1. Discover the cultural and geographical differences throughout our world.

2. Associate the connections among the differences throughout our world

3. Justify and develop an appreciation for the differences throughout our world.

1. Read the following excerpt to the class: Japan is a country that is made up of four main islands and many smaller islands. They lie in the pacific ocean, to the east of China. Show where Japan is on the world map.

• Create a KWL including the following questions:

• Have the children estimate how far Japan is from the United States.

• Have them guess what the weather is like in Japan?

• Have them guess how many people live in Japan.

2. Give every child a map of Japan. Have each child color in the map highlighting capital, major cities and mountain regions.

3. Using cardboard and plaster-of-paris, reproduce the map of Japan (creating a three-demensional map)

4. Give every child a map of the United States. Have each child color in the map highlighting major land forms throughout the states. Also highlight Illinois and locate its major cities.

5. Make a list of the physical characteristics of Illinois.

6. Make a list of the physical characteristics of the United States.

7. Using cardboard and plaster-of-paris, reproduce the map of Illinois (creating a three-dimensional map)

8. In small groups compare and contrast the geography of U.S. to that of Japan. Share as a large group the discoveries of the class.

What was society like in Japan in the past and what is society like today?

People were divided into four main groups, depending on their family background and the type of work they did. The four main classes in order of importance were the warrior class, also known as the samurai; the farmers; the craftsmen; and the merchants.

1.Divide the class into groups of four. Give each group information about a specific class of people from Japan. Using this information and through their drama, each group is to explain what life was like living in this class. Children will have the opportunity to dress up in character as well. (a narrator may be helpful) see hand outs

2. Invite Lisa Baerman to come in and speak to the class on Japan (present day information). During this time children will be taking notes - what makes Japan different from the United States. (touch on government, religion, economics, past time activities)

3. Children will choose a part of Japan’s culture and create a poem that explains why it is so special to this country.

4. Children will draw a picture to correlate with the above activity.

5. Invite Elizabeith Rexford to come in and speak to the class on Japan (past information). During this time children will be taking notes - how is Japan different from 1960 to 1996?

6.Children will design a diamointe poem using information from both guest speakers.

7. Show the class what an abacus is (which is referred to in merchant informantion). Prepare activities that demonstrate how this instrument works. Clare Doran, Look Into The Past, The Japanese (background information)

1. Invite a marshall arts expert into the class. Contact Ms. Wilson, 105 N. Oak Park Ave, 383-3456. Have children identify five key facts that they have learned from this visitor. Explain what makes it an art as oppose to a sport?

2. Kimono is symbolic of Japan's four seasons. A sense of season is always sought in kimono with the aid of patterns suitable for each season. Obi (sash) constitutes key factor in enhancing the beauty of kimono as a whole. An appropriate obi is chosen for each type of kimono, depending on the place and atmosphere, so that a balance is achieved. After showing the class a variety of kimonos along with the obi (borrowed from the Multicultural Center), the children will design their own obi using the atmosphere and places one might see in Japan.

3. Bamboo wares are a very important resource to Japan. After reading about the different forms of weaving and seeing different examples of this art form, the children will work with the art teacher on creating their very own weaving pattern.

4. Japanese dolls have made outstanding progress as works of art. They also represent an excellent traditional craft peculiar to Japan. The dolls also told stories through their expressions. After showing examples of Japanese dolls (Multicultural Center) each child will dress up as a “living doll” choosing an expression that they would like the class to see them convey also choosing a title for their doll form. After the expression is made the class will try and guess what the title is of their “living doll”. (based on the game statues) Instruments will be used to help create the mood. (The Japan Times Photo Book, Japanese Crafts 745J - Multicultural Center)

5. A trip to the Art Institute to see the display of Japanese swords and other artifacts.

6. Fans are not only a way to keep the body cool they also depict beautiful scenes from Japan. After sharing with the class a variety of fans - children will create their own fans.

7. Japanese food is an art within itself. We will visit and dine at a local Japanese restaurant.

1. Teacher will read out loud as children listen closely to a short folk tale entitled, "The Clever Son". Children will listen as teacher reads the problem.

Once long ago, a wealthy man became very ill and asked to see his three sons. "I shall leave everything to the son who is the most clever,"he said. "Each of you take one dollar and buy something that will fill my room." So the three sons went to the market. The oldest son bought straw. The second son bought a load of sand. The youngest son walked through the market, looking and looking for the right thing to buy. At last he saw what he needed. That evening, the three sons returned with their gifts to their father’s room. The oldest son spread out his straw, but it didn’t even cover half the floor. The second son scattered the sand, but it fell through the cracks in the floor. Quietly, the youngest son took out a ...

2. At this point, stop reading and challenge students to brainstorm a solution to the father’s request. Remind them that the item bought must be inexpensive yet able to fill an entire room. After children have had a chance to suggest possible solutions, teacher will continue reading the story.

Quietly, the youngest son took out a candle and it it with a match. Light filled the room. The father smiled at the youngest son and said, "You are indeed my most clever son. I will leave you my entire estate, knowing you will manage it wisely and well."

4. Depending on the solutions suggested earlier, you might want to ask students to brainstorm other possible items to fill the room. Possible answers might be something with a strong scent, such as perfume or a spoiled fish, or something that would make a loud sound, such as a whistle.

5. Point out to the class that folk tale characters often seem one dimensional, representing a single human trait, such as goodness, wickedness, foolishness, or cleverness. Conduct a discussion about folk tale characters students already know. To begin, set up two columns on the board and label them "Folk tale Characters" and "Character Traits." Invite students to name folk tales characters they have read about. These will be listed under the first column. Next, challenge students to identify the traits of the characters listed. (ex. queen in Snow White - evil, the first two pigs in The Three Little Pigs - lazy)

6. Explain to students that a familiar character in folk tales is the trickster. Ask them to brainstorm what the definition of a trickster may be. Follow up with the following points to discuss tricksters:

• Tricksters are characters in folk tales who attempt to solve problems by inventing clever tricks rather than by honest efforts or hard work.

• The solutions usually show how creative, intelligent, and original the tricksters are.

• At the end of the story, the tricksters are sometimes outwitted by someone more honest or more clever.

7. Read together the folk tale, The Boy of the Three-Year Nap. Before reading, ask students to preview the illustrators in the story and note the differences and similarities in the way the people in ancient Japan lived and dressed compared to the way we do today. Make predictions as a class as to what the story may be about (remember there is a trickster in the story!)

8. After reading and class discussion, ask students to recall their discussion of tricksters in folk tales and consider whether Taro and his mother could each be called a trickster. Using a chart on the chalkboard students will compare and contrast the ways in which Taro and his mother used their wits to solve problems.

9. How might the events of the story be described differently by Taro, his mother, the merchant, and the merchant's daughter. In groups have students brainstorm a list of questions to ask each character to get his or her account of what happened. Video tape each character answering questions posed by the class. Afterward, discuss the different versions of the story.

10. Ask students to take a critical look at the characters and events and decide whether each person in the story got what he or she deserved. Example: Did Taro deserve a new job, a remodeled house? Did the merchant deserve to have Taro as a son-in-law?

11. Find folk tales. Divide students into groups and have them choose a Japanese folktale to do as a readers theatre production.

12. Have children come dressed to class as their favorite trickster - one known or made up. Folktale taken from Houghton Mifflin Reading Series - Level 4, Copyright 1990

The Warriors

The samurai were seen as the top of society and were supposed to set a good example to the ordinary people. Only samurai were allowed to wear two swords. Samurai also had a special hairstyle. They shaved the fronts of their heads and tied the rest of the hair into a ponytail that was doubled over. When a boy reached the age of 14 an armor was given to him. At this time his hair would also be dressed in an adult style. The samurai armor had a breastplate to protect the chest and pieces to protect the legs, arms, and neck. The design of the helmet was important. It might be in the shape of an animal. A samurai believed the helmet would help him look frightening and would scare the enemy.

The largest group of people in Edo Japan were the farmers. The farmers were seen as very important because they grew the country's rice. In fact, rice was so precious that some people's wealth was decided not by how much money they had, but by how much rice their land could grow. However, the farmers' lives were very hard. They worked outside all day, and even the evenings brought no time for rest. There were times when there was little food to eat, and bad weather made their job very difficult.

Growing rice took a lot of time and involved every member of the family. The fields were flooded with water for the young rice plants to grow. During the cold weather a farmer wore a cloak made of straw and a hat made of bamboo. His sandals were also made of straw, and pieces of cloth were tied around his legs and lower arms for extra warmth.

The Craftsmen

(teacher read)

As more people moved from the countryside and came to live in the city of Edo, the job of the craftsmen became more important. Many new buildings were needed, and the skills of the craftsmen were in demand. Craftsmen learned their trade by starting out as apprentices. When they were very young, they left their families to live with a master who would teach them his skill. If he was lucky, a master who would take over the master’s business when the master grew old. (interesting note: townspeople lived in small, narrow houses - they went to public baths every day to bathe - they also met their friends there and caught up on the local gossip)

(student drama)

There were a variety of types of craftsmen in Edo. Many craftsmen, such as plasterers, carpenters, roofers, or stonemasons, were involved in the making of buildings. One type of job was known as a sword grinder. Their job was to keep the swords of the samurai sharp. People believed swords had a special power, and it was important to take good care of them. To keep a craftsmen cool, a young boy could be asked to sell fresh cold water in the streets. Straw hats were worn to protect his head from the sun.

1. Using reader's theatre, in groups of two, one child will choose an element of Japan and the other child will choose an element of the United States. Each child will share through reader's theatre the differences between the two nations and what makes them special.

2. Each student will create a poem that personifies what they believe we, as Americans, can learn from Japan's culture.

3. A celebration night will take place at Longfellow school. At this time a presentation will be given by the children where they will have the opportunity to share with friends and family all that they learn about this fabulous country.

4. To better understand and learn from all cultures, each child will research a country and report to the class their discoveries.

Across Cultures : The Japanese (15 min. )VHS 304G
Global Geography: Japan (15 min.)VHS 150G
Family Gathering, Japanese Americans in WWII (30 min.) VHS 527G
Hiroshima Maiden, Survivors of Hiroshima Atomic Bomb (58 min.) VHS555G
Immigrant Experience: The Long, Long Journey (30 min.) VHS 577G
Earthquakes and Volcanoes (12 min.) VHS 713G
Look Up: Weather Around the World (15 min.) VHS 1023
Severe Weather (15 min.) VHS826G
National Geographic Video, Living Treasures of Japan 60 min. (multicultural center)