When Mr. Pirzada Came to Dine

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider the various viewpoints of the term “multiculturalism” for people living in the US. What does the term “multiculturalism” mean for first- and second-generation immigrants? What does it mean for individuals who do not consider themselves immigrants? Has the public perception of multiculturalism changed over time? Why or why not?

Teaching Suggestion: This question invites students to consider the sociological context of the story, particularly in relation to the theme Coming of Age as a Second-Generation Immigrant. The protagonist Lilia finds herself in a unique position: she is born and educated in the US; however, she is raised in a house with strong cultural ties to India. As a result, Lilia finds herself in a liminal state, torn between feeling like she does not understand her parents’ culture and realizing she is still learning about her American culture. Her desire to be more in touch with her Indian roots is complicated by her discouragement in learning at school. In this vein, she exists in two spheres: her Indian cultural sphere at home and her American cultural sphere at school and in public spaces.

Lilia’s parents also represent a contrast in their perception of multiculturalism, as her father finds her lack of knowledge regarding Indian history concerning, while her mother believes it is not important as an “American.” In fact, her mother’s perspective alludes to the point that multicultural viewpoints are not necessary for Americans, a mindset that connects with the theme Revolutionary Violence and American Insularity. Furthermore, although this story takes place in the early 1970s, students should consider whether the topic of multiculturalism has improved in schools. This question links with the Paired Resource.

• Bond’s (2002) “Multiculturalism: America’s Enduring Challenge” provides an alternate viewpoint on multiculturalism in the US.
• American University’s “What is Multicultural Education?” discusses the importance as well as challenges of integrating this topic in the classroom.

2. During the mid-20th century, the South Asian subcontinent experienced notable political upheaval. What were some of the causes of this upheaval? What were some of the effects? Which countries were ultimately affected by the change of politics?

Teaching Suggestion: This question orients students with the historical context of the story. Although much of the history related to Indian-Bangladeshi affairs is discussed within the story, there is important political subtext to the political upheaval of the mid-20th century: the dissolution of the British empire on the Indian subcontinent and the subsequent division between Muslim (i.e., Pakistan) and Hindu (i.e., “India”) populations in 1947. The story takes place a quarter of a century later, when Pakistan was once again split into Bangladesh and Pakistan, evidence that the artificial borders were not representative of the natural cultural divides in the country. The arbitrary division of borders has had a lasting effect on the subcontinent; in fact, the region of Kashmir/Jammu is still a disputed territory between Indian and Pakistan since the 1947 Partition, with armament tensions heightened as both countries possess nuclear warheads.

• This 2017 article on VoxDev focuses on “The Short- and Long-Term Consequences of Partitioning India.”
• The UK’s National Archives discusses the “The Independence of Bangladesh in 1971.”

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the story.

How do rituals bring people together? Do you have a ritual that you perform in order to bring yourself peace? What about in your family and/or community?

Teaching Suggestion: This Personal Connection Prompt invites students to consider the theme of Rituals as Connection and Coping Mechanisms from their own perspective. In the story, Lilia observes the importance of rituals for both her family as well as Mr. Pirzada. Despite the fact that Mr. Pirzada is concerned about his family’s well-being during the war, he continues to observe different movements, motions, and customs which ground him in the moment. This Prompt connects with the Discussion/Analysis Prompt.

Differentiation Suggestion: For advanced students or those seeking a research challenge, this Personal Connection Prompt may be reframed more generally to rituals and traditions in US culture. This would also serve as an alternate assignment for students who are uncomfortable discussing their family. Students who benefit from additional support can be provided with informational texts that detail particular rituals and traditions in the US or around the world.