Apr 2 / Chinese - Cubans: The Hakka

 

 

Unit: Chinese - Cubans

Theme: The Hakka

 

I

Introduction

A 2011 figure estimates that about 20,000 Cubans are of Chinese descent. Once among the largest Chinatowns in Latin America, the Barrio Chino de La Habana is now the world's smallest and is primarily concentrated in a small alleyway dominated by Chinese restaurants. Most Chinese Cubans live outside Barrio Chino. Today's class is about the specific circumstances in which Chinese - Cubans emerged as part of the cultural landscape of the island nation. 


 II

Learning Objectives

 

  • Understand the origin of the Hakka people
  •  Explain the importance of religion for the Hakka
  • Gain an awareness of the cultural traits of the Hakka
  • Pay attention to the role of religion in Hakka life
  • Reflect on the work done in class


III

Main Lesson

 1

Read the Article


Hakka Chinese Confront Protestant Christianity, 1850 - 1900

 https://www.google.com/books/edition/Hakka_Chinese_Confront_Protestant_Christ/f_bqBgAAQBAJ?hl=en&gbpv=1&dq=Hakka+chinese&pg=PA11&printsec=frontcover

Jessie Gregory Lutz and  Rolland Ray Lutz

Read: Introduction (Page 1)

Lutz, Jessie Gregory and Rolland Ray Lutz (2015). Hakka Chinese Confront Protestant Christianity: With the Autobiographies of Eight Hakka Christians and Commentary. Routledge


2


 Read the Book Page

 The Chinese and the Iron Road

 https://www.google.com/books/edition/The_Chinese_and_the_Iron_Road/1-6VDwAAQBAJ?hl=en&gbpv=1&dq=Hakka+people+and+Cuba&pg=PT79&printsec=frontcover

 

 

3

 

Read the Article

La Comunidad China en Cuba

 https://web.archive.org/web/20151216032324/http://googleasisomos.blogspot.com.ar/2012/08/la-comunidad-china-en-cuba.html

 

 

 

 

 

IV

A Note to Remember

Hakka people from Fujian and specially from Guangdong were well represented in California and Cuba. (Gordon and Fisher, 2019)

 

V

Case Study

Tianhou Palace in Hakka Villages and Hakka's Religious Belief


 (6:30)

 

 VI

 

Activity

 

VII 

Journaling

 

VIII

Glossary

 

IX

Sources

 

X

Student's Work

 

 

Comments