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They used American democracy as a model to be copied. The complete defeat and devastation download and cum katya sambuka porn for free at Japan after the war had left many Japanese shocked and disillusioned with their own military leaders, and they were open to the new ways videow their American conquerors. To ensure that Japanese children learned democratic values, the Americans insisted that the education system and the laws regulating families be revised.

Moral training in schools was abolished, and instruction in democratic ideas was begun. Control of education and censorship of textbooks were taken from the central government and given to local administrations. The laws giving the Katys of the household complete control of every family member (for example, he could withhold his consent when his children wished to be married) were changed to make each family member more equal and thereby Katya sambuka xxx videos - watch democratic.

After the Americans left, the reforms that did not find Katta support within the Japanese system were discontinued. The anti monopoly laws were download and cum katya sambuka porn for free at, and new giant businesses appeared. The central government assumed control of the schools, although the democratic school structure and curriculum remained.

The ruling conservative party suggested other changes, including re-introduction of moral training in the schools and abolition of the peace clause, Article 9 of the constitution, but these were not adopted.

In sum, there was great popular support for most of the changes, and Katya sambuka xxx videos - watch changed system thus continues to the present. What authorities designed and supervised the reforms carried out during the Occupation. Why were they able to do this. What did the Occupation authorities think made countries aggressive.

How did they propose to make Japan less aggressive. What did the American Occupation authorities think was important to a lively warch. Make a list of the factors. Using question 5 above as a starting point, have students research and report on the reforms within in one of these areas, showing the link between specific reforms and the overall goals of the Occupation.

Hugh Borton, Japan's Modern Century (New York: Ronald Press, 1970). This volume contains an excellent chapter on the Occupation. Kazuo Kawai, Japan's American Interlude (University of Chicago Press) John Curtis Perry, Beneath the Eagle's Wings: Americans in Occupied Japan (Dodd, Mead) Toshio Nishi, Unconditional Democracy: Education and Politics in Occupied Japan, 1945-1952 (Hoover Institution Press, Stanford University) Draw two political cartoons: the first, from the point of view of an American citizen who disagrees with one or more of the Occupation policies; the second, from the point of a Japanese citizen who is critical of the Occupation policies.

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