Students contrast an idealized Communist propaganda poster from 1959 to photographs of the same period. Next they watch a video and summarize stages of modern Chinese history since the overthrow of imperial rule, and they learn about Maoism. Then they examine the Chinese economy and how changes in government structure helped it develop. Finally they research the modern history of Taiwan or Mongolia and explain its connection with China.
Students read a brief introduction to the rise of Communist China and review the lesson objectives. They examine a 1959 Chinese propaganda poster about agricultural abundance and record their impressions in a shared table. Then they view several photographs from the same period showing famine and hunger and post responses comparing the images and explaining what might account for the differences between the poster and the photos.
Teacher MovesHighlight the lesson objectives and connect them to the opening images. Guide students to notice the positive, idealized message of the poster and contrast it with the harsh reality shown in the photographs. Introduce the concept of propaganda as information designed to create a particular impression, and prompt students to consider why the government would promote such images despite the actual conditions.
Students are introduced to the idea that modern Communist China grew out of events beginning with the 1912 overthrow of the Qing dynasty. They watch the video The History and Rise of China to gain an overview of key twentieth-century events, then complete a graphic organizer describing the significance of major turning points, including the overthrow of imperial rule, the Communist Revolution, the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square protests.
Teacher MovesReview students’ completed organizers and briefly revisit each key event to ensure understanding. Ask students which events illustrate totalitarian features of Communist rule, emphasizing how the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square protests show the government prioritizing ideology and state power over individual and minority rights.
Students read an explanation of how Chinese Communist ideology evolved, focusing on Maoism, its roots in Marxism-Leninism, and its emphasis on peasants as the primary revolutionary class. They then read more about the Chinese Communist Revolution from the section “Rise of the Communist Party of China” in Chinese Communist Revolution. Using this information, students answer multiple-choice questions about Mao’s land reform program, unintended consequences of the Cultural Revolution, and ways China’s actions during the Cold War led some to view it as an empire.
Teacher MovesDirect students to the additional articles in the Student Pack for enrichment as needed. Clarify the concept of unintended consequences with the provided example from the Treaty of Versailles and German reparations, and connect that idea to outcomes of Mao’s policies. Use student responses to the questions to reinforce key points about Mao’s goals, the impacts of the Cultural Revolution, and China’s treatment of regions such as Tibet and its Muslim populations.
Students examine how China’s economy developed into a major global power and how government structures influenced that development. They read 12 Facts on China’s Economic History and China anniversary: How the country became the world's 'economic miracle', then respond on shared walls to three prompts: what weakened China’s economy when the Communist Party took power, what triggered China’s rapid economic growth, and how the current Chinese economy does or does not reflect Communist ideals of economic equality and the elimination of private property.
Teacher MovesConsider exploring the questions through whole-class or small-group discussion, then have students summarize key ideas in the walls. Share interesting or exemplary responses to each prompt and use the provided background notes to clarify factors that weakened China’s early Communist-era economy, the policy shifts of the 1970s that spurred growth, and how present-day economic inequality in China contradicts core Communist economic principles.
Working in small groups, students choose either Taiwan or Mongolia to research, focusing on modern history and connections with China. Groups use resources such as History of Taiwan, Historical Timeline, History of Mongolia, and Mongolia Timeline to investigate political developments, foreign relations, and historical ties to China. Each group posts a collaborative explanation of the recent history of its chosen country and how it is connected to China in the past and present, then reviews and discusses explanations from groups that researched the other country.
Teacher MovesSelect and implement a grouping strategy so that both Taiwan and Mongolia are researched. Monitor group work and support students in coordinating note taking and synthesizing their findings. After groups have posted, lead a whole-class discussion comparing the connections that both Taiwan and Mongolia have with China, using the provided key points to highlight major historical events, shifts in government, and ongoing diplomatic and ethnic ties.
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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