II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
II. Modernisation and transformation of China
A. Early attempts at modernisation – reforms and revolutions
A3
1911 Revolution and the May Fourth Movement:
To what extent can the 1911 Revolution and the May Fourth Movement be
considered turning points in the development of Chinese history?
Number of periods required:
6(Each period lasts for 40 minutes)
1. Teaching and Learning Background:
a. In terms of knowledge, students have understood the situation of China’s
modernisation in the early 20th century. They also have a basic understanding
of the reasons for the failure of China’s modernisation.
b. Students in general have mastered the skill of citing historical sources to verify
their own opinions. They have also mastered the skills of collaborative learning
through discussion and exchange of opinions. Therefore, the teacher may ask
them to have more discussions and collaborative learning activities.
c.
The teacher will continue to form groups, and ask students to have group
discussion and interaction, and then conclude their answers. Lastly, they will
report their outcome in class.
d. Since there are still learning differences in the class, the teacher should pay
attention to students of lower ability of expression or understanding when they
teach or arrange group discussions in class.
e. The teacher should note whether the students are able to examine from
different perspectives when they analyze the cartoons. If they fail to discuss
from multiple perspectives, the teacher should intervene the discussion at
appropriate times and provide guidance, so that all students are able to
benefit from the group discussion and have the chance to participate.
2.
Teaching and Learning Objectives:
a. It is expected that students will further master the skills of reading cartoons
and texts through practising data-based questions.
b. By asking students to evaluate the influences of the 1911 Revolution and the
May Fourth Movement and to analyze their role in the development of
Chinese history in the early 20th century, they will be able to make judgments
on the issue of whether the events were turning points in Chinese history, and
students can develop a fair, open-minded, objective and tolerant learning
attitude through studying this topic.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
c. To enable students to learn the skills to respond to question phrases such as
“turning point”, and the attitude they should take when handling such kind of
questions.
d. It is expected that after the 6 periods, students will master the skills to
summarize their arguments, and put forward evidence to support different
viewpoints.
e. Furthermore, it is hope that with practices in class and teacher’s guidance,
students are able to set questions on historical cartoons on their own, design
data-based questions, comment on the data-based questions set by various
groups, and to collaborate with each other and exchange opinions. By doing so,
students will not only think more widely, but will also master the key points and
skills in setting data-based questions for public examinations.
3.
Teaching and Learning Strategies:
a. The teacher will first hand out to students cartoons relating to the 1911
Revolution and the May Fourth Movement to arouse students’ interest.
(Suggestion: 2 cartoons for each incident) Students will then be asked to
complete the following tasks: (about 0.5 teaching period)

Identifying the central idea of each cartoon;

Identifying the attitude of the cartoonist; and

Deciding whether the cartoon complies with the historical background.
b. The teacher briefly points out the causes and influences of the 1911
Revolution and the May Fourth Movment. To tie in with this part, the teacher
should hand out Worksheet 1 and Worksheet 2, which list out the causes
and influences of the two incidents respectively, and asks students to fill in
relevant information on the appropriate spaces. After completion of the two
worksheets, the teacher asks students to do a personal report on the
content of the worksheets. (about 1.5 periods.) (This part basically does not
need group discussion. Therefore, the teacher may randomly ask about one
fourth of the students to do the personal report. If time allows, the number of
reporting students may increase to one third.)
c. To enhance students’ understanding and knowledge of the causes and
influences of the 1911 Revolution and the May Fourth Movement, the
teacher could hand out the data-based questions as class assignment
(Worksheet 3 and Worksheet 4). These are mainly on the causes and
influences of the two events. The teacher should ask students to form
groups and discuss the answers in class, and then report to the class (about
2 periods).
d. After completing parts a to c, the teacher should explain to students the
meaning of “turning point” and the basic skills and vocabulary to be used
when answering this type of questions. (about 0.5 period)
e. Then the teacher guides students to analyze “to what extent the 1911
Revolution and the May Fourth Movement can be considered turning points in
the development of Chinese history” with regard to the content of the
worksheets and the conclusion of their group discussion (about 1.5 periods are
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
needed). (Note: the teacher should remind students to note the importance of
the two events and their impact on the development of Chinese history in the
early 20th century, so as to illustrate how the two events can be considered as
turning points.)
f. Through the content of the cartoon, its method of presentation and its caption,
students can decide whether the 1911 Revolution and the May Fourth
Movement can be taken as turning points in the development of Chinese
history in early 20th century. The teacher should ask students to note the
important evidences of a historical source and to connect them to their
historical background when handling and analyzing the historical sources,
so as to grasp more historical viewpoints.
4.
Expected Outcomes / Difficulties:
a. As requirements are higher than before, not all students can answer the
teacher’s questions properly. The teacher must be more patient in
explaining to the students the related thinking mode and skills in tackling
history questions.
b. When discussing “turning points”, students may merely list the changes
brought about by the 1911 Revolution or the May Fourth Movement and fail
to examine whether thorough changes in many aspects of the development
of Chinese history took place after such historical events.
c. Despite so, students’ ability to consider whether an event or a year is a
turning point will further improve after the above lessons. However, the
teacher must ask students to answer an essay-type question so as to
consolidate what they have learnt.
d. More importantly, after these lessons, students should have basically
mastered skills such as analyzing sources, making conclusions, discussions,
debates, disprove, and discuss relative importance. The teacher must
provide appropriate guidance so as to consolidate students’ skills and
abilities in these aspects.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Worksheet 1
Modernisation and transformation of China -- 1911 Revolution
and May-Fourth Movement
Consider the source below, and then answer questions (a) to (c).
The picture below, captioned “Burden of the Official and that of the People” is
adapted from the Shenzhou Wuri Huabao (China’s Five-day Pictorial) published
in Shanghai in 1910.
Responsible
cabinet
Foreign
debts,
indemnities
and all kinds
of levies and
taxes
(a) What do you think is the cartoonist’s view about the rule of the Qing government at the
time? Explain your answer by citing two clues from the cartoon.
(4 marks)
(b) Does the cartoon adequately reflect the problems facing the Qing government at the time?
Explain your answer with reference to the cartoon and using your own knowledge.
(5 marks)
(c) Can the problems facing the Qing government as described by the cartoonist fully explain
the end of China’s monarchical rule in 1912? Discuss with reference to the content of the
cartoon and using your own knowledge.
(6 marks)
Source: Shenzhou Wuri Huabao, Shanghai, 1910
http://www.chiculture.net/20504/html/c05/20504c05.html
(The website of the Academy of Chinese Studies)
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Suggested answers for Worksheet 1
(a) What do you think is the cartoonist’s view about the rule of the Qing government at the time? Explain your
answer by citing two clues from the cartoon.
(4 marks)
Qing rulers put the heavy burden of “foreign indemnities and all kinds of levies and taxes” on
the poor people. The officials in general only cared for power and position without
considering the ordinary people from their point of view. This shows that the cartoonist
believed that people at that time were under the economic exploitation of the Qing rulers.
Clues and explanation: (2 marks, 1 for each clue and 1 for each explanation.)
1.
The cartoonist portrayed a skinny, ragged ordinary man carrying a big bag with words
---“foreign indemnity and all sorts of taxes” on it. This shows his heavy burden.
2.
From the facial expression of the ordinary man (tightened jaws ) and physical
appearance ( bended back), we can tell that he has tried his best to shoulder the heavy
burden.
3.
The Qing official, who sat on the big load carried by the ordinary man, looked so relaxed.
He had already imposed all the foreign economic losses to the ordinary people. Thus
we know that the officials at that time, in terms of their office, had not taken the
people’s needs and feelings into consideration.
(b) Does the cartoon adequately reflect the problems facing the Qing government at the time? Explain your
answer with reference to the cartoon and using your own knowledge.
(5 marks)
The cartoon only reflects the ruling problems faced by the Qing government and the
economic burden as well as social problems faced by the poor people. (1 mark)
The cartoon is unable to reflect the problems which include: (4 marks, 2 for each question)
1.
The challenges of the revolutionaries.
2.
Because of the intensification of natural disasters, more victims supported the anti-Qing
movement.
3.
The foreign military and economic encroachment made the Chinese people suffer
deeply.
4.
Other relevant problems.
(c) Can the problems facing the Qing government as described by the cartoonist fully explain the end of
China’s monarchical rule in 1912? Discuss with reference to the content of the cartoon and using your own
knowledge.
(6 marks)
The arguments showing that the cartoon cannot completely explain the end of imperial rule
in China in 1911 may include : (2 marks for each reason)
1.
The Late Qing Constitutional Movement was not a whole-hearted movement and
increased people’s discontent towards the government.
2.
Nationalisation of railways brought about discontent of different classes, thus fostered
the revolutionary movement.
3.
Continuation of conflicts between Manchu and Hans made it difficult for the Qing
government to maintain its rule.
4.
Abolition of Civil Service Examination made the discontented intellectuals turned to
support the revolutionary movement.
5.
Other relevant reasons.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Worksheet 2
Modernisation and transformation of China –
1911 Revolution and May-Fourth Movement
Consider the Source below and answer questions (a) to (c).
The cartoon below was published during the May-Fourth period.
三從四德: The three obediences and the four virtues. “Three obediences” refer to a woman “obeying her
father before marriage, her husband during married life, and her son in widowhood”. “Four virtues” refer to a
woman’s “fidelity, propriety in speech, physical charm, and efficiency in needle work”.
(a) What do you think is the cartoonist’s view about the influence of the May-Fourth Movement with
regard to Chinese culture? Explain your answer by citing two clues from the cartoon.
(4 marks)
(b) Does the cartoon adequately reflect the influences of the May-Fourth Movement on China?
Explain your answer with reference to the cartoon and using your own knowledge.
(5 marks)
(c) How useful is the cartoon in reflecting changes of women’s status during the May-Fourth period?
Discuss with reference to the content of the cartoon and using your own knowledge.
(6 marks)
Source:
http://www.chiculture.net/20504/html/c06/20504c06.html (The website of the
Academy of Chinese Studies)
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Suggested answers for Worksheet 2
(a) What do you think is the cartoonist’s view about the influence of the May-Fourth Movement with regard to
Chinese culture? Explain your answer by citing two clues from the cartoon.
(4 marks)
The cartoonist’s viewpoint of the impact of the May Fourth Movement on Chinese Culture: (2
marks)
The cartoonist believes that the rationale of “Three rules to obey and four feminine
virtues” derived from the traditional Confucian teaching was unreliable. The traditional
Chinese women should be liberated from the obsolete Confucian teachings.
Clues and explanation: (2 marks)
(Clue)
“Unreliable” in the cartoon headline tells that the Chinese tradtional concept of “Three rules
to obey and four feminine virtues” is unreliable.
(Explanation) The woman was only leaning on a stone monument supported by a thin piece of wood.
Besides, the wind was strong . This implies that the traditional ideas would be overthrown.
(b) Does the cartoon adequately reflect the influences of the May-Fourth Movement on China? Explain your
answer with reference to the cartoon and using your own knowledge.
(5 marks)
Arguments showing that the cartoon was unable to reflect the impact of the May Fourth
Movement on China may include:
The cartoon only reflects the impact and nature of the May Fourth Movement on the aspects
of “anti-Confucianism” and “anti-tradition”, but it did not describe aspects other than
“anti-tradition” such as: giving up classical style writing; the new ideas promoted by the
“New Youth” which was against absolutism and superstition; intellectual liberation such as
promotion of new literature and opposition of eight-legged essays. Besides, the new ideas
emphasized by the May Fourth Movement such as the individual rights, self-assertion, sexual
equality and reasoning flourished which enabled China to develop into a more modernized
country.
Besides, the May Fourth Movement also raised people’s awareness of taking part in politics.
Different walks of society also joined different patriotic and national salvation movements and
organizations , such as student associations, guilds and workers’ associations. People’s national
consciousness and awareness were aroused greatly. Other impacts may include: demolition of
superstition, emphasis on science, promotion of new literature and general education etc.
(c) How useful is the cartoon in reflecting changes of women’s status during the May-Fourth period? Discuss
with reference to the content of the cartoon and using your own knowledge.
(6 marks)
Usefulness:
The cartoon reflects that under the impact of the traditional Chinese social practices,
women followed the concept of “The three obediences and the four virtues” since
childhood. The concept of “the Three obediences” refers to “obeying her father
before marriage, her husband in married life, and her son in widowhood”. “four
virtues” refer to a woman’s “fidelity, propriety in speech, physical charm, and
efficiency in needle work”. It has been a long time in traditional China which
emphasized the men’s status, women ‘s status was far lower that that of men and
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
they suffered in various bounds.
Limitation:
The cartoon does not point out that under the impact of the May Fourth Movement, women’s
status was raised , e.g. women started not to follow blindly “the three obediences and the
four virtues”.
Female students began to join student movements and then social and political movements
that followed. Women’s status began to rise. Co-education began to appear in China.
Before the May Fourth Incident , few women could receive high education. But in 1922,
there were 28 tertiary schools recruiting female students. In other words, more women
received education.
The opportunities of employment for women had also increased. Free marriage was even
common. Women began to be released from the traditional moral, social and political
shackles.
After the May Fourth Movement, female students generated great interest in political affairs,
advocated women suffrage and participated in political and social movements. Women got
rid of family and marriage bounds and gradually played a remarkable part in various social
aspects. The May Fourth Movement really started a “family revolution”.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Worksheet 3
Modernisation and transformation of China –
1911 Revolution and May-Fourth Movement
Consider the Source below and answer questions (a) to (c).
The cartoon below, captioned “Down with Cao, Lu and Zhang by the workers ,
the students and the merchants”, was published in 1919.
Source: http://www.confucianism.com.cn/html/yishu/8107847.html
(a) What do you think is the cartoonist’s view about the outbreak of the May-Fourth
Movement? Explain your answer by citing two clues from the cartoon.
(4 marks)
(b) Does the cartoon adequately reflect the causes of the outbreak of the
May-Fourth Movement? Explain your answer with reference to the cartoon and
using your own knowledge.
(5 marks)
(c) How useful is the cartoon in reflecting the opposition forces of various social
strata against the ruling class during the May-Fourth period? Discuss with
reference to the content of the cartoon and using your own knowledge.
(6
marks)
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Suggested answers for Worksheet 3
(a) What do you think is the cartoonist’s view about the outbreak of the May-Fourth Movement?
Explain your answer by citing two clues from the cartoon.
(4 marks)
The cartoonist’s viewpoint on the outbreak of the May Fourth Movement: (1 marks)
The May Fourth Movement was supported by different social strata.
Clues and explanation: (3 marks)
1. “Cai, Lu and Zhang” shown on the left of the cartoon clearly represents the three official
delegaets of the Nationalist Government to deal with the Japanese diplomats in 1919.
2. The three fists on the right in the cartoon represent the workers(labour), students(study)
and merchants(commerce). The cartoon shows the joint effort of these three major
social classes to fight against Cai, Lu and Zhang.
(b) Does the cartoon adequately reflect the causes of the outbreak of the May-Fourth Movement?
Explain your answer with reference to the cartoon and using your own knowledge.
(5 marks)
Argument stating that the cartoon fully reflects the outbreak of the May Fourth
Movement :
The cartoon only points out social factor leading to the outbreak of the May Fourth Movement.
Argument stating that the cartoon does not fully reflect the outbreak of the May
Fourth Movement :
1.
Chinese intellectuals who were influenced by the advanced western democratic and scientific
ideas, asked for changes. Furthermore , after W.W.I., democracy became a world trend, some
intellectuals believed that democracy was the way to save the country.
2.
The intellectuals denied Chinese traditional culture, promoted a thorough implementation of
intellectual reform movement.
3.
China suffered diplomatic setbacks at the Paris Peace Conference. The Beiyang Government was
unable to abolish the powers’ privileges in China and the “Twenty-One Demands”, and retake
German interests in Shandong. When the news spread to China, the country was angry and
discontented, and led to mass demonstration in the streets.
(c) How useful is the cartoon in reflecting the opposition forces of various social strata against the
ruling class during the May-Fourth period? Discuss with reference to the content of the cartoon
and using your own knowledge.
(6 marks)
Usefulness:
The cartoon helps us understand that the merchants, students and workers demanded
punishment of the three officials: Cai (participated and signed the “Twenty-One Demands”),
Lu (handled the Japanese loan) and Zhang (handled the ratification of documents with Japan
with ‘pleased to consent’).
Limitation:
The cartoon does not show that during the May Fourth Movement, there was a tide of strikes
started by students, workers and merchants in various parts of the country which made the
Beiyang government release the arrested students and immediately dismissed and investigated
Cai, Lu and Zhang. The Chinese government finally refused to accept the treaty with Germany.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Besides, the cartoon does not reflect the new ascending classes of students, workers and
merchants who had become great reactionary forces in Chinese society. Although the cartoon
shows that these forces were attacking the officials, it does not point out that the forces
merchants and workers in cities were expanding continuously e.g. the merchants in big cities
used different methods to organise themselves, such as the “Streets Union” which was formed
by merchants in Shanghai. From 1919 to 1924, workers’ associations developed rapidly. Later,
these associations led residents in Chinese cities to launch mass movements, to ask for people’s
rights from the government and foreign concessions. Workers’ strikes also increased after the
“May Fourth Incident”. In 1918 there were 25 strikes in the whole nation, but the number
increased to 66 in 1919. In 1922 it was up to 91. After 1919, the number of workers joining
the strikes also increased. After the May Fourth Movement, strikes started by merchants and
workers had become the main way of expression of ideas during the critical moments in China.
Besides, the rise of labour movment and the demolition of superstition etc. were directly or
indirectily promoted by the May Fourth Movement.
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Worksheet 4
Modernisation and transformation of China –
1911 Revolution and May-Fourth Movement
Consider the Source below and answer questions (a) to (c).
The cartoon below, captioned “260-year-old Antiquity”, was published in the
Minquan Huabao (People’s Rights Pictorial) in 1912.
(a).
What do you think does the building in the cartoon refer to? What is the problem
with the building? Explain your answer by citing clues from the cartoon.
(4 marks)
(b). With reference to the content of the cartoon, infer the cartoonist’s intention in
drawing the cartoon.
(4 marks)
(c). How useful is the cartoon in reflecting the influences of the 1911 Revolution on
the development of Chinese history? Discuss with reference to the content of the
cartoon and using your own knowledge.
(6 marks)
Source: Minquan Huabao,1912
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
Suggested answers for Worksheet 4
(a). What do you think does the building in the cartoon refer to? What is the problem with the building? Explain your answer by citing clues from the cartoon.
The building shown in the cartoon refers to:
The Qing Dynasty which is an alien entry into China and controlled China for more than 260 years (We can tell from the cartoon’s headline:
“260-year-old Antiquity.” The year of publishing the cartoon was exactly the year when the Qing emperor abdicated. This implied the downfall of
the Qing dynasty and the establishment of the Chinese Republic officially terminated the imperial rule and replaced it with a republican regime. )
Problems brought about by the building:
This building was falling, and words, like “loyalty to the emperor” and “royal edict” were inscribed onto the memorial boards.
represents that the Qing Dynasty, having ruled China for over 260 years, was unable to meet challenges of the revolutionary.
(b). With reference to the content of the cartoon, infer the cartoonist’s intention in drawing the cartoon.
This
(4 marks)
The intention of the cartoon is:
Using the analogy of memorial boards to stand for the Qing Dynasty which had ruled China for over 260 years, then the fall of the memorial boards
symbolises the downfall of the Qing Dynasty. This was one of the fruits of the 1911 Revolution which puts an end to an imperial rule. The cartoon
also suggests the emergence of a new political phenomenon. (Students may cite the physical shape of the building and the relevant headline as
supporting evidences.)
(c).
How useful is the cartoon in reflecting the influences of the 1911 Revolution on the development of Chinese history? Discuss with reference to the
content of the cartoon and using your own knowledge.
(6 marks)
Usefulness:
The cartoon reflects that the last Chinese imperial dynasty was finally overthrown by the 1911 Revolution and terminated the
2000-year-old monarchy since the Qin Dynasty. It marked a the greatest change in Chinese political system in the history. It also proves
that the monarchical system had been casted aside by most of the people，the subsequent monarchial movement started by Yuan Shi-hai
and the restoration of imperial system by Chang Hsun failed respectively.
Limitation:
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II. Modernisation and transformation of China
A.3. 1911 Revolution and the May Fourth Movement
1.
The cartoon does not show that a provisional constitution was born. This constitution, though not a perfect one, states clearly stated in its
general outline that “the sovereignty of the Republic of China belongs to the people of the nation.” This revolution is a remarkable milestone in
the history of China. From then on China has moved towards national independence, democracy and concern for people’s welfare at
government level. At the same time, China is the first Asian country to set up a republic.
2.
Besides, the cartoon does not mention that China was able to establish a real modern nation-state because of the 1911 revolution.
It also does not point out that the revolution brought about new challenges in the society and inspired many social changes. The
youth, women, students and merchants, whose traditional status was comparatively low, joined the revolution and changed the
society. They posed a big challenge to the traditional society.
3.
After the 1911 revolution, there was radical changes in the Chinese society. Nearly all traditional social values and family system began to
transform. “A new society” therefore became an ideal target pursued by the new social classes (youth, women, students and merchants.)
4.
The 1911 revolution also had negative impact. First, the revolution was not thorough. Since the revolutionaries neglected the social and
economic problems, the revolution did not improve the living condition of the people. Second, the revolution did not set up a democratic and
stable China. The rule of Yuan Shihai was dictatorial and imperious. The warlord era began soon after his death. Moreover, the revolution was
unable to stop the encroachment of western imperialism. The Great Powers still enjoyed privileges in China. Japanese invasion intensified
because the new republic remained weak and divided.
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