Teaching & Assessing History Pre-U Mandarin Paper 4 Ashley Hern Manchester Grammar School a.hern@mgs.org

Challenges of teaching Paper 4 History Scope of the curriculum Balancing depth vs. breadth Available teaching time Writing and marking essays Complexity of ideological issues Encouraging independent study skills Making it relevant

But there are also opportunities! Placing contemporary China into a historical context: South China sea conflict Chinese/Japanese relations Understanding contemporary Chinese politics Challenging Euro-centrism - making China part of a global history A gateway into China’s rich historical & cultural heritage

Remembering the Sino-Japanese War China and Japan are divided by the way they remember World War II In Japan the official position has been to forget, while in China the CCP gains legitimacy from remembering the war’s atrocities Rape of Nanjing (1937) & the Comfort Women both regularly surface as public issues when relations between China and Japan are strained Xi’s look of distaste in 2014 handshake with Shinzo Abe reflect the importance of anti-Japanese feeling tolerated and encouraged by the CCP in China https://www.youtube.com/watch?v=tnFQmh1Xya8

Where do I start? The syllabus begins with the Xi’an incident of 1936 and the creation of the Second United Front– but how did we get there? The syllabus requires an overview of the developments that led to Xi’an – various potential starting points: China’s difficult 19th century? 4th May movement The Northern Expedition and the end of the First United Front 1926 – 27 The Long March 1934 – 35 Seeing this as an opportunity for independent learning (using In Our Time (Radio 4)

Pre-U History Syllabus Breakdown The Sino-Japanese War 1937 – 1945 The Second United Front The GMD’s strategy & conduct of the war The CCP’s strategy & conduct of the war The international context – especially the role of the USA Key exam questions: What was more significant in China’s victory over Japan: internal developments or external factors? Who emerged stronger from the Sino-Japanese War – the GMD or the CCP? Key debate (see Rana Mitter) Did Chiang’s mistakes lose him the war? How important was the role of the USA? Were the CCP the real anti-Japanese resistance, rather than the GMD?

Rana Mitter Book Club!

Pre-U History Syllabus Breakdown Mao’s theoretical developments in the Yan’an period The key elements of Mao Zedong Thought Two Revolutions theory The “Mass Line” Rectification & thought control Role of art & literature in society The relationship with the USSR Key exam questions: How important were the policies and ideas developed in the Yan’an years in the CCP’s success? How far were Mao’s ideas put into practice during the early years of the PRC? Key debate To what extent did the Yan’an period represent liberation or a new form of social control? How significant was the use of intimidation & the development of the Cult of Personality in shaping the CCP’s policies? Were they a means to seize power or a betrayal of the original movement? Understanding “Maostalgia” in modern China (http://www.bbc.co.uk/news/av/world-asia- pacific-13987651/china-s-red-tourism-makes-revolution-fun)

Understanding Mao Zedong Thought

Pre-U History Syllabus Breakdown The Civil War 1945 – 1949 (usually examined in the context of 1937 – 45) The end of the Second United Front The GMD’s weaknesses & their conduct of the war The CCP’s strengths and strategy esp. support of the peasantry The international context: how did the USSR & the USA determine the outcome? Key exam questions: Was it GMD mistakes or the CCP’s strengths that led to the victory of the CCP in 1949? What was more significant: internal developments or external factors? Key debate Did Chiang’s mistakes lose him the war? How far did the CCP win the Civil War by default? How important was the attitude of the USA in allowing the CCP victory?

Pre-U History Syllabus Breakdown The Establishment of the People’s Republic The new political and administrative structures of the PRC The effects of the Korean War Role of the USSR Land Reform The First Five Year Plan Education Mass mobilisation projects Key exam questions: How far did the CCP succeed in changing China between 1949 and 1956? How far did Mao put the ideals of the Yan’an years into practice? What role did the USSR play in the PRC? Key debate How far were the 1950s a “golden age” in China? How far did Mao act in his own interest rather than the CCP’s or China’s?

1949 – 1956: A “Golden Age” for the PRC?

Resources - textbooks

Websites Alpha History – an excellent resource http://alphahistory.com/chineserevolution/ Asia for Educators – a useful background resource http://afe.easia.columbia.edu/ Podcast Series: Modern China https://www.history.org.uk/student/categories/495/module/337 4/podcast-series-modern-china

Techniques for independent learning Guided note-taking Using learning grids Reading articles & multiple-choice tests Student presentations Class debates

Essay writing What makes a good essay? Answers the question that is asked, not the question the student wishes was asked Each paragraph’s focus is analysis rather than description Analysis is supported by precisely recalled examples There is a coherent argument which shows prior thought and planning: ‘integrative argument’ An introduction which highlights the key issues A conclusion which brings the threads of the essay together

Assessing essays - Content 23–25 Excellent Excellent ability to organise material in relation to the question. Comprehensive response with an extensive number of relevant points targeting the terms of the question with precision. Displays detailed knowledge and sustained analysis. 19–22 Very good A thoughtful and well-argued response to the question. Includes a large number of relevant points, well illustrated. Displays thorough knowledge, good understanding and analysis of the material. 15–18 Good A well-argued response to the question. Includes a good number of relevant points, most of which are developed and illustrated. Some limitations of insight, but a coherent approach. 11–14 Satisfactory A mainly relevant response to the question. Shows fair knowledge and understanding of the material. Includes a fair number of relevant points, not always linked and/or developed. 6–10 Weak An uneven OR basic response to the question. Shows some knowledge and understanding of the material. Includes some relevant points, but development and illustration are limited. Contains padding AND/OR has some obvious omissions OR is largely narrative/description. 1–5 Poor Little attempt to answer the question. Only elementary knowledge and understanding of the material. Makes very few relevant points and even these are largely undeveloped and unsubstantiated OR a response which makes hardly any attempt to address the terms of the question but which displays a basic general knowledge of the material. 0 No rewardable content.

Assessing essays - structure 5 Very good A well-structured and coherent piece of writing, with ideas and arguments clearly linked throughout. All paragraphs well-constructed. Includes a comprehensive introduction and conclusion. 4 Good A clear structure, with logical presentation of ideas. Most paragraphs well constructed. Includes an adequate introduction and conclusion. 3 Satisfactory Some success in organising material and ideas into a structured piece of writing. A reasonable attempt to paragraph but weakness in introduction and conclusion. 2 Weak Some attempt to organise material and ideas into a structured piece of writing. Many single-sentence paragraphs or no attempt at paragraphing. Organisation of ideas not always logical. 1 Poor No attempt to organise material and ideas into a structured piece of writing. Incoherent. Ideas introduced in no apparent order. 0 No rewardable structure.