Corey LeCompte, 2/18/14
Book-in-a-day Reading Strategy: Chinese Cultural Revolution
Objectives:
a. Reading:
a. Use and cite evidence from texts to make assertions, inferences,
generalizations, and to draw conclusions.
b. Analyze and evaluate author’s/authors’ use of conflict, theme and /or
point of view within and among texts.
c. Analyze the impact of societal and cultural influences in texts.
b. Historical Content
a. Articulate the context of a historical event or action.
b. Contrast multiple perspectives of individuals and groups in interpreting
other times, cultures, and place.
c. Evaluate cause-and-result relationships bearing in mind multiple
causations.
d. Analyze a primary source for accuracy and bias, then connect it to a time
and place in world history.
Standards (PA and CC):
8.1.9.A: Compare patterns of continuity and change over time, applying context of events.
8.1.9.B: Compare the interpretation of historical events and sources, considering the use of
fact versus opinion, multiple perspectives, and cause and effect relationships.
8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and
economic development throughout world history.
8.4.9.B: Contrast the importance of historical documents, artifacts, and sites which are
critical to world history.
8.4.9.C: Analyze how continuity and change have impacted world history.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organization
CC.8.5.9-10.A: Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CC.8.5.9-10.B: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course
of the text.
CC.8.5.9-10.C: Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
CC.8.5.9-10.F: Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize in their
respective accounts.
Procedures:
A. Introduction
a. Students will examine a photograph and propaganda poster from the Chinese
Cultural Revolution and respond to some anticipatory / activating questions.
Each student will receive a warm-up worksheet.
Good morning, students! Today we are going to study the Cultural Revolution in
China, which occurred between 1966 and 1976. In particular, we’re going to look at a
group of youth called the Red Guards who were responsible for much of the violence
and abuse of the Cultural Revolution.
Take a look at this photograph from February 1967 (Slide 1). It shows Red Guards
displaying leaders of “Anti-Revolutionary Groups.” With a partner, take 3 to 5 minutes
to respond the questions on your warm-up worksheet, pair your answers with your
partner, and share them with the class when I call on you (Think-Pair-Share).
Let’s discuss your responses.
 What are the Red Guards doing? (Possible response: Harassing or punishing
people.)
 What are the punishments? (Possible response: Wearing dunce caps; handled
with force.)
 Where are they being punished? (Possible response: In public, in front of a large
crowd.)
Excellent responses! Many of the people targeted by Red Guards during the
Cultural Revolution were teachers and professors.
(Optional) Take a look at this propaganda poster from the Cultural Revolution. This
time, think aloud with your partner and take 1 to 2 minutes to identify some symbols
and objects in the poster.
Ok, what did you notice? Let’s discuss:
 What objects are in the foreground? (Possible response: Religious icons,
literature, film reels. If you look very closely you see “USA” on one of the books.)
 What might these symbolize? (Possible response: Old traditions -- religion,
literature, capitalism, and imperialism.)
 What is happening to these objects or symbols? (Possible response: The Red
Guards are destroying them.)
 Whose picture is on the flag? (Possible response: Mao Zedong.)
 How are the Red Guards depicted? (Possible response: They are depicted as
valiant. They are shown as leading a multitude of people for their cause.)
Today, we’re going to look at a number of documents and ask, “Why did
Chinese youth get swept up in the Cultural Revolution?” To do this, we are going to
divide the class in half and examine primary sources from the Cultural Revolution.
Each cooperative group will read one primary source and each group member will
complete an EXPLORE organizer to help everyone understand the text. Then, your
group will share a summary of your text and some questions you had with the whole
class.
B. Modeled
a. Mr. LeCompte will model the close reading and book-in-a-day strategy that
students will then complete as cooperative groups. Mr. LeCompte will read
two brief documents on the Red Guards and complete a EXPLORE organizer
to scaffold students’ cooperative learning objectives.
Before we break into groups, let’s complete an EXPLORE organizer together as a class,
so we can understand more about the Red Guards of the Cultural Revolution.
b. Mr. LeCompte will read Documents A and B, stopping to emphasize key
words, phrases, and ideas. All students will have a copy of Documents A and
B to follow along. After, he will complete the EXPLORE while soliciting
responses from students.
Now, let’s complete an EXPLORE organizer for these primary sources.
 EX: Ok, so we know from the heading and citation that these are from a book
of quotations by Mao Zedong and a collection of songs published by the
People’s Liberation Army.
 P: Have any of you used a book of quotations? It seems to me that people often
look for quotations to be inspired or by which to live. Songs are similar; we
sing national anthems to feel unified and inspired.
 L: These quotes stand out to me: “You young people, full of vigor and vitality,
are in the bloom of life… China’s future belongs to you… but to translate this
ideal into reality needs hard work” (Document A). “Tempered for battle our
hearts are red, standing firm, direction clear, our vigor for revolution strong,
we follow the party with full devotion, we are Chairman Mao’s Red Guards”
(Document B).
 O: Quotes are usually short and memorable expressions; easy to remember in
many situations. Songs always seem to produce images in my thinking. When
we sing, we often imagine ourselves in the song, no?
 R: Young people in the United States do not seem active in politics or
prominent in society as Chinese students do here. However, when young
Americans organize, they do not seem as politically active or important.
 E: Why might Mao and Communists want young people to be the leaders? I
know that China has a much larger population than the United States. Maybe
there are more young people in China who can take a leadership role in
politics. What young person could resist getting more power over adults and
decisions?
C. Guided
a. In cooperative learning groups, students will read two excerpts from
memoirs of Chinese participants in the Cultural Revolution. Each student in
both groups will complete an EXPLORE organizer for their respective
document. Mr. LeCompte will circulate to assist with reading or prompt
questions.
Now, let’s take a look at two memoirs from young Chinese who lived through the
Cultural Revolution. With you group members, read your Document and complete
an EXPLORE organizer of your own. First, as always, read the entire document and
heading before you begin. Then, respond on your worksheet. Share and discuss
with your group members.
Differentiation
Documents C and D contain a vocabulary bank at the bottom of each page. Each
document could be modified further for below-level readers. Students may draw a
visual to better comprehend the learning objective. Mr. LeCompte will circulate
between groups to read aloud or clarify vocabulary. If necessary, below-level
readers should receive Document D; with easier vocabulary.
Closure
D. Mr. LeCompte will assess student understand when the groups present their
summaries and “Evaluate” questions to the class.
When you are finished with the EXPLORE section, turn your worksheet over and write a 3
to 5 sentence summary of your document. Remember, summaries are short statements
about the meaning of what you have read, in your own words. When everyone in your
group is finished, we will share some of our summaries, drawings, and questions with the
whole class. Hand in your EXPLORE organizers so I can give you some feedback on your
summaries.
Formative and Summative Assessment
A. Formative Assessment
a. In the introduction section of the lesson, students’ responses to the
photograph and poster will measure front-loading and anticipation.
b. In the modeled section of the lesson, Mr. LeCompte will read and prompt
students to assist in the completion of the EXPLORE organizer.
B. Summative Assessment
a. Mr. LeCompte will assess students’ EXPLORE organizers and summaries at
the end of the lesson.
Materials / Citations
 Copies of Chinese Cultural Revolution warm-up
 Copies of Chinese Cultural Revolution Documents

Copies of Chinese Cultural Revolution EXPLORE graphic organizer.
Stanford History Education Group. (2013). China's Cultural Revolution. Retrieved from
http://sheg.stanford.edu/chinas-cultural-revolution.
Name:__________________________________________ Date:______________________Period:_____
Chinese Cultural Revolution Warm-Up
Essential Question: Why did Chinese youth get swept up in the Cultural Revolution?
Examine the photograph and respond to the following questions
What are the Red Guards doing?
What are the punishments?
Where are they being punished?
Name:__________________________________________ Date:______________________Period:_____
Explore the Chinese Cultural Revolution
EX
This is an example of what
genre/author/style?
P
What was the author’s purpose for
writing this text?
L
What are the key lines or sentences
worth remembering?
O
How is this text organized? Does this
help me read this selection?
R
How can I relate to what I just read?
E
Evaluate connections and ask
questions.
Name:__________________________________________ Date:______________________Period:_____
Explore the Chinese Cultural Revolution
As a group, summarize the important points in the reading.
Draw a picture that represents something important from
Write 3 to 5 sentences.
the reading.
As a group, select two “Evaluate” Questions and the best drawing to share with everyone.
Name:__________________________________________ Date:______________________Period:_____
Red Guards and “Anti-Revolutionary” Leaders
1
Cultural Revolution Poster
2
Name:__________________________________________ Date:______________________Period:_____
Two Memoirs of the Revolution
• In your groups:
– Read Document C or D
– Respond to the EXPLORE Org.
• Complete sentences, please!
– Write a summary (3-5 sentences)
and draw a picture.
– Prepare to share your best
summary and questions with the
class.
3
Name:__________________________________________ Date:______________________Period:_____
Document A: Mao’s “Little Red Book”
Mao’s “Little Red Book” is a collection of Mao Zedong’s quotations that were used as a
source of inspiration and guidance for members of the Red Guard during the Cultural
Revolution. These are two excerpts from the book.
The world is yours, as well as ours, but in the last analysis, it is yours.
You young people, full of vigor and vitality, are in the bloom of life,
like the sun at eight or nine in the morning. Our hope is placed in you.
The world belongs to you. China’s future belongs to you.
Mao, 1957
We must help all our young people to understand that ours is still a very
poor country, that we cannot change this situation radically in a short time,
and that only through the united efforts of our younger generation and all
our people, working with their own hands, can China be made strong and
prosperous within a period of several decades. The establishment of our
socialist system has opened the road leading to the ideal society of the
future, but to translate this ideal into reality needs hard work.
Mao, 1957
Source: Mao Tse-Tung, Quotations from Chairman Mao Tse-Tung. 1964
Document B: Red Guard Song
Patriotic songs and slogans were common characteristics of the Cultural Revolution.
This song was written by the People’s Liberation Army Songs Editorial Department
sometime around 1967.
Red Guards, Red Guards.
Burning with revolutionary zeal,
Tested by the storm of class struggle,
Tempered for battle our hearts are red,
Standing firm, direction clear, our vigor for revolution strong,
We follow the party with full devotion,
We are Chairman Mao’s Red Guards.
Red Guards, Red Guards.
We want to be the successors to Communism.
The revolutionary red banner passes on from generation to generation,
We want to try on the glorious tradition.
Loving the country, loving the people, loving the collective, loving to work.
Connecting with the workers and the peasants,
We are Chairman Mao’s Red Guards.
Name:__________________________________________ Date:______________________Period:_____
Document C: At the Center of the Storm
Rae Yang was a young girl in the spring of 1966, when she became a part of the Red
Guards during the Cultural Revolution. In 1997, she published a memoir retelling the
story of her life and her family in China throughout the political turmoil of the 1950s
through the 1980s. In this excerpt she writes about her early experience in the Red
Guards.
When the Cultural Revolution broke out in late May 1966, I felt like the legendary
monkey Sun Wukong, freed from the dungeon that had held him under a huge mountain
for five hundred years. It was Chairman Mao who set us free by allowing us to rebel
against authorities. As a student, the first authority I wanted to rebel against was
Teacher Lin, our homeroom teacher. A big part of her duty was to make sure that we
behaved and thought correctly.
Now the time had come for the underdogs to speak up, to seek justice! Immediately I
took up a brush pen, dipped it in black ink and wrote a long dazibao. Using some of the
rhetorical devices Teacher Lin had taught us, I accused her of lacking proletarian feeling
toward her students, of treating them as her enemies, of being high-handed, and of
suppressing different opinions. My classmates supported me by signing their names to
it. Next, we took the dazibao to Teacher Lin’s home nearby and pasted it on the wall of
her bedroom for her to read carefully day and night. This, of course, was not personal
revenge. It was answering Chairman Mao’s call to combat the revisionist educational
line.
Within a few days, dazibao written by students, teachers, administrators, workers, and
librarians, were popping up everywhere like bamboo shoots after a spring rain. Secrets
dark and dirty were exposed. Every day we made shocking discoveries. The sacred
halo around the teachers’ heads that dated back two thousand five hundred years to the
time of Confucius disappeared. Now teachers must learn a few things from their
students. Parents would be taught by their kids instead of vice versa, as Chairman Mao
pointed out. Government officials would have to wash their ears to listen to the ordinary
people….
Source: Rae Young, Spider Eaters: A Memoir, 1997.
Vocabulary
dazibao –propaganda posters written to denounce counter-revolutionaries
high-handed– bossy
proletarian –working class
revisionist—in this case, someone opposing Mao’s position
Name:__________________________________________ Date:______________________Period:_____
Document D: Under the Red Sun Memoir
Under the Red Sun is a memoir written by Fan Cao about her experiences during the
Cultural Revolution published in 2005. Here is an excerpt from the memoir.
I was a 7th grader when the Great Cultural Revolution broke out.
Growing up in the “New China” we were fed with revolutionary ideas bathed
in the red sunlight of Mao. We worshiped Mao the same way pious
Christians worship their God, and we were completely devoted to him. I,
myself, really believed that we were working for a paradise on earth, and
we were going to save the entire world. How glorious it was to have the
great destiny of liberating all humanity! In fact, we did not even understand
what revolution was and how other people in the world really lived…
I was not allowed to join the Red Guards simply because my
grandparents were rich before the communists took away their land, and
my parents were considered “intellectuals,” which automatically made them
anti-revolutionists regardless of the fact that they had been following Mao’s
idealism since their early adulthood. As members of the university faculty,
my parents were obviously in trouble. I, of course, was guilty by
association. Only a 13-year-old girl, I became a target of the revolution.
After that, I lost all my friends and lived in perpetual fear for several years.
Despite this unbearable life, I did not dare challenge my belief in the
revolution. Instead, I wondered if it might be my parents who had done
something wrong. I wrote a dazibao denouncing them to show my loyalty to
Mao. My naivety deeply wounded the feelings between my parents and me.
As I grew up, I slowly learned the truth behind the so-called
“revolution.” I also realized that my family and I were relatively lucky
compared with hundreds and thousands of innocent people who died in the
endless political movements. I am very remorseful, and I still feel shaken as
I think back on what happened during the Cultural Revolution.
Source: Fan Cao, Under the Red Sun, 2005.
Vocabulary
dazibao –propaganda posters written to denounce counter-revolutionaries
high-handed– bossy
proletarian –working class
revisionist—in this case, someone opposing Mao’s position