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#104 Opium War and Patriotic Education

1/11/2018

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Picture
Two young visitors to the Opium War Museum in Dongguan, Guangdong. Source: City Weekend.

Where can we find public history?

Locate as many examples of public history as you can find in the chapter. Pause very briefly for each to identify why it is an example of public history. For example, on page 347, the Central China Television documentary, "Road to Revival" (Fuxing zhi lu 复兴之路). It would count as public history because it presents the Opium War (and other historical episodes) to the Chinese public through the medium of television.

Select one of these episodes to zoom in on for further investigation. Feel free to do a quick search online to supplement the information available in Lovell, though do try to focus on the questions below:
  • Who created it? Was it an individual, group, or institution?
  • Who was the intended audience? Which group or groups did the author intend to engage? What assumptions can you make about the intended audience? How might the intended audience have been similar to—or different from—you?
  • What might have been behind the purpose of creating it? What is its intended effect? Is the author’s aim to entertain, to inform, to persuade, to critique, to complain, to explain, to describe, and/or to reflect?
  • What key messages are being conveyed? How does the information presented compare to arguments or evidence presented as part of our last two class sessions?
  • What is the tone? Which adjectives come to mind as you grapple with it?

Discussion:

Did anything in the chapter confuse or surprise you?

From Lovell’s work, we have identified a range of different ways the Chinese public has encountered the history of the Opium War. To what extent does it make sense to talk about school curriculum in the same discussion as museums—and indeed video games?

What are some of the ways that the history of the Opium War(s) in China was discussed in the years after 1989? What might be some reasons for this change?

How did the patriotic education initiative change the way the Opium War was understood, particularly by young Chinese?

Based on what you could gather from the conclusion, how is history education different from history education in the United States? Do you see them different in degree or in kind? What about similarities?

For what purpose do you believe history should be taught?

Homework: Assignment #105
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
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