DOCUMENT RESUME
ED 052 082 SO 001 286
TITLE Families Around the World. The Soviet Family in Moscow. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 68 NOTE 103p.
EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Citizenship, *Communism, Community Study, Concept Teaching, *Cross Cultural Studies, *Curriculum Guides, Ethnic Studies, *Family (Sociological Unit), Family Role, Grade 2, Human Geography, Human Relations Units, Socialization, *Social Studies Units, Social Systems, Sociocultural Patterns, Urban Culture IDENTIFIERS Moscow, Russian History, *Soviet Union, Values Education
ABSTRACT This resource guide outlines one of a series of units for grade 2. Information on Soviet culture is included for the teacher, describing the urban site, the home, social structure of the family, role relationships in the family, functions of the family in the Soviet Union, and the socialization process. Major concepts related to culture, social organization, social process, location and site are defined, and generalizations, skills, and attitudes to be developed are outlined. Some 60 teaching strategies are presented in the usual format of the series. Instructional aids are listed for each activity, and a general bibliography is also included. Appendices present pupil materials designed for the unit, such as reprints from SOVIET LIFE showing children's poems in English and Russian, student activity worksheets, maps, stories, and directions for some Russian children's games. The total unit sequence for grades 1 and 2 is outlined in SO 001 287; other guides in the elementary social studies series are SO 001 275 through SO 001 286. (Author/JSB) Chelmsford Public Schools U.S. DEPARTMENT OF HEALTH, EDUCATIDN & WELFARE DFFICE DF EDUCATION Chelmsford, Massachusetts THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG CO INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY.
FAMILIES AROUND THE
The Soviet Family in
Teacher's Resource
revised by
Margaret Kane
Charles L. Mitsako Social Studies Coord
This resource unit was revised following field testing from materials developed by the Project Social Studies of Minnesota under a special grant from the United Sta
1968 c Schools U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION achusetts THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY.
FAMILIES AROUND THE WORLD
The Soviet Family in Moscow
Teacher's Resource Unit
revised by
Margaret Kane
Charles L. Mitsakos Social Studies Coordinator
it was revised following field testing in the Chelmsford Public Schools eveloped by the Project Social Studies Curriculum Center of the University er a special grant from the United States Office of Education.
1968 THE SOVIET FAMILY IN MOSCOW by Shirley Bolt
Site The typical "apartment" consists of one or possibly two small crowded Moscow is a modern industrial city of rooms in which the family eats, sleeps, over three million people. It is the cen- studies, works, keeps itspossessions, ter of government, business, and education etc. The family usually 'shares a kitch- in the U.S.S.R. It is also the hub of the en and bathroom with .a number, perhaps nation's transport and communications sys- 5 or 6, other families. Housing con- tem. -Thus it combines the functions and ditions are almost universally poor traditions of New York, Washington, D.C., and crowded, a fact embarrassing to the Chicago and Boston in our country into one Russians and one which the present re- city which is truly the heart of the Sovietgime is striving to change through ex- Union. tensive emphasis on new buildings. New building, however, has nowhere nearly The pattern of Moscow resembles other caught up with the immense demand. large European cities. At its center is The Moscow population is probably a- an ancient fortification --:the Kremlin -- head of other. Russian cities in hous- surrounded by concentric rings of growth ingstandards.As of 1959 this standard and building which reflect the economic averaged more than 3 persons per room, history of the city. Outside the Kremlin and an approximate average of housing Central Moscow, which contains the space per inhabitant in 1960 was 108 heart of the city's bus, tram and subway square feet. The typical apartment, systems, the largest department stores, then, is.one room in a group of rooms most of the restaurants, theaters, museums, that would constitute an apartment in specialty shops, part of_Moscow University, our society, plus the use of a bath- major hotels, the halite offices of the majorroom and kitchen shared with a number businesses of the government. Many people of other families._ 1.ive in the central city, also. .OutAide the central city there are rings of slums, The furnishing of the typical Moscow a belt railway and industrial area, a very living roan -is as follows. Paned win- large newer residence. area (the "new City"), dows are hung mith full length white and finally the suburbs, respectively. lace curtains which cover them complete- ly. Usually there is one center light Home fixture, very high up near the ceiling, the fittings and shades of which are A typical Russian urban family lives reminiscent of Edwardian England -- of in a multi-family dwelling less than five green glass, silk with fringes, or bead stories high and in a state of relative orn3ents, and sometimes in garish colors. dilapidation (even though it may not be There are few reading lights. Every room old). Although many people do have in- has beds in it. These are usually iron dividual houses. painted a light color with metal frames ii (no springs or box mattresses) with a :*tractive thin mattress on top and a quilt, and cushions at,thenead and.foot,draped with There lace:coveringS:: *Lace trimMed:hangings sible in t are _all arouridtheld40.part of.the bed- Peopl.P.81) stead. coUches are of healiy wciOd frames side O'f it with'dpfight badks, hard seats;,little 'Ugholthtery filling and t6i.igh,carpet- P4:11,f.pai like Coverings of drab color,,Walls are A 1.44'S light colOted. Sometimes s-tUO are .hung 4.. t`rril on theM. Usually,' faMlly phdtographs and the'cou 'Pictures Ofnational heroeS;;.: etfied4,Ily to' '.$.4-Mpl Lenin,-are-thung near the.54.11ing these in*tb.6:. are indiiiidually.draped*I4thAeavilyem- tunity. T brdid6red garish floraldesighs:, The and their linoleureOrplastic. recorded t "typical Chaire'are solid and.n0n7deicript " sigh. The 'dining tahle-aiWaYe COvered they:atelq with-a.heavS, p11.20.:.tY.E$e Of "Dachas"-a Cloth. Central heatiO radiators heat of water a the room. are; one r
. , . .
, , .0h4recl.." Isitchens are_SMall, .They Of Cou con,takna aink:With'sOme tilifig.atoUnd it, car. Tran rUnning*.water,:an,olC#yle'gascooker, or tram or and feW 'cUpbba'rd, ''''SdriietimeS"'there the city. isi00-Tcl for a.smaJI eat4g.table The familiesuiing the kitchen Wait their' The Social turns for agreed-upon times for occupy- ing_it...Often cooking for the next The. ur day'meals- mutt ):0 done very late at typically night,: There 'are few cooking utensils, of.hlOband usually no refri4erator4 sewing machine, SoMetimes QZ vacuum cleaner; Electric irons are grandmothe coiiumon .' a nuclear sometimes tathroOms and'toilets haVe anti- in which d quated fittingsthat are usually the tional me worse for wear or: Out of.ordet. residence divide up Plants adorn the. living,rdom, smaller se especially Aspidistta and geranium,, and imitation' paper flowers are common The ma also. Newer apartments sometimes have the U.S.;
4 es) with a attractive outside balconies. quilt, and ottdraped with There is very little ed:hangings privacy pos-. sible in the home, andconsequentl rt of.the bed- PeopiPslomuch of their, time out- wciOd. frames si.5"e at.tcleetJrngrpCreonl ,.carpet- F-1Stf.por]c,and $pectaar reCteatiop. . Walls are :Vani'SoN:riet families g4 are .hung - haire a dacha' term referring,to,any kindof home dtographs and in trip country from an elaborateest'Ate eap4dial/y 0.04.Mple shack iling; these to.whichlthergo ih-tWauMmer'wheneverthere is .413P0 em- funity. These ate individually'awned-. Os:, The and their numbersare not adequately- recorded t.o determine whetterthe ctipt Was- "WO-Pal" IirgilY has one iOys covered 'Certair4Y, theY-ateAiiite widely owned and.uied'.- sh:ItyPe "Dachas are not hbOesSarily by a b9dy Eors .:at Of water asour summer homes:es0411Y: are; one reacheS them bytrain . . .sMall. .They Of Collta0 IagtaroUnd it tOtc4 fernilY- hAt'no cat.. TtanePOrtktiOn i5 1.51774tYsubway gas cooker, or tram ortost:often"birrill,oUt.eide mes-there -' the city*. *. ablek aittIeirT . for'occupy- 11122201.111AW022ElJgitATiZEILLE. he next The.urban familyin the U.S.S.R. is late:, at typically comprised of the g utensils, nuclear family ; of huSband,'wife and ing machine, unmarried*children. Smietimes othersingle 'relatives, irons are a. grandmother or grandfatherwill live with a nuclear family. The housing shortage sometimes creates anomaloussituations Ve anti- in which divorce or marriage ally the brings addi- tional members intaan already crowded Sr. residence an4 curtainsare used to divide up the smallquarters into even room, mnalleeseparate "residences.". raniuM, .. ' are common The marriageage is above that of times have the U.S.; the minimumage is 18, and it
5 almost always is delayed until after grad- of peers.) It would seem that mothers uation from higher educational institu- have relatively very little time to tions if the individuals involved attend spend in companionable activities with them. their children. Fathers would have mor opportunities to do so but whether they Marriage is based on love and mutual- do or not is not recorded. comradeship. It is forbidden with rela- tives in the ascending or descending Russian families are relatively lines or by consanguineous or half-con- stable and divorce relatively infrequen sanguineous brothers and sisters. Both since the tightening of regulations con parties must consent to the marriage. cerning marriage and divorce by the Marriages must be registered with the state in the 30's and 40's. The housin state. shortage undoubtedly discourages divorc and separations also. Divorce is very difficult, involving a rather prohibitive payment to the Role Relationships in the Famil ; Famil state, although if this payment can be status positions an associated ro es met and the couple can show good cause divorces may be procured. 1. .wife in relation to husband
_women ideally have equal- rights with provides sexual gratification and men in all aspects of Soviet society, and psychological' support and emotional this is true in marriage, also. In the intimacy; helps to provide money Soviet Union this means, practically for family expenses -- for rent, speaking, that women may work-for equal food, clothing, household supplies wages and control those wages (as opposed and entertainment; provides her to pre-revolutionary conditions uder which husband the services of cooking and her father or if married her husband had serving food, shopping for household legal right to control her labor and prop- supplies, upkeep and care' of cloth- erty). ing, cleaning and caring for the living space. Families have the right to raise their children. The typical mother continues to 2. mother in relation to children work after her children are born. (She is given leave at the seventh month of preg- provides physical care; provides nancy and stays at home until the child is psychological support and some emo- two months old.) Nurseries and later tional intimacy; provides money for schools are provided so that mothers may family support and family services leave their small children in professional of cooking, etc. listed above for care whilethey,work, but after work they husband; provides ideal model of are picked up and brought home. (Older Soviet citizen for-her, children to children often spend much time after school follow and< actsotherwise as-a hours at the Pioneer. Palaces and later in socialization agent for the child. activities of the Konsomols in the 'company (See below under Socialization.) 6 iv
3. husband to wife in relatio or child t expected to provide sexual gratifi- cation and psychological support and Functions o intimacy; helps to provide money for Union family expenses and may have some re- sponsibilities for some aspects of Familie household repairs. (Russian men do for the pro not do any sort of housework or child there is no care -- these are thought to be unmanly.Union and t They have much more leisure time than substantial women do.and-may spend this time pur- children. suing study to advance themselves in lack of r their occupations, thus indirectly recent year contributing to,famdayciplgsuits.. group chara Soviet government sources estimate wage of men women spend 4 1/2 bour6,,per day .more most past c than men working.Y- are respons the child, 4. father to child clothing, a to the thea provides money for family expenses and family may psychologicalsupport; provides social- sponsible f ization:parallel to relationship of care and ar .mother/child see below.. agency for providing i 5. .child-parent sistent lov not provide .obedience and submission to...authority cation, man of parents; carrying out of family entree into .responsibilities,assigned by them; (Young Pion criticism of parental_ behavior if this most the on is at odds with ideal behavior learned available a at school and state-sponsored groups ist.PartY'a (Young Pioneera),.. state.)`.:Th clothe6 and 6. sibling-sibling amenities a help facili elder, children' are to act as models ities to it in behavior to those younger; younger immunity of children are expected to obey older fying again the state's Ideally there is supposed to be no im- portant differentiation between the sexes 7 iv
in relationships of parent to child . or child to child. ual gratifi- 1 support and Functions of the Family in the Soviet ide money for Union have some re- aspects of Families are given responsibility ssian men do for the 'procreation of children, although ework or child there is no °illegitimacy' in the Soviet ht to be unmanly.UniOn.and the state pays unwed mothers sure time than ' substantial fees for support ortheir this time pur- Children. (Such mbthersprobablyenjoy themselves in A lack of respect by their neighbors in indirectly recent years, however, since the age pursuits group characterized by the extreme short- es estimate age of men caused by.the war is'n.ow al- .ler day more most past childbearingrage0.-Fatilies are responsible for economic support of the' child, providing food, shelter, clothing, and recreation (such as trips to the theatre, to the summer dacha the ly expenses and family may have, etc.). 'Families are re- provides social-sponsible for other aspects'af physical ationship of care and are considered, to be ths'prime OW. agency for molding the child's character, providing intimacy and continuing and con- sistent love and care. The family does not provide money for medical care, edu- nto authority cation, many aspects of recreation, or t of family entree into -voluntary associations. ed by them; (Young Pioneers and the Konsomolsare al- ehavior if this most the only such extra kin .a.,sgOciations ehavior learned available and. these .of-cOrse'are commun- nsorsd groups iat.TarWhillciffairies. c, mil, state.1-.Thb'state .keeps**/.10hiidren's Olothe4. and toys. aril such so4aIlling amenities asbOOks:ileittiVely.che:g0 to help, facilitt47thefamIly's reSporiSibil- ct as models . ities.toits-children. There is-no ungeti younger immunity of familii members-6Wara testi- o obey older fying against-one another in cases. where the states interests are'at issue. ed to be no im- ween the sexes. Socialization shoul .11Oe. .Each individual in the Soviet Union very who is responSible to others is demanded of en to play a model-setting role, and very of hu specific ones are described for-parents cons.;. and children by organs of theEtate. The of st family itself should be closely knit and in di should cooperate in molding the character influ and morals of future citizens of the recog Communist State. Ideally it should he where large, because as such it affords the appro best first experience in collective life. begin (The real pattern here is that of only Time two children typically, however.) The venti child should be trained to value approval bringi of the collective and fear disapproval. the s Parents, like other leaders, should be unimP p- tient, understanding, humane, and able posses to awaken and sustain enthusiasm. Corporal ate, w punishment should never be resorted to and presen indicates failure to impose authority by selfra better means. Leaders should evoke, inspire, guide and probe the souls of those p they lead; they should be full of initia- atd-bb tive, indeflectable toward their goals posing (which are those of socialist society as should implemented by the state), watchful of selfstandi and others for any slackening of effort. or which insidious deviations, in complete control They m over those they lead, and calm. Parents tions are held equally responsible for mental t45lera attitudes which they wittingly or unwit- istere tingly transfer to their children and are ancf,sh supposed to examine their own behavior misdee and struggle against carry overs from the 'praiSe capitalist past. Parents must serve as fectiv. models of political and social activity, "Ire -t: industriousness, unselfishness and optim- correc ism; this behavior will guarantee them ". be car the love and respect of their children. both c adult Children must have qualities of child. obedience first of all as a requisite to reacti developing a disciplined will.They 9 should ideally show anxiety in perform- Ance:of duty. Russians of course .are oviet Union very'dptimistic concerning the importance is demanded of environmental factors in the formation , and very of human characteristics. Children are for parents considered to be neutral beings,a souce e' State. The of strength, zest and energy but always ely knit and in dire danger of falling under evil the character influences. There is relatively little s of the recognition of states of development should be where different methods of teachingare fords the appropriate. Rather, training must lective life: begin at birth, especially forendurance. at of cnly Time alone will not changea child; inter- ver.) The vention is constantlynecessary. In the alue approval bringing up of children no small act by isapproval. the socializer may be considered to be should be unimportant. The child grows up to ne, and able posSeSs the ability to "analyze,evalu- iasm. Corporal ate, weigh the conduct of adults, and esorted to and presents every higher demands on him- authority by self.and those around him." d evoke, souls of those parents must be vigilant, exacting 11 of initia- andfdonsistentjip disciplineand in im- heir goals posing duties on their children. They t society as should show warmth, affection and under- atchful of selfstanding, but should not permit intimacy g of effort, or which would undermine their authority. plete control. They must not be all-forgiving; devia- lm. Parents tions in cErTauct of children cannot be for mental tdlerated. Punishment should be admin- ly or unwit- iStered as correction, not retribution, ldren and are and,should fit the circumstances of the n behavior misAeed. One should neither punish nor vers from the praia too much for fear of .losingef- st serve as fectivenesi by too puch.repitition. al activity, "Ire eo eye" talksare recommended as ss and optim aorrective measures, and these should antee them be carried out whell adult and.childare children. both calm, as the raised voice ofan adult has deleZ:erious effectson the ties of child. Parents should control their requisite to reactions and not let their reactionsto 1. They 10 a child's behavior act as catharsis for Bibliography adult feelings. Withholding treats is a recommended Tunishment; irony and Inkeles, A. and R. Bauer, The Soviet humbling of arrogance are recommended eitkzen, Cambridge,Massachusetts, .forsituatiQne-where performance is in- Harvard Press, 1959. adequate or: .the:child brags Withdrawal of love is .lookedupon as an efficacious Mace,' David and Vera, TheSoviet Family, way of bringing behavior into line. Re.- Garden City, New York, Dolphin Books, Teated misdeeds reveal bad character Doubleday and Company,1963. traits; parents are ,arged toput them- selves under the microscope tosee how they themselves have been inadequateto their responsibilities to the childand start work anew on building thechild's character if such revealthemselves. The child also has responsibilities toward other family members infollowing ideal behavior; he is expectedto be critical when those members,parentsor siblings, do not act in idealways and to work through other collectivegroups such as school and Pioneersto influence behavior of deviating familymembers. In cases where children are lax in workor exhibit other behavior problemsparents are sometimes brought in to accountto the school or even to Young Pioneermeet- ings and urged to change their practices.
It should be pointed out and stressed- that the fore-going is primarilyan anal., ysis of ideal, not real socializationbe- havior and as suchis not strictly com- parable to data we haveon our. own. family system or on other systems where'itis possible to actually observe behavior, which of course is notatall-possible in the Soviet Union wherehereis no social science and where outside:.observerd are never given the opportunity: to observe family situations to any:extent:atall ignificant.
11 OBJECTIVES
This unit should make progress toward teachin., th
CONCEPTS
Culture: learned behavior patterns; norms and values; diversity; uniqueness; uni- versals (including psychic unity of mankind); cultural use of environment
Social Organization: roles; status; divi- sion of responsibilities and labor; functions
Social Process: socialization (positive and negative sanctions)
Location: position; situation; site
Site: river; low mountainous area; climate; city; capitol
GENERALIZATIONS
1. The family is a basic social group found in all societies; all societies have some kind of family life. (To be taught by unit as a whole.)
A. Although the family as a basic social group is found in all societies, families differ widely from society to society as to how they are organized (in their structure). II. B. Certain family functions are found universally in all societies, but other functions of the family vary widely from society to society. III. A C. The protection and socialization of 1 children is a universal function of the family.
12 OBJECTIVES ould make progress toward teaching the following:
D. Within the family group parents, older siblings, and/or other arned behavior patterns; norms relatives direct expectations es; diversity; uniqueness; uni- (organized into roles) toward the (including psychic unity of child; these are reinforced with ; cultural use of environment positive and negative sanctions. ization: roles; status; divi- E. Families in most societies have responsibilities and labor; other functions in addition to those which are universal, such as provision of food, shelter, ss: socialization (positive amenities of life, supernatural tive sanctions) power, etc.
sition; situation; site F. Families in all societies contain overlapping generations; some- low mountainous area; climate; times there are only two genera- itol tions, and sometimes if ancestors are included (as in Japan), the NS number of-generations may be very large. y is a basic social group all societies; all societies G. Families in all societies dele- kind of family life. (To be gate different responsibilities unit as a whole.) and rights (or specific roles) to different family members; age and ugh the family as a basic sex are principles used in all 1 group is found in all societies to differentiate family ties, families differ widely .roles and organize these roles society to society as to how into statuses (or status posi- are organized (in their tions). ture). II. In almost all societies some aspects in family functions are found of the socialization of children are rsally in all societies, but entrusted to people outside the functions of the family vary child's family. y from society to society. III. All people, regardless of where they rotection and socialization of live or to what race, nationality, ren is a universal function of or religion they belong, have many amily. things in common.
13 A. All people everywhere have certain 3. basic drives, although: they satisfy them differently. a.
IV. In every society human beings learn a culture in the process of growing up; this cultuid is the learned behavior patterns shared by members of their b. group.
V. In all societies people are expected to behave in certain ways and not to be- have in certain ways; they are expected to believe that certain things are good and certain things are bad.
SKILLS 4. Eval
The broad skill toward which teaching Chec is ultimately directed is underlined. A specific aspect of a skill or an under- :,ATTITUDE standing needed to learn a skill is in plain. type. 1. Resp trad 1. Gathering Information tion
Listens for the main ideas and support- 2. Eval ing details., of i Gain.d:Itifortnition from 'pictures and evid films. Draws inferences from charts. 3. Appre contr 2. Organizing and Analyzing Data and Drawing Conclusions
Classifies data. Both Applies previously-learned concepts and taugh generalizations to new data. out t Generalizes from data. Sets up hypotheses and tests against new data.
14 ,- 2 -
*le. eyerywhere haVe certain 3. Geographic Skills irives, although they satisfy fferently, a. Has a sense of direction. bcieti human beings learn a Knows cardinal and intermediate the proceis of growing up; directions. "e is the learned' behavior-. fared by members of their b. Is skilled in interpreting maps.
Uses legend to interpret sym- eties people are expected to bols. ;ertain ways and not to be- Identifies pictorial and semi- tain ways; they are expected pictorial symbols. that certain things are good Can use a map to identify things are bad. directions.
4. Evaluating Sources of Information
kill toward which teaching Checks on completeness of data. Urected is underlined. A of a skill or an under- ATTITUDES to learn a skill is in plain, 1. Respects evidence even when it con- tradicts prejudices and preconcep- nformation tions.*
the main ideas and support- 2. Evaluates information and sources of information before accepting from.pictures and evidence and generalizations.*
ences from charts. 3. Appreciates and respects the cultural contributions of others. and Analyzing Data and clusions
data. Both of these attitudes should be viously-learned concepts and taught by the approach used through- ions to new data. out the unit. from data. theses and tests against
15 - 3
OBJECTIVES OUTLINE .OF CON'ENT.
G. Understands concept of The U.S.S.R. is the largest country in. the world, city. and Moscow is its largest city.
A. Like the U.S., the U.S.S.R. May be called by different name*.
, : S. 'Compares areas and B. The U.S.S.R. id about 2 112 times the size of the U:S. and is larger than any other distances. country in the"world.
1. The U.S.S.R. stretches some 6,000 miles from east to west, about twice the east- west distance in the
2. The U.SS.R. also stretchea'further north and.south than does the 0.s. .
'1
16 - 4 -
TEACHING STRATEGIES .EDUCATIONAL MEDIA s. 1. .As)c-children: How many of you have been to New York World map. City or Boston? How many, of you have been to any large city? ; What .did you notice about the city that was Globe. different from a small town? (buildings, number of .people, etc. Haire a child lobate'the U.S. on a world map Tell -children that oUr'bountry-ii on the continent of North America. (Show:On map.) Discuss the names which our country is. called. On' the chalkboard write "America," "United States of America," "U.S.," "U.S.A." tBersure ehildren.linderatand what each word says and which are abbreviations. Ask:4'What is the largest city in our country? Have someone find and mark New York City on a map of the world. Write the name on the chalkboard.
2. Tell children: Other countries also have large cities. Globe. Let's look at the continents of Europe and Asia (point out on world map) to see if someone can find another World map. country called the U.S.S.R. (Have a child locate it.) We sometimes call this country Russia or The Union of. -Study Print: .piate 14, Soviet Socialist Republics. (Write all of these names Soviet Union, Fideler on chalkboard, noting abbreviations.) What we call Visual Teaching. Russia or the U.S.S.R. is really made up of many parts, some small and some large, just as the United States- ' See.Appen01,X-formap of is made up of many states. (Point out several states U.S.S.R. on a map of the U.S. and several states in the U.S.S.R.)
3. Have children compare sizes of the United States and the Transparencies of con- U.S.S.R. Which is the larger? Use transparencies of tinents, U.S.A. and. U.S.A. and U.S.S.R. Overlay to show difference in size. U.S.S.R. Have children compare east-west and north-south distances in the two countries. Also have them look on the world World map. to see if they can find any other country larger than or as large as the U.S.S.R. Globe. For an activity have children project the transparencies used for the lesson on construction paper (different color for each). Have them trace the outlines and cut out. This can be the focal point for the Russian bulletin board. Have other children cut out letters and back the bulletin board.
17 5
S. Knows cardinal directiont. C. The U.S.S.R. is on the dpposite. side of the world 'fiorn the U.S., but it also has one border which is very close to Alaska (which S. Uses map to identify is part of the .U.S.). The U.S.S.R. is closer directions. to the North 176le than is the U.S.
D. The western part of the ,U.S.S.R. is in Europe and,the'eastern part is in Asia. These two parts are separated,by a range of low mountains
known as the Urals. .
S. Sets up hypotheses. E. Like the U.S.; the U.S.S.R. has varied land forms and climate.
S. Tests hypotheses against data.
S. Gains information from pictures.
18 - 6
Begin a booklet on Russia. Include mimeogra of seven continents. Have pupils outline U. Have them use map and globe to.identify the
4. Now ask: Which way would we go from the U.S .Which country is further north? Are the. two countries, close together or far children use a.globe to. locate the U.S.S.R. They should note the bOrders of the U.S.S.R. water within and adjacent to the country, ri Ural mountains,. They should also note how t stretches into two. continents. Have a group a-relief map of clay of the U.S.S.R.
5. Now say: Many of you have made trips to oth country. Does all of the land look the same as warm or cold in all parts of the country? rainy or dry? etc. Would you expect the U.S. differences in the land and temperature and r Why? If necessary, remind children that.the larger than the U.S. It extends further nort so far south.
6. You might do the following to help pupils the guesses. Make a chart on the chalkboard. On three or Aour..citiesAn,the_U,p.S.4tAfter e mean" a.givenmonth and the ave You might also.s.how them pictures the diversity within the Soviet Union. Now a right in your guess about what the U.S.S.R. w (Do not use any decimal points or fractions.)
7. Ask: What do we know about Russia?Why is i us?What have you heard about the country? be interested in learning more about it? (Re the answers so that misconceptions can be cla unit proceeds.) During lesson tape responses judgements now, and with final judgements at
8. Children might watch newspapers for news item U.S.S.R. Build a bulletin board of items and of them briefly. Set up group to trim and pe items that class brings in. /9 - 6 -
on Russia. Include mimeographed sheet ents. Have pupils outline U.S.A. and U.S.S.R. ap and globe to.identify the other continents. way would we go from the U.S. to get to the World map and globe. h country is .further north? How do you know?_ ntries, close together or far apart? Have globe to. locate the U.S.S.R. and the U.S. e the borders of the U.S.S.R., bodies of d adjacent to the country, rivers, and the They should also note how the U.S.S.R. two .continents. Have a group of children make .: clay of the. U.S.S.R. of you have made trips to other parts of our all of the land look the same?Is it just in all parts of the country?. Is it just as tc. Would you expect the U.S.S.R. to have the land and temperature and rainfall, too? ary, remind children that the U.S.S.R. is U.S. It extends further north but not quite e following to help pupils check on their Study Prints: Living a chart on the chalkboard. On the left list in the Soviet Union, itiesin,thp.U..p.S.RA After each write the Silver Burdett, and e in, a given_month and the average annual Plates: 1-10, Soviet might also.show.them pictures to illustrate Union, Fideler ithin the Soviet Union. Now ask: Were you Viial Teaching. uess about what the U.S.S.R. would be like? decimal points or fractions.) e know about Russia? Why is it important to you heard about the country? Why might we learning more about it? (Record some of that misconceptions can be clarified as the During lesson tape responses to compare and with final judgements at end of unit.
etch newspapers for news items about the a bulletin board of items and discuss some Set up group to trim and perhaps mount news brings in. 20 - 7 -
S. Knows intermediate II. Moscow is the largest city and the capitol of the directions. U.S.S.R.
S. Uses map to iden- A; Moscow is located in the northwestern part of tify directions. the U.S.S.R.
S. Draws inferences MoScow id la large city; there are more than six from charts. million people living in it. It is the largest city in the 0..S.R";
S. Gains information C. The people of Moscow Come from many racial back- from pictures. grounds.'
-
S. Applies previously- D. BecaUse MoscoW is the capitol and the largest learned concepts city in the U.S.S.R., it-has many government and generalizations. buildings, businesses, and education
S.. Gains information 1.'There are many large buildings in Moscow. from" pictures. 2. Moscow includes 12t square miles andands spread Understands concept out like Los Angeles,.not high like'New York. of city:. It is surrounded by .'birch and pine forests.
21 - 8 -
9. Ask: What kinds of buildings would you, expect t, in such a large city as Moscow? What do-we see;: tures of large cities?Record pupils' answers.
Then have pupils look through books, slides, fil and magazines to find out about types of buildin Moscow. Have pupils report on what they discove pupils compare their observations now with the p made one.
10. Project and discuss film A Visit to Moscow'. Foc discussion on the characteristics of the city. pupils draw a scene that especially interested tl the film. Explain to pupils that they will be 1: about the various phases of Russian life as show film.
11. Have children locate New York, Boston and Chelms Then devise a simple pictorial population chart one man equals one million people. Show Moscow w men, New York City with 10 men, Boston with thre and Chelmsford is part of the head of a man. Pu for population on the chart after pupils underst key. Explain that Moscow is the largest city in
their class is composed of different nationaliti class according to nationalities. Discuss differ features. Say: Now let's take a look at some pe a picture of New Yorkers. Use a fairly typical s depicting people of obviously different nationali show a picture of the people of Moscow. Ask: Wh think these two pictures were taken?If children correctly, ask: Which picture is of Moscow? Do all people of a large country to look alike? (Pe way of contrast show pictures of Japanese people of Japan as compared to that of the U.S.S.R. and Show map and pictures of the Union of Soviet Soci publics, pointing out parts of country from which people in picture of Muscovites come. Show the f of the filmstrip U.S.S.R.: People and Consumer G
22 - 8 - nds of buildings would you,expect to find Various books and ge city as Moscow? What dawe see=p;pi-o-+ magazines on Soviet e cities?Record pupils' answers. Union. ils look through books, slides, filmstrips, to find out about types of buildings in pupils report on what they discovered. Have e their observations now with the previously- iscuss film A Visit to MOSCOW. Focus the. World map. the characteristics of the city. Then have scene that especially interested them from Film: A Visit to plain to pupils that they will be learning Moscow, McGraw-Hill ious phases of Russian life as shown in the PIIMs.
locate New York, Boston and Chelmsford. World map. simple pictorial population chart in which s one million people. Show Moscow with six Chart paper. City with 10 men, Boston with three men, d is part of the head of a man. Put figures n on the chart after pupils understand the that Moscow is the largest city in the U.S.S.R.
striv:___ErameS s composed of different nationalities. Group 1-19, U.S.S.R.: ng to nationalities. Discuss differences in People and Con- y: Now let's take a look at some people. Show sumer Goods, Eye New Yorkers. Use a fairly typical street scene Gate House, Inc. ple of obviously different nationalities. Then e of the people of Moscow. Ask: Where do you Study Prints: New wo pictures were taken? If children guess York Is..., JETE k: Which picture is of Moscow?Do we expect Day Co., Living a large country to look alike? (Perhaps by in the Soviet st show pictures of Japanese people and the sizeUnion, Silver Bur- ompared to that of the U.S.S.R. and of the U.S.A.)dett, and Plates pictures of the Union of Soviet Socialist Re- 14,16,18 and 19 of ting out parts of country from which different Soviet Union, ture of Muscovites come. Show the first part Fideler Visual rip U.S.S.R.: People and Consumer Goods. Teaching.
23 79 -
S. Compares areas with known areas. i
S. Classifies data.
Understands concept of city.
,
24 - 10 -
1%-alVuSt4rt a companion chartlsimilarto the one.=.14sed Boston.FiMily.unit). Or begin a coaisón- blletin board'cir bdaiOdrison booklet.
:
.*:
25 S. Identifies pictorial 3. Moscow is built alowthe Moscow (or Moskava)
and semi-pictorial . _RAver. The-City:has many parks and buildings symbolsonmaps. - which are'khOwn throughout the world. Moscow
. capitol of the U.S.S.R. There are manygovernment buildings in the heart of the city. The children who live in Moscow are very proud of its buildings.
S. Gains information E. Moscow streets are relatively free from auto traff from pictures. Most of the people use public transportation which bus:me-34- a; S. Generalizes from a subway system. The subway stations are very wel data. kept and ornamental. (They are called "metro.") Rides are cheap. The few autos have names like Sis Sim, Volga, and Moskvich.
26 - 12 -
14. Use an overhead projector to project a map of Moscow. See map of Moscow in Ask children what the different marks or symbols stand Appendix. for. List on chalkboard symbols for parks, rivers, important buildings, etc. Ask: Why is it necessary to use symbols like this on maps? Can you get a picture of_Moscow _by looking at, this map?.:-praw a picture of what you think Moscow or part of Moscow looks like. (A group of children might make a large wall map of Moscow with symbols similar to the ones used on the projected map.)
15. Ask: Do you know which city is the capitol of the U.S.? Study Print: Plate 1 Has anyone been there? How many of you have seen plc..: Soviet Union, Fidel -athe City7.41tiat -kin" f1-451fintiiiift-WieS7=47' Visual Teaching. -capitol .city haVe?-7:AChildrenMay=ffeWtidW4,66-dific buildings such as the White House, the Capitol, etc.) Slides of buildings i Show pictures of these buildings so that children can Moscow. remember what they look like. Then show pictures of the Kremlin. Explain that Moscow is not only the largest city in the U.S.S.R. but also the capitol of the country. Ask what kinds of meetings may take place ,wm:4;iiiestiter--etitrem---4PattoirlbOOkalFrit-116*MiirtifferrOttrAiiiltan, Kre:MX-ih emszenaithatwolibldrerr-iVatn,--2sooknattzetfincm : -offatc-713altilitirsCatilitfd:. -o _- .folder when finished. Children may also draw other buildings.
16. Ask children how their parents get to work and downtownSlides of automobile shopping. How do the children get to school? How many traffic and subway have at least one car in the family? Show picture of an station in Moscow. American street crowded with cars. Then show a picture of downtown Moscow street. Ask: What can you say about these two pictures?What do you notice about the American picture? What about the picture of the Moscow street?
27 - 13
S. Generalizes from data.
family lives in rathercramped III. 4 typ!Lcal.MOsCow quarters in an apartm'entbuilding.
Gains information apartment S. The typical Moscowfamily lives in an from pictures. building,less thafivestories high. A few **esand,afew,live in higher . S. Generalizes-from These apartmentbUildings have data. apartments. no eevaors..L ...
f. . -
' '
28 - 14 -
(If necessary, ask: Does this seemto be in downtown Slides of Moscow. Moscow? Would you expect to see many cars there? Do you see a great many?How do, you suppose these people got there?) Show pictures of.various forms of public transportation. Ask children why it might be necessary to have so many kinds. Have any of them been on a subway? Was it as beautiful as the Moscow subway? Ex- plain that the people:of Moscow are. very proud of their subway stations becagse they are so: beautiful. What kinds of 'buildings do they remind the children of? (museums, perhaps) Have pupils begin mural on city of Moscow.
17. At the top of each of several sheets of chart'paper, put pictures of several large buildings, a house and an apartment, busses, cars, and streetcazs or subways. Taking one chart at a time, encourage children to make comparisons between Moscow and an American city like New York. Record their observations on the chart in the form of similarities and differences*.'
18. Ask.children abOut the. places in .which: they live. Let Filmstrip: Frames 12-39, them discuss thelkvery briefly. Then have one group Housing and Home Life of children draw a picture of their houses or apart- in the Soviet Union, ments. Underneath the picture have them draw the people Society for Visual who live in t4 hnuqo with th Fl - $ (lunation- of children view the filmstrip Housing and Home Life in the Soviet Union and then draw a picture of a typical Russian dwelling. Have the two groups come together and discuss the differences.
Ask: What differences do you see between your homes and those of the Moscow children? (Have children add to the comparative chart, bulletin board, or booklet.)
29 B.. A typical.usban Russian family of 5 or 6 people lives in one or two small roOMs.
S. Applies previously- 1. _Soviet people have learned to get along in learned concepts Alleir cramped living quarters. Families and generalizations. _who share a kitchen take_tOrns using it.
llecause-there'are so many people. to a: room, Russians-spend much time out of :doors,. much of it just walking around. Most entertaining is also done outside the home.
30 - 16 -
19. Project and discuss the first part of the f School Children that depicts an apartment. i
20. Say: We can see that the people in Moscow pretty crowded conditions. Do you think.a.1 have his own room in Moscow? Would there bl for each persorrin the family to collect mal of his own?What would be necessary if your shared a kitchen or a bathroom with one or n (Have children think about some of the prob7 might arise from such living.) Then ask: I think the Russian families solve these probl
Children may suggest the possibility of movi we can move just any place we choose. Help that much depends on how much money we have rent or the purchase of a house. However, i each family makes this decision as to whethe In Moscow the family must apply to a governm permission to move elsewhere. He must then long periods, until the space is available. act out the process an American family folloi Also have them act out the process a Russian follow. Contrast and discuss the two.
21. Have pupils view books and magazines on Russj table, directing them to look for pictures of enjoying themselves. Have pupils report on u discovered. Then project film Leisure_Time4- or the filmstrip U.S.S.R.: EducatiorLandRec Ask: Did most pictures show Russiansenterta inside or outside? Have pupils compare,Russi tainment with ourd. Have pupils decide .why: R entertain more outside the home. (lack of sp
privacy) . Tell them.th-at'some Moscow families American families, have a cabin in the countr: a "dacha" to which they go on summer weekends would a "dacha" be prized highly by a Russian Have the class start a vocabulary list in the. booklets.
31 -.16 - ss the first part of the film Soviet Film:. Soviet School hat depicts an apartment. in Moscow. Children,-Bailey Films, Film Associates. that the people.in Moscow live in nditions. .Do you think.a.child might in.Moscow? ;Would there be much room n the family to collect many things would be necessary if your family or a bathroom with one or more families? ink about some of the problems which such living.) Then ask: How do you families solve these problems?
st the possibility of moving. Ask if any place we choose. Help children see on how much money we have to pay for ase of a house. However, in our country this decision as to whether to move. ily must apply to a government office for elsewhere. He must then wait, often 1 the space is available. Have pupils ss an American family follows when moving. out the process a Russian family must and discuss the two.
ooks and magazines on Russia display Various books and maga- hem to look for pictures of Russians zines on Russia. s. Have pupils report on what they project film Leisure_Time.S.S.R. Film: Leisure Time .S.S.R.: Bducation:andraecreation. U.S.S.R., International tures show Russ ansentertaining Film Foundation. Have pupils compare, Russian enter- Haye pupils decide,why,RUssians Filmstrip: U.S.S.R.: side the home. (lack bf space; more Education and Recrea- m-tliatsome Moscow families like tion, Eye Gate. House, have a cabin in the country called 'Inc. they go on summer weekends. Why prized highly by a Russian family? r- a vocabulary list in their Russia
32 -:17 -
S. Gains information, IV. Moscow families generally consist of parents and from films. children and sometimes a grandparent.
S. Sets up hypotheses The typicalRussian family is like the typical and tests against American family in that the father works. It new data. is somewhat unlike the typical American family because the incidence of working mothers is G. Families in all higher in Russia than in the U.S. societies contain overlapping gener- ations; sometimes there are only two generations, and sometimes there are three or four.
G. Families in all soci- etiss delegate differ- ent responsibilities and rights (or spec- ific roles) to differ- ent family members; age and sex are prin- ciples used in all societies to differ-27 entiate family roles and organize these roles into status pOsitions.
G. Families in all soci- B..The Russian mother has a number. of roles. She eties delegate.differ- Must function As a, homemaker, asa working; ,ent-reSponsibilities woman, and as, a source of affectional and psyr, -..-andnricihts .(or speci- chological, support for her. husband and family. fic roles) to differ- Because she:works,-the typical Russian mother ent family members; age doeS. not have much:. time to spend with her and sex are principles family: used in all societies to differentiate family roles and organize these roles into status positions.
33 - 18 -
22. Divide children into small groups. Ask each group to make a list of all the kinds of activities a woman in Chelmsford might do during a typical day. Ask the groups to make a similar list of what they think a Russian woman's day would include. Make a master class list of groups' responses. Compare the Russian and American mothers' activities.
23. Project the film Women of Russia. Have groups check Film: Women of Russia, their list in light of this new data. Discuss changes International Film in their lists. Foundation.
24. Read pp. 10-18 of Young Russia. Ask how a young child'sVandivert, Young Russia day is similar or different from a child in the United pp. 10-13. States.
25. Ask children to look at the list of jobs a Russian mother must do. Let them try to decide how many hours a day she works and how many hours her household duties take. Then ask:liow many-hours are left?how much time do you suppose she can Spend playing with her children?When would she spend time with them?When, and how often, do you have a change to see your mother? (Here, establish a contrast if possible.) Let children illustrate the various roles of a Soviet mother and divide a circle to show approximate breakdown of time during the day. Or have children draw a timeline to show how a mother spends her time during a 24-hour day and night period.
34 - 19 -
1.. -Instead of doing most .of ,'the shopping at a supermarket, Russian, women_ go to many small stores., They also 'buy'In open street markets from farmers whp-sell surplus products.
. 2. Without refrigeration, shopping is a daily chore . Aven food ,Items may- be: scarce and expensive, and people must walk to govern- ment stores and out of the way places to find de-rtaift items. Much. time is spent in lines.
. .:
C. The Russian. , father helps to provide money for family expenses..He: also provides affectional :.and psychological, support and may have some responsibility for household repairs...- Pedoes not do housework. f
. ' - 20 -
6. Ask children how many of them go shopping for groceries Filmstrip: U.S.S.R.: with their parents. Does just mother go?Do boW, The People and Con- parents shop for.groceries? What kinds of stores do sumer Goods, Eye they shop in? (most likely a super market) What kinds Gate House, Inc. of things are sold in that store? Then ask whether they expect that shopping in Moscow is quite similar to this. Project the last half of the filmstrip The People and Consumer Goods. Tell children to look for evidence of similarity or differences with regard to shopping customs in the two countries. (They will see different types of stores; men do not shop. for groceries, etc.)
Ask hoW the children think it would be at their hOUSe if they had no refrigerator or freezers. Would - -they have to spend more time shopping? Would they have to shOp-mpre frequently?Also ask what it would be like if they had to shop at many different stores for items rather than in one big supermarket.
Now ask: Why is the Russian mother's job made harder because of the lack of refrigeration and supermarkets?
7. Have pupils role play their fathers' day. Then ask themVandivert, Young Russi. to remember what the story said about Russian fathers. P. 10. Also show pictures of Russian men at home and at work. Ask what kinds of jobs these men are doing. Study Prints: Soviet Unica:6 Fideler Visua: List these jobs on a chart, let children illustrate FgaNing, and Living them, and make a time breakdown similar to the one made in the, Soviet Union, for mothers. Have pupils role play a Soviet father's Silver Burdett. day.
36 - 21 -
I S. Checks oncompleteness 1). If infoirria4qn we:have':aBout of data. the Soviet family DC, is realistic, fathersseem to have a good deal more free time than mothers. EVALUATESINFORMATION. S. Generalizes -- .
G. Certain family functionsE. The Moscow familyserves many of the same are found universally functions is 4o families inother parts of in all socid;ties,,Jp9t tE4'.world. other functions of the9. family vary Widely froWL society to 'tOciety.
G. Families in most socie- ties have other functions. in addition to those which are universal, such as provision of food, shelter, amenities9f life,.etc.
G. -Although the family is found in all societies,_ famines differ widely:-
77:.7isfto how they aieorgan- ized (in their structure). - 22 -
28. Call children's attention to the duties of Soviet mothers and fathers and to the breakdown of waking time. Ask: -Who seems to have the most free time? Is this true in an American family, too? (Allow. time ;for a brief discussion; obviously, there may_ not be a consensus of opinion. Ask. children whether they think WL have enc,ugh good information to really settle the question. How could we find more inform- ation about this? Hopefully, someone wouldsuggest talking to actual Russian and American families or watching them to see what mothers and fathers do with their time;) ;If:possible, bring-in-a speaker who has visited or emigrated from the U.S.S.R. 11:o speak to the class. Ask children to think back to stories they have heard and pictures of Russian peoPle. In what ways do Russian mothers get help with Some of their responsibilities? (children probablyyhelp at home, etc.)
29. Ask: What services doeg-the Russian family 'provide for children and other members? (Children Ilould be able to list some functions such as takingdareof children, providing money to buy food and s elter, providing each other with love and affection, etc.) Are these the same things provided by our f milies? By other families you have studied?Also ask: How does this family compare with other families you have learned about? Do the fathers and mothers do the same kinds of jobs? Are the members the sam ? etc. (Compare with Hopi, Algonquin, Quechua, Japa ese, and early Bostonian families.)
38 - 23 -
S. Gains infsrmation,, The Soviet government shares with families some from listening. Of,t,he responsibilities for raising children.
G. Certain family A. It provides nurseries and kindergartens for functions are found children of.working mothers. These are usually universally in all day-time.muraeries, although some are regular societies, but other boarding homes. functions of the family vary widely from society to society.
It provides free medical and dental care.
.C, It keeps down the cost,of.rentT, childrens boopks.i
39 - 24 -
30. Ask children to, listen while you read- to them about the Vandivert, Young Russia life of a typical:young Russian As. you read, show- pp. 10-18. pictures of the babies in nurseries and of those who take care of them. Then ask children how this helps the Slides of Soviet nur- mothers. Who is responsible for the children during series. the day? What kinds -of activities do these nurses carry out for the children?What.sorts of things do they See Appendix for Olga probably teach them?Who does the corresponding job of Russia. in a typical American family?_ Ask children why it is important for RusSien mothers (and American mothers, too) to work. Why would the government be willing to help mothers find baby sitters'io they can work? (many jobs) Explain that, although these mothers pay a little for the cost of nursery schools,.the cost is low. Ask children what evidence there was in the.story that Russian mothers do some of the same things for their children that American mothers do.
31. Read p. 21 of Young Russia to the class. Have pupils Vandivert, Young Russia act out an American visit to the doctor and then a p. 21. Soviet visit to the doctor. Compare the two. Ask chil- dren who pays the bills when they have to go to the doctor or dentist. (usually the parents) Ask whether they know who pays the mailman and the people who take care of the, streets. If someone mentions taxes, ask if they know what they are. Who pays them? Have children ask their, .parents more about that and discuss it on the folloWing day. Then sflOw a_picture of a Soviet doctor taking care of a patient. Ask Who might pay this doctor. Where does the government get the money to pay for houses,
stores, doctors, etc.? .
32. Have pupils examine real,estate section of newspapers, finding out the costs and rents of American houses and apartments. Discuss reasons for differences in prices. Then tell them that a Soviet family, although it may not have as good a place to live as some American families, might pay as little 'as $5 a month. Ask children to compare that the government owns most of the houses and apartments and can keep rent low. Also point out other ways government keeps down costs of things needed to raise children.Ask children why they think the rent is so low in Russia. 40 - 25 -
: .. r. ,-z! r ---a1.411 people every-._ Me -hers of Russian families. -;eat and dress in ways where have certain which are both like ,and,: unlike American
basji.cdrives, al- . families. though they satisfy them diffe4ently.,-, A. Russian children eat meals which are similar in somenways and different in some ways from the meals American children eat.
. . Rqisian chil42prob4hly.breakfasts on dark
4J. bread and cheese, eggs or soup, tea or coffee or milk, z, -TA typical:dinner consists of eggs, dark bread, :,-tomatoes, vegetablesApotatoes, cabbage, onionseto.),;mushrooms, and perhaps some meat or chicken and fruit.
.:! _Some_of the favorite Russian dishes are borshf-665f-efeWiftPPttage cheese, meat baked -in cabbage,,meat pies st-and pancakes with .cherry,preserves
4. ,Ice,pream has b:eqpme a national craze. It comes in about :1'6 :flavors , There are many
F .ice _cream shops .and,yendors in:the parks.
.5-1,T2}e national family drink is tea. Milk is .§2caX:as
,. S. Gains information B. People in urban Russia, especiallyin Moscow, from pictures. dress much like people in the United States, al- 11,-)W33910thirtg maY.ngt beA.s.;',!fa-Abionabla" as :=-z w-Oura and schoolchildren may wear. uniforms. .
-,/.
41 - 26 -
33. ..Stop_tor' review of the unit thus far. Ask children .what -things they alreadyitnow about living in Moscow. ..What else would they like to find out?Place ques- .tions on Chalkboard. Hopefully, you can stimulate questions 'about food, schools, and out-of-school activities if children do not raise them spontaneously.
34, Have agroup of children prepare a report to the class Filmstrip: U.S.S.R.: on RusSiari food. Have another group prepare a report The People and Con- on Amei.ican food. CoMpare the two. Ask: Are these sumer Goods, Eye foodsthitiweeat? Have children discuss typical .GateHouse, Inc. Russian meals. Show frames depicting fOOdeAn-the filrstrip U.S.S.R.: The People and Consumer !Gbot1S. Menu suggestions in Some of tnese foods will be unfamiliar-tothe. children Soviet Life magazine. and some will be familiar to them. Discuss the types of foods shown. Have pupils prepare a menu for a Russian and an American restaurant menu.,,Have..the.: children prepare a Russian hot-lunch menu orprepare a Russian tasting party.
35. Ask children what their impressions have been, so far, Vandivert, You Russia, about the way people are dressed. Do they look as,- pp. 18, 19, 21, 23. though:they- liVed in America? Show pictures of Russian children tn school. Ask: In-:what way are these clothesSlides of Russian people.
, different" from yours? (Probably they will,notice only the school uniforms.) A quick showing of the Pictures Filmstrip: Education in in the filMstrip Education in the Soviet Union would be the Soviet Union, .Pelpfulo further' illustrate the clothing. (Focus McGraw,-Hill Films. attention only on' the clothing.) Now show:pictures of adults and ask children to compare clothing with clothing in U.S. - 27 -
1. Clothing Can be bought legally only in government stores. However, some is avail- able on the black market. Generally black market clothes are better quality than that in the government stores.
2. The people of Russia are becoming discontent with the lack of gOods, especially clothing. Foreign visitors are frequently envied because of their clothes. Recently, more foreign-made goods have been made available in stores.
RESPECTS EVIDENCE EVEN `WHEN IT CONTRADICTS -PREJUDICES AND PRECON-
- CEPTIONS.
G; All. people everywhere have certain basic drives', although they :satisfy them differently.
G. In almost all societies VII. The Russian government plays a role in socializin some aspects of the,. and educating children to an even greater extent socialization of than the government does in the U.S. children are entrusted to people outside of .the. A. Education in the U.S.S.R. starts, officially, child's family. Tate early since many children spend their early years in nursery schools. S. Gains information from pictures.
43 - 28 -
6. Show ,pictures ci..stores,in an American city or town Jackson, Soviet Union, (showingysmall stoxes as well ,as department stores). p. 140. Ask: Mho decides, ;where you,are going to shop? (par- ents, probably) Do you have to .gO.only.to a: large Slide of GUM Dept. Store. store? (more convenient, perhaps get better buys, ctc.) Why culd you sometimes want. to buy at a smaller store? (perhaps same as above) Show a pic- ture of the GUM department store in Moscow. Call attention to its size and tell children that it is the store operated by the government. Explain that the government controls prices. Have pupils play both a Russian and American family shopping. Contrast And compare the two.:-
7. As a review of this section of the unit, ask children Jackson, Soviet Union, which important needs of people; have been .talked about. plate 19.: Which of these seems to be satisfied in much the same way in the U.S. and in the U.S.S.R.? (clothing) How are some of the others different from country to country?
Show pictures of old fashioned Russian costumes or show Russian dolls. Ask: Do people in Moscow still dress that way? Why do you think they have.changed?--Do.you suppose their food and houses will become more like our eventually, too?
8. Ask children what they think "education" means. When Vandivert, Young Russia, does it mart? (really, when children begin learning pp. 14-18. things that adults teach them) Who generally teaches young children in our country? (mothers, sometimes Slides of nursery fathers) Show some pictures of children in nursery schools. schools in Russia and of mothers picking children up after work. Ask: Who has been teaching these children during the day?From looking at the pictures, what would you think they learn? How old do you think these children are? (under 3) Where will they go when they are too old for nursery school? (Most children will probably know that kindergarten is the next step.)
44 - 29
S. Gains information Russian kindergartners are between the ages from pictures. of 3 and 7. Kindergartners learn to play together. They take walks, color, draw, and S. Generalizes from 'listen to stories. Some children are boarders data. who stay overnight.
S. Gains information C. Russian.children go to grade school when they from films. are 7. :In the early grades, children study arithmetic and reading.They also learn about S. Gains information the history of, the Communist Party. Older chi] from pictures. dren also study science and languages. Begiri. ning with the early grades, children are giVeri S. Generalizes from training in physical fitness.Usually, but not data. always, children wear uniforms.
D. Russian schools are much more formal looking than ours.
45 -30 -
Show pictures of kindergartners. Ask children to notice Vandivert, Young Russia the kinds of things these children are.learning.DoeS- .: -that remind-them-Of'their own-kindergarten experiences?'"" Show pictures of kindergarten art. Ask: Could these Slides of kindergarten pictures have been made by American children?Are they: children. quite a bit like what you see in our. .kindergarten? Show pictures of children's beds in the.schools. Ask. children, what-they 'think the beds are'for:.After short discUssibti:' ask if they remember that'inoStinOthers work. Do they think all.mothers can be home-tO:put their children to bed?What if a mother works as a railroad condUctor? , Could:she be home every night? Perhaps children will think of ,other occupations which' 'might keep mothers away.
from home. Have - children giVe-their feelings about thiS- . type of arrangement as compared to American kindergartens.
Project film Soviet School Children. Ask children if Film:,Soviet School they can tell what subjects are studied. Are they the Children, Bailey same ones children in America .study? (Do we placeas... Fi milms, F Associate much-emphasis, in the primary"gradeS, on the hietory0f-.- our country?)
Call attention to children entering the school. Do the children look like the childken who come to our schools? Why not? (Are wearing dark clothes which look like uniforms) Explain that children in Russian school do wear uniforms. Ask children why this might be a good idea. (All would seem more equal, pretty clothes wouldn't take their minds off work, etc.)
Discuss school corridor and classroom in film. Ask Vandivert, Young Russia whether they look like the corridor or classroom in p. 45. their school. How is it different? (pictures and awards hanging on the wall) (Through the preceding Jackson, Soviet Union, discussion, try to establish the understanding that p. 161. school in Russia is .a more serious thing than it often seems to be in America, especially in the lower grades.)
46 - 31 -
Generalizes from data. E. I' some ways, Russian schools are like ours. .
S. Gains information F. Russian children of school age are expected to by listening. study hard. much of their out-of-school time is spent in meetings organized by Communist S. Gains information' youth groups such as the Konsomol and the Youns from pictures. Pioneers'. Russian children are taught to be st missive and obedient to their parents and to an S. Generalizes from one else in authority. data.
S. Gains information G. In addition to behavioral training given at 12,11 home and at'school, Russian children get much training in the youth groups (such as Young Pioneers). Older children are expected to set examples for younger ones.
47 - 32 -
41. Show additional pictures of young children in schoo Ask: Which of these pictures show things you quite often do? (bring flowers, read, doing exercises) can we say, then, about Russian and American school (alike in some ways, different in others) Arrange dren in two groups: Rudsian second-grade students American second-grade students. Have them discuss compare their schooling.
42. Read to the children from thz section of Soviet Uni dealing with youth clubs. Show pictures of childre participating in camps and meetings. Ask children kinds of training are given in these clubs. (some nature study and scientific training but mostly pol cal indoctrination) How does this compare with Boy Scouts and Girl Scouts in this country?' Refer to t youthgroupd shown., in the tiilmSciViee'School Childr Have a Brownie,; Cib Scout, Camplare Girl orBlue Bi report on their,,Iorgamization. Have children compar the two.
43. Have children write characters of:the Russian alpha and learn simple words and,phrasels.
44. Read some of the same, stories read by Russian childr Perhaps obtain one copy in Russian and one in Englis so that children can see that they are reading the same stories.
48 - 32 - tures of young children in school. Slides of school e pictures show things you quite children. lowersf'read, doing exercises) What bout Russian and American schools? different in others) Arrange chil- RuSsian second-grade students and de students. Have them discuss and ling. n from the section of Soviet Union Jackson, Soviet clubs. Show pictures of children Union, pp. 167- ps and meetings. Ask children what 168. re given in these clubs. (some ientific training but mostly politi- Slides of Young Pioneers. How does this compare with Boy uts in this counti.Y? Refer to the Film: Soviet School in, the fal.mdiSdiriet School Children. Children, Bailey Films, Scout, Campfire Girl orIBlue Bird Film. As@Qciates. arazation.Have, children compare
characters of : :the Russian alphabet ds.and,phras!als.
erstories read by Russian children. See Appendix for stories. opy in Russian and one in English see that they are reading the
49 -. 33-
S. Generalizes VIII-:-The:gOvernment,wantsfamilies to be large, closely from data. knit;,.and to:cooperate in,molding the character of future citizens of the Communist state.
A. Good behavior in Russia is characterized by industriousness, unselfishness, optimism, criticism of others whose behavior does not conform to Party star dards,. and staunch loygIty to the State..
59 - 34 -
45. Children will enjoy learning a few songs sung by _Recording: Russian Russian children. Select some from the recording Bongs, Folkways Russian. Songs-. Scholastic Records.
. -; ,46;- Let children use an abacus which-iS used widely-f : in Russia and taught in Russian schoOls.
47. ShoW pictures of Russians working, helping one Jackson, Soviet Union, another, sitting in a people's court. Ask chil- pp. 164, 115, 68, 64. dren to look for pictures of good behavior. (industry is evident, people look happy, optim- Study Prints: Living istic) List characteristics that are mentioned in the Soviet Union, by the children. Ask: What else did we learn Silver Burdett. from the reading about Russian behavior? Are these the kinds of behavior that you hear. much about-in America? (Let them briefly compare withthe things they are reminded of by their parents.)
51 - 35 -
G. Within the family group, B. Typical punishments for Soviet children are parents, older siblings, eye-to-eye talks, withholding treats, and and/or other relatives withdrawal of signs of love. Parents and vdirect expectations (or- others in authority are not to use corpora] ganized into roles) punishment but impose authority by inspira- toward the child; these tion and good examples. Parents are held are reinforced with responsible for their children's behavior.
positive and negative , sanctions.
S. Gains information from listening.
G. In_every society human C. In Russian society the State is more impor- beings learn a culture tant than even the family relationships. in the course of growing Children may criticize adult behavior if up; this culture is the it is at odds with what they have learned learned behavior patterns at school or at Young Pioneers. shared by members of their group.
G. In all societies people are expected to behave in certain ways and not to behave in certain ways; they are expected to believe that certain things are good and cer- tain things are bad.
J-, - 36 -
48. Have children write a story telling about a time they See Appendix for misbehaved and the punishment they received. Have Ivan Learns to several children read their stories to the class. Ask Be a Gcod Russian children how they are shown what kind of behavior is ffrEizen. not acceptable to their parents, teachers, etc. Tell them that you are going to read a story about a Russian child who misbehaves and that you want them to listen for the way his bad. behavior is handle?. Read the story Ivan-Learns-to Be -a Good Rustian Citizen. Ask children to CortiPare their stories 'with Ivaa's story. Ask: Would you rather be spanked than sool,led? Why c;I: why not?Which is easier to forget?Which changes your behavior the most? Do you think this punishment will make a difference in the child's future behavior? What might happen to Ivan's parents if he does not change his ways? (They could be taken to court.) Does this sometimes happen in the UnitedStates?. (Yes, but many children'aYm not know about it.) 'Ask- children why they think they should do as thsy are'taught. How will it help them when they grow up? Do Russian children ale= to have as much freedom of behavior as American children?
49. Ask children what seems to be the most important thing in the lives of Russian children.What comes first in every- thing they do? (Hopefully, tney will realize that it is the State. If not, again show pictures of Youth Groups and of schoolrooms with Lenin's picture on walls.) What is the most important thing for most American second graders?Who do they obey and who do they love the most? (parents, family) Do they think the Soviet children love their parents, too? What else must they love and obey? Ask whether they think the things Russian children learn at school and at Youth Clubs are important? Is it impor- tant for them to remember the things their parents teach them? Which do they think is most important. Let them discuss this for a few minutes. Then tell the children that, in Russia, children are supposed to criticize even their parents if the parents are not saying good things about the government.
53 37 -
G. All people, regardless IX. Russians enjoy many of the same kinds of recrea of where they live or tion as Americans do, although the actual books to what race, nation- plays, music, etc. differ in many respects. ality or religion they belong, have many things A. In Russia the youth groups (Young Pioneers in common. and Konsomol) sponsor many recreational activities. Families also do thing together
S. Generalizes from data. B. Russian people of all ages and especially young people, are encouraged to engage in athletic events.
C. Russian children read books and comic pages, etc.
54 38
50. Ask children if they remember where Russian children Vandivert, Young Russia, spend much of their spare time. (at youth club meet- pp. 18,54,57,60,61. ings) Review the kinds of things that they do at the meetings and camps. Ask: Do you remember why it is Jackson, Soviet Union, that the Russian people spend so much of their time pp. 145,152-155. outside? (because of housing problem)
51. Show pictures of Russian children at play, developing Jackson, Soviet Union, athletic skills. Ask children: Are these sports the p. 158,154-155. same kinds that you know about in America? Do you know how to do these things? Did you notice the big stadium?Filmstrip: U.S.S.R.:. Do we have buildings like that?Ask children why they Education and Recrea- play baseball, kickball, etc. (fun, because their tion, Eye Gate House, friends do) Why do Russian children play these games? Inc. (They are expected to; it will help them to become strong.) Why are they taught that they should be good See Appendix for ames. athletes with strong bodies? (so they can help their country) Have children play some of the typical RPssian games. After playing compare Russian and American games.
52. Ask children the names of some of their favorite books.Reyher, My Mother Is Do they think Russian children also have favorites? The Most Beautiful book about Woman in the World. =sreiMberTM:thc: Mlol:ZiNafiritrWo=mtn the World.) Read the entire book aloud to them. Tell Lawson, They Were them to think about the book again before tomorrow Strong and Good. because you are going to read an American book that is a little bit like it.
Ask the children also to bring their favorite comic "Children's Corner" in strip to school the following day. Let them share Soviet Life magazine. these briefly, then show the comic pages from Russian magazines. Ask how these are like our comics (animal See Appendix for comics, characters, etc.); how different? Read the Lawson poetry and folk tales. book and let children briefly contrast it with Reyher's book. Use additional poetry and folk tales in the Appendix.
55 - 39 -
D. Russians are very fond of music. There is a beautiful opera house in Moscow. There are also theaters. However, most of the music and the plays are written by Russians.
S. Generalizes from E. Russians enjoy such things as TV, theater, and data. art, although almost all of the art on display was done by party-sponsored artists.
56 rmAa. - 40
53. Lead May Day M6Coveto class ::, --'thov 7)slides. Dis- Slides of May Day. Miss and have chl.iaret Iviapa're. this withour national holidays and pi--klageS.1 See Appen4te-'24.51E?0ev - 154Y in MoscoW.
54. Teach the children RUssian folk' &Wigsusing the video-- Videotape ia n tape Russian Folk Songs. Folk Sonols,,-4- =Es- ford ITV.-/
55. Show pictures of the interior of the Moscow Opera House% atud p.x-347tel. Plates Ask children what kind of a building this is. Show 45 4nd,,A6Vaet scene from "Swam Lake" and explain that dances like ...Union, Fiderasual this and also operas are held here.Play for thechid Teasir:a,. dren a part of "Swam Lake" and ask whether any have heard it. Tell them that it was written by a famous :`HFilms -gtrips Cult iral Russian composer, Tchaikovsky, and is often perforred,-:,- tayinVtheApyiet in the United States. If time permits, you might play MCQrAN74.1ill selections from his "Nutcracker Suite" which is of more interest to children. Also show pictures of folk dan- cers. Ask children who they think these people are. Slide of ballet dancer. Are they Americans, Japanese, etc. -- no, most likely Russians because the government believes that Russian music is the best fox the people to hear. Ask children whether this is true in the United States. If time allows, let them bring some records of music by foreign composers.
56. Children would also enjoy seeing and hearing Peter and the Wolf, a Russian classic.
57. Ask children to consider the forms of recreation they Jackson, Soviet Union, have heard about thus far. What other things do chil- p. 136 (TV). dren in this country do in their free time? As these are mentioned, show pictures of Russian children or Vandivert, Young Russia adults engaged in similar activities.As a summary, pp. 36-37 (children's ask whether they think recreation in Russia is like theater). that in the United States for children their age. How is it different? Are the similarities greater than the differences?
57 - 41 -
S. Generalizes from data. X. Although Russian and American family life are alike in many ways, there are differences, G: Although the family as especially with regard to the roles played by a basic social group is mothers, the delegation of responsibility for found in all societies, training children, living conditions at home families differ widely and services available in the city. from society to society as to how they are or- ganized, or in their structure.
G. Certain family functions are found universally in all societies, but other functions of the family vary widely from society to society.
58 42 -
58. Ask children to refer to charts made during the things they remember from discussion. Let them elements of Russian and American family life tha ferent and that could be shown"through.pictures acting out. Lidt these on the board and have ch in small groups to prepare presentations. Oth,nr the topic of each skit and the generalization i depicted. Possible topics are the differences i members who do household chores, person who gree home after school, method of punishment for misd Use tape recording-of initial discussion on Russ pupils compare and discuss their previous commen their present observations.
59. As a further review activity project the film A Moscow once again.
60. List on board and _show with pictures the followi :which are true of"American cities:
(1) streets jammed with automobiles (2) many shops with conspicuous signs (3) bright neon lighti over theaters and restau (4) miles of residential areas ranging from mod developments to expensive homes
(5) neighborhood shopping . centers with super ma department store, ice cream store, etc. (6). .corner gas station, drug stores, motels, d drive -in movies.
, Ask each child-to choose one of these points, to over what he learned about Moscow, decide whethe trUe'or-not about Moscow, and to be prepared t reasons for, his Set
. ,--which-children can Shari the results of their th (Actually, none of the points mentioned is true
5 9 - 42 - o refer to charts made during the unit and to member from discussion. Let them think about ssian and American family life that are dif- t could.be shown'thraugh pictures or through ist these on the board and have children work s to prepare presentations. Oth,,,rs can guess ach skit and the generalization Lich is being sible topics.are the. differences in family household chores, person who greets child At ol, method of punishment ..for misdeeds., etc.) ing -of initial discuSsion on.Russia and have and discuss their previous comments with bservations.
view activity project the film' A Visit to Film: A Visit to in. Moscow, McGraw-Hill Films. nd.show with pictures the following points of American cities:
ed with automobiles with conspicuous signs lighti over theaters and restaurants sidential areas ranging from modest is to expensive homes d shopping .center's with super market, store, ice cream store, etc. station, drug stores, motels, drive-ins, vies. o choose one of these points, to think back. rued about Moscow, decide whether the pciint bout Moscow, and to be prepared to give judgment. Set .;Up a discussfon sittiii;tionin an share the results of their thinking. of the points mentioned is true of MoecoF,)
60 EDUCATIONAL MEDIA
BOOKS FILMSTRIPS
Gunner, John, Meet Soviet Russia, Book One Cultural Life in the Soviet Union, Land, People, Sights, New York, Harper and McGraw-Hill Films. Row, 1962. Education in the Soviet Union, Jackson, W.A. Douglas, Soviet Union, Cr;-i.nd McGraw-Hill Film, 'Rapids.; Michigan, Fideler Company, 196. Housing and lNomeLife in tha soviet Lawson, Robert, They Were Strong and Good, Union, Cocictyfor V23ual Eduiitic41 New York, Viking Press, 1940. Ressia,. FOeler Cl:Issrom Nazaroff, Alexander, The Land and People of
Russia, Philadelphia, J. p.- Lippincott. U:S.S.R.1.. Education and. Recreation, Company, 1966'. Eye Gate.. louse Inc.
Reyher, Becky, MY'M&.heris The Mriet:Beau0,= .The reopla and Consumer. ful Woman in the World, New York,L8throp, Goods, Eye Gate House, Inc. Lee and Shepard . e MAGAZINE Snyder, Louis L., The First Book of the Soviet Union,,New.Xork, Franklin Watts, Soviet Life 1706 18th St., N.W. 1965. .Washington, D.C. 20009
Thayer, Charles W., Life World Library; RECORDING Russia, Morristown, N. J., Silvbr BUrdeti, 1965. Russian Songs,, Folkways Scholastic Records. VandivertYtita and William, Young Russia,F, New York, Dodd, Mead ana'CO.,11960.- SLIDES
FILMS 1. Moscow: Apartment houses
LeisuIe Time, U.S.S.R., InternationalFili. 2. Moscbw: Street vendor Foundation. " . 3. Moscow: Government Buildings Soviet School Children, Bailey Filrild., Film Associates. '--- 4 Mpscow: Government Buildings
A Visit''to Mbic OW; ABC'New,WMcGriw MosCimi'Government Buildings `Films. 6. Moscow: Street sweeper in winter Women of Russia, International Film Founda- 7. Moscow: Kremlin tion. 61 SLIDES (continued) 28. Librarian reading to children
8. Moscow: Automobile traffic at major 29. Children ice skating intersection 30. Russian ballet 9. Horsedrawn wagons in suburban Moscow 31. Young Pioneers (youth group) at 10. Moscow: Subway station camp
11. Interior of a Moscow apartment 32. Young Pioneers (youth group) at camp 12. Kitchen in a Moscow apartment 33. Young Pioneers marching in ?arade 13. G U M Department store (interior) 34 - 40. Armed forces and military 14. Boy and woman obtaining drinks from equipment on parade in May Day vending machines parade
15. Kindergarten character STUDY PRINTS'.
16. Kindergarten children reading Living in the Soviet Union, Silver Burdett. 17. Kindergarten children at rest on mats Soviet Union, Fideler Visual Teaching. 18. Young girl doing art work in school VIDEOTAPE 19. Two young Russian children Russian Folk Songs, Chelmsford ITV. 20. Russian children in line carrying plants
21. Russian children at desks in classroom
22. Russian children at desks in classroom
23. Boy reading book in- library
24. Children in physical education class
25. Children on way to school in snow
26. Children working with microscopes
27. Children studying English in language lab 62 APPENDIX
63 M4!',MMr7AMV7MrrIPMMI:Prt. rVAN LEARNS TO BE A GOOD RUSSIAN C7:TIZEN by (75 kept his eyes on the ground. Ivan walked out of school very slowly. Diane MonsonHe did not want to talk to any of his He hung his head and briefcaseletterit.hefriends did hadnot ifwith theybeendo hishis werewritten boOkshoMework, waiting andby the homework butfor teacher todayhim. for Ivanbecause the kneW next today, he daysIn would his for briefcase havethe secondto do he also had a letter to his parents In one hand, Ivan Carried a Sometimes The nearby.house,time this Ivan week, looked Ivan around had not to donesee whetherhis homework. any of hisThe friendswalk home were seemed long. Then he walked.up the steps of the house, through the door, As he came nearer to the apartment bothdecidedalreadyPioneerstheand atbegankey work. tounderin afterhis staytrouble long theschool. home rug clittbfor again and skipping to lettoday. the himself somefourth meetingsin. floor. last week, so he Ivan remembered that his sister had gone to Young He was supposed to be there himself. Mother and Father were Once there:, he found He was onwhitefull them. spreadof furniture. and many pillows. Ivan looked around the apartment. In other parts of the room were chairs, tables, and clothes There was a bed in one corner, covered with a In corners were tables with plants The small living room was handsknowtableand what booksand and tosat belongingsettled do down next. todown to wait theon forafamily. chair the toscoldin wait for. Father hisWhen parents read Father the to opened come home.the door, Ivan jumped up..' He didn'trqpite. Finally he just put the letter into Father',* Ivan picked up a book from the ette nearby.house, Ivan looked arouhd to see whether,any ThenwaiK he name walked seemea up thelong. steps of the house, through, AS ne came nearer to the apartment of his friends were the doer, decidedPioneersbothalreadytheand atkeybegan work.to afterunderin stayhis trouble school.thelonghome rug cliMbforagain and skipping totoday.let the himself fourthsome meetingsin. floor. Ivan remembered that his sister had He was supposed to be there himself. Mother and Father were last week, Onceso he there, he found gone to Young He was whiteonfull them. spreadof furniture. and many pillows. Ivan looked around the apartment. In other parts of the room were chairs, tables, There was a bed in one corner, covered with In corners were tables with plants The small living room was and clothes a handsknowtableand what booksand and tosat belongingsettled do down next. todown towait theon for afamily. chair the When Father opened the door, Ivan jumped Finally he just put the letter into FiitherNit to wait for his parentsIvan to pickedcome home. up a book from the up.' He didn'ttrjuite TheThenlast teacher he week. looked says up that and yousaid, have "Why been aren't What have you been doing instead?" scolding.repotted missing too many meetin4s you at Young Pioneers,:how? ( Father read theJettift. _ cr' helpforis situsus. toaround be better while citizensthey tell of the Soviet "I don't like to go to Young Pioneers,"Then we have to tell about our hobbies and us about Lenin and how much he has done said Ivan. why they will "All we do Cl welisteningrather go on behikes tooutside theand leaders thosewalking are talk." or the sitting only meetings Father only said, "We will have tounder wait a untiltree readingyour mother a book comes than Union. I like. Once in a while I would Afterhonereads before supper this we letter."Ivan talk and more his about sister, it. As soon as Mother came home, she set Natasha, did dishes. She will not be happy when she to work making supper. When dishes orwere worked. done, the whole family usually sat it the llVing Tonight, however, Fatleir asked Natasha if she would go to room and read seeShethe thattooklibrary ither was forschoolbooks makinga while her soand unhappy.that left. he and Mother Mother took the letter from Father and When she finished, she looked read it slowly. could talk with Ivan. Ivan could at himFatherfor a agood andSoviet boy?"said, child "We tohave know. not taught "Come hero, Ivan," said Father. What is wrong? our boy the"Tell most usimportant what you things have learned What can we do to make meeting,"supposedabout your answeredto responsibilitiesdo so Ivan.that you will as abe Russian "Oh, you sound just like one of the leaders "I know that I am supposed to study a good Soviet citizen?" school boy. at the Young Pioneers What are you very CP)cr, everythingcan'thelpPioneershard it. soI dothat because wethe Iare thingscan thatsupposed be Iawill wantgood tohelp toworker.do?" do? I get tired of liSteninq to that all of ne to want to work hard. Why does the I'mgovernment supposed tellto go to Young the time. But I can't Why us dostayright,children.he as would Ihere, am."Ivan. not too, spank because him. she is just When Ivan said that, his father became However, he was not surnrised whenI guess his fatherwe will have to have a long talk. Russian parents do not usually spank the:;.r. as much responsible for what you very serious. Mothersaid, will"All Ivan knew Russiapaying hasattention a very toimportant everything job thatto do. is "Now,""Look meFather in the was eye," saying, said "you Father, know "so said."We want our countrythat every to 7loybe the and girl in that I will know you are Ivan obeyed. doyoumaybepersonbest not arecountry a indoinfactory theschool in countrywork theworker. to theworld, learn has teacher tomany work givesthings. hard. But the thing you must rememberIn isorder that for this to be true, you to do. YouMaybe cannot you willlearn be them a teacher, if you If you don't learn, every now yournotdo.astupid.you great learn freedom."will country. aboutnot be your a good great citizen government when and If every boy is lazy like Then you cannot do the job that the And if you do not go to Young Pioneers, you are, our country will not become you grow up because you will be about the men who gave you government wants you to you will intohowwell, atrouble, goodthe teacherSoviet do you?' citizenwill say should it is behave.because "That is right," said Mother. "And if you don't do your work Father andYou I don'tdo not want show us you to get .tr.1144rTsrAt', roN Both of his parents looked straight at Ivan. He felt unhappy wrotetobetter.andbecause"Yes, practice domusic myIthey'would know schoolthat the all ispiano work that,playedget orwheninto but theeverywhere there trouble. Iviolin still are so don'tinso that themany like world.I othercould to go thingsbe to a Youngmusician, I like Pioneers too." I would rather read about the great Russian musicians who But he could not help saying, And I would like youmentyourjobs.like understand wants tobody do you isthat. healthythat?"to do. and studying so that you know many"1 know things. you would," Ifsaid you his are father. not good, you had better do the job that the govern- But you know that only the good musicians get goodYou should spend your time exercising so that "Many Russian children would Do whatISoviet go I nowwould citizen. and like. do my "Yes, I guess I willhomework?"so," do answered what I'myou Ivan.sorry tell thatme to I docaused even youthough so muchit isn't trouble. "I do want to be a good May wantroom tc and go thinkto Young about Pioneers, what he lookwould at want Lenin's you topicture do.""Yes,"Of in course,"our Father," living said vad Father, Ivan. "and remember, the next time you don't "I will do my best to obey him." 60 4 CD Olga 7 Olga is my name and I live in Kiev. Sister Rosemary Brady. of Russia Mary INA metoin kindergarten.home Russia. on Friday night. I am almost seven now. My mother brings me on Monday morning and takes The kindergarten is ownedSince byI wasthe three,fac- I have been going It is the oldest city homemytory mother with where theirchose Mother mothersto workworks. everyin that night. factory soNot I everycould boygo there.and girl stays all week. It is a very good kindergarten, and I go home at night some- Some children go daychildrenseemstimes after inmore have lunch,the fun beds.summer. towe staytake atoff the our kindergarten. school clothesWe all haveand putour onown our beds in kindergarten. They are onBut a bigin winteropen-air our porch. days are short and it Every the day Each quickly.justsleeping as youclothes. do on cold nights. I learn to say and do many things in school. We get in bed and cover up with warm quilts Most times I go to sleep very The teacher in Russia. Olga is my name and I live in Kiev. It is the oldest city mymetoryto homemother kindergarten. where on choseFriday Mother to night. workworks. in that factory so II amcould almost go seventhere. now. My mother brings me on Monday morning and takes TheIt kindergartenis a very good is kindergarten,ownedSince by I thewas fac-three,and I have been going seemstimeshome withinmore the theirfun summer. to mothers stay at every the kindergarten.night. Not every boy and girl stays all week. But in winter our days are short and it I go home at night some- Some children go dayjustsleepingchildren after as youlunch,clothes.have do beds. onwe coldtake nights.off our school clothesWe all haveand putour onown our beds in kindergarten. We get in bed and coverThey upare with on awarm big quiltsopen-air porch. Most times I go to sleep very Every the day Each readsisquickly.I teachingam tobeginning us usabout how to our tolearn countcountry what and --a say bigits our countryhistory RussianI learn itand is. letters. togreatness. say and do many things in school. The teacher She withdoctorand ato knife weighsfold andmy and clothesfork. measures neatly. us. AtWhen our I kindergartenfirst came to there kindergarten, is a doctor I wasand taughtnurse. how to eat I also learned to wash and dress myself WeI getlike our to hairdo these cut, things.too. The andourdo exercisessticksexercises, to toohelp and in make aa specialbig our room. arms teacher and legsshowsEvery stronger. us howday towe usego outdoors,hoops even if it is very cold. We wear special clothes for But we oneKievbecauseeven who is if comesbuiltit parts has hereon soare the many willvery hills big tellold. lookingparks you thatwith over itall Our theis kinds cityaDnepr beautiful of River.Kievflowers. has a nickname. It is called "Green City" Every- RussiaSt. Sophia. was started.in this famous church.Outside my classroom window, I see the great Cathedral of It has ten golden cupolas. The first library in havechurches.everyone built init. kindergarten to see the parks,My fathermuseums, is aand factory old inspector. We are all very proud of our city and the people who My teacher takes ings,islottoHe used.make goesof or it suretointo so the thatthereour steel bigevery will millsairplanes onebe enoughtomakes look and thefor atships. bestallthe thebigsteel. placesblast furnaceswhere it Some goes into big apartment houses and office build- His job is important. We need a willWhattoo discover butshe itmakes is more hardis usesonly for ofame small steel.to tell part you of verysomethingThe muchwork aboutmybigger. mother her job.does in the machine factory is important As I grow older, I gartenexcepteach day.afriends few very and old I dopeople, our best can toread learn and whatInwrite. Russia, we are education taught is very important. This will help our country. Almost everyone, My kinder- Reprinted from The Instructor, February, 1968, p. 152. C. w tt.-7; ;z: t
s;':<* . ,
v. 1. 41. !4'.4.: IS !.14. . ; ;
UNION OF SOVIET SOCIALIST REPUBLICS
Federated Socialist Republic 5. Belorussian S.S.R. 9. Armenian S.S.R. 13.Tadzhik S.S.R. 6.Ukrainicra S.S.R. 10. & 10e.Azerbaijan S.S.R. 14.Kirghiz S.S.R. 7.Moldavian S.S.R. 11. Turkmen S.S.R. 15.Kazakh S.S.R.
8.Georgian S.S.R. 12. Uzbek S.S.R. 74 1 ( ' 7 4 .: I i, k . ' f_aS 4a ; 441 " ;: Z i t: fI A 1 k Iginprow- ikti1-11( L4117.1".-1, all/ IAA 1.1 ,A4.1W,FT..--,4474riiimuslakeh MNyf :' aHLa, .74,- .' 0 .. 6'1' at, . J d. . if/ cwrs 4ii '-'JP;..1 J.,,,...) i ..) Now vf 1- IF i III g , ' II ;,,:, . ' 4,,,
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Reprinted from Soviet Life,Nov., 1968.
83 pm ..... 1-1-i-t-i-
0,.yv4: they sent us the wrong robot." Reprinted from Soviet Life, Nov., 1968.
84 -- LIONFSS AND CUB JIbBHUA H TILBEHOR Beasts went down the trail to drink. 3Bepu =RN Ha moxonoit, When the lion cub did stray. IloTepaaca JIbBeHOIC. Bad cub! But. what do you think? Hymem Male XOTb naomoi. Mother wants him anyway. A ece-Taxes pedemox. Volodya Lapin, 11 years old 130310A31 YLATIFIR, 11 .neT
SNOWFLAKE CHEACHHHA A snowflake has settled upon the soft snow. Cxemannca nem= ma marmom emery. But how to lift it, I really don't know. Cmemmaxy co cxera noxmaTb He uory. 10czir: 0.7:Er Aar ° How I wish time would pass with the speed xoy, wro6ht spew! 6eNCS-TIO, Of a wind blowing steady and free. C.410BRO 6bicTpme-6brorpide .nanmx. Then mylife would be briefer. indeed.' Hpommmy a Torxa °neigh maim, But at least many things I would see. Ho 3aTo onexb mmoro yemamy. Volodya Lapin. 13 rears old 130310AR IIATIHH 13 :ter
51 Reprinted fromSoviet Life,January, 1968, p. 51.
85 111111 DAYS Man Aexb Bropot THITIA . The days all follow, one by one. TIouwienbmiin, xax maxenbmili pe6exox, First ?Monday, like a child, npmra.n xa onnoli wore. Comes skipping down the street. Cy66ora, erapsx, And Saturday, like ancient bard, xrpaa as unipmaince, Comes playing on a lute, mT06 HORST° nocxpecenae yuepen., To die the night that Sunday comes, a ppm BHOBI nocxpecxyrb. To live again next week. A nxx-aro cm. xexp, The days are seven little sparks :;..o.ropEac moxixo-iate, That pass before me, one by one, mopes manuals verszpe Baca, That only burn a little while, map.. And then they fade away. CAIUA 31ACXHII, 9 an' Sasha Laskin, 9 years old
Reprinted from Soviet Life, January, 1968, p. 50.
86 BLACK PANTHER 14ZPHAR IlAHTEPA She's like a night in a midday fair, Oaa KaK 110q6 epegr. 6e.na pax I see her lie and at me stare. Ream a cmoTpaT as mem. And in the dark her green eyes glow. Eel 'wan Bo mice roporr. In fact, she is the dark, I know. A aTa rata ana cam. Kostya Raikin, 11 years old KOCTS1 PANICHH, 11 MT
TRAIN n0E311 The train is like a centipede, riOe3A TbICRItenalKKIL Its headlight whisker probes the night.. C sanmenHanut cimpamm-yeama. But morning clouds will soon appear A. rpm otfnaxa ax cpencr And shave it off, all right. MILKS OCTpbUICES IIONCSMIL Saha Laskin, 9 years old CALLIA RAMON, 9 ae:
50
Reprinted from Soviet Life, January,1968, r. 50.
87 f!. ...,...... =The 0000 MadHaretinetl mustspringMarch be thetaught Hares a lesson. decided How the could Wolf they about,it bythe Beaver groundboxing Dam witheach where other'stheirThey feet.it's ears allcool!" You andstarted neverthumping shouting heard at once, dashing oneliveBut bywith where one? hint was when this he toThey kept take"Down decidedeatingplace? by them Vaninto give up, Well,"him a good Lop beating.Ears sug- suchquarrel:to "Bythisa din! dayBeaver "At the Vanin's Dam!"Hares Well!" meetBut they every "On never Baldspring came Hill!" to an agreement. And and himcausegested. on he our"That's lived hill onwherea lovely Bald everybody"That'sBut place." Reidy no can good,"Billthey see!" cried called Scabby him that Chops. be- Hillsaid no. "Beat do madmakespounces about! no ondifference one, wherever Andto Sohim! whenevernow he you know Wolf what feels March hungry, flares he are,just so finds one. It "Think how hot it'll be in the sun! Let's The others all sang fromWlien morning Springback, till and night,came, with all them the birds came came the Shrike. That Wasn't The Song "Spring'swaitbut the tilt Shrike I onlystart!" justsaid: contr." "CallWhen"All"Co that on, it singing? themwas nearlyhing!" You otersaid the,the other birds birds. said. in pool time." said the Shrike. Sung singbe"Now itplenty in what Spring." mute about Springs." that song?NextBut theS Yawurin Shrike - cam, replied: 1(1141 the"Neer le mind, Ihrry'll to ou'd gested. "That's a lovely"Down place." by Vanin Welt," Lop Ears sup "Byquarrel: Beaver "At Dam!" Vanin's Well!" "On Bald Hill!" "Thinkhimcause on how he our lived hothill it'llwhere on beBald"That's everybodyinBut theHillsaid Biddy nosun! good," can Let's no.Billthey see!" "Beat docried called Scabby him Chops. that be- madmakespounces about! no ondifference one, wherever to Sohim!And now he wheneveryou finds know one. whatWolf It March feels hungry, Hares he just are so The Song waitbut the till Shrike I start!" said: "Call"CoThe that otherson, singing?then. all sangsing!" You {nu said morningWhen the other Springback, till birds.night, and came, with all them the birds came the Shrike. came That Wasn't Sung sing"Now"Spring's it whatin Spring." aboutonly just that contr..' song?When"All. You it in saidwas nearly ot good time." yr the, birdssaid :wit!, the Shrike. Nnu'd liebut bewas every plenty quite time MOW old. the Springs.-' ShrikeNext IladtBut Spring the Shrike came replied: and the -Never mind. !beryl! next and the next. eXliSt.S. 11161 song-*I'masked intoo the the old. norld." other Let thebirds. -aid"You the"flow otheralways can birds. hoaNted IAre -mill you that ever going to sing that song?" sing nun ?" gsters linett ahad go." the cows!'NMI the Shrike. I"butnow youailie::what, tell ortime us somthing." did I was"I'Ayr did alwa)s havehave ato buildingsong.- sing ...didit? a nest.the Shrike feeding the Inn en't!" erl.ssIv. Reprinted from Soviet Life, July, 1968, youhail A ne.erbad one to"Nonsense!" s.ti41 the other With:. "If p. 39..)ti(1 ha'.. sung it. The math .vii The Hare Saves the Dee
-Per" !et it 40001111111;7: 7.--*4 wit e
he hare was nibbling the fresh green grass in the forest, and my sharp hoofs break in a forest clearing when suddenly a deer through the drifts. The snow crust tears my bounded by. legs, and I can't run any farther." "What's the matter?" asked the hare fear- The hare's teeth chattered with fear, but he fully, preparing to run. tried to sound brave. "Never mind," he said. "The old wolf is following me," cried the "Let's hurry to the river." deer. "What shall I do? The snow is melting The hare bounded off, and the tired little
Reprinted from Soviet Life, August, 1968,p. 51.
90 The Hare Saves the Deer
deer ran behind just as fast as he could. At last they reached the river. Huge cakes of ice were floating down it, turning and twist- ing in the swiftly flowing water. Just then the wolf leaped out of the forest. "I've got you, my beauties!" he shouted in 1Ligh glee. The tired little deer turned and ran along the riverbank, but the hare jumped onto a cake of ice right near the wolf. The wolf couldn't resist jumping after him. The ice cake split, however, and the wolf fell into the water. He was never seen again. Meanwhile the hare floated down the river on his cake of ice. "How shall I get ashore?" he wailed. He was afraid to plunge into the icy water. in the forest, and my sharp hoofs break Suddenly he heard the voice of the little through the drifts. The snow crust tears my deer. legs, and I can't run any farther." "See where the bank sticks out into the The hare's teeth chattered with fear, but he river? You can leap ashore there!" tried to sound brave. "Never mind," he said. And that's exactly what happened. The two "Let's hurry to the river." friends were soon hurrying off to a sunny The hare bounded off, and the tired little clearing in the forest. iiet Life, August, 1963, p. 51.
91 One Thing Leads by SergeiNikkeky to Another
Grandad was sitting on a bench outside the -* cottage reading a hook. At his feet lay kicking over a bucket as he went and d Nosegay. the dog. ing Stepka, the cat. By and by grandad dozed of, and down Stepka spat and sprang up a tree. slipped the book, right on Nosegay's nose. Up in the tree was a magpie who w Nosegay gave a yelp and started to run. overfond of cats. With a whirr he fl The black hen started to squawk and run another tree, scaring a mosquito resting too, so fast that she went right over the fence. a leaf. Little Tanya saw her from the window, Away flew the mosquito, looked dow rushed out, picked up a stick and tried to grandad and settled on his nose. drive her back. Grandad woke up with a start and br Brother Igor shouted: "Tanya, wait for me! itaway. "I must have been having Where are you going?" and dashed after her, winks," he said.
An ExtraordinaryAd
Kolya could not believe that hewas Surely at any moment Valya would -front-behind-a-tree. Never before had he been left friends, and only note did he realize h )17' it was to lose them. It grew dark,an -.4-V5-I'''. evening came the cold. Kobra's teeth chatter. Suddenly he caught sight ofa dark us wave eras over Kolya. by the 4hore. A radio! It hadn't suffe Water flowed into his nose and mouth. the least from the water for itwas in a Spluttering, he grabbedat a tog, and he was proof case. carried onto an island in themiddle of the river. He turned it on, and therecame p out, as though specially for him, the ch Climbing out, he looked round. He couldn't noise of a soccer game. see Valya. He shouted her name loudly, but But it failed to cheer Kolya. Hesat there was no reply, only the echoacross the and pressed his face against the rough river. of a tree.
Reprinted from Soviet Life, August, 1968, p. 51.
92 CHILDREN'S CORNER ne Thing Leads Another tside the feet lay kicking over a bucket as he went and drench- ing Stepka, the cat. nd down Stepka spat and sprang up a tree. nose. Up in the tree was a magpie who was not to run. overfond of cats. With a whirr he flew to and run another tree, scaring a mosquito restingunder fence. a leaf. window, Away flew the mosquito, looked down, saw tried to grandad and settled on his nose. Grandad woke up w:th a start and brushed for mel it away. "I must have been havingforty fter her, winks," he said.
An Extraordinary Adventure
Kolya could not believe that hewas alone. Just then, behind him, he hearda splash and Surely at any moment Va lye wouldappear a tremendous snortin . Ko lya kmkerl round and then stop Never before had he been left without Along the river swam a crocodile, and seat- friends, and only note did he realize how sad ed on its back was Valya! "Come on!" she it was to lose them. It grew dark, and with called. "He'll give us a lift to the camp." evening carne the cold. Kolya's teeth began to Kolya jumped on, but he wasn't happy. "It's chatter. silly!" he pointed out. "Crocodiles don't let Suddenly he caught sight of a dark object you ride on their backsthey eat you up!" Kolya. by the shore. A radio! It hadn't suffered in "Quite true," Va lye agreed. "So it's a good d mouth. the least from the water for it was ina water- thing, isn't it?" d he was proof case. "What's a good thing?" asked Kolya crossly. fiddle of He turned it on, and there came pouring "It's a good thing," Va lya explained, "that out, as though specially for him, the cheerful this is only a dream!" e couldn't noise of a soccer game. "But it isn't a dream!" said Kolya insur- udly, but But it failed to cheer Kolya. He sat down prise. "How can it be? You can't prove it!" cross the and pressed his face against the rough bark "I can!" said Valya, sticking a pin into of a tree. him. And Ko lya woke up. Life, August, 1968, g. 51.
93 1 106 Wouldn'tHe lived inOnce aEat nice upon .house Mice and thoughtcat. him-The Cat Who \ a time there was a cat- -a tabby mousepoppedevenself something heard said out of noof aspecial.hing hole but in "GoodThenBut scuttledfront he'd one ofmor backhim. d ing!" y attoward lastsaid Tabby politely. mouse. a tiny brown mouse never seen or The startedgame.andher hole. protested:1"Waitdashingiall round thea"IfTabby minute! roomyou put insist,"with Let's his Tabby paw. squeaked in front the of the mouse. She have amouse You'reandonafter the toss her. mouse, supposed her right then upto let intoeat herAtTabby the lastgo, air. hadthecatch mousea fineher time.again cried First out; he"That's would me now." enough! spring startedgar,ne.'and protested: dashing all"Wait round a minute! theTabby room'If putLet'sYou with his haveinsist,"Tabby paw. insqueaked front of the the mouse. mouse She a You'reandonafter the toss her. mouse, supposed her right then upto let intoeat herAtTabby me the lastgo, now."air. thehadcatch mouse One her time. again cried First out: he"That's would enough! spring ree re'; sausage. are yoU? Or pate"No!""Eat de you?" saidjoie .sdieBras id mouse. Tabby.?" "But"Why? cats You're not are very play,"fond of said mice. Tabby. Real cats."You"Does"But anlway." you'reIdon't thatdon't meanhave a want cat!" to;'I tohave insisted said eat to theyou! eat the you?"I prefer mouse. "Cats mouse. to CL Tabby,thinkeveryoneeat tinned I taste "but willmeat bad."you'll litugh nowadays. just at"Well. haveme. ButThey'll toI'm putif sorryyou say don't, youyou feel like that." said up with cn chap.muttered:it!" "1 luipe Ijust did"I couldn'tthepreferAnd right stalking' the fancy thing!Stuff back ineating But to thathis fireside furry little doesn't answer rug. he R3printed from Soviet Life, July, 1968, p. 39. back!" 39 If The first day of May means the MAY DAY IN MOSCOW beginning of spring CO bed.Andalready that meanswarm enough "Ivan," calledYesterday's his cold dr two days o to me t the last father, "hurry. zzly day hadholiday from school. patches of anddisappeared. get dressed. snow. Ivan jumped out of Today, the sun is in Moscow! HisTheisIvangoing mothersuitMay got to DayIvan upbemade and andinis the bigparade, parade.theran suit to callfromwearing his todaybrother. is we must get to the a pattern she had And, here's dark blue with "Sergei, wake your Pioneer kerchief."Arbat district bought in Moscow'sa white collar. up. If we're Todayearly." Sergei,biggest Ivan department Soon"And, the Ivan, family try store, Gum. finishedto keep theirSergei breakfastneat," added -- kasha Mother. I'llSergei'sbe sure even to first "I'm certainly watch the parade and Natasha, kashaparade, and he going t on television,"watch it," washis already swelled withand coffee for motherbegged answered. Sergei. their parents. pride.and milk for This was "Mama, boardedwidethe street apartmenta trolley-bus in Ivan, Sergei and see you and Ivan building.front of Iva 's Fathe Th nd Papa marching."trolley-buswaited for thelines apartment building. trolley-bus in front stretch up and down The Styepkovs "Maybe of the radio.Moscow.Theredecoratedtion. are station. The Moscow MetroThere are nono advertising Some of the stationsadvertisingthat rould takecomer themis po ters in the trolleyfamous for its fast trains even have crystal to the Metro, buses or the Metro in and its richly or subway sta- chandeliers. biggest department store, a e e suit f um.om a pattern she had bought in Moscow's Sergei, Ivan and Natasha, Soon"And, the Ivan, family try finis to ke edp Sergei their neat,"breakfast added Mother. -- kasha and milk for I'llbeSergei's sure even to see firstwatch you parade, theand paradIvan and "I'm certainly going andohe ashawatch wasPapa and already it,"marching." coffee onhis swelledtelevision," motherfor their withanswered. pride.begged Sergei. parents. This was "Maybe "Mama, boardedwidethe streetapartment a trolley-bus in frontbuilding. ofthat Ivdn's would Ivan, Sergei and Father waited for The trolley-bus lines stretch apartment building.take them to the Metro, or subway the trolley-bus in front of The Styepkovs up and down the sta- Moscow.almostradio.Theredecoratedtion. areall station.nothe advertising stores. porters The Moscow MetroIn the is SovietfamousThere Unionforare its nothe advertising government commercials Some of the stations even have crystal in the trolley buses or the fast trainsowns and all its the richly factories and on television or the chandeliers. Metro in werethecenter Arbatgathering. of district.Moscow. The Styepkovs got off the The celebr tion of MayFrom Day thehad station theyThere walked to any people from their part ofMetro the cityat one of the stations begun. a broad street in near the CommuhistproclaimedtheStyepkov's May Day Party "Glory celebration.building is tothe. thewas Communista long Colorful patriotic decorations group that rules the nation. Above the windows on the first floor red sign with black letters. Party of thehad Soviet appeared Union!" all over Moscow for This sign of the The yearsmustacheheadIlyich ago,of Lenin. andthe before aSoviet small Mr. Union. paintedStyepkov Over the sign hung a picture of He was one of the men who started beard. was even born. Thisa serious-looking Ivan knows is manVladimir with a Lenin became the firstthe Communist Party outlarge "Glorysigns sign andto showing Sovietdecorations. Science!"a space rocket blasting off. The men and women in cha:::ge of the paraders were busy handing Some of the young men would carry a The sign said, programshissatellites. father about had sputniksgiven him. and cosmonauts. At"Here school devushka Ivan is -- often little told girl about -- takeSoviet these sputniks, paper flowersor earth to On his suit he proudly wears a rocket-shaped pin-that The Stypekovs often watch television greatverystartscarry pleasedroar in with theof that thismotorsparade." hereminder fromcould s Tarrythatvenal the oneblocks Sovietof theaway. Unionflowers hasNow in athere thehuge parade.was powerful nothing to do but wait. The little girl handed one to Sergei. Finally, there came a Every May Day Parade He was CD00 parade.army,sidewalks. navy and air force. None of the Stypekovs except Mother willVery see fewthis people part ofwatch the the May DayExcept celebration for the from people the who watch it on television, only a neighborhoodDayfew celebration. Communist began Party marching. leaders and some visiting foreignersAfter the see army the parade May has started, the people from Ivan's Some of them carried signs. A man near thelines.Ivan city. played an accordion, but there was no band.The people did not try to march Fromin step all orsidescame to keep crowdsstraight of peopleThey marched from different ahead of partsthe Stypekovs, of beside them, behind manythem"You people! -- are all entering moving towardRed Square! Red Square. "Raise up your flOwers," said a voice over the loud speakers. So many signs and flags! March faster!" What a huge open space! So The Lozovans of 4 M BY RUSSIAN ST NDARDSlomorinsk - A.PROSPERING Street, Moscow, MIDDLE are CLASS the Soviet bracket,catchgoalinidea their ofup. theyaSoviet ambitionsmodel live citizensfamily. much and t eiroreUpper comfortablyaffluence, middleeven class those theythan and representwhomost in have Russians.a top athe longincome achievable way to go to But Alexander Vassilyvich, 5 The family lives in a modern, four-room-and-bath apartment. , is a civil engineer who learned his pro- Mironovnastudents.brightschool.fession vivacious asKlugman, an officer wife, 64, knowninElena, the as Red38, "Babushka" Armyteaches during part-time- "Grandma." World Warin aII. music Their two childr n,Also Sasha, living 17, wiand h Natasha,the Lozovans 16, areis Eliena'sserious mother, Anna His Babushka10ofstandards, xfloor 10 bedroom,andspace a Natashaspacious is another broken occu hom The Lozovans have a parm yedroominto .theand a smaller lively1212 xx 6,18 householdof'the afoot kitchen livingtwo - bedrooms.andand, room, Thea bybathroom. apartment'saSoviet total 500 square feet Alex- whichaSincetheroom.ander month familyinclude andeveryone doing Elienais a wellshop prizedexcept occupy off.work reNatasha tap a technical earns a salaryschool), (Sasha their earns combined 80 rubles take-The Lozovans moved lexanderrigerator,intoe other it one.in Lozovan 1961.and the earns food 240 they rubles eat showa month. that Sasha sleeps in the living Their possessions, homechange,neverbettereverything pay dream nowisdon't a thanthey ofprosperous let complaining. theyearn it gousedand 5100ba h k."verubles no savings. a month. o be only 10 years ago "Ohthat God," Eliena she would says, "don't let it But things are much They still spend Reprinted from Life, Septeber 13, 1963, pp. 89-95. RUSSIAN GAMES - 11-41 pla errs, boys and girls, 8 years up to, adults Gorelki to be It and the oth There must be - Out of do rs rsunequal divide number into ofpairs, players. who line up, one One is chosen behindtryseparate.calls, to the form"Last other. a paircouple ru One of th I am runsfew. feetup each instands frontside atof thetheIt headbeforeline. of hethe can line.The couple at the end of the line TheyHe 113xtheadoneaheadcatch of of It. ofeither thethe them pairs,line. ofand them heca T eandis playerfor the another capturedwho was pair notone Ifto caughtform theyrun. a succeed,becomescouple at theIt the takes his place If It catches Seraphima Popovitsky, Alexander, Russia The Bear - 8-3 players, boys and girls, 7-12 years (Medvid) A square field is ma - Out kedof doors off to accomodate the players without moreBearfortoo (bythanmuchthe or drawing Bear'stheonecrowding. MedvidiskoBig den.on Bear the isground Insid One withedvedeesko).fchosen the a stick, childrenand theseveral or squareisplacing chosengroups an lines oblong totake be of part.the spacestones) Big is marked off When over twenty are playing, caughtplayeroutSuddenly of one,byhis the touching denthat Bear with player shouts him his wi bh The bear goes into h comeshndsrom his heldhis lockeda Bearden,together. hands.and"The both Bearden run isand intocoming!" the theplayers den. move about the field. He tries toAs catchsoon asa he has He runs Bigonlycoming!" Bearone playerand theythe at Bear goa timelbyhunting have succeeded touchingin the field. inhini catching with their aThey third free mustjoin Bear,hands. alwayshands all andkeep one together of them and announces, not break "The apart. Bears are They are allowed to catch When the becomesstepsthealwaysthree players outrun thestays ofintoBig havetheat Bearthe thefieldbecome den, forend becomes theBears.joinof thenext hands, aline, game.Bear. and which advance grows again. in length until all Any player who goes into the den or The last player to be caught The Big Bear Mrs. Lubow Hansen, Kiev, Russia and Washington, D.C. Grandfather Panas - 6-20(Similar players, to Blindman's boys and girls,Buff) 6-10 yea.rs (Did Panas) stand around him and the following conversation takesOne playerplace: is chosen to be It and he is blindfo:_ded. - Indoors or out of doors The others Children:Children:It: HowUponWhat ispins.do ityou that stand they upon? do not hurt you? Children:It: GrandfatherWhoI amsewed wearing them Panas. redfor boots.you? catches becomes It for the next game. Children:It tries to catch one of the children. Then turn around and catch us. The one whom he Mrs. Lubow Hansen, Kiev, Russia and Washington, D.C. The Gypsy - Indoors6-20 players, or out boysof doors and girls, 6-12 years (Tyshan) movingslowlydown, slowly surroundedthe following in a bycircle. thewords, other while children, the Gypsy who actsare holdingoutThe allchildren handsthat isandchoose told of their number to be the Gypsy. Those in the circle chant or relate very He sits COfJ andabout so him: on until the seventh hour has been mentioned. hour"The the firstGypsy houris asleep," the Gypsy is asleep, the second Then the chant changes: eleventhGypsy"The dresses,eighth hour hourthe the Gypsy thetenth Gypsy gets hour getsready, the up,Gypsy the the twelfthwashes, ninth hourhourthe the-- in all directions while the Gypsy chases them. TheAt theone lastwhom threethe Gypsy words first the childrencatches becomesloosenthe theirGypsythe next handsruns." Gypsy. and run Mrs. Lubow Hansen, Kiev, Russia and Washington, D.C.