2015 Accelerated Mao’s
Communist China Lesson Plan
Date and Number Your Papers:
Friday, May 29, 2015: Day One of Lesson
Monday, June 1 or Tuesday, June 2, 2015: Day Two of Lesson---All
Depends What Day You Do Stream Study
Wednesday, June 3, 2015: Day Three of Lesson
Friday, June 4: Day Four of Lesson
Monday, May 8, 2015: Formative Assessment Group Mao One Slider
Due
Day One: Friday, May 29, 2015
• Quiet Question: Type Two Prompt: You and your partner will be working
with three primary sources and use your Road to Communism Graphic
Organizer Notes to analyze and explain TWO different reasons as to why the
Chinese peasants embraced Communism.
• Reasons the Peasant Embraced Communism
Historical Evidence
Day One: Friday, May 29, 2015
• Class: Have pairs share their thoughts. Use to introduce Mao. Mao is quite a
controversial figure in Chinese and World History. What does this quote about
Mao tell us about him?
•
• Lin Linguo, son of Lin Biao, Mao’s Defense Minister and one time ally said of
Mao: “Today he uses sweet words and honeyed talk to those whom he entices;
tomorrow he puts them to death for fabricated crimes.”
•
• Class: There is a change to the lesson. We will not be doing the Introduction
PowerPoint. Instead we will be watching a documentary on Mao, and as we
watch the documentary, you will be doing the Interactive Notebook Method
with this lesson. It is on You Tube: “Chairman Mao Declassified” History
Channel.
Day One: Friday, May 29, 2015
• Homework: You are going to read and take additional notes from the
photocopied supplemental reading entitled “Supplemental Two: Part 2 China
under the Communists 1949-1965.” You will be adding the notes to the
provided Teacher Notes in EITHER RED, ORANGE, PINK, OR PURPLE.
• Chunking:
• Night One: Friday, May 29, 2015
• Read and take notes from pages 1-8.
• Night Two: Monday, June 1, 2015
• Read and take notes from pages 9-18.
Day Two: Monday, June 1 or Tuesday, June 2, 2015
• Class: We are going to finish the Mao Documentary, and you should continue to do the Interactive
Notes Method.
• Groups: Formative Assessment---Using the Jigsaw Method, you and your partner will be assigned
one aspect of Mao’s Regime to create a 1-Slider on. A One Slider is a digital collage on an assigned
topic. There are two examples in the lesson plan from another teacher. I am also going to present
two examples I created for this.
• Requirements:
• You must have a MINIMUM of FIVE DIFFERENT VISUAL PRIMARY SOURCES on your assigned topic.
They can be propaganda posters, historical maps, political cartoons, charts or graphs, and
photographs.
• You must have a MINIMUM of TWO DIFFERENT WRITTEN PRIMARY SOURCE EXCERPTS on your
assigned topic. They can be from laws, newspaper articles, propaganda pamphlets, speeches, trial
testimonies, diaries, etc....
• You must have a THESIS STATEMENT taking a position on the assigned topic and that is fully
supported by the chosen primary sources. See the examples.
• You must then have in BULLET FORMAT a typed explanation identifying each primary source, what is
represents, and explain how it supports your thesis statement.
• Example Thesis Statement: Mao’s “Breed for the Motherland” Campaign in the 1950s failed to
achieve the economic goals he had set and instead created an overpopulation situation that resulted
in the unfair one-child policy.
Day Two: Monday, June 1 or Tuesday, June 2, 2015
• 2015 Formative Assessment Mao One Slider Grade Sheet
Due:
•
• Students’ Names:
•
• Period:
Topic:
•
• 1.__________It was turned in on time. For each day late, it is 10% off the value.
•
• 2.__________The students wrote a strong, argumentative thesis statement on their assigned topic. (Worth 10 Points)
•
• 3.__________The students had a MINIMUM OF FIVE DIFFERENT VISUAL PRIMARY SOURCES on their assigned topic that supported the thesis
statement. (Worth 50 Points)
•
• 4.__________The students had a MINIMUM OF TWO DIFFERENT WRITTEN PRIMARY SOURCES on their assigned topic that supported the thesis
statement. (Worth 20 Points)
•
• 5.__________The students in BULLET FORMAT wrote a typed explanation identifying each primary source, what is represents, and explained how
each supported the thesis statement. (Worth 20 Points)
•
• Total:
/100 Points
Day Two: Monday, June 1 or Tuesday, June 2, 2015
a)
b)
c)
d)
e)
f)
• Aspects of Mao’s Regime: Your Group Will Be Assigned One Of The Topics
Thought Reform and The Hundred Flowers Campaign
Agricultural Policies and Land Reform
The Five Year Plan
The Great Leap Forward
The Cultural Revolution
Socialist Education Program, Sent-Down Youths, and Education Policies
Day Two: Monday, June 1 or Tuesday, June 2,
2015
• Resources:
• Your photocopied supplemental reading
• The different Mao PowerPoints uploaded on the teacher page
• The other supplemental readings uploaded on the teacher page
• Internet
• PowerPoint Program
Day Three: Wednesday, June 3, 2015
• Groups: Based upon the documentary and supplemental reading, write out
the thesis statement for your One Slider.
• Then you are to go to the different PowerPoints and supplemental readings on
Mao uploaded on the teacher page and cut and paste VISUAL and WRITTEN
Primary Sources to use for your One Slider.
• Each person in the group should find at least FIVE DIFFERENT VISUAL PRIMARY
SOURCES AND THREE DIFFERENT WRITTEN PRIMARY SOURCES.
• Email this to yourself and your partners.
• Homework: Finish up your individual research and email to your group
members.
Day Four: Thursday, June 4, 2015
• Groups: Group members should review the primary sources found by each group
member and decide which are the best ones to support your thesis statement.
• Cut and paste them into your One Slider.
• Then assign each of the group members what primary sources they are writing
the Key Part of the One Slider for.
• Type out.
• Homework: Finish assembling. Print out a hard copy for each person in the
group and one to turn in to the teacher.
• This is due on Monday, June 8, 2015.
2015 Ms. Barben’s Examples of a
One Sliders on Western
Imperialism in Africa
Two Different Approaches to the One Slider
Assessment
Cecil Rhodes Example
Thesis Rationale
• Thesis: The career of the British entrepreneur, Cecil Rhodes, clearly illustrates
the Western views on their right to conquer and exploit the world during the
Age of Imperialism.
• Throughout the study of Western Imperialism in Africa, South Asia, and East
Asia, under the guise of scientific discovery and learning and religious and
humanitarian values, the West was truly motivated by greed, power, and
racism.
• This is seen in the six main reasons for the New Imperialism of the 19th
century: exploration and adventure, Industrial Revolution and new
technology, economic demands for raw materials, new markets, and
investments, political agendas based on militarism and nationalism, racists
views based on Social Darwinism, and lastly their missionary and humanitarian
actions.
• Classic examples of this are Cecil Rhodes and King Leopold.
Cecil Rhodes “I think what [God] would
like me to do is paint as much of Africa
British Red as possible.”
Cecil Rhodes was a
famous British
imperialist:
“We must find new
lands from which we
can easily obtain raw
materials and at the
same time exploit the
cheap slave labor that is
available from the
natives of the colonies.
The colonies would also
provide a dumping
ground for the surplus
goods produced in our
factories.”
Cecil Rhodes: “We happen to
be the best people in the
world, with the highest ideals
of decency and justice and
liberty and peace, and the
more of the world we inhabit,
the better it is for humanity.”
Thesis: The career of the British
entrepreneur, Cecil Rhodes,
clearly illustrates the Western
views on their right to conquer
and exploit the world during the
Age of Imperialism.
Key
• The political cartoon in the far right corner represents the years between 1870
and 1914 were the height of the Age of Imperialism. The major players were
France, Great Britain, U.S. Japan, Germany, and Belgium.
• The Cecil Rhodes quote in red underneath represents the political competition
between European powers. Imperialism in Africa reflected struggles for power
in Europe, such as long-term rivalry between France, Britain France expanded
control over West, Central Africa; Britain began to expand colonial empire to
block French
• The political cartoon under the red quote represents the economic motives.
Many saw emigration as a chance to strike it rich or make a name for
themselves Cecil Rhodes, a British adventurer, made a fortune from gold and
diamond mining in Southern Africa. Rhodes went on to found a colony that
bore his name: Rhodesia (Zimbabwe). He went to South Africa in 1871 and by
1889 he controlled 90% of the world’s diamond production. He also gained a
healthy stake in the gold market. And he served as prime minister of the British
Cape Colony from 1890-1896 and saw the Cape Colony as a base of operations
for the extension of British control to all of Africa.
Key
• The Cecil Rhodes quote in green also represents the economic motivations for the Age
of Imperialism. Before early 1800s, several European nations profited from slave trade
in Africa. After some nations passed laws abolishing slave trade, Europeans looked to
Africa as source for raw materials. Materials like coal, metals needed to manufacture
goods during Industrial Revolution . These needs fueled Europeans’ desire for land with
natural resources—available in Africa. To gather and export natural resources, European
entrepreneurs developed own mines, plantations, trade routes. Entrepreneurs
sometimes called on home countries to protect economic interests from European
competitors. In this way, the drive for colonization came from ambitious individuals,
not just European governments.
• The Cecil Rhodes quote in blue represents the supposed religious and humanitarian
reasons for the Age of Imperialism. The missionaries believed that Christianity and
Western civilization together would benefit and transform the world. They believed
that, in order to become “civilized”, the people of Africa and Asia would have to reject
their old religions and convert to Christianity. They believed Europeans had a moral
responsibility to civilize primitive people. To some this meant bringing the Christian
message to the heathen masses. To others this meant bringing the benefits of Western
democracy and capitalism to these societies. Many religious groups both Protestant
and Catholic went to the colonies to try to bring religion to the “heathen” people.
Many doctors came as well, and school teachers… people who wanted to bring health
care and education to the colonies.
Key
• The heading from the Pear’s Soap White Man’s Burden advertisement
represents the racist and Social Darwinist ideas behind the Age of Imperialism.
European imperialists felt superior to non-European peoples. Some began to
argue humanity divided into distinct peoples, races. They claimed biological
differences existed between races. Their racist view—people of European
descent superior to people of African, Asian descent. As result, some Europeans
believed rule in Africa justified by teaching Africans good government. Some
imperialists believed actions noble, their duty to educate those considered
inferior. They referred to their influence in Africa as “the white man’s burden,”
after poem by Rudyard Kipling. Social Darwinism interpreted Darwin’s
evolutionary theory in terms of powerful nations in that “only the strong
survive”. Powerful nations able to develop areas and resources being “wasted”
by native peoples
Key
• The illustration from the textbook represents the Social Darwinism notion that certain
nations, races were more fit than others. Social Darwinists believed “fit” nations came to
rule over “less fit” nations, often showed discrimination against citizens of ruled nations.
Social Darwinism advocate Cecil Rhodes, “I contend that we are the finest race in the world
and that the more of the world we inhabit the better…” He believed British-built railway
would bring benefits of civilization to all Africans. Social Darwinism was accepted by most
white westerners. Popular non-fiction included the works of Walter Baghot, Benjamin Kidd
and Charles Dike. Popular fiction writers, like Rudyard Kipling echoed their views. Tabloid
newspapers upheld these notions.
• The Cecil Rhodes political cartoon represents political motivations of nationalism. He was
Prime Minister of Cape Colony (1890-1896). He wanted British control over South Africa. He
wanted Cape-to-Cairo Railroad. He was the architect of British imperialism in southern
Africa. And due to his influence, Great Britain became the leading colonial power in
southern Africa.
• The historical map of the European colonies in Africa represents how the economic, political,
and social philosophies of Europe were spread around the world. The effects of 19th century
imperialism still affect the world today in developed vs. developing countries (U.S. vs.
Ethiopia), , modern day borders (Uganda/Tanzania border), and ethnic Conflicts (Rwanda
Genocide).
Another Example on King Leopold
II
Observations
• Thesis: The exploitation of the Congo by King Leopold II clearly
disproves any “noble” motivations for Western imperialism in Africa.
• Please note that in the following King Leopold Example, there are five
visual primary sources and six written primary sources. There are more
written primary sources in this example.
• When you are approaching this with your partners, you must meet the
minimum criteria.
• But think critically about what primary sources you
choose...sometimes a visual is the more powerful option, sometimes it
is the written quote.
• Turn to your partner and examine my choices...what information would
I include in my key and why.
Thesis Rationale
• Thesis: The exploitation of the Congo by King Leopold II clearly disproves any
“noble” motivations for Western imperialism in Africa.
• Believed Europeans had a moral responsibility to civilize primitive people as seen
in the phrase “the white man’s burden”
• To some this meant bringing the Christian message to the heathen masses
• To others this meant bringing the benefits of Western democracy and capitalism
to these societies
• The missionaries believed that Christianity and Western civilization together
would benefit and transform the world
• They believed that, in order to become “civilized”, the people of Africa and Asia
would have to reject their old religions and convert to Christianity
Thesis Rationale
•
•
•
•
European imperialists felt superior to non-European peoples
Some began to argue humanity divided into distinct peoples, races
Claimed biological differences existed between races
Racist view—people of European descent superior to people of African,
Asian descent
• Western (White Europeans)
• As result, some Europeans believed rule in Africa justified
•
Inventive
•
Scientific
• Referred to their influence in Africa as “the white man’s burden,” after poem
by Rudyard Kipling
•
Rational
•
Self-Controlled
•
Democratic
•
Civilized
•
Economically Progressive
•
Moral Christian
•
Independent
•
Eastern (Non-whites, Non-European)
•
Ignorant
•
Irrational
• Asians: smart but docile
•
Superstitious
• The Native Americas: dull and arrogant
•
Lazy
•
Childlike
•
Savage
•
Dependent
• Teaching Africans good government
• Some imperialists believed actions noble, their duty to educate those
considered inferior
• Social Darwinism: Interpreted Darwin’s evolutionary theory in terms of
powerful nations, “Only the strong survive”
• Powerful nations able to develop areas and resources being “wasted” by
native peoples
• Joseph Gobineau (1816-1882)
• Claimed that race is the most important “index of human potential.”
• Africans: intelligent and lazy
• EUROPEANS: INTELLIGENT, NOBLE and MORALLY SUPERIOR TO
OTHERS.
King Leopold
on
Competition
Primary
Source
“I don’t
want to miss
the chance
of getting us
a slice of this
magnificent
African
Congo Free
cake.”
State
Here Nkwabali took up the tale
from Moyo, the Bangongo chief:
‘We said to the white men, We
are not enough people now to do
what you want us. Our country
has not many people in it and we
are dying fast. We are killed by
the work you make us do, but the
stoppage of our plantations, and
the breaking up of our homes.’”
Leopold pledged to
uphold Berlin
Conference--Suppress
East African slave trade,
Promote humanitarian
policies, Guarantee free
trade within the colony,
Impose no import
duties for 20 yrs.,
Encourage philanthropic
and scientific
enterprises
Edmund Morel, upon
the discovery of King
Leopold II’s system of
forced labor and
genocide in the Congo
wrote: “It must be
bad enough to
stumble upon a
murder. I have
stumbled upon a
secret society of
murderers with a King
for a crony.”
Thesis: The exploitation
of the Congo by King
Leopold II clearly
disproves any “noble”
motivations for Western
imperialism in Africa.
King Leopold: “To open civilization
the only part of our globe where it
has not penetrated, to pierce the
darkness which envelops whole
populations, is a crusade, if I may
say so, a crusade worthy of this
century of progress.”
Chiefs of Ngombi & Mafela, in return for
"one piece of cloth per month to each of
the undersigned chiefs, besides present
of cloth in hand," they promised to
"freely of their own accord, for
themselves and their heirs and
successors for ever...give up to the said
Association the sovereignty and all
sovereign and governing rights to all
their territories...and to assist by labour
or otherwise, any works, improvements
or expeditions which the said
Association shall cause at any time to be
carried out in any part of these
territories....All roads and waterways
running through this country, the right
of collecting tolls on the same, and all
game, fishing, mining and forest rights,
are to be the absolute property of the
said Association.”
--Treaty handing over land to Leopold II
Key
• The following documents address the motives of King Leopold in the Congo and relate the historical
information below: Henry Stanley Quote, King Leopold Cake Quote, Cake Political Cartoon, and Treaty Quotes
• The Congo Free State was the personal domain of King Leopold II of Belgium
• His rule is known as the most brutal of all colonial rulers
• He gave Belgian businesses free access to the Congo, who administered the colony and exploited the mineral
and human resources
• The treatment of the Africans was so hard that when the Belgian government took control of the territory in
1908, it became known as the Belgian Congo
• However, the Belgian businesses still ruled the colony
• In 1872, Henry Stanley, an American journalist, ventured into the central region of Africa, known as the Congo,
and located a “lost” British explorer named David Livingstone.
• The news of Stanley’s successful venture became a sensation in Europe, and the King of Belgium, Leopold II,
became instantly interested in the territory known as, “The Congo”.
• In particular, Leopold was drawn to Stanley’s reports of rubber trees, ivory-tusked elephants, and gold-wearing
natives.
• Leopold sent the famous explorer of Africa, Henry Morton Stanley, to negotiate treaties with the natives.
• Native chiefs were offered trinkets or cloth if they would place an X on a document in foreign tongue.
• Stanley began to sign treaties with over 450 native chiefs from the Congo
• As a result, Leopold gained rule of these lands given up by the chiefs
Key
• The following documents address the motives of King Leopold in the Congo and the
manipulative campaign he used to get the Congo and relate the historical
information below: Congo Free State, King Leopold Civilization Quote, and King
Leopold’s Pledge at Berlin Conference.
• Leopold waged a skillful public relations campaign to promote his “Congo Free State”
as an effort to stop the Arabs from running a slave trade in Africa. This, of course,
was a ruse.
• Leopold promised the European nations at the conference that he would build a
nation of free Congo states, like the United States, and end the slave trade
• He claimed that, “millions of men still plunged in barbarism will be at the dawn of a
better era.”
• But he really wanted the Congo’s natural resources: copper, rubber and ivory.
• In 1885, after the Berlin Conference, Leopold was given personal rule over the newly
declared Congo Free State
• Leopold had what he wanted because other European powers recognized his hold
over Congo
Key
• The following documents address the horrible treatment of the Congolese by King Leopold: Head of State Political Cartoon,
Snake Political Cartoon, Edward Morel Quote, Two Photos, and the Nkwabali Quote.
• He forced the locals to work for almost nothing and had them killed and tortured if they complained or disobeyed.
• Instead, Leopold began a 70 year plunder of the Congo of its rubber, ivory, gold, diamonds, copper, and tin.
• And, his Belgian forces enslaved Congolese peoples with regularity.
• Rubber was harvested by climbing the rubber tree, tapping into it and letting the sap run all over the slave’s body, where it
would congeal.
• Later he would peel the rubber off his body, taking any body hair with it.
• Rubber harvesters were given impossible quotas to fill each month.
• In addition to enduring the hardships of gathering rubber in the jungle, many of them were killed by wild animals.
• Agents ‘encouraged’ young men to work by holding their wives and children captive until each man’s quota was met.
• Many who resisted were killed on the spot.
• Others were beaten with whips made from dried hippo hide with sharp edges.
• 20 lashes resulted in unconsciousness; 100 lashes resulted in death.
• Revolt broke out.
• Leopold sent troops into villages to exterminate the young men.
• To make sure bullets weren’t wasted, soldiers were expected to return with the severed right hands of those they killed.
• Soldiers who couldn’t meet quotas or spent bullets hunting would cut hands off of living women and children.
Key
• Between 1895-1908 an estimated 8-10 million people died
due to murder, mistreatment and starvation.
• One of the greatest international scandals of the early 20th
century
• Forced/slave labor
• Starvation
• Disease
• Torture/mutilation
• Directly and indirectly eliminated 20% of the population