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Foreign Culture; Interdisciplinary Approach DOCUMENT RESUME SO 002 538 ED 059 145 Unit in World Cultures.2nd TITLE China Today. A Resource Edition. of Education, Harrisburg. INSTITUTION Pennsylvania State Dept. PUB DATE 69 NOTE 58p. MF-$0.65 HC-$3.29 EDRS PRICE History; Chinese; *Chinese DESCRIPTORS *Area Studies; *Asian Culture; Communism; *CrossCultural Studies; Cultural Awareness; CurriculumGuides; *Foreign Culture; History Instruction;Interdisciplinary Approach; International Education; NonWestern Civilization; Resource Units;Secondary Grades; SocialStudies Units; World History IDENTIFIERS *Asian Studies; China ABSTRACT This resource unitintended for teachers ofsecondary fundamental elements grades offers a suggestedapproach to learning provide a structured, of Chinese culture. Themajor objective is to factual framework of theforces and the 3,000 yearsof cultural evolution in whichChinese ideals andinstitutions developed and contributed to the moderncomplex society of China,through which students can appraiseand understand thepeople of that country with outlines ofsuggested content are today. Broad generalizations science given in each of thesix units that combineall of the social economics, political disciplines emphasizinggeoqI.aphy, history, structure, social fabric?.1e1 foreign relations. Ashort epilogue and short conclusionof the sequence ofevents includes a description that took place in pertaining to the ',GreatProletarian Revolution,' features include thelisting of suggested the 1960's. Special each unit; a short learning activities anddiscussion topics after bibliography; and a listof information glossary; a classified Despite changes that may sources, periodicals,films and filmstrips. have occurred since thewriting of this document,the guide will continue to be a valid andrelevant resource. (SJM) A Resource Unit in WorldCultures HEI LUNGKIANG Pin Wang cYarbirP 2. \ efit Changchun Shenyang 0-044ulelen LIAONING 4. Peking% r o °T Di:Nen-Port Ar Paoting souii 0 KOREA Tsinan1 5°44° 2 0 ChengcAow HO N AN 'V 1. tankiri feits, (./ HUPEI Hangchow Wes%) CFIEKIAN 7hongshoe U NAN 0 OChOW Tai ei TAIWAN= ;I iot4G NAT1ONA NA) .R NAPConion 41r ong Pennsylvania Department of Public Instruction 1969 lAINAN U.S. DEPARTMENT OF HEALTH, EDUCATION WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY China Today A ResourceUnit in WorldCultures Bureau of General andAcademic Education Director, John Kosoloski Division of Social Studies James G. Kehew, Coordinator Second Edition Revised by: C. Robert Scull Assistant Professor Geography Department Shippensburg State College Shippensburg, Pennsylvania 17257 First Edition published 1962 Russel Lenz and appears by courtesyof The 'Thristian Science The cover map was drawn by Policy Association, Monitor. This map appeared also inHeadline Series No. 153 of the Foreign 345 East 46th Street, New York, N. Y.10017. TABLE OF CONTENTS Page A Word About Teaching This Unit iv ChinaProgress and Turmoil Glossary Generalizations with Outline of Suggested Content and Learning Activities: PartIGeography of China 1 Part HHistory of China 5 Part IIIEconomy of Communist China 12 Part IVPolitical Structurc of Communist China 19 Part VSo-cial Fabric of Communist China 25 Part VIForeign Relations of Communist China 41 Epilogue 45 Bibliography and Learning Materials 47 Overhead Projcction Transparency Masters 51 In 3 A WORD ABOUT TEACHING THIS UNIT This World Cultures unit, designed for a study of area should find the materialuseful. modern China, represents an effort to present a short, Obviously it would be impossible to present a de- yet thorough overview of the fundamentalelements finitive study in such a booklet, so broad generaliza- of this complex society.It envisions the use of all tions which strikc at the heart of each topic have the social science disciplines to achieve its ends been attempted. Each teacher will probably wish to anthropology, sociology, geography, history, econom- read widely and supplement this material with find- ics, and political scienceplus the fields of literature, ings of his own. religion, and the fine arts. The intention is to im- This unit contains three basic features for each of merse the student in anunfamiliar culture by making six major areas chosen for analysis.First there are a many-sided analysis ofthe forces which contribute the key generalizations, which are followed by an to its creation, sustenance, and values. outline of content significant to their understanding. The primary concern is to form an unbiased ap- At the end of each section arc numerous activities praisal and understanding of the people of China.as and discussion topics which might be tricd to stimu- they arc today. In order to achieve this aim, basic late interest, to clinch learning, and to probe deeper geographical and historical influenc,ts are scanned. into the culture. A bibliography of books, pamphlets Those sections dealing with the economic and po- and audio-visual materials dealing with modern litical structure of China are essentially related to China is also included. Encourage studeuts to begin thc present. The social fabric is probed in a host of building a library of their own by purchasing pub- ways which might help to reveal the true naturcof lications appearing under the paperbaeked book sec- the society. tion.Films and filmstrips should be used liberally Despite the effort to examine a complex society on to enable as much visual contact aspossible with the a "here-and-now" basis, certainportions of the ma- culture being studied. Every effort should be made terial may become out-datedor utterly falseby to keep abreast of current developmentsthrough the march of events with each passing day. frequent use of contemporary periodicals. It should be understood that this publication Finally, one word of caution needs to be made. merely represents a suggested approach to the study Since much of the material available on China re- of a unit ill World Cultures. Other approaches may flects either Communist or Nationalist viewpoints, be equany valid or even superior. Since it is axio- teachers should point out to students the value of matic that there arc many paths to truth;no teacher using several sources.In fact, the teaching of this shouhl discard his own proven approach for this one, unit is an opportunity to have students learr toeval- but those who have been looking for guidance in this uate printed matter withdiscrimination and logic. iv CHINA-PROGRESS AND TURMOIL "Cu angeless society", "non-technical orientation", derstanding on the part of the peasant as well as the "resource poor"these and many more phrases have industrial worker. The production of motor vehicles been used 'to describe China in the past. Recent re- at one factory is not only a major economic achieve- appraisal of Communist China must refute these. ment but a symbolic "slap in the face" to those who concepts whi,:h are based upon limited knowledge for years have held Chinese technical ability in such and archaic facts. Communist China today is a rest- low esteem. less gh,nt experiencing the growing pains of an Increasing industrialization has led to a search for adolescent on the verge of maturity. basic industrial resources with expanding vigor. The The sweeping changes in traditional social, eco- results of this search are just now becoming known nomic and politicalpatterns have eliminated the to the world, but all indications are that China has concept of unchanging stagnation and backwardness. discovered adequate resources to move into the world The stormy period from 1911 to 1949, followed by of industrial_ powers. Many years of time and adjust- even more drastic changes to the present, has pro- ment are necessary before these resources can be duced a new society and severed nearly all ties with fully developed, however, the potential is now there. thc past. Despitethe seriousturmoil in China today,it Increasing industrializationis being closelyf )1- lowed by increased technical awareness that is filter- should be notedthat Communist China hasre- ing through the huge peasant population and creating entered the world of major powers. What the out- a large basic labor force. Technical skills are of an- comes of the current internal struggles will be and cient tradition in China, but applied and theoreti- who will emerge as Mao's successor must remain cal skills have just recently been introduced to the speculative today. Regardless of their final solution, masses, changing their world outlook and giving rise it is becoming an urgent necessity that every Ameri- to increasing expectations and national awareness. can student have a fundamentalunderstanding of There is a general sense of pride in accomplishments China today in preparation for his reactions and achieved through technological application and un- policies toward China tomorrow. GLOSSARY tung east Kang (Kong) port hsi or si west hsiang (hong) fragrant Nan south King capital pci or pelt north Chou a country hwang yellow (Hwang Ho) hsien a district ho river T'ien heaven Kiang river ta big Examples of use: hsiao little Si Kiang West River Shan mountain Hwang Ho Yellow River Ling hill or mountain NanKing South Capital Chou (Chow) island PeKing North Capital PART I Tagh and Kunlun mountains.This Generalizations on theGeography general regioncontains numerous of China peaks of approximately 20,000feet. I.Natural
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