Tag Archives: asian-pacific history

Vinaya–The 227 Rules

Vinaya are the 227 rules by which a Buddhist monk of the Theravada tradition must conduct himself—conspicuous in his orange robes, shaven head, and barefoot—though he is free to disrobe himself of this obedience at any time.

As the Buddha’s preaching and influence spread, it became the habit of his various beggar-followers to gather together during the time of the monsoon, when traveling was impossible. In these informal forest gatherings, his followers would ask for guidance about the various practical problems that had come their way, The Buddha’s responses were not written down during his lifetime but three months after his death it is believed that his chief followers recited what they could remember, dividing this oral spiritual inheritance into either Dharma ‘doctrine’ or Vinaya ‘discipline.’ There were 227 pieces of Vinaya advice for male followers—and 311 for women. An attempt was made to order them into some sort of priority but this was abandoned. By the time of the Third Buddhist Council, assembled at the invitation of the Emperor Ashoka, this heritage had already expanded into eighteen different scholarly traditions.

The Theravada tradition is that followed in modern Burma, Cambodia, Laos, Thailand and Sri Lanka.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Indian Ocean

Here is a Cultural Literacy worksheet on the Indian Ocean. This is a half-page document with a reading of two sentences followed by two comprehension questions. In other words, as Detective Joe Friday liked to say, grimly, on the old Dragnet series, “Just the facts, ma’am” (or sir, though in my memory he is always saying it to women, as though women need constant reminders to remain focused and rational).

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Tigris River

“Tigris River: Arabic Shatt Dijla: biblical Hiddekel. River, southeast Turkey and Iraq. It is 1,180 miles (1900 kilometers) long. It originates in the Taurus Mountains at Lake Hazar, Kurdistan, and flows southeast through Turkey and past Baghdad to unite with the Euphrates River at Al Qurnah in southeast Iraq; there it forms the Shatt al Arab. With the Euphrates it defined the ancient religion of Mesopotamia. Important for its irrigation capacity, it gave rise to sustained civilization. The ruins of many ancient cities lie on its banks, including those of Nineveh, Calah, Ashur, Ctesiphon, and Seleucia.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Cultural Literacy: Euphrates River

This Cultural Literacy worksheet on the Euphrates River is a full-page document with a two-sentence (one of them a longish compound) reading and five comprehension questions. Incidentally, the second sentence in the reading goes thus: “It was important in the development of many great civilizations in ancient Mesopotamia.” Yes it was. It was also important, given the development of agriculture along its banks, to the advancement of our species as a whole–for better or worse, that is.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Abbas I, known as Abbas the Great

“Abbas I known as Abbas the Great: (1571-1629) Shah of Persia 1587-1629. Succeeding his father, Sultan Muhammad Shah, he strengthened the Savafid dynasty by expelling Ottoman and Uzbek troops and creating a standing army. He made Esfahan Persia’s capital, and under Abbas it became one of the world’s most beautiful cities. Persian artistic achievement reached a high point during his reign, when illuminated manuscripts, ceramics, and painting all flourished, and the Portuguese, Dutch, and English competed for trade relations with Persia. Tolerant in public life (he granted privileges to Christian groups) and concerned for his people’s welfare, his fear of personal security and ruthlessness led him to blind or execute many of his immediate family.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 13 May 2022, Asian Pacific American Heritage Month Week II: A Reading and Comprehension Worksheet on Shiite and Sunni Muslims

For the second week of Asian Pacific American Heritage Month 2022, here is a reading on Shiites and Sunnis in Islam with its accompanying vocabulary-building and comprehension worksheet.

If you have followed the United States’ war on Iraq, you have undoubtedly heard of the strained relations, between these two branches of Islam, which have occasionally broken out into violent, internecine conflicts. In just about every respect, the tensions between these two communities of belief are standard religious conflicts; they resemble the European wars of religion that broke out during the Protestant Reformation. You can see elements of the Sunni-Shia schism in the Iran-Saudi Arabia proxy war, which has devastated Yemen.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Cultural Literacy: Mao Zedong

This Cultural Literacy worksheet on Mao Zedong is a full-page document: it contains a seven-sentence reading with seven comprehension questions. In other words, it is suitable for a variety of functions in a social studies (yeesh to that term, as always) classroom. This worksheet, like virtually every posted document on this website, is formatted in Microsoft Word. That means it is open to your editorial hand, should it not quite address your curricular requirements or the needs of your students.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Matsuo Basho III

“Clouds now and again

Give a soul some respite from

Moon-gazing—behold.”

Matsuo Basho, Poem (translation by Bernard Lionel Einbond)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Haiku

Here is a Cultural Literacy worksheet on the haiku as a poetic form. This is a half-page worksheet with a two-sentence reading and two comprehension questions. It is, in other words, a perfectly spare but complete introduction to the form itself. This joins a number of other documents and quotes posts on Mark’s Text Terminal. The search bar to your right will help you locate these materials.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Takamura Kotaro

“Takamura Kotaro: (1883-1956): Japanese poet and sculptor. Son of the noted traditionalist sculptor Takamura Koun (1852-1934), Takamura was a pioneering modernist in both art and literature, having spent years studying in Europe and the U.S. His sculpture reflected a passion for the work of Rodin, but his is best known as a poet. His 1914 collection Dotei (Journey) ranks as Japan’s first anthology of free verse in the colloquial language, anticipating the work of Hagiwara Sakutaro. Takamura’s most celebrated work is Chieko-sho (1941; tr Chieko’s Sky, 1978), a stunning verse record of the slow descent into madness of his wife, the painter Naganuma Chieko (1886-1838). Takamura’s reputation was tarnished by his unabashedly patriotic wartime poetry.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.