Tag Archives: cultural literacy

Cultural Literacy: Chiang Kai-shek

Here is a Cultural Literacy worksheet on Chiang Kai-shek, the Generalissimo, as he was known for his service to the Chinese National Revolutionary Army.

Like Mao Zedong (of which more tomorrow), Chiang is a controversial figure. His record of imposing the White Terror on the island of Taiwan says quite a lot about him, I think. 38 years is a long run of martial law by any standard I recognize. The Kuomintang, known for its excesses, used anxiety about the Chinese Communist Party to sustain oppression of political opposition across the period of the White Terror. As in most tyrannies, one example serves to illustrate the absurdity of the oppression, to wit the case of Bo Yang, who made the mistake of translating a Popeye cartoon in a way that didn’t conform to the Kuomintang political orthodoxy.

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.

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.

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.

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.

The Weekly Text, April 30, 2021: A Lesson Plan on the Relative Pronouns

This week’s Text is a lesson plan on the relative pronoun. I open this lesson with this Cultural Literacy worksheet on limericks; in the event that you extend the lesson into a second day, here is an Everyday Edit worksheet on Thurgood Marshall, the late civil rights jurist and Supreme Court Justice. (Incidentally, if your students respond favorably to that Everyday Edit–mine generally did–you will find that the good people at Education World give away a yearlong supply of them.) This scaffolded worksheet on relative pronouns is the principal work of this lesson. Finally, here is the teacher’s copy of the worksheet to ease delivering this lesson.

The relative pronouns in common use are who, whom, whose, what, which, that, and the –ever forms: whoever, whatever, whichever, and whomever, and they are what this lesson addresses. So, if you want your students to develop an understanding of using these words, I hope these documents abet that cause.

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: Fall of Rome

Here is a Cultural Literacy worksheet on the fall of Rome. This is half-page worksheet that offers the barest of introductions to the topic. Still, it is a good general introduction or a memory-jogger if your students need one.

It might make more interesting–even compelling–reading if one adds the context of, say, news footage of events at the United States capitol on January 6, 2021.

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.

A Concluding Assessment Lesson on Adverbs

If you search “lesson plan on adverbs” on this blog, you will find that there are a total of seven lesson plans dealing with this part of speech; here is the concluding assessment for the unit those seven lessons comprise.

I open this lesson with this Cultural Literacy worksheet on the proverb “you can’t teach an old dog new tricks.” Because this lesson all but inevitably runs into a second day, here is another Cultural Literacy worksheet, this one on the idiom “six of one, a half dozen of the other.” Finally, here is the structured worksheet, which closely follows the sequence of the aforementioned seven lessons, that is the primary work of this lesson and the concluding assessment of this seven-lesson unit.

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: Dark Ages

Here is a Cultural Literacy worksheet on the Dark Ages.

In posting this document, I understand that I’m dealing with a contested term. In fact, in the nineteenth and twentieth centuries, as the period became better understood, historians began restricting its use to the Early Middle Ages, generally the first few centuries following the fall of Rome. When I was teaching global studies in New York, one of the concepts that was chronically overlooked while my co-teacher droned on in a recitation of decontextualized historical facts was the difference between periods of intellectual enlightenment and intellectual repression–indeed, the active promotion of ignorance and superstition.

If one looks at intellectual history, this oscillation between lightness and darkness, as Petrarch framed it, recurs fairly regularly (in fact, we’re arguably in the middle of such a period as I write this). I always thought that in teaching global studies, we ought to use the trial and death of Socrates as an illustration of the contest between intellectual freedom and the superstition and ignorance which opposes it. Once we accomplished that, we can cite this phenomenon everytime it expresses itself in history. It would make introducing the Carolingian Renaissance, the Renaissance itself, and the Enlightenment (and its antithesis, Romanticism) a simpler and deeper conceptual endeavor at once. In United States history, this dynamic expresses itself, I submit, in everything from the First and Second Great Awakenings to the McCarthy Era.

And we end up with those big concepts in historical inquiry that Claude Levi-Strauss called binary oppositions: faith and reason, law and anarchy, science and religion, knowledge and ignorance, and so forth. Those pairs, I think, are what Grant Wiggins and Jay McTighe had in mind when they talked about identifying (and helping students to understand) “big ideas” in instructional planning.

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.

A Concluding Assessment Lesson on Adjectives

If you search “lesson plan on adjectives” on this blog, you will find that there are a total of 11 lesson plans dealing with this part of speech; here is the concluding assessment lesson plan.

This lesson opens in my classroom with this Everyday Edit worksheet on Lucy Cousins’ Maisy books–and if your students enjoy the satisfaction of completing these exercises in correcting grammar, style, and spelling in another person’s prose (mine generally have), you can find a yearlong supply for download at no charge from the good people at Education World. This lesson generally extends across two days, so here is a Cultural Literacy worksheet on malapropisms. Finally, here is the structured worksheet that closely follows the sequence of the 11 lessons that comprise this unit and serves as their concluding assessment.

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.

The Weekly Text, April 9, 2021: A Lesson Plan on Using the Indefinite Pronoun

This week’s Text is a lesson plan on using the indefinite pronouns.

I open this lesson with this Cultural Literacy worksheet on the proverb “any port in a storm.” In the event the lesson continues into a second day, I keep this Everyday Edit (and if you like these, the good people at Education World give away a year’s worth of them) worksheet on Duke Ellington handy. This scaffolded worksheet on using the indefinite pronouns is the mainstay of the lessons. Here is a learning support on subject-verb agreement when working with the indefinite pronouns that students can both use with the work of this lesson and carry away for future reference. And, finally, here is the teacher’s copy of the worksheet to make delivering this lesson a little bit easier.

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.