A01c_Ch.03: Beginnings of Civilizations- People and Ideas on the Move

A01c_Ch.03: Beginnings of Civilization- People and Ideas on the Move 2000 – 250 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did migration and trade help spread goods and cultural ideas throughout the ancient world?

The topics discussed in this unit will wind and weave through the following historical themes:

INTERACTION WITH ENVIRONMENT
Early peoples often migrated from their lands to find new homes that promised a better life. Once they moved, they had to deal with a new environment.

RELIGION AND ETHICAL SYSTEMS
Three major world religions developed during this time. Hinduism and Buddhism originated in India, while Judaism developed in Southwest Asia.

ECONOMICS
Traders transported their goods to other parts of the world. Among the early trading peoples were the Phoenicians, who dominated the Mediterranean. Sea traders also traveled between India and Arabia.

Given
-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

Task
Section 01. The Indo-Europeans.

– Indo-Europeans
– Steppes
– Migration
– Hittites
– Anatolia
– Aryans
– Vedas
– Brahmin
– Caste
– Mahabharata

Section 02. Hinduism and Buddhism Develop

– Reincarnation
– Karma
– Jainism
– Siddhartha Gautama
– Enlightenment
– Nirvana

Section 03. Seafaring Traders

– Minoans
– Knossos
– King Minos
– Phoenicians

Section 04. The Origins of Judaism

– Canaan
– Torah
– Abraham
– Monotheism
– Covenant
– Moses
– Israel
– Judah

A01c_Ch.03: Beginning of Civilization- People and Ideas on the Move 2000 – 250 BCE

A01c_Ch.03: Beginnings of Civilization- People and Ideas on the Move 2000 – 250 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did migration and trade help spread goods and cultural ideas throughout the ancient world?

The topics discussed in this unit will wind and weave through the following historical themes:

INTERACTION WITH ENVIRONMENT
Early peoples often migrated from their lands to find new homes that promised a better life. Once they moved, they had to deal with a new environment.

RELIGION AND ETHICAL SYSTEMS
Three major world religions developed during this time. Hinduism and Buddhism originated in India, while Judaism developed in Southwest Asia.

ECONOMICS
Traders transported their goods to other parts of the world. Among the early trading peoples were the Phoenicians, who dominated the Mediterranean. Sea traders also traveled between India and Arabia.

Given

-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Write complete sentences as you describe the historical significance of the term, name, or phrase. Your description must relate specifically to this chapter’s historical content & context (Time, Place, Circumstance). Mr.V will be happy to offer an example to all who ask.

When submitting this assignment as a digital file, be sure to follow these steps:
-If you hand-wrote the assignment, scan the paper and convert to a digital file (PDF).
-If you are typing, convert the file into a PDF file using the same program you typed with.
-Please label the file in the following format: 2-digit Pd#_LastNameFirstName-Assignment 01c Part1 (Example: 09_SmithJohn-A01cPart1). Remember, the period #’s must have two digits (therefore, Period 1 => 01). Never confuse the letter ‘O’ for the number Zero ‘0’. There should be no spaces in the file label.

Task
A01c Part 1. The Indo-Europeans Read pages 61 – 65. On page 65…
TERMS
– Indo-Europeans
– Steppes
– Migration
– Hittites
– Anatolia
– Aryans
– Vedas
– Brahmin
– Caste
– Mahabharata

A01c Part 2. Hinduism and Buddhism Develop Read pages 66 – 71. On page 71…
TERMS
– Reincarnation
– Karma
– Jainism
– Siddhartha Gautama
– Enlightenment
– Nirvana

A01c Part 3. Seafaring Traders Read pages 71 – 76. On page 76…
TERMS
– Minoans
– Knossos
– King Minos
– Phoenicians

A01c Part 4. The Origins of Judaism Read pages 77 – 82. On page 82…
TERMS
– Canaan
– Torah
– Abraham
– Monotheism
– Covenant
– Moses
– Israel
– Judah

Just Because it’s Dirty doesn’t make it Worthless: All Jobs have Worth.

While viewing this TED Talk by Mike Rowe (“Dirty Jobs” host on the Discovery Channel) I could not help but think of the Hindu (& related) philosophies.

Traditional Hinduism places great emphasis on people living their lives within groups that they were born within. These groups, or Castes, can be further subdivided into specific occupations: Teacher, Mortician, Domestics, etc. You are taught to pursue livelihoods in those fields. So important is this rule to stay within the group of your birth, that to violate it has religious, and thus eternal, ramifications.

In the Western World, we think of these traditions as uncivilized, primitive, demeaning, misogynistic, abusive, etc. However, as a lover of History, I have been taught by my teachers to investigate both sides of every issue and do so from a macro and micro perspective. Rather than finding the answer to “why do these societies do this?”, we should also attempt to explore the ramifications if such a system did not exist at all.

South Asia, home of the Hindu philosophy, has been one of the most-invaded places on Earth. What we know is that invasion occurred as early as the 16th C. BCE and have continued to do so up to the present day with US Special Forces infiltrating Afghanistan and Pakistan via ancient mountain passes. I am willing to bet money that invasions have occurred prior to the Aryans and will occur again in the future.

The turmoil generated by events such as this has brought down great civilizations in the past (Babylonia, Persians, Graeco-Macedonian, Roman, Ottomans, Han Dynasty, and on and on…) and continue to change the map of nations today (Central Africa, Former Soviet Union, Armenia, Iraq, Afghanistan, and on and on…). But, Hinduism and its people appear to have found a remedy for the negative affect of Human aggression. What if everyone knew what role they are to play in society from the very first day of life? What if they spent the rest of their lives perfecting their occupational skills so that they can do their work to the best of their ability? In times of chaos, those who survive will still have their skills and still know what their social roles are. Society can rebuild and resuscitate itself in the absence of a central governing authority. To put it in perspective, the Hindu culture has seen every single one of the civilizations listed above come and go. In the ‘lifetime’ of Hindu philosophy and culture, much of what makes us what we think we are has occurred. Yet, the only thing that remains is Hinduism.

Mike Rowe’s talk made me think of all this. All work; all occupations; have vital roles to play in our daily march through time. Their is no shame or loss of respect because your job requires you to get your hands dirty or mine restricts me to an office. Both contribute to the success and longevity of our society, our culture. The United States has lost this perspective. We teach our students to believe that one type of occupation is a mark of success, while another is proof of our failure. This is wrong. In many ways, the Hindus knew of this before the era of civilization.

Yes, it is true: History teachers have no social life. To think that a person would have all these thoughts flashing through their minds while listening to a speech about a mundane topic like ‘Dirty Jobs’, will challenge modern sensibilities. Now I know why many of my friends and family don’t want to see a movie in a theatre with me. While they want to enjoy a shoot-em-up action flick, I will see how that film is reflective of human societal degradation.

I guess that’s all for know. Enjoy the video below and allow yourself to think deeper thoughts. I, instead, will go to the movie theatre by myself.

Rebellion in Tibet — History.com This Day in History — 3/10/1959

http://www.history.com/this-day-in-history/rebellion-in-tibet?et_cid=52498496&et_rid=950877813&linkid=http%3a%2f%2fwww.history.com%2fthis-day-in-history%2frebellion-in-tibet

Lead Story

On this day in 1959, Tibetans band together in revolt, surrounding the summer palace of the Dalai Lama in defiance of Chinese occupation forces.

China’s occupation of Tibet began nearly a decade before, in October 1950, when troops from its People’s Liberation Army (PLA) invaded the country, barely one year after the Communists gained full control of mainland China. The Tibetan government gave into Chinese pressure the following year, signing a treaty that ensured the power of His Holiness the Dalai Lama, the country’s spiritual leader, over Tibet’s domestic affairs. Resistance to the Chinese occupation built steadily over the next several years, including a revolt in several areas of eastern Tibet in 1956. By December 1958, rebellion was simmering in Lhasa, the capital, and the PLA command threatened to bomb the city if order was not maintained.

The March 1959 uprising in Lhasa was triggered by fears of a plot to kidnap the Dalai Lama and take him to Beijing. When Chinese military officers invited His Holiness to visit the PLA headquarters for a theatrical performance and official tea, he was told he must come alone, and that no Tibetan military bodyguards or personnel would be allowed past the edges of the military camp. On March 10, 300,000 loyal Tibetans surrounded Norbulinka Palace, preventing the Dalai Lama from accepting the PLA’s invitation. By March 17, Chinese artillery was aimed at the palace, and the Dalai Lama was evacuated to neighboring India. Fighting broke out in Lhasa two days later, with Tibetan rebels hopelessly outnumbered and outgunned. Early on March 21, the Chinese began shelling Norbulinka, slaughtering tens of thousands of men, women and children still camped outside. In the aftermath, the PLA cracked down on Tibetan resistance, executing the Dalai Lama’s guards and destroying Lhasa’s major monasteries along with thousands of their inhabitants.

China’s stranglehold on Tibet and its brutal suppression of separatist activity has continued in the decades following the unsuccessful uprising. Tens of thousands of Tibetans followed their leader to India, where the Dalai Lama has long maintained a government-in-exile in the foothills of the Himalayas.

Fact Check We strive for accuracy and fairness. But if you see something that doesn’t look right, contact us!

Mr.V

Zen Buddhists Roiled by Accusations Against Teacher – NYTimes.com

http://www.nytimes.com/2013/02/12/world/asia/zen-buddhists-roiled-by-accusations-against-teacher.html

Zen Groups Distressed by Accusations Against Teacher

Since arriving in Los Angeles from Japan in 1962, the Buddhist teacher Joshu Sasaki, who is 105 years old, has taught thousands of Americans at his two Zen centers in the area and one in New Mexico. He has influenced thousands more enlightenment seekers through a chain of some 30 affiliated Zen centers from the Puget Sound to Princeton to Berlin. And he is known as a Buddhist teacher of Leonard Cohen, the poet and songwriter.

Mr. Sasaki has also, according to an investigation by an independent council of Buddhist leaders, released in January, groped and sexually harassed female students for decades, taking advantage of their loyalty to a famously charismatic roshi, or master.

The allegations against Mr. Sasaki have upset and obsessed Zen Buddhists across the country, who are part of a close-knit world in which many participants seem to know, or at least know of, the principal teachers.

Mr. Sasaki did not respond to requests for interviews made through Paul Karsten, a member of the board of Rinzai-ji, his main center in Los Angeles. Mr. Karsten said that Mr. Sasaki’s senior priests are conducting their own inquiry. And he cautioned that the independent council took the accounts it heard from dozens of students at face value and did not investigate any “for veracity.”

Because Mr. Sasaki has founded or sponsored so many Zen centers, and because he has the prestige of having trained in Japan, the charges that he behaved unethically — and that his supporters looked the other way — have implications for an entire way of life.

Such charges have become more frequent in Zen Buddhism. Several other teachers have been accused of misconduct recently, notably Eido Shimano, who in 2010 was asked to resign from the Zen Studies Society in Manhattan over allegations that he had sex with students. Critics and victims have pointed to a Zen culture of secrecy, patriarchy and sexism, and to the quasi-religious worship of the Zen master, who can easily abuse his status.

Disaffected students wrote letters to the board of one of Mr. Sasaki’s Zen centers as early as 1991. Yet it was only last November, when Eshu Martin, a Zen priest who studied under Mr. Sasaki from 1997 to 2008, posted a letter to SweepingZen.com, a popular Web site, that the wider Zen world noticed.

Mr. Martin, now a Zen abbot in Victoria, British Columbia, accused Mr. Sasaki of a “career of misconduct,” from “frequent and repeated non-consensual groping of female students” to “sexually coercive after-hours ‘tea’ meetings, to affairs,” as well as interfering in his students’ marriages. Soon thereafter, the independent “witnessing council” of noted Zen teachers began interviewing 25 current or former students of Mr. Sasaki.

Some former students are now speaking out, including seven interviewed for this article, and their stories provide insight into the culture of Rinzai-ji and the other places where Mr. Sasaki taught. Women say they were encouraged to believe that being touched by Mr. Sasaki was part of their Zen training.

The Zen group, or sangha, can become one’s close family, and that aspect of Zen may account for why women and men have been reluctant to speak out for so long.

Many women whom Mr. Sasaki touched were resident monks at his centers. One woman who confronted Mr. Sasaki in the 1980s found herself an outcast afterward. The woman, who asked that her name not be used to protect her privacy, said that afterward “hardly anyone in the sangha, whom I had grown up with for 20 years, would have anything to do with us.”

In the council’s report on Jan. 11, the three members wrote of “Sasaki asking women to show him their breasts, as part of ‘answering’ a koan” — a Zen riddle — “or to demonstrate ‘non-attachment.’ ”

When the report was posted to SweepingZen, Mr. Sasaki’s senior priests wrote in a post that their group “has struggled with our teacher Joshu Sasaki Roshi’s sexual misconduct for a significant portion of his career in the United States” — their first such admission.

Among those who spoke to the council and for this article was Nikki Stubbs, who now lives in Vancouver, and who studied and worked at Mount Baldy, Mr. Sasaki’s Zen center 50 miles east of Los Angeles, from 2003 to 2006. During that time, she said, Mr. Sasaki would fondle her breasts during sanzen, or private meeting; he also asked her to massage his penis. She would wonder, she said, “Was this teaching?”

One monk, whom Ms. Stubbs said she told about the touching, was unsympathetic. “He believed in Roshi’s style, that sexualizing was teaching for particular women,” Ms. Stubbs said. The monk’s theory, common in Mr. Sasaki’s circle, was that such physicality could check a woman’s overly strong ego.

A former student of Mr. Sasaki’s now living in the San Francisco area, who asked that her name be withheld to protect her privacy, said that at Mount Baldy in the late 1990s, “the monks confronted Roshi and said, ‘This behavior is unacceptable and has to stop.’ ” However, she said, “nothing changed.” After a time, Mr. Sasaki used Zen teaching to justify touching her, too.

Mr.V

Buddhism Along the Silk Road

View this short video from the Metropolitan Museum of Art that reflects our class discussion on the impact of trade routes within and around the Eurasian continent. This would make a great complement to our Empires of India and China course topic.

What I found so agreeable about this video is that it uses Buddhism as a case study, just like our class did during our discussions. Buddhism is a great vehicle to witness the influence of other cultures involved in commercial activities (Cultural Diffusion).

Buddhism along the Silk Road