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 on how the last century has shaped modern China. They examine a 1959 Chinese propaganda poster from the Great Leap Forward, read the translated slogan about abundant crops, and record their impressions in a table. Then they view several contemporary photos from China’s Great Leap Forward era showing hunger and food scarcity and post responses on a discussion wall comparing the photos to the poster and hypothesizing why they differ.
Teacher MovesPreview the experience and objectives. Prompt students to share observations about the poster and guide them to notice its positive, idealized imagery. After students compare the poster with the historical photos, lead a discussion introducing the concept of propaganda as information designed to create a particular impression. Ask why propaganda might be used when reality looks like the photos, and explain that students will explore the historical context for these images in the rest of the lesson.
Students read a brief introduction explaining that modern communist China emerged from events beginning with the 1912 overthrow of imperial rule. They watch The History and Rise of China to gain an overview of key events in modern Chinese history, including the overthrow of imperial rule, the Communist Revolution, the Great Leap Forward, the Cultural Revolution, and Tiananmen Square. In assigned small groups, students research one of these events using online sources, then create a report that includes dates, causes, key features, outcomes, and relevant images. They post their report or a link to a digital product (such as a presentation, timeline, or online poster) to a shared discussion wall and present their findings to the class, citing the sources they used.
Teacher MovesRemind students how this lesson connects to earlier learning about ancient China. Organize students into small groups and assign each group one event so that all listed events are covered. Ensure students understand expectations for research, source citation, and report components, and suggest appropriate digital tools if needed. Monitor group work, support students in locating and evaluating online sources, and prompt them to connect causes and consequences of each event. Facilitate group presentations, encouraging students to ask questions and compare events to build a coherent timeline of modern Chinese history.
Working in the same small groups, students choose either Taiwan or Mongolia to research. Using online resources about the modern history of their chosen country, they focus on how its past and present are connected to China. Each group collaborates to write an explanation of the country’s recent history and its historical and current ties to China, then posts this explanation to a group discussion wall. Students then read explanations from groups that researched the other country and discuss, within their own groups, similarities and differences in how Taiwan and Mongolia are connected to China.
Teacher MovesEnsure that both Taiwan and Mongolia are selected by at least one group and clarify the focus on historical and contemporary connections to China. Circulate to support research, helping students identify key events and relationships such as political control, independence movements, and economic or cultural ties. After groups post their explanations, lead a whole-class discussion synthesizing how both Mongolia and Taiwan have been shaped by their relationships with China, highlighting patterns of conflict, cooperation, and changing political status.
Individually, students synthesize what they have learned by creating an infographic that represents the modern history of China, Taiwan, and Mongolia. They may include key people, places, events, and maps to show important developments and connections among the three. Students review a model and guidance on infographics from Inforgraphicszone to understand effective design and communication strategies, then design their own infographic using the drawing canvas or by creating it on paper and uploading a photo. Afterward, they review classmates’ infographics to see different ways of representing the information.
Teacher MovesClarify expectations for the infographic, emphasizing that it should visually and textually convey major historical developments and relationships among China, Taiwan, and Mongolia. Direct students to the infographic example resource to discuss what makes an infographic clear and engaging. Support students as they plan and create their visuals, prompting them to prioritize key information and accurate representations. After students post their work, 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 arrange for students to 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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