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The Chinese Cultural Revolution

“Our goal was to make a stronger China” - retired government worker

A WebQuest by Kristine Larsen

John F. Kennedy High School

Introduction

China's Cultural Revolution (1966-76) was a time of great hope and great sorrow. For thousands of years, China had been an agricultural society under an imperial ruler. In 1949 the charismatic revolutionary Mao Zedong and the Communist Party took control of the country, promising a break with the agrarian past. They had a dream of a strong, independent, more egalitarian China. The People's Republic of China was born. The Communists worked for the poor, and united a nation that had been shattered by warring factions. But communal work and ownership of land only brought their own set of problems. By 1966, Mao was dissatisfied with the direction and slow pace of his own revolution, and was in conflict with other Communist leaders. He launched a radical attempt at further transformation: the Great Proletarian Cultural Revolution. Idealist youth-committed to building a utopian society-were mobilized as "Red Guards." They were urged to go on the road and make revolution. It was an extraordinary, contradictory time, of exalted idealism and horrific mistakes.

The Cultural Revolution started as an idealistic movement. Chairman Mao Zedong (1893–1976) had himself been a student activist. He urged students to create a new society through the destruction of the old. The guiding principle was "It's right to rebel." The student Red Guards were the instruments of Mao's new revolution. Mao urged them to replace "poisonous" elements of the society with the revolutionary ideas found in his writings. The "Four Olds"—old ideas, old culture, old customs, old habits—would be replaced by the "Four News." But when Mao mobilized idealistic youth, he unleashed forces that quickly escaped control. Government officials and intellectuals were attacked—both verbally and often physically—and objects of traditional Chinese culture were destroyed. From 1966 to 1969, the revolution spread throughout Chinese society. Revolutionary zeal was misused, diverted into factional battles and directed locally into personal attacks against innocent people.

After taking control of China in 1949, Mao wished to pass on his revolutionary ideas. He made a large investment in national education, so that new generations could "carry on the flame." For the poorer people of the countryside, this was their first chance ever to attend school beyond the elementary level. But during the first two years of the Cultural Revolution (1966–68), many schools and all universities were closed. At that time, Mao believed that the most important education was to be had "in the great classroom" of revolutionary experience, rather than among books. This was the time of "cleaning out the poison elements," when most teachers were under attack. When schools reopened after 1968, the curriculum was transformed. All school lessons, from math to art, reflected Mao's thought and revolutionary ideas.

Task

You are student during the Chinese Cultural Revolution. You and your fellow students are taking over the schools and want to change everything that is taught so that it reflects Mao’s teachings. Research the policies of Chairman Mao to find out how he wanted to change old China to his vision of a new China. Produce a 4-5 page report on how Mao tried to make China into a modern industrial power which includes Mao’s goals, the major events of the period and the extent to which these plans were a success or failure. You will also write a “manifesto” which reflects your hopes for China’s future as a follower of Chairman Mao. Finally, you will make a 3-5-minute oral presentation based on the findings in your research paper.

Process

Use the websites provided in the Resources section to help you in your research project.

1. Identify the problem of the “Four Olds” as Mao saw it: Why did he see Chinese traditions as an obstacle to his definition of progress? Write your answer on TIPS PPA Worksheet #1.

2. Identify causes: Show how traditional agrarian values – the value of large families, the traditional role of women, the power of landowners – would be an obstacle to the industrialization Mao wanted to achieve. Write your responses on TIPS PPA Worksheet #3.

3. Evaluate a policy: Evaluate Mao’s policies that resulted in the Chinese Cultural Revolution. Write your responses on TIPS PPA Worksheet #4.

4. Do a comparative analysis: Mao’s successor Deng Xiaoping also wanted to modernize China but experimented with free market policies. Which leader was more successful in reaching the goal of industrialization? Write your response on TIPS PPA Worksheet #5.

5. Using the research you have gathered, write a 4-5-page report on the Chinese Cultural Revolution. Your paper should include Mao Zedong’s goals, his methods in achieving those goals, the major events of the period of the Cultural Revolution, and the extent to which these plans were a success or failure. Also include a comparative analysis to Deng Xiaoping’s free market experiments in his attempt to modernize China.

6. Prepare a 3-5-minute oral presentation based on the findings in your research paper.

Resources

http://chineseculture.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Flibrary.thinkquest.org%2F26469%2Fcultural-revolution%2F

http://www.fsmitha.com/h2/ch25prc.html

http://mclane.fresno.k12.ca.us/wilson98/MWHI/1998/khamthone.html

http://www.islandnet.com/~citizenx/cultrev2.html

Evaluation

Your work will be evaluated according to the following rubric:

Category

1 Unsatisfactory

2 Satisfactory

3 Very Good

4 Excellent

PPA Worksheets

Unorganized and meets less than half the requirements

Project meets half of the requirements; well-organized

Project is well- organized and meets most requirements

Project is well-organized and meets all requirements

Research Paper

Unorganized and meets less than half the requirements

Project meets half of the requirements; well-organized

Project is well- organized and meets most requirements

Project is well-organized and meets all requirements

Manifesto

Unorganized and meets less than half the requirements

Project meets half of the requirements; well-organized

Project is well- organized and meets most requirements

Project is well-organized and meets all requirements

Oral Presentation

Careless, hurried, and illegible presentation

Project appears rushed, somewhat careless, but the content is legible

Clear, uncluttered, and attractive

Evidence that pride and care was taken and the message of the product is clearly defined

This WebQuest addresses the following Standards:

New York State Social Studies Standard: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

ELA Standard 1: Language for Listening and Understanding

Students will read, write, listen, and speak for information and understanding - As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

ELA Standard 2: Language for Critical Analysis and Evaluation

Conclusion

Having completed this WebQuest, you are now an expert on the period of the Chinese Cultural Revolution. You understand the process of how China modernized its economy and is now on the road to becoming one of the world’s leading economic superpowers. You have learned one of the leading historical figures of the 20^th century – Mao Zedong – and understand how his totalitarian methods had a major impact on the history of China, Asia, and the world.