Introduction
Save the Children is an international non-governmental organization specializing in child support and has
NGO consultative status with the United Nations Economic and Social Council. Immediately after the Great East
Japan Earthquake and Tsunami on March 11, 2011, Save the Children Japan started the Emergency Response
and Recovery Program and has provided support to children and adults in the affected areas.
When we conducted workshops on disaster risk reduction at after-schools (gakudo-hoiku) in Iwate andMiyagi Prefectures, together with the non-profit organization, Plus Arts, we listened to many primary-school-aged
children who survived the earthquake and tsunami. “When I evacuated I brought books with me, because I could
kill time by reading them as well as use them as a pillow.” “I packed a watch in my emergency grab bag, so I
would be able to know the time even when the clocks had stopped working due to power cuts.”
Such stories and ideas led us to develop educational materials on disaster risk reduction that contained
lessons learned from the earthquake and tsunami. This booklet is full of messages extracted from the experiencesof those who survived the disaster and lived in evacuation shelters. These messages were provided by children
and adults in the affected areas with whom we worked during the Emergency Response and Recovery Program.
Their experiences show that children are equipped not only with knowledge about surviving disasters,
but also have the ability to think and act on their own. Encouraging these abilities is what this booklet aims toachieve. Save the Children Japan continues to conduct activities in East Japan in order for children to be actively
involved in disaster risk reduction and to promote measures that reflect children’s perspectives, before, during
and after disasters.
Save the Children Japan“Tossa no Hitokoto” is disaster risk reduction educational material developed on the basis of interviews with
fifty people in Iwate and Miyagi Prefectures who were affected by the Great East Japan Earthquake and Tsunami.
The interviewees lived in both coastal and inland areas, and were engaged in a variety of occupations, including
primary school teachers, instructors of after-schools, nursery school teachers, officials of municipal governments,
community leaders, small-business owners, housewives and high school students.
We asked them, for example, “what difficulties they had” and “what had helped them.” From their stories,
lessons that should be passed onto future generations were compiled and expressed in manga form. Each mangastory has three scenes, and the last scene contains a blank word balloon. Readers are asked to think of a phrase
to fill in the balloon. Manga stories enable children to place themselves in different emergency situations andunderstand how they would feel. By thinking of what to say and what to do, children are encouraged to act on theirown in times of disaster.
In 2005, to commemorate the ten-year anniversary of the major earthquake in Kobe City, surrounding areas
and Awaji Island in 1995, we developed disaster risk reduction educational materials. At that time too, lessons
had been learned through interviews with the people affected, and incorporated into workshops and games fordisaster risk reduction education. Since then, these materials have been widely utilized. We will disseminate “Tossa
no Hitokoto” not only in Japan but also around the world, as a learning tool to convey experiences and lessons
learned from the Great East Japan Earthquake and Tsunami. It is hoped that this booklet will be of use for people
who conduct disaster risk reduction education at schools and in communities.
Plus Arts

How to Use “Tossa no Hitokoto”
This booklet consists of 1 Situation, 2 Lesson, and 3 Instruction. It can be used by anybody in various
settings, such as schools, community events, and workshops. Depending on the age group, the number ofparticipants, and the setting, you can choose and/or combine the following methods.

Structure of this booklet

1

Situation
Situations that are likely to be observed before, during, and after a disasterare depicted in a three-panel manga cartoon strip. A facilitator explains
the situation depicted in the three panels, and asks participants to think ofphrases to fill in the blank word balloon in the third panel.

A. Ways in which facilitators can explain a situation:(1) Showing the first, second, and third panels, one-by-one(2) Showing all three panels at once

Situation

B. Ways in which participants can think about and present their phrases:(1) Saying a phrase out loud(2) Writing a phrase in the blank word balloon on a copy of the manga cartoon(3) Discussing the situation in a group and presenting possible phrases(4) By looking at the situation pasted on a board, then writing downphrases on post-it notes and pasting them onto the board

2

LessonLessons include important messages and responses to the presented
situation. After participants have presented their suggested phrases, aLessonfacilitator explains the lesson.

3

Instruction
Instructions consist of an explanation of the Situation and Lesson, andrelevant experiences shared by the fifty children and adults interviewed.
Anybody can easily become a facilitator to teach disaster risk reduction justby reading the Instructions.

Instruction

How to choose situations for teachingThis booklet includes twenty-two situations under five themes; (I) Disaster Preparedness; (II) Earthquake andTsunami; (III) Survival after a Disaster; (IV) Life in an Evacuation Shelter; and (V) Post-disaster Life. Dependingon the setting, participants, and the length of time available, you can choose one or more situations forteaching using the tips listed below.

1

Focusing on one theme:
A. Disaster Preparedness:

B. Disaster Preparedness:

Situation 2. Packing for an Emergency, and

Situation 4. Preparing for Emergency Communications

2

Choose situations from multiple themes according to the learning objective:
A. Objective: Learn about disaster preparedness and prompt evacuation- Disaster Preparedness:

Situation 2. Packing for an Emergency- Earthquake and Tsunami:

Situation 6. Getting to Safe Shelter Quickly

B. Objective: Learn about life after a disaster- Survival after a Disaster:

Situation 13. Saving Water, and Situation 15. Different Kinds of Lights- Life in an Evacuation Shelter: Situation 17. Sharing Food

3

Choose situations suitable for age groups:
A. Lower grades of primary school:- Disaster Preparedness:

Situation 4. Preparing for Emergency Communications, andSituation 5. Deciding on a Meeting Place

B. Middle grades of primary school:- Disaster Preparedness:

Situation 2. Packing for an Emergency- Earthquake and Tsunami:

Situation 7. Staying away from the Ocean and Rivers

C. Upper grades of primary school:- Earthquake and Tsunami:

Situation 8. Taking the Initiative in an Evacuation- Survival after Disaster:

Situation 13. Saving Water

D. Junior high school:- Disaster Preparedness:

Situation 1. Bracing Furniture- Life in an Evacuation Shelter: Situation 19. Making a Safe and Secure Place for Children

E. High school and above:- Earthquake and Tsunami:

Situation 9. Helping People Stay Warm

- Life in an Evacuation Shelter: Situation 18. Considering the Needs of Small Babies

List of Situations

I. Disaster Preparedness
1. Bracing Furniture
2. Packing for an Emergency
3. Knowing Evacuation Routes
4. Preparing for Emergency Communications
5. Deciding on a Meeting Place

II. Earthquake and Tsunami
6. Getting to Safe Shelter Quickly
7. Staying away from the Ocean and Rivers
8. Taking the Initiative in an Evacuation
9. Helping People Stay Warm
10. Being Careful about Puddles and Muddy Roads

III. Survival after a Disaster
11. Getting Water from Different Kinds of Places
12. Ways to Carry Water
13. Saving Water
14. Utilizing Available Items to Stay Warm
15. Different Kinds of Lights

IV. Life in an Evacuation Shelter
16. Giving Consideration to Others
17. Sharing Food
18. Considering the Needs of Small Babies
19. Making a Safe and Secure Place for Children
20. Keeping the Toilet Area Clean
21. Helping Each Other

V. Post-disaster Life
22. Offering Neighbors a Helping Hand

Characters
Dad

Hiroshi

Mum

Sachi
Friend of Minato
Friend of Minato
Elder brother

Daichi

MinatoYounger sister

Misaki

Shintaro

Situation 1

Lesson 1［ Disaster Preparedness ］

Bracing Furniture佀 Install devices to prevent furniture from falling over.
佀 Rearrange furniture for safety.

Situation 2

Lesson 2［ Disaster Preparedness ］

Packing for an Emergency
佀 Pack necessities in an emergency grab bag.
佀 Think about where in your house to put an emergency grab bag.

Situation 3

Lesson 3［ Disaster Preparedness ］

Knowing Evacuation Routes
佀 Decide upon evacuation routes among your family.
佀 Check dangerous places on the route.
佀 Take a walk along the route in advance.

Situation 4

Lesson 4［ Disaster Preparedness ］

Preparing for Emergency Communications
佀 Utilize the Disaster Message Board Service.
佀 Contact relatives and acquaintances that live in areas far away.
佀 Leave a note in the house.

Situation 5

Lesson 5［ Disaster Preparedness ］

Deciding on a Meeting Place佀 Have an emergency plan so you don’t have to walk aroundlooking for your family.
佀 Behave cautiously.

Situation 6

Lesson 6［ Earthquake and Tsunami ］

Getting to Safe Shelter Quickly佀 Evacuate immediately when you hear a tsunami warning.
佀 Prepare for evacuation when a tsunami is expected.

Situation 7

Lesson 7［ Earthquake and Tsunami ］

Staying away from the Ocean and Rivers
佀 When the ocean’s water is receding fast, a tsunami is coming.
佀 Be careful ! A tsunami may be coming even when the oceanlevel does not drop.

Situation 8

Lesson 8［ Earthquake and Tsunami ］

Taking the Initiative in an Evacuation
佀 Have the courage to evacuate, even if nobody else is. Others
may follow you to safer places.

Situation 9

Lesson 9［ Earthquake and Tsunami ］

Helping People Stay Warm佀 Help take off wet clothes.
佀 Dry the body with towels.
佀 Keep warm by wrapping yourself in blankets, curtains or towels.

Situation 10

Lesson 10［ Earthquake and Tsunami ］

Being Careful about Puddles and Muddy Roads佀 Use a stick to check the depth of puddles and muddy places
before walking through them.
佀 Cover your feet with plastic bags before putting on your shoes.

Situation 11

Lesson 11［ Survival after a Disaster ］

Getting Water from Different Kinds of Places
佀 More water is required than you think.
佀 Know where to get water.
佀 Store water in your daily life.

Situation 12

Lesson 12［ Survival after a Disaster ］

Ways to Carry Water
佀 Make a bucket using plastic bags and cardboard boxes.
佀 Use backpacks and plastic bags.

Situation 13

Lesson 13［ Survival after a Disaster ］

Saving Water
佀 Fill a bucket with water for washing dishes.
佀     佀           

Situation 14

Lesson 14［ Survival after a Disaster ］

Utilizing Available Items to Stay Warm
佀 Make use of newspapers, curtains, and cardboard boxes
to stay warm.

Situation 15

Lesson 15［ Survival after a Disaster ］

Different Kinds of Lights
佀 Use lantern-shaped lights to brighten up a whole room.
佀 Headlamps free your hands for working.

Situation 16

Lesson 16［ Life in an Evacuation Shelter ］

Giving Consideration to Others
佀 Think about those who have difficulty getting emergency
supplies on their own.

Situation 17

Lesson 17［ Life in an Evacuation Shelter ］

Sharing Food佀 Immediately after a disaster, food is often in short supply.
佀 Everyone has to survive by sharing food.

Situation 18

Lesson 18［ Life in an Evacuation Shelter ］

Considering the Needs of Small Babies佀 Create a separate room for babies and their parents.

Situation 19

Lesson 19［ Life in an Evacuation Shelter ］

Making a Safe and Secure Place for Children佀 Studying and playing are important for children even in times ofdisaster.
佀 Ensure that every child can use the children’s space.

Situation 20

Lesson 20［ Life in an Evacuation Shelter ］

Keeping the Toilet Area Clean佀 Every person needs to clean the toilet after use.
佀 Take turns to clean up the bathroom.

Situation 21

Lesson 21［ Life in an Evacuation Shelter ］

Helping Each Other佀 Talk to each other.
佀 Volunteer what you can do.

Situation 22

Lesson 22［ Post-disaster Life ］

Offering Neighbors a Helping Hand
佀 Exchange information and items.
佀 Help each other out when in trouble.
佀 Say hello to your neighbors in everyday life.

Instruction

1

Bracing Furniture■ Explanation of Situation

佀 Story(1) At Minato and Misaki’s house, Misaki is worried, “This dresser, I wonder if itwould fall over during an earthquake?” Minato is not worried at all, “Nah, it’s
so heavy, there’s no way it would fall over.”(2) “What? It’s an earthquake!” Their house is shaking.
(3) When an earthquake happens, even heavy furniture can easily topple. The
dresser right behind Minato is about to fall over. “Watch out Minato!” Misaki        

Minato says, “    .”

佀 Example Phrases feeling“No way!”“I didn’t think the dresser would fall over.”“That was close.”佀 Example Questions- What can we do to prevent furniture from falling over?
- Is there any heavy furniture near your bed?
- What do you do at home to prepare for earthquakes?

■ Explanation of Lesson

佀 Install devices to prevent furniture from falling over.
- Tall furniture falls over easily and can cause serious injuries.
- When cupboards or glass cabinets fall over, you can be injured from broken
glass.
- Install devices or spring tension rods to prevent furniture from falling over.

佀 Rearrange furniture for safety.
- When an earthquake occurs while you sleep, you may be unable to protect
yourself immediately.
- Place low furniture or consider a safe arrangement of furniture in your bedroom.
- Do not place furniture near the door. If furniture falls down and blocks the door,
you will not be able to get out of the room.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
In the Great Hanshin-Awaji Earthquake, a tremendous number of deaths and injuries were caused by furniture falling over.
However, many people had not braced their furniture when the Great East Japan Earthquake and Tsunami occurred.
Interviewees said, “I held the TV during the earthquake. So afterwards, I bought a device to prevent the TV from falling over.”And, “[After the Great East Japan Earthquake and Tsunami] I installed spring tension rods to fix the furniture in place.”Instruction

2

Packing for an Emergency■ Explanation of Situation

佀 Story(1) At school Minato learned the importance of preparing an emergency grab bag
in case of disaster. Immediately after getting home, he packed up necessary
items in his bag. “Have you prepared an emergency grab bag?” he asked
his sister, Misaki. But she was busy drawing. “I will do it later.” She did notprepare her emergency grab bag.
(2) A week later an earthquake struck. “OK, let’s leave for the shelter.” Minato andher mother pick up their emergency grab bags and are ready to leave theirhouse. They do not see Misaki around. “What? Where did Misaki go?” says
Minato.
(3) “Hurry up!” Minato shouts at Misaki. She is packing her emergency bag andsays, “.”佀 Example Phrases feeling“Wait for me!”
“I should have packed mine before.”“I shall hurry up.”佀 Example Questions- What would you do to avoid Misaki’s situation?
- What would you pack in your emergency grab bag?
- Where in your house would you place your emergency grab bag?

■ Explanation of Lesson

佀 Pack necessities in an emergency grab bag.
- You can evacuate immediately if your emergency grab bag is ready.
- Pack up the minimum necessities to survive for a few days after a disaster.
- Useful items include:» Food (water, canned food, snacks, etc.)» Clothes (raincoat, underwear, etc.)» Daily necessities (towel, toothbrush, clock, etc.)» Handy items (mask, work gloves, plastic bags, newspapers, headlamp, radio, etc.)» Toys (stuffed animals, card games, etc.)

佀 Think about where in your house to put an emergency grab bag.
- Discuss where to keep an emergency grab bag with your family, for example,
near the entrance or beside your bed. Somewhere you can easily pick it up and              - Keep emergency grab bags in different places around the house, so you cantake them wherever you are and evacuate immediately.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
People who stayed in shelters talked about useful items to pack in emergency grab bags. “We used plastic bags andnewspapers to stay warm.” And, “I played cards when others seemed busy or I got bored in the shelter.” One interviewee
prepared a grab bag in case an earthquake or tsunami struck while driving, saying, “I keep emergency supplies̶food,water, and wellingtons̶in my car.”Instruction3

Knowing Evacuation Routes■ Explanation of Situation

佀 Story(1) An earthquake appears to stop. Outside the house, an emergency siren issounding. Misaki is ready to go. “OK, let’s leave for the shelter,” says hermother. “Yes,” Minato and Misaki nod. The three of them are about to leave.
(2) “Where shall we go?” Misaki asks. Neither she nor her mother has any idea.
(3)     "#佀 Example Phrases action“I think the elementary school is the designated shelter.”“I think we’d better go to a high place.”

佀 Example Questions- $ %       &  & '- What are other important things to remember in an evacuation besides knowing
where to go?

■ Explanation of Lesson佀 Decide upon evacuation routes among your family.
- Decide where to go and how to get there.
- Choose safe and wide streets.
- Think about where to evacuate to wherever you are, because an earthquake ortsunami can occur at anytime̶when you are inside or outside your house.

佀 Check dangerous places on the route.
- When earthquakes happen, fences and walls may collapse, vending machines
may fall over, and roads may be damaged.
- Check the evacuation route to see if there are such potential dangers on the way.
- Be careful of such dangers when evacuating.

佀 Take a walk along the route in advance.
- After an evacuation route is decided on, take a pre-tour.
- Get to know how long it takes to walk to the shelter and where possible dangers
are along the route.
- * &       

-     %       %  &      + 

family evacuation route.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
It is difficult to predict the scale of a tsunami. Some people said, “After the Great East Japan Earthquake and Tsunami,
our family discussed evacuation shelters that were far from our house but on high ground.” Other people provided usefulcomments such as, “You should know how far your house is from the sea and how high above sea level your house is.”And, “I want my children to identify safe places and choose safe evacuation routes by themselves.”

Instruction

4

Preparing for Emergency Communications■ Explanation of Situation

佀 Story(1) Minato, Misaki and their mother are on their way to the shelter at theelementary school. “I hope dad is OK…” Minato is worried about his father
who is at work. “Hold on, I will call him,” his mum replies and starts to call him.
(2) “Beep, beep…” “He doesn’t pick up the phone.”(3) “What happened? Is dad OK?” Minato asks anxiously. Mum is still trying toreach him and says “.”佀 Example Phrases feeling“What shall we do?”“Well, what to do?”“I wonder where dad is?”佀 Example Questions- What can you do to avoid such a situation?
- What other ways can you think of contacting him?

■ Explanation of Lesson-  &             &&       

email.
- Discuss this with your family and decide upon an emergency communication plan.
- Have more than one means of communication.

佀 Utilize the Disaster Message Board Service (Japan only).
- There are three kinds of message services in times of disaster.
(1) Disaster Emergency Message Dial (call 171)(2) The Disaster Message Board Service (look at the menu on your cell phone)(3) Search for “WEB171” on the Internet.

- Get to know how to use these services on trial days.
- Landlines are, in general, more accessible than cell phones, and so are email andthe Internet.

佀 Contact relatives and acquaintances that live in areas far away.
- Telephone lines become very busy in areas affected by disaster.
- Contact those who do not live in the affected area and leave them a message.

佀 Leave a note in the house.
- Leave a note containing the date and time, where you are going, and who you arewith.
- Put the note inside the house for security reasons.
- Discuss with your family and decide where to leave a note and what is to be written.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Many people said, “I couldn’t use my cell phone because the battery soon ran out.” Some people shared their experiences.
“I couldn’t make contact through telephone calls, but could use email and cell phone applications to contact people.” And,
“I turned the cell phone off when I didn’t need to use it. This way the battery lasted for three weeks.”

Instruction

5

Deciding on a Meeting Place■ Explanation of Situation

佀 Story(1) Dad is also calling mum, but cannot get through. He is so worried that hegoes back home. “I’m home! Hey, are you all here?” he asks, but no one
answers. “Nobody’s here… Maybe they have gone to the junior high school?”(2) He walks to the junior high school. He shouts, “Minato! Misaki! Sachi!” Butfinds, “They are not here, either… Maybe they are over at the elementary
school?” Then he heads to the elementary school.
(3) As soon as he arrives at the elementary school he discovers all three.
“Daddy!” Minato and Misaki run towards him. Finally, Minato’s family isreunited. Dad, who was so anxious from not knowing where his family was,says, “.”佀 Example Phrases feeling“Here you are.”“I was so worried!”“I’m so glad to know you all are safe.”

佀 Example Questions- What would you do to avoid this situation?
- What would you decide upon with your family in case you have to evacuate?

■ Explanation of Lesson

佀 Have an emergency plan so you don’t have to walk aroundlooking for your family.

-          

 &      &    - Decide on a meeting place with your family. Then you can feel more relaxedbecause you know where your family should be.

佀 Behave cautiously.
- It is important to stay calm. Go to the meeting place without panicking.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Many people were walking around in dangerous environments visiting shelters one-by-one for days after the disaster looking
for their families. That was because they did not know where their family had evacuated to.

Instruction

6

Getting to Safe Shelter Quickly■ Explanation of Situation

佀 Story(1) “A tsunami is coming!” “Get out of here immediately. It could be really
dangerous.” Outside the house, neighbors are heading to shelters in a hurry.
(2) Inside the house, mum is clearing up broken dishes. She cries, “Oh no, all myfavorite dishes are broken.”(3) A tsunami warning is issued and a siren is sounding. Mum is saying, “I have toclean up this mess.” Minato says to his mum, “.”佀 Example Phrases action“We have to leave right now!””A tsunami warning has been issued.”“What are you doing? Let’s go!”佀 Example Questions- What do you do when you hear a tsunami warning?
- Why does Minato think they have to leave the house?
- When else do you have to evacuate besides when a tsunami-warning siren goesoff?

■ Explanation of Lesson

佀 Evacuate immediately when you hear a tsunami warning.
- When a tsunami warning is issued after an earthquake, take an emergency grab
bag and evacuate right away.
- Put on a jacket or a coat to keep you warm in wintertime, even when you are in ahurry to evacuate.

佀 Prepare for evacuation when a tsunami is expected.
- When there is the possibility of a tsunami after an earthquake, evacuate as soon
as possible, even if there has been no tsunami warning or you are unaware if atsunami warning has been given.
- Tsunamis are expected in the following cases.
» A big earthquake (over 6.5 magnitude) that lasts a long time.
» The epicenter is shallow below the ocean (10 to 30 kilometers below sea level).
» People are evacuating to high ground.
» The sea level or rivers suddenly drop.
» Water is coming in from the ocean.

■ Stories from people affected by the Great East Japan Earthquake and TsunamiInterviewees talked about the tsunami. “The tsunami came gradually and quietly.” “The water was rising up slowly.” And,
“The tsunami came right up here before I noticed it.” An important lesson shared by another interviewee is that, “When you
actually see a tsunami coming, you should evacuate without taking anything and protect only your life. You can get yourdaily necessities in the days after the tsunami.”Instruction

7

Staying away from the Ocean and Rivers■ Explanation of Situation

佀 Story(1) Minato and his friends, Daichi and Shintaro, are taking a walk along thebeach. They see the ocean waters suddenly receding. The tide is ebbing. A         (2) Shintaro notices, “Look! The ocean is getting lower.” Daichi says excitedly,"$    %  <    &#(3) Shintaro and Daichi are about to climb up the dyke to get some fish, but
Minato grabs their arms and says, “.”佀 Example Phrases action“Don’t go!”
“A tsunami is coming!”“We have to leave here right now!”佀 Example Questions- Why is the ocean level dropping?
- Why is Minato stopping his friends?
- What would you do if you see the ocean receding after an earthquake?

■ Explanation of Lesson- If an earthquake happens when you are near the sea or a river, leave the area andevacuate inland or to higher ground immediately.

佀 When the ocean’s water is receding fast, a tsunami is coming.
- Tsunamis are anticipated when the ocean level drops suddenly.
- $

             

& %      = %

&  %  &   

immediately.
- Tsunamis travel up rivers. If a tsunami is coming, stay away from rivers.

佀 Be careful! A tsunami may be coming even when the oceanlevel does not drop.

- Ocean waters do not always drop before a tsunami.
- If you think a tsunami is coming, stay away from the ocean and rivers, even if theocean waters are not receding.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Earthquakes and tsunami can happen anywhere along the coast at any time. After the Great East Japan Earthquake andTsunami, one interviewee said that, “Wherever I go, I confirm the directions to higher ground in case I need to evacuate.”
Others shared their experiences, “It is absolutely necessary to conduct drills of going to higher ground. I knew this [when theearthquake struck], but at that time I could not move.” And, “A tsunami warning may be issued, but a tsunami may not actuallyoccur. Still, we have to evacuate every time when a tsunami is expected.” It is important to bear in mind that a tsunami canoccur after an earthquake.

Instruction

8

Taking the Initiative in an Evacuation■ Explanation of Situation

佀 Story(1) An earthquake finally stops. In Minato’s neighbor’s house, a man and awoman feel relieved. “The earthquake has died down. Everything should be
OK now, right?” says the woman. The man responds, “Yeah, I think so,” while
he is looking at his cell phone.
(2) “Hey...Hey!” They hear someone yelling outside. “What’s going on?” They lookat each other.
(3) When the couple looks out the window, Minato is running away, taking
Misaki’s hand, and children and adults are following them. Minato lets theneighbors know in a loud voice, “.”佀 Example Phrases action“Get out of here!”“A tsunami is coming!”“Hurry up!”佀 Example Questions- Why are Minato and his neighbors running?
- What do the man and the women have to do after watching Minato and theothers running towards a shelter?
- Why do you think so?

■ Explanation of Lesson

佀 Have the courage to evacuate, even if nobody else is. Others may
follow you to safer places.

- We tend to think we are going to be OK, even when a tsunami is expected after
an earthquake.
-       - *   &   "$         %#%     

evacuate to protect your life.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
In Kamaishi City, Iwate Prefecture, children took on a leadership role and rushed towards high places right after theearthquake. Other people watching them then followed. This action has been praised as the children saved a lot of lives.

Instruction

9

Helping People Stay Warm
■ Explanation of Situation

佀 Story(1) Many people are gathering at a shelter where it is very cold and without
any heating. “It’s so cold,” Daichi says. Minato follows, saying, “I wonder ifeveryone is OK?”
(2) A man is entering the shelter. His clothes are wet through and he is shivering.
Minato sees him and says, “Look! That person is soaking wet.”(3) After seeing the man, Minato says, “.”佀 Example Phrases action“Here is a person who is soaking wet and shivering.”“Does anybody have a towel?”“Do you have a blanket or jacket?”佀 Example Questions- $        %  % '- How do you dry wet clothes?
- What would you do when no towel is available?
- What needs to be prepared at shelters in order to respond to such a situation?

■ Explanation of Lesson

佀 Help take off wet clothes.
- People may arrive at shelters drenched because they were caught up in a  &     %    - Wet clothes can quickly decrease the body’s temperature. Take off wet clothing.

佀 Dry the body with towels.
- If somebody is wet, dry their body with towels if available.
- If you don’t have towels, use whatever materials are available, such as curtains or
tissue paper.

佀 Keep warm by wrapping yourself in blankets, curtains or towels.
- When the body temperature continues to drop, people may die.
- Shelters need to be equipped with heating, such as stoves, to keep the shelter
warm and to dry wet clothes.
- When heating or dry clothes are not available at shelters, keep warm using
blankets, curtains, bath towels, newspapers or big plastic bags.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
On the day of the Great East Japan Earthquake and Tsunami, it was very cold and snowing. Many people were caught inthe tsunami and got completely soaked, but some shelters had neither towels nor spare sets of clothes. Some people took
off their jackets or shirts and gave them to those who had got wet, while others massaged these people all night to keepthem warm.

Instruction

10

Being Careful about Puddles and Muddy Roads■ Explanation of Situation

佀 Story(1) Minato is taking shelter at the elementary school. He is asked to go to a
nearby supermarket for supplies. In town, there are puddles everywhere after
the tsunami. “What are you doing?” Minato asks Shintaro. “I’m checking tosee if this puddle is shallow enough to walk over,” Shintaro responds.
(2)   &   >     "<  @&  

cover is not in place.” “Yes, that’s why I’m using a stick to check the depthof this puddle.” Shintaro explained. He shows Minato how to identify areas
covered by water and mud that are too deep to walk over.
(3) Minato and Shintaro are walking back to the shelter making sure they don’t
get stuck in holes. “Whew, we made it,” says Shintaro. On arriving back at the
shelter, Minato is surprised to see the state of his shoes and says, “Oh!”“.”佀 Example Phrases feeling“Wow, my shoes are completely covered with mud.”“Oh no. It is so uncomfortable with muddy shoes.”“Our shoes got real dirty.”佀 Example Questions- What is the situation in town like after a tsunami?
- What would you be careful about when walking outside?
- What things are useful when walking outside?
- What readily available thing can you use to prevent your feet and socks from getting■ Explanation of Lesson

wet and muddy?

佀 Use a stick to check the depth of puddles and muddy places
before walking through them.

- Puddles remain and roads get muddy in low-lying areas after a tsunami.
-   &   &    %  &  % % % &  &      

- Walk around areas covered with water and mud using a stick to check theirdepth.

佀 Cover your feet with plastic bags before putting on your shoes.
- Plastic bags are very useful for various purposes.
- Cover your socks with plastic bags and tape them around your knees, then put
on your shoes. This will keep your socks and feet clean.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Many interviewees described the situation after the tsunami. “Everywhere was like a swamp.” And, “In the street and inside
my house the mud was ten to twenty centimeters deep.” Sticks were used in different ways, for example, to help jumpover puddles and to carry goods by tying them to both ends. Furthermore, it is necessary to watch your step when walking
outside after a tsunami. In the Great East Japan Earthquake and Tsunami, people were injured by stepping on nails andbroken glass that were scattered around the streets.

Instruction

11

Getting Water from Different Kinds of Places■ Explanation of Situation

佀 Story(1)      %  & "  %  & 

out.”(2)     & "X %  &  #(3) $  +        %    “ 

.”佀 Example Phrases feeling“I only have this one bottle of water.”“I wonder how many days I can survive with this?”佀 Example Questions- What can you do to avoid Minato’s situation?
- Where can you get water from if the water supply stops?
- How can you prepare for such a situation?

■ Explanation of Lesson

佀 More water is required than you think.
- The water supply is often cut off after an earthquake.
- We use much more water than we think in our daily life. For example, we use%    %         %   

and clothes, and taking a bath.

佀 Know where to get water.
- $   + 

 % %   %  

- We can drink water from mountain springs and wells, as it is or after it has been
boiled.
- Water from swimming pools, water tanks, and bathtubs should not be drunk, but      佀 Store water in your daily life.
-   

%      %        &

- What you can easily do is to keep rainwater or bathwater after taking a bath.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Many interviewees talked about the difficulty in getting water during the disaster. “I woke up at four o’clock in the morningand went up the mountain thorough thick bushes in order to get water from a stream. This was my daily routine, what I had
to do to survive.” And, “Due to power cuts, we couldn’t get water from the well using the motor. Instead, we put stones ina bucket, lowered the bucket into the well, and collected water that way. It was a primitive life.” Other people filled buckets
with tsunami water and used it to flush toilets.

Instruction

12

Ways to Carry Water■ Explanation of Situation

佀 Story(1) A water supply truck has arrived near Minato’s house as the regular watersupply has stopped. He hears somebody saying, “We are passing out water.”(2) “It’s a water supply truck. Let’s get in line.” Minato and Misaki approach thetruck and queue up.
(3) Finally, it’s Minato and Misaki’s turn. “Hey, where is your container?” asks the
person distributing water. Minato says, “.”佀 Example Phrases feeling“I haven’t brought anything to hold water. What shall I do?”“I thought containers would be provided.”佀 Example Questions- How would you prepare to avoid Minato’s problem?
- What could you bring from home to carry water in?”■ Explanation of Lesson- When the water supply stops after an earthquake, water supply trucks will distributewater.
- Bring water containers and buckets to carry water from the water supply trucks.
- Make sure to have some big containers to hold water in case of disaster.

佀 Make a bucket using plastic bags and cardboard boxes.
- Water from water supply trucks is drinkable.
- You can use a plastic bag to line a cardboard box or a dirty bucket. You can use
it as a container to carry clean water.
- Plastic bags are very useful. You can cover any container with plastic bags tocarry water in them.

佀 Use backpacks and plastic bags.
- Water is heavier than you think.
- It is easy to carry water in cardboard boxes lined with plastic bags on trolley
trucks and carry carts.
- Elevators do not work when the electricity supply is cut off during a disaster.
 %     %   %        

carry water upstairs by putting a plastic bag inside a backpack to hold water.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
A lot of people had trouble when they went to collect water from the water supply trucks because they did not have any
containers. Even when containers were available at the trucks, the number was so limited that not everyone could have one.
People used whatever they could to hold water. Interviewees said, “I used anything that could hold water, like plastic bottles
and kettles.” “I used a baby carriage.” And, “Carry carts and wheelbarrows were convenient to use.”Instruction

13

Saving Water■ Explanation of Situation

佀 Story(1) Minato’s family is having dinner using cardboard boxes as a table. “Thank you
for the meal,” said Minato and Misaki. Mum replies, “You are welcome.”(2) After eating, mum starts washing the dishes. “I am going to use this bottled
water to wash the dirty dishes,” mum says. “Wait!” a surprised Minato says.
(3) He stops her by holding her arm, and says, “.”佀 Example Phrases action“No way!” “Keep this bottled water for drinking.”“It is a waste to use bottled water to wash dishes.”佀 Example Questions- Why does Minato stop his mother?
- What can you do to clean dishes without using bottled water?
- How can you use dishes without making them dirty by using items available at home?
- Can you think of any ways to use dishes and clean them with little or no water?

■ Explanation of Lesson- The water supply may stop in times of disaster. At these times it is necessary to use
as little water as possible.
- Use water collected from various sources for different purposes. Water fromwater supply trucks and bottled water are clean and can be used for drinking andcooking, while water from swimming pools can be used for flushing toilets andlaundry.
- Make efforts to reduce the amount of water used in daily life, even before a disaster.

佀 Fill a bucket with water for washing dishes.
- Wipe used dishes with kitchen paper, tissue paper, or pieces of cloth before
washing them.
- Fill a bucket with water, add a small amount of detergent and wash dishes in thebucket. Then rinse them with clean water.

佀   

- >  &    & -    Z     &      %  % 佀      -     % -              \         &  &  %    &   - Put used toilet paper into a garbage bin instead of the toilet. A lot less water is     

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
It can sometimes take months until the water supply service is resumed after a major earthquake. People have to go andcollect water from water supply trucks, which is hard work. Many people who experienced this said, “I could not use cleanwater from the water supply trucks or bottled water for washing dishes.”

Instruction

14

Utilizing Available Items to Stay Warm
■ Explanation of Situation

佀 Story(1) “It’s snowing,” says Daichi when he walks out of the shelter.
(2) Every time someone enters or leaves, cold air blows into the shelter. Minato,>       +  (3) Shivering, Minato says, “.”佀 Example Phrases feeling“I am so cold!”“I can’t put up with this cold.”“We need a heater.”佀 Example Questions- How can you keep yourself warm when it’s very cold?
- Can you think of ways to stay warm using readily available items?

■ Explanation of Lesson

佀 Make use of newspapers, curtains, and cardboard boxes tostay warm.

- You cannot use air conditioners or heaters when the gas and/or electricity supply
stops after an earthquake or tsunami.
- Some shelters do not have any heating. During winter, it is very cold in school
gymnasiums that are designated as shelters, and it becomes much colder atnight.
- Some people are in such a hurry to get to a shelter they forget to put on a coator jacket.
-     +     &  % &- When blankets or futons (quilts or duvets) are not available, you can wrap yourself
with newspapers, pieces of cardboard boxes, large plastic bags, or towels tostay warm.
- Pack something that helps you stay warm in your emergency grab bag, such asaluminum foil.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Those who evacuated to schools used anything available to keep warm, including curtains and gym mats. Some people
wrapped their feet up with toilet paper and then covered them with plastic bags, while others put on children’s gym uniforms
which could stretch to fit even adults.

Instruction

15

Different Kinds of Lights■ Explanation of Situation

佀 Story(1) Minato is sleeping in a classroom at the elementary school designated as ashelter. He wakes up in the middle of the night.
(2) “Umm…, I have to go to the bathroom.” He gropes his way to the door in thedark classroom.
(3) He opens the door and looks out at the pitch-dark corridor. Surprised, Minato
says, “.”佀 Example Phrases feeling“Oh, it’s so dark.”“I am scared.”“It’s too dark to get to the toilet.”佀 Example Questions- How can you go to the bathroom by walking through a dark corridor?
- What is needed to get to the bathroom safely?
- What can you use to lighten up a dark room?

■ Explanation of Lesson- When the electricity supply stops, it becomes completely dark in shelters, houses,
and streets at night.
- *             &- There are other kinds of useful lights, such as:佀 Use lantern-shaped lights to brighten up a whole room.
- Flashlights can light up a limited area, while lantern-shaped lights can illuminate
the entire room, which is useful in a big room with many people.

佀 Headlamps free your hands for working.
- You can carry a flashlight to go to the bathroom, for example, but it is notconvenient when you need to use both hands, such as when carrying or handingout goods.
- Headlamps are useful as they leave both your hands free to do anything.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Candles can be dangerous when aftershocks continue, because they may fall over and cause a fire. Interviewees talked
about how they lightened up rooms during the disaster. “We used spirit lamps from the lab classroom in the school.” And,“We got a car battery from an electric appliance shop and connected it to a small bulb. It was brighter than a candle.” They
also said that headlamps were useful for cooking. In some shelters, people were considerate of others who were sleeping.
“One person was going to the bathroom by directing a flashlight at the ceiling so as not to wake up people who had tosleep in the corridors. After seeing this person’s example, others did the same.”Instruction

16

Giving Consideration to Others■ Explanation of Situation

佀 Story(1) Everybody is hungry at the shelter where Minato is staying. They do not haveclothes to change into either. When emergency supplies, such as drink, food           &&"*   

too much!” “Shut up! Get out of here!” “Hey, that’s mine. Get your hands off!”
People are trying to grab anything they can by pushing others away. They     
(2) There are people who are watching the scene from a distance. A woman ina wheelchair says, “I would like some too but…,” and an old woman says,“That is really too bad.” Minato does not know what to say.
(3) But after a moment, Minato takes courage and says, “.”佀 Example Phrases action"^   @#“Let us queue.”“Can you give that woman some?”佀 Example Questions- What do you think about people scrambling for items?
- $ %       &  '- $  %       &'

■ Explanation of Lesson

佀 Think about those who have difficulty getting emergency
supplies on their own.

- Imagine the following situation. For two days after a disaster, no food has been
provided at the shelter. Your family has had only one chocolate bar and a packet
of candies to share. Other people are very hungry too. Finally, rice balls aredelivered.
» $ %    %          '» What would happen if those who were strongest or able to run fastest take ten
rice balls each?
» What would happen if rice balls were not provided to those who cannot get them      %        & '» What would you do if people pushed each other to get rice balls and toppled the%     '  %       
and nobody would be able to eat them.

- _ `      &       &       others and be willing to share items with others.
- Discuss the situation, make a rule, such as “queuing” or “one for each,” and     % %   &   

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
People quietly and calmly queued after the great disaster. This behavior was broadcast and praised worldwide. It is very
important to give consideration to others and share with others at any time.

Instruction

17

Sharing Food
■ Explanation of Situation

佀 Story(1) Minato and Misaki evacuated to the elementary school and have somehow & %            +  they have not eaten anything since breakfast. Misaki, whose stomach starts
growling, says, “I am hungry.”(2) “I only have this bun left.” Minato takes it out of his backpack. “I want to haveit,” Misaki murmurs.
(3) When looking around the room, they notice a baby who is crying andsaying, “I am so hungry,” a small boy who is telling his dad, “I want to eat
something… anything…” and a small girl who has nothing to eat. Misaki feels
awkward. “What shall we do?” In response, Minato says, “.”佀 Example Phrases action“We only have this bun. What shall we do?”“Do you think we can share this with the others?”

佀 Example Questions- What would you do if you were Minato?
- How would you share a bun among many people?

■ Explanation of Lesson

佀 Immediately after a disaster, food is often in short supply.
- When roads and bridges are destroyed by an earthquake or tsunami, it becomes     &   %  
- It may take several days for emergency supplies to be delivered to shelters. In themeantime, evacuees have to survive by sharing whatever they have.

佀 Everyone has to survive by sharing food.
- Everybody is thirsty and hungry. Do you think it is right if you eat what you haveand do not care about others?
- _       &         &        

and to share anything you have with others.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
It took days for emergency supplies to arrive at some shelters, because the areas affected were so vast. Given the situation,
people survived by sharing and being considerate of others. “We sipped only a little water from a bottle and passed it around.”“We divided one slice of bread into four pieces and each had one piece.” “We broke snacks into small pieces to sharearound.” And, “We made rice porridge with rice balls and water so that many people would be able to have some rice.” There
were more stories about how people helped each other. “Those who lived in less-affected areas brought us food.” And, “Wediscussed the situation and decided to give priority to small children and their mothers when distributing food.”Instruction

18

Considering the Needs of Small Babies■ Explanation of Situation

佀 Story(1) A baby is crying in the shelter. “There, there… Don’t cry…,” says the mother,trying to soothe the baby. But the baby continues crying.
(2) “WAAAAHHH!” The baby is crying louder and louder, while people around thebaby are getting annoyed. “That baby is so loud!” And, “I wish she would takethat baby somewhere else.”(3) Some people are grumbling, while the mother is in trouble because the baby
does not stop crying. Watching this situation, Minato says, “.”佀 Example Phrases feeling“Why does the baby keep crying?”“Poor baby.”“I wish I could help her somehow.”佀 Example Questions- Why is the baby crying?
- What could you do to soothe the crying baby?
- What could you do for the mother and baby to enable them to stay in the shelter
without being worried about disturbing others?

■ Explanation of Lesson佀 Create a separate room for babies and their parents.
- Babies are not able to communicate verbally, so they communicate by crying. For
example, “I am hungry.” “I have a headache.” And, “My diaper is wet.” We needto think about what they want and respond to their needs. However, sometimes
they do not stop crying, even though we have done everything we can think of.
- There are various people in the shelter. You may have to stay in a large space
without any partitions together with people whom you do not know at all.
- Children as well as adults may be deep in shock due to the disaster and feel
uneasy. Noises that they usually would not mind may annoy them.
- In order for everybody to stay comfortably in the shelter̶crying babies, mothers
and fathers in trouble, and those who are annoyed by babies̶we can create aroom where only families with babies stay.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Various arrangements were made for everybody to stay comfortably in the shelters. For example, interviewees said, “Weallocated rooms to people by the wards where they lived, so that they could stay with people they knew.” And, “We asked
people to keep pets outside the shelter.”Instruction

19

Making a Safe and Secure Place for Children■ Explanation of Situation

佀 Story(1) “Rock, paper, scissors… One, two three. Yay! I won.” Minato, Daichi and
Shintaro are playing in the shelter.
(2) “Hey boys, you are too loud! Go play somewhere else!” a man scolds them.
(3)     +        > &  &

seem to feel bad and are lying down, while others are crying with their heads
on their knees. The three boys who were scolded say, “.”佀 Example Phrases feeling“We were scolded.”“There is no place to play.”“We can’t play here. What shall we do?”

佀 Example Questions- What is the situation inside the shelter?
- Why does the man tell Minato and his friends to be quiet?
- Minato and his friends want to play, but they have no place to do so. What canthey do?

■ Explanation of Lesson- Children did not have spaces to play in many shelters, while many children felt
they should not play at all given the serious situation after the Great East Japan
Earthquake and Tsunami. It is important to make shelters comfortable for children
and adults by creating spaces for children to play.
- Choose a space for children not to close to elderly people and those who do not
feel well, as well as in a safe area that can be observed by adults.

佀 Studying and playing are important for children even in timesof disaster.

- >  % &    &
- People are busy distributing emergency supplies, cooking for evacuees,
contacting people outside the shelter, and having meetings.
- Even under such circumstances, it is necessary for children to study and play insafe and secure places.

佀 Ensure that every child can use the children’s space.
- There are children of different ages in the shelter and their needs vary. Somechildren want to study, and others want to play.
- Ensure that children with different needs can use the children’s place comfortably.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Save the Children Japan established “Child-friendly Spaces” in shelters. During the disaster, children stayed with many
people whom they had not known before and observed the serious situation around them. “Child-friendly Spaces” provided
children with opportunities to study, play, and do some exercises. By participating in these activities at regular times, children
were able to recover somewhat from this difficult experience, which helped them get back to a normal life.

Instruction

20

Keeping the Toilet Area Clean■ Explanation of Situation

佀 Story(1) “Rrrrr… I have to go to the bathroom,” Minato rushes to the toilet.
(2) {          "| @$

can’t use this toilet either.” “Huh? Why not?” Minato asks.
(3) When Minato looks at the toilet area, he is surprised and says, “.”佀 Example Phrases feeling“Wow! This is so dirty and stinking.”“I can’t use this toilet.”“This toilet is clogged.”佀 Example Questions- Why do the toilets get so dirty?
- The toilet is too dirty to be used. What can you do?

■ Explanation of Lesson- The water supply often stops after an earthquake or tsunami.
-  \    %       %        stayed in shelters and used the toilets. For example, in a gymnasium, there were
only four toilets for 400 people. It was necessary for many people to use the toilets
cleanly and without getting them clogged.

佀 Every person needs to clean the toilet after use.
- If you make a toilet dirty, clean it up immediately after use.
- Put toilet paper in a garbage bin to save water.

佀 Take turns to clean up the bathroom.
- Decide who cleans the bathrooms and take turns to keep them clean.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
People responded in various ways to the situation where only a few toilets were available for many people. For example,
interviewees said, “We dug holes in the school yard and made toilets.” “We used portable toilets that are used in vehicles
during a traffic jam or by those who cannot walk to a toilet.” And, “We did not flush toilets. Instead, we put excrement into
plastic bags or wrapped it with newspapers.”

Instruction

21

Helping Each Other■ Explanation of Situation

佀 Story(1) In the shelter where Minato is staying, everybody̶children and adults̶help
each other by distributing meals and cleaning rooms.
(2) | %  %   Z    &   

and asks Minato, “Can I interview you?”(3) The journalist asks, “How are you doing in this shelter?” Minato answers,“.”

佀 Example Phrases feeling“I like it here.”“We are getting along with each other well, and I’m happy.”“I think it’s good, because we help each other here.”佀 Example Questions- What do you think about this shelter?
- Why do people look happy in this shelter?
- What can you do to make shelters like this?

■ Explanation of Lesson- Schools and community centers, which are designated as shelters, vary in terms of +    - People who come to the shelter are varied. For example, there are many children insome shelters, while in others there are many elderly people.
- In some shelters people know each other well, while in other shelters most people
&     &- $    & %        &      
cooperating with each other.

佀 Talk to each other.
- Greet everybody, whether you know them or not.
- Offer to help those who are in trouble.
- Express appreciation to those who help you.

佀 Volunteer what you can do.
- There are many tasks to do in shelters, such as receiving and distributing
emergency supplies, cooking, and cleaning. Everyone̶children, adults and theelderly̶have roles to play.
- Do what you can do and cooperate with each other in order for all to stay
comfortably.

■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Save the Children Japan conducted a survey on the roles played by junior high and high school students in the post-disasterperiod, and found that children did various tasks voluntarily and actively. They said, “I carried water.” “I cleaned the room andcollected garbage.” “I made a list of evacuees.” “I took care of small children.” And, “I spoke to elderly people.”Instruction

22

Offering Neighbors a Helping Hand
■ Explanation of Situation

佀 Story(1) Minato’s family left the shelter and returned home, but the water supply was
still suspended. When Minato and his mother were about to go out, a woman
next door visited them and said, “Water is being distributed at the elementary
school.” “Oh, really? I will go get some. Thank you,” the mother replied.
(2) A few days later, Minato’s mother asks him to visit the neighbor. “Hello!
Thanks so much for telling us about the water the other day,” says Minato.
“Oh, it was nothing,” she responded.
(3) Minato hands red bean buns over to her and says, “佀.”Example Phrases feeling“Thank you for the other day. Please have these.”“These are red bean buns for you.”佀 Example Questions- What do you think about the exchange between Minato and the neighbor?
- What else would you do if you were Minato?
- Do you have experience of neighbors helping each other?

■ Explanation of Lesson佀 Exchange information and items.
- A lot of important information is provided during and after a disaster, but it is          &  &&         

services have been disrupted. Exchanging information among neighbors is very
useful.
- Various goods are in short supply. Necessary items may not be delivered to those
who need them. It is important for neighbors to help each other.

佀 Help each other out when in trouble.
- Public services, such as garbage collection, may not be provided after a disaster.
$    &      - Offer help when you see someone in trouble.

佀 Say hello to your neighbors in everyday life.
- Remember your neighbors and exchange greetings.
- This exchange will lead to good relations between neighbors, which helps during    &     ■ Stories from people affected by the Great East Japan Earthquake and Tsunami
Many interviewees talked about how they helped and were helped by their neighbors. “I shared emergency supplies withneighbors.” “Neighbors went to get emergency supplies distributed for us, and we did the same for them.” “When we wentout by car, we offered rides to each other.” “I borrowed a trolley truck from a neighbor, and brought water back for us both.”“I gave soup to the family next door, and then they started helping us with shoveling snow when winter came.” And, “Thenext door family started seeing if my children were OK when all the adults were out.”Learning Lessons from the Great East Japan Earthquake and Tsunami through Manga!

Tossa no Hitokoto“What would you say? What would you do? In an Emergency”© Save the Children Japan and Plus Arts 2014

Save the Children Japan

Plus Arts

2-8-4-4F Uchikanda, Chiyoda-ku,
Tokyo 101-0047 Japan
TEL: (+81) 3-6859-6869
FAX: (+81) 3-6859-0069
MAIL: drr-tossa@savechidren.or.jp
URL: http://www.savechildren.or.jp/

Design Creative Center Kobe 307, 1-4 Onohama-cho,
Chuo-ku, Kobe, Hyogo 651-0082 Japan
TEL: (+81) 78-335-1335
FAX: (+81) 78-335-1339
MAIL: info@plus-arts.net
URL: http://www.plus-arts.net/

Adviser: Toshiko Kikkawa, Professor, Faculty of Business and Commerce, Keio University
Design: Ayaka KitataniThis booklet can be downloaded in PDF format from:http://www.plus-arts.net/tossa/

All rights to this booklet belong to Save the Children Japan and Plus Arts.
    +              +  (classroom, home, and community events) and for non-profit purposes only.

 &     

Acknowledgements:
We are very grateful for the fifty people who provided us with their experiences of the Great East Japan
Earthquake and Tsunami.