4 1 3 childhood in pre war japan

Make a graphic organizer to show some differences between how girls and boys were raised in traditional Japan2. Children were taught Japanese history and culture and ancient customs and

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Suggested levels for Guided Reading, DRA, ™

Lexile, ® and Reading Recovery ™ are provided

in the Pearson Scott Foresman Leveling Guide.

Expository

nonfi ction

• Sequence

• Compare and Contrast

• Graphic Organizers

• Captions

• Map

• Sidebar

• Table of Contents

ISBN 0-328-13419-8 ì<(sk$m)=bdebjj< +^-Ä-U-Ä-U

Scott Foresman Reading Street 4.1.3

by Jana Martin

Childhood

in Pre-War Japan

Suggested levels for Guided Reading, DRA, ™

Lexile, ® and Reading Recovery ™ are provided

in the Pearson Scott Foresman Leveling Guide.

Expository

nonfi ction

• Sequence

• Compare and Contrast

• Graphic Organizers

• Captions

• Map

• Sidebar

• Table of Contents

ISBN 0-328-13419-8 ì<(sk$m)=bdebjj< +^-Ä-U-Ä-U

Scott Foresman Reading Street 4.1.3

by Jana Martin

Childhood

in Pre-War Japan

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amazed

bewildered

homeland

longed

sculptures

still

towering

Word count: 1,832

Note: The total word count includes words in the running text and headings only

Numerals and words in chapter titles, captions, labels, diagrams, charts, graphs,

sidebars, and extra features are not included.

Reader Response

1 Which country came to Japan first, Portugal or

the United States?

2 Make a graphic organizer to show some

differences between how girls and boys were raised in traditional Japan Then summarize how each was raised.

3 The word still has several different meanings

Choose the meaning that is used on page 14 of this book

a still: without motion: The ocean is still today.

b still: to make quiet: Still that barking dog.

c still: even to this time: The store was still open.

4 Choose the glossary words that complete the

second sentence: When Kim visited the United States, she was very homesick She _ to return

to her .

Childhood

in Pre-War Japan

Editorial Offices: Glenview, Illinois • Parsippany, New Jersey • New York, New York Sales Offices: Needham, Massachusetts • Duluth, Georgia • Glenview, Illinois

Coppell, Texas • Ontario, California • Mesa, Arizona

by Jana Martin

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correct errors called to its attention in subsequent editions.

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10 ©Wolfgang Kaehler/Corbis; 11 ©Bohemian Nomad Picturemakers/Corbis; 12–13

©Bass Museum of Art/Corbis; 14 (T) ©Medford Historical Society Collection/Corbis, (B)

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ISBN: 0-328-13419-8

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3

TABLE OF CONTENTS

CHAPTER 1

An Ancient Culture 6 CHAPTER 2

Early Japan 10 CHAPTER 3

The Threat of Outsiders 13 CHAPTER 4

Life for Children 15

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Modern Tokyo, Japan, is a city full

of lights, energy, inventions, and fun.

Introduction

What do you think of when you think of

Japan? You might think of colorful, bright

lights, towering office buildings, or powerful

Japanese companies Some of the world’s most

popular cars and electronics are made by these

companies Lots of great ideas come from

Japan—from computers to robots to pinball

games In fact, modern Japan is one of the most

successful nations in the world

4

Students eat lunch in their Tokyo classroom.

5

Japan is very old, but it is also very young

World War II practically destroyed many countries, including Japan When Japan rebuilt itself after the war, it wanted to be a strong, successful nation

Modern Japan borrowed ideas from Western—American and European—ways of life and mixed them with its own Japanese children today enjoy American products and entertainment Similarly, American life is full of products and ideas from Japan But this mixture

of cultures is fairly new

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Japanese children wear traditional

costumes for festival celebrations

6

Chapter 1

An Ancient Culture

Before World War II, Japan was a very

different place It avoided outside influences

It was a nation that valued traditions and took

pride in its unique history It chose to turn away

from the outside world

Japan focused on its past to gain strength

for the future Children were taught Japanese

history and culture and ancient customs and arts

They were taught how to behave according to

Japanese tradition and to value their homeland.

Japan’s civilization is thousands of years old

So what was life like for children in old Japan?

Four main islands and thousands of smaller islands make

up Japan Tip to tip, this chain of islands is about 1,500 miles long If all the islands were connected, Japan would be about the same size as California.

7

A Nation of Islands

Japan is a nation of islands Four main islands are surrounded by thousands of smaller ones In school, Japanese children learn that these islands are actually the tops of old volcanoes But the children also learn an ancient legend of how Japan came to be

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In an ancient Japanese myth, two gods create all the islands of Japan.

8

How Japan Came to Be

Long ago, two gods were put in charge of

creating the world They were Izanagi, the god

of light and heavens, and his wife, Izanami One

day, they stood on a floating bridge in the sky,

admiring the ocean They had a beautiful spear

with them It was covered with jewels Suddenly,

they threw the spear into the ocean

When Izanagi and Izanami pulled the spear

back out of the ocean, water dripped off the

spear As the first drop fell down into the sea, it

created the first island Every drop of water that

fell from the spear turned into another island

Soon, thousands of islands dotted the ocean, like

jewels in the sea

Japan’s flag is a red sun on

a white background It was adapted from a design that

is thousands of years old.

About 70 percent of Japan is mountainous Mount Fuji, shown here,

is Japan’s tallest mountain.

Japanese children have always been taught the “two sides” of Japan One side includes Japan’s wonderful stories and traditions The other side includes scientific explanations and practical knowledge

In school, Japanese children learn the famous tales and traditions that lasted through the centuries In this way they are connected to the past They also learn the latest knowledge, such

as math and science, so that they are able to succeed in the future Japan wants its children to

be respectful, strong, and smart

Let’s take a look at some of the history that shaped this country

9

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A famous Shinto gate stands near Mount Fuji

It is painted in traditional Shinto colors: orange and black Shinto means “the way of the gods.”

Chapter 2

Early Japan

Thousands of years ago, Japan’s islands

were a variety of small countries The people

who lived on these islands were hunters,

gatherers, and fishermen Then, around

300 B.C., rice came to Japan The Japanese

began to grow and harvest it As Japanese

agriculture developed, so did society Towns

and villages arose Governments were formed

Gradually, the small countries formed into one

nation ruled by an emperor

Ancient Japan’s original religion was called

Shinto Shinto celebrates the natural world—

the wind, trees, rain, snow, rivers, oceans,

mountains, and sun It says that a spirit is

connected to everything—even rice It honors

ancestors so that they are not forgotten From

Shinto came the Japanese traditions of seeing

beauty in the natural world

10

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Japanese writing is based on Chinese character writing.

11

During the sixth century A.D., Shinto was joined by another religion: Buddhism This was also the time in Japanese history when written language developed

Contact with Chinese traders helped bring Chinese character writing to Japan The Chinese characters, or signs, were adapted to the

Japanese language

Around the same time, contact with friendly rulers from neighboring Korea brought

Buddhism to Japan Educated Japanese nobles made Buddhism the state religion They enjoyed its ideas But the people of rural areas, such as fishing villages or farming towns, still preferred Shinto With its focus on nature, Shinto made more sense in their world Also, many rural Japanese then did not know how to read or write They found Buddhism hard to understand

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Japan’s tradition of the fierce samurai warrior began nearly a thousand years ago

As Japan developed, new cities grew By the eighth century, Kyoto was the capital city

Kyoto was full of life and culture, much like

big cities today There was wonderful poetry

and literature, music and theater During

that time, Japanese society developed special

customs and rules for nearly everything—from

entertaining guests to writing letters This

was also a great time for art Japanese artists

created amazing sculptures and statues

Builders created beautifully designed temples

The Code of the Warrior

Another tradition was also developing

By A.D 1100, Japan saw the beginning of a

more military kind of rule Warring groups

developed into organized armies These

armies featured fierce warriors, called

samurai Samurai were fearless and strong

They were extremely skilled swordfighters

Most importantly, they were absolutely loyal

to those they served They lived according to

this code of strength and loyalty Stories of

heroic samurai spread The idea of the proud

and loyal warrior became very important to

Japanese society

12

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Chapter 3

The Threat of Outsiders

For hundreds of years, Japan went without contact with Europe Then,

in 1543, a ship from Portugal wrecked

in southern Japan For the first time, Japanese people met Europeans

The Japanese were amazed to see

something very new—guns

Soon Portugese and European merchants were trading with Japan Some Portugese also tried to bring another product to Japan—

Christianity Japan’s rulers saw this

as a threat to their society To make sure the Japanese did not lose their own customs and traditions, the rulers closed Japan’s borders to most traders They also created a law that said Japanese people could not travel outside their homeland

This law lasted for more than two hundred years During that time, the nation enjoyed a period of peace, and Japanese rulers helped the economy become stronger

13

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In 1853, Americans visited Japan

Matthew C Perry

But Japan could not stay isolated, or separate, forever In 1853, a U.S

warship commanded by Matthew C Perry sailed into a Japanese harbor

Perry carried a letter from the U.S President President Fillmore asked

that Japan open its borders and begin trading

with the United States

The appearance of these outsiders bewildered

many Japanese However, Japan’s rulers realized

that, in order to grow, Japan had to trade with

other countries So they had to still any protests

from the people

These leaders decided that the time had come

to accept new ideas and new trade goods One

Japanese ruler even told his people to “learn all

you can from the Europeans and the Americans.”

14

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Emperor Hirohito took the throne to rule Japan

in 1926 Children paraded throughout the nation in his honor and dressed as the samurai of long ago

In the 1890s, a group of children paraded down a street in Japan, carrying flags and paper lanterns.

Chapter 4

Life for Children

From Perry’s arrival in 1853 until the 1930s, Japan grew from

an isolated country into a powerful nation It built up an army and navy It developed cities and industries It was also involved in wars with its

neighbors, Russia and China

But it kept its customs

Japan was still ruled by an emperor, whose family traced back to old Japanese nobility

Most people still attended Buddhist or Shinto temples

Traditional Japanese arts, literature, music, and theater were still greatly enjoyed Most people still kept traditional Japanese homes They slept on cotton

mattresses called futons Rooms were divided by

paper screens, and floors were covered by straw mats Meals were eaten sitting on the floor at low tables All people took their shoes off before going inside

15

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Japanese girls in the past often had to care for their younger sisters and brothers.

16

Girls and Boys

In traditional Japan, there were different rules

for how girls and boys should act Japanese girls

learned how to be quiet and well-mannered

They learned how to look their best They

learned traditional dances, flower arranging,

how to cook, and how to make a pleasant home

But girls also had to work hard In some

families, especially in rural villages, Japanese

girls were expected to take care of their younger

brothers and sisters They often worked in the

fields with babies strapped to their backs At

home, girls were expected to be polite and not

disagree with their parents In some places, girls

did not even get to go to school Many longed

for a chance to learn what their brothers learned

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Every November 15, Japanese children visit Shinto shrines to ask for good luck In the 1930s, these boys went dressed in miniature military uniforms, a sign of the national pride

of the time

Kendo, a form of sword fighting, is one of Japan’s traditional martial arts Here, Japanese boys demonstrate their skill in the 1930s.

17

Japanese boys learned how to be warriors In traditional Japanese culture, boys were expected

to be louder than girls and even to “boss”

their sisters around They were expected to be physically active They learned martial arts, such

as sword fighting and wrestling

Japanese boys could not always show their fear or emotions Instead, they had to be strong,

as if they were soldiers If they lived in rural fishing or farming areas, they helped their fathers on the boats or in the fields

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