Teacher Q & A: Carolyn Shediac, Stratton Elementary School, Arlington

Carolyn Shediac teaches second grade at Stratton Elementary School in Arlington, where she has worked for 10 years. In 2008, Arlington decided to introduce the study of Japan into its second grade classrooms, and Carolyn led her colleagues in the development of an innovative and exciting curriculum plan. She is currently participating in a Primary Source course on Japan, and will be traveling to the country on a Primary Source study tour this summer.

PS: Why has Arlington chosen to focus on Japan as an area of study for students?

Carolyn: Japan, as a unit of study, was proposed to Arlington's second grade teachers at our final town-wide meeting in June 2008. We had been teaching the same curriculum for as long as anyone could remember and many welcomed the change. Furthermore, Arlington is becoming a more diverse community with each passing year.

PS: How has Primary Source helped you to introduce Japan to your students?

Carolyn: During the summer, I led a group of 15 teachers in the creation of a curriculum map and guide for use in the second grade classrooms. We spent an afternoon at Primary Source becoming familiar with the library of resources for teachers and students. Before leaving, we received our library cards, and I checked out a wide range of informational books, as well as traditional and modern Japanese children's literature. Over the next two days, we assembled an impressive binder of resources, bibliographies, and activities including many from Primary Source.

This fall, my second grade class spent about four weeks "visiting Japan" during our world geography unit. During that time, I relied heavily on my binder for background information and activities. I also enrolled in my first Primary Source seminar - Japan and the World After the Time of the Meiji.

PS: What activities or lessons have your students been most engaged by?

Carolyn: As any teacher knows, hands-on activities will engage almost any student. The highlight of our unit was Japan Centers. During Japan Centers, students rotated through different art based activities - including sushi making and tasting, bento box decoration, cherry blossom pictures, Kanji, origami, carp kites, Mt. Fuji pictures, fan decorating, and exploring clothing and other artifacts from the Boston Children's Museum kits. In case you were wondering, we were able to get every student to try the sushi!

PS: In your opinion, why is it important to begin teaching students about the world in elementary school?

Carolyn: By learning about other places in the world, students are learning more about themselves and their peers. Using Venn Diagrams to compare life in Japan to life in Arlington, students recognized the differences easily. Students were surprised to discover that they had many things in common with the children in Japan...families, homes, school, and pastimes. These lessons were the catalyst for discussing similarities and differences in our own classroom.

PS: What do you hope to gain from your trip to Japan? What do you hope to bring back to your classroom?

Carolyn: On the study tour, I hope to "authenticate" my knowledge of Japan - the place and the people. My presentation of the Japan curriculum this year was based on what I had learned from books or curriculum guides. In my opinion, there is no substitute for personal experience. When I teach the Japan unit next year, I expect to impart a deeper understanding to my students. Instead of telling them about the people or the places, I hope to provide detailed descriptions. I will begin my lesson with, "When I was in Japan..."