Kindergarden Multicultural Curriculum Lesson Plan - The School ...

Sixth Grade Multicultural Curriculum Lesson Plan
Ainu – Indigenous Japanese People
Content/Theme: Discrimination
Grade: 6
Primary Benchmark:
• SS.6.G.2.5 Explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another
Secondary Benchmark:
• SS.6.G.5.3 Describe the Six Elements of Geography (The World in Spatial Terms, Places
and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the
organizing framework for understanding the world and its people.
Time: 1-2 class periods
Objectives:
1. Students will learn about the original inhabitants of Japan
Teacher Preparation/Materials:
• Multicultural Information Reading Passage
• Map of Japan
• Websites:
http://www.mnh.si.edu/arctic/features/ainu/index.html
http://phototravels.net/japan/photo-gallery/ainu-people.html
www.britannica.com/EBchecked/topic/10567/Ainu
Activities:
1. Have students write down their definition of discrimination.
2. Share and discuss key points.
3. Read Multicultural Information as a class or in groups.
4. Discuss the story of the Ainu and the discrimination they have felt over the years.
5. Use a Venn Diagram to compare their story to any other native group that students can
think of.

6. Have students think about a personal experience with discrimination. If not, have
students think about a time when they remember someone being treated differently
because of assumptions made about that person. Last, as students, ask them what their
school or community has done to deal with discrimination.
Review of Lesson and Assessment:
1. Students will be evaluated on their participation in the discussion as well as their written
assignment.
2. Optional quiz
ESOL Strategies:
• Personalize the lesson
• Use cooperative learning groups
• Draw examples from the experiences of students
Resources:
Japan Local Government Center: http://www.jlgc.org/jlgcnews/025/ainu.htm
Artic Studies Center: http://www.mnh.si.edu/arctic/features/ainu/index.html

Multicultural Information:
Historians say the Ainu originally populated much of Japan, as
well as some of the Russian held regions. The Ainu lived peacefully by
hunting, gathering, and fishing in abundant, coastal rivers.
The Aniu now live on the islands of Hokkaido. They are the
original inhabitants of Japan, but they differ greatly from the ethnic
Japanese. Not only is their language different, they look different as
well. Their eyes are deep set, their skin is lighter, and their bodies are muscular and hairy. Their
culture is also different, and other Japanese who have encountered them have judged them as
different and unworthy. Originally, living on other Japanese islands, they were involuntary moved
to the north after a Ling war with the Yamato/Wajin people of South Japan. The original Japanese
plan was to exterminate the Ainu people, but after centuries of oppression, the Ainu have bonded
together to try to preserve their culture.
The Ainu received the status of aboriginals but were still discriminated against. Other
Japanese who moved into their areas wanted them to stop their traditions, learn the “real” Japanese
language, and follow along with the crowd. But the Ainu did not. Presently, only a few thousand still
live according to their original traditions. Even later, after thousands of years of battle, laws were
passed against the Ainu to stop their traditions; therefore, much of their culture was lost.
“These people worshipped animal gods, especially the bear, with
ritual, song and dance. Even the Ainu language was unusual. Although they
possessed no system of writing, they created a rich oral tradition of stories
The bear holds special and poems expressed in formal prose and verse” (Cogen www.jlgc.org). The
significance as a symbol for
the Ainu; shown here is a Ainu may have lost their lands, but Ainu leaders are determined to keep
ritual dance dedicated to
the bear.
alive their language, heritage, and pride. They are called “dojn-its,”
http://www.jlgc.org/jlgcne
ws/025/ainu.htm
referring to the Japanese word for aborigine, which carries a derogatory
connection of vulgarity or dirtiness.

Recently, Japan’s government passed the "Act on the Encouragement of Ainu Culture and the
Diffusion and Enlightenment of Knowledge on Ainu Tradition." Japan thinks that this law will provide
learning resources for Ainu culture, help people study the Ainu language, and support protection of
Ainu customs and traditions. Laws like this will hopefully help increase consciousness and reduce
discrimination; although, still in Japan and around the world, many people who are “different”
continue to receive “different” treatment.
QUIZ
Ainu – Indigenous Japanese People
Name________________________________________________________Date_______
Directions: Choose the best answer to the following questions based on the reading passage.
1. The Ainu of Japan survived mainly by
a) hunting b) fishing
c) gathering d) all of these
2. Many Japanese view the Ainu today as
a) unclean natives b) honored citizens
c) religions leaders d) not really from Japan
3. The Ainu people are different physically from Japanese people in that
a) they are shorter b) they have lighter skin and more hair
c) they are larger d) they have browner skin
4. Using clues from the rest of the sentence, what is a synonym to the word in Bold in:
Ainu leaders are determined to keep alive their language, heritage, and pride.
a) happy b) afraid
c) strong-willed d) nervous
5. The Ainu culture overall
a) is completely accepted by the Japanese.
b) is largely responsible for most current Japanese customs.
c) is discriminated against by most Japanese.
d) is very popular among younger Japanese.

6. List some steps the Japanese government has taken to help the Ainu.
____________________________________________________________________________
7. List more steps the Japanese government can take to help the Ainu.
____________________________________________________________________________