Cultural+Revolution

=Welcome to the Great Proletarian Cultural Revolution Of China. The "Cultural Revolution" changed China forever. =

=SEMINAR DATES: =

==  1. Monday, January 29 2018 ==

==  2. Wednesday, January 31 2018 ==

==  3. Friday, February 2, 2018 ==

==  4. Tuesday, February 6, 2018 ==

==  5. Thursday, February 8, 2018 ==

Below you will find a massive range of resources that will meet all your needs so you won't need to go to any search engine. You will note below that you will be required to interview a relative or some one that had been influenced by the revolution. I suggest you start looking for some one to interview as soon as possible (this week!)

=About this page =

This page has a number of sections that will help you explore the Cultural Revolution.

1. Homework

2. Epads

3. Character sketches

4. Primary Sources for analysis

5. The Interview

6. Secondary Sources

<span style="font-family: Georgia,serif;">7. Red Scarf Girl

<span style="font-family: Georgia,serif;">8. Works cited

=1. Classwork and Homework=

This is where you will find work that you will need to do out of seminar class. Check here every day for details of what homework/classwork needs to be done.

Monday 29th January
Finish watching the video we started in class today <span style="background-image: url(">[|here] . As you watch the video, write down what you believe to be important information (facts and vocab) from the video into the epad. You will be working through these notes in class tomorrow. Who will you be interviewing on the weekend?

1.Open up the class epad and finish watching the video, taking notes as you go, on the epad. 2.Confirm the important information with your group, especially the vocabulary and key terms used. Look through the videos and resources listed and decide which different ones you will watch/read. Watch/read your choice and take notes on the epad. Try to get a range to answer the question. List the name of the video.reading you watched/read. Then record any information on what caused the revolution that you learned from that resource onto the epad. 4. You will find this [|article] very useful as well. 5. Develop some questions you might ask Professor Liu on Friday. Again think causes and effects and asking good "who" and "why" questions. Write them onto the epad. What are some critical turning points in the revolution? Bring your thoughts to class tomorrow. What key vocabulary have you identified?
 * Classwork Tuesday 30th January**
 * What caused the revolution?**
 * Homework**

Wednesday 31st Seminar Work
Checking in on cause(s) of the revolution, The dazibao, timeline (turning points) discussions, work stations, and setting up questions for Friday.
 * Homework**
 * 1. Continue planning for your interview, see the [|guidelines] and sample below.**
 * 2. Who were the red guards? What did they do?**

Classwork for Thursday 1st February
Bring to class tomorrow some possible turning points for your time line. Even though we will only be writing about four of the points, make a list of at __**least 8 key events**__ (Including start date and finish date) over the 10 year period 1966 - 1976. You will work on your time line poster in class. Once you have decided on your turning points bring them to Mr Fidler before you start your poster. Share your answers to the Red guard questions you had for homework Finalise your dazibao message, in Chinese and in English

Getting ready for tomorrow Friday 2nd February
1. Tomorrow we have the visit from a guest speaker Mr Ge, a former Red Guard. I am expecting you to come with at **__least one question__** you can ask him. Remember to ask a question that cannot be answered with one word. A suggestion is to start your question with Why or How 1. Your dazibao messages must be ready. We will start that after the Q and A session with Mr Ge [|Your exit ticket]

This is the interview weekend. Think carefully about your questions and have them ready in front of you before and during the interview.
[|Here] is a very handy resource developed by Mr Sostack and the EAL class Record your interview on a device. See the guidelines below. Read Red Scarf Girl.

Classwork for Monday 5th February
What were three important pieces of information you learned from Mr Ge's talk on Friday? Write them on the epad. consider
 * rebellion
 * powerplay
 * isolation

Share your interview details with members of your group. What did you learn from the interview? What did the people you interviewed think about Chairman Mao? Write your key points from your interview onto the epad. Check through your time line, remember to think about the turning points. Continue with the note taking you started last Thursday. We still have a couple of "stations" work in our seminar tomorrow. If you have any questions, please see me in my classroom. Complete the recording of notes from your interview onto the epad.

Home work You do not need to transcribe all the interview, just record the key points. There is also no need to keep the mp3 recording of the interview, once you have recorded the critical information.

Vocabulary - what were the key vocabulary from the revolution? Bring a list of words to class tomorrow that you believe to be important language of the revolution.

Classwork 1. Watch "The Boy Who Denounced His Mother" 2. Complete your group's time line 3. Begin your essential vocabulary work on the epad
 * Tuesday February 6**

Homework Have a look at the Primary Source information below (#5). We will be following up on this in class on Thursday.

Classwork for Wednesday 7th February
1. Check that your timeline is correct. 2. **Key question - What changed and what stayed the same?** Bring some possible answers to this question on Thursday 3. Complete your vocabulary work. 4. Start thinking about which character role you might work on when it comes to writing your journal.

In the class epad, have two headings
 * Homework**

What changed in China as a result of the revolution?

What stayed the same in China as a result of the revolution? Write your thoughts under each heading ready for our final seminar tomorrow.

What might our characters have thought about the turning points you identified?

1. What changed and what stayed the same during this revolution? 2. Primary Sources? 3. Final draft of your time line and turning points. 4. The Common Craft video project.
 * Classwork for Thursday 8th February**

** Expectations for sharing notes on epad **
You’re expected to... ... use the name that you use in your Humanities class. ... choose a color and use //only// that color throughout the unit. ... focus on the task. The chat function is not to be used and do not //clear authorship colors//. ... draw on each others’ strengths and support each others’ weaknesses
 * Behavior **

You’re are expected to create your own organizational structure to... ... create your own list of //guiding questions//. (Tip: start by rephrasing guiding questions from the Russian Revolution to suit your respective revolution.) … note and add details for key dates, major events, important people. ... **list and define key vocabulary words and phrases that you could later use in your respective narratives .** ... suggest possible key turning points for your respective revolutions and support those key turning points with evidence from your research. ... add links to resources in addition to those that are provided by your teacher.
 * Assignment **

[|8-1]

[|8-2]

[|8-3]

[|8-4]

[|8-5]

[|8-6]

=3. The Cultural Revolution Time Line=

[|Time Line Example #1]

[|Time Line Example #2]

[|Time Line Example #3]

[|Time Line Example #4]

Your time line should be annotated with text and images that outline why that turning point is important. =**<span style="font-family: Georgia,serif;">4. Character sketches **=

<span style="font-family: Georgia,serif;">You will choose one of these characters for your journal work. You will tell the story of the revolution through the eyes of that person.
<span style="font-family: Georgia,serif;">High school student

<span style="font-family: Georgia,serif;">You are a high school student at Beijing No.4 Secondary School 北京市第四中学, commonly known as Beijing Sizhong or just Sizhong. Your family are farming peasants who live outside of the city, in the village of Shunyi.

<span style="font-family: Georgia,serif;">Professor

<span style="font-family: Georgia,serif;">You are a professor at Peking University 北京大学, commonly known as Beida. You are a member of the Communist Party and your family have been left leaning intellectuals for two generations.

=<span style="font-family: Georgia,serif;">5. Primary Sources for the Primary Source Analysis Assessment =

What is a Primary source? <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Primary sources are the raw materials of history — original documents and objects which were created at the time under study. Here are your Primary Source options


 * 1


 * 2
 * 3

<span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Choose just ONE of the Primary Sources listed below for your Primary Source Analysis assessment. Download the primary source. If you choose a poster, try to translate the Chinese text in the message from the poster into English and write it on your assessment sheet title section.

=**6. The Interview**= Interview Guidelines

Sample Interview

<span style="font-family: Georgia,serif;">Airdrop the audio file to my computer on Tuesday. Make the file name: "Humanities class # your full name CR interview"


 * <span style="font-family: Georgia,serif;">This should be completed by Tuesday 6th January. **

<span style="font-family: Georgia,serif;">e.g. "8-4 Johnny Zhou CR interview"

<span style="font-family: Georgia,serif;">*If you do not have a relative who was on the Mainland during the Cultural Revolution, then you could participate in a friend's interview (if your friend's relative is comfortable with that) or ask your parents what they know about the Cultural Revolution. <span style="font-family: Georgia,serif;">It is important that one of the questions you ask, probably the final one, to find out whether the person you interview thought about what had changed in China and what had stayed the same. <span style="font-family: Georgia,serif;">This interview should be recorded on a device i.e smartphone or computer. This interview should then be converted to an mp3 file and posted on your blog.


 * <span style="font-family: Georgia,serif;">Resources **


 * <span style="font-family: Georgia,serif;">Further Resources **

These extra resources will be valuable to you as you work your way through the this revolution's content.

[|Time line sample]

[|More...] Posters

=**<span style="font-family: Georgia,serif;">7. Secondary Sources **=

<span style="font-family: Georgia,serif;">Readings <span style="font-family: Georgia,serif;">*Note that you don't need to read every document. Pick and choose. Divide them up amongst your group mates.

<span style="font-family: Georgia,serif;">Causes, events leading up to the Cultural Revolution <span style="font-family: Georgia,serif;">(1949-1966)

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<span style="font-family: Georgia,serif;">Cultural Revolution <span style="font-family: Georgia,serif;">(1966-1976)

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<span style="font-family: Georgia,serif;">Effects, reflecting on the Cultural Revolution

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Time Continuity and Change

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<span style="font-family: Georgia,serif;">Websites

<span style="font-family: Georgia,serif;">[|"Everything you need to know about the Cultural Revolution"]

<span style="font-family: Georgia,serif;">Serve the People! (images of daily life in China during the Cultural Revolution)

<span style="font-family: Georgia,serif;">Morning Sun (companion website for the documentary Morning Sun)

<span style="font-family: Georgia,serif;">Virtual Museum of the Cultural Revolution (in Chinese)

<span style="font-family: Georgia,serif;">Chinese Posters (mainly Mao)

<span style="font-family: Georgia,serif;">Videos

[|The Boy Who Denounced His Mother]

[|Old Beijing ren and Chairman Mao]

[|The East Is Red]

[|Morning Sun]

<span style="font-family: Georgia,serif;">Michelangelo Antonioni's documentary on China in 1969, a must watch documentary. <span style="font-family: Georgia,serif;">media type="custom" key="22726194"

<span style="font-family: Georgia,serif;">"China: A Century of Revolution: (1949-1976)" *On the first day of the seminar, we ill watch from the 58:20 mark up until Mao's death in 1976. If you're really interested in Chinese history, this video is a must-watch. <span style="font-family: Georgia,serif;">media type="youtube" key="1L6aTHtZF00" height="390" width="640"

<span style="font-family: Georgia,serif;">"Mao's Bloody Revolution," a documentary with author Philip Short <span style="font-family: Georgia,serif;">media type="custom" key="22921460"

<span style="font-family: Georgia,serif;">"China Under Mao: The Cultural Revolution" <span style="font-family: Georgia,serif;">media type="custom" key="22902880"

<span style="font-family: Georgia,serif;">"Mao's Red Guards" from the film, "Morning Sun" media type="youtube" key="gaz8sVaK8s4" height="390" width="640"

<span style="font-family: Georgia,serif;">BBC's "Mao's China: One Man's Revolution" <span style="font-family: Georgia,serif;">media type="custom" key="22725670"

<span style="font-family: Georgia,serif;">Discovery Education's "Cult of Personality" <span style="font-family: Georgia,serif;">(You can skip the first 30 seconds.) <span style="font-family: Georgia,serif;">media type="custom" key="22725740"

<span style="font-family: Georgia,serif;">"Mao's Red Guards" (from Morning Sun) <span style="font-family: Georgia,serif;">media type="custom" key="22902798"

<span style="font-family: Georgia,serif;">Watch "The East Is Read," a play produced in 1964.

<span style="font-family: Georgia,serif;">media type="custom" key="22921238"

<span style="font-family: Georgia,serif;">And for those serious history buffs out there, you could watch what led up to the founding of the People's Republic of China. Watch "China in Revolution 1911-1949": <span style="font-family: Georgia,serif;">media type="youtube" key="m7C40M9GM3k" height="390" width="640"

=7. Red Scarf Girl by Ji-Li Jiang= This is the available literary text for our revolution as it gives a personal account of how the revolution impacted on a young girl, her family and her community. It is worth a read.

[|A handy resource]

=8 Essential Vocabulary= Go to my collect Folder for the file Cultural Revolution Essential Vocabulary document. Please divide the vocabulary evenly between the members of your group. =9 The Dazibao= You will need to come to class on Friday with your dazibao message ready to go.



= =

=<span style="font-family: Georgia,serif;">10. The Common Craft Video = This is where you will tell the story of your revolution. Here is an example from another revolution that we no longer study.

=11. Your Journals= You are required to write 4 journal entries. You must select one of the two characters above, give yourself a Chinese name and make sure at least two of your group are doing the same character. What turning points will you use as your basis for writing your journals?

The first and last turning points are very straight forward. What will the other two be?

Millions of red guards pack Tiananmen Square to see and hear Chairman Mao
 * 1) 1 15 September 1966


 * 1) 4 September 9th 1976 Mao dies and the revolution is over.

What questions will you need to ask at each turning point? Check your Russian Revolution notes for inspiration.

=<span style="font-family: Georgia,serif;">12. Works cited =

<span style="font-family: Georgia,serif;">Brooman, Josh. "China under Communist Rule." Longman 20th Century History Series: China since <span style="font-family: Georgia,serif;"> 1900. Harlow: Longman, 1988. 27-41. Print.

<span style="font-family: Georgia,serif;">Cheng, Nien. Life and Death in Shanghai. Penguin Books, 1988. 78-79. Print.

<span style="font-family: Georgia,serif;">C.S.M. "China and the Mirror of History: Let's Not Forget." The Economist. 2013. Web. <@http://www.economist.com/blogs/analects/2013/03/china-and-mirror-history>.

<span style="font-family: Georgia,serif;">Dai, Sijie. Balzac and the Little Chinese Seamstress. Random House, 2001. Print.

<span style="font-family: Georgia,serif;">Francis, Gregory, and Stephanie Lamb. China's Cultural Revolution. Standfor, CA: Stanford Program on <span style="font-family: Georgia,serif;"> International and Cross-Cultural Education (SPICE), 2005. Print.

<span style="font-family: Georgia,serif;">Hao, Ran. The Orchard Date. N.d. MS. Columbia University. Asia for Educators. Weatherhead East Asian Institute Columbia University, 17 Sept. 2009. Web. <@http://afe.easia.columbia.edu/>. PDF file.

<span style="font-family: Georgia,serif;">Jiang, Ji-Li. Red Scarf Girl. New York: HarperCollins, 1997.

<span style="font-family: Georgia,serif;">Kanner, Elisabeth Fieldstone. Teaching Red Scarf Girl. Facing History and Ourselves, 2009. Web. <@http://www.facinghistory.org/>.

<span style="font-family: Georgia,serif;">Li, Zhensheng. Red-Color News Soldier. Phaidon, 2003. Print.

<span style="font-family: Georgia,serif;">Sheng, Hong, and An Ren. "Ignoring the Past." The Economist Asia 18 May 2006: n. pag. Web. <http://www.economist.com/node/6951123>.

<span style="font-family: Georgia,serif;">Watts, Jonathan. "Mao Casts Long Shadow over China." The Guardian. 16 May 2006. Web. <http://www.guardian.co.uk/world/2006/may/16/china.jonathanwatts>.

<span style="font-family: Georgia,serif;">Wood, John, and Andrew McManus. "Chapter 12: The People's Republic of China 1949-1957" and "Chapter 13: Mao's Rule in China." China: Revolutionary Leadership. New Zealand: MacMillan, 1998: 75-79 and 82-88. Print.