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ED 010 339 24 FAMILIES IN JAPAN, A 4- TO 6 -WEEK SOCIAL STUDY DEVELOPEDFOR THE SECOND SEMESTER OF GRADE ONE. .11Y ARNOFF, MELVIN KENT STATE UNIV., OHIO REPORT NUMBER CRP-S-325 PUB DATE JUN 66 REPORT NUMBER BR-S-8070. ERRS PRICE MF-$0.18 HC -$5.08 12TP.

DESCRIPTORS- RESOURCE MATERIALS, *RESOURCE UNITS, GRADE1, SEMINARS, *SOCIAL STUDIES, *CURRICULUM DEVELOPMENT, *FAMILY (SOCIOLOGICAL UNIT), FOREIGN COUNTRIES, *FOREIGN CULTURE, CULTURAL ENRICHMENT, KENT, OHIO, JAPAN

THIS PUBLICATION WAS DEVELOPED AS A RESOURCE UNIT FOR

, ELEMENTARY SCHOOL TEACHERS TO USE IN A FIRST-GRADESOCIAL . N STUDIES CURRICULUM. THE UNIT WAS DEVELOPEDAND TESTED AT A '4. SEMINAR HELD IN OCTOBER 1965, AT KENT, OHIO. THECONTENTS INCLUDE OBJECTIVES, ESSENTIAL GENERALIZATIONS,LEARNING ACTIVITIES, UNIT CONTENT (WHICH PROVIDESTHE TEACHER WITH A LIST OF NEEDED MATERIALS), A SUGGESTED DAILYLESSON PLAN, A BIBLIOGRAPHY FOR TEACHERS, AND A LIST OF SUCHRELATED TEACHING AIDS AS FILMS, FILMSTRIPS, AND MUSIC. (GC)

731:174:11.°r-777:7:1' personThis document or organization has been originating it. DEPARTMENT OfficeOF of HEALTH, Education EDUCATIONreproduced exactly es received Points of view or opinion,' AND WELFRRE from the Developed for the Second Semester of Grade One positionstilted or do poiicy. not necessarilyFAMILIESFour, IN toSix Week Social Study represent official Office of Educel011 E00/0 e 3 Assistant Professor of Education Kent State University Melvin ArnoffJune, 1966 * The researchEducation, reported herein and Welfare,was performed Office of Education, under the pursuant to a contract with the United States Department of Health, provisions of the Cooperative Research. Program. effective curriculum Just as ncientific development must ACKNOWLEDGMENTS be the product of the contributions.ofresourcesuch specialthe talentsunit work of a team. group now be separated for While it asan oneeducational body, it team.is was imperativeresearch that the is the increasingly thepurposeprudent ofat recognizingthis This resource unitteam is which the developed fruit of combinedpoint that the experiencetheir and individual product ofthis members efforts, turedthe University The majoron social institutions ofconsultants Rochester; to this andDr. origins Robert ofSmith project were: the Japanese; end of Cornell geographer Dr. University, who lec- Dr. Robert Ward, Robert Hall of bothspecialistDirector the difficulty of the The efforts of on political institutions Center for Japanese ofthe theunit assignment writers Studiesmust atof theJapan.be University of Michigan, and andtruth,oneproduced. administrator believe the they transitionThe task of were more liketo chameleonscurriculum was a difficultchanging their writers oneandspots which the from qualityMiss classroom Nancywas handled in such who, at will, acknowledged in of the material changed color. Faust,teachers, Missa wayprincipal,Betty as to makeconsideration of they In writingelementaryMrs.beFisher, Marie phases Mrs. supervisor inMartha sure, not 'without Swackhammer handled Springfield, Lutz, Mrs.an Selmaoccasionalalso ripple. coordinated professionally and Habra, Mrs. teacher selection, The dual role of Charlotte withPatterson, competence, orientation, and Miss Fisher who though and to as was handled most effectively. ii 6 t uniteleven in teachersthe classroom in The task of evaluating the utilityaddition to the setting was handled competently and with unit writers, all and practicability of whose annotated of the enthusiasm by resource logs Wells,MissFstz,Theseserved Nellie and Missteachers asMks. Leffel, theIlene basis are: Beatrice Winchell.Johnson, Mrs. Lenore Mrs. forKathryn the editingMissThomas, Joyce of Booth, Kinnison, Mrs.Missthe MildredGwendolyn Mrs. June Voedisch, resource unit into its final Davis, Mrs. Dorothy Mrs.Lafferty, Clarice form. Dr.presentationsculture,significantly and Mrs. and Masakatsu of to Dr. the and The native-born persons who spent considerable richnessJapanese ofwho the Mks. David Moroi, were most willing to share resource unit. Mr. and Mrs. Shigerutime in Japan, Of special have contributed aspects of their Taniguchi,note were the ofDr. functions and Mrs. Roy Wenger. While it associated waswith expected this that the project Shibugaki of Tokyo, curriculum development Dr. and Mks.secretary Akio would perform the project, Mrs. Elaine Suzuki, and variety did,promotingRosenstein she actively the often quality of To overlook one's wife went beyondassisted the requirements in this effort. is problematic enough, of time and effort but more so when, as Ruth to assist in andcredit serving most notably To all these a formal Japanese dinner for the persons as well as fellowin compilingmembers and many phases of this effort, and testing Japanese recipes unit writers and Japanese of the Kent State andshe in deserves preparing Universityguests. projectintofordirectorfaculty: erroneous thedirector. finalis indebted. draft. Dr. Marvin Koller, statements and other Those,They, however,properly, should sociologist, and James errata which inadvertently must be relieved of the reflect the shortcomings Rinier, geographer, the mayresponsibilities have crept of the iii IISTRODUCTIOV assumptions.in which this material Before utilising this was developed and must be cognizant of thecourse underlying of study, one must be aware of the context sentserifscognition in which,the abilities social when studies completed,of children. fomented will Toper, now perusing one product of a major effort in curriculum This resourcecomprise mat isthe inonly Comparativepart the by firsta changing Problems conception of Curricu- develop- of a the asofborrow provethealue.A. completed materialsand useful adapt portionoutside presentedth; content, of thethisherein. Comparative curriculum Problemscontext It is also believed and hoped, resources, activities, and any other portions In this way, this unithowever, that this to educators who may wish toCurriculum but as a rich resource unit willmay serve not only willprojectserveschemes.resource be aidingtheand for endsthe curriculumin goalsof the your realizationof educationalthedevelopment according to You are therefore invited to adopt, Cooparattve Research Program.' of the goalsprogram. of this curriculum If this materialadapt, oris edit this material toa variety of conceptual so used, youresearch Melvin30:93-95, Arnoff, February «A Comparative 1966. Problems 1For a fuller explanation of the Comparative Problems Curriculum Curriculua,w Social Education, see Education,the United underStates the Department provisions of ofHealth, the 2The research reported herein we performediv pursuant to a contract withCooperativeEducation, Research Program.and Welfare, Office of TABLE OF CONTENTS Page ACKNOWLEDGMENTS 0 Liiv ESSENTIALOBJECTIVESINTRODUCTION GENERALIZATIONS FOR "FAMILIES IN JAPAN" 11 LEARNING ACTIVITIES, CONTENT, AND MATERIALS II Raising IQuestions Initiating ,Activities . 241918 III GroupingVIIV Answering FormingQuestionsV CommitteesInstructingQuestions Committees Committee on Clothing . 4., 3028272625 Committee on SchoolsHolidaysHousing and RecreationFamily . 0 . . 0 563137 A SUGGESTED DAILY LESSON PLAN TABLE OF CONTENTS Page 71 RESOURCES I Books Books for TeachersAnnotated . . . . 8281 Books for ChildrenGeneral . . . 8884 GeneralAnnotated 14 0 -88 94 ,. III FilmsII Periodicals . . * a . 9695 Annotated . 0 . 102 96 IV FilmstrtpsVMusic General. . . 104103 VI Other TeaChing Aids. PamphletsRecordsSongs and'Fugaive Materials . . 107105104 JapaneseOtherPictures Materials Foodsand Kits and Recipes . . . 109108 ADDENDA'. vi 111 SUMMARY OF COOPERATIVE RESEARCH PROJECT 5 325 No. OE 610049 Dr. Melvin Amoff, Kent StateUniversity A. Objectives 1. to implementthe recommendations of socialscientists concerning content in the elementary social studiescurriculum,whichcan be conveyed through a unit at the first-grade level, "Families in Japan."

To developa meaningful unit of study at the first-grade levelwhich V!' aid in the realization of thefollowing goals: a. Help childrencompare the various patterns of family functioning in a foreign culture with thosein their own environment. b. Help children recognize similarand different patterns of family functioning in cultures different from theirown. c. Help children acquire skills,attitudes, and knowledge which will cumulatively enhance their abilitiesto make accurate and effective interpretations of their physical and socialworld. d. Provide aresource unit which can be employed int" Comparative Problems Curriculum; includedwithin the framework ofa more tradi- tional curriculum,or modified to conform to various curriculum patterns. e. To utilize teachers who havemet specified criteria for the develop- ment of methods, materials, and devices forpresenting the unit.

3. To introduce at appropriategrade levels content which will enablechildren to approach an understanding of the basicprinciples and generalizations of sociology, economics, history, politicalscience, and geography which apply to functions of the family in allsocieties.

4. To laya content foundation upon which childrencan continue to build their understandings of principles and generalizationsof the social sciences.

B. Procedures ----Feve teachers,in addition to the elementarysupervisor, were selected from the almost 700 elementaryteachers employed by theSpringfield (Ohio) Rklic Schools toserve as unit writers. Teacherswere selected by the investigator, the elementary supervisor, and thecoordinator of instructionon the basis of specified criteria which included minimumstandards of training, utilization of unitteaching in the classroom, adjudgedsuccess in classroom teaching, and interest in partici- pating in the development of thisunit.

Unit writers attendeda two-week seminar on thecampus of Kent State University. The first week of the workshopwas devoted to lectures, conclaves, directedreading, and film viewng under theguidance of the cooperating socialscientists. The lectures considered generalizationsfrom the various social sciences,suggestions for resources, and recommendationsfor the specific unit. (See AttachmentI for a program of the workshop.) During the second weekof the seminar unit writers

MINENIIMID 1MelvinArnoff, "A ComparativeProblems Curriculum,"Social Education XXX, No. 2: 93-95, February1966. o

2

outlined unit content and began writing under the guidance of the conciltants.in the two weeks following the campus seminar, unit writers returned to Springfield to complete the first draft of the unit which were then edited, compiled and subsequently reviewed by the consultants.

The preliminary form of the unit was utilized in a pilot program by the unit writers plus twelve selected first-grade teachers who taught the unit and kept logs concerning the ppropriateness of unit content and suggested approaches. These logs were utilized by the project director in revising the unit. The revised unit again reviewed by the consultants, edited, and reproduced in final fain' for distri- button to state departments of education, university departments of education, and to organizations directly concerned with modifying the elementary social studies curriculum.

The completed resource material "Families in Japan" is a resource unit from which a teacher can select activities, content, materials, bibliography for students and the teacher, - Obintives, Essential Generalizations, Learning Activities, Content, which provides the teacher with a listing of needed Materials, A Suggested Daily Lesson Plan, A Bibliography for teachers and students, and a listing of related films, firmsips, music, and other teaching aids. Copies of the unit are available from the Department of Elementary Education, Kent State University, Kent, Ohio at $2.25. (118 pp.) ATTACHMENT I SOCIAL STUDIES CURRICULUM RESEARCH Kent State University Project 325

Seminar Program for Unit Writers October 4 16, 1965.

Sunday, October 3, 1965 Evening Arrival

Monday, October 4, 1965 9t00 A.M. ALUMNI CONFERENCE. ROOM- STUDENT UNION rr. Clayton M. Schindler, Dean, College of Education Dr. Roy W. Caughran, Chairman, Department of Elementary Education Dr. Thomas L. Lamb, Director, Regional Services, Division of Academic Centers Dr., Melvin Arnoff, Assistant Professor "Project Objectives and Design"

Lunch STUDENT UNION - ROOM 206

1:30 Library Tour- Mrs. Bone and Mrs. Herrick 3:00. University School Library- Miss Travis 4:00 Films "JapanM (27) "Rice in Today's World" (11)

Dinner (4:45-5:45)TERRACE DINING HALL

7 :30.9 :00 P.M. Reception . STUDENT UNION- ROOM206

Tuesday, October 5, 1965 ALUMNI CONFERENCE ROOM 9:00 A.M. Mrs. Cahill "Using the Curriculum Laboratory"

Lunch STUDENT UNION- ROOM 205

1:00 Japanese Film Festival "Ancient Orient- The Far East" (14) "Japan: An Historical Overview" (14) "Japan:East is West" (30) "Japanese Village life" (15) "Boy of Japan:Ito" (11) "Japan: Harvesting the Land and Sea" (27) "Japan:Miracle in Asia" (30) .

Dinner KENT MOTOR INN

7:3044:00 P.M. Dr.. andMrs RoyWenger "Shinto and Shibui" Wednesday, October 6, 1965 ALUMNI CONFERENCE ROOM 9:00 A.M. "Survey of Geographic Principles" Member of Kent State University Department of Geography

Lunch STUDENT UNION - ROOM 206

1:30 urnsCARROLL ROOM- CLEVELAND PUBLIC LIBRARY. (Parking: Women's Federal, 320 Superior Avenue)

Dinner (6:30)ROUND TABLE

7:30 P.M.- Library research, reading from suggested list.

Thursday, October7, 1965 ROOM 205 (until 4:00 P.M.) 9:0010:30 Dr. Marvin Koller, 'Professor of Sociology Discussion of "Four Families"

10:30.12:00 Films . "Japanese Family" (23) "Children of. Japan" (11) "Japanese Fishing Village" (13)

Lunch ROOM 206

1:30 Readings from Smith bibliography

Dinner KENT WOOD

7:30-9:00 P.M. BOWMAN HALL - ROOM 313 Dr. Robert Smith, Professor of Anthropology, Cornell University

Friday' October 8, 1965ALUMNI CONFERENCE ROOM 9:00-11:30 A.M. Dr. Smith

Lunch, ROBIN HOOD

1:30-3:30 Dr. Smith 3:30-5:00 Open

Dinner TERRACE ROOM

Saturday, October 9, 1965 ALUMNI CONFERENCE ROOM 9:00-11:30 A.M. Dr. Robert Hall, jr., Associate Professor Geography, University of Rochester

Lunch MIDWAY RESTAURANT

1:00-5:00 Dr. Nall

Dinner HARRIS RESTORANT Sunday, October 10, 1965 Open

Monday, October'110965 ALUMNI CONFERENCE ROOM 9:00,11:30 A.M. Dr. Robert Ward, Professor of POlitidal Science, University of Midhigan

Lunch STUD= UNION- ROOM206

1 :00 -5 :30 Dr. Ward

Dinner ItENTWOOD

7:30 P.M. Open

Tuesday, October 12, 1965 9:00 A.M. Dr. Arnoff - Progress Evaluation

Lunch STUDENT UNION - Room 206

1:00 Dr. and Mrs. David Moroi "Japanese Life"- familypatterns, flower arranging...

Dinner TERRACE ROOM

Wednesday, October 13 and Thursday, October 14, 1965 Open scheduling Meals in TERRACE ROOM

Friday, October 15,1965 9:00A.M. Open

Lunch TERRACE ROOM

Open

Dinner (5:00). TempuraDinner , HOME OF Dr. andMrs. Melvin Arnoff Special Guests: Dr. and Mrs.Masakatsu Shibagaki- Dr. and Mrs.Akio Suzuki

Saturday, October 16, 1965 Library research, seminars, and conferences with resident and visiting consultants, films as needed, group evaluation of progress and definition of areas for continued research.

Lunch 'CENT. MOTOR HOTEL

Afternoon . Departure for Springfield

Succeeding two weeks totally devoted to completing unit and other materials ) - .11111RTI IIIPPIPPIR TOPIRRIFT-=-11111 1, OBJECTIVES FOR "FAMILIES IN JAPAN" andproof,"duringthan to bethatthe for congruent 1950's ofit socialwas and developedwith studiesearly 1960's. bycurricula teachers generally and curriculum"Families in Japan" has been developed to fulfill a conception of children which is considerably broader The material is not meant to be "teacher employed in public schools a special setpersonnel of purposes who recognize - whichinvestigatorintivethe itself inherentcanthat lead butone feels contradictiontothatwho the utilisesobligedit achievement presents tothisof specify thiscertain moterialof compoundbroader in types thisrecognize objectives ofsection. information that the term. It is, consequently, impera- some of which the unitand isactivities not an end be attained in part or in whole at The objectives included in this category A. Long Range Goals some distant point in the life of the stu- are those which conceivably can whenusualanydent.contributions properly onefor unit a unit utilizedwill to to contributethe focus byattainment theupon classroomto an the of attainment teacher. of all these goals. While individual units in the social studies area in whicha group it can of bestthese make goals, its itimpact is unlikely that may make significant It is more goalscontributiontudes, withinbehavior toBch andthe category. skillattainment goals. of each of these Goals frequently are of different types and It is not unusual for a unit to make types of goalsmay refer but notto-knowledge, to all atti- some Knowledgetoday,societies, and and thoseespecially Understandings which thoseare representative which of a 1. To understand the customs, culture, and mores of people in other represent the major powers of the world pointeties, of and reference. thus may, in some degree, serve as 2. To understand our international an imperfect largemodel numberand as ofa similar soci- asphy, based end Onsociology. history, economics, cultural geography,3. To understand the interrelationships of geography with technology, relationships with other countries political science, philoso- vitalculture,societies. for human aspirations, and social 4. To understand that progress, happiness, and peace. cooperation among races, creeds, and nations is organization as these affect various happinessaccording of to mankind. his way of life. 6.5. ToTo understand understand that that manpeace must accept ethical and moral standards is essential for the attainment of optimal kinds of environment. 8.7. ToTo understand know the elements that man of can adept himself,good citizenship. by his ingenuity, to all and shelter,environments. work, and play. 10. 9. ToTo learn realize how thatmen adjuitall and people have common needs for food, clothing, satisfy their needs in varying societies lasting contributions to the 11. To be able to identify the progress of mankind. men and women of the world who have made and proposed resolutions 13.12. To know thatthe persistingcountries andproblems of to them. peoples in different phases of mankind, their hiitory, their economic and causes, Skillstopolitical problems and Behaviors.development experienced face by problems our ancestors in America. different from ours and not exactly parallel 3.2.1. ToTo interpretsecure express and ideas slides, use clearly.information pictures, fromfilms, many sources. and chartis to secure information. 4. To develop problem-solvingd.c.b.a. drawinggatheringformulating defining skills. conclusions factsquestions hypotheses and plans of action To utiliseevaluate maps one's and globese. verification own behavior in terms of democratic standards. as informational sources. ofAttitudes. others. 1. To develop an attitude of open-mindedness take responsibilities and and a concern for the welfare cooperative. 4.3.2. ToTo lovedesire develop one's to a act countrywillingness in accord while to withrespecting humanitarian ends. other nations and cultures. a desire to be beings. 6.5. ToTo desire respect to oneselflearn about and toother uphold peoples the dignity and worth ofand all ways human of life: mining 8.7. TocalvesTo aspire develop of toaction. a thedesire role to of investigate a competent citizen. problems thoroughly before deter- The goals of this section B. are generally specific and narrowlammdiate enough toGoals be unittheimportancerealizedshould and development instruction. serveduring of theas ofthe a variousevaluative concretefour toactivities. sixguide instruments weeks to the teacher span of thisThey areashould of alsostudy. serve to measure the effectiveness of this in deteramining the relative as the guide for These goals 6 ambersKnowledge. of the yellow 1. To know that in race while people of other racesJapan the majority of the people are Mongoloid or are in the minority. andin grandfather, the United States who 3.2. To know that families in may live together.i.es, mother, father, Japan have the same composition as families brothers, sisters, grandmother, 4.5. To know that ToTo know know that: that Japan is considered Japan is largelycomposed a ofmountainous islands. part of the continent of Asia. 7.6. To know that that Tokyo is the Japan's weather is much capital of Japan and the world's largest like that in country. parts of our country. may. 9.8. ToTo know know thethe cyclefollowing of riceorigami,tolumoma, from ikebana..tatasti, 5sen, kimono, obi, concepts: planting to harvestias to utilisation seta, aSa3ronara,* nonichi we,* traditionalpredominaniceas food, clothing, and of modifiedWestern and as dress,dress housing ofthe theand uniforms farmer.decorative10. of material. To know the basic clothing styles of traditional Japanese dress, the many school children, and the them,thefamily relation andunits: how ofthey wall, are gardenheated. and 11. To know the following about the special features and their house, the materials used to build and furnishJapanese single family haws and multi- names, how the rooms are utilised, 12. To know the daily routines of the families, the --IMP WEV,Mille-M1.11/ =,.."K 7 whenthe(salary bathingfather man, shopkeeper, farmer, fireman, laborer,routine,comes clerk home and and and duties his roleof the in the family, his routine in business other members of the types of food they eat, other typical roles), family. . as a unit and to know the 14.13. ToTo know know thethe times the major holidays of the special holidays which family seeks entertainment children and Japanese people and their encourage these behaviors. or social intercourse customary countwaystheir of in curriculum,celebrating Japanese from thethem. 15. To know the daily schoolsoroban, routine one thefor to directionJapanese ten. of reading children, toJapanese, know about. and how to they often become expert at paper-folding.17.16. ToTo recognize know that picturesJapanitse ofchildren the koto have and the shakuhachi. many games and pastimes and that raisesake theirof the hands family to answer the teacher's19.18. ToTo know know that the Japanesekinds of children name as well as their own advancement and that pets liked and kept by Japanese children. try hard questions unless to succeed in school for the they know the answers. they do not generalisationsways presented in the 21.20. of transcribing the ToTo inductively know that the develop a first-gradespoken word.Japanese approximation learn threeof the types social of succeeding section. writing and two distinct science 8 Skills and Behaviors.. 2.1. To locate the continent of Asia on-the globe. the United States. 3. To identifyuse islands and maps and globes to locate the Japanese Islands and *howl' . continents on maps and globes. in records and other audio-visual .4. 5. ToTo utilise find information cardinal directions from media. pictures, stories, books, films, filmstrips, direction"Families of in travel to and from 6. To organize and deliver japan.ft Japan and afor report locating on a "home."specific topic on maps and globes to indicate the concerning 9,S.7. To Totakeplan interrelate therules initiative of behaviorand in for organise information to answer their the group and for its leader. own questions. 11.10. To utiliserecord and summarise maps and globes information. seeking asinformation sources of to information. answer their questions. school routine... 13.12. ToTo respect the rights and arrange facts and ideas in sequence concerning opinions of others. family routine, follow them. 14. To understand the need for rules of conduct, to know then, and to the United States. 16.15. To locateutilise the problem-solving Pacific Ocean procedures.on the globe and to compare its size with layout. 18.17. ToTo be develop able toa two-dimensionalassociate Japanese festivals with the seasons and-with amp to represent, a three-dimensional holidays in the United States. 20.19. ToTo join know in that the itsinging takes ofmost of one or more Japanese songs. a day to get to Japan. 23:22.21. To sticklisten to to the the point of discussion.accept and fulfill ones suggestions and contributions of others. responsibilities. 26.25.24. ToTo participate makepractice origami good in items. citizenship.the playing of one or more of the Japanese games. 10 Attitudes,intial pertinent to the attainmentresit& and ofby worldcompleting brotherhood 1. To believe that learning about other inquiry tasks. as evidenced by childrenpeople bringing is interesting and essen- ronment. 3.2. To appreciaterecognise thatthe adjustmentJapanese of the Japanese genes are fun to play and that their to their physical envi- withttvefestivals our wealth, patterns are andenjoyable. socialbut generally organization ouch of the 4. To recognize that differences in like ours. customs, physical appearance,Japanese are specifically at varienc2 compare- nations. 6.5. ToTo desire respect cooperation the Japanese with people. fellow students and among the family of Japanese. 8.7. To respectdesire peace.the customs, holidays, mores, and institutions of the painting, and calligraphy 10. 9. ToTo have appreciate a positive the feelingskill of toward the Japanese the Japanese which as well as other arts. in handcrafts, flower arranging, may be evidenced aati;ities.evidencedvisitbylife, children Japan, and by by indicatingtheor the thatabsence willingness they that of like negativethey ofusing likechildren commentsJapanese meeting to participateconcerningwordsJapanese, aspectsin exploratory of or doing origami, and as that they would like to Japanese *Japanese"

ESSENTIAL GENERALIZATIONS 12 content.partat learnedas of a aproduct setduring of ofthebasic their social science Children should be able to course of unit instruction. own thinking and should lead to suggest a variety of generalizations which These reasons should reasons for the facts a discovery of all or are inherent in the be arrived cangestive,for thelead topics thenot classprescriptive, of Clothing, in developing and other Some examples of reasoning Family, and Recreation. should notwhich impose lead to generalization generalizations in these a limit upon the teacher, These examples are stated below areas. are sug- understanding:teacherconclusionsThis, however, is to through does the The following reasoning is pose those questions which lead children not mean that children cannot use of their own level of language. stand in adult terms for the arrive at essentially the to examine these The role of pursethe of brevity. areas of same Clothing. The Japanese make hats, A. Examples of Reasoning Leading sandals; rain garments, tatami, to Generalization thatching, and utilizationtootherrice-growingother purchase products, items of more andoutrice labordurableitof have is has thusbecome manufactured straw because it is readily available been readily available,inexpensive. traditional. products, and so home-crafted Although straw is not more so than money with which as a by-product from as durable as items and a lowing generalizations: From these facts the children may be able to inductively develop the fol- 13 bareiseconomy, confinedsubsistence. and to lacking the any means of transportation 1. A society with a very simple technology, resources of a single area and may achieve only save humana lowcarrieza level a wiseutilizing utilization and adapting of by-products locally readily available 2. The most economical way of satisfying human needs antiis by ',waste', material. materials and by garbingstyle, themit still for festiveserves theor solemnbasic occasions. While the Japanese traditional clothing purposes of keeping people warm or cool and of is markedly different from Western anddifferentThese producing facts cultures should variety giving enable different the children The ways in which basic drives as well as conformity. directions to their expression,to discoverare that:satisfied vary enormously, Family. Japanese and American families have the same composition and variety of Westerntheincanpatterns. traditionalJapanesebe family found patterns.familyin Japan many patterns wouldhomes bein somewhatthe United different. States, although the role Even the paternal grandparents' are virtually indistinguishable in structure from presence in the traditional family In the urban family, however, of the elders 14 political,societyeither Japanand and Whether traditional serve at theor America.focal point forintellectual lives. or modern,Families the functions rear and of educate adults in their the young inthe the family economic, social, are the same in ways of the personalityThereforeservation children indevelopment its vital 4. The family bears can understand that: functionsand of fulfillmentchild the primary responsibility for humanthrough homemaking bearing and rearing and of con- totivemaintenance another. roles although of the family 5. All societies have the specifics of way of life for adultsfamilies and whose members roles may vary from one culture each have distinc- children. and the differentAnd as was cultures Rdiscovired* 6. The ways in which earlier from another basic drives are satisfied vary enormously, set of facts: Whileand producingall humans variety tai well must eat, the society'sgiving food different as conformity. .directions to their patterns are in part expression, determined by the limitations ofmentallystructures imposed which mark 7. Everything which is - geography,even though technology, it could not be learned man off from other animals. distinctively human is and custom, and therefore: learned - environ- without native Recreation. 15 foundlearningspecific in ourfromculture country one andanother althoughrelatively and thereadapting unknown are various somein another. types waysMany of of ofrecreation doingthe forms things. peculiar of recreation to a enjoyed by the Japanese are similar to those Societies can be enriched by And so: regionsimilar to play region experiences. within a country. 9.8. WithinRecreation a society patterns people vary who from are countryconsidered to countrynormal haveand frommany thecultural group conditionstending to underbecome which the playa people forms 11.live,10. of the with individual. the play forms of TheRecreational difference changesin recreational are brought patterns about isin ana societyoutcome throughof the orthe ease erase-fertilization of communication. process; more specifically by: B. Additional Pertinent Generalizations warfare, travel, muststudycontentstudying be of built of "Familiesthis the by unit.unit the in andclass Japan." so onare the not basis extracted of the separately. informationThe following gleaned generalizations during the may also be derived by children as a result of The facts supporting them appear in full-or in part in the These generalizations easieravailable to makeand aa determinationliving. of how they are to be 2.expended.1. MostModern of theconveniences world's people are developed live on plains,according where to theit isresources 16 butand theremust ofare necessity generally 4.3. EthicalSimple societiesand moral producestandards less goods than a complex society satisfy more of theiraccepted needs majorfrom nearbypremises. regions. are dependent upon the culture, requirements.regionswants, civilizedfor a considerable populations part are of dependent their food, on clothing,5. and other With their present specialisation of effort and numerous many and often distant completely self-supporting. 7.6. TheNot one civilised poorer a family, the greater the proportion of its total country on earth can lay claim to being andexpenditureIt other is equally cultural used essential foractivity. food. to economic, S. Man's need for transportation is timeless and all-inclusive. political, religious, educational, makesresultstion, possible. andfrom exchange the territorial of goods divisionwhich cheap of labor,and efficient large-scale9. The growth of large cities in a modern, industrial transportation produc-society brids,protectionyields resistantper acreby chemicals canto temperaturebe increased from insects, and greatly. moisture and toher10. extremes, hazards, and furthertheir Recent production figures for many...crops...indicate that The development of hy- futurehappinessincreases generations cannotproduction. afford will needto destroy but cannot today reproduce. what11. (natural resources) A nation that is looking toward permanent greatness and 17 remade.inculture the and, whether 13.12. process whereby Thea civilization schoolEducation can provide andand thea culture schools are deal continually consciously with the they will it many or not, are involvedkinds instrumentally of education which the common ferenthomelearning could cultures thannever does evenfurnish. the though natural the evnironment.culture clearly14. has acre effect What individuals do and what they learn vary for two dif- on developityno societytype; dissimilar individuals succeeds personaltiy in have reducing distinctive traits. all its cultural members15. experiencesto a single andpersonal- Though culture is a major force in molding thL personality, organisationalinfluences religious forma. expression in its intellectual,17.16. cultic, and EverywhereIn all man sings, and in singing experiences the satis- ages and places, the local geographical environment toownfactions these lives ends. thatin their own way and consequently18. they frame governments Men want go with all formapeace, of self-expression. order, prosperity, a right to live their

for Grade One Social AStudies Teacher's Resource Unit FAMILIES IN JAPAN 19 I Initiating the UnitPurposes INITIATING ACTIVITIES Activities Content Brick, Eva Vis- Materials -JapanesetheA.the Family Tostudy studentinterest of in mostteacher.ductorySelect meaningful activitiesfrom one to orthe to childrendesign the and introduction their more of the following intro- Dines, A TigerTreeinits the NorikomSan ,Cherry, questionspupilsB.Life. To stimulate to aboutask andwould2.1. Yoihiko,Receive Readbe toa story visit"invitation"boy andofthere. Japan.girl.) from two children (Taro Stress what fun it Larson,Edelman, Visit With,StoryJapan, Us andin in Pictures bestructurequestionsJapanese lies.used to fami-thewill (These toGivefrom (Copyyour bookletter class.) by toLarson, child Visitin another With Usclass in Japan.to bring a letter of invitation to visit Japan McClure, ChildrenJamof the Wor psychologi-unit.)theC. To.studeut involve 3. Contact travel bureau. b.a. CallTeacher or writemay gather a group information. letter. Matsui, Onirokuand the Car Oniroku unit.cally in the the(Avoid family.) over-emphasizing details,anc. itineraryClass and focusor travelwith times, bureau days, may wishstops, to etc.make on Uchida, .DancingKettle. I Initiating Purposes 4. Locate United States Activities and Japan on globe. Content globe Materials 20 Unit (cont.) b.a. intoFind Imbed clayshortest American bases route and flags.1) Perhips tie on globe. string to bases of Japanese flagsto Japan. stringclay continents.4) land3)Learn2) Use Figureformations. cardinalto directions mileage. identify islands and and observe wateraluminum pan with-5.alumiumamajor From water. Japanese clay, model islands. the pan or a cake pan, and surround shape of thePlace four in an children.6. Plan details of wea. do Teacher before might we take ask: our trip?' an imaginary trip with 'What things must WritetionedGetclimate?Pack shots, lettersclothing. by children). to friends in etc.) passports (only if men- (What kind? For what Japan. ports.b. Role-play WriteBuy tickets. for hotel reservations. securing tickets and pass- mayChicago,toc. airport,Role-play and diedfrom riding towhere Japan.in classcars from schoolinclude actual trip to (Airport.) may (Activityfly to I Initiating Unit (cont.)Purposes numberd. Class of and teacher ways to travel to Japan.Activities can devise any Content Block, pigof Book Airplanes Materials 21 Modes of 1) ofa)an airplane.threeArrange and transportation might rows of chairs in two, separated by include: groups an sentSeating on airplane arrange- mapslarge of U.S. globe and b)man,airplane.aisle Board pilots, to the simulate and hostesses. Simulate "tower," seating on radioan Safetysafety.Seat beltslecture aid by pictures cloudsoflargedJapan andaerial en- Lookc)on Haveoutglobe. the windows. notvakfasto plane. on the plane.See location See the Mealsservedstewardess can on be plane. orange juiceturesterrainphotographs fea- of moremountains,nearbyclouds, common landmarks, ones.lakes, your town, your state, etc.,hills, naming foothills, the timeItavailable.Restrooms takes to fly areto a long sandwichtoast or cookies waffle 0other ingd)Play Have from landJapanese "lunch"Ohio features to Chicago on the plane.games on the while travel- to Alaska. See JapanJapan,jet.from is even New York.) (16 air hours very far on a "An"EskimoFilmstrips: Airplane Children" f)origami.plane Stop (orat Alaska.boat, etc.). Refuel, stock Perhaps do offavoritePaper away.Japanese folding pastime is a origami"Dee ,Trip"Dee paper Chou"(and directions) g)film,time food9Have and "Eskimodinner.etc. distance Take off. Children." Take nap. concepts. Develop Show children. I Initiating Purposes 2) magic Activities Content Materials 22 Unit (cont.) Itarpet.bringlargeor carpet, inpiece a piece orof have of cloththem carpet. paper to use as the Have Children crayon a (21x2f) piecespieces of ofcarpetcloth (2'x2') insaucers,in3) one a.flying largeabove, or whole could class be could travel saucers. saucer. wStt-upon, ll as used as flying crayonspaper Lookaboard.line,4)journey. a back. ship.draw atit. San Fratasco Wave to peopleRole-play taking luggageBoard ship and begin on dock. sky- met 7.by Land Taro, at Yoshiko,airport, anddock: their Read story, of an ocean voyage. at harbor, etc., father. ManikinsYoshiko,representdressed couldinand people authentic Papa-san be atbrought airport Japanese(also to class, and Mama-san,- Taro, clothing to manikins hosts.become8.Ichiro-san) Use familiarfilmstrip with "Japanese the pretend . Children,,, to Japanese "JapaneseFilmstrip:Children" I Initiating Purposes 9. A Glimpse of Japan (Displays) Activities Content Materials 23 Unit (cont.) theyNow thatcan seethe aclass whicha. The will teacher 1) the scene the servechildren as willsample view of Japanese realia. can has arrival in preparejay Japan dollJapanese collections cannedfoods b. Displayas2)frw,; theythe themight store also be realia go ftwindowshopping.nairplane, boat, etc. windows they might see from camerastoys badeandradios Japanin made in Japan: camerastoysdollJapanese madecollections and foods inradios Japan (canned) sandalskimonos Japan c. Other items in travelmagazineskimonos, andsandals, books etc.about posters. display could include: Japan. other clothing Japanese onewillincludedd. question Displaymotivate in shouldthein each children to ask unit of include items which area to be study. at least travelmagazines andJapanbooks about posters people.',wouldwithe. Childreninstructions like to come to learn about the to ',see what see the display Japanese you II Raising QuestionsPurposes Atthe the teacher conclusion might ofask: the Activities "Boys and girls,initiating we experiences Content Materials 24-- A.allthestructgra To over-unit WriteJapanesehavelearnlong heardtheir tripabout things. ato Japan get here,?" and lua que ±tions storyon a chart about or Japan chart have paper. takensa Now what would have you seen some like to chart paper dhologicagystudents'pay-B. To involve Questions1. How far which is itchildren to Japan? might ask: . workthein areaprojecting of 4.3. 2.What Why Why dokindsdo theythey of lookwearfood differentthosedo bathrobes? from us? (kimonos) they eat? Why so much rice?6.5. WhyDo theydo they have have straw so onlittle their furniture? roofs? rich(These7. andWhere stimulatingquestions do they shouldsleep introductory ifarise they naturally have activity.) no beds?from aetc. III Grouping Purposes Children are asked to find questions which Activities Content Materials 25 Questions . a refer"set" toor thecategory same thingsor group. and which might form A.B.contentorganise TOTo Houses,probablyChildren Furniture, devisecan name such theseGames, names categories. School, as Food, Holidays, Clothes, etc. They will thinkingcriticaldevelop moreAreastopicsOne fully orhaving ofmore inquiryif fewofso thesedemandedquestions for categoriesa committee by should their can beofimportance. developedbechildren. the groupingothers..Otherwise,(The teacher the these questions areas herself.should be combined with nay be tempted "save timely by While time askwouldthechildren why studentshavethus questions tobeenbe thinkcategorisesaved, lost. belongcritically an andin thethat about the teacher It is suggestedopportunity that for same set.) categories IV Forming A.Committees To Purposes Havetheirinterested children selection in select the learning about. by drawing a pictureActivities topics they are most Children representa- may make Content developB.divideclassroom laborTo tive of the camatteets itt Housing FoodClothing topic, such as: GanesSchool creativitybilityresponsi-individual and furniture,2.While1.independent draw bring first etc.in graders research, cannot they do can: 42-- pictures of homes, clothing, food, magazines. apr a great deal of Holidays 6.5.4. 3.bring make make in ina a sandrealia mural.resits from for childrenhome nap of Japan. or relatives. on other committees: Designatecommittees.8.them 7.learn have to Japanesemakework areas in the room for each of the parents buy origami instructions and teach paper things. songs from records. V Instructing CommitteesPurposes Activities A. Roles in a committee Content Materials 27 committeerolesA.the To inidentify a necessary B. Democratic behavior 3.2.1. (probably Secretary,MemberLeader the to teacher) write things down behaviordemocraticB. To identify 1. General asksc.b.a. HelpPmspectDecidenoise decide to thingsthe disturb what by thediscussionthem. conmittee and will then do. rights of others. Do not D. qualitiesdemocraticallyC.To To identify behave of a 2. The leader voting.d. Accept one's share of the work. membercommitteeandgood a leadergood 3. The amber d.c.b.a. gives helpsiskeeps not everybody. bossy. everyonegroup on a topic.chance to talk, etc. P.informationwhere E.To Tostimulate to learn find e.4.c.b.a. doestakeslistens his notturns. towork.waste others time. and respects their ideas. ofspecificreadingdoing learnstudy. andabout toarea a make too much noise. VI Answ'tng Purposes DEVELOPMENTAL ACTIVITIES Activities 1. Relative Size of Content Carr, The Picture Materials 28 Questions 1. How big is ontoa.theover From United portion the States.globe, of globe trace depicting paper. Japan? Cut out and placeJapan StatesJapan and United b.California.thea. How Japan size does ofis aboutit Look, MarchMt.Bair*Plane Fuji', 1966, of CrashJapan on c.scaleprovidingcanb. Committee The be of samedone miles. both fromcan have tell two the about flat same project as a. above maps 2. Topography a.Ohio? compareMountains with and largeconstructionlarge flat globepaper maps neededfigurequestion(Children- outmaterials for how themselvescan to begin do it to ifand thepictures in a book. are available.) answer this can even c.85%b.water inMountainsJapan's oflandscape are prominent 100 mil- Japan's land. occupyscenes. still picturesotherofU.S.,of sameMt. Japan mountains Fujibothscale and and in 2. Does Fuji-yama.b.anda. Show Show rural pictures of Japan, Japan look like our country?pictures of mountainsscenes. and city agriculture.d.land 15%lionAll is availablepeopleof needed the land. live for on still picturesruralof city areas and picturesd. c.canCommittee Mt. Fuji in and can mountain tell about be modeled in a book. clay. ranges andande.compact, Cities close houses together.must apartments small be clay Purposes Activities Materials 29 VI Answering Questions(cont.) committeeSchools,Ciothina.Categories and to decidedRecreation.develop by the Food Customs and Holidaa picture report of the trip A classclass willmay alsoprobably have Content s, include: a to formed,Japan,ItJapan, is etc.)suggestedtheeach clouds, that Alaska, two topics.no more than three committees be the islands, sights The above pairing of in highlyItconsiderations.topics is teacher-aided suggested is suggested that to balance taking Other combinations andinitial that grouponly experiences be the workload and other one group functionmay be feasible. theirThetowardat focus aown timethe questions.is solutionuntil basic of group-work upon children directing their The teacher problemsacts and the answering skills are learned. as the* reader own study of notsourcesandinof available neededcomparingas aof materials,information, in assigned student and who resource person who suggests additional as the mentortasks who andaids actual children achievement,resources. presents information reproducedidentificationtopicsThefollowing categories other on than and thoselocation, pages so as to permit combination of a different arecolor presented paper. separately on the suggested. each topic has been For ease in : Purposes Activities CoWcent Materials 31 vz Ans tiering Questions(cont.) theofmagazines,Committee1. Japanese workCollect center. andalletc., on books, bring Cloton clothing them pictures, to Color-keyed ThetheI AinuJapanese. were probablyPhysical the Characteristics of Mgazines:FidelerPictures: Infor-roommotive Class- haveotherpapertothat locate books othercommittees,may be identifyingcan inserted be which shared in colors. willbooks by needed pictures so immigrants.Korean,thebackislands,original Ainu and nowbut inhabitants some werelive Polynesian in pushed Hokkaido of the by waves of The majority of. Chinese, Holiday,National pito-Oct.mama,196119641960, Oct.Dec. appropriate3.priate2. Whole Teacher films class films willand can collectfilmstrips. share appro- in o This group, whilestock.grated others into thehave Japanese beenA. The inte- Japanese generally Films:EncyclopediaBritannic*,*Children of areobservefilms,discusshowever, (Aresponsible. second while clothingdetails will showing other be for expectedseen groups whichmay in be theywillto becauseB.andeyes,have Their straight yellowishprominent ofeyes epicanthic black seem skin,cheek hair.slanted dark fold.bones, *Japanese*FestivalsvapeneseJapan,-Villages* Japan*Family*FishingDoll* of necessary.) warisC.legged.proportion rapidly Theirchildren legschanging. are are quite short long- in to body, but this Post- Filmstrips:"Farm'PJapan's Village NewFamily Patterns" areandD.sizeindicates They increasingstocky and generally builds. due have short body however, that proportions to Research dietary *Families*Japanese ofFisher-' Japan*in Japan" sits Activities Content 32 Questions(cont.) evl nfl bybookthe4. selected teacher.Listen' basis which of bytocan picturesthestories clue children them readin ato on These may be modificationsE.sitting Women habits.tend andto walka change in Beardsley,References:Ward, Hall, Village Life Materials variousGroupgestedits content, shouldbyarticles the discussorteacher. of the may en-be sug- II mincingClothingbutbent, not toedsteps. present in, takingday) shOrt (traditional9 sliettly Dore, LaidMing Reformin Lam jamexpenditure) (cloo- 82, dollspaperparel needed to clothe dolls and other A. Traditional -Urban and Ruralernof1. clothes.both Wardrobe traditional usually andconsists West- ypeldVogel,Dore, auZaftig/Her,400-4 Lifein Middleam, Class k pairsdollseach6.5. Make doll.workingas individual clothingchart together of itemsfor and for paper usuallyceremonies;2. Traditional worn holidays,at hose clothing and and for is ae...1.2.jlJapartsLifton,Rural Workers: ait.theclothing) andAmanoJaku Eau- reportingforcamel7. class (committee)Make clothing,ofto thissee duringcommittee. the "paper, . and label paste on cludesfestivals.3. Traditional Items listed clothing here. ilk' ora.loose Alwool. kimono robe ofis silk,a long, cotton, Yeshiva,Stamm, Three !Stromplenty,to Watch Women vocabularyarticles8. of to apparel. identify the a.Develop toPrepare paper together dollslabels to toa identify. attach b.sash. An obi is an elaborate Hawkinson,Brick,City: EvaDance,lioriko-San Visits Dance, wordsb. Make and chart definitions. of vocabulary anoverd.formalfemaleC. obi. AnA kimono.sash haori silkchildren is wornjacket instead by worn young of is a short Matsuno,Larson, VisitMietheUs inandWith JapanMal Raz 33 Answering(cont.) **titans and.,.400i:*heriscniroetaque on projector. -p: gotures:.from .books [0. f.Tabisocks Zori are worn are white flatwith mittenwlike sandals Content gets. worn paintsdolls for models Materials . pheta tcept people 'the,differentthe dells and/or andremovedg.in house.Getaschool.. beforeare (Uncommon elevated entering clogs in house cardboardpastescissors .048804.'d. uniformed school ancr. h.Modernt.fine HaregiAn clothing. Japan) are festival or apron is worn by women Morecity:opaque books projector on ac.puppets. Draw er.-pUppets.Displaybress dollsa 'Clothing and if Clothing fOr dale. ofsquarefor j.wrapping Awork. furosheki miscellaneous is a cloth used as regular means droticidkin,CrockettYasuhamaTale of and Yoko- the Tent, d.Cliithingpossible. 'IMake hats. pictures of k.trouserspackages Mompei worn arefor women's carrying.over kimono baggy . materials forStrangors *socks.g.esashes.£.- Make Make Make gets.tie tabi and out dye of 4. Urban (traditional) rarelyconsiststhea. (seldomTraditional city; worn ofbut -seen theon when Clothing theitemssince wornstreets 1950),above. is it nowin socks puppets areof12. stiff cardboard, with placed in various sActivities may' be made out home,dress but 'in sometraditional of the ors of family often Content style atfamily, stiff card-board Materials 34 dressedpositions. the same iris.teed to fit cardboardClothing wallpapermay be cut or cloth, Figure, may be on both clothes:especiallystill wear OwWestern children, mightwhenWomen, "visiting when going to town may Choose style old.clothwallpaper sheets materialnos,sides. and ispaint plain, them in iflieu Children may make kimo- consistingto wear. a of traditional outfittabiMoriparasolobifigured kimono materialspaper forkimonos , tv some plain, tv of enthroidering. WesternJustcould as choosedressappropriately, and to shoeswear when zori a omen paints some f4 gured dresstingthilciren15. activityChildrenas for theor program.culmina- Japanese school may wish to frequentlyWorldhaved.going For not War school tobeen worn.town. II, compulsory butchildren, they uniforms since1) Girls wear dark pleatedare still collar,tonedsweaters2)andlongskirts, Boys Western and Jacketspants, navy wearor sneakers black shoes white ordarkwith whitebrass aborts orshirts, i-butsamiddies, or sneakers.ctandin2 cross.or VI Answering Questions(cont )Purposes dollsposesof16. clothing- and Discussas constructionviewing and various their typesof Activities on pur- 5. Rural Clothing dressed.a. lien and mien are similarly Content Materials tinues.opaque projector con- . b. Work clothes include-1) long2) knit kerchiefs underwear knotted under model.)Selectmakeduringto17. neighborhood thePlan whichbest following. classto children be model.activityplaced mighta. villager (Scale on 7)5)4)6)trousers3)chin armystrawwhite clothwide orbeltleggings khaki (for .shirt.pocket) or straw hator rubber boots or e.clothesd.homeclothingco peoplechildrenb. family farmsr for for inplayground in festival insideschooltraditional the andbandcottontected9)sleeveless,8) broad Headpadded or from headprotective andbrimmed jacket, clothfor warmth. covering,strawsometimes hat. armssun withare pro- a white as a sweat- f.clothing firemen Matsuridrent3)2)1) SamuraiShichi-Go-San Buddhist s Day and Hina - Chil- c. Rainwear 3)orof2) 1)palm.straw.Traditional Capes Conical rain rural hats are usually of straw rainwearare made 6. Village umbrella.darka. (rareThe kimono,. older today), business tabi, fedora, clogs man is made from rice stalks. haori, and or getsyeast a 36 lesdBinas of makingrice wearsb.suit. The ayoung dark businessWestern style Content man samples ofmaterialstioned in men- Materials b.ksInmaking use for WesternareTodayBe Clothing a themixture sty/es, Japanese in ofModern but traditional wearmost Day clothes personsJapan. and that paper for varioushatsities activ- ovetsfromen canto generally wear Western. darktie,1. business Aand Japanese dark suit, shoes man white mayand wear socks.shirt, a small light-manualweightshapedof wood arts,pieces into from ingsres-making parts for andstyle2. low A womanordress, high may orheels. wearA skirt and blouse, a Western hammers,several yardsnailsBeta and zori lesbes shownonof charts.zori, totabi, kimo- 3.traditionalSomestreet Boys women orand when stillgirlsdress visiting. preferwhen on to the may wear uniforms wear Obiforof materials kimono and ed to Japanese.dress the4.compulsory.to cityMostlyschool, streets, Western but this but dress is nois longer many often aeon on kit on silk ,LkBpin. films,which filmstrip, (See weartoIt iswearWesterntraditional not kimonos uncommon style and clothing. for the the children parents to dress at. home. rapan.))aiein silktoand the theproduction continuallytangential is diminishingavailable,relation of but thisimportance such topic study toof thismust

VI Answering Purposes FuLlqCommittee on Housing and Activities HOUSING Content Fideler,Pictures: Class- Materials 38 (bastions(cont.) Japanese,onpictures,1.to Collecthouses the work magazines, and orall center. bringbooks, them etc. homes of I Japanese(may be Termsused forA.Japanesewood,Sliding Amado comzonly doorshouses, - literally orused generally shutters in pictionary)concerning Hose *rain-door.* traditional made of entirely szas Dec. Magazines:roomNationalof Japan Pictures 2.22-1960, Oct. Note:housing.pertinentfilms2. Teacher and tofilmstrips may topic collect of Teacher should B.closedrioropaqueotherwise Fustaa room atpaper, night.- dividers slidingdecorated, screens in used as often painted or houses. of Lute- Books for Children: HolidayBaruch, Oct. Fob.°the 1961 andlashing1964 withandselectthis3. other moreChildren group films committees pertinent thannot can used others.view to kinds films aD.C.electricity,quilt. latticesometimes HibachiKotatsu - sunkprovides a in the warmth. Charcoal, and now oftenframe, covered with a kindcharcoal of fireplace, brasier. floor, often Bu-M,Bryan-77MBrick, EvaNoriko-SanPicturesBiceBurning Visits Fields -of the oftoclass,4.family discoverhomes Bead but living. storyand childrenvarious patterns to whole in should F.E.treasures. Kura - place to 5-zen - low table used for store art KirksCarr, The3p Jamring, PictureSized,entm L. am- of Japan poses.listen with different pur- aG.theeating.translucentscreen, room-divider Shoji floor. with- a removablepaper panels, sliding used as Persons are seated on wood frame and in Japanese homes. Matsui,Lattimore, Onirokuandass* Ha- the Car 913118 for Mimi village Girl ..ntes. Purposes Activities Content Materials 39 VI Answering Questions(cont.) resourcesread,committee5. During and except discusswork-time, films all the may examine, H.also 6'x3'Tatami a unitused - thickofto measurementcovet rush the mats ofabout floors; Homes.andto filmstrips,the topic Housing or pertinent ofnesefloorI. flowers Tokonomahouses and used - artan for alcove the displayin space. objects. Japa- Beardsley,JapanWard, Hall, Villatokonoma) andofthem,dren6. city.housing, Teacher read,some descriptionandboth read rural to may help chil- II A.Homes Single in theFamily City Units crowded1. Homes together. are small and Some sec- Mama),MoreChildren: Books Taro for thetingpictionary7. home.Committee to various of terms parts rela- of may make a gestionandtions slums. ofbecause city are of a. worker migration, rural There is con- ghettos Yashima, PlentytoShootand Wet& the Bamboo haveandthesedevelcpmental examples made terms or whichdrawnmaybe activity children During the candefined, be house2. Wall and orgarden, fence surrounds b.to industrialurban. explosion.shielding *JapaneseFilms:*Japan's-Family Family*New Patterns* shown during the culmination it from view of neighbor and - andhome8.of fromthe Drawfrom unit.descriptions.plans pictures of looked a Japanese at, be3.ingspassers-by. a Inside smallonto streetthebut wall,beautiful from there garden. There are open- may *Architecture',Japanese',Japanese ingFish- Village VillagesLife* ofruralb.courtyard.a. Show Include and differences urban, garden and andbetween home poor and wealthy. materials,paint4.garden. Exterior or varnishbamboo, is made isrush. used.of natural No 0A Day withJapanese*Gardensof japan', Family"japan:of 1962" a Purposes Activities Content 40 VI Answering Questions(coati') storageduringmayshutters5. Exterior summer° to can cover walls be entireslid of wall- be movable, to be Large wooden outhouse of opened *JapaneseFilmstrips:*Farm VillageFishermen*Japan* in ,I4atarials to9. report Some Childrenon earthquakes. may wish 6.tionthus slidingspaceEarthquake andproviding covered warmth.paper added doorsalready (shoji), bya. supporting column or precautions: protec- Beardsley,Books forImesWards HalloTeacher:(adult) pp. ;Villas= 14-16, woodenc.b.pieceshome treenono basements,nails trunk floors fitted in raised together center just off of used, wood Stevens,Smith, AfELL.rian,Systems Coopera-tiveOrigins314-36, of 40-52, 78 F.aktz am otherand7. Japaneseolder cities of cities the world. d.tileground roof or made of sections, muchthatching like haveheavy newer Vogel,Trewartha,Tiedemaun, JapanteClass,Neva TemJapan,peorraphy Modern Middle pp. 171-9 consideredmats,haveman.of8. thick Rooms43/4measuring and straw 6 mat 3'(rush) x6' which is City homes will often are measured by numberenough room for one rooms. tatami :27-:.---,-,:E --r7"-=777-777-mm-7;3-"P77q7 e Purposes;r ..` Activities a. The tatami. are made of Content Materials 41 VI Answering Questions(cont.) 10. coismittectTheycardboard could layout include of the one tokonoma, house. may make large a*covered on top and endsbase of heavy straw sides or bottom) with only BooksCaldwell, for Teacher: Our(juvenile) . aThisroom.They futon,diorama. couldmight and alsoeven other bemake furnishings. done a Westernwith b. sisooth-wovenStandardOat rush matting. 3-mat (03E99room sizes are: Darbois,Caldwell, Noriko9Visit,Japan LetNeighbors I's Japan in 8-mat41/2-mat6-mat (12tx121) (9'x12')(9tx9f) Martin,Idelaan, The Javan,Greedy,Picturesilk fiton One and of ;span, madetenor9. of Seldom ricewalls. are there fixed paper.. (shoji Partitions arein- Miller,Nears, First LittlePicturesBook of Japan of rooms.TOMSsidecompletelyscreens) to make andor larger pushedare used to toone divide They may be removed or smaller Reynolds,Peterson, Em.3.1.x bagJapanHowSanPeople Live in 10. WealthierevenThiswhicha Western among is familiesthey becoming style thereceive middle living class. room in more popular, guests. may have Done,Yegsta,Vaughn,and The PeopleLand of Japan Village, Life Purposes ir=7.1 Activities Content Materials 42 VI Answering Questions(cont.) 11. Constructandthe flower' aclassroom. tokonoma arrangements. in a. Make appropriate Mkke scrolls 11. All roomspurpose.kitchen,home withof arethe the usually. &peweeexception multi- of the The same room may be large box filesinilar(sim- which toare thoseoffice Day,upcoming:c.b.scrolls. CommitteeUtilizeetc. the responsible holidays Children's 12. The largestusedhaveor sleeping.for very room entertaining, little usually furniture. eating, Traditional rooms artpaint treasurespacked) ford.holidays. Seecelebrationpreparingvisitors Holidays, and/ortokonoma of p. Chil- verse.withwhichiuscribedcontains ais hanging especiallyan with alcove scroll,a classic (tokonoma)decorated often haiku The tokonoma might flowersprized books (realones and g.e.dren'sf.tokonoma. PlaceBurn Paint Day Incense.art walls and treasures, useof tokonoma.of have: c.priateb.a. homeflowerscrolls fortreasures. arrangementseasonfor the or seasons. festival. appro- incense created 'ones) tokonoma.prized books, etc. in rather2)ceramics1) (delicate, usuallybeautiful than brocadeembroidery colorful)hand -made(woven) 12. Paper plates can be painted upvasesenameled.enameling). 3)with cloiaonneand silver bowls (decorativewire are andbuilt ClOisonne paper plates Fansandto lacquered lookcan belike made. bowls.Japanese dishes forconsumptionwoodLacquered4) export lacquering,for pictures only. picturesby Japanese, done and are dishes. notbut for on VI Answering Purposes 13. Make models of homes Activities B. Multi-family Dwellings Content Materials cardboard 43 Questions(cont.) hibachi,mayandtokonama,largest apartments.lift bath, off room,shoji, to kitChen, Westernshow tatami, roam Roofs mentableandcities,1. tremorsoftoDue multi-levelbenefit untilto ofthe therecently,fromfrequent island,dwellings. the develop-wereearthquakes Japanese not cardboardboxesforopaque shoji paper 14. Dwellingsmodeletc.part canbuiltof abecome neighborhoodon a table. apartments.permitRecent2. For vastengineeringthe sakenumbers of developmentseconomyof multi-story some nowof craftclay sticks,to moldbathhibachi, and withHomes,Clothingetc. the canstreets, dollsCommittee.be incorporated madetraffic, by the quitesixnotthanthese andrequire fourcommon.buildings seven stories an story elevator, rise and buildings notherefore higheralthough are do turefortoypieces,small furni-tables wood or 15. A lifeandbea -size home madeused (orreplica. infor thepart reading classroom ofof its groups. may 4.arehave 3. Roomsvery onlyApartments expensive-to areone frequentlyor aretwo small rooms.rent. 4k and to may6 They sponges, gardentreesetc.sand, forand entering.removeOf course, their childrenshoes before would nowquately5.tatami beingUrban matmet. housingbuilt size. have needs the are following inade- New modern apartments characteristics: c.b.a.6 Theymat size. arehave oftensingle small Westernized. orquarters, in compounds. 3 to Activities III Rural Homes (average) A.raised Thatched from roofs, the ground wooden frame Content Materials 44 D.C.B. Threelattice One story to six homes, rooms attic abovePlaster clay over bamboo doorsF.sleepingE. Thin(tatam0 Plank cover sliding rooms. floors, veranda wooden mat and covered and partition paper usedwhichG.timesfire-box, The charcoal forhibachi cooking. isis burned. a large open to heat the home and some- filled with ash, in It is Lifton,References: The arrangements,appropriateoneH. The wall:of tokonoma formain family season, is antreasures, alcoveflower in room. Scroll Natsuno chieandCookGhost14-15, the andCat, 19Sports pp. the andI.telephone Furnituresometimes are is televisionplaced simple, in functional.tokonoma.or Uthida, TheTree,Egy,ever 18For- pp.pp.Christmas 5,10, 11 11- Answering Purposes=-J Activities; J. Bath -.- Content Questions(cont.) and rinse2.tangular1. The Usually themselves Japanese tub, barrel-like heated off by or rec-b.a. wood in the country gas in the city soap, scrub, 4.whichbefore least3.Most All is oncefamily usethey changed sameor enter members twice soakingdaily the a tub.week.batheor water,at 16. MakefromCherry tissuea Japanese twigs, treesflowers. garden. withcan be colored made hiddenK.little The fromgarden rural view house or ofsmall passer-by.usually courtyard hasdaily. a5. The water is very hot.

4 Activities Content Materials 46 VI Answering Questions,(cont.) 17. CommitteeContentplay themay should father'srole include =rice a. kind of industry. FAMILYI Parents. A. Father FidelerReferences: CoJapan,100-114, pp. 121-13631-66, .9 rural,b.eatsd.c. location howwhere forvillage, father lunch.and of what industry,getscity. hethere. 3.2.1. Manyisoften head salary carries of the-men twohouse. frequently jobs. HaOkinson,;;barsDance, names)familyDance, Amy-Chanofand their understande.Selectto some somejob the descriptiontypical work. occu- show that children associatesbutdo not eat come out orhomewith friends. forbusiness dinner, Martin, munitymembers,, tiesGreedy workers)ofUmily Onecom- (du- mg, afterreturnf.pations that work. home fatherfor immediatelyrole-playing. might not 4. Some typical occupations:menta.b. office serviceworkers workers,, occupations govern- Buell, Festivals...... 46-56,of Japan. 67 -78, pp. 18. Dollsmayoffice, ©f father factory, in business store, etc. be made. e.d.c.f. rice fishingshopkeepers farming' other farming Kirk, Spring,neseGirlSigemi Village , A Jaffa 19. Cyclevisionbe ofdrawn father's roll on a muralday may or tele- B. Mother dren.1. takes care of home and g. silkworm raisiag chil- Larson, VisitJapan,With38-46, ill pp. in58-61 20, 20. LearnFull tosong, father'sOffshore,fl "To the work. Seawhich relates wouldand2. gives getsprobably themhusband includebreakfast, and children whichMiso up soup (sometimes with Film:National Geo-Aprilsraphic 1960 Bulletin tearicerednoodles)pickled beans radish(vinegared) JapaneseLife Family Today" VI Answering QuestionsPurposes 21. Makeand shoppin& centers. replicas Activitiesof shops. meal3. and other items. goes shopping for evening Content - cardboard boxes Materials 47 (cont.) 23.22. Place On muralonshopping. neighborhood show mothers paper doll mothers them:Japanshops. has a great variety ofa. food store Folio:44 are some of paper mural for 24. Mothernear(role-playing), shops. and the two might meet a friend project, areandfish,know,There someless pickles,suchare fruits.familiar someas sweetrice,foods Foodsto people that potato, tea,we Yashima,rabout Luauto Watch shops) their!shopping.torole-playingproceed families. together by returning to do their homeprepare forThey the could return end oftheir in our fruit3)2)1) kumquat,bamboo beanabout curd the.sizea small citrusof country, are: sprouts an samples ofJapanese foods 25. Girlscouldarranginga couldclass be shown: forat whichmothers time on thisflower film role-play attendingsIkebana: the Art tremely5)yellow4)olive extremelyloquat, peatsnail like largevegetables and ex- as a small Ikebana the 26. Make flowers.man,anof ikebana Flowerand earth, using artificial Arrangement.ff showing heaven, b. kimono maker compared to ours ment,'erArt Arrange- of Flow 27. Make aand fruits. scrapbook of vegetables Ikebana,Flowerd.c. flower geta arranging andshop shop is taughtis called. in magazinematerials pic- makingforflowers 28. Make ofbulletin vegetables board ana fruits. display e.arrangementrather schools.doll thanshop in color height). (3-5 It stresses line boardbulletinscrapbooktures for and ?urposes 1 Activities Content Materials 48 VI Answering Questions(cont.) 29. ChildrenJapanesedecorateorigami.recipe(Mother's book coverrecipes. forDay) Mother They may use may make a , with. and educationchildren.5.remains4. is in charge ofand food, of informal puts away bedding, table, discipline of etc. Japaneseorigamirecipes to7.full in-law.statussocial 6.seldom statustraditionally when events. accompanies at she time ,became of Today the woman attains reached full husbandmarriage.a mother.- Hall,Beardsley,References: Ward, mostfarms.9.increasing8. Women ofoften responsibility hasand tendency). oldoutside ,people for job (au assume Dore* atzpp.Lifepp.Village217,-2391138-194, 91-191 109-111, in Jaen,Japan, Peterson,Vogel, Javan' HowPeople,71-255Cl.New sass, Middle Live pp. National Geo-1960letin,in gam., April Bul- Purposes 49 VI Answering Questions(cont.) 30. Childrentointo section *rooms', classroom of vary- Activities may want II Family Together A. In the Rome Content before supper. Brick,Children's EvaVisits Books: Noriko- Materials waysTheyconceptsing maybytatami-mat role-playingpractice of size. their Japanese. mealtime2.age,Order 1.Relationship Allmale determined take. first. bath of by family at sex and Yashima,Bryant, Burn- PltoSan Watch Rice Fields 31. When thedinner-time,time.the children family at doand bath-time, not at bed- d.attentionc.b.a. "grandmother's Correct MotherGrandmotherFamily to babygives:specialserves eldest bycareschild." family. restraintboy. for "A"Japanese Day wit!JapaneseFamily" a Family', aknow questionsomething, how thefar they Japanesestudy. could do formanswer.a.their They could look at materials for an boys.clearing3. Duties meal in preparation- girls help, and notrather than force. "Ikebana:"CulinaryArranging"Art ofArtsthe Japan,,of Flower their "Festivals of . mightstoryb.teacher They answer they canto havereadtheir ask se-them a _childrenmight4. During watch study. eveningtelevision. together, Older ones ',Japan's FoodSean,fromJapan" Land and 32. Committeemural may make a a. question.showinglected which the family they think B. During Holidays 1.5. NewThey Years prepare room for sleeping.a. Preparation Japaneseandb.atthe mealtime,depicting preparing routineevening life. ofthespending together,for daily rhythm.sleep._ 4)or3)2) 1)Clearold TidyClean New ones graves. awayclotheshouse. repaired. debts. are bought, VI Answering QuestionsPurposes 334 Childrenpreparing for the coming festival. Activities may role-play family ornament5) Bamboo the and entrance pine of the Content branches Materials 50 (cont.) dren'sOthersProbablyotherto select Day,areholidays it EquinoxNewGirls'would Years, beDay.Day, although Chil- may be selected. more feasible eachActivitieshome,1) otherFeasting: symbolizing a variety long of foods,life. Children give 34. Discussionaround should 'a. b4purpose food toof befestival. prepared. center rinessimilarspecialincluding and to soupsoranges, ourrice fudge.(zoni), Cakes and (mochi),candy tange- noma).e.d.c.' preparingguests visits to to thebe be entertained. homemade. (toko- 3)from2) People Visitationhouse visitto house. takes shrines. place, 35. Committeetheyfor the are holiday the children chosen, pretendingf. clothing to be may arrange tokonoma worn. 2. Equinox Day, March 18-25 4) Children(karuta), playand *boyscard fly game kites. His 36.Kite" "Boy may makingoftheir be shown. guests.preparations for Japan: Ito and (also Autumnal Equinox, ancestors.Thisa. Purpose is a time to venerate September 23) Film:toy of Japan: 37. Sincedolls, peoplethere etc.,in the the community committee who have are many resource may b. Activities eachbranches1) Tidyday, family decoratingof shild* with grave and visit tree. Kite"Ito and His ofrole-playing.invite the culminating a guest during activity. their section'For on Holidays.This may be part further information about these holidays, home2)(or offeringsSet tea) daily.' of rice and up ancestral tablets at see water 1 .1

Purposei Activities -7-1------7,--7777-7-mn 52 VI Answering Questions(cont.) Committee1. Collect on pictures Holidays National1. NewYears Holidays starts January 1. Content Special Bauer, Carl-Materialsnesequisti Festivals gas27 Newand2.on holidays.YearsotherDraw picturesactivities.resources of threecelebiationsentire dayo. meth. a. Preparation 1) New clothes ocvur intermittently14-ny during businesses close for are bought or old Comfort toTemple Tokyo Taran- rations,pine3. Make New baMbooYears deco-and -ones4)3)evil. 2)Clear Tidy repaired.Clean house, throw graves.. away debts. out dirt and Nikko,Kawaguchi, NationalTarots Festival . 5.Rice4. MakeLearn CakesP a song,model Makingof .a the5)long Bambooentrance life. and of pine the brancheshome, symbolizing ornament Allyn-calendars and BaconParka shrines,gate,6.shrine Examine gong, withNational etc.book a torn of b. Activities Ticeother1)(zoni), Feasting:cakes (mochi),tangerines special and a variety of foods, including Children give each cranges, and soups bimboo and branchespine andParks, Baconpictures by calendars.Nikko, on Allyn 3)house2)candy PeopleVisitation to similar house. visit takes toshrines. our place, fudge. from samples ofJapanese foods 1 7. Make New Years kites. and6)sixth5)4) boysCommunityWorkChildren day. makeresumes playandbonfire flycard kites.is made on the fourth or game (karuta), at end membersbrigadetopsornamentsof New ofof performs longbrigade. used., poles acrobaticsThe balanced Tokyo fireby other celebration to burn on the 4. 53 Content Materials . Vi Answering Questions(cont.) brated2. Adult in 1946).Day is January 15 (firstreadheda. Purpose: cele- adulthood. to honor youth whe have Autumnal3. Equinox: Equinox, Day isSeptember March 18-25. 23.)arrangedb. Activities: for youth attendance. Special meetings are (Also a. Purposes 2)tionsignifying1) To Originally tovenerate gain fightenlightenment. ancestors.a Buddhfstagainst tempta-holiday b. Activities .of Shikimieach1) day,Tidytree. decoratingfamily grave with and branches visit coloredtwigs wiretissuetwigs,8.soms." Makefigures "cherrydecoratea diorama: on lawn,blos- with Place paper or Use andwaterhome3)2) show AlsoSet with(or up arespecttea) offeringsholidayancestral daily. for to of tabletsgrowingenjoy rice nature andat wirepopcorn tissue. powderpopcornHBlossomsspicnicking paint. shaken andmay viewing.inalso red be 4. Emperor's Birthday is April 29. common4)things. Cherry Marca-April blossom activity. viewing is most It OlDonne11,44pgred powderpaint wasWorldofcelebratedis invalidated.the stillWar Emperor's II, onsince atcalendar, which descendancethe conclusiontime but thehas from legitimacy notof the been gods ftMomotaronnese Childfelff- Purposes Activities Content Materials. 54 VI Answering Questions(cont.) July.ConstitutionJapaneseto9. our Compare Fourthholiday, Day,the of declared5. Constitution in b.postwara* Activities: Purpose: constitution. Dayto iscommemorate May 3 (first Oratorical meetings granting 4 merlynew6. holiday Children'sthis wassince theDay World dateis Warof Boys'II. inDay.) civic-auditorium. May. 5:-. (This is a For- Newcharacter.toA. (emphasisPurpoie:emphasistraits.of isonstrength boys, attentionand:bravery). to honor all:children upon building fine called 11.10. Adorn Make dolls.tokonoma.(See Bauer...) b. Preparation played1)(traditional Dolls (often representing in tokonoma) Kintaro with strong boy) are dis- 1124.9.21tBauer, Carlquistspp.Festivals, 69-71 13.12. PrepareMake paperkites a orand cloth carp. "Boys' andwarrior2)such perhapsOther as figures, dolls the familydressed and crest. in old- armor, helmets, scabbard c pa*aphernalia Day"table (Children's display. Day) .poles inor 3)fashionedfront balloons Carp-shaped of everyarmor are flownboy's onhome. bamboo paper decorationsare displayed. duringandb)numbera) CarpNumberstrength. spawningof is boys flownsymbol into corresponds family.layof endurance to It swims eggs, upstream VI Answering Purposes 14. Make banner. Activities 4) Pair of vertical banners Content Materials 55 Questions(cont.) main5)raised picturingTokonoma room) at yardis (alcovemounted decorated entrance. warriorsin with one wallare of homes,c. Activities: and are given special foodwarrior,stand, tiger helmet, with and/or bobbing dolls head. Childrenvisit various on a to 15. Make balls.or buy rice eat: 3)oak2) 1)other leafballs mochi sweets of cakes red and ricewrapped cakes in large J 1946).7. Culture Day is November 3musical b.a.(new Purpose:Activities: since activity in civic,auditor4m. to honor cultural activities.speeches, dances, and 16. CompareWestern to Thanksgiving. 8. Labor Thanksgiving is NovemberTherehonorThe purpose arelaborers of atthis their holiday work. is to no special activities. 23y 17. Burn incenseburner. in a 9. Other festivals include:.a.c. Seasonal Shichi-go-san: prayers. - Festival honoring b. Flower Day . 18: scene.showing holiday Make potato prints d.thesethanksgivingand girlsAncestral girls lucky of ofseven, ages. Ceremoniesthree.for boyschildren of five, to have and reachedboys It is a time of

Purposes Vofto Activities 76.04 6=4 Content 61--NoT IJ t;1 Materials f0441 57 AnsweringQuestions,(cont.) Preliminary1: Committee Activities should collect all SCHOOLSbooks, Pictures:Fideler InformativeClassroom Pictures Japanesepictures,2.ting Make to childrenaschools, magazines,chart listinand school etc.ofrecreation these relating situation. rela- resources, to "Playtime"Our"Childrenstrips:Films School and inofFilm- Life"JapanJapan' whereverchildren.thatclassifying will possible make them future accordingshowing work easierto for pages, etc. type and "Schools"Japanese"A"Children Children'sWorld Children"at Plsy" of Travel" Japan" 4.read,films 3.During Teacher view,and work-time filmstrips. and may discuss collect all and children may examine, present resources "School LifeJapan" in it children5.'pertinent Teacher as to theymay their request. topic. read some references to Tiedemann,WorldReferences Bookpeclicriaucation, Recreation)Modern Encyclo- makingwithin6. eachChildrenJapanese charts school. ofschool the activitiesday activities may compare their school day of a day by American GeographictheSociety,Japan,69, World73, pp 86, AroundProgram --W17, 97-98 pp. 53-58 world'satransportation,serve 7.bus In tripparks, preparationlargest schools, city,and fortraffic. theneighborhoods, shops, around their own city to ob- a visit to the class may take Larson, Visit43-53Us in. With Japan, Imam, pp. oses Activitie's Content Materials 58 VI Answering Questions(cont.) totheir1. appearCommittee school during principalmay asktheir Daily Routine in giveto1. Assemblebe children outside-sound advice (weather for permitting)athe Japanese day School greeted by principal, who will Dramatizehisroleschool appearing. children. principal's - playing of Japanese Bow at room,2.goodparents.concerning Remove manners, put shoeson how before they should entering study, class- and respect teachers and use school2.dialogue.talk Role-play with classroom. spontaneous entering Remove aregozaimasu.'3.shoes). Teachernot pronounced greets (Note:soft canvas shoes (gym children with "Ohayo Bow"Ohayo,cubbyhole,shoes, to teacher place(then put themand teacheron say,sandals. in a s Children respond with "Ohayo gozaimasu,name VINNI sensei." in Japanese.) u and i after s Make a meaningname"Ohayo,end) with "Good Jones-san," morning, . " For example, 'san' on the smallsoroban beads with: . Childrenitat Japanese(Correctly(Mr.,is a Jon-zu-san.) desk Miss, could asschools. pronounced, theyMrs.) sit twodo Jones." in wirestyrofoam hangers. 59 Aitswering(ctint.)-Questions andout3.. ityrofoeun.Children of small beads,- wire mayActivities make a soroban hangers, in4.. muchAmerican the schools. Arithmetic is presentedContent same manner as The References:Kirk, Spring, Materials prOblems.stratesoroban, to" andclass. be able omMittee might. learn to Work out:math to demon- use tract.issoroban used to (Japanese add and sub-abacus) Gartler,Beardsley, Under-:1a standing81neseVilleme Sisemi,an, pp. Japan, A279- Japa- , 299 -308, 344village Girl C Flory,Mears, One Firstand Hundred39-47ofpp. Book pal&Japan, 25-32 Bells, pp. sheet,activityS.(Children Carry or to iooks color in pieces furoshi'ki. of maymay use use head tie and scarves.) dye 6.things. squares5.Boys Furoshi'ki and used girls for carrying are cloth wear a Buson, TheneseShiki,pp. FourSeasons, 125-129Haiku, Japa- p. 13, p. 16 itionpossiblyschool6.. Committee onuniforms. and, pictures about Japanese opaque projector.soy gather inform- Show pictures, hassinceschool not beenWorld uniform, compulsory War though II.- it Yashima,Slobodkin,Other Jfooks: Plentxand the Strangers Y_ asu . shoes.Boysbluesuits,bluespecialChildren wearskirts, or caps white clothing: may matching,and blouseswant shoes and navy blue short pants to wearGirls wear with darklike ours. regular Pitts,Frendgp Jean,of11-14Funto Watch and Festival AMR) PP. Press, p. 134 AnQuestions Swaying(cont.)purposes selected7.(in Reading Materials from for column,stories the day listed Activities may be 3:00.7. Schedule is from 9:00 Content Children walk to to Materials 60 EnjoymembersinBibliography). advance. story may of prepare selections Japanese schoolCommittee and in play:games8.teacherschool. Following that walks Japanese children children home. hopscotch, jump Nursery school care some of the rope, Yasihima, untilrope,Yashima).children8. Play bell: tops, games(possibly Jan onken playgroundCrowboy, pox:. by hopscotch, jump andfriedthelunch9.tops, sometimes Children government. fish,Jan at school ken stayvegetables. pon. provided for by or meat, milk, They have a free toyjump tops ropesiCrowboy 9. Construct papier mache that. tops. 10. Childto will recite not volunteerunless he is sure papier mache 10. Assign homework for evening. understandb.onJapanesea. leastUse Discusshomework. anclock hourchildrenlength the to each helpfact of spend hour.evening class at 11. TheyThere eveninghavespendof answer. track is at noon homework,least loiteringit. after an hour each and andd.ofc. in Each compile Makerocks, collections child collection butterflies.into write booklet. for orexhibit bring a rhyme, housework,school due and to homework. paying jobs, 61 AnsweringQuestions(cont.) 12.11. DiscussRead from Japanese alphabets. a ActivitiesJapanese book. 12. A Japaneseonis page,read book fromtop toright bottom to leftof Content JapaeseMaterialsbook 13. Learn Japanese.Review&mammyto count sayingalphabets to ten of alphabets.in do we learn? 13. A Japaneselearnpage,left childcover.threeand right mustJapanese cover to Japanesechart papercharacters eachPrepare .child on 98 65 21 writeChart his paper, own paper:and let or g d a 14. CountingJapanese:writing,alphabets to ten plus inplus English. picture brushesCalligraphy Make into booklet with 10Japanese 7 43 hi e b f c nigoshisanichi - one - -five threetwofour kuhachijurokushichi - seven - -mine teneightsix waterink stonesbottles 14. CommitteechildJapanesecharacters mayin classpresentwriting on front.with eachmade sample in of pre- 15. Some ideographs: spring Japaneseblacksticks ink (sumi) writing 15. CommitteewritingShowvious may howsuppliessession haveto use Japanese with tomaterials. distribute. teacher. summer Momiyama, supplies 16. AttemptcharactersIntroduction "Japan" from andto Iii7ra'il.nting) otherSumi-E (An winterautumn Painting)toIntroductionSumiE Ink (An rwiLL=.1 VI Answering QuestionsPurposes 17. For a show and demonstratewriting lesson at Activities Content brushMaterials writing 62 (cont.) 18. Teachercommitteebrush origami. maya.for Children use display origami of around committee pieces writing (calligraphy). may teach the 16. Origamiart ofis Chinaa. it originated 2000 in paper folding. yearsan oriental ago. Ilelfman,ofOrientalOrigami, Artthe tokonomab.neighborhoodfeasible.part Committee of model with modelwill bestwhere and as arrange pieces childrenc.centration. b.Itto Oneis teach a and hobbyof patience itsadults. for and purposes was con- !slaying Soong,ParsChinesemadeTheFolding Folding Art of pas Eta otherCommitteec.theof Teacher origami. wholestudents. may class instruct in may be helpers to origami. quietlyd. Origami in a small can be don... area. Film:"Origami"'Toto ShuppanCo.,Publishing Origami, 20.19. Cleanasschools. infloors traditional after Role-play hurrying home from Japanese school, origami paperandtions instruc- 21. Committeewhichschool.a puppetihope.school, depicts show, passing or other may make aa mural, day in a Japanesemany kinds of activity PUrPoses Activitiei Content . i Materials 63 VI Answering Questions(cont.) General2.1.98% Compulsoryifree Factsare literate. about educationEducation (9 years). . - . 3. 6m3-3m4 plan of education. entrance4.5.for Kindergarten Comprehensivehandicapped. into each and examinationslevel. special schools precede 7.standards,6.institutions. PublicMinistry schools curriculum of Education are cold.and controlscultural respected.professors.9.8. EducationSupervisors and are teachers outstanding are highly college (Many are men teachers.) 11.10. MoreSix daymagazinesand week, Saturday. halfand booksdays onare Wednesday sold and School year begins in April. 12. Therebecause readhasin world.beenin of Japan apressure decline than inin education.anyarts other country 64 VI Ansmang Questions 13. Aftermust middle decide school whether (age to14) go student to work, to Content Materials (cOnt.) 14. Failureuniversity,andcontinue to train achieve educationfor or atfuLureto schoolgo in towork. preparation industrialis dis- for school 15. Teacherspuniihment.honorsupervisory to self authority, and family. but not ffilysical may punish as provided by 17.16. IntensiveTeadharsbehavior areexams responsible outside tend to school. promote for pupil rote 18. More happened360lastlearning. sixty in education in the years. years than in the previous toGeneral1. ours) Study Facts of foreign about Curriculumlanguage begins (similar Teadhersquentlyearly2. Field (English, overnight,lecture trips sometimesfromwhole sleeping grade time. French). 4at on, inns. fre- Content Materials 65 and31. Romaji (English alphabet).pictureChildrenKanji awriting. Japaneselearn three word Japanese for Chinese alphabets formKatakanaHiraganaKanathe Rana.of- 47writing basic thesyllabic Kana whichcharacters. is also - a squared or blocka stylecursive form of writing brushtraditions.4. Children dipped inwrite ink; on as rice a reminder paper,used with offor old transliterating foreign words. a used.6.5. Physical Educational fitness television is emphasized. and radio are Rhythm clothing.andflower7. coordination Girls' arranging, curriculum incredible and includessewing at Western earlycooking, age. style QuestionslhulPoses searing Activities RECREATION Content Materials 66 (cant.) 1 -resourcea.Display Committee people Table: formay gamecanvas HalvesmatchingGames1. poem include:of gamegreatgames played poems(karuta), byare family. tocard writtenb.equipment, forPapers display by orclass pictures, chartstable. to accompany etc. may be 3.be2. matched. gohopscotch. moka narabe (5 pieces in a `game kokeshic:displayequipment, Display table.dolls, couldkites and include odor 4.looksstonesraw), gestures, playedlike on aa similarboardwithchess small (goban),board. to charades.'round which 2. nave' session outside in Japanese toys. 5. hide-and-seek. 1 3.ingetherschool rhythmCommittee workingyard. and maycoordination. for select precision Do exercise to- games Scissorsrock),7.6. Jansnatching, similar ken cut pon paper, to a(scissors-paper- childodds-evens. paper group covers gams. membersaheadthethemto classbeof out may taughttime. towithpresent be and thelearned willateacher game workduring to Committee and8.Flatstone, battledoretwo band fingersstone = paper; andbreaks extended shuttlecock. fist scissors. = stone,= scissors. physical education class. 10. pachinko,but9. machine chess.similar is to upright (for adults). our pinball, Activities Content Materials 67 71- --."10"1 VI Answering Questions(cont.) See bothLife4. domed schoolin Japan,"t tee day may andwhich see recreation. "Schooldepicts 11. hobbletogether. race, 'ankles tied Films:"School Lifein Japan" 5..1May ICtte"be used may with be shown.whole class. "Boy of Japan: Ito and His 13.12. blindtunnelball. man'ssnout coversrace, a face relay. While kicking race, a funne1 -lik6 "Boy of Japan:Kite"Ito and His borhoodscaleJapanese6. Committee of model theschool model).(constructmay for construct the neigh-to a. Children may all make 15.14. beancentipede bags.formfashion. races,single 5Line contestants chain gang Comfort,Baitto Tc242: Town b..activities.dren,figures Make engaged cutawayof Japanese in of day's class- chil- 17.16. jackscops andgame. robbers. O'DonnellJapanesegamesschools p.. Chil'p.30 22 area.c.room. Include recreational 19.18. jumpminiature rope. spinning games. 11).p.dren, 13,16 schoolsgames 7.Sports Enjoy book, Chic and the by Matsuno. 21.20. kites.bubble pipes. Matsuno, §E.E.q1Chitand the Rex pa, 24.23.22. kagome.dolls.aan pon (clap). 68 26,25.(old obaasan,firefly. -man, old ajusan woman). Content Materials Sports include:1. bowling. 11. judo. Matsuno,Hawkinson, `ChieDance, Dance, -Chen 3..2. tennis.skiing. als.30012.13. sumolb.surfing. profession-wrestlers, Stamm, ThreeEtayandStrong the Sports Women major6.5.4. baseballgolfing.swimming, leagues). (two with15.14. karate.longkendo, sticks. fencing Vaughn, LandandJapan P = le of climbing.8.7. hiking.mountain 17.letic16. picture-intramural ath- meets. 10. calisthenticsand9. stunts.horse racing. taking.18. picnicking. Purr:0808 I 111.1111, -.11$1111 VA= kl=11 i,11111 AnsweringQuestione(cont.), 1. Yasuda, Tales of Japan Old a.learnedSome later"Spring'Song songsuse ofbecause Tulips" with clime kami-shibai. ofcan can their be learn: Momotaro" and notesmusicWesterners,onscale.1. Traditional a on maypentatonic the sound piano, but Japanese tuneless it andis also to It uses the 5 black (5 note) built Larson"Tuttle, Lia2. Visit 2zSpring in japan" b.be "Makingused with Rice food Cakes" committee. can anceremonies services,2.occasional Music isand whitewritten forreligious one.the for ac- court taro,"With Usp. 33. inSong awl, of Momo- Committeerecreationcanrelatesc. be used to maycommittees.father's by also,,play family work, and"To the Sea Full Offshore" and companimentinclude3. Traditional drum, of performers.flute instruments (shaku- Dietz FolkKorea, S_m!of China, pp. Jjaaa 24, 27 chooserecordslearn3. Committee from somethat records. toaccompany may teach choose the songs. songsclass to They may hachi),instrument),guitarkotoly the (13 samisengong, string and (a harplikeoccasional- 3 string -like instrument) which is , Film:!mks 21neseService,Informal ,Sonp,, MusicDela. , bamboo4.orto Accompanyaskhelp. sticksclassroom Japaneseand ormelody songs bells. with music teacher popularrare in inJapan China. but very Friendship"Folk SongsFunJapan" Press, o and 7;Festival Japan. pp. with5. Compare our 8 note Japanese scale. 5 note scale music,clude4.opera,5. Modern Japanese symphonies,piano instruments andenjoy violin. jazz, Western in- and popular tunes. Krone, "Kagome"33-37 VI Answering Purposes 6. Learn to recognize Activities some of 6. Folk Content Materials Questions(cont.) pictures.13suchthe strings,Japanese as the andkoto, often which Women are quite instruments, appears in has reading7.a minor Music book. quality. is written songs are gay and have No score like a folding- as we know Martin, The whichcorderAnotheradept is type).at one thii is instrument.the a bamboo flute (re- shakuhachi, for8.it. children.There are special symphonies Kawaguchi,TheEssitaz Insect One song7. Mike about Japan. up original class Pets For story-Concert ourChildren1. pets. Talk own. about pets JapaneseCompare to andpetsJapanese fish,such asbutchildren crickets, the often birds, most popular pets, own small frogs, rollbox:teller's ofpapershelf- One,2. Enjoyby Mhrtin. story, The Greedy by far, are dogs and cats. wooden2 dowel rodsbox 3/4" Make story- teller's box. Kami-shibai henarratorKomi.-shibai slides useshighly isa boxcolored (1.5'x1').into a story hour in which the scenes depicting which paint onofclappertialportions cardboardcandy areas to andof orthe oil tale. paper. paycome their at theyen soundand to ofa get story.the a beatingpiece ScenesChildren are in paintedresiden- A SUGGESTED DAILY LESSON PLAN 72 A SUGGESTED DAILY LESSON (30-40 minutes daily) PLAN B.A. MakeRead passport. invitation from Taro and First Day Draw own picture Yoshiko. on it. F.E.D.C. Make ticket. PretendGiveFind childrenout to wherepack "shots." luggage. (Show childrenwe are onreal the globe. (Show them flight .bag.) airplane ticket and passport.)Locate Japan. Talk of climate. H.I.G. Tomorrow,ReadUnitedCut themout States agothe traced to story,to airport "Meet to travel comparepaper silhouettesize. of Japan and place it Miki Takino." to Japan. on the LookGo to outairport. the window. Second Day Board plane. E.D.C. HaveMakeSeewe areLakewafflesorigami flying. Michigan. for breakfast. paper cup for food we are going to eat. (Use pictures of LakeShow pictures of different (Honeycomb Breakfast Food) and State.) states over which H.G.I.F. andftasureStopEat Seevillages. sandwichinmore onAlaska. statesglobe for howmidmorningand farshow snack. (Show pictures of mountains,wemore lakes,have pictures. gone and and how much further it is to (A sandwich cookie) rivers, people Japan. 73 M.K.L.J. badThisEatBoardSleep really dinner, endsplane and thetaken restforchicken second Japan.for awhile. inday, and a long flight to Japan. a basket. Arrive in Japan tomorrowwe should morning. all be tired just as if ("Chicken in a biscuit" cracker) we A. Show pictures of Tokyo's airport. Third Day D.C.B. TeacherpriorMeetShow Taro,twoto may thefilmstrips: Yoshiko, say, start "We of andhave the Father. unit), trip to Japan. "Japan" and "Japanese seen many different things from Japan (collected we have(They heard a story are dressed in Japianese clothing.). Workshops and Factories." Japan, we E. ChildrenhaveJapan?" taken ask a questions long which Fourth Day are then listed on the board. Now what would you like to learn about about C.B.A. pictureEachVariousHousing,Children child which colors Clothing,can selects illustratesgroup can thebeFood, usedcommitteequestions theHolidays, to committee's denote according Schools, questions and on which he wants to work by draWing a to the following topics: pertaining Games.to each topic. E.D. ClassClass begins learns to "Sakura." learn to count to Fifth Day ten in Japanese. topic. C.B.A. ClassMakeDiscusscharts upsings forrulessources reference"Sakura" for of each information. andduring committee learns the "Kagome."unit.member and the leader. Fut these on WEEK TWO 74 B.A. ThisThestudy HolidaysCommittee topics Committeeto looks the members.through First Day meets with the teacher while other materials, makes tentative plans, and assigns groups do seatwork. C. Suggested plans might include:4.3.2. 1.Determining InterviewingBringingWhere to infind tentative picturesadults information. reportingand to answer questions. realia. media, puppets, TV roll, etc., and E.D. theSuggestedSugar Doll candy Festival, projects can be andmightserved giving include the day5. Assignmentof of planning for it. persons to study individual holidays. making of paper reporting. carps, dressing dolls for F. The teacher might read: Second Day The Greedy One the class festival pictures or Susu and the Bride Doll. to color. JapanesestoriesPlansdeterminesThe School can wordsor be theirmurals;Committee made for assignments.to:the 2) numeralsbuild 1 meets with the teacher,1) looks depict at materials, a replica of a Japanese school; 3) write the a typical Japanese school day through and D.C. TheProjectduringand teacher 4) gym.canlearn bemay to read make "The furoshi'ki. Twins' Lucky Day" some Japanese games and teach then to the rest of the to 10 and put them on the felt board; to the whole class. class WEEK TWO. (cont. Third Day 75 C.B.A. PapermeetTheOral Clothing indollsor theirwritten Committee corners of the room.reports on seasons meets with the teacher can be assigned. while the other two committees E.D. HaveAOralThe, report a clothing orbulletin writtencan be board assigned can be dressedcan be in made kimonos, from art-uniforms, and wallmpaperreports on clothing display. on the topic, silk. can be assigned. and rice planters' the dolls from cardboard. attire. F. planters'Children hats from may decide to dress smaikins in Fourth Day paper. Japanese garb, and to nate rice room.The Housing Committee Planning will be siilar Fifth Day can meet While the others to that of other committees. meet in other areas of the WEEK THREE Committees mat to find information. TeacherCommittees reads work story First Day on projects. to whole cliss: Teacher aids "Three Strong Women." group processes. 76 WEEK THREE (cont.) TeaCherCommittees dims work filmstrip an projects. "Families of Second Day Japan." ConsitteesTeadher shows work tilmon projects. "Japan, Food from Land and Sea." Third Day. TeadherCommittees reads prepare storyFourth or Day poem, and teaches a new song. reports. TeacherCommittees shows complete film or filmstrip. Fifth Day report preparation. WEEK FOUR TeacherHoliday ihowsCommittee film reports."Japanese Families: (Sterling) ' First Day Role-playSchool Committee school routine. reports. Second Day WEEK FOUR (cont.) ClassClothing makes Committee reports. paper clothing, hats, Thirdobi, etc.Day ClassHousing draw Committee pictures reports. of houses. Fourth Day Teacher leads a review and discussion Fifth Day utilizing questions originally WEEK FIVE andposed if bychildren the children recall to determine if all questions have been answers already presented by the committees. answered, towardThe facts the of"discovery" the study of social science First Day are employed under the direction of the teacher generalizations. Class and teacher :plan and Second Vey begin preparing for the culminating activity. Preparations for culminating activity continue. Third Day WEEK FIVE (cont. Fourth Day 78 Preparations for culminating activity continue. Fifth Day . Culminating Activity C.B.A. Invite GreetingInvitations of sent parents to sit with a committee. parents and taking off of shoes at dooi. to parents. F.E.D. ParentsAt Committees "bell" tell their havetheir been reports. heard. may ask for clarification.parents rotate to another committee until all committees stories, show their realise, and present CULMINATING ACTIVITIES 2.1. Program:Send INVITATIONS to other classes to come for a program. b.a. CommitteesPupils may havefromtheir made, paper talk so plates.eachhousemay repeatreceive models, their a plates,pair CLASS of kites,CHOPSTICKSPRESENTATIONS murals, with etc.,using which tothings to illustrate eat they rice e.d.c. PARENTSACOMMITTEES Japanese may maybe invitedbe grouped to attendwithof thetheir the room.. program.materials Visitors in variousmay start corners out by joining a group for a GUEST may be invited for the program. 3. Class writes a PARODY of a children'sTwinkle, Twinkle, song (Mary etc.), Had tellinga Littlegroups.presentation aboutLeirib, Japan. and then rotating at a signal to hear all the other Pictures, murals, etc. 4. Construct a large SCRAPBOOKclothing,may whichstory be shown maydescribing foods, include as theycustoms, thea relatemap country, ofholidays, toJapan, the and verses. aschools,class Class or andcommittee games. stories on 5. DRAMATIZE a story such as "TheSong," Wonderful "Cherry Teakettle," Blossoms," "Theand "Terri,Badger Terri, Bocu." Al 6. Have a KITE FLYING CONTEST withon the Japanese playground. symbols. Kites can be decorated 80 7.8. Say CHECK "Good-bye" QUESTIONS to originallyJapanese friends beenposed answered. byand class fly hometo determine by air. if all have 10. Paint a 9.scene Have of a Japan,Japanese pasta TEA PARTY.on cardboard,PUZZLE. and gut into a JIGSAW Prepare menu and carry through. 11. Make a FILMSTRIP (35 m fitm) or motionconstructedingtourscenes picture,a ofgame ofTokyo, childrenbyor which housingcelebrating a visit mayon committee), theirincludeto a Japanese"Japanese Japanese holiday, home" clothing, (which and other may children havetopics been play- "flight," the arrival at the airport, a newThisincluded (activityscript. activity in #4)the may orstudy. bethe planned parody to(activity follow the#3), sequence or the classof the may scrapbook write a 13.12. CommitteesA PUPPET SHOW may maydevelop present a dialogue Japanese to familycustoms... accompany life, a clothing,TELEVISION routine, ROLL. RESOURCES I BOOKS 82 Books for Teachers Annotated 1. Beim, Harry. Haiku.1964. AnReading attractive levelPeter collection Pauper Press,of Japa- New York, Cricket Songs; ,jananese 1-3. cities,karai-sectioninclude shibai, vacationsJapaneseon things and others.schools, andto doholidays, such homes, as andcoun- farms, a Contents paintings,Frithnesesyllable haiku, reproductions natureblacknon - andrhymingpoems. of white. Japanese 3-line, 17- Illustrated 4. FeuChter, Clyde. Arms. level - 4-6. andting playing in Japanese, Jan ken singingpon. "Sakura," 1955. Reading 2. Caldwell, John C. and ElsieYork,Neighbors F. 1960. in Japan. family life and customs, as seen by Elementary description of Japanese John Day Co., New Our nomicoughtthis(6-14) problemsbook.be ofabout use are theto theprimaryway mainpeople teachers.topics live, of whichJapanese geography, climate, eco- There are a few pages 3. Edelman, Lily. :Ism in Story and Pic- Japanesegraphsthe visiting on words. nearly Caldwell every family.page. List of Photo- 5. Flory, Jane. ingHoughton level Mifflin - 3-5,-219 Co., pp.Boston, 19-61; A story about people, their char- One Hundred and Rim Bells. Read- Newturs3. York, 1953. work,in many play, typical and festivals, activities watching at home, a PhotographsHarcourt, of mdults Brace and and children World, Inc., Reading level - 4, 56 pp. where.experiences.acters,setting, their this aspirations,story could occurand their any- Except for the Japanese .83 6. Fribourg, Marjorie G. Giant.1950. has been told for more than 800 years ReadingThe legend level Sterlingof Benkei, Publishing the giant, Co., New York, 4-6,Benkei, 44 Thepp. _Biy moregrandmother.primaryislife specifica pagepresented teachers. of than Japanese is in that most expressions, dominated.by books. with a Description of food is However, the family There campfiresinginfooltells Japantales into of andby ofthea camperskindstrengthmothers transformation wise sitting and andman. fatherscourage. around of atell- strong It 10. Larson, Joan. Prentice-Hall,sey. Englewood Cliffs,pronunciation. New Jer- Visit With Us in Japan. 7. Gray, EliEebeth J. Thelevel Viking, - 8-12, Press, 176 pp. New YarEading The story of a family that goes The Cheerful Heart. 11. O'Donnell, Mabel. withJapan, a letterfor an ofinteresting invitation vignette. to come to Text and many picture% beginning Japanese Children. Mho,War.backfamily with to rebuild Tokyocheerful a theirfew heart, years lives. helps after her the It focuses on a Japanese girl available36Films),Illinois, (Coordinatedpp. Row from 1951. Peterson Encyclopediawith a& filmCo., BrittanicaEvanston, Reading level - 7-10, thirTirmaske title, 8. Honda, Isao. 1959. papersample folding of the are product part of thethis book. kind of In addition to directions, actual How to Make almge 12. Peterson, Lorrain D. days,presented and expressionswith uncluttered are interestingly photographs.A variety of Japanese customs, holi- How People Live in 9. jaksomm4 Alan. 1960. childrenSome are to simple make. enough for very youngReading level - 4-6. Getting to Know -M-aigo,pp."UnderstandingJa 25-49. 1963. the People of m.Japan," This sectionBenefic of the Press book Tree is con-ey-Ca1747, Reading level - 4-6, reliableofturalinterpretation" Japan, Affairs source this Section bookbyof theinformation would ofpress theseem andEmbassy forto Cul- be aChecked for "accuracy of fact and cernedtion with food, clothing, and educa- in Japan. 84 13. Pitts, Forrest R. ing Co. ofelementary other countries. Co.,students in their studies 1962. book is commonly used by upper Reading level Japan. Some of the topics Fideler Publish- - 4 and up. 14, Sawyers, Martha and W. Reusrwig. 1961,Illustrated Japan pp.Book 68-87. about the Fartions East. of the people and home life. Contains large colorful illustra- utilizedarts.ofschools, interest*al photographs,by clothing, the are children climate, homes, Which or recreation, festivals, thecan teacher..be There is a companion portfolio 1. Allen, G.C. A Short Economic ,History of General 6. Japanese Haiku Series IV - 2. Anosaju, Masaharu. ModernLondon, Ja 1962. an. Unwin University Books, The Society for InterReligious, - Life of the 7. Buell, Hal. Ring-Wvest.York, ngr-- Peter Pauper Press, New Festivals of Jaean. Dodd, 3. Beardsley, Richard K., JohnnationalRobertJapanese W. Harr, E. Cultural People. Ward.and Relations, Tokyo, 1961. Village ,Japan. University 8. Burks, Ardath W. am.Meaded. Crowell, & Co., New New York, York, l9I5. 1964, revised The Government of 4. Rahn, Harry. NewTheof FourChicago Seasons. Press, Chicago, 1958. Japanese Haiku Series II - Peter Pauper Press, 10. Coatsworth,9. Caldwell, Elizabeth. John C. New York, 1959. Let's Visit ,Japan., Cricket and the 5. York,Cherry Blossoms.farm--- Tratt-grom-- . Japanese Haiku Series III - Peter Pauper Press, New 11. Comfort, Mildred. ,Emperor'sBeckley-Cardy,York, 1962. Son. Chicago, W.W. Norton Co., New ,Temple, Town to 9 II7 To o. 12. Copeland, Helen. Lothrop, New York,-IN3. Meet Takino. 22. Hall, Robert B., Jr. Ism: IndustrialNOWPower Jersey, of Asia. 1963. D. Van Nostranr,Tr-nceton, 85 14.13. Darbois,Crockett, Dominique. Lucy. Holt, Rinehart & Winston, New fori1,17. 0. Teruo Tale of Yokohama. Noriko, Girl of .,'a en. 24.23. Hawkinson,Hearn, Lafcadio. Lucy. Albert Whitman, Chicago, TheDance, Dance, Mr: Who Drew Cats 15. Dore, Ronald P. andUniversityFollett,"The Los Family." Chicago,Angeles, of Califiinia 1958.1964. Press, Berkeley (Issued in paperbackCity 1965.) Life Section in ,Japan. 25. I135.and Other Tales. Japanese ata Tales. Macmillan Co., New York, lox Peter 17.16. Faulkner, Georgene. OtherUniversity Tales Press, of Old London, Jaza.n. 1955: iLand Reform in J Little P chling and Volland, New Oxford 26. Hellman, Harry. Publishers,Pauper1958. Press; New Mt. York, Vernon, 1960. New York, 1948, Origami. Platt & Munk 18. Feis, Herbert York.Atheneum, New York, 1962. The Road to Pearl Harbor. 28.27. Kennedy,Komatsu, Malcolm.Isao. OriginsLiterature,Japan. of theNew people York, 1964. New American The J A Short Histo Mary mere People - o Ian a e Worla of 20.19. Goode,Gallant, 1;1111:L Kathryn. J. Coward McCann, New York, 1957. The Mountains in the Sea. 29. Koyama, Takashi. Women!!tions,Society Tokyo, forJapan. International 1962. UNESCO, ParisThe Changing Position of Eiltai. Rela- 21. Griffis, Faye C. Macmillanpp.New 325 Yoilirrf0: -365. Co., New Chapter York, 1956. VII, "Japan," Lantern inWerge:e=1;r:; the Valley. :1:ncos, 30. KuCommodore 1955. ti I innFeordfjrd. Japan. Commod Random HouPese, NewdYork e, 31. Lewis, Richard. The Moment of Wonder. 41. Olson, Lawrence. Dimensions of Japan. 86 32. Lifton, Betty Jean. Atheneum,Dial, New NewYork, York, 1964. 1963. The Dwarf Pine Tree. 42. Pelto, Pertti J. CharlesYork,American 1963. E. UniversierinTaa-Staf Merrill Books, Columbus, f, NewOhio, The S_ of Anthropology. 34.33. Atheneum,Elamalaa-iiitsai. New York. ft the apm.The Illustrated Cock and the byGhost Cat. Morrow, 1960. 43. Piper, Watty. Platt1965. & Munk, New York, Children of Other Lands. tub 35. Lockwood, William W. ZEZie,ment of 1868-1938).Japan. (Growth and Structural The Economic Develop- 45.44. Rawson,Reisehauer Phillip.. York,American 1963. Library of World Literature, New Edwin O. J am The United States andmar- Paintings,. New 37.36. Michael, Frans H. and George E. Taylor.TheJam. Far Praeger, EastMaki, in theJohn.New ModernYork, World.1962. Government and Politics in Holt, 46. Reynolds, Barbara. NewJapan. York, 1955. Viking Press, New Y7)7Es, 7957. ,Emily San. Scribner's, 38. Miyamaki, Tetsuo. PublicationsRinehart1964. and TradingWinston, Co., New York,Rut nd 1956 Vermont, and Happy OriTi,. Japan 48.47. Reynolds,Rinden, Gertrude-J.Robert. Vii. FriendshipAmericanRow, 1964, Heritage 1965. jErammaGiary, Harper Commodore Per in Jam. 39. Morris, Ivan. ten 1931 1945. 1960. D.C. Heath 49. Rowe, Dorothy. Press, New York, 1957.. The Be rem. -a.Deer a...... - nd Other 40. Nakamura, Julia. PeterCo.,1965. Boston,Pauper Press,196 Mt. Vernon, New York, The Japanese Tea Ceremony. 50. Scalapino, Robert. Co.,StoriesEast. New York,of Japanese 1928. Laidlaw, Riva-FiffestTIM40E/17IV34. Japan -ALL! in the Far Macmilara-- 51. Simon, Charlie May. E.P. Dutton & Co., 1958. A Seed Shall Serve. 61. Tiedemann, Arthur. Nostrand, Princeton, New Jersey, 1955, 1962. Modern Leas. Van 87 52.53. Slobodkin,Solomon, Louis. Louis. *Yesu and the Strangers.Macmillan Co., New York, 1965. Voiceway, to the Orient. 62. Toto Shuppan Co., Ltd.: Tokyo, Japan.Tokyo.Orirand. Chlyoda Publishing & Printing, 54.. Smith, Thomas C. *Array-Hill,Press,of Modern 1959. Jam. New York,Stanford 1964. University The Agrarian Origins 64.63. Vaughn,Trewartha, Josephine. Glenn T. Japan.University Phil-Lippincott, of Wisconsin NewPress, York., 1965. 195 The Land andJapan: People of A Geography. 56.55. Sojo,Spencer, Toda. Cornelia. IftsrYami4New York, 1954.1948. The Animal Frolic. Japan. Holiday House, Putnam, 66.65. Ward, Vogel, Robert Ezra. E. and Roy C. Macridis.CaliforniaBerkeley and Press, Los Angeles,1964. Japan's New Middle Class. University of 57. Knopf, New York, 19-63.- . Made in Ja aces. Alfred A. ModernJapan.Cliffs Political ,Systems: it Prentice-Hall, 1964. Asia. Section on Englewood 59.58. Stamm, Claus. aimaairiBooks, New York, 1949. Understanding the Japanese. The V ecial Badgers. 68.67. Welch,Whitney, Clifford. Phyllis.A. Pacific. Beckley-Cardy, Chicago, 1955. Our Neighbors-of the Secret of the Samurai 60. Starry, Riehard. &A VikingWindus,Study ofPress, London, Japanese New 1957. York,Nationalism. 196 The Double Patriots s Chatto - 69. Yasuda, Yuri. ToppanSword. Co., Japan, Tar Westminster Press, PEriadelliaim.- Old Tales of Japan. 88 1. Baruch; Dorothy W. Books for Children Annotated withSanryo1 -3. 131.4 Sakai. Brown Kappa, a Japanese Horse.1962. Kappa's, Reading levelIllustrated by water imp, ! -of -War - 4. Bryant, Sara Festivalcustoms, clothing, Boys' appear in theCone. story. The Burning Rice Festival, Girls' Fields. merpenitentto from knowsstealssteal old Kappa whatBig melonsFarmer Browntobrings anddo, and Shiba. other delicaciesHorse, but the far.' He even tries in the end a hart,levelIllustrated & Winston, by. Mamoru mountain, watch - 2-3. 20 pp.Old man living New York, 1963. over rice fields for withFunai. grandson Holt, Rine- Reading on night, instead of e stealing melons. fresh fish each runallthey tothe see mountain-top village the rice people. crops on fire, they Horrified when 2. °Illustrated1964.Tuttle, Inc., Rutland, Tells of the Kobo and theby Yoshi.Wishing Noguchi. Vermont and Tokyo, CharlesPictures. E. areingHe thus showsin, saved.destroying them mighty village. to ask oldwall of water roll- The people man why. wishing"WhatSeardhshrines, shallpictures,for and the of the I wish?" Exposes answer to the question,custom of onhanging the walls of young boy Kobo's many ems, 5. Buck, Pearl. New York, 1950. motherbe forgotten and her day Thanks to One 111/1402t Daz. a kindly man, a never-to- is spent by John Day Co., an American 3. Brick, A.R. aroundtionsJapanese thewhich world.customs and are common to all children presents situa- neseofswim.parrots, people. seaport. see Puncheand-Judy Shows charm of From true experience Theytwo visitdaughters tame in Japan, and show, and deer anda Japa-ofcourtesy millan Co., New York, visitthe flight her Japanese of Photographs Eva Visits Noriko-San. a little Swedish girlon every page record friend.1961. Many Mac- to author. 6. Buell, Hal. York, 1961. An interesting ReadingYoung am.level Dodd, photograOhic - 2-3, 64 pp. Mead St Co. panorama of a New 10. Dines, Glen. ReadingTree. level Macmillan Co., New York, - 1-3,In as 40 in pp. the Cherry 1958.89 7. Butterfeld, holidays,great variety schooling of Japanese Carols. Let's Talk about and recreation. customs, geography, the World. cherrylordlord_tiger triestree.take torefuge drive in An old magician and When a them away,grumpya village land- his timid land- Holt,level Rinehart, & Talkfive year olds in - 1, 20 pp.An actual conversationgoes from trees and flowers Winston, New York, a Plainfield, New Jersey between a to houses, shops, group of 'Reading school. bringtheIttie tree.is back the thechildren magician Colorful illustrations, tree begins to wither. who contrive to and save 8. Carr, Rachel. people.schools, and church, The Picture ,Story to the seasons and then of Jean. Illus- 11. Jackson, Kathryn. World. andshowing traditional children dress. in both Silver Burdett Co., Homes Around the MorristownWestern Newtrated York, by1962. Kazue history,and furnishings, art forms, Excellent text and Moisture. Reading level dress, family routine, industries, sports, and drawings of Davidhome McKay Co., 4-6. festivals,interiors Inc., pp.New1 132-3, Jersey, -137.144 1957. Simple photographs ofpp.. "Pretty Have in Japan," Reading level Japanese - 9. Coatsworth, Macmillan Co., New language, including Elizabeth. York, 19580 ideographicThe writingCat Who (Kenji).Went Reading level to Heaven. - 12. Kawaguchi, Little, Brown & Co., homes,from mealtimedress, and to family Sanac. The Insect bedtime.Concert. routine intermediate, 62 Buddha.missionartist goodto paint fortune. The tale of pp. a cat who abrought silk scroll of the death of The artist receives a poor Japanese a com- Reading level cricketlike a clearwhose goldenchirping Yuki and Yoko find - 1-3, 31 pp. Boston, 117" bell song. asounded golden miracle.Buddha,tellslikeness us, was ofwhich the the did Through companion he cat.cat. not accept the teachingsThusThe only is provokedanimal, includes the a asBuddhist legend of tion.picturesqueforremembersThey them. befriend theirand thefull kindness of Festival cricket, who scenes are informa-and sings 13. Lattimore, Ellen F. Happiness, for amt. persuading them to eat worms instead of 90 WilliamReading Morrow level & Co., istearful departure Around the plot of a little girl's a pleasant unfolding of- 3-5,the 126 pp. to a home inNew the York, city i58. ashelpplacementrice. proctor him regain ofby thea fiercehis rice rightful paddies.dragon, When he is threatened with position the crows re- 14. Lewis, Janet. City,by Kam* New Mizumura. York, 1961. daily events and tone of Keiko's Bubble. Doubleday &Co., Garden Japanese life. Illustrated 17. rowliCo.,1 -3. New York, 1959. Joji finds that. Fog is ail and the !Is. Reading level moreWilliam of aMom.- - 62 pp. Girls'family Day. as they approach the This is a story ofThe a poordilemma fisherman's is that of buy- Reading level holiday of - 2-3, Japaneseimportancefog.Eventuallyproblem people.than ofhe histhelearns friendsrice how paddies the An involved story which shows the to be a scare- crows. to the whichglassKeiko'sLug a brings floatgift bubble forgood isKeikothe luck her fishing or a sorelygift needed and theto floatthe family. nets. 18. McClure, Herbert. Winston,Lai "Good New torning."-"WIE7iMiGia York, 1963. Children of the World Reading level & - 15. Lifton, Betty Jean. & 1-3,Co.,Illustrated 60 New pp. York, by Eiichi1964. Mitsui. DAL and the Amanolaku. Reading level W. W. Norton 1, 24 pp. differentin these languages,languages. and also' "Good morning" is itai4 4n several printed inthetries the amanojaku, torice outwit paddies whothe toplantsfrightening kill thorn Joji, Japan's most famous the rice. scarecrow, bushesgoblin 19. Martin, Patricia. 21112mbralt.leveltrated by.Kazue Mizumura. family's fish - 1-3. A pet cormorant gobbles on Boys' Dow, and so 1964. up the Reading Illus- 16. Fortaalevel rice by befriending the - 1-3. Joji,& the scarecrow,. Co,protects the JUL and the Dragon., VW New York, 19 crows and . Reading . . bookandkimonosprocureKenji bicyclesabout and aand Girls'replacement.his jinrickshasare cormorant Day. of the author's seen in place of the must,Western and dressdo, 91 20. Martin, Patricia. ReadingDoll. level AlongRand McNally,with description New York, of 1960. - 1-3, Susu and the Bride the 23. Cleveland,by Kazue Mizumura. 1960. A Pair of Red Clogs,. Reading level World Pu blishing Co., a 1-3,Illustrated 24 heroftasytraditional Susu.longthe in Dolls,lostwhich bridegroom, celebrationathere rare isbride withof doll the finds a touch of fan- theFestival help pp Shecare of her new clogs which soon crack.A for her things.little girlashamed does notbut takelearn' good how better 21. Matsui, Tadashi. ter. the days of kimonos and jinrickishas.Illustrated WSxirdar. Akab. This is entirely Oniroku and the a story of 24.. liararaied-SFYasuoNew York, 1964. care is . fantastic tale about TaroTaro andand thethe Bamboo Shoot. _Reading level &wawa. Random House,- 2-3, 30 pp. to New28Prentice-Hall, pp.Jersey, 1963. Inc., Engleir 4the Cliffs, children's story of Rumplestiltskin,The tale is very reminiscent of Reading level - 1-3, amEr. bridgeteemingsize,bamboo andfrom shootsea. when the which felled,village to the fish- A grows to gargantuan serves as a 22. Matsuno, Masako. =ogrebut the and bargain a carpenter. this time is between 25. 1by -4. Kazue Mizumura. Taro and the Tofu. egg2. Reading level Illustrated - az.BeadingWorld Publishing level Co., Cleveland, IllustratedChi* Wirrazue admired Hizumura.her friend Ichiro - 1-3, 30 pp. Chia and the /ma 1965. mustAtfinds shop adecide candy ofhe anwaswhatstore old given tomanon do tootheto about buysuch beanit. change, curd. andA little Japanese boy way home, he goes to the Pic- win'firstwhoschool.Ichiroso could fast befriendsasrunprize his faster duringfriends Chie than sports andat she, school.together daybut they at not tures show village life and customs. 92 26. Mears, Helen. .First Book of 1953.Illustrated by laiNeen Elgin.to be a good source of information Although.Reading levelrather dated, this - 4696. Japan. New "fork, seems attractive.grade,Theof the text carpbut is thewindfishrather illustrations lengthy is made for clear. first are clothing,aboutdescribed.in transitional family sports, relations Japan. festivals and daily life The Japanese values of Housing, are simply 30. Sakade, Florence (ed.) Joshisuki1-4.Favorite Stories.Kuroseki. Illustrated by 1958. Japanese Children's Reading level 27. Hitchi.son Children. beauty and politeness In this outstandingly illustrated Naomi.1961. Reading levelPresetting Other People's are emphasized. - 1-4. 31. simple enough to read to ThisA collection is a companion of Japanese volume fairyto tales Japanese Children's Stories. young children. 28. Piggott, Juliet. photographsbookthere about are 3childrenof pages Japanese of of vivid children. close-up Palm Tales of Japan. many nations, 32. :ftIct,.G.AlltznI.Jr.047n contextSomeJapanese of of the Children'svarious stories holidays. Favoriteare told Stories.in the & ReadingCo.Illustrated Ltd., level London by Jennifer and New Harris.York,Cut 1961. Sparrow,"Cassell "The Younger Prince," Includes "Momotaro," "The Tongue- - 4, 38 pp. 1964. customs,sion into habits, a large and range culture. of Japanese AnReading excellent level photographic - 8-110 Itew:Ycitk, excur- 29. Fish. andillustrations. "The Elder Prince." Colorful Illustrated-by Peter Thompson. Great Des in am: The Bigger 33. Stamm, Claus. Vikinglevel Press, New Yoik, 1962. - 2-4, 47 pp.A charming tall tale about Three Strom Woman. Reading a Abelard-Schulman, 1962. parentsBoys'talk FrithFestival, about each symbolism. twoother Japanese and with brothers their Preparing for the celebration of Beading bevel 1-4. The significance strong byman three who wasstrong trained woman. to be truly Happy in her younger brother about Christmas 93 34. Tuttle Co., Charles Japan.level children's book. An English adaptationRutland,1. Vermont, of 1954. E. Presents kirogana Den a JapaneseReading allpleadingoftrees. liveends a grumpy treehappily. eventually loadsneighbor. them softens into him,the courtyardand Theix lecision to decorate Their youthful a 35. Uchida, Yoshiko. Other Japanese Folk Tales. allothersyllabry, over topics the songs,world. of festiwts, The Dancing,interest Kettle toand children games, and 37. Bawls. Rokubei, a 1961.farmer,. made Rokubei and the Thousand Rice Reading lever7=7:E" pottery to Brace &Co., New' 'aMk, 1949. "TheSea""Urashima Eight-Headed Taro and Dragon" the Princess of the Harcourt, houseoushelord supplement wasincident wasand not to hisled meagerto income. soon full aof very bowls. gooda relativelysalesman, hisaffluent life a large sale to a A humor-Since "The"The Prince:WeddingJewelsRabbit Old Man ofandof with thethe Sea"theMouse"Crocodile" Bump" of Light" bamboo."chosetheon palace "windto return grounds.that toshivered the rice through fields But the tawny the andsoon "The"The"Momotaro: PrincessTonguePiece ofBoy-Cut and Straw"-of- Sparrow"the the Fisherman" - Peach" 38. ReadingHarcourt,Illustrated level Brace by &William Co., M. Hutchinson. . Takao and Grandfather's Sword. 8-12, 125 New pp. York, 1958. toThis"Iowa"The pronunciation. book OldBoshi, Manalso theof has theOne glossary Flowers"-Inch Lad" and a guide throughquarrelingworklead atto thehisa destructive potter'sgrandfather's wheel. fire. sword does Takao wanted to help his father and thoughtless boasting OnlyHis 36. 1Scribners, -3. New York, 1963. a Japanese girl hurries home to tell Learning about Christmas in school, The Forever Christmas Tree. Reading level - Takao learn about growing into manhood. pt. 94 39. Yamaguchi, Tohr. York,OwlIllustrated Book, 1963. Holt, by MarianneRinehart, Younguchi. & Winston, New Toshi and his uncle, Oji-san Reading level The Golden Crane. - 2-4, 30 pp. careA Wise 41. Yashima, Taro. New York, 1955. showis overlooked arranged byin aschool new teacher until areveals talentA Japanese boy, shy and withdrawn, Crow Reading level Box. Viking Press, - 40. Yashima, Mitsui and Taro. capture.magicalfor a wounded powers Goldensave them Crane all whose from Plenty, to Watch. crow.coverotherhis special childrenhis ability talent. is to imitate sounds of gained when they dis- Respect o. the Vikinglevel -Press, 1-3, 39New pp. York, 1954.andtions from of school. shops children pass on way to Detailed descriptions and illuJtra- Actual memories from Reading 42. level treein a onJapanese a river village, bank was Where the centera large ofAuthor-artist1-3. .recalls boyhood fun VILlags Tree. 1953. Reading . umbrellamaker,author's the and childhood sweet lantern shop, includemakers the dyer,andthe others.tatami- the 43. Yashima, Taro and Hatolu Maku. activities. The Golden Footprints.land, 1960. humanwould keepers.not eat from the hands of his A tale of a precious baby fox who ReadingWorld Publishing level - intermediate. Co., Clevem 1. Kawaguchi, Sanac. Little, Brown, New York, Taro's Festival Dem. General 3. Kishida, Eriko. Hall, Englewood Cliffs, New Jersey, 1963. Hippopotamus. Prentice- 2, Kirk, Ruth and Ira Spring.,Japanese,& Co. 1965. Village Girl. Harcourt, Brace Si emi, A 95 II PERIODICALS 2.1. Bernstein, "Asia and Cal.the Pacific," (Special38,Section), Sept. Travel 18,attna. 1965, Review. "The Bomb: From Hiro- pp. 38-40, 81-82. Vol. 68, No. 7.6. Look.National Geographic. 29, No. 16, Aug. 10, 1965, (Special _section Dec. 1960. on Japan), Vol. pp. 17-37. 3. "Eight Japanese Women," Look.No.No.ihtma 17,6, toAug. ...," 9,24, 1965,Newsweek.1965, pp. 52 -57. pp. 53-59. Vol. LXVI, Vol. 29, 10. "Plane9. 8.Crash New National York Times. Geographic. on Mt. Fuji," Look. July 11, 1965, Oct. 1964. sec. 11. March 5.4. Life.Holiday. 57, No. 11, Sept. 11, 1964. (Special Issue Vol. 3, No. 4, Oct. 1961. on Japan), Vol. 11. Steinberg, Raphael. Post.Flash1966. It Was Gone," Saturday Evening 238th year, Issue No. 16, "Hiroihima:In pp. 29-35. a 96 AnnotatedIII FILMS 1. "Agriculture in Japan," color, 28 mins. Japanese farmer are depicted, in the The four seasons in the life of a 4. "Ceramic Art of Japan," color, 18 mins. examples of the development of JapaneseThis presentation shows historic .= colorfullyasductionfield, rice, home, ofapples, presented.fruits and andcommunity.and strawberries vegetables, aresuch The pro- purelyChinaceramicstotechniques. some andindigenous early fromKorea theTemmoku to Japanese earlythe ware,creation influence stylee Karatsu of andof ware, Special attention is given 2. "Agriculture Today in Japan,"mins. color, 30 as self-sufficiencya result of spectacular in rice production,improvements Japan in recent years has achieved 5. "Children at Play," color, 19 mins. counterparts,Nabeshima ware gatherand Kenzan together ceramics. for fun Japanese children, like their foreign 3. "The Architecture of Japan," color 20 mins. varietiesfertilizers.in farm technology,and liberal useuse ofof improvedchemical 6. "Children's Songs of Japan," color, 29 mins. thytheand frolic.vitalitybodies and of ayouth, happyoutlook arising onfrom life. heal- This film vividly portrays richbeams,basedtures, surface on open sturdywood, interiors,textures. featuresinterlocking pureexposed columnslines, struc- andandTraditional architecture of Japan, Featured in this againstpopularJapan's thechildren'snatural colorful beauty. melodies backgrounds of Japan of This film presents many of the most Temple,filmstructuresstartling are and the contrasttheof Horyuji steel,Katsure are Temple,glass, Villa.contemporary andthe concrete.Todaiji In 7. "A Children's World of Travel,"mins. color, 14 viewerJapan, isincluding taken on a avisit miniature to a playland.tour of Aboard many public conveyances, the 8. "Conspiracy Bloomington,Audio-Visual Indiana. in Kyoto,"Center, Indiana color, 30 mins. University, 12. 'Festivals Six of Japan,"major festivals have color, 25 mins. been select- 97 9. "A handscroll.pictures from a classic A beautiful filming of a narrative story in 13. "Fishery areJapan,ed fromstill showing the that in Japan," very much alive. great folk traditions these traditions of 31 mins. couldofDay a with.be a A day in thetypical Tokyo duplicated in Japanese Family," lives of the family ihoWi that it many areas of color, members inshows importantcoastal the industries, Fishing is one of variousand deep color, 28 techniquessins. employedsea fishing andJapan's this most film as well matineebuyingcludethe world family attending school, performance of the today. car, PTA meeting, and Their activities doing chores, Kabuki. in- a 14. "Folk asthe operations catch. in Songs of Japan,"Traditional folk freezing and color, 29 mins.songs and dances canning 10. "Endhanting Japan," visitedof Japan. The viewer are Great Buddha, Some of the is taken color, 27 mins. famous on a grand tour Mt. Fuji, places musicalingare depicted,with and a song playedvisual on the tour koto. of taking the viewer Japan, start- on a 11. "Family in Bunrakuold Theatre. Imperial Palace, Geisha Tokyo," color, 15 mins. dances, and Pat 15. "The Four mine. bringoutstanding constant seasonal The Seasons ofcamera Japan," has caught joy to the highlights which somecolor, of 27the Hollywood,Dowling Pictures, Calif. dailyTokyo activitiesfamily of Shows how lives, featuringan theBailey Films, average middleclass a father, mother, Inc., usual 16. "Gardens Japanese people. Various of Japan;' types of Japanese color, 18 sins. nature-loving gardens and two children. exampletherock.voidare Katsura ofshown, of the from art of Also shown istrees and Imperial Villa a moss garden to water, merely sand and famous Japanese landscape. as a classicgarden of one de- 98 "Gymnastics in Japan," b & usedardgymnasts andto demonstrate sloware shownmotion in variousphotography action. techniquesMany of Japan's leading Olympic w, 29 mins. Stand- are 21. "Industries of Japan," color!, 30 mins. sentsthegrowth entire a hassweeping Freereceived World. view the of admirationthe major of The rapid rate of Japan's industrial This film pre- color,"Hokkaido 14 mins. techniques, and the painstaking labor From about 1869, new agricultural- Japan's Northern Frontier," 22. "The Inland Sea of Japan," color, 28k mins. automotive,textile.industries suchsteel, as electronics,shipbuilding, and power, world.vitaltheorlife. early threeeconomic settlersbest factor fishing have in groundsmademodern Hokkaido Japanesein the a SurroundingTemperature waters provide plunges one as of low as unusualvillagesolivelicopters, grovesvantage and culturedspeedingand points, flower pearlhydrofoils this farms, centers,film fishing andshows otherImaginatively photographed from. he- 19. "Horyuji Temple," color, 25 mins. sidered30° Centigrade the oldest in winter.wooden building in The Horyuji Temple of Nara, con- 23. "Japan: 1962," color, 30 mins. beachfeudal resorts. castles, shrines, festivals andThis film presents an interesting tailedtheshown,Prince residenceworld, Shotoku.includeclose-ups was ofdetailsfounded ofthe the Prince, of inmany the607 valuableandpagoda,A.D. de- by Features of the Temple menarefactoringviewin scenesat citiesof work modern sector ofand life countryside.Japanactivities of on the theat Japanese workfarm, in andthe fisher- economy.play,menu- Included 20. "Ikebana: The Art of Flower Arrangement,"color, 20 mins. art objects within Temple buildings. This film illustrates the various 24. "Japan Sounds the Song of Silk," color,30 mins. for throughout the world, still plays Japanese silk, appreciated and sought hometechniquestraditionalwaysIncluded and in inwhich are commercialandand anIkebana pictorialcontemporary explanation surroundings.may applications be settings.ofused the in rigid bothat ratingdifferentomy.a silkworms,significant silk methods fabrics.filature, role of in dyeing theweaving, nation's and anddeco- econ-the The viewer is shown rearing of the 25. "Japanese Doll," dolor, 16 mins. workshop of a master craftsman, where This film takes the viewer to the 29. color,"Kansai, 29 mins.Cradle of Japanese Culture," 99 the entire process of creating a doll Cities of Kansai," and the countryside A photographic tour of "The Seven . designingwork,stepfacialis shown*, ofpainstaking expression,fixing of from the the preparationkimono, care posefashioning in ofto creating completedtheof thefinal frame- doll. a wig, and a inadjoiningskilledShrine athe busy traditionaldancers, artisanswholesalethem offers temples, at andmarket), work, glimpsesmodern cherry auctioneers and architec- of blossoms, priests, contrasts 26. "The Japanese Family," b & 1951.International Film Foundation, New York, Domestic industry in relation to w, 25 wins. 30. "Kimono," color, 20 wins. dressture andof traditionalindustries ofJapan, this isregion. still Kimono, long famed as the classic 27. "Japanese Press in Action," color, 14 onfamily puppet is theatre. portrayed, with The Japanese press is reputed to be a sequence mins. use,holiday,depictedteafavored and ceremony, local andhere.garment acustoms waddingshrine for are suchdance,ceremony, also events Newexplained. allYears Construction, proper as a ablemawegatheringcorrespondentstoday.the the freest Japanese citiesand stationed mostreaders of vigorousthe toat world, keepstrategic in the world Latest electronic equipment and up en- 31. "Kyoto: Ancient Capital of Japan," color,28 mins. to's cultural and religious heritage. This is a colorful survey of Kyo 28. "Judo," b & w, 28 mins. with latest developments"In inyielding the world. is strength."This film illustrates the philosophy Photographed temporarykeeptileTheShrines, old theweaving Imperial gloriousJapan.temples, districts, Palace, pastporcelain alive allfeudal helpandin castles, con-tex-to centeratstratesstrength, the offamed various basicJudo, and Kodokan theprinciples thetechniques. AdultYouth in Tokyo, DivisionDivisionof balance the demon- demon-world and 32. "Living Arts renowned potter, We are shown of Japan," color, a anceramic internationally artist, 30 mins. 35. "School Life in Japan," the Japanese educational This film examines color, 20 mins. many aspects of system as it 100 fact,TheandmasterYuzen creatorsan thedyeingoZoutstanding lacquertruly andof living kimono theirart, wvodblock artist. worksartsa bamboofabrics, ofare Japan. weaver,in a 36. "Schools in Japan," thetakes athletic the viewer field for color,to the 20 classroommins. and study and play. 33. "Maki Sisters: color, 27 mins. Mr.. Maki, bewildered Women of Modern Japan," by the new specializedinstitutionsoutdoorschool recreation.children training.of higherin formalschools. A day in the life of Also shown learning and Japanese study and in are variousdaughter,televisionJapan,role andfields begins showsstatur including to ofunderstand program, produced by his women leaders in women in modern when a 37. "The Television 14 mins. Mass production of Age in Japan," color, television sets cityprovedleisurelegal and working professions.countryside.activities conditions of It also shows women in the medical andand expanded im- andworld.secondelectronicand public transmitting largest industry national equipment has Networks provide commercial programs, a channel devoted giventotal themin the the in Japan's 34. "Ryolcan, A 18 mins. Japan offers One of the charming Japanese-Style Hotel," color, a foreign visitor is attractions a 38. "This is Tokyo," finestcationalto science in programs, musical and technology, color, 28 mins. art. sports, and the other edu- coveredmightandvisitorstopover personalized sleep floor, is attreated a ryokan,service. where the on a mattress on the tatami-or he Might have Western- to warm hospitality The guest areworld,rich such historical iswell-known a modern background. attractionsmetropolis Tokyo, the largest city in the Featuredwith a as the tionstyle to sleeping the traditional accommodations decor and service. in addi- etGinzatemples,Station, (TV)and shopping Tower,relaxation Marunouchiparks, and district, and from Plaza,gardens busy heavy industry. Tokyo Central the Tokyopaceprcvide of city. qui- Shrines, 39. "Traditional Music of Japan," 27 mins. color, 41. "Two Weeks in Japan," color,. 30 The tourist goes from Tokyo mins. to 101 mentation.oftraditionalsongs classic and formsinstruments Japanese with musicWestern to the from instru-modern folk useSurvey of the origins and growth of ahistoricalhe SeaHakonedaylight views to Beppu, Naticaalmany features.cruise outstandinga helicopter Park,through to theculturalKyoto, ride Inland above'where and Then Nara, Osaka, 40. "Treasures of Japan," color, 40 areseven portrayed masters, in eachthis offilm whom by hastheir receivedSeven of Japan's traditional arts mins. 42. "Young Women of Japan," color, 30 mins. returnsan active the volcano, visitor andto Tokyo.finally a jet The young women oz modern Japan have andhisThelandscapetion the nation'sarts ofKabuki, include"Living gardening, highest Burraku theCultural honor,koto, sumi-eand Treasure."Nohceramics,the painting, theaters.designa- menteconomy,becomepartscome in a in-comparisonalong oldensocialvital way days. forcelifein withtheir andin their thegovernment,social nation's counter- develop- Today, women have offromIndiana(The Japan, thefilm University, 1965235 annotated Eastlisting 42nd Bailey in available Street,this Films, section, Newfrom and York JapaneseInternationalwith 17, the New Information York. Films, exception of those available feom due to better educational opportunities. Service, Consulatehave been Generalabbreviated- 102 clopedia"An Airplane Brittanica Trip," Films, b w, 11 mins. Wilmette, Ency- .General 6. "Japan's Art Inc.,10 mins. New York, 1962. Holt, Rinehart, and Winston, - From,the Land," color, 3.2. "Children "Boy of japan:of Japan," Ito 11 mins. Coronet Films. and His Kite," color,b & w, Int.. 7. "Japan's Food from Land andInc.,12 Sea," mins. New York. Holt, Rinehart, and Winston, color, cyclopediaIllinois, 1940.Brittanica Films, . 10 mins.Wilmette, En- 8. "Japan's Geogriphy Winston,color, 13 Inc., mins. New York. Holt, Rinshart, and- Human and Economic," 5. "Japanese Boy: The Story of Taro,"cyclopediaIllinois."Eskimo Children," Brittanica b Films, Wilmette, & w, 10 mins. color, En- 9. "Japan's New Family Patterns,"Newwins. York. Holt, Rinehart, and Winston, color, 15 Inc., Wilmette,10 mins. Illinois. Net,The Yorkrnformatian 17, New ServiceYork) publishes of the Consulate Encyclopedia Brittanica Films, an annual,film list of 16 mm documantaries General of Japan (235 East10. "Origami,"42nd Street, 16 mins. rtntures. Modern Talking on trictmanysixtoInformation months aspectsrequestaudio-visual ahead. ofa Service listJapan. service and are expect extremelyto purchase to book heavy, and For this reason it is best to Demands upon the free loan a film without planninga few at-least of the manythree good to films available. for this reason it is not possible encourage your schoolresources or dis- provided by the IV FILMSTRIPS 103 3. "Japaneie Workihops and Factories:""Japanese"Farm Village Fishermen." in Japan." 5. "Our School Life." University,Research,$4.00. College Columbus Road 10, Annex, Ohio, Ohio1954, State color, A straight-forward description of Bureau of Educational 1959,clopediaThe above are Brittanica,inthree color, filmstrips, $6.00 Wilmette, each. from Illinois, Ency- They introduce briefly.the major whoTheChildrena dayalso pictures in wroteinthe a werelifesmallthe accompanyingtakenof Japanese elementary by a city.teacher notes. school elementaryromanticemphasizeareaspects accurate of in theschoolJapan's terms andactual welluse. suitableeconomy. rather balanced, forthan andthe They 6. "Playtime in Japan." TeachingNewvice, York,Aids 31 UnionSer-1954, Squarecolor, West,$6c00. Newin York Japan 3, in the simplest terms possible,Introduces the life and landscapes 34the"Japan" framesWorld (F Series.with captions. flies of). McGraw-Hill, b & Families of butTheyTheeffectivelargely the' drawingslack informal thethroughwith areaccuracy children. by simplicitythe a JapaneseNewof photographs,Year's should artist. Festival. be 104 CollectionsV MUSIC Songs 2.1. A Folk Sagatts Sm& of ofJapanese China,.DayInformalWarnerDietz Co., New York, & Thomas, 1964.- Choonbai Park, Mutat Service, Delaware, Ohio, 1958. am, Korea.Songs Torii Gate Betty John 3. Units Ohio Public Schools Books and Records. Music Resource Book. Springfield, 1. "Coal Minas' Song," p.BurdettGrade 110., 6.Co., Morristown, New filmic for ,Living Series, Silver Music Around the World, Jersey, 1962, Selections 5. "Japanese National Anthem,"p.in 14. Japan. John and Elsie F. Caldwell, Our Neighbora, 3.2. "Mita"Come, Popotn_ Firefly, Music Birchard, NearMorristown,Music for Livisi Mew Jersey,Series, 1962, Silver and Far, Grade 4. Book 2, p. 112. p. 141. Burdett Co., 7.6. uRagome,""Little Ducks," Music Ilimax Round Emsthelam Clock. 1954.Chicago,in Charles 1955, Tuttia,RalinT Vermont, inr Follett, Sumo 4. "Hide and Seek," Music inMorristown,Music for LivingNew Jersey, Series, 1962, Silver AMMO Our Town, Grade 2. 4/1111111111p. 14. Burdett Co., S. "Sakura, Sakurat Birchard, Book 3i p. 85. - 9. "Silver Stars,"4.....commussarame (Japanese), Music for m% Americans. NIMINNIMP' 4.11111111W Book 1, Vol. I, 741111111V 11. "Sprinkle the Flowers," (Chinese),Music. This is Book 1, p. 55. 105 10. "Spring Tulips," gun ..szsD in Japan,AmericanSpring,1954. Book Co.,New York, 1959, Charles Tuttle, Rutland, Vermont p. 17. 12. "Toso Bushi," Music Around the World,Grade 6, p. 50, AnnotatedRecords 1. The Azuma Kabuki Mhsicians.ML 4925. maiaccompaniments classics are and generally adaptations close of enough for- These instrumental and vocal denCe Columbia 3. ,Japan Revisited. ofanda shakuhachiArts. the graduates (bamboo of flute)Tokyo's soloist, UniversityFeatures Mamoru Miyagi, renowned as Vividly portrays the theatre, Capital T-10195. 2. Folk. Music of Japan. Ethnic Folkways heardto beWestern unusual enjoyed music music. by thosein character who have and never sound 4. A Sampler of Japanese Songs,.rpmsic LP. Service, Delaware, Ohio, #IMJ03,festivals, 331/3 etc. Booklet 30 cents, record $3.00. Informal Mu- FE 4429. binationstrainsessentially ofconventions anvocal. unfamiliar of tone language and pitch with The folk, music of all countries is However, the com- pattern.English.presented in original language and in Twenty-one traditional songs are ExcellentBooklet and for record group followsinging. same mentcarefulcan tocause acute explanation reactions discomfort, andranging translation.which from require amuse- 5. Traditional Folk Dances of Japan.Folkways FE 4356. thegrounds, dances, descriptions, for which the and songs pictures and ofExcellent notes give texts, back- Ethnic music are accompaniments. -4 General 106 1. Anthems of All ExoticRecords, Dances. New York FP 88-1. Nations. From Collection of La Merl. Vol. I, Folkways 8. 7.The Musical Toshiba Memories of Records TW91314 Mono. Angels.Japan. InternationalCapital 3. Japan, Its Sounds and Recordswaysand RecordsEthnic T16230. Folkwaysand Service Library Corp., New York. People. FP 52, Folk- Capital 9. Traditional Folk Sons ofjapan.Records Folkways Records. East and West 5.4. Thepanese Little Street Slams Scene. of TokyoCenter. International Records TW91378. James Phoebe. at Lincoln 11.10. The Waka World and ofOther Man. Compositions Vol. Folkways Records. I, "His Work," of Japan. 6. Music of the World's Peoples. Ethnic Folkways 4 Records, FP 731, New York. RPMFolkways LP, notesLibrary by P540,Henry Vol.Cowell. I, 331/3 Pictures of Japanese Instruments apia in Pictures. MakingDancers,Samisen,School pianos, orchestra, p.p. 4847p. 55 Sterling.p. 38 VI OTHER TEACHING AIDS 107 1. Asia Society. A selected reading list, New Books on Asia ior Children. York, 1961,Pamphlets and Fugitive Materials 8. Japanese Information Japan. Consulate General of Japan, New Service. Facts about . childrenfolkfree. tales, as well and general books Lists 27 titles, biography, fiction, as older boys and girls. for young 9. Kenworthy, Leonard. MarchYork, 1963,March ref.1964, ref. no. D4. Studying Asia in no. D3, A7, A10; 3. Goetz, Delia. Japan.Encyclopedia,Field Enterprises' SA2328, Educational January 1965. Reprinted from The World Book Corp. althoughativerials,Elementary concepts someNew Schools. York,of and the extensive1962, items 50 included World Affairs Mate- cents. bibliographies, Provoc- are now withcents.Printing Children. Office, Washington, Valuable and practical World UnderstandingUnited States ,Begins Government D.C., 15 suggestions. 10. Kublin, Hyman. AnnotatedJapandated. Society, bibliography New York, of Sept.selected 1963. What Shall I Read on ,Japan.books 5.4. HotelGwinn, Okura. Alice E. and Esther_Press,Fun Newand York,Festival revised from editionJapan. Tokyo Representative: Robert L. Hibbard. Friendship 1956. 11. Mosiyama, Nanae. toabout Ink Japan.Painting). SunimE (AnJapan Introduction Society, New York. 6. Japan Air Lines. ofF. 3Japan. Warner,Aoi-cho, Inc.,Akasaka, New Minato-ku,York; address: Discover the !flight, Tokyo.' 12. Nixon, Lucille, M. unitCalif.,Alto on Unified Japan 1959, designed' School$5.00, District,Talo215 particularly Living in Japan,. pp. A teaching Alto, for Palo 7. Organization, 1964, 1965. . Orient in Luxury. Olson Travel 13. World Wide Games. Ohio,use in'1965. the fourth grade. Radnor 'Road, Delaware, 1. Sterling Publishing Co. Pictures and Kits 108 tures; No. 20 2221 - PortElevatedUnderground Yokohama- highway railway connecting in Tokyo Japan in Pic- AlsoaninAlso elementary anpictures pictureelementary ofschool Japanesephysicalschool. and calligraphyinstruments:exerciseSchool class classorchestra - p. 38 in 23 - Incubator for prematurely-hospitalbornAirportdowntown babies Tokyo in a andJapanese Haneda 2. Tuttle, Charles E. MakingDancersSamisen pianos me p. 48 - p. 47 - p. 55 The Ja anese Twins' 28272625 - - NohATelebroadcastingArt Japanese playclass insymphonic a secondary towerfamily orchestra and schoolwatching a television panels,schoolLuckyle2 $3.50,and home, Y900. Rutland, Vermont, 12 Picture plays or kindergarten, 1. fthibits: Both the Japan and the Asia Socie- Other Materials 3. Free Educational Materials: The Japan displayyourThesetravelingties .school ordinarily space exhibits is and unusually circulateis of staffed important well to with equipped arts and with crafts.flame address, but separate offices) have museums, but if persons able arehistory,othertionSociety current tomaterials culture,hasteachers periodicalavailable dealingandupon econumi. forsupplementsrequest with free Japanese certaindistribu- devoted Included etc.children'scriptions.forto set classroom up andbooks, repack,.use production on: Japaneseyou may of writesilk,school fororigami, books, des- The only cost of the exhibits is that of Also available are small exhibits questsences,Society,science,to various geography,should andart, industries,beshould social addressedliterature, be and reasonable and politicalto pamphletsetc.the Japan and sci- on Re- 2. Allyn and Bacon Calendars.express.ingreturning them tothem the to next New exhibitorYork City byor truckof forward- or 4. Large map of Japan, MinistryAffairs,specific. of Foreign Japan, 1962. Many Americans find. Japanese cooking JAPANESE FOODS AND RECIPES delectable - piquant and fasci- natingin.first Japanese principle music is andto developflower the Japanese cooking is characterized- unique. by simplicity It is different from arranging, all is,done in depth. natural flavors_of each ingredient. any other in the world. and variety. It is not Its As mostattentionoftenthe subtle. practiceJapaneie eaten to textures, rawtopractice cookwith foods tasteto blend, twrinonies but a sauce or condiment. too long. rather to combine flavors.Indeed, manyand contrasts.meats and seafoods Dinners are planned with Flavors often are Nor is it are Facts about Rice bulky,picturesqueintoit, and buta delicious wearseffective panorama it. wine, rainwear,. of SAKE, and The planting and tending of He uses it as a way of weavinghisthelife. mainstayterraced the stripped ofrice diet, paddies plants fermenting isinto it The Japanese eats it, drinks a 110 Aji-no-moto-monosodium glutamate: and sold under various brand GLOSSARYa seasoning often callednames. "taste powder" A small amount added to Chawan-liushi:Bancha: a coarse, mostgreen cooking tea. develops the natural flavors of the ingredients.steamed foods. Dalkon:Chikuwa: a. large, whitefish radish, cake. usually carrot-shaped. prepared by steeping kambu and katsuobushi in hot water; Katsuobushi:Kambu:Dash': a akind broth of seaweed, calleda mild tangle. fish stock. shavings of dried tuna. Sansho:Matsutake:Sake: a Japanese rice winea madevariety from usuallyof white Japanese drunkrice, pepper. warm,malt mold, anda oftenmushroom.-and water;used in cooking. Sashimi: raw seafood. 111 Shoyu-soyShirataki:Shitake: sauce: aroot Japanese plant. mushroom cultivatedtranslucent in oakthreads logs. of gelatinous starch extracted from amade from wheat, soybeans,. and salt. Sunomono:Sukiyaki-beef: shoyu, sake,vinegared and sugar. things; a Japanese salad. vegetables and other ingredients cooked in.a sauce of Tempura:Teriyake: deepfish, oil." shellfish,fish marinated vegetables in adipped sauce andin abroiled. batter and,fried in Wasabi:Yakitori:Tofu: soybean curd. a variety of horseradish.broiled chicken. 112 SHRIMP CHIPS MENU NORIMAKI IN SUDARE KAMABOKOSAKEDASHI TOFU BEEFJAPANESETSUKEMONO SUKIYAKI RICE _NA4U NO UNAGIAEMONOSHIGIYAKI TEMPURA FRUIT BANCHACHAKIN-SHIBORI, (TEA) Preparation of These Foods 113 DASHIcolorComes isinTOFU designatedcan in the byform the of Japanese a roll. word before Kamaboko on the can. It oust be sliced very thin. The Rinse sand from kombu. 51 sq.cupsscant inch water cup kombu flaked katsuobuthi Place kombu in water. 21 tsp. saltshoyu Bring water to a boil beparingandimmediately clearremoveseason second and kombu.with andlightdashi. saltlet tea-colored. steepand shoyu. a minute or two. Add katsuobushi to this broth, remove(First from dashi burner is used chiefly for soups and should DoSave not katsuobushiboil kombu. and kombu for pre- Strain through clean cloth Second dashi is madeTOFUand withused remainsfor tempura of ingredients sauce, etc. from first and by adding more water, hotPlace dashi one into tsp.-size bowls. lump of egg tofu and4 2spinach stripstsp.cups eggfirst freshin tofu soupbowls, dashi spinach, and1" wideput NASD NO SHIGIYAKI TEMPURA (Fried eggplant inEggplants miso. sauce) 1 tsp. shoyu 114 UNAGIFry eggplants. AEMONO (Broiled eels salad) k cup miso Serve with miso sauce2 madetsp. bysugar mixing remaining ingredients. 6 1Tbl, lb.can onionsBroiledstrained Eels miso 23/43 Tbl. Tbl. dashisugarvinegar NORIMARIAddBoil eels onions andIN andSUDAREonions, cut. and mix. Add sugar and dashi to miso. Stir. Add vinegar. Place sheet of nori on the sUdare. noriricesudare (dried (bamboo seaweed) mat) kamaboko mushroomscarrotsstring beans Spread some ride on nori Leave a roll.completelyborder,the(kamaboko), sudare arrange rolled. touches and strands rice the on ofrice, the string norilift beans,nearestthe mat mushrooms, you.and continue carrots, to roll fish until cakeSlice and serve. Roll again, apply a little pressure to tighten the Roll away from you. When 115 BEEFchopsticks,In Japan sukiyaki is prepared on the table over a hibachi.SUKIYAKI food directly, from the saucepan. The eaters use 12 scallionsk2_lbs.4 cupoz. cut fredhbeef tenderloinin 2" suetspinach lengths. beef cut slicedin 1" stripsthin taking 12 12 canpas.cupslarge bambooshiratakiof mushrooms tofu in 1" cubes Shoots in large- OneSauce: can also add celery and onion, cut diagonally and thinly. cup sakeshoyu DoBrown, not stir.dip in mustard, if desired before eating. Cook gently over medium fire until bite sizes JAPANESE RICE VI cup sugar -hot vegetablesrice. are just tender. Eat with bowls of isStart absorbed. with cold water, bring to a boil, simmer2/31/ cup on water low flame until liquid cup rice creditedTea is served with havingwith all medicinal meals and properties. between all meals. Bancha is a tea Some teas are used for dailyPlacea minute purposes. bancha or in 1 Tbl. bancha two, depending on teapot.Other teas are 3 cups boiling water_Pour boiling water strength desired.used in ceremonies. into pot and let Serve hot. tea steep CHAKIN-SHpORI. 61cups strained sweet (Cakes of potato potatoes paste) 1lk cup Tbl. sweet salt boiled fruit ?laceCuttwistedin leftfruit 1 Tbl. onionhand, into shape. 2 cups sugar flavored potatoround onwith squarepieces, the mix potatoes Remove cloth. right, and twist with sugar andPlace on plate and serve.cloth. giving thePlace potato fruit a on it. salt, and knead. Makes 12. Place

118 bodyThe followingof this volume materials or were not fully identified in regardwere discovered too late to be included in the main ADDENDA to source, etc. pp.AroundAmerican 53-58. the Geographic World Program, Society. Japan, 5. Seidenstecker, .Edward and Newtheof Life.Yorkeditors Times, Inc., 1965. llama. 4 Life World Library, 3.2. Cartier, Bauer, HelenMarion. and Sherwin IsEtints1Carlquist.Co., Garden Festivals. City, 1965. Understandinj Doubleday and P_"Culinary1948.Soong, aper Folder.Maying. Arts of Japan." (Film) Harcourt,The Art of. New Chinese York, 4. National Geographic Bulletin,April& Japan.Co., 1960. Chicago. (Juvenile), Albert Whitman "Dee Dee Chou." (Filmstrip)