Weedflower Author: Cynthia Kadohata Danae Nizamuldin HIST 390 - Fall 2015 Author’s Chair.

WeedflowerAuthor: Cynthia Kadohata

Danae NizamuldinHIST 390 - Fall 2015

Author’s Chair

About the author: Second-generation Japanese American Born in Chicago, Illinois in 1956 Family moved from Illinois to Arkansas, then on

to Georgia, Michigan, and back to Chicago When Cynthia was fifteen years old the family

put down roots in Los Angeles, California Father grew up working on tenant farms in

southern California. After a brief stint in the U.S. Army, he became a chicken "sexer" at a poultry plant.

One of a few families of Japanese descent in small southern towns gave the young girl an early sense of being an outsider.

Education: BA in journalism from the University of Southern California.

1. DOES THE BOOK TELL A GOOD STORY? The book is about a twelve year old Japanese-

American girl named Sumiko who lived on a flower farm in California.

After the attack on Pearl Harbor, Sumiko and her family is sent to an internment camp in Arizona. The book tells about her experiences at Poston Relocation Center, located on an Indian reservation.

While in Poston, Sumiko meets a Mohave boy and learns about how the government took over their land to build these camps.

She feels trapped in a country that is afraid of her, stuck in a camp near people who resent them, and caught in a wave of uncertainty about her future. Weedflower “is the story of rewards and challenges of a

friendship across the racial divide”.

...does the book blend fact and fiction?

On February 4, 1942 Attorney General establishes curfew zones in California to become effective February 4.

“In February anyone of Japanese ancestry was restricted to a nighttime curfew until 6 AM. Ichiro broke curfew every day to travel to the flower market.”

The Peak population of Poston was 17,814 people. “The driver explained that Poston,- officially called

the Colorado River Relocation Center- was divided into three camps that would ultimately hold several thousand occupants each, for a total of more than seventeen thousand”.

2. IS THE STORY ACCURATE AND AUTHENTIC IN ITS HISTORICAL DETAIL? The outline of the book follows the timeline of events

individuals experienced during the Japanese-American internment in WWII.

Family immigrated to America from Japan Life before Pearl Harbor Families burned their belongings to avoid suspicion Prison camps Executive Order 9066 Forced to sell their belongings “I AM AN AMERICAN” Temporary Relocation Centers

Stables, showers, facilities Harsh weather conditions of Poston, Arizona Questionnaire - Selective Service Leaving the camp

There are many incidences in this book where the author makes mention of cultures and values…

“The men bathed in order of age-Jiichan first, then Uncle, then Ichiro, then Bull, and then Tak-Tak. After that came Auntie and, finally, Sumiko.”

“Disbudding was woman’s work…”

Taking care of old man’s feet was one of a woman’s jobs….”

“Mohave believe that some animals may be some of our ancestors come to visit us. So we can’t exactly eat them.”

“Mohave value our dreams…”

“If a Japanese person had a hook for a hand, you would act like the hook wasn’t even there and get all embarrassed if you got caught staring at it”

3. IS THE LANGUAGE AUTHENTIC FOR THE TIME PERIOD? Kusabana- weedflowers Chanpon- mix of Japanese and English Hanafuda- a card game Gaman- we must bear it Isoginasai- hurry Hakujin- white people Haji- shame Shikata ga nai- this cannot be helped Inu- dog, spy, snitch Namakemono- lazybones Issei- first generation Nisei- second generation Nikkei- anyone in America of Japanese descent, whether they were

born in the United States or Japan “Japs” “Four dollars! That was more than a day’s wages for some men…” “Icebox” Marbles- game played on the ground “No-nos”- said no to both questions on the questionnaire.

4. IS THE HISTORICAL INTERPRETATION SOUND?

The book provides an excellent interpretation of events from the perspective of a 12 year old girl experiencing a tremendous upheaval of everything she knows. The author is able to create a clear yet authentic interpretation of many important events, which are explained in the unique but accurate ways she is affected by them.

“Sumiko had never felt anything like it wither, even when she was lighting the fire under the bathtub, the heat was contained in just the area of the fire. Even when they were burning their things, the heat stayed in a small area. But here the heat was everywhere. As if there were fire all around them.”

5. WHOSE VOICES ARE MISSING? Weedflower uses a Mohave boy named Huulas

“Frank” Butler to shed light on the position of Native American tribes regarding these camps.

In this book, Frank is angry that his land has been taken by the government and that the inhabitants of the camps are given money, food, ice, etc.

He considers them wasteful. However, he hopes to learn from them so that after they are gone, his family can irrigate and cultivate their land.

A great number of Japanese-American Internment Camps were placed on Native American reservations, for which the Native Americans were never compensated, nor consulted. Their voices are often missing when discussing WWII in America.

6. DOES THE BOOK PROVIDE INSIGHT AND UNDERSTANDING INTO CURRENT AS WELL AS THOSE IN THE PAST?

The book is about a time in America where racial and ethnic profiling was rampant. Such practices are just as much an issue today as it was during WWII.

Learning Activities/Assessments

Pre-Reading Writing Activity: Ask students to write a paragraph about what they think racial and ethnic profiling means. Invite them to share their paragraphs in class.

Create a Classroom Newspaper: The newspaper at the camp is called the Poston Chronicle. Have students write an article about an event at the camp that might be featured in the Poston Chronicle.

Research Extension- Did the Native Americans benefit at all from having their lands used for the majority of the internment camps, as they had hoped?

Writing Assignment: Students are told that they are being released from camp tomorrow. How will they begin their new life? Where will they go? How will they support their family? What kind of challenges will they face “post-war”?