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Home › Forums › Core Seminars › Modern East Asia, Fall 2021 › 4. November 3 Revolution/Nation-Making
Betsy Ures.
cgaoThis session has just one (long lecture). Please watch it ahead of our discussion session on Wednesday, Nov. 3. For this session, we'll cover a lot of ground. We pick up after the fall of the Qing dynasty in 1911. China became Asia's first republic, though instability was the norm for the next half century. Some areas under strong governments underwent modernization campaigns, but in general there was much tumult.
The 1910s and 1920s was the warlord era. Eventually, though, two key political parties emerged. The Nationalists (KMT/GMD) under Sun Yatsen and then Chiang Kai-shek battled with the Communists (CCP, eventually under Mao Zedong). Both were heavily influenced by the example of the 1917 Bolshevik Revolution in Russia and both parties were organized under Leninist principles.
Japan seizes Manchuria in 1931 and Japan goes to war with China in 1937, occupying much of the Eastern part of the country. It established a puppet government in Nanjing (near Shanghai). The Nationalists moved up the Yangzi (Yangtse) River to Chongqing (Southwest China) and the Communists established their base at Yan'an in Shaanxi province (North Central China). With the 1945 defeat of Japan, the civil war resumed. The Communists won, setting up their capital in Beijing. The Nationalists moved to Taiwan. That split is the source of today's tension between China and Taiwan.
The lecture goes through the Maoist period, 1949-1978 (Mao died in 1976), including the Great Leap Forward (and the resulting famine) and the Cultural Revolution.
Required readings - these are all primary source materials, mostly just a few pages long. Scan all of them and read those that interest you. Please note that the lecture asks that you pause it and use the playing cards and paper cuts.
Todd RutleyWhat did Chinese Communists and the Nationalists (KMT) Have in Common?
What did Leaders Chiang Kai-Shek and Mao Zedong Have in Common?
What were the Chinese Communist Party Priorities in 1949?
Todd RutleyThe image I selected to interpret is attached below (12 of clubs). It is based on sayings in Chapter 30 of The Little Red Book concerning youth: "You young people, full of vigor and vitality, are in the bloom of life, like the sun at eight or nine in the morning. Our hope is placed on you. (read the full quote attached)"
The image shows Mao meeting with a group of 11 people; 8 appear to be adolescent students (6 are female, 2 are male) while the 3 men appear to be young adults.
One girl wears a red scarf indicating that she is “Red Pioneer” that has already pledged allegiance to the CCP.
The 2 men on the left with green-colored clothing may be Red Guards in PLA clothing. The man on the right may be a peasant.
The meeting looks like a study session to learn about the Mao's thoughts on the cultural revolution. Note that the woman has a copy of The Quotations of Chairman Mao.
The room is nicely furnished and clean, suggesting progress and prosperity.
The people face Mao, smiling with enthusiasm, showing great respect and attention.
The people all look happy, well-fed and well-clothed.
Intended message: Mao is a much-loved man of the common people. His leadership is admired and respected by the working people and the young students. The image suggests communism is working to improve the material well-being of the people while it also improves their spiritual wellbeing!
Todd RutleySee attached PDF
Todd RutleyI use Chinese posters in the classroom for the following reasons.
Continued in the attached PDF.
David WalshBoth the Guomindang and the CCP are nationalist AND reformist (though the intensity of reform proposed by Communists could be greater in some areas-they are more revolutionary). Both are anti-imperialist, this is a corrolary to the nationalism- both are anti-Japanese too (although we noted in the video that SOME nationalists had collaborated as much as they resisted). In the postWWII situation (1948-9), the GMD in Taiwan and the CCP in much greater China would pursue very different agendas, in each case seeking to identify itself with what is 'really CHinese' and with neither's ambition ultimately succeeding. China-Taiwan is to be be subsumed into the logic of Cold-War, for the next 3 or 4 decades, with many countries not recognizing Taiwan's OR China's territorial claims internationally- but this is not to deny the deeper shared cultural history of Taiwan and China which is in some sense an argument for re-unification today. As an outsider, I would tend to elide Chine and Taiwanese cultural identities; but I am sure there are significant differences and antogonisms both in longer-term History and particulary since the 1940s estrangement of Taiwan from China.
David WalshHello- I found the papercuts a bit easier to read than the cards. The papercuts display unanimity, propagandistically, in a way which probably offends some modern sensibilities- these papercuts display an intense kind of solidarity, that is, which many probably rarely experience in real life today or even see as depicted in art-so this is socialist realism with Chinese characteristics, as it were. To me, what these papercuts show is that, notwithstanding all of their shortcomings, the CCP was able, at least for a time, to foster kinds of community spirit which were mythological and yet real to the extent that they may have been believed and endorsed in some sections of Chinese society in the 50s, 60s, and so on. The idealism of these artworks is still present in some CHinese situations today: for example, in the group dancing in public schools (which takes place almost every day) or in group dancing in public squares (I think the Chinese might be leaders when it comes to public dancing in city squares). Saying this is not of course to deny that other forms of communitarian social ethos exist in a variety of places including some US communities and other parts of Asia. D
Antonette PelaezBoth the Nationalists and the Communists were anti-Imperialist. But each saw the other as the principal adversary. From the lecture and from the readings, what did the two rivals have in common?
The two rivals - the communists and the nationalists were having numerous clashes between each other because they were fighting for their own ultimate advantage. However, both military forces had one thing in common which is to continue fighting against Japan.
The Communists succeeded in driving the Nationalists to Taiwan in 1949. What do you think will be their priorities now that they have power?
The communist troops and political officers tried to mobilize the entire population against the enemy-Japan. To accomplish this mission, the communists created mass organizations to control farmers and women population, labor unions, and youth leagues, and they also joined together with the local governments to lay out their policies.
Choose one of the cards and discuss the message you think it is trying to convey? Who is the target audience? What values and behaviors are encourage? What values or actions are condemned?
I chose this one card nine of hearts and the label read “ Selling Glutinous Rice Lotus”. The illustrations on the card show rural houses, a man which is supposedly the seller of glutinous rice lotus, three children surrounding him, and located nearby are four adults seated in a small circular table. It seems like the propaganda’s intent is to promote harmony, sense of contentment and fellowship within the community. I think the target of these messages are the common people in the rural neighborhood and towns. I think violence, community chaos, fighting or any form of social disturbances are not condone.
Jennifer Macchiarella1. Both believed in authoratarian government; these weren't democratic
2. both were supported by the Soviet Union
3. Both were concerned with Japan
4. Both opposed imperialism, both Japanese and European.
I chose the 9 of clubs. This looks like a Chinese communist version of a Norman Rockwell painting. The grandmother?is sewing the sash onto the boys uniform while his proud sister looks on. The small details - the calendar or picture with a military theme, the girl's bucket indicating her work or chores, reminded me of the story told by Rockwell. I couldn't tell what the people outside were doing - looked like a river? Maybe a kite? I was also reminded of the indoctrination of children and how uniforms were a part of that - from the horrors of Nazi youth to the humor of the band in The Music Man. I think the target audience for this picture is children and parents. Children will want the uniform that everyone admires, parents will want their children to be admired. I think it promotes families, loyalty to the state, conformity, and work.
Crystal BokBoth the Nationalist and Communist party were based on Leninist structures and organized under influential leaders. Both parties strove for betterment and empowerment of the country, especially under the growing threat of imperialism by external forces. The core idea of national identity and democratic restructuring lay at the heart of both efforts.
After the Communists drove out the Nationalists, it would seem that the next priority would be to maintain their power over the mainland and establish a strong political structure that can enforce its policies across the vast territory. It also seens crucial to quell rebellions and anti-Communist sentiments that could undermine the movement.
I chose to interpret one of the playing cards (5 of clover): In the card, the settings seems to be the middle of a field during battle because of the attire of the depicted characters. The characters are seen running with weapons, draped with camoflage and shrubbery. Dark smoke in the back hints that perhaps explosives have been going off. In the middle of the card is a woman who seems to be communicating through a transmitter, and perhaps another woman supporting her device. The central woman shows no fear in her face or body language and instead stands tall and confident as she speaks into the transmitter. This card seems to be highlighting the woman's role in communications in military roles.
Kayla KoleanI chose the page 5 green cut out to look at. I see a person on a telephone line pole working to make sure that the infrastructure is working. This person is an a smart looking uniform to give off a heroic image of this worker laying communication or power lines for the country. I am not sure if the person is male or female, which might be a design choice as both men and women were needed to help work for the country. I also see train tracks in the background, which makes me think that these lines would have been put up alongside train tracks, or that the artist is including one other type of infrastructure that these heroic workers are helping to build. Very great example of propaganda to show students. Thank you for this opportunity to analyze!
Betsy UresThe playing cards & paper cuts would be good for ELD (elementary English Language Development). I can print the cards and have students make observations about what is on the card, and what the message of the image is. Each student pair can have 5 minutes with each card to have a constructive conversation and practice academic speaking on a topic that is related to social studies content. We could focus on answering the following questions: "Who? Where? What? Why?" in order to generate discussion. I can scaffold the lesson by providing some background vocabulary terms and modeling an academic conversation.
Todd RutleyAnswer 1. Mao thought that revolution must begin in the country because that is where the revolutionary peasants resided and where the oppressive feudal class ruled. Specifically, Mao stated: “…the great peasant masses have risen to fulfil their historic mission and that the forces of rural democracy have risen to overthrow the forces of rural feudalism. The patriarchal-feudal class of local tyrants, evil gentry and lawless landlords has formed the basis of autocratic government for thousands of years and is the cornerstone of imperialism, warlordism and corrupt officialdom. To over-throw these feudal forces is the real objective of the national revolution. In a few months the peasants have accomplished what Dr. Sun Yat-sen wanted, but failed, to accomplish in the forty years he devoted to the national revolution.”
Mao continued: “Every revolutionary comrade should know that the national revolution requires a great change in the countryside. The Revolution of 1911 did not bring about this change, hence its failure. This change is now taking place, and it is an important factor for the completion of the revolution. Every revolutionary comrade must support it, or he will be taking the stand of counterrevolution.”
In his last sentence Mao suggests that those that do not agree with him were counterrevolutionaries – meaning they were enemies of the CCP.
Mao argued that the rising peasant movement would certainly become a massive power that would force the communists to make a decision to either lead, follow, or get out of the way. He said on this point: “…several hundred million peasants will rise like a mighty storm, like a hurricane, a force so swift and violent that no power, however great, will be able to hold it back.” Therefore…:” There are three alternatives. To march at their head and lead them? To trail behind them, gesticulating and criticizing? Or to stand in their way and oppose them?”
For Mao, the only option was to lead to peasant revolution in the country.
Answer 2. Mao was convinced that peasants were ready to make revolution because: the peasant associations had become large and well-organized; the peasants shared the communist’s opposition to the feudal classes; and the peasants had already begun to overthrow the old order.
“They (the peasants) have not only lifted up their heads but taken power into their hands… They are issuing orders and are running everything. Those who used to rank lowest now rank above everybody else; and so, this is called "turning things upside down".
In summary, Mao saw the great potential power of peasants and decided to harness it for the revolution he wanted to lead.
Jennifer MacchiarellaI plan to use the playing cards as a matching and sorting game for my students. After learning about the time period, we will sort the cards into those that show different ideals and topics - pride in work, equality, land reform, wearing the uniform, etc. Even in high school my students like to physically manipulate things with their hands, something they don't often get to do in a combination English/history class. While I will give directions, these types of activities often end up with students noticing things about the cards that I didn't notice, which makes for a good discussion. This year I have at least 4 students who speak Chinese (although I don't know their reading levels) so that may be even more interesting. I would also compare them to the Normal Rockwell posters many have seen (especially those who attended our district's Norman Rockwell Elementary) and how pictures can be used to promote value systems.
Antonette PelaezIn our last class discussion, the topic of marriage laws in 1950 was mentioned. This new law made many changes in matrimonial practices and rituals of China's feudal society. Traditionally, marriages were arranged by the families. According to Chinese custom, a man should marry a woman who is several years younger than him, should have less education, and must also be a Chinese. The primary reason for this prejudice comes from the idea that the values and beliefs of outsiders or non-Chinese differ. So, in this new law, the practice of a concubine, child betrothal, or arranged marriage, and interference with the marriages of widows are prohibited. This allows the people to have free choice of partners, enable women to divorce, monogamy, and equal rights of both sexes.