UCLA Center for East Asian Studies Educational Resources

Medieval Japan

Procedure

1. Teacher will introduce the novel Sign of the Chrysanthemum by Katherine Paterson by having students write on the following topic: Suppose that you live with your mother and have no other relatives. All you know about your father is that he is a high-ranking soldier who probably lives in Washington, DC, and has a tattoo of a chrysanthemum on his left shoulder. Your mother becomes ill and dies. You have no money. What will you do? Write a one page paper telling what your plans are and how you'd carry them out. The assignment can be started in class and must be turned in the following day.

2. On the second day, the teacher will lead a discussion in which students share what they have written. Teacher will explain that this situation is similar to the one in which Muna, the main character, finds himself. Students will begin reading the novel aloud, and will finish reading Chapter 1 at home.

3. On the third day, the teacher will distribute Chapter Questions and Vocabulary handout (see attached). For homework each night, students will be responsible for answering the appropriate chapter questions and for defining and learning the vocabulary words. Students will also be responsible for listing and defining any other unfamiliar words that they encounter throughout the book.

Teacher will lead a discussion reviewing the events which occurred in Chapter 1 and a review of the vocabulary for that chapter. Students will begin reading Chapter 2 aloud in class and complete the reading and Chapter 2 questions at home.

4. Each day, teacher will lead a discussion reviewing the previous chapter and vocabulary words and begin the next chapter.

5. After the students have completed chapter five, they will use one class period to create an open mind (see attached) for Muna. Teacher will instruct them to use words, phrases, symbols or pictures to show what they know about Muna  his character, personality, hopes, dreams, fears, likes, dislikes, etc. Open minds should contain a minimum of ten items.

6. When students have completed Chapter 8, teacher will ask students to compare and contrast themselves with Muna, using the Venn diagram (see attached) as a format. Each section of the Venn must contain at least five items. This may be started in class and completed at home.

7. After completing Chapter Fifteen, students will use the "historical encounter" method to immerse themselves in the period and discuss the problem caused when Muna stole a sword from his benefactor, Fukuji. There will be a trial to determine the extent of his guilt and punishment. Students will take the roles of Muna, Fukuji, Muna's "father" (the ronin, Takanobu), Lord Kiyomod (who will act as a judge), and Muna's friends, Akiko and Kawaki. The rest of the class will act as the jury. Muna has been pressured by the ronin to steal a sword from Fukuji, a master sword maker, who has saved Muna's life and has provided food, shelter, and work for Muna. Muna is torn between his loyalty to Fukuji and his loyalty to the ronin who claims to be his father. Students will use their knowledge of the system of feudal Japanese beliefs and values in presenting their positions and making their final determinations.

8. At the end of the unit, students will be given the attached vocabulary test and will submit their chapter questions.

9. As a final assignment, students will write a one page essay, citing incidents and information from the story as evidence, on one of the following topics: 
A. To a samurai, the sword was more than just a weapon. 
B. Nature plays an important part in the lives of the Japanese. 
C. The social class structure of feudal Japan was very rigid.