Tag Archives: asian-pacific history

Ashrama

“Ashrama: The Sanskrit name for the four stages of life in Hinduism: (1) brahmacharin, the austere life of a student of sacred lore; (2) grhasthya, the life of a householder with wife and family; 93) vanaprastha, the life of a hermit, involving increasing separation from worldly affairs after birth of grandchildren; (4) sannyasin, the life of homeless wanderer, with all earthly ties broken. Combined with varna (‘caste’) and dharma, ashrama is integral to the basic Hindu doctrine of varnashramadharma, or sacred duty appropriate to one’s rank and stage of life.”

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

Cultural Literacy: Brahmins

OK, on a rainy morning, here is a Cultural Literacy worksheet on the Brahmin caste in India.

I don’t know how your school or district handles global studies, or world history, or whatever it calls a social studies survey course on world history, but in New York City we took a thorough, two-year excursion through the seven continents, the four oceans, and the seven seas. One social studies teacher with whom I co-taught did a very nice job of exposing and examining the caste system in India–and by implication, in the United States.

In any case, as the short reading on this half-page worksheets explains, the proper noun Brahmin has entered the English language as a descriptor of a wealthy and/or eminent person. If nothing else, the three questions on this document will lead students toward that understanding, thereby building their vocabularies.

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.

Gennady Nikolaevich Aigi

“Gennady Nikolaevich Aigi: (1934-2006) Chuvash poet and translator. Aigi published six collections of poetry in his native Chuvash language in the period 1958-1988, and several translations into Russian. Later, however, he was only able to publish poems in Russian abroad, in Stikhi, 1954-71 (Poems, 1975) and the two-volume Otmechannaia zima (The Naked Winter, 1982). Aigi worked on various translation projects from the mid-1960s until the early 1980s. His best-known anthologies of translations into Chuvash include works of the French poets (1968) and the poets of Hungary (1974). In 1992, an English-language edition of Chuvash poems selected by Aigi—An Anthology of Chuvash Poetry—appeared in the West. Since the onset of Perestroika, Aigi’s poetry in Russian has once again been officially published in Russia—Zdes (Here, 1991) and Teper vsegda snega (Now There Is Always Snow, 1991). Aigi writes in free verse and searches for new means of expression to embody his vision; he sees the world as broken apart and composed of isolated images, and his metaphors are often abstract. Because his work can be obscure, he sometimes provides his own commentary.”

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

Cultural Literacy: Azerbaijan

Here is a Cultural Literacy worksheet on Azerbaijan. This is a full-page worksheet with seven questions, so it has utility beyond the classroom do-now exercises for which most of the Cultural Literacy materials on this blog were meant to serve.

Why would a teacher need such a thing? I don’t know that one would. On the other hand, the Nagorno-Karabakh region, which lies between Azerbaijan and Armenia, is contested territory that has produced armed conflict between these two nations. As the Soviet Union was dismantling itself and falling apart simultaneously at the same time in the late 1980s and 1990s, a number of ethnic and territorial conflicts, long suppressed by the Pax Sovietica, flared up not only across the Union, but in Eastern European lands controlled by the Soviet Empire as well. The atrocious dissolution of Yugoslavia is but one example of this dynamic at work in the post-Soviet world.

Another is the the First Nagorno-Karabakh War. I remember following events there all through the late ’80s and early ’90s and especially in the latter period, when I was actively engaged as an undergraduate in a program of Russian and Soviet Studies. Like events in Yugoslavia, the first conflict in Nagorno-Karabakh included war crimes and genocide (clothed, as it was in Yugoslavia, in the revealingly clumsy euphemism “ethnic cleansing”). I understood that the 1994 ceasefire didn’t guarantee peace in the region; it only meant that after six years of internecine ethnic violence, the combatants had temporarily exhausted themselves.

So I wasn’t terribly surprised to hear that on September 27, 2020, in the midst of a global pandemic, hostilities between these two former Soviet republics had once again flared. Like the first war, evidence of atrocities surfaced. This time, Vladimir Putin was involved in the ceasefire agreement.Now 2,000 Russian troops  are deployed as a peacekeeping force in the contested territory. In fact, Nagorno-Karabakh, as I understand it, remains disputed, so the world may well see more fighting in the area.

Needless to say, this situation opens up a lot of space for conceptual instruction. Students can see in this, with the right materials and teaching, ancient ethnic hostilities, conflict resolution, the real political and diplomatic consequences of the dissolution of empires, war crimes as military strategy (which connects to ancient ethnic enmities), and a host of other topics in the social sciences. A unit on the Nagorno-Karabakh conflict would help students to grind their own lens, so to speak, for understanding ancient enmities between nationalities, and how ethnic and territorial conflict, and the issues that drive them, persist in the world. While analysts–and both sides in the conflict, interestingly–appear reluctant to characterize the wars in Nagorno-Karabakh as religious, it does look like there has been friction between Armenian Christians and Azeri Muslims for centuries. In other words, another go-to source for mutual self-destruction to which humans have turned since time immemorial (or at least since formally organized religions have existed) and an important conceptual framework for high school students to understand.

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.

Aryan Language

“Aryan Language: (Fr Sans, arya, ‘noble’) The Indo-European family of languages, from the name which the Hindus and Iranians used to distinguish themselves from the nations they conquered. The place of origin of these languages is not definitely known, authorities differing so widely as between a locality enclosed by the river Oxus and the Hindu-Kush Mountains, at one extreme, and the shores of the Baltic Sea at the other. The Aryan family of languages includes the Persian, Indic (Hindi, Sanskrit, etc.), Latin, Greek, and Celtic, with all the European except Basque, Turkish, Hungarian, and Finnic. It is sometimes called the Indo-European, sometimes the Indo-Germanic, and sometimes the Japhetic.”

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

Cultural Literacy: Indira Gandhi

For the first day of the observation of Asian Pacific American Heritage Month 2021 at Mark’s Text Terminal, here is a Cultural Literacy worksheet on Indira Gandhi. This blog will feature materials related to Asian culture, geography, politics, and personalities for the entire month of May.

By any measure, Americans of Asian Pacific descent have experienced a difficult year. At the beginning of 2020, on January 23 to be exact, the Museum of Chinese in America suffered a fire in its building at 70 Mulberry Street in Chinatown in Lower Manhattan. Fortunately, the original estimates of the devastation proved to be overestimated, and the Museum is on the mend. I attended a professional development day at the Museum several years ago. It was one of the best of such things, a twice-yearly obligation of employees of the New York City Department of Education, that I had the good fortune to encounter. Godspeed to the good people at MOCA in restoring the museum to its original state.

Unless you live in a cave, you are no doubt aware of the rising anti-Asian bigotry in the United States. This has prompted a long overdue public discourse on racism towards Asian-Americans. I particularly appreciate the inimitable Ronny Chieng’s takedown, from way back in 2016 but which has lately been trending on YouTube, of Fox News bro Jesse Watters, who visited Chinatown in that year to “report” for the execrable Bill O’Reilly show. The work of Asian feminists who are speaking frankly about the cultural and political history of fetishizing Asian women, another long overdue discussion, arrives at a propitious moment; maybe these thinkers will forge change in this area of our public life. I’d like to think that making an understanding of the term “Orientalist tropesde rigueur for high school students before they graduate from our secondary institutions might take us some distance toward recognizing this problem in our society.

I lay the blame for much of the rising anti-Asian violence on the last president of the United States, a man who wore his bigotry on his sleeve throughout the benighted four years he malingered in the White House. Calling a virus–and the last time I talked with my friends in the academic and professional genomics community about this, they assured me that viruses, unlike humans, have no ethnicity–the “Kung Flu” is an obvious slur, intended, it appears, to bait the kind of bigots who immediately began parroting it. Likewise, COVID, caused by a coronavirus, is not a “Chinese Virus,” though that particular lie and slur has contributed to violence against Americans of Asian descent. The president bought himself a mendacious Barbie doll who stepped up to defend him and his trashy mouth. Even NBC News, not exactly an institution of the woke left, spoke up on the president’s appalling rhetoric.

Man, I am glad he is gone. I’ll stipulate that anti-Asian racism has a long and sordid history in the United States, from the Chinese Exclusion Act of 1882 to the World War II internment of the Nisei, to our current ugly moment. But for a president to rile up his or her followers with racist slurs? Well, if you can defend that, I’d like to hear why. Actually, on second thought, never mind. Everyday life offers up a smorgasbord of degrading ignorance and stupidity; I don’t need to go looking for it.

Finally, my sympathies–which I understand is more or less useless–to Americans of Asian descent everywhere. And my deepest condolences to the friends and families to the victims of the Atlanta Massacre. The perpetrator, by the way, was a professing Christian (how that works escapes me) who I don’t doubt for a minute was motivated by the racist, anti-Asian rhetoric that is clearly au courant in the United States.

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.

Term of Art: Afroasiatic Languages

“Afroasiatic languages formerly Hamito-Semitic languages: Superfamily of about 250 languages presently spoken by and estimated 250-300 million people ethnically and physically diverse people in North Africa and parts of sub-Saharan Africa and in southwest Asia. The major branches of Afroasiatic are Semitic, Berber, Egyptian, Cushitic and Chadic. Berber is a group of closely related languages spoken by perhaps 15 million people in enclaves scattered across North Africa from Morocco to northwest Egypt and in parts of the western Sahara. Cushitic is a family of about 30 languages spoken by more than 30 million people in northeast Sudan, Eritrea, Ethiopia, Somalia, Djibouti, Kenya, and a few areas of northeast Tanzania. Omotic, formerly classified as part of Cushitic, is a cluster of perhaps more than 30 languages spoken by 2-3 million people, most of whom live near the Omo River in southwest Ethiopia. Chadic comprises about 140 languages, most poorly known to linguists, spoken in northern Nigeria, southern Niger, southern Chad, and northern Cameroon; except for Hausa, probably no individual Chadic language has more than half a million speakers.”

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

Tower of Babel

“Tower of Babel: A structure erected after the Flood by the descendants of Noah when they reached Babylonia. According to Gen. 11, the plan was to build a tower that would reach to heaven, but Jehovah, displeased by the arrogance and presumption of the builders, “confounded their speech” so they could not understand one another and “scattered them abroad from thence upon the face of all the earth.” The story provides a biblical explanation for the diversity of languages around the world. Tower of Babel has come to signify an ambitious or visionary scheme; the word babel has become associated with a confused uproar in which nothing can be heard but the hubbub.”

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

The Pentagram—Solomon’s Seal

The five-pointed star, the Pentagram, was a symbol of absolute authority to the Sumerian civilization of Mesopotamia (modern-day Iraq), as early as the third millennium BC. It represented an additional axis or the royal authority reaching out to the four corners of the earth. Later, in classical Greece, it was used as a mystic symbol by Pythagoreans and in early Jewish lore it was associated with Solomon’s Seal, a magical signet ring of King Solomon which gave him the power to command demons and speak to animals. (Confusingly, Solomon’s Seal can also be depicted as a hexagon.)

This Seal of Solomon was revered by Jews, Christians and Muslims. Indeed an interlinked ribbon version—known as the Seal of Solomon—is used on the Moroccan national flag. Medieval astrologers interpreted the pentagram as a symbol of the five wounds of Christ. However, the symbol dropped out of Christian use, having been co-opted by medieval necromancers and modern witchcraft.

Renaissance occultists made a distinction in the star’s orientation. When pointed upwards the star was good, symbolizing spirit presiding over the four elements of matter. Pointing down it was evil—the sign of the goat of black magic (whose face could be drawn in the star or its beard and horn suggested by the points). Wiccans have adopted the symbol (in its good form) as their emblem, and it is widely used by neo-Pagans, often as a pentacle, within an enclosed circle.”

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: Joseph Stalin

After the historic (and historically disgraceful) events at the United States Capitol building yesterday, I can think of no better time to post this Cultural Literacy worksheet on Joseph Stalin. N.B. that unlike the preponderance of Cultural Literacy materials posted on Mark’s Text Terminal, this is a full-page (as opposed to half-page) document with six questions. In other words, it is suitable for use as an independent practice (i.e. homework) assignment, or for an in-class guided inquiry with struggling and emergent readers.

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.