Title Goes Here (Grade 11)

Title Goes Here (Grade 11)

Revolution in China
Authors: Green, Jamie
Last modified: 04/25/2014

Stage 1 Desired Results
ESTABLISHED GOALS
WHII. 33 Describe the Chinese Civil War, the rise of Mao Tse-tung, and the triumph of the Communist Revolution in China in 1949
WHII. 34 Identify the political and economic upheavals in China after the Chinese Revolution.
(H, E)
A. Communist Party attempts to eliminate internal opposition
B. the Great Leap Forward and its consequences (famine)
C. the Cultural Revolution and its consequences / Transfer
Students will be able to independently use their learning to…
Understand how recurring patterns in history can inform judgments about current events and other issues.
 Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy
Meaning
UNDERSTANDINGS
Students will understand that…

Many stakeholders believe they should decide what is best for the people and their common good
Individuals have the unique ability to decide whether or not to comply with a law, doctrine, or idea. There are multiple factors that affect this decision
A revolution is not always to the benefit of all people
While societies change over time; there are elements that continue

/ ESSENTIAL QUESTIONS
1. Who should decide what is best for ‘the people’?
2. What makes people comply or reject?
3. What makes a revolution successful?
4. Who are the winners in a political revolution
5. What causes change in a society?
Acquisition
Students will know…
<type here> / Students will be skilled at…
(1) Identifying Cause and Effect
(2) Identifying multiple points of view
(3) Using primary sources to learn about the past
(4) Identifying Change and Continuity over time
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
<type here> / PERFORMANCE TASK(S):
<type here>
<type here> / OTHER EVIDENCE:
<type here>
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Introduction Unit and discussion of the essential questions.

Teacher and students should work to brainstorm answers to essential questions. Students should be asked to use previous knowledge to generate “evidence for their claims.”

Lesson 2: What is a Revolution?

As an opening activity have students define the following terms – Liberty, Equality, Justice – Students could rank these concepts – discussion to follow
Using a Frayer Model – students will define the term “Revolution” – Students should brainstorm definition, characteristics and examples. (This can be used a pre-assessment also)
Student discussion on how we measure the success of a revolution – what should we look for? – Could use a historical revolution as an example.

Background reading for teachers can be found here:
Lesson 3 Fever Model of Revolution

Students can be given an overview of why models are used by historians.
Work through the following powerpoint with students.

Break the activity up and have students make predictions and or use historical examples to show understanding of each of the stages - students could use an imagined or real revolution they have previously studied

Lesson 4 Chinese Communist Revolution(s) –
Students should read the Quotes from Mao – What is a Revolution? They should make predictions on the nature of revolution in China.
(These could be projected on the ENO board or given as a handout to be marked up)
Quotations from Mao Zedong on War and Revolution
A revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery; it cannot be so refined, so leisurely and gentle, so temperate, kind, courteous, restrained and magnanimous. A revolution is an insurrection, an act of violence by which one class overthrows another.
— FromReport on an Investigation of the Peasant Movement in Hunan
The revolutionary war is a war of the masses; it can be waged only by mobilizing the masses and relying on them.
— FromBe Concerned with the Well-Being of the Masses, Pay Attention to Methods of Work
War is the highest form of struggle for resolving contradictions, when they have developed to a certain stage, between classes, nations, states, or political groups, and it has existed ever since the emergence of private property and of classes.
— FromProblems of Strategy in China's Revolutionary War
Every Communist must grasp the truth, "Political power grows out of the barrel of a gun."
— FromProblems of War and Strategy
Students could discuss the following questions...

According to the quotes above how might Mao Zedong define revolution?
Why might his definition be different to yours?
Do you agree with quotes of Mao? Why why not?

Primary Source Analysis - Students should read and mark up the following primary source - Students should predict the two underlying causes of the revolution – some students may need to review the meaning of “cause”
The Foolish Old Man Who Removed the Mountains (June 11, 1945) Mao Zedong
...We must also arouse the political consciousness of the entire people so that they may willingly and gladly fight together with us for victory. We should fire the whole people with the conviction that China belongs not to the reactionaries but to the Chinese people. There is an ancient Chinese fable called "The Foolish Old Man who Removed the Mountains." It tells of an old man who lived in northern China long, long ago and was known as the Foolish Old Man of North Mountain. His house faced south and beyond his doorway stood the two great peaks, Taihang and Wangwu, obstructing the way. With great determination, he led his sons in digging up these mountains hoe in hand. Another greybeard, known as the Wise Old Man, saw them and said derisively, "How silly of you to do this! It is quite impossible for you to dig up these two huge mountains." The Foolish Old Man replied, "When I die my sons will carry on; when they die, there will be my grandsons and then their sons and grandsons, and so on to infinity. High as they are, the mountains cannot grow any higher and with every bit we dig, they will be that much lower. Why can't we clear them anyway?" Having refuted the Wise Old Man's wrong view, he went on digging every day, unshaken in his conviction. God was moved by this, and he sent down two angels, who carried the mountains away on their backs. Today, two big mountains lie like a dead weight on the Chinese people. One is imperialism, the other is feudalism. The Chinese Communist Party has long made up its mind to dig them up. We must persevere and work unceasingly, and we too, will touch God's heart. Our God is none other than the masses of the Chinese people. If they stand up and dig together with us, why can't these mountains be cleared away?"

Lesson 5: Successful Revolution (?)
Students should revisit the questions – what makes a revolution successful?
Examine details of the changes following the communist revolution. This could include a brief examination of the following

Great Leap Forward
Cultural Revolution
Tiananmen Square

Students should decide whether the Communist takeover of China was beneficial to the people. There are many youtube resources etc on this
Lesson 5: CEPAApplying the Fever Model - Students, acting as textbook editors should create a summary section on Chinese history from 1911 – 1976. As well as including information on the Fever Model the editors could also include other visuals (Charts, infographics. Timelines, primary source quotations) that are typically found in a textbook (they can examine their own!) Students might also decide what the key terms and important people should be.