II. Modernisation and transformation of China
A.4 Comparison of two reforms
II.
Modernisation and transformation of China
A.
Early attempts at modernisation – reforms and revolutions
A4
Comparison of two reforms:
How true is the saying that “the reforms of the Nanjing Government were
more effective than those of the Late Qing Reform”?
Number of periods required:
6(Each period lasts for 40 minutes)
1.
Teaching and Learning Background:
a.
Basically, students have mastered the impact of Western encroachment on
the modernisation of China, and understood the extent that China’s
modernization was affected by Western thoughts, society, culture and politics.
b.
In general students have mastered the skills of summarising historical
sources and answering essay-type questions.
c.
Students have gradually built up the learning culture of mutual assistance and
support.
d.
There are still a small number of students who are unable to analyse,
compare and discuss historical sources.
e.
The issue of learning differences still exists in the class, but more than half of the
students have mastered the basic analysing skills.
f.
The teaching mode adopted will still be group collaboration. Students will
analyze, organize and discuss resources regarding the designated topic.
g.
Teacher should note whether students are able to analyse the sources from
various perspectives. Students’ routine and test performance should be used
as the basis for grouping. As far as possible, students of higher and lower
learning abilities should be put in the same group, so as to enhance the
collaboration among students and to allow all students equal chance of
participation in class.
2. Teaching and Learning Objectives:
a.
After the lessons, students recognise the attempts of modernisation made by
China in the first half of the 20th century, and the background and objectives
for modernisation to occur in China.
b.
After discussions and source analysis, students understand the measures of
the late Qing government and the Nanjing Government in implementing new
policies and their influences.
c.
Through group debates, students can judge whether the reforms implemented
by the Nanjing Government are more effective than those implemented by the
late Qing government.
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II. Modernisation and transformation of China
A.4 Comparison of two reforms
d.
By the end of the lessons, through teachers’ feedback on students’
presentation, students’ analysing ability will be consolidated and they will
learn how to compare sources.
3. Teaching and Learning Strategies:
a. The teacher first gives an outline of China’s attempts at modernisation in the
first half of the 20th century, including the background and objectives of the
two modernisation attempts (about 1 period).
b. The teacher hands out the information card with the content of reforms of the
two modernisation efforts (Information Cards 1 and 2), and asks students to
categorize various reforms (about 1 period).
c.
After categorizing, students need to conmpare the two attempts at
modernisation (they must point out the differences and similarities between
the two reforms) (see Worksheet 1) (about 1 period).
d. Then, the teacher may conduct a debate in class, asking students to assess
the effectiveness of the Late Qing Reform and that of the reforms of the
Nanjing Government. The motion is: “The reforms of the Nanjing Government
were more successful in achieving China’s modernisation than the Late Qing
Reform” (about 2.5 periods).

Preparations before the debate:
i.
The teacher prepares the marksheets to be used during the debate
(see Debate Marksheet);
ii.
Both the affirmative side and the negative side have 6 members (1
chief debator, 3 deputy debators, 2 think-factory members and chief
questioner);
iii.
4 groups of judges (formed by 5-6-6-6 persons);
iv. Everyone should be clear about the gist before the event – whether
they can argue which reform was more effective in modernising
China with reference to the concrete measures adopted in each
attempt

Procedure of the Debate:
i.
First of all, 2 speakers from the Affirmative Team speak for the 1st
round (5 minutes), 2 speakers from the Negative Team speak for the
1st round (5 minutes), 3 speakers from the Affirmative Team speak
for the 2nd round (6 minutes), and 3 speakers from the Negative
Team speak for the 2nd round (6 minutes). Each person speaks for
at least 2 minutes
ii.
The Affirmative Team and the teacher ask the Negative Team 2
questions. The Negative Team can discuss for 1 minute, and then
answer.
iii.
The Negative Team and the teacher ask the Affirmative Team 2
questions. The Affirmative Team can discuss for 1 minute, and then
answer.
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II. Modernisation and transformation of China
A.4 Comparison of two reforms
iv.
The Affirmative Team makes a conclusion (3 minutes), and then the
Negative Team makes a conclusion (3 minutes).
v.
BREAK (5 minutes) – Each Team chooses its best speaker and
provides relevant reasons for the choice; The 4 judging panels also
have to select the winning Team and give their reasons
vi.
The teacher makes the conclusion.
e. The teacher uses the movie The Rise of the Great Nations to summarize the
influences or effects of the two reforms made by China on the modernisation
of the country (about 0.5 period).
4.
Expected Outcomes / Difficulties:
a.
Some students have not yet mastered the skills of collecting information and
formulating arguments for use at the debate completely, and as a result find
themselves lacking arguments during the debate.
b.
Even though in general students have previous experience in analyzing
historical sources, some of them may find this topic difficult because it
requires students to master the higher skills of comparison and differentiation.
The teacher should offer appropriate assistance to students lower learning
ability.
c.
Before the debate, the teacher must provide students with clear guidelines,
and make sure that every student has the chance to elaborate his/her views.
d.
Students who do not prepare adequately may find the debating time too long
and fail to make good use of it. The teacher should also offer them
encouragement and assistance.
e.
Students will have different understanding of the word “success”. To avoid
unnecessary arguments that might affect the progress of the debate, the
teacher should also guide students to make appropriate judgement.
f.
After the lessons, most students will have mastered more debating skills due
to their participation.
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II. Modernisation and transformation of China
A.4 Comparison of two reforms
Worksheet 1
Modernisation and transformation of China – Comparison of the two reforms
You have organised and categorized the content of China’s two reform attempts in early 20th century. Please discuss with your group members and
analyse the differences and similarities of the two reforms in the table below.
Differences between the two reforms
Modernisation
Measures
Late Qing Reform (1901-1911)
In order to increase the administrative
efficiency,
modernised
government
structure was set up (e.g. cancelled the
Six Boards and set up 11 new ministeries.)
Political
In 1909 set up provincial advisory council
and introduced system of election.
Reforms of the Nanjing
Government (1928-1937)
In 1928 promulgated the provisional
constitution.
Similarities of the two reforms
Emphasized the time of promulgation of
constitution.
Set up Five Chamber system (which
included: Executive, Legislative, Judicial,
Examination and Control Councils).
Began constitutional reform.
In 1908
promulgated “Outline of Constitution”
which stated that the constitution would be
completed in nine years’ time.
Foot-binding and opium-smoking were
prohibited;
Intermarriage between the Manzhu and
the Hans were allowed.
Social
In order to enhance social and public
morality, it promoted the “New Life
Movement”.
In order to enhance psychological and
spiritual quality of the people, it
promoted traditional virtues.
Launching campaigns to promote
neatness and sanitary habits as well as
setting up hospitals to improve the
situation of public sanitation.
4
Improved people’s malpractices in the
past in order to meet the changes and
requirements of international society.
II. Modernisation and transformation of China
A.4 Comparison of two reforms
Economic
encouraged local entrepreneurs to start
various industries ;
Encouraged industrial and agricultural
development through laws;
set up colleges of agriculture and colleges
of industries;
Imported modernised machines from
western countries;
set up rules and regulations for different
trades;
Improved
communications
transportation measures;
set up industrial and mining enterprises,
opened national and private banks;
Unified currency;
set up Ministry of Industry, Agriculture
and Commerce and Ministry of
Communication.
set up nation school system using western
and Japanese system as the foundation;
Educational
set up modernized academic system
which combined Chinese and Western
subjects;
Introduced more industries to promote
economic modernisation.
and
Set up national bank to stablize
currency and promote economic
development.
set up modernized educational system;
set up different types of schools;
set up Academia Sinica to encourage
academic research.
Changed all temples into schools;
In 1905 abolished the Civil Service
Examination.
5
Sent students to study overseas.
II. Modernisation and transformation of China
A.4 Comparison of two reforms
Worksheet 1
Modernisation and transformation of China – Comparison of the two reforms
Differences between the two reforms
Modernisation
Measures
Late Qing Reform (1901-1911)
The Ministry of Foreign affairs was set up
to replace the Zongli Yamen in 1901.
Diplomatic
Reforms of the Nanjing Government
(1928-1937)
Recovered foreign concession in China,
restored national sovereignty (e.g.
between 1926-30 regained the British
concession in Hankow, Jiujiang, Zhenjiang,
Weihai and Xiamen and also the Belgian
concession in Tianjin.)
Similarities of the two reforms
Strove for equal international status.
Restored tariff autonomy and cancelled
extra-territoriality;
Tried to abolish or revise unequal treaties
signed with the foreign powers in the late
Qing and early republican periods.
set up Ministry of Judiciary to replace the
Ministry of Penalty;
drafted commerical codes and new
criminal codes;
Legal
set up new judicial system and prohibited
using torturing to extort confession.
promulgated a series of law ordinances
e.g. recognized equal rights for men and
women and allowed women to have right
of inheritance etc.;
in order to enhance the image of rule by
law in the Chinese society, judicial staff
must pass recruitment examination.
Increased district courts and strengthened
the training for judges.
6
Improved the western views of the
Chinese legal system.
II. Modernisation and transformation of China
A.4 Comparison of two reforms
reduced sinecures in the military and
dismissed the Green Standard Army
Abolished military examinations
Military
set up the Department
of Military
Training, organised and trained new
armies.
set up vigorously a united military force
Sent military officials to study abroad.
set up modernized army on German model;
Developed modernized air force and naval
force.
Purchased high quality weapons to equip
the army;
set up military academies and sent
military officials to study abroad;
Set up Ministry of the Military to replace
Board of War.
Others
Students may give other examples, and teachers may give them feedback .
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II. Modernisation and transformation of China
A.4 Comparison of two reforms
Information Card 1 (Answer)
Modernisation and transformation of China –
Comparison of the two reforms
Below shows the content of the reforms carried out by the late Qing government in the early 20th century.
Please categorize the items by putting a  in the appropriate boxes.
Categories
Reform Items
Political
Set up the Ministry of Agriculture and the Ministry of Industry and
Commerce in 1906 to promote economic development.
Dispatched diplomatic delegations to foreign countries (Japan, the
USA, Britain, Germany and Russia) in 1905 to study the constitutional
system.
Economic
Military
Social
Educational
Legal


Stopped using the eight-legged essays for civil service examinations in
1902, and terminated entirely the civil service examination system
that had been practised for more than 1300 years.


Set up military academies in Beijing in 1903 to train a new army.

Permitted Manchu-Chinese marriages.
Abolished various kinds of torture, such as public display of axed
heads, face tattooing, and collective responsibility of the family.

Abolished the custom of female foot-binding and the undesirable
habit of opium smoking.


Dismissed redundant soldiers.
Set up a 13-person cabinet in 1911, but 8 of them were Manchus.


Sent tens of thousands of students to study abroad.

Prepared the national budget in 1910.
Adopted a new criminal code, abolished torture and corporal
punishment and introduced Western ideas, including individual
responsibility instead of collective responsibility.

Set up a Ministry of Military Training in 1903 so as to control all
military forces.
Set up Provincial Assemblies and National Assembly in 1909 and 1910
respectively.



Encouraged private investment and set up various kinds of banks.
Proclaimed school regulations in 1904 so as to set up a new education
system.

Sent officials abroad to inspect the military systems of various
countries.

Encourgaged self-sufficiency of the Manchus by granting farmland to
the Eight-Bannered soldiers.

Set up industrial and mining enterprises and developed railway
transport.
Set up the Ministry of Foreign Affairs in 1901 to replace the Zongli
Yamen.
Set up schools based on western systems, with the curriculum
including Western subjects as well as Chinese classics.




Completed the first draft of a new criminal code in 1908.
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II. Modernisation and transformation of China
A.4 Comparison of two reforms

Proclaimed the Outline of Constitution by Imperial Order in 1908.

Improved military equipment.
Set up universities in the provinces, secondary schools in regions and
primary schools in countries.

Information Card 2 (Answer)
Modernisation and transformation of China –
Comparison of the two reforms
Below shows the efforts made by the Nanjing Government in modernisation. Please categorize the items
by putting a  in the appropriate boxes.
Category
Reform Items
Political
Abolished the silver tael in 1933 and replaced it with the fiat
currency (fabi) in 1935 by nationalizing silver and issuing uniform
currency notes.
Economic
Military
Social


Set up a uniform military force to strengthen national defence.

Signed with the powers an equal and friendly agreement on custom
tariff, regaining autonomy on custom tariffs.

Launched the New Life Movement in 1934, emphasizing on the cultivation
of the virtues of swiftness, honesty, politeness, loyalty, hygiene and
commitment to public services, so as to change the spirit and attitude of
the Chinese people.

Set up the Ministry of the Railroad in 1928 to improve existing
railways and construct new lines.

The Ministry of Education restructured many universities and
colleges, and offered subsidy to private higher education institutes.

Developed modern air-force and navy, and purchased advanced
armaments.

Actively developed light industries such as cotton textile, flour
producing, matches, cement and chemical production. At the same
time, more and more Chinese set up their own factories.
Set up the Executive Yuan, Legislative Yuan, Judicial Yuan,
Examination Yuan and Control Yuan for carrying out the
administrative duties of the government.


Cancelled the rights of various powers in China, e.g. Britain agreed
to return to China its rights in Hankou, Weihaiwei and Xiamen.

Built the Beiping Library in 1931; announced the first set of
simplified characters, and forcefully promoted the popular use of
transcription system of Chinese and its application.
Proclaimed the Opium-Smoking Prohibition Law in 1929. Later on,
other hard drugs were all prohibited.
9
Diplomatic

Greatly increased the number of primary, secondary and technical
schools. In 1935, the Ministry of Education began to offer free
education for children, thus raising national literacy.
The Nanjing Government was set up in 1928, adopting the idea of
three-stage nation building advocated by Sun Yat-sen (military
dictatorship, political tutelage and constitutional rule) as guiding
ideology.
Educational


II. Modernisation and transformation of China
A.4 Comparison of two reforms
Set up an Economic Construction Committee in 1936 as the guiding
organization for economic modernisation


The powers gave up their extra-territorial rights in China.
Proclaimed modernised laws such as the Republic of China General
Principles of Civil Law in 1929.

Formulated a series of economic laws such as the Weights and
Measures Act, Stock Exchange Law, Company Law and Insolvency
Law.

Debate Marksheet
Modernisation and transformation of China – Comparison of the two reforms
Motion:
The reforms of the Nanjing Government were more successful in
achieving China’s modernisation than the Late Qing Reform.
Marking Criteria:
I.
A. Content (60 marks)
B. Speech Style (20 marks)
C.
Demeanor (10 marks)
1. Arguments rich and
powerful
1. Able to use appropriate
volume and speech speed
to express personal views
1. Commands a solemn and
courteous attitude
2. Arguments are convincing
2. Speaks fluently, with
conspicuous intonation
2. Tidy school uniform,
upright stance
3. Elaborations coherent
3. Use posture language
appropriately
3. Maintain eye contact with
team members, judges and
audience
II. Order and Duration for Speakers to give their speech:
1.
1st speech by Chief Debator of the Affirmative Side
st
3 minutes
2.
1 speech by Chief Debator of the Opposition Side
3 minutes
3.
speech by 1st Deputy Debator of the Affirmative Side
2 minutes
4.
st
2 minutes
nd
speech by 1 Deputy Debator of the Opposition Side
5.
speech by 2 Deputy Debator of the Affirmative Side
2 minutes
6.
speech by 2nd Deputy Debator of the Opposition Side
2 minutes
rd
7.
speech by 3 Deputy Debator of the Affirmative Side
2 minutes
8.
speech by 3rd Deputy Debator of the Opposition Side
2 minutes
9.
2 minutes
10.
Chief Debators of both sides prepare their concluding speech
Concluding speech by Chief Debator of the Opposition Side
11.
Concluding speech by Chief Debator of the Affirmative Side
3 minutes
3 minutes
III. Speech by floor students:
If the students are able to present their arguments or ask questions clearly, each speaker can
earn a maximum of 10 points for his/her team.
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II. Modernisation and transformation of China
A.4 Comparison of two reforms
IV. Timing and Marks Deduction:
 All debators give their speech within the prescribed duration. A ‘ding’ will sound 30
seconds before the end of theduration.
 A ‘ding’ will sound twice at the end of the duration.
 The 15 seconds after the end of the duration are buffer time, and marks will not be
deducted.
 5 marks will be deducted if the speech overruns by 16 to 20 seconds.
 Speech will be stopped immediately if it overruns by 20 seconds.
11
II. Modernisation and transformation of China
A.4 Comparison of two reforms
Affirmative Side:
Order of Speeches
Content (12)
Speech (4)
Demeanor
(2)
Floor (5)
1st speech of Chief Debator of
Affirmative Side (
)
---
speech by 1st Deputy Debator of the
Affirmative Side
(
)
---
speech by 2nd Deputy Debator of the
Affirmative Side
(
)
---
speech by 3rd Deputy Debator of the
Affirmative Side
(
)
---
Concluding speech by Chief Debator of
the Affirmative Side
(
)
---
Speech by 1st floor speaker of
Affirmative Side (Think Factory 1)
---
---
---
Speech by 2nd floor speaker of
Affirmative Side (Think Factory 2)
---
---
---
Remarks (Marks Deduction
Record) (If necessary)
Total Marks: _________
Opposition Side:
Order of Speeches
Content (12)
Speech (4)
Demeanor
(2)
Floor (5)
1st speech of Chief Debator of
Opposition Side (
)
---
speech by 1st Deputy Debator of the
Opposition Side
(
)
---
speech by 2nd Deputy Debator of the
Opposition Side
(
)
---
speech by 3rd Deputy Debator of the
Opposition Side
(
)
---
Concluding speech by Chief Debator of
the Opposition Side (
)
---
Speech by 1st floor speaker of
Opposition Side (Think Factory 1)
---
---
---
Speech by 2nd floor speaker of
Opposition Side (Think Factory 2)
---
---
---
Remarks (Marks Deduction
Record) (If necessary)
Total Marks: _________
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Signature of Judge: _______________________
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Date: _________________