10th Grade Semester Two
Unit Six: Modern China
Stage 1: Desired OutcomesTopic / Unit Title: Modern China
- Did Communism benefit China?
NYS Content Standards
Standard : 2 Key Idea 1
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3
Standard : 2 Key Idea 4 / Common Core Skills
- RH 1, 2, 3, 4, 5, 6, 7, 8, 9
- W 1, 3, 4, 9
- SL 1, 2, 3, 4, 6
- L 1, 4, 5, 6
Understandings:
- Emperor Henry Pu Yi, -Sun Yat Sen, Three Principles of the People, Chiang Kai Shek, Mao Zedong, The Long March, Chinese Civil War, The Great Leap Forward, The Five Year Plan, Communes, Cultural Revolution, The Red Guards, Little Red Book, Totalitarianism, Deng Xiaoping, Four Modernizations, Tiananmen Square, Socialism
- Could democracy have succeeded in China?
- Why was there a Communist Revolution in China?
- Why did Communism prevail?
- How did the Great Leap Forward affect peasants?
- Why did the Great Leap forward fail?
- Why did Mao start the Cultural Revolution?
- How did Mao inspire the young people? How were they affected?
- Was it necessary to erase China’s past? Why does China refuse to teach about the Cultural Revolution?
- Was Mao a totalitarian ruler?
- How did Deng change China?
- Were Deng’s changes for China beneficial?
- Why did the students rebel in 1989?
- Why did Deng respond violently?
- Why did Deng allow capitalism but not democracy?
- Is China truly Communist?
- How did Deng’s policy make China the country it is today?
Stage 2: Assessments and Tasks
Common Core Literacy Task
- Thematic Essay
- Write a diary entry during the experiences of the Long March
- Answer scaffolding questions for documents: Mao’s quotes from the Little Red Book, diary entries from the Great Leap Forward, primary sources from the Cultural Revolution
- Political cartoon about the Great Leap Forward
- Posters supporting either the Nationalists or Communists
- Discuss the keywords, documents and questions
- Newspaper headlines
- Watch and discuss video footage of Tiananmen Square
- Watch and discuss Cultural Revolution video
Accommodations: Scaffolds and Differentiation
Content /
- Modify primary source texts (variety, complexity, length)
- Incorporate alternative materials (visual, video, audio, internet)
- Provide supplementary resources for supports
- Group with a purpose
Process /
- Model skills, task and/or product
- Utilize graphic organizers / note taking template
- Provide individual or group intervention and support
- Re-enforce vocabulary / concept development
- Provide choice / variety of activities or tasks
- Group with a purpose
Product /
- Assign specific, purposeful assessments to individuals or groups
- Allow students to choose from a variety of assessments
- Provide scaffolds / supports (outlines, templates, models)
- Provide extension activities to expand thinking or understanding
- Group with a purpose
How will students reflect upon and self-assess their learning?
- Exit Tickets, Answering essential questions (above), Student responses, Literacy Tasks
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.).
Aim: Could the Holocaust have prevented? OR Were Jews forewarned of the Holocaust? OR Should the Jews have realized Hitler’s plans? OR Should world have intervened before the Holocaust?
- Identify/define: Nuremberg Laws, boycott, Kristallnacht, Ghetto, Aryan, non-Aryan, scapegoats.
- Describe the status of Jews in Germany before 1930.
- Analyze the reasons given by the Nazis for persecuting the Jews and other groups.
- Discuss the Nazi ideas of anti-Semitism and racial superiority of the Aryans.
- Discuss the effect s of Nazi persecution of the Jews.
- Discuss the different reactions of Jews to Nazi persecution and what constitutes resistance.
- Evaluate the value of “scapegoating” in helping a regime retain power.
- Analyze the statement: “Guilt must be shared by all the partied concerned.”
- Evaluate whether the Holocaust could have been prevented and whether the Jews should have realized Hitler’s plan.
- Application: Is it possible for the Holocaust to happen again?
- Identify/define: Chiang Kai Shek, Nationalists (Guomindang), Mao Zedong, Communists, corruption, civil war, Long March
- Discuss the extent to which Chiang Kai Shek and the nationalists lived up to/fulfilled the ideals of Sun Yat Sen.
- Discuss the appeal of the Communists among the Chinese peasant population.
- Assess the impact of the following on the Chinese Civil War: Japanese Policy in east Asia, WWII, and the roles of the United States and the Soviet Union during this period.
- Evaluate whether the communist victor in 1949 was unavoidable.
- Identify/define: Great Leap Forward, Five Year Plan, communes, and modernization.
- Describe the goals of the Great Leap Forward, cooperatives, communes and collectivization.
- Evaluate whether Mao’s policies helped or hindered the growth of the Chinese economy and successfully modernized the nation.
- Discuss the reasons why the Great Leap Forward could be considered a failure.
- Evaluate the extent to which the Great Leap Forward was a giant step backwards.
- Identify/define: Great Proletarian Cultural Revolution, Red Guards, Maoism, Little Red Book, propaganda, and revolution.
- Discuss the reasons Mao Zedong launched the Cultural Revolution in August 1866.
- Describe the role and methods of the Red Guard in furthering the Cultural Revolution.
- Describe the short and long term effects of the Cultural Revolution on the people of China.
- Assess the legacy of the Cultural Revolution on Chinese society today and evaluate whether it had a constructive or destructive impact on Chinese society.
- Evaluate whether revolutions promote or hinder a nation’s progress.
- Identify/define: Deng Xiao Ping, Four Modernizations, and Family Planning Policy.
- Describe Deng’s Four Modernizations.
- Compare Deng’s economic policies with those of Mao.
- Evaluate whether Deng’s policies are communist or capitalist.
- Assess the impact of the collapse of communism in Eastern Europe and the Commonwealth of Independent States (formerly the Soviet Union) on the People’s Republic of China.
- Evaluate whether communism and capitalism can coexist in China.
- Identify/define: human rights, Tianenmen Square, and “goddess of democracy”.
- Discuss the reasons for the student protests in Tianenmen Square that began in May 1989.
- Describe the actions taken by the Communist government against the protesters during the ‘crackdown”.
- Analyze the role of the media in gaining worldwide attention regarding human rights issues in China.
- Evaluate the extent to which the students’ demands for democracy resulted from Deng’s economic reforms.
- Evaluate whether democracy is possible in China.
- Explain the circumstances and the historical events leading to the return of Hong Kong in July, 1997.
- Compare and contrast the difference reactions in Hong Kong and in the global community regarding the return of Hong Kong to China.
- Assess the extent to which political reform affects the economy.
- Evaluate whether Hong Kong can continue to prosper under the control of China.
Teacher Reflection for Future Planning
- Analyzing assessments, including exit tickets, exam and essay data, performance tasks, etc.
Regents Thematic Essays
June 2007Theme: Political Change
Often, governments implement policies in an attempt to change society.
Task: Choose one example from global history where a government attempted to change society and
• Describe the change the government wanted to bring about
• Explain why the government wanted to make this change
• Describe one specific policy the government used to try to bring about this change
• Discuss the extent to which this change was achieved
You may use any example of governmental change from your study of global history. Some suggestions you might wish to consider include efforts to strengthen the Empire of Mali under Mansa Musa, Reformation in England under Henry VIII, westernization of Russia under Peter the Great, Reign of Terror during the French Revolution under Robespierre, Meiji Restoration in Japan under the Emperor Meiji, modernization of Turkey under Atatürk, five-year plans in the Soviet Union under Joseph Stalin, fascism in Italy under Benito Mussolini, and oil policies in Venezuela under Hugo Chávez.
August 2007
Theme: Political Systems
Political systems have affected the history and culture of nations and societies.
Task: Choose two different political systems and for each
• Describe the characteristics of the political system
• Discuss how the political system has affected the history or culture of a specific nation or society
You may use any political systems from your study of global history. Some suggestions you might wish to consider include absolute monarchy, constitutional monarchy, parliamentary democracy, direct democracy, theocracy, communism, and fascism.
January 2012
Theme: Change—Individuals
Throughout history, various circumstances have led individuals to develop or modify ideas. These ideas have often affected societies.
Task: Select two individuals from your study of global history and for each
• Describe the historical circumstances that led this individual to develop or modify an idea
• Explain an action taken by this individual as a result of this idea
• Discuss how this individual’s idea affected a society
You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include Pericles, Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Karl Marx, Mohandas Gandhi, Jomo Kenyatta, Mao Zedong, Mikhail Gorbachev, and Mother Theresa
Multiple Choice
1 The difficult, year-long journey made by Mao Zedong and his Communist followers in 1934 through China’s mountains, marshes, and rivers was called the
(1) Cultural Revolution
(2) Great Leap Forward
(3) Boxer Rebellion
(4) Long March
2 The Long March is significant in Chinese history because it
(1) ended Japanese occupation of China
(2) reinforced the concept of the Mandate of Heaven
(3) caused the Boxer Rebellion
(4) established Mao Zedong as a revolutionary leader
3 Which Chinese leader is most closely associated with leading the Great Leap Forward and the Cultural Revolution?
(1) Sun Yixian (Sun Yat-sen)
(2) Jiang Jieshi (Chiang Kai-shek)
(3) Mao Zedong
(4) Deng Xiaoping
4 Mao Zedong and some of the survivors of the Long March emerged as the core leaders in which country?
(1) Angola
(3) China
(2) Cambodia
(4) Nicaragua
5 What was an immediate result of the Great Leap Forward (1958)?
(1) independence of Kenya from Great Britain
(2) the breakup of the Soviet Union
(3) the relocation of Bosnian refugees
(4) increased famine in China
6 By the late 1970s in China, the growing size of its population influenced the government’s decision to
(1) encourage people to migrate to other countries
(2) force families to work on communes
(3) engage in wars to gain territory
(4) institute a one-child policy
7 Which action was taken by Deng Xiaoping to improve the economy of China?
(1) discouraging foreign investment
(2) encouraging some capitalist practices
(3) organizing the Red Guard
(4) practicing glasnost
Base your answers to questions 6 and 7 on the cartoon below and on your knowledge of social studies.
8 The main purpose of this 1961 cartoon is to
(1) criticize Chinese government policy
(2) praise Chinese government leaders
(3) reinforce Chinese government propaganda
(4) question Chinese government spending
9 The Chinese communes referred to in this 1961 cartoon are most closely associated with the
(1) Hundred Flowers Campaign
(2) Great Leap Forward
(3) Cultural Revolution
(4) Four Modernizations
10 During the Great Leap Forward, Chinese peasants were forced to
(1) join communes
(2) move to the cities
(3) convert to Christianity
(4) attack the Red Guards
11 In 1989, the goal of the protest movement staged by Chinese students in Tiananmen Square was to
(1) bring about democratic reforms
(2) improve job opportunities in the military
(3) expand foreign investment in Hong Kong
(4) limit the amount of land designated for the “responsibility system”
12 What was a goal of the student protestors in Tiananmen Square in 1989?
(1) independence for Taiwan
(2) removal of troops from South Korea
(3) access to foreign products
(4) democratic reforms
13 The treatment of untouchables in India, the treatment of Jews during the Holocaust, and the treatment of Chinese student demonstrators in Tiananmen Square are all examples of
(1) fascist policies
(2) extraterritoriality
(3) excommunication
(4) human rights violations
14 The primary goal of the student protests in Tiananmen Square (1989) was to
(1) support the policies of the Chinese Communist Party
(2) decrease the amount of Western influence in China
(3) encourage the spread of industrialization throughout China
(4) increase political freedom and rights in China