China, Taiwan and Tibet Connections 10.1: Military Conflict

Essential questions What are the ongoing issues between China and Taiwan? What are the ongoing issues between China and Tibet? What are the differing perspectives in regard to the China, Taiwan, and Tibet controversies? What role does the USA play in the China, Taiwan, and Tibet controversies?

Activating China and Taiwan Where Taiwan is located in relation to China? Share with a partner what they know about any of the territorial disputes between China and Taiwan as well as the involvement of the U.S....that Taiwan is a small country off the coast of China. In 1949, in a battle for control of China,

Continued imperialism” and “colonialism” Can you define the terms and how they might be different? Colonialism is a practice ……. Write a quick 2-3 minute summary definition for each term in your notes. This can be used for later reference.

Connecting Why Taiwan Matters How is the U.S. connected with the China-Taiwan issue? What reasons could the Taiwanese have for not wanting to become part of China? What are several reasons why the U.S. would want to support Taiwan? What are several reasons China wants Taiwan to become part of China? Would China’s annexation of Taiwan be considered colonialism or imperialism?

Connecting The Struggle for Tibet Have heard about Tibet? If so, what do they know about it? As a class, identify the location of Tibet in relation to China. The Chinese People's Liberation Army …… Tibet Protests against Chinese Rule Chinese Authorities Close Tibet to Outsiders What are your reactions to the videos. You are going to investigate this issue from two points of view: Tibetan and the Chinese. Once your research is complete, you will debate the issue.

The Debate The Debate: Divide the class into 4 groups – two groups will represent the Tibetan point of view (Group A) and the other two groups will represent the Chinese point of view (Group B). As a result of their research, each student should prepare a bullet point outline of the main points to mention during their groups’ presentation. They should also list the other side’s issues that they may open to debate as they need to be prepared to answer these comments where possible. The bulleted outline will be turned in. Tell the students to study their resources carefully and, if possible, provide time that they may also do an internet search for further information to help their argument. Remind the students that they must argue for the side of the debate they have been assigned even though they may personally believe the opposite.

The Debate The group representing the Tibetan point of view can begin researching using the following resources: 10 facts about Tibet Religion Video: Dalai Lama’s Perspective on Tibet intv.tibet.dalai.lama.nyandak.cnn

The Debate The group that will represent the Chinese point of view can begin researching using the following resources: How does the Dalai cliques carry out his activities? YOUTUBE VIDEO (OFF MY DESKTOP)

The Debate Group A (Tibetan point of view) to go first. Tell Group B (Chinese point of view) that they will be thinking about the following questions: What were the main arguments against the Chinese invasion? How have the Chinese influenced the Tibetan culture? Immediately following the debate: Group B will write the answer/comments to the questions they were asked to think about. Group A will write a reflection on the debate including thoughts and feelings.

The Debate Group B will debate with Group A observing and answering the following questions: What were the main arguments for the Chinese invasion of Tibet? How have the Tibetans benefited from the Chinese influence? Immediately following the debate: Group A will write the answer/comments to the questions they were asked to think about. Group B will write a reflection on the debate including thoughts and feelings.

Summary Reflection Journal Entry: 20 minutes Students will write a reflection on the Tibetan-China debate. Students have to incorporate facts from both sides and may include personal opinions and feelings as they argued for one side or the other.