Teachers’ Notes
The Jeweller of Rassylon
Tales of the Blue Jade, Book 3
Peter Cooper
Teachers’ Notes Written by Madeline Holmes
Contents
OMNIBUS BOOKS
Category
Title
Junior Fiction
The Jeweller of
Rassylon
Author
Peter Cooper
Extent
384 pp
Age
10+
ISBN
978 1 86291 944 0
Introduction ………………..……………………………………......
2
About the Author……………………………………………….…… 2
Reading the Text........................................................
2
After Reading the Text……….………………………………....... 7
Extension Activities...................................................... 8
Book
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Introduction
As Dillen, Koto and Tajni near the end of their journey, they learn they are destined
to fail, for a rival will beat them to the Jade. Despite the Demon of the North’s
prophecy, Dillen is determined to track down the jewel and destroy it before others
can use its power to enslave the dragons and so rule Pangaea. But not everything is
as it seems, and as the friends travel on, friendships and loyalties are tested as never
before.
About the Author
Peter Cooper grew up in Woomera, South Australia. He wrote his first book, a
science fiction adventure called ‘Children of the Empire’, when he was twelve years
old and continued to write as a teenager, mainly fantasy stories. After a gap of ten
years, during which time he finished a degree in Ancient History and another in
Electrical Engineering, he took up writing again. His work has been published in
anthologies and magazines such as Andromeda Spaceways Inflight Magazine,
Antipodean SF, and Fablecroft’s After the Rain anthology. The Jeweller of Rassylon is
the third novel in the Tales of the Blue Jade Trilogy, after Book 1 The Ghost of PingLing and Book 2 The Mapmaker’s Apprentice.
Peter blogs at http://cacklingscribe.blogspot.com.
Reading the Text
Part One
Class discussion
Read the initial chapters together as a class and talk about your impressions. Having
read the first two books in the series, you will have developed a familiarity with the
world the story is set in. By now you will also have an understanding of characters’
motivations and behavioural traits.
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Here are some guiding discussion questions:

Why is Dillen so determined to find and destroy the jewel? Why has he given
himself this role?

How have the characters changed or developed since you first encountered
them in The Ghost of Ping-Ling?

When the trio visit the Demon of the North, they must face the arduous
climb instead of taking advantage of Dillen’s wind walker. This narrative,
where characters are tested with alternative routes (physical or
psychological), is a common device in fantasy stories and fables. The
expectation is that choosing the hardest, most challenging path is the right
way. Do you think you live by this rule? Would you take the bus to school or
walk – and is this the same concept? What are the rewards of choosing the
most difficult path? How often do you apply this idea in your life?

Look over the descriptive passages of the Demon of the North’s gardens and
discuss how the author uses language to create a strong sense of setting.

The Emperor has a monopoly on the salt trade. Consider the way our society
runs and the impact on our lives if instead of a democratic government, we
had one person with absolute authority who acted like the Emperor in the
story. Are there places in today’s world where this might happen? What
commodities are modern-day equivalents to salt?
Individual project
Riddles and mind challenges have long fascinated people and have been used in
literature in various forms. Often, a riddle is used as a tool to help a character locate
an object. You might be familiar with other stories that use riddles in this way.
Design a game where a series of riddles enables a participant to locate a hidden
object. Aim it at your age group and make a prototype for your classmates to test.
Pretend you’re trying to get a company to distribute your game and come up with a
creative pitch to convince them it will be a success.
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Literary component
a) Continue the blog you began when reading the first two novels. By now you
will have collected substantial material and be familiar with the process of
responding to texts. Remember to summarise the novel’s events and write
your own response to what you have just read. It is also important to come
up with a question or discussion about the book for other students to
comment on. Make sure you post at least two responses on other blogs in
answer to classmates’ questions or ideas.
b) Consider the importance of openings, and how they set the scene using
figurative language and devices like pace and tone. Reflect on how openings
set the direction of the story. Think about how the opening of a book in a
series is different from that of a stand-alone novel. Reread the opening
chapter and write a blog entry considering the questions posed.
Part Two
Class discussion
At the beginning of the novel Dillen learns that he is doomed to fail. The Demon of
the North’s prediction suggests the boy will not succeed in his quest. Despite this
forewarning, he still persists.

Why is he still determined to try?

Is it arrogance? Is it self-belief? What is the difference between the two?

Does he believe that against the odds, good will prevail?

Is trying and failing better than not trying at all?

What would you do in Dillen’s place?

What do you think the author’s message is?

Have you read similar books where a character succeeds against the odds?
Group task
The villagers the trio encounter have deeply rooted superstitions. History tells us
that superstitions have plagued humanity for thousands of years. No doubt you will
be familiar with a few. While many are harmless, some perpetuate ideas that may be
harmful or damaging to people’s wellbeing.
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Imagine that you are part of a task force whose aim is to dispel the ubiquitous belief
that drinking water while exercising is wrong. This may sound silly, but imagine what
would happen if everyone truly believed this fallacy. How would you convince them
otherwise? Think about the most effective methods of communication and how you
will reach your audience. Remember, you can’t just use electronic media because
not everyone has access to items like computers or smart phones.
When you create your campaign, be sure to identify your different target audiences,
your key messages and your communication methods. Consider also how you might
evaluate your success.
To strengthen your approach, research case-studies where the objective was to
change the behaviour of a target group.
Literacy Component
Consider what we know about the different parties that are pursuing the Blue Jade.
What are their motivations? Dillen believes that the Jade must be destroyed, for in
the wrong hands it could mean the destruction of all.
Consider the following statement: Power corrupts. In 300 words argue for or against
this assertion. Look beyond the novel for examples to strengthen your argument.
You’re trying to convince the reader that you are right, so use persuasive words and
make sure you have a logical argument. Make sure the reader knows exactly why
you agree or disagree with the above statement. Plan your argument first to ensure
your ideas flow logically.
Part Three
Class discussion
The characters in the story believe in fate. We see this when they are lost in the oni
tunnels leading to the Jeweller’s lair: Tajni tosses a coin to choose one of a number
5
of tunnels to travel. Have a class discussion using these questions and statements as
prompts:

How would you define fate?

What is it about the setting of the story that makes the characters
predisposed to believe in fate?

Does the progression of the story reaffirm characters’ belief in fate?

What does the story teach us about fate?

Do you think we are ruled by fate or by self-determination?

How do you think the concept of fate came about?

Can you think of any current attitudes that strengthen or weaken the concept
of fate?
Research task
Writers often use real-life knowledge and experiences for inspiration. The corpse
birds in the story bear a resemblance to vultures, birds that feed on carrion.
Think about how you can take something from everyday life and manipulate it to
create a character, setting, idea or prop for a story. Choose a popular myth or
mythological creature to investigate. Where and when did the story or character first
become part of our storytelling heritage? What might have influenced the original
storyteller?
You might like to work in teams and, if your class has access to recording equipment,
film your findings as if you are part of a documentary.
Literary component
Choose a character you are drawn to and write 400 words about their development
over the course of the series. In your character study, think about how they have
grown and what you have learnt. You have been exposed to most of the characters
in the story for three novels so you should have a good understanding of their
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character traits and their motivations. Discuss the role of your chosen character and
how significant she or he is to the narrative. Use examples to illustrate your point.
For example, you might choose Heito, who is an interesting character to look at in
depth: she is a woman in a traditionally male-dominated field; she is also young and
in a position of power. Furthermore, her motivations challenge those of the central
characters.
After Reading the Text
1) Now that you have finished reading it, have a general discussion about the
novel. Here is a list of possible questions to discuss:

Was the ending expected?

Did anything surprise you?

Are you satisfied with the conclusion of the trilogy?

What did you think of the challenges to Dillen and Koto’s friendship?

What does the story say about a person’s capacity to do harm?

What were the novel’s themes?

What do you think of Sontili’s role in the story?

When the trio encounter Tonshi, he suggests that the Third Marshal will
do whatever it takes to get the prisoners to talk, including torture.
Written history tells us that for eons, people have used torture in its
various forms as a method of extracting information. Even today, some
countries see torture as a fit method to interrogate prisoners. Why do
you think this is so? Is it ever acceptable? Why has it become part of our
history?

What do you think the trio will do next?

What did you think of Heito’s demise?
2) Remember to update your blog one last time with your final musings on the
trilogy.
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3) Write a critical response to the novel. Write 500 words on one of the
following topics. Look closely at the questions and think about how you
might respond and how you might frame your argument. Consider
examples from the novel you can use to illustrate your point.

How is Dillen a heroic character?

Can one individual make a difference?

What role does fate play in the novel?

Who do you think is the most important character in the novel?

What do we learn about self-belief from the characters?

What are the different types of loyalty we encounter in the novel?
Extension Activities
1) Imagine you have the Jade in your possession. Write a brief description of
what you would do.
2) Imagine you were living in the village of Lixin when the plague struck. Write a
scene describing your experience.
3) Write a blurb for The Jeweller of Rassylon.
4) Choose a minor character in the story and rewrite a scene from his or her
perspective.
5) Think about what it would be like to be a soldier in the Emperor’s army. How
do you imagine you would view the world? What would you think about the
Jade? Write a two-minute script of a conversation that might take place
between two soldiers as they have dinner.
6) The story is set in an imaginary place with similarities to Ancient China.
Choose a period in time and research it as if you were planning on setting a
story there. Make a list of all the things you would need to find out.
7) Imagine that Dillen and Koto didn’t overcome their differences. Write an
alternative ending based on this scenario.
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