1. Teaching & Assessing History Pre-U Mandarin Paper 4
Ashley Hern
Manchester Grammar School

2. 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

3. 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

4. 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

5. 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 – 27
The Long March 1934 – 35
Seeing this as an opportunity for independent learning (using In Our Time (Radio 4)

7. 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?

8. Rana Mitter Book Club!

9. 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 ( pacific /china-s-red-tourism-makes-revolution-fun)

10. Understanding Mao Zedong Thought

11. 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?

12. 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?

13. 1949 – 1956: A “Golden Age” for the PRC?

14. Resources - textbooks

15. Websites Alpha History – an excellent resource
Asia for Educators – a useful background resource
Podcast Series: Modern China
4/podcast-series-modern-china

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

17. 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

18. 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.

19. 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.