ࡱ> U@ Nbjbj ݵ4"""6:&:&:&8r&'d6{'('''(000zzzzzzz$|R2Xz"8.NF0@88z'(fz<<<8'"(z<8z<,<=Nth"mx(' (ku}:&:u0yz0{uw;`mx66"{x0H3<@56000zz66:&<^66:& Teachers notes  Please refer to the Curriculum Map for learning objectives for the Seeing China theme. The resources have been designed for students at Key Stage 3 and support the history curriculum. The activities have been divided into 5 sections which could cover one lesson. Each section asks students to engage with the historical photographs of the archives in order to create their own exhibition as the final activity. This should be explained before the students begin the unit. Activity One Key question Why is there a historical collection of photographs of China at the Royal Geographical Society (with IBG)?  Introduction This section introduces the history of the Society and explains why there is such a rich collection of photographs of China. Starter Select a photograph or a series of photographs from the gallery to project to the class. Ask the students to think of questions that they would like to ask about each image. Main activities Ask the students to copy and paste one of the images from the gallery and place it in the centre of The 5 Ws activity sheet. Answer the questions around it. Then, write their own questions. They can swap with a partner to see how many they can answer. As a class, read the fact sheet about why the RGS has such a collection of photographs. Do the students think they are important records and what does it tell us about China? How have photographs influenced the way we view different countries? Plenary Students give a presentation for 60 seconds on the theme An archive collection Students choose which photos they have used and explain why. Activity Two Key question Who was Isabella Bird Bishop?  Starter Write down the words Victorian Britain on the board and give the students 2 minutes to write down words with a partner to describe Britain in the nineteenth century. Add the students words to the board. Highlight the ones which relate to empire, exploration and discovery in one colour. Highlight words which relate to British society, in particular the role of women as conservative. Students may have already selected an image of Isabella Bird Bishop from the previous activity. If so, recap on the questions students wanted to ask about her. Who were the women who went travelling in the 19th century and why did they go? How did they get funding and how did they travel? Main Activities The main activities in this section can be done as ICT activities. Tell the students they will be making a short film about the life of Isabella Bird Bishop for young children. They have to plan each scene on a storyboard using key images and text. Give out the biography of Isabella Bird Bishop. Students can read through this and select 6 key events in her life to illustrate on the storyboard. This can be done individually or in pairs. They will also need to write a list of other key words for their search for images as well as searching under the term, Bishop The students can search the gallery for images to illustrate her life and travels to China. They can also search the RGS picture library and the websites listed above for more images of her life and travels. Students use the storyboard to structure their choice of images and text, but may use other ICT applications to undertake this activity. Plenary Return to the words that students gave to describe Victorian Britain, what words would they add to the initial list to describe the role of women. Activity Three Key question What was the Cultural Revolution and what impact did it have on the people?  Introduction This section is structured by a series of organising questions. In the first part of this unit pupils will look at archive photos of men carrying out their usual work before the Cultural Revolution at the height of the political upheaval in China in the mid-20th century. After a brief introduction to the political events that changed China, pupils will see how life has changed for todays Chinese. Starter What jobs did men do? This is gender-sensitive, but as the archive material shows men at a time when gender roles were quite different from today, it is an appropriate question to ask. Encourage the students to think about the jobs people do. Initiate a discussion about jobs and gender. Do men and women do similar or different jobs now? Did they in the past? If appropriate for your class setting, ask the students to work in groups to make a list of the jobs done by their fathers, brothers, uncles and other men they know. Ask if they think these are the same as jobs that might have been done by their grandfathers and great grandfathers. Take it out of the family setting if this is more appropriate. Collect ideas from the groups, creating lists for two eras of mens jobs. Compare the lists and ask for reasons and explanations for any similarities and differences. Main activities What jobs did Chinese men do before the Cultural Revolution? Look at the archive photographs of men at work. These could be printed from the gallery and arranged on desks or walls for students to look at as they walk around the classroom in groups of 2 or 3. Put a sheet of paper by each photograph and ask students to write down what they think the person/people are doing, what the job is, or write down any questions they would like to ask. Alternatively use an interactive white board (IWB), but this is less desirable as it makes it a class activity, rather than small group one. Provide a set of titles or captions (information is available in the gallery) for the range of photographs and, giving each group one caption at a time, ask pupils to place it by/on the photograph it belongs to. If they think their caption is more appropriate than one already placed by a photo, they should move it and place it where they think it belongs. Compare the jobs illustrated in the photographs with those in the childrens lists from the starter activity. Elicit reasons and explanations for similarities and differences between the three sets. Initiate and extend discussion of the childrens interests in or questions about the activity. Ask What do you think these people (in the photographs) were like? What sort of lives do you think they led? Identify the emphasis on human effort and the lack of mechanised transport and technology. What were womens lives like in China before the Cultural Revolution? Provide prints of some of the archive photographs from the gallery. They include women, children and families from different levels of society from beggar to princess. Place them on desks/tables with a separate sheet of paper. Let students walk around on 2s or 3s to look at and discuss them all and suggest a title for each, writing their suggestion, and any question they may have, on the sheet of paper. Match captions to photographs and discuss any issues that arise. If appropriate for your setting, ask How could you sort these? Ask children to sequence them (eg from very poor to very rich) and give reasons for their sequence. As a class activity, negotiate an agreed sorting of the photographs into contrasted pairs. Give each group of 5 or 6 children a pair of photographs and ask them to compare the lives of the people in the two images. Bound feet: Use the two images of women with bound feet in the gallery (the images are entitled: Chinese Lady and Kajgar Chinese Women Small Feet). Ask students to notice the date and the womens feet. Use Fact sheet Bound Feet and Changs Cultural Revolution to discuss the different views. What was Changs view of the Cultural Revolution? How would this be different to someone who was in the Red Guard? What was the Cultural Revolution? 1911 to 1976 were times of great change in China. There were many significant events and political leaders but it is perhaps the Cultural Revolution that had the greatest and most serious effect. One significant initiative that you might like to mention, because of its topical links, was The Great Leap Forward which eventually led to disastrous famine. You might wish to use this to introduce discussion of events elsewhere in the world today, where political unrest has also led to famine.  The text below could be used as a brief summary for students.  As a class activity, read the Fact sheet: Jung Changs Cultural Revolution. Ask students, in small groups, to consider What do you think it was like to be a child during these times? and collect their oral responses. What is life in China like now? In the last 20 or so years China has experienced an economic boom. Life is so good for many of the young that they are not interested in the Cultural Revolution or the other unsettling events of the 20th century. Many see it as irrelevant to them. To help students appreciate the success of Chinas manufacturing industry and world trade, play I-Spy Made in China. Provide each child with the activity sheet titled I Spy: Made in China and ask them to take it home, playing I-spy as they collect data. When the data is collected, collate the information. Identify and categorize the range of products. Ask What does this tell us about Chinas industries today? eg skilled, mechanised, technological, energy and resource-rich. Introduce the class to Madoudou, a young girl from North West China, using the Madoudou PowerPoint presentation. This shows aspects of her life, the city of Urmqi where she lives and some neighbouring places that she visits. Ask What is it like to be a child in China now?, and How is Madoudous life similar to / different from you own? Discuss Would you like to live there? Why / why not? Plenary You may like to use images of other Chinese children in the gallery. Choose a photograph from the gallery. Imagine you could ask this child What is it like to live in China? What do you think they would tell you? Responses can be verbal or written. With any of the people shown in the photographs of children, you could try hot seating. The teacher or a pupil could be in the hot seat. Guidance on this is provided in the box below.  Activity Four Key question What are the views of the Chinese community in London?  Starter Show the following images to the class and ask them to write down a caption for each one on separate sheets of paper: -A reading lesson under an Anglo-Chinese master, 1907 -Portrait of a Chinese lady, 1880 -Elderly woman and grandchild, Beijing 2000 -Kajgar Chinese women small feet, 180-1888 Collect each of the captions after showing each image and read out some of them. What information does each caption give? What information does it miss out? How important is a caption for a photograph? Can a caption tell us the views of the writer or photographer? Main Activities This is a pair and group work activity. Cut out the quotes from the Fact Sheets: Views of Isabella Bird Bishop and Views of the Chinese Community in London. Give each pair a quote from Bishop and a quote from one of the Chinese communities. Make sure each group have quotes on the four different themes on the Activity sheet: Comparing views. Ask each pair to discuss the importance of captions relating to quotes (rather than photos this time). Students should think of which theme quotes could be categorised into. They should write down their thoughts on the Activity sheet: Comparing views. In their groups, each pair shares their information to the others so they all have their sheets completed. In pairs, they search the gallery for photographs to illustrate the quotes for their groups (teachers can also supplement the selection of images by visiting the Royal Geographical Societys image library at  HYPERLINK "http://www.images.rgs.org" www.images.rgs.org). These can be saved in folders for the final activity when they create their exhibitions. Plenary Display some of the photographs and ask each group to read out a quote which interprets the photograph but not to tell the class who the quote is from. Can the students tell whether the quote is from a British woman travellers perspective or a contemporary Chinese one? Do the quotes change the way students view the photograph? In what ways can a quote emphasise different aspects of a photograph or be used to represent different viewpoints? How important is the interpretive text for an audience? Activity Five Key question Seeing China whats your view?  Starter Recap on the previous activities in order to assess what the students understand about the process of selection, interpretation and representing places and people. Ask the students to read through the work they have undertaken so far in this unit. They are now ready to plan their exhibition. Main Activities Read through the Activity sheet: Guidelines on creating your exhibition. The students will need to have access to a PC to create their exhibition which will they can then share on applications such as flickr.  HYPERLINK "http://www.flickr.com" www.flickr.com They can also share their exhibitions on this website by saving them on CD and posting them to Unlocking the Archives, Royal Geographical Society, 1 Kensington Gore, London SW7 2AR Plenary Present these exhibitions in the classroom or on the IWB. As a class, agree on a set of criteria on which to judge these exhibitions. The one the class votes for may be put online in the Peoples Exhibition of this website theme.       Why do we live where we live? Great Leap Forward In 1959 Mao began the Great Leap Forward, establishing  HYPERLINK "http://en.wikipedia.org/wiki/People%27s_commune" \o "People's commune" communes in the countryside to double the 1957 steel and agricultural output. But industries went into turmoil because peasants were producing too much low quality steel while neglecting other things. The peasantry were agriculturalists, so were poorly equipped and ill-trained to produce steel, They relied on  HYPERLINK "http://en.wikipedia.org/wiki/Backyard_furnace" \o "Backyard furnace" backyard furnaces to achieve production goals imposed by the local cadres. They melted down their farming implements for steel, hindering agricultural production. The production of most goods other than steel declined. To avoid punishment for poor production, local authorities often exaggerated production levels, hiding the problem for years, making it worse. The Chinese  HYPERLINK "http://en.wikipedia.org/wiki/Economics" \o "Economics" economy was in a shambles. Although steel production did increase, much was impure and useless. The chaos in the communes and bad weather led to widespread  HYPERLINK "http://en.wikipedia.org/wiki/Famine" \o "Famine" famine, while Mao continued to export grain to "save face" with the outside world. The famine death toll may have been as high as 20 to 30 million. Cultural Revolution The Cultural Revolution was probably the worst part of the changes that were happening in China. It brought ten years of widespread social, political, and economic chaos which eventually brought the entire country to the brink of  HYPERLINK "http://en.wikipedia.org/wiki/Civil_war" \o "Civil war" civil war. Launched by  HYPERLINK "http://en.wikipedia.org/wiki/Mao_Zedong" \o "Mao Zedong" Mao Zedong, (Chairman of the Communist Party of China) in  HYPERLINK "http://en.wikipedia.org/wiki/1966" \o "1966" 1966, it was officially a campaign to rid China of its "liberal bourgeoisie HYPERLINK "http://en.wikipedia.org/wiki/Bourgeoisie" \o "Bourgeoisie" ", its middle or merchant class that the communists disapproved of, and to continue revolutionary  HYPERLINK "http://en.wikipedia.org/wiki/Class_struggle" \o "Class struggle" class struggle. Mao used a youth militia called the  HYPERLINK "http://en.wikipedia.org/wiki/Red_Guards_%28China%29" \o "Red Guards (China)" Red Guards (motto Rebellion is justified) to overthrow his perceived enemies. He made a speech calling on the Red Guards to charge out of their schools and smash up the four olds defined as old ideas, old culture, old customs and old habits. They raided peoples homes, smashed their antiques, tore up paintings and works of calligraphy (prized in China) and burnt books. They also set upon teachers as figures of authority. Chaos and violence left many revolutionary elders, authors, artists, and religious figures purged and killed, millions of people persecuted, and as many as half a million people dead. Educated people from the cities were sent to work in the countryside, families were separated, life was made extremely hard for many people. (See Chapter 16 in Wild Swans for a description of the actions of the Red Guards.) Resources: Fact Sheet: The Society Archives Activity Sheet: The 5 Ws The online image gallery Hot seating: Ask the children to select a photograph of a person from the gallery. The teacher pretends to be this character and sits on a hot seat. Whilst they are on this seat the class is able to ask them questions and all responses must be from the perspective of the character they have assumed. Students can also sit in the hot seat once the process has been modelled. Resources Fact Sheet: Biography of Isabella Bird Bishop Activity sheet: The Life of Isabella Bird Bishop storyboard The online image gallery Websites  HYPERLINK "http://images.rgs.org/index.aspx" http://images.rgs.org/index.aspx  HYPERLINK "http://www.npg.org.uk/live/collect.asp" http://www.npg.org.uk/live/collect.asp Resources Fact Sheet Recent history timeline Fact Sheet Cultural Revolution Fact Sheet Bound Feet Fact Sheet - Jung Changs Cultural revolution Powerpoint - Madoudou Activity sheet I-Spy Made in China The online image gallery Resources Fact Sheet: Views of the Chinese Community in London Fact Sheet: Views of Isabella Bird Bishop Activity sheet: Comparing views The online image gallery Resources Activity sheet: Guidelines on creating your exhibition The online image gallery   )7 w Žvl]Q]Bh.5*h.5*CJOJQJaJh^kCJOJQJaJh,h.5*CJOJQJaJh;lOJQJaJh0OJQJaJh`OJQJaJh.5*h.5*>*OJQJaJh.5*h.5*OJQJaJ.jhx3CJOJQJUaJmHnHsH uhx3OJQJhx35CJOJQJaJh/5CJOJQJaJh#5CJOJQJaJhx3jhx3UmHnHsH u w y z { |   $a$gd,$a$gdF $ & Fa$gdJgd.5*gd.5*gd.5*$a$gd.5*gdx3 $`a$gdx3$a$gdx3<<Nw x |     q d ͻwmwmw_QF6h,B*CJOJQJaJphhJ>*OJQJaJhJhF>*OJQJaJhFhe>*OJQJaJh`OJQJaJhJOJQJaJhe>*OJQJaJh,>*OJQJaJh.5*OJQJaJh.5*hx3OJQJaJh.5*h.5*OJQJaJ"heh.5*5>*CJOJQJaJhe5>*CJOJQJaJh`CJOJQJaJ.jh`CJOJQJUaJmHnHsH ud  !*]^_hklo_RC7Ch^kCJOJQJaJh,h^kCJOJQJaJh)JheOJQJaJh)Jhe>*CJOJQJaJh)Jh)J>*CJOJQJaJh)Jh)JCJOJQJaJh)JCJOJQJaJh,>*OJQJaJh,hF>*OJQJaJhFh,>*OJQJaJh)JOJQJaJh`OJQJaJh,OJQJaJh,B*CJOJQJaJphh/B*CJOJQJaJph !^_lyPgd)J$a$gd.5*gd^kgd^kgd^k$a$gd)J  & Fdgd)J  & Fdgd)J$a$gd,$a$gdF $ & Fa$gd, & Fgd,lyOP-.!RqeVFV:hCJOJQJaJhd^hd^CJH*OJQJaJhd^hd^CJOJQJaJhd^CJOJQJaJh)Jh^kCJOJQJaJh)JCJOJQJaJh)Jh)JCJOJQJaJh^k>*OJQJaJh^kh^k>*OJQJaJh05OJQJ\aJh0CJOJQJaJ.jh0CJOJQJUaJmHnHsH uh^kCJOJQJaJh.5*h^kCJOJQJaJP.STd_u    gd,$a$gd.5* & Fgdfgd^PgdfgdOjgdOjgdgd^kgdd^gd)JRSTd^_!ʾʾʲn]N?N?hfhfCJOJQJaJhfhiCJOJQJaJ!hOj>*CJOJQJaJnH tH !h^P>*CJOJQJaJnH tH hOjnH tH  hOjhOjh^kCJOJQJaJhOjCJOJQJaJh^PCJOJQJaJh)JCJOJQJaJhCJOJQJaJhhCJOJQJaJh^k>*OJQJaJhi>*OJQJaJhd^h^k>*CJOJQJaJ $ɹٮlaSF*OJQJaJh05OJQJaJ-jh05OJQJUaJmHnHsH uhih.5*5OJQJaJhih,CJOJQJaJh.5*h.5*5OJQJaJh.5*5OJQJaJhfh,5CJOJQJaJhfh^k5CJOJQJaJhfh.5*5CJOJQJaJh^Ph^PnH tH hfCJOJQJaJ   t%'(9w $ & F a$gd.5* $h^ha$gd.5* $ & F a$gd.5*$a$gd.5*$&~$%&U]'()9abjkwmuɻ䣀ujj`h7=OJQJaJhe5OJQJaJh^P>*OJQJaJ0jh.5*h.5*OJQJUaJmHnHsH uh`OJQJaJheOJQJaJh.5*h.5*5OJQJaJh.5*h.5*>*OJQJaJh^k>*OJQJaJh.5*h.5*5>*OJQJaJh.5*h.5*OJQJaJh.5*h.5*H*OJQJaJ$ ! !!! !(!;!R!d!""""y##u$$$$%%%a%%%%%%&&&&%&&&.&/&:&&ǼǼղղըղղղըը{ǼǼh,5OJQJaJh.5*5OJQJaJh.5*hwqOJQJaJh.5*OJQJaJhwqOJQJaJhJOJQJaJhJ5OJQJaJh.5*h.5*5OJQJaJh.5*h.5*OJQJaJh;lOJQJaJh7=OJQJaJh'VTOJQJaJ+ !"#u$%&&&:&'',(.(/(0(1(2(3(4(5(6(7(gd.5*gd.5*$a$gd.5* $h^ha$gd?! $ & F a$gd'VT $ & F a$gd.5*$a$gd.5*&'',(-(8(9(m(u(v(w(x(y(((((((ԻufZN?fh.5*h`CJOJQJaJh`CJOJQJaJhJCJOJQJaJh.5*h.5*CJOJQJaJ$h.5*h,CJOJQJaJmH sH h BCJOJQJaJmH sH h.5*CJOJQJaJmH sH $h.5*h.5*CJOJQJaJmH sH 0jh.5*h.5*CJOJQJUaJmHnHuh.5*h.5*OJQJaJh.5*h.5*5CJOJQJaJh.5*h.5*6OJQJaJ7(8(9(w(x(z({(|(}(~((((((^)_))x*}+a,---->. $ & F a$gd.5*$a$gd.5* & Fgd.5*gd.5*gd.5*((((^)_)`)) ****I*K*****'+^+_+d+e+^,a,z,,,,-6---ƻƮƂxj`Rh^kh.5*>*OJQJaJh`OJQJaJheh.5*>*OJQJaJhiOJQJaJh'VTOJQJaJhJOJQJaJh.5*h.5*H*OJQJaJheOJQJaJh.5*h.5*OJQJaJh,5OJQJaJh.5*h.5*5OJQJaJhJCJOJQJaJh.5*h.5*CJOJQJaJhJh.5*6CJOJQJaJ ---..=.[.b.........$/:/?/L/Q/|///////00ƼڼڼڼڼxiQ.jh0CJOJQJUaJmHnHsH uh^kh^kCJOJQJaJh.5*h^kCJOJQJaJhwqh^k5CJOJQJaJ h,aJ(jh.5*h,UaJmHnHsH uh,OJQJaJhiOJQJaJhwqOJQJaJheOJQJaJh.5*h.5*OJQJaJh^kOJQJaJh^kh^k>*OJQJaJ>..///0000000 00000 181E2F2V2gd^kgdg $h^ha$gdggd]+$a$gd^kgd^kgd^k$a$gdwq $ & F a$gd.5*00 000)0i0000000000 17181D2E2V222222ο{wk\Ph`CJOJQJaJh Bh BCJOJQJaJh;lCJOJQJaJhgh^k6OJQJaJhg6OJQJaJhi6OJQJaJhgh^kCJaJh BCJOJQJaJhgCJOJQJaJhghgCJOJQJaJh^k>*OJQJaJh^kh^k>*OJQJaJh05OJQJ\aJh0CJOJQJaJ22222G333333333%4.4:4?4@4U4Z4b4i4444455q555666ʺʕʕʕʕʕֆʕv`v+jh&hiCJOJQJUaJjhiCJOJQJUaJh Bh BCJOJQJaJhiCJOJQJaJh^kCJOJQJaJh;l6CJOJQJaJh Bh;l6CJOJQJaJh;lCJOJQJaJh B6CJOJQJaJh BCJOJQJaJh Bh B6CJOJQJaJ"V2345666"78888888888q999::N: ;gdgd^kgd^kgd^kgd;l$a$gd^kgd^kgd B6"6#6$6666668 8888888888ǸǖӖ|mamRFRh^kCJOJQJaJh.5*h^kCJOJQJaJh^kCJOJQJaJh,h^kCJOJQJaJh0>*OJQJaJh;lh;lCJOJQJaJhwqCJOJQJaJh;l>*OJQJaJh^k>*OJQJaJh Bh;lCJOJQJaJh;lCJOJQJaJhiCJOJQJaJjhiCJOJQJUaJ h&hi0JCJOJQJaJ88888p9q9999:&:L:M:N::::::ôôzm^K5K+jhhCJOJQJUaJ%jhhCJOJQJUaJhh^kCJOJQJaJh6CJOJQJaJhh6CJOJQJaJhh^k>*OJQJaJhh^k>*CJOJQJaJh^kCJOJQJaJhhCJOJQJaJh^k>*OJQJaJh^kh^k>*OJQJaJh0CJOJQJaJ.jh0CJOJQJUaJmHnHsH u: ; ; ;;;;P<Q<<<<<<<<<<<<<<<<<<̽{n{fbfbfbfbRNRNbhjhUmHnHsH uhjhUh 6CJOJQJaJh CJOJQJaJhcCJOJQJaJh h CJOJQJaJh^k>*OJQJaJhh^k>*CJOJQJaJhhCJOJQJaJhh>*CJOJQJaJ%jhhCJOJQJUaJ hh0JCJOJQJaJ ;;;;Q<<<<<<<<<<<<<<<<<<=gd.5*$[$\$a$gd.5* $da$gd.5*gdc$a$gd^kgd^kgd<<<<-=.===========>:>>> ? 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