Little Lan-.tern, Ojiisan, Obaasan, and Jan Ken Po. Play some ofthem with the class. What does this tell you aboutJapanese children?

Film: Boy of Japan,Ito and His Kite,Corbnet Films.

awes

Carr, 112EEi.21ESLaaof Japan, pp. 12-18SiaTiii3una of holi-days).

Martin, Suzu and theBrideDoll.

Millen, Children's GamesFrom Many Lands.

Families differ widely frbmsociety to society as to howthey are organized and as totheir functions.

The family is the basicsocialgroup found in all 'societies.Certain family functions arefound universally in allsocieties.

Ways of living differ from onesociety to another and withinthe same society. Each cultureis unique.

G. People. everywhere must -learnto behave in the ways they do,just as we learn. to behave inthe ways we do.

G. All people,. regardless ofwhere they live or to whatrace, nationality, or reli-gion they belong, have manythings in common.

VIII. Japanese.families differ from our ownfamilies and families in-other sodietiesin some .ways and resemble them in others.The Japanese people have many things incommon with us and with people in otherparts of the world even though they livedifferently than we do.

55. The Kamishibaya or storyteller is a familiar sight to See Appendix for story.the Japanese children.. When he claps his sticks togetherand unpacks his magic box.children come running to hearhis stories. The children could make a box that lookslike a t.v. and make pictures to go along with a fairytale Or story that they like. See Appendix for Nomotaro,the Peach Boy.

56. In a team learning arrangement have the children tell oneanother picture plays. These are authentic English-adapted versions of the Kamishibei of Japan where theyare used in schools, libraries, and in the home.

Picture Plays: The

RaEaLllaaLliJapanese Twins' Lucky

RaLnli-L111a11Adventure, CharlesE. Tuttle Company.

57. Play a section from one of the Japanese records: Children Recording: Folk Musicshould.listen' and guess where the music-came from Ask: of Japan, Polkways.Do we have fun, with music? Do other'people? Scholastic-Records.

58. If there i,s a person in the community of-,Japanese back-ground or.recent experience of living in Japan, he couldbe called. in as a.resource'person to explain to the class..the feelings of children in regard to parents, grandparentsand ancestors. The children also-could prepare (on achart with their teacher's help) questions that stem fromtheir learning to ask this expert." hopefully, thisperson could also point out that all parts of Japan arenot the same, that life varies from small town to largecity, just as it does in our.country.

59 Children may wish to summarize what they have-learned byputting on a play about Japanese life The following is anexample about a farm family.. Children, however, may chooseto plan a similar play about a day in the city. or in afishing village. Read al-oud many children's 'stories aswell as descriptions of daily life that can be visualizedbefore the class decides to act.out- their own family. TheChildren should take Japanese names and act appropriateages as they rise, dress, have breakfast, and leave forschool.

36

Reiko, six years old, and Nobu, fifteen years oldwould play these parts, Baby sister, Haru stays homewith mother and has great freedom, Mother was thefirst one up, "opened the outer doors, cooked breakfastand rice for noon and night meals, prepared lunches andtended the animals. Grandmother spends much time caringfor the baby. After school, Nobu sweeps the yard, haulsbath water and 'starts the bath fire. Father bathesfirst, then retired men, grandmother, children (boysand older first) and last mothers and babies. Supperfollows with light. inthe shrine lit, and after' Motherand Nobu roll out the bedding, while grandmother washesdishes.. Children do homeworki then go to bed.

First grade children do not need complete costumes fpr theirsatisfaction in dramatization. AMerican style (Western) dressis worn in the fields and school children wear uniforms, but-the kimonos are worn- 'for festive occasion6 and in the- home.Kimonos could be worn in draMatit play if the school has theMor the girls-could pretend with combs in their hair and fans.Some children may have Japanese thongs to wearor to show.This may be pantomined.Since. thongs are removed when they enterthe house.

60. To summarize the effect that tradition has on Japaneselife, project and discuss the film Japan.(CustomsandTraditions).

61. For a culminating activity the children could-have aJapanese festival for parents and friends.- The :childrenshould have had many eXperiences.and ideas aboUt-life inJapan. They could decorate the room in festive colors .asif a festival day..in Japan were about to begin. Japaneselanterns could be suspended from the: ceiling.- ..(Directionsare in the Appendix.) Divide the room into four sectionsor more: Children's Festivals,-Kamishibaya (storyteller)the Japanese home and a simulated schoolreom,

Children's FestiVal.area can have a display of dolls andpaper carp. The children in this area could dress up inkimonos and samurai hats and. swords,

Another area may have a Kamishibaya telling a story tosome of thip-ofhpr-ohilAram

Film: Japan (Customsand Traditions) WaltDisriey.

See Appendix for songand story.

INSTRUCTIONAL MEDIA

BOnKS

Bannon, Laura, The Other Side-of the World,Boston, Houghton- Mifflin, 1960.

Buck, Pearl, Thcle :Liiay!, NeDay Company, 194B.

York, John

Carr, Rachel, The Picture Stor= of a aNew York, David McKay Company, 1962.

Cassedy and Suetake, Birds,light, Garden City, L,I.

Edelman Lily, Japan in StoryNew York, Harcourt, 1953.

Frogs, and. Moon-Doubleday, 1967.

and Pictures,

Fitch, Florence, Their Search for God:L throp,

Lee, and Shepard.

Gallant, Kathryn, -Mountains in the Sea, NewYork, Coward-McCann-, 1957.

Gwinn Alice, Fun and Festival from Japan,New York, Friendship PreS6-, 1966;

Hine, Al and John. Alcorn; Where in theWorld Do You Live? , New York, Har1962

Lewis, Janet, Keiko's Bubble, Garden City,Doubleday/

L fton, Betty Jean, The Dwarf Pine Tree, NewYork, Atheneum, 1960.

-MacDonald,. Golden, The Little Island, GardenCity .L.I;, Doubleday,

Matsuno, Masako, A Pair of Red Clogs, Cleve-land, World, 1960. .

Matsuno, Masako, Tare and the Tofu,Cleveland, World 1960.

Martin, Patricia, Suzu and the BrideDoll, 1:hicagol Rand McNally, 1960.

Mears, Helen, The First Book of Japan,New York, Franklin Watts, 1953

Millen, Nina, Children's Games fromMany_Lands, New York, FriendshipPress, 1965.

Peterson, Loraine, How People Live inJapan, Chicago, Benefic Press, 1963.

Pitts, Japan, Grand Rapids, Fideler,1966

Schloat, G.'Warren, Junichi, New.York,Knopf, 1964.

hneider, Herman and Nina, Follow the_Sunset, Garden City, L.I., Douhliday,

Seidenstickeri.Edward, Japan - LifeWorld Librar_ , New York, SilverBUrdett,'1966.

Shirakigowa, Tomike, Childrenof_Ja-an,NeW York, Sterling taliching CO.,1967.

Stamm, ClaUs, Three String Women, tYork, Viking, 1960.

Stamm, Claus, The Ve S ecial BadNew York, Viking, 960

env

Uchida, Yoshika, Rokunel and theThousand Rice Bowls, New York, crib-ner, 1962.

38 -

A third area could be where the Japanese home has been con-structed by the children. A play could be.acted out showingan evening in the Japanese family. The children could.use.

-chbPsticks .and have a small dinner

A fourth area is where the children could wear plain blueuniform's as in the Japanese classroom. They could count inJapanese, do origami and many other activities they have com-pleted through the unit.

The parents could be rotating around as the children stay intheir designated areas. Then tea and rice cakes could beserved to all:

'62. Give, an unfinished story to a group.of children. Have-themact out the conclusion to it showing their understanding of.Japanese life. This may be better used earlier, so that theteacher may evaluate misconceptions and- reteach.

63. Take time at the end-of this unit to- compare. the Japanese familywith other families children have studied during the year andwith their own families. In what ways are they similar? Inwhat ways are they different? Are there any ways in which allof the families are the same?

Now turn to children's own families. Are they all the same?What functions do families provide members in our society?

Now ask children to think of all the different people they havestudied during the year. How did they differ? Holvaretheythe same? Perhaps-have children prepare a mural in which theyshow how people around the world are like them.

64. Select three prints fro.M.The Earth,.Home of People picture Study prints: Earth,Packet that depict children engaged in activities in cul- Home. of. pecple; Silvertures that have not been studied.

Ask: "What do you see in the picture? How are the people inthe picture likeryOu and Me? How -are they not like you and

had .a. chance, would-youliketoi5end.some. timewith the people in this picture'" Handle the discussion in anonjudgemental probingmanner.- This discussion should proVide-someAiseful evaluative data regarding-children's understandingof the C Onront-q AnA ^1.- a I.- J.1-

.Weigard, Leonard, The Little Island, GardenCity, L.I., Doubleday,

.

Yashima, Tarp, Crow Boy, New York, Viking,1955.

Yashima, Taro, yillage Tree, New York, Viking,1953.-

BOOKLETS

Children of Japan, Friendship Press, Inc.,475 Riverside Drive, New York, 10027.

Rice (booklet and sample), Department ofAgriculture and Immigration, State ofLouisiana, Immigration Division, 317 StateOffice Building, 325 Loyola Avenue, NewOrleans. La. 70112.

Useful Japanese_Pronunciation and Basic Words,Japan Society, 112 E. 64th S w York21, New York, 1961.

treet, Ne

Your Friends in Japan, World Confederationthe Teaching Profession, 1227 SixteenthStreet Washington 6, D. C.

FILMS

Boy of Japan Ito & His Kite, Coronet Films.

Japan (Customs and Traditions }, Wait Disney.Films.

Japang--!1gy_!1.H12111t.9 EncyclopediaBritannica Educational Corp.

Japanese Mountain Family, Film Associates.

Japan's New Pamonal Films.

Patterns, Sterling Educa-

FILMSTRIPS

Hanako and Taro of Japan, Societytor Visual Education.

Japan, McGraw-Hill Films.

Japanese Children, EncyclopediaBritannica.

FILM LOOPS

LIRDE2EtEmay4Lpinner, International Communication: Films.

An Eveninf at Home with a Japanesenternational Communication

Films.

PICTURE PLAYS - Available fromCharles E. Tuttle Co., Inc.Rutland, Vermont 05701..

amada and Kojima, The Dragon's Tears.

Sakade and Koyanc,, The Japanese Twins'Lucky Day.

Kume and Nonoguchi, Kiture.

REALIA / ARTIFACTS

Adven-

Japanese Family MATCH box, Boston,ildren's Museum or American Science

and Engineering Company.

RECORDING

Folk Music of Ja an, Scholastic Folk-ways Records.

STUDY PRINTS

Earth Home o People Silver Burdett .

Japan, Fideler Visual Teaching, Inc.

Living in JapanPicture Packe

Primary Social StudiesSilver Burdett.

VIDEOTAPES

Japanese Art, Chelmsford ITV.

Japanese Tea Ceremony, Chelmsford ITV.

Making Cheri Blossom Trees, Chelmsford ITV.

APPENDIX

HOW TO PRONOUNCE JAPANESE WORDS

It's easy to pronounce Japanese words if you remember

the way their vowels are pronounced:

a as in ahe as in wayi as in meo as in doughu as in soonai'as in lieei as in lay

The consonants in Japanese have almost the same sounds

that they do in English.

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SUGGESTIONS FOR CONSTRUCTING A JAPANESE HOUSE

Tatami mats - Take mural paper and cut in sections of 6 feet by3 7TJETbse as many sections as available space in the room.Then cut the mural paper in narrow slits leaving both endsintact so the children can cut out narrow strips of blackpaper to weave through the mural paper. (See the Quechua unitfor weaving directions.)

Low Tables - Try making some tables out of cardboard cartonsturned upside down. Then later the children can coat the boxwith black or red enamel paint. The teacher will have to cutout the legs, etc. with a knife.

Shoji Screens - For a backdrop many schools have large cardboardwhich Can be used to attach the shoji screen. The shoji (show-gee) screens made in Japan start with a frame and stretch ricepaper to fit over snugly. The screen itself is the rice paper.They often have natural objects (leaves, weeds) suspendedbetween the layer of paper. These screens are used as windows,walls and door. You can make a simpler version -- materials:

1. collection of leaves, grasses or flowers (flat, notthick)

2. wax paper3. electric iron4. pads of newspaper

Tear off two sheets of wax paper the same size, about 16" long.Lay one sheet on top of a thick pad of newspaper. Arrange.your collection on this sheet of waxed paper, moving thingsabout until their psition pleases you. Then cover. the objectswith the second:eht of waxed paper. Set iron on the lowestsetting. If the paper shows signs of puckering, the iron istoo hot.

Cushions and the guilts for the beds can be supplied by the.

children.

The tokonoma has a scroll, a low-table and an ikebana (flowerarrangement). The scroll can be made with shelf -paper and twocircular pieces of wood. Directions for an ikebana are foundin the appendix. The .tokonoma is_found at the entrance of theliving room.

Have the children always.take off hei_ shoes when-.playing. intheir Japanese home.

SAITO RESTAURANTp.FANEsE CUISINE)

131 WEST 52ND STREET NEW YORK 19. N YP'o'e JU2-7809

One of the two chopsticks is "cradled" bet *peen the thumband second finger,

2. The other chopstick is held by the tips of the thu b andfinger and is movable.

-After a little praotic :-you twill be tbest.position'.fOt-o-tv.

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APANESE TEA CEREMONY

The- tea ceremony is a mixture of a "coffee break" and going.to church. It is also a highly developed dramatic art inwhich the audience participates.

The Japanese use it to express some of their ideas and feelingsabout nature, beauty, and proper behavior.

At the Museum we are fortunate in having a full-size authentictea house which came from Kyoto, Japan. The children aregreeted by a host in Japanese traditional clothing who leadsthem to the tea house, .explaining as they go along what theywould be doing and feeling if they were Japanese childrentaking part in the ceremony. They learn to walk and sit,drink tea, and hold the tea objects in "the Japanese way."

All are welcome to visit the Visito Center following theprogram which lasts about an hour.

To reserve this programfor your group, call522-4800. It is advise-able ',JD reserve at leastsix months in advance.

The Children's Museum

60 Burroughs Street

Boston, Massachusetts 02130

FLOWER ARRANGING (ikebana)

There are many kinds of flower arrangements, or ikebana.

Here is one ikebana that you can try.

1. a simple vase or bowl

three flowers and five leaves

a spiked flower-holder or clay

Leave one flower tall. It will stand for "heaven." Cut thenext flower one half the size of the heaven-floWer. It willstand for "man." but the last flower about one half the sizeof the man- flower. It,will. 'stand- for-earth.

Secure the flowers in-the-holder so-that the-man-flower it between theheaven-flower-and earth-flower.. It will-.be. up to youto decide whether man belongs closer to heaven or earth.Japanese flower arrangements are eXpected to have meaning aswell as

Now cut the leaves different sizes and arrange theM _round theflowers-.

This- s just an example child en w -11 enjoy working-withflowers 4s a .forM of beauty.

RECIPE FOR MODELING DOUGH

(used for modeling land features children can make at home)

Ingredien s

2 c. table salt 1 c. cornstarch

2/3 c. water 1/2 c. cold water

x salt and water in saucepan, stirring until mixture is

well-heated' (2 to 4 minutes) . Do not boil. Remove from heat

and add cornstarch which has been mixed with 1/2 c. cold water.

Stir quickly. The mixture should have the consistency of stiff

dough. This dough keeps indefinitely if stored in a plastic

bag.

STORY OF MOMOTARO

"Once upon a time," the kamishihai man begins, "many, manyyears ago, there lived an old woodcutter and his wife, Theywere very sad because they had no children. One day while theold woman was washing some clothes in a stream,,she saw a hugepeach floating by. Quickly, she pulled the peach out of thewater and carried it home."

"That evening after dinner -- just as she was getting readyto slice -it- -open to eat she'heard a tiny voice from theinside of the peach.

'Wait . Don't cut me,' it cried.

Suddenly the peach split -open and .out jumped a baby boy!"

"At first the old couple was startled, but then they weredelighted. The gods had finally heard their prayers and sentthem a son of their own. They decided to call-him Momotaro,which means 'Peach Boy.'"

"One day, when Momotaro was grown up, he said to his parents,'You have been so very kind to me. Now I must do something torepay you I am going to Ogre Island to-get back the-treasuresthe wicked ogres have stolen from our:people.'"

."Momotaro's mother packed him a lunch of dumplings to takealong, and his father gave him a sword and a suit of armor forprotection. Momotaro- set out on his journey.. On his way, hemet a pheasant, a dog, and a monkey whojoined- him."

.Quickly the story teller changed the picture in the -box*and slipped in.oneshowing Momotaro and his-three friends in asailboat Weaded.for.Ogre Island..

Ilhen. they got to Ogre. .Ialand,". the kamishibai man continuedin-a lOW -scary.-voice, *"they-found- the .ogres had Cleverly builta verystrong-forti.to protect themselves. There were many,many ogres, and they looked frightening. Some-Were black, somered and some bright blue.

"Momotaro and his friends made careful .plans. First thepheasant flew over-the ogres'_fort'-and -pecked- At. the ogres'heads,- -While the ogres were fighting thepheasant-offthe- monkeyCrept-silently up -and unlocked the-lret gates. In rushed-Momotaro, the dog and- the:monkelv."

The next'picture showed a terrible battle.

'And so the dog bit the wicked ogres the monkey clawed them,and Momotaro fought bravely with his sword. Finally: the ogreswere defeated and promised never to be wicked again."

"They gave Momotaro all of the stolen treasures. Therewere great piles of gold,-.silver and precious jewels -- aswell _as -many,.. many.other .valuable things which they had stolen."

"Momotaro and his friends took everything back to hisparents,-and.they all lived happily ever'after.-"

* A Japanese storyteller:is called a kamishibai. He usesa_wooderibox on which he displays pictured tp illustrate thestory. The children refer to this box as the magic box.

ORIGAMI (Paper Folding.

. . .

In Japan, paper folding. is an. art form with equal rankwith other forms.of.:art-such as painting.and-sculpture. ',.Children. begin learning this directional but creative form

_

as early. as three years'olfL In Japan paper -carps are hoiStedin- the...air and carriedHabout-.6n-:Boys'.Day -0n.New:Year's-DaYthey wrap -packagesand- attaCh folded paper ornaments... In thecities of the department stores have begun to decorateand.-sell--presents for -a Christmas holiday,:--Theyare-Shintoand Buddhists essentially .but the idea of. giving and-.SantaClaus canbe _widelycelebrated. -Thus. these--paper,_foldings.are Seen -as decorations on-trees and around-the towns andcities.

Origami is an inexpenSive craft! requiring only the useof vaquare-pieoe of paper'. The paper is- available to buyin most art-stores. --If-not available, gift-wrap or shelfpaper -may be used

Many areas in this unit can incorporate-the use oforigami. .

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Translation:

Japanese mothers-take care -of- -their children. ---One.morningthe children forgot their raincoats and umbrellas,-so themothers brought them to school. Pichi (Peachl-means