The Saltwater Theory: a Directed Study of Failed Revolutions
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Standoff at Tiananmen: Recollections of 1989: the Making of Goddess of Democracy
2019/4/23 Standoff At Tiananmen: Recollections of 1989: The Making of Goddess of Democracy 更多 创建博客 登录 Standoff At Tiananmen How Chinese Students Shocked the World with a Magnificent Movement for Democracy and Liberty that Ended in the Tragic Tiananmen Massacre in 1989. Relive the history with this blog and my book, "Standoff at Tiananmen", a narrative history of the movement. Home Days People Documents Pictures Books Recollections Memorials Monday, May 30, 2011 "Standoff at Tiananmen" English Language Edition Recollections of 1989: The Making of Goddess of Democracy Click on the image to buy at Amazon "Standoff at Tiananmen" Chinese Language Edition On May 30, 1989, the statue Goddess of Democracy was erected at Tiananmen Square and became one of the lasting symbols of the 1989 student movement. The following is a re-telling of the making of that statue, originally published in the book Children of Dragon, by a sculptor named Cao Xinyuan: Nothing excites a sculptor as much as seeing a work of her own creation take shape. But although I was watching the creation of a sculpture that I had had no part in making, I nevertheless felt the same excitement. It was the "Goddess of Democracy" statue that stood for five days in Tiananmen Square. Until last year I was a graduate student at the Central Academy of Fine Arts in Beijing, where the sculpture was made. I was living there when these events took place. 点击图像去Amazon购买 Students and faculty of the Central Academy of Fine Arts, which is located only a short distance from Tiananmen Square, had from the beginning been actively involved in the demonstrations. -
The Memory of Tiananmen 1989
Timeline The Memory of Tiananmen 1989 The spring of 1989 saw the largest pro-democracy demonstration in the history of China's communist regime. The following timeline tracks how the protests began in April among university students in Beijing, spread across the nation, and ended on June 4 with a final deadly assault by an estimated force of 300,000 soldiers from People's Liberation Army (PLA). Throughout these weeks, China's top leaders were deeply divided over how to handle the unrest, with one faction advocating peaceful negotiation and another demanding a crackdown. Excerpts from their statements, drawn from The Tiananmen Papers, reveal these internal divisions. Related Features April 17 Newspaper Headlines About the "Tank Man" Mourners flock to Tiananmen Gate. Eyewitness To Tiananmen Spring Tens of thousands of university students begin gathering spontaneously in Tiananmen Square, Beijing, The Legacy of June Fourth the nation's symbolic central space. They come to mourn the death of Hu Yoabang, former General Secretary of the Communist Party. Hu had been a symbol to them of anti-corruption and political reform. In his name, the students call for press freedom and other reforms. April 18 - 21 Unrest Spreads Demonstrations escalate in Beijing and spread to other cities and universities. Workers and officials join in with complaints about inflation, salaries and housing. Party leaders fear the demonstrations might lead to chaos and rebellion. One group, lead by Premier Li Peng, second- ranking in the Party hierarchy, suspects "black -
Tiananmen Square
The Tiananmen Legacy Ongoing Persecution and Censorship Ongoing Persecution of Those Seeking Reassessment .................................................. 1 Tiananmen’s Survivors: Exiled, Marginalized and Harassed .......................................... 3 Censoring History ........................................................................................................ 5 Human Rights Watch Recommendations ...................................................................... 6 To the Chinese Government: .................................................................................. 6 To the International Community ............................................................................. 7 Ongoing Persecution of Those Seeking Reassessment The Chinese government continues to persecute those who seek a public reassessment of the bloody crackdown. Chinese citizens who challenge the official version of what happened in June 1989 are subject to swift reprisals from security forces. These include relatives of victims who demand redress and eyewitnesses to the massacre and its aftermath whose testimonies contradict the official version of events. Even those who merely seek to honor the memory of the late Zhao Ziyang, the secretary general of the Communist Party of China in 1989 who was sacked and placed under house arrest for opposing violence against the demonstrators, find themselves subject to reprisals. Some of those still targeted include: Ding Zilin and the Tiananmen Mothers: Ding is a retired philosophy professor at -
1989 Tiananmen Square: a Proto-History
1989 Tiananmen Square: A Proto-History Karman Miguel Lucero April 4th, 2011 Thesis Seminar Professor: Mae M. Ngai Second Reader: Dorothy Ko Word Count: 19,883 1 Acknowledgements This project would not have been possible without the advice, wisdom, and assistance of several individuals. I would like to thank my fellow students at Tsinghua University for providing me with source materials and assisting me in developing my own historical consciousness. Furthermore, I would like to thank Professors Tang Shaojie and Hu Weixi, not for their direct involvement with this project, but for their inspiring commitment to academic integrity and dedication to the wonderful possibilities that can result from receiving a good education. I owe much gratitude to Columbia Professor Lydia Liu, who not only offered her invaluable advice, but also provided me access to sources that are a critical component of this paper. Thank you to Ouyang Jianghe for his time and wisdom as well as to Qin Wuming (pseudonym), for letting me read his deeply moving essay. A special thank you goes to Mae M. Ngai, my senior thesis seminar professor, who has helped me throughout this process and shared in the excitement. Thank you to Dorothy Ko and Lisa J. Lucero for their priceless feedback and to Madeleine Zelin and Andrew Nathan for their advice. The passion and integrity of my various history teachers and professors have inspired me and contributed a great deal to my appreciation of history. Thank you in particular to Liu Lu, Volker R. Berghahn, and Gray Tuttle at Columbia University , each of whom really inspired my appreciation for the craft of history. -
Looking at the Tank Man China on the World Stage: Weighing the U.S. Response
Teacher resource Book Looking at the Tank Man A supplement to China on the World Stage: Tea c Weighing the U.S. Response her r esource Book Teacher esource Book r r esource Book esource Book Teacher r Teacher Teacher resource Book China on the World Stage: Weighing the U.S. Response Looking at the Tank Man 1 Looking at the Tank Man: The Twentieth Anniversary of Tiananmen Objectives: additional time, you might want to show “2. Students will: Consider the concept of Tens of Millions of Protestors” and “3. The censorship and analyze the merits of censor- Theater of Massacre,” which provide back- ship versus freedom of information. ground and detail about the protests and the response of the Chinese government. For more Learn about the protests in Beijing in 1989. information about government censorship and Work collaboratively to interpret an image the role of U.S. internet companies, watch from multiple perspectives. the remainder of “6. The Struggle to Control Information.” A link to the FRONTLINE video Reading: can be found at <www.choices.edu/resources/ You may find it helpful to have your twtn_tiananmen_videos.php> students read “Part 1: Transforming China” in After watching the video, ask students China on the World Stage: Weighing the U.S. what information was new to them and what Response before beginning this activity. they found surprising. Did the video have a point of view? Are there different ways to un- In the Classroom: derstand the “tank man”? 1. Focus Question—Pose the following For additional information about the question to students: “What is censorship?” Tiananmen protests, there is a free video avail- Have students think of examples of censorship able from Choices’ Scholars Online library: in their own lives. -
Chin1821.Pdf
http://oac.cdlib.org/findaid/ark:/13030/kt1x0nd955 No online items Finding Aid for the China Democracy Movement and Tiananmen Incident Archives, 1989-1993 Processed by UCLA Library Special Collections staff; machine-readable finding aid created by Caroline Cubé. UCLA Library Special Collections UCLA Library Special Collections staff Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 Email: [email protected] URL: http://www.library.ucla.edu/libraries/special/scweb/ © 2009 The Regents of the University of California. All rights reserved. 1821 1 Descriptive Summary Title: China Democracy Movement and Tiananmen Incident Archives Date (inclusive): 1989-1993 Collection number: 1821 Creator: Center for Chinese Studies and the Center for Pacific Rim Studies, UCLA Extent: 22 boxes (11 linear ft.)1 oversize box. Abstract: The present finding aid represents the fruits of a multiyear collaborative effort, undertaken at the initiative of then UCLA Chancellor Charles Young, to collect, collate, classify, and annotate available materials relating to the China Democracy Movement and tiananmen crisis of 1989. These materials---including, inter alia, thousands of documents, transcribed radio broadcasts, local newspaper and journal articles, wall posters, electronic communications, and assorted ephemeral sources, some in Chinese and some in English---provide a wealth of information for scholars, present and future, who wish to gain a better understanding of the complex, swirling forces that surrounded the extraordinary "Beijing Spring" of 1989 and its tragic denouement. The scholarly community is indebted to those who have collected and arranged this archive of materials about the China Democracy Movement and Tiananmen Incident Archives. -
History and Memory Resolved, Was “Economic Reform: Yes, a Lot of It
history, and fewer people will have heard about it. The post-Tiananmen question, which Deng History and Memory resolved, was “Economic reform: yes, a lot of it. Political reform: none.” That was the sense of bal- S%!5$ 2010, Rowena Xiaoqing He, a lecturer in the department of govern- ance that people were fighting over during the ment, has taught a freshman seminar titled “Rebels With a Cause: Tiananmen run-up to the crackdown, and Deng absolutely in History and Memory.” Through a combination of primary source material established it afterwards. That persists today. and scholarly accounts, students reconstruct the fraught history and legacy of We’re still living in the post-Tiananmen era. an event that, in China, remains politically taboo. “For my students, who were Is that balance sustainable forever? I can’t be- not even born in 1989, Tiananmen is not a memory, because they never lived lieve it is, particularly if the economy fails to de- through it,” says He. “For them, Tiananmen is history.” liver, as it has to at some point. If something’s The event is memory for He, a student participant in the 1989 protests in not sustainable, it will stop, and the question is Guangzhou, who brings a personal dimension to the course: recounting her when, and then what happens. One view is that experiences; arranging a visit to the Tiananmen archives at the Harvard- the government will keep handling this okay. Yenching Library, which contain thousands of photographs, manuscripts, and And the other is that something has to blow, be- artifacts; and inviting exiled student leaders to speak to the class about their cause it’s not possible in an authoritarian state experiences. -
NCTA Lesson Plan
NCTA Lesson Plan Name: Jennifer LaPlace, Central High School, NCTA 2020, (Columbus, OH) Title: Resistance Theme/Topic: China (Tiananmen Square)/Globalization Introduction: This lesson is to be used after completing the study of Tiananmen Square Protest. Subject(s)/Grade level(s): World History/9 Duration of lesson: 3 days ___________________________________________________________________________ Connection to standards: Modern World History Ohio State Standard: Globalization The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges. • Political and cultural groups have struggled to achieve self-governance and self-determination. Essential Questions: • Why do people resist? • What are forms of resistance? • Why are topics such as self-governance and self-determination important? Learning Objectives: • Students will be able to analyze primary sources. • Students will be able to critically read and discuss how and why political and cultural groups resist and attempt to achieve self-governance and self-determination. _____________________________________________________________________________________ Materials Needed: Pre-Assessment of Prior Knowledge: 1. Student Worksheet: Tank Man (attached). a. Students should individually review and complete the worksheet. NCTA Lesson Plan Lesson Activities/Instructional Strategies: 2. “Where Are They Now? The Lives of Tiananmen’s Most Wanted, 30 Years Later” a. Read the article and complete the graphic organizer (attached). https://qz.com/1618805/the-1989-tiananmen-student-leaders-on-chinas-most-wanted-list/ 3. Read the interview below from one of the Most Wanted, Chai Ling. http://afe.easia.columbia.edu/special/china_1950_chailing.htm 4. -
Tiananmen at 25: Enduring Influence on U.S.-China Relations and China’S Political Development
TIANANMEN AT 25: ENDURING INFLUENCE ON U.S.-CHINA RELATIONS AND CHINA’S POLITICAL DEVELOPMENT HEARING BEFORE THE CONGRESSIONAL-EXECUTIVE COMMISSION ON CHINA ONE HUNDRED THIRTEENTH CONGRESS SECOND SESSION MAY 20, 2014 Printed for the use of the Congressional-Executive Commission on China ( Available via the World Wide Web: http://www.cecc.gov U.S. GOVERNMENT PRINTING OFFICE 88–495 PDF WASHINGTON : 2014 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 VerDate Mar 15 2010 10:47 Aug 26, 2014 Jkt 000000 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 U:\DOCS\88495.TXT DEIDRE CONGRESSIONAL-EXECUTIVE COMMISSION ON CHINA LEGISLATIVE BRANCH COMMISSIONERS Senate House SHERROD BROWN, Ohio, Chairman CHRIS SMITH, New Jersey, Cochairman CARL LEVIN, Michigan FRANK WOLF, Virginia DIANNE FEINSTEIN, California ROBERT PITTENGER, North Carolina JEFF MERKLEY, Oregon MARK MEADOWS, North Carolina TIM WALZ, Minnesota MARCY KAPTUR, Ohio MICHAEL HONDA, California EXECUTIVE BRANCH COMMISSIONERS NISHA DESAI BISWAL, U.S. Department of State LAWRENCE T. LIU, Staff Director PAUL B. PROTIC, Deputy Staff Director (II) VerDate Mar 15 2010 10:47 Aug 26, 2014 Jkt 000000 PO 00000 Frm 00002 Fmt 0486 Sfmt 0486 U:\DOCS\88495.TXT DEIDRE CO N T E N T S STATEMENTS Page Opening Statement of Hon. Sherrod Brown, a U.S. Senator from Ohio; Chair- man, Congressional-Executive Commission on China ...................................... 1 Smith, Hon. Christopher, a U.S. Representative from New Jersey; Cochair- man, Congressional-Executive Commission on China ..................................... -
The Great Leap
McGuire Proscenium Stage / Jan 12 – Feb 10, 2018 The Great Leap by LAUREN YEE directed by DESDEMONA CHIANG PLAY GUIDE Inside THE PLAY Synopsis, Setting and Characters • 4 THE CREATIVE TEAM Playwright Lauren Yee • 5 Director Desdemona Chiang • 5 Yee in Her Own Words • 6 CULTURAL CONTEXT China's Modern History Through 1989 • 7 Basketball in China • 11 People, Places and Things in the Play • 12 ADDITIONAL INFORMATION For Further Reading and Understanding • 17 Play guides are made possible by Guthrie Theater Play Guide Copyright 2019 DRAMATURG Jo Holcomb GRAPHIC DESIGNER Akemi Graves CONTRIBUTOR Jo Holcomb Guthrie Theater, 818 South 2nd Street, Minneapolis, MN 55415 All rights reserved. With the exception of classroom use by teachers and individual personal use, no part of this Play Guide ADMINISTRATION 612.225.6000 may be reproduced in any form or by any means, electronic BOX OFFICE 612.377.2224 or 1.877.44.STAGE (toll-free) or mechanical, including photocopying or recording, or by an information storage and retrieval system, without permission in guthrietheater.org • Joseph Haj, artistic director writing from the publishers. Some materials published herein are written especially for our Guide. Others are reprinted by permission of their publishers. The Guthrie Theater receives support from the National The Guthrie creates transformative theater experiences that ignite the imagination, Endowment for the Arts. This activity is made possible in part by the Minnesota State Arts Board, through an appropriation stir the heart, open the mind and build community through the illumination of our by the Minnesota State Legislature. The Minnesota State Arts Board received additional funds to support this activity from common humanity. -
Resource List | the 1989 Democracy Movement
CRF-2008-02-text-rev.qxd:HRIC-Report 5/23/08 9:54 AM Page 47 CHINA RIGHTS FORUM | NO. 2, 2008 RESOURCE LIST | THE 1989 DEMOCRACY MOVEMENT Following is a list of resources related to the 1989 Democracy Movement. CND also operates related Democracy Movement in China. This list includes websites devoted to June Fourth . NGO and news websites as well as selected multi- media materials and books on June Fourth . Please China News Digest: Victims of Tiananmen note that English titles for books with official title Massacre translations have been included; otherwise, the pinyin [六四屠杀受难者网页] and characters are provided. http://www.cnd.org/HYPLAN/yawei/june4th/ indexC.html (Chinese) http://www.cnd.org/HYPLAN/yawei/june4th WEBSITES (English) Chinese and English BBC: Witnessing Tiananmen http://news.bbc.co.uk/2/hi/asia-pacific/37638 This website includes photographs of victims of the 31.stm Tiananmen Square violence and provides a detailed English account of the events that took place. This website provides a compilation of interviews by China News Digest: June Fourth 1989 Diary the BBC from 2004, the 15 th anniversary of the 1989 http://www.cnd.org/June4th/1989_Today_TOC. Tiananmen Democracy Movement. The interviews hz8.html include eyewitness accounts of bystanders, protesters, English and student leaders. The website also offers links to background on and analysis of the 1989 Democracy This website provides a thorough day-by-day account Movement. of the Tiananmen Square protest. Excerpts from the diary of a Tsinghua University student who was at the Boxun.com: Tiananmen Feature protests are included, providing an insider’s view of [博讯:六四图片资料] the events that took place. -
"China and Tiananmen 25 Years On: Does Authoritarianism Pay?"
TRANSCRIPT "CHINA AND TIANANMEN 25 YEARS ON: DOES AUTHORITARIANISM PAY?" A Conversation With Rowena Xiaoqing He, Xiaorong Li, and Orville Schell Moderator: Aryeh Neier * * *TRANSCRIBER'S NOTE: some speakers' accents difficult at times.* * * ANNOUNCER: Are listening to a recording of the Open Society Foundations, working to build vibrant and tolerant democracies worldwide. Visit us at OpenSocietyFoundations.org. ARYEH NEIER: I'm Aryeh Neier. I'm-- president emeritus of the-- the Open Society Foundations. And-- I'm-- here as the-- the moderator-- of this panel. And as moderator-- I-- (CLEARS THROAT) have said to the panel that-- I would-- pose-- a couple of questions-- to them and see how-- the discussion-- goes, rather than asking them to-- to start-- with set speeches. And after a period-- of discussion-- we will-- open it up to-- to questions-- by-- the other-- people who are-- here today. We have-- three persons-- on the panel who are-- each-- very knowledgeable about China and about-- the-- the prospects for-- democracy and the-- the protection of-- of human rights-- in China. S-- starting on-- my far right-- we have-- Rowena Xiaoqing He, a lecturer on Chinese history at Harvard and-- her most recent book is-- Tiananmen Exiles: Voices Of The Struggle for Democracy-- in Children. And-- next to her is-- Xiaorong Li-- who have I have known since she was the-- first executive director of-- on human rights-- in China. The organization was actually-- established a few months prior-- to-- to Tiananmen Square, and I recall taking part in the-- the founding meeting of the-- the organization-- in 19-- 88.