Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community. Course Number Title: Modern China: The Fall and Rise of the Middle Kingdom Grades 11-12 60 Days Course Description The Fall and Rise of the Middle Kingdom is an Honors elective that allows motivated students the opportunity to explore the modern history of the world s longest continuous civilization. The 21 st Century has frequently been referred to as China s Century; this elective course examines reasons for that assertion. Beginning with the fall of China from a world power to a victim of imperialism, the course follows Chinese history throughout the tumultuous nineteenth and twentieth centuries. Special emphasis is put on the Mao years and the incredible transformation of China through the reforms of Deng Xiaoping. Students will also investigate present day China and its relation to the West. Instructional Strategies Student Learning Expectations Instructional Strategies include but may not be limited to the following: Lecture/Note taking Discussion Debate Document analysis Power Point and SmartBoard presentations Research/writing/peer-editing Creative projects Public speaking Cooperative group activities 1. Read, write and communicate effectively. 2. Utilize technologies appropriately and effectively. 3. Apply critical thinking skills. 4. Explore and express ideas creatively. 5. Participate in learning both individually and collaboratively. 6. Demonstrate personal, social, and civic responsibility. 1
Unit of Study: Dynasty to Revolution, 1644-1911 MA Standard/Strands: WHII. 13 Time Frame: 12 days Text Civilization: Past & Present, Chapter 20 (598 604), Chapter 24 (715 720) (Chapter/Pages) Other Resources: China in the World: A History Since 1644 Video The Last Emperor A Girl from Hunan 1. Describe the reign of three powerful Qing emperors: Kangxi, Yongzheng, and Qinglong. Essential Questions 2. Trace the territorial expansion of the Qing Dynasty. Concepts, Content: 3. Discuss the impact of Confucian ideas on Manchu society. 4. Analyze the Chinese concept of the Middle Kingdom. 5. Describe the contributions Jesuit missionaries made in China. 6. Discuss the Opium trade in the early decades of the 19 th century. 7. Identify the causes and consequences of the First and Second Opium War. 8. Analyze the Treaty of Nanjing. 9. Explain the causes and results of the Taiping Rebellion. 10. Describe how the Chinese both accommodated and resisted foreigners. 11. What factors led to the Boxer Uprising? What effects did it have? 12. Describe the role of Sun Yat-sen in the Revolution of 1911. Targeted Skill(s): Writing: Assessment Practices: See Appendix A, Reading Standards for Literacy in History/Social Studies 6 12 See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 2
Unit of Study: China at War, 1911-1949 MA Standard/Strands: WHII. 13G, 23B, 33 Time Frame: 12 days Text Civilization: Past & Present, Chapter 29 (866 872) (Chapter/Pages) Other Resources: China in the World: A History Since 1644 Video The Last Emperor To Live A Century of Revolution: China in Revolution Essential Questions Concepts, Content: Targeted Skill(s): 1. Describe the political instability of China after the fall of the Qing Dynasty. 2. Discuss the emergence of new ideas that followed the fall of the Qing Dynasty. 3. Why did the warlords come to power, and how did they preserve their power? 4. Compare the Guomindang and the Nationalists. 5. Describe the May Fourth Movement, and how it expressed the sentiments of the nation. 6. What roles did Mao Zedong and Jiang Jieshi play in shaping China before 1949? 7. Discuss China s experience in World War II. 8. Describe the way Chinese citizens were affected by the war. 9. Analyze the Long March and the impact it had on the CCP and Mao. 10. How was the CCP able to survive against the economically, politically, and militarily superior Guomindang? 11. Explain the rapid increase in CCP membership after 1937. 12. Describe the biological warfare under Japanese occupation. 13. Analyze the failure of the Guomindang and the Communists to form a coalition government. 14. Did the Communists win the war, or did the Guomindang lose the war? Writing: See Appendix A, Reading Standards for Literacy in History/Social Studies 6 12 See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies, 3
Assessment Practices: Science, and Technical Subjects6 12 4
Unit of Study: The Mao Years, 1949-1976 MA Standard/Strands: Time Frame: WHII. 32B, 34A, B, C 15 days Text Civilization: Past & Present, Chapter 35 (1042 1047) (Chapter/Pages) Other Resources: China in the World: A History Since 1644 Video Journey to the Heart of China To Live The Last Emperor A Century of Revolution: The Mao Years Essential Questions Concepts, Content: Targeted Skill(s): 1. Describe the reorganization and reforms of the early Mao years. 2. What was the purpose and impact of the Hundred Flowers campaign? 3. Discuss the impact of the Great Leap Forward on China s industry, agriculture, and people. 4. Explain the relationship between the USSR and China in the 1950s. 5. Analyze the changing influence of Mao in the 1950s. 6. Describe why and how US/China relations changed in the 1970s. 7. Define cult of personality and explain how the term applied to Mao s China. 8. Explain the causes of the Cultural Revolution. 9. Describe the changing role of the Red Guard over the course of the Cultural Revolution. 10. How were the different types of people (intellectuals, youth, etc.) affected by the Cultural Revolution? 11. Discuss Lin Biao s impact on the Cultural Revolution. 12. Describe the demise of the Gang of Four and the end of the Mao era. 13. Identify and analyze the different views of Mao s reign. Writing: Assessment Practices: See Appendix A, Reading Standards for Literacy in History/Social Studies 6 12 See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 5
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Unit of Study: Modern China: Life after Mao, 1976 - Present MA Standard/Strands: Time Frame: 34 D, E 15 days Text Civilization: Past & Present, Chapter 35 (1047 1050) (Chapter/Pages) Other Resources: China in the World: A History Since 1644 Martin Jacques: Understanding the Rise of China available online, http://www.ted.com/talks/lang/eng/martin_jacques_understanding_the_rise_of_china.html Video The Tank Man, available online, http://www.pbs.org/wgbh/pages/frontline/tankman/ Journey to the Heart of China A Century of Revolution: Born Under the Red Flag 1. How did the trial of the Gang of Four lead the way for more moderate rule in Post-Mao China? Essential Questions 2. Discuss the return of Deng Xiaoping. Concepts, Content: 3. Describe the Four Modernizations and explain how they differed from the Mao years. 4. Explain how China became more Western in its economic policies, yet remained Chinese in its politics. 5. In what ways did education change under Deng? 6. Explain the Fifth Modernization. 7. Discuss the Tiananmen Square confrontation. 8. Describe the impact of the One Child Policy on modern China. 9. How, if at all, has Hong Kong changed since Britain s lease ran out in 1997? 10. Analyze China s relationship with Tibet, Taiwan, and its ethnic minorities. 11. Evaluate the phrase socialism with Chinese characteristics. 12. Discuss the impact of China s membership in the WTO. 13. Compare life in urban China with life in rural China. Targeted Skill(s): Writing: See Appendix A, Reading Standards for Literacy in History/Social Studies 6 12 See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 7
Assessment Practices: 8
Appendix A: Reading Standards for Literacy in History/Social Studies 6 12 [RH] The standards below begin at grade 6; standards for Pre-K 5 reading in history/social studies, science, and technical subjects are integrated into the Pre-K 5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Grades 6 8 students: Grades 9 10 students: Grades 11 12 students: Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, causally). 6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 2. 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. 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 6. 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. 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 8. Assess the extent to which the reasoning and evidence in a text support the author s claims. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. 9 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 8. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. 10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. 10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. 10
Appendix B: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] The standards below begin at grade 6; standards for Pre-K 5 writing in history/social studies, science, and technical subjects are integrated into the Pre-K 5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Grades 6 8 students: Grades 9 10 students: Grades 11 12 students: Text Types and Purposes 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] Grades 6 8 students: Grades 9 10 students: Grades 11 12 students: Text Types and Purposes (continued) 2. Write informative/explanatory texts, including the 2. Write informative/explanatory texts, including the 1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ experiments, or technical processes. experiments, or technical processes. experiments, or technical processes. a. Introduce a topic clearly, previewing what is to a. Introduce a topic and organize ideas, concepts, and a. Introduce a topic and organize complex ideas, follow; organize ideas, concepts, and information information to make important connections and concepts, and information so that each new into broader categories as appropriate to achieving distinctions; include formatting (e.g., headings), element builds on that which precedes it to create a purpose; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia unified whole; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, sufficient facts, extended definitions, concrete b. Develop the topic thoroughly by selecting the most definitions, concrete details, quotations, or other details, quotations, or other information and significant and relevant facts, extended definitions, information and examples. examples appropriate to the audience s knowledge concrete details, quotations, or other information c. Use appropriate and varied transitions to create of the topic. and examples appropriate to the audience s cohesion and clarify the relationships among ideas c. Use varied transitions and sentence structures to knowledge of the topic. and concepts. link the major sections of the text, create cohesion, c. Use varied transitions and sentence structures to d. Use precise language and domain-specific and clarify the relationships among ideas and link the major sections of the text, create cohesion, vocabulary to inform about or explain the topic. concepts. and clarify the relationships among complex ideas e. Establish and maintain a formal style and objective d. Use precise language and domain-specific and concepts. tone. vocabulary to manage the complexity of the topic d. Use precise language, domain-specific vocabulary f. Provide a concluding statement or section that and convey a style appropriate to the discipline and and techniques such as metaphor, simile, and follows from and supports the information or context as well as to the expertise of likely readers. analogy to manage the complexity of the topic; explanation presented. e. Establish and maintain a formal style and objective convey a knowledgeable stance in a style that tone while attending to the norms and conventions responds to the discipline and context as well as to of the discipline in which they are writing. the expertise of likely readers. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 3. (See note; not applicable as a separate requirement) 3. (See note; not applicable as a separate requirement) 2. (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] Grades 6 8 students: Grades 9 10 students: Grades 11 12 students: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific 13 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences. tasks, purposes, and audiences. tasks, purposes, and audiences. 14