The History of Japanese Rice Sandra Lopez-Richter Crestwood Middle School Florida, U.S.A. Ages: 12–13 years old Level: Beginning Culture: Understanding of the origin and the sig- nificance of rice in Japanese society; proper table manners when eating rice Japanese: Kanji for rice; rice-related vocabulary; itadakimasu and gochiso¯sama deshita Objectives history of rice would be a fun and creative approach in which to achieve this goal. I believed that if stu- I teach a nine-week Japanese and culture class to dents learned about the history of rice, its different seventh graders. One of these weeks, I dedicate to uses and names in Japanese cuisine, they would per- the teaching of the rich history and uniqueness of sonally recognize and correct some of their stereo- Japanese cuisine. Students learn about the history types regarding Japan. of common Japanese dishes, exotic Japanese vegeta- From this plan, students learn to better appreciate bles, rules regarding the preparation of Japanese Japanese culture and come to understand the role food, proper table manners, and much more. This that this country's rich history has played in the area particular 50-minute lesson introduces students to of Japanese cuisine. Prior to this lesson, many stu- the history of rice, the staple food of Japan. Students dents have the incorrect notion that all Asian food is learn the importance that rice has played in Japanese the same. They are not able to differentiate between society, as well as the history of this tiny grain and Chinese, Thai, or Japanese foods. After they study the many different ways in which Japanese cuisine my lesson, students develop an awareness for Asian prepares it. At the end of the lesson, students enjoy a cuisine in general. They no longer believe that warm and delicious bowl of Japanese gohan and are Japanese people eat dogs and cats, for example, nor allowed to top it with furikake. They get to eat with do they cling to the false belief that the only thing hashi and truly have a marvelous time in class! that Japanese people consume is raw fish. I selected this aspect of Japanese culture because At a time when such a diverse Asian population is most students enjoy eating and experiencing foods entering American society, I feel that it is crucial for that they do not generally have the opportunity of young people to develop a better understanding of tasting. Most importantly, however, I chose this who these individuals are. All too often, students do topic because I felt that a majority of my American not have the opportunity of meeting people of other students had many stereotypes regarding not only ethnic backgrounds and for this reason have a ten- Japanese food but Japanese culture that needed to be dency to form their own views of how people of corrected. other cultures live. The environment in which these For example, if you asked a student what they children are raised directly effects how they come to thought of when they heard "Japanese food," most regard people of various cultures. would say "Yuck, they eat dogs and cats," or they In my class, I have the immense joy of being able would say, "Oh, they chow mein all the time." to educate young people and of enabling them to With all of my heart, I desired for my students to correct some of the negative beliefs that may exist learn about the origin of some Japanese foods; in regarding Japanese and other Asian groups. Through particular, I thought that teaching them about the my lessons, students come to the realization that just 1 ©1996 THE JAPAN FORUM Modern Everyday Life because Asian people may physically resemble one (Handout #5) another does not mean that they are identical. 6. Discuss rice rules and table manners. (Handout Students come to realize that each group is quite dif- #6) ferent and unique. 7. Practice what you have learned! Have each stu- dent enjoy a bowl of gohan. Materials C. Handouts –chopsticks for each student (You may purchase them at a local Asian food store. Students #1 Japanese Rice should have been taught how to use hashi before The History: class) In the Japanese language, the word for rice that is –Japanese-style rice (Botan and Kohoku brands ready for eating is gohan. The literal translation are available) for this word is "honorable food." This is an indi- –Japanese bowl (If you do not have these, you cation of the great esteem in which this simple may use plastic bowls) grain is held. –furikake (Various flavors are available at local Many centuries ago, rice was not only the most Asian food stores. You may even try buying important element of the Japanese diet, but it otsukemono. Kids might enjoy this!) actually took the place of money. The powerful – ocha (If possible, make Japanese ocha so that feudal lords were ranked according to the amount kids may drink it. Get cups) of rice they controlled and possessed. In fact, even after money had entered the Japanese econ- Procedure omy, samurai warriors were paid not in gold, sil- ver or copper, but in fixed amounts of rice. A.Teaching Instructions It is ironic that for a very long time the small- scale farmer who produced the rice almost never 1. Review each handout prior to distributing to could afford to eat enough of the precious grain. the students. Perhaps this is why even today it is considered ill- 2. Make sure that there is enough material for mannered to leave rice in one's bowl. By the Edo each student. era (1603–1868), it became possible for the com- 3. a positive attitude and encourage students to try mon people to gain a larger share of rice. It was different flavors of furikake! not until shortly before World War II, however, that a system of control and distribution made B. Development rice available on an equitable basis to rich and poor. 1. Introduce students to the history of Japanese The Grain: rice. Read with the students and discuss. How The Japanese prefer white rice over unpolished is Japanese rice different from American rice? rice because of its smoother texture, lighter taste, (Handout #1) and digestibility. Today, short-grain white rice, 2. Teach students how to write the kanji for rice. steamed until fluffy, is served as an important part Show students on the board, then allow prac- of virtually all traditional Japanese dishes. In con- tice time. (Handout #2) trast to the Western preference for the long-grain, 3. Discuss the various terms given to rice in non-glutinous Indian type of rice, Japanese rice is Japanese cuisine. (Handout #3) sticky, which lends itself to handling with chop- 4. Have students complete activity sheet in class. sticks. It can also be molded into rice balls called (Handout #4) onigiri. 5. Discuss oldest ceremonial food mochi. 2 ©1996 THE JAPAN FORUM Selected Lesson Plans #2 Kanji Practice ( ) g. Boiled rice Study the character for rice, 米. Practice writing it on ( ) h. Vinegared rice used for sushi the attached practice sheet. Remember to follow the ( ) i. Rice gruel correct stroke order when writing your character. ( ) j. Red rice #3 The Various Terms Used for Rice Answer key (for teacher only): 1.d/g 2.a 3.e 4.c You can say that rice is to Japan what tortillas and 5.b 6.d/g 7.f 8.j 9.i 10.h beans are to Mexico and what bread is to people in other parts of the world. In fact it is hard to imagine #5 Mochi : Food for Special Occasions Japan without rice. Not only is rice the major ele- The oldest ceremonial food is mochi. The honorific ment in Japanese meals, it is also the major crop form is omochi. These are rice cakes made from grown in the country. glutinous rice in barrel-sized wooden mortars with a Gohan is the Japanese word for cooked rice (or large wooden mallet. The rice is scooped up and pat- meal), and kome is the Japanese word for uncooked ted into rounds of various sizes. Even though mochi a rice. When the Japanese purchase kome they usu- may be eaten year-round, they are a very common ally ask for okome. You can remember that "o" is a food prepared and enjoyed for the New Year prefix which signifies honor. Thus, okome means (Osho¯gatsu) festivities. "honorable rice." Today, most mochi are machine-processed and But these are not the only terms used for rice. In sold ready-made. These are available in American fact, in Japanese cuisine, the following terms are stores and usually come in packaged squares or in also used to describe rice: sheet form. If they are made fresh, they will either 1. shinmai しんまい 新米 be in round cakes or in sheet form, too. 2. raisu ライス The usual way of eating mochi is simply to grill 3. genmai げんまい 玄米 and eat it with a flavor complement such as a soy 4. sushi-meshi すしめし 寿司飯 sauce dip or a wrapper of toasted nori. When grilled, 5. okayu おかゆ お粥 mochi will double in size, and a crisp skin will form. 6. okoge おこげ The same principles apply to grilling mochi as to 7. meshi めし marshmallows: Do not let it blacken, but a crisp, 8. sekihan せきはん 赤飯 well-browned skin is delicious. #4 Activity Sheet #6 Table Manners and Rice Rules After discussing the terms in Handout #3, try and (Teacher will explain to students.) see if you can match the words for rice which a.