Students begin by comparing a Chinese propaganda poster from the Great Leap Forward with an actual photo of the time. Then they move into an exploration of Chinese history starting in 1912. In small groups, they research specific events and present their findings to the group. Next, small groups consider how the modern history of Taiwan and Mongolia are connected to China. Finally, they create an infographic that depicts important elements of Chinese, Taiwanese, and Mongolian history.
Students are introduced to the lesson focus and objectives, then examine a 1959 Chinese propaganda poster from the Great Leap Forward. They interpret the message of the poster by describing their impressions in a shared table. Next, they view several real photographs from the same period showing hunger and food scarcity and post responses on a discussion wall comparing the images to the poster and suggesting reasons for the differences.
Teacher MovesPresent the lesson overview and objectives. Prompt students to share observations about the poster, guiding them to notice its positive, idealized imagery. After students compare the poster with the historical photos, lead a discussion introducing the concept of propaganda and why governments might use it when reality is very different. Transition students into small groups for upcoming scenes by assigning each group one of the five key events in modern Chinese history.
Students read a brief introduction explaining that modern communist China grew out of events beginning with the 1912 overthrow of imperial rule. They view a Cultural Revolution poster and then watch The History and Rise of China to gain an overview of major events from 1912 through Tiananmen Square in 1989. In small groups, each assigned one event, students research their topic using online sources and create a report that includes dates, causes, key features, outcomes, and relevant images. They post their report or a link to a digital presentation on a shared discussion wall and present their findings to the class, including a list of sources used.
Teacher MovesRemind students how this period connects to earlier Chinese history. Ensure each small group understands its assigned event and has access to research tools. Monitor group work, prompting students to identify causes, effects, and historical significance. Support students in organizing their information into a clear report and citing sources. Facilitate group presentations, encouraging students to compare events, ask questions, and note patterns across the different time periods. Prepare students to continue working in small groups on Taiwan and Mongolia in the next scene.
In small groups, students choose either Taiwan or Mongolia to research. Using online resources, they investigate the modern history of their chosen country, focusing on political and historical connections with China in both the past and present. A designated note taker posts the group’s written explanation on a shared wall, describing recent history and specific ties to China. Students then read and discuss explanations from groups that studied the other country, comparing similarities and differences in each country’s relationship with China.
Teacher MovesGuide groups in selecting either Taiwan or Mongolia and direct them to appropriate online resources. Circulate to help students focus their research on modern developments and concrete connections to China, such as political status, conflicts, and economic or cultural ties. After groups post their explanations, lead a whole-class discussion synthesizing how both Taiwan and Mongolia are historically and currently linked to China, highlighting key similarities and differences. Transition students to working individually in the next scene.
Working individually, students create an infographic that synthesizes what they have learned about the modern history of China, Taiwan, and Mongolia. They include key people, places, events, and maps to show important developments and relationships among the three. After reviewing information about effective infographics on Inforgraphicszone, they design their infographic on a digital drawing canvas or on paper and upload a photo. Students then review classmates’ infographics to see different ways of representing the historical information.
Teacher MovesClarify expectations for the infographic, emphasizing accuracy, clarity, and visual organization. Encourage students to select the most important events and connections to feature and to consider how layout and visuals can help communicate complex history. Provide feedback as they design and troubleshoot technical issues with the digital tools as needed. Select one or more infographics for class discussion, asking students to identify the intended audience and how design choices support that audience. If possible, coordinate with another teacher to have students present their infographics to an appropriate age group.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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