Sami Thomas public history presentation
Andrew Lim public history presentation
Check for Understanding
Public history presentation by Chloe Powell
Discussion on Mao Zedong’s early life and rise to power:
Jiang Jieshi through the frame of a virtual gallery
Thursday: Evening dinner and screening of Finding Samuel Lowe
Paula Madison grew up in Harlem knowing her Jamaican roots, but unaware that her maternal grandfather was a Chinese migrant worker. After retiring from NBC Universal as an executive, she began tracing the footsteps of her Hakka grandfather from Kingston to her ancestral family village by Shenzhen. Ms. Madison is the Chinese American Museum's 2015 winner of the Chinese American Heritage and Legacy Award and a board member at the Center for Asian American Media.
A few links for your reference:
Friday: Screening of excerpts from China: A Century of Revolution
Saturday: Labor activism in contemporary China
Michael Haack is an educator who has been active in grassroots movements across five continents, including in China, Myanmar (Burma), Israel-Palestine, Brazil, South Africa, Britain, and the United States. Mr. Haack teaches history and politics at the Houde Academy in Shenzhen, China. He is the former Campaigns Coordinator for the U.S. Campaign for Burma where he rallied grassroots support for USCB’s congressional, corporate, and international campaigns. He completed his graduate work at American University and the School for Oriental and African Studies. In 2016-17, Mr. Haack was awarded a one-year grant from the Chinese Scholarship Council to study at the Wuhan University of Science in Technology.
Please use the link below to submit your unit II assessment as either a Word document (DOC, DOCX) or a PDF.
Left: photo of the author Lao She. Right: scene from the 2010 CCTV production of Teahouse (茶馆)
Background: Lao She (老舍, 1899-1966)
Performance and analysis
Office hours with Professor Spence
Today we will start with some “office hours.” I’d like you to imagine that you are Jonathan Spence, former Sterling Professor of History at Yale University and author of To Change China: Western Advisers in China and more than a dozen other books. You have been asked to give advice to a visiting Hotchkiss student about to embark on a research project in their school archives. Based on your experience writing the chapter on Edward Hume, what suggestions might you give about:
After reading some materials from the Hotchkiss archives, was there anything about this chapter that seemed familiar? Was there anything that surprised you?
What is the nature of missionary work? To what extent is it simply part of imperialism?
On page 176, Hume notes that “China will no longer submit to the ethics or attitude of the ‘invader’, no matter what he comes to do.” What did he mean by this statement? How are the circumstances changing in the long- and shorter-terms? How did Yale-in-China adapt?
Locate the current Yale-China Association mission statement on its website. How has its goals and an institution remained consistent? How has it changed?
Photographs of the Yale-in-China teachers and students. Both include Warren Seabury ('96) and are from The Vision of a Short Life: A Memorial of Warren Bartlett Seabury, One of the Founders of the Yale Mission College in China (Cambridge, Mass.: The Riverside Press, 1909).
Today we will be looking at archival material from the period that coincides with Unit II (“ ‘Slaves of a Lost Country’ or Masters of a New Culture?”), the period roughly from the turn of the twentieth century through the 1920s. More specifically, we will be interested in the connection between Hotchkiss and the Yale-in-China program. This lesson fits both within the narrative of China’s “fall and rise” as well as serving as an important stepping stone for our class project about Hotchkiss and China. We will follow up this exercise with a reading on Yale-in-China (due Thursday) and you will utilize the skills from this exercise in your course project.
By engaging in this activity, students will be able to:
We will meet in Library Media Center (our usual classroom). We will drop off backpacks/belongings and head down to the Archives for a tour with Ms. Davis. Here is some of the information (Google Doc) she will be sharing with us.
Background on Hotchkiss and China project
Ms. Baldwin will share some background on her experience working with Archival material in her Hotchkiss and China project. An editable version of this document (Google Doc) has been created for our class. Today we will be examining material aligned with the first section, “Missionaries and Headmasters.”
Warm up activity: Early clips from The Record
We will take a look at these early Record articles (PDF). I recommend starting individually by reading the highlighted selections. Keeping in mind that these are only a few sentences each, discuss with a partner:
Working in the Archives activity: Yale-in-China
Using the “Working in the Archives” guide (PDF), you will have the flexibility to move through the materials on your own pace—or, if you prefer, with a partner to accomplish the following tasks:
Left: Photo of Lu Xun in 1930 (Source: China Story), Center: A 1974 portrait of Lu Xun by Li Yitai titled "Marxism is the most lucid and lively philosophy: a portrait of Lu Xun" (Source: China Story), Right: A woodcut illustration accompanying "Diary of a Madman" (Source: Harvard).
Background on Lu Xun
Quotes and questions
Lu Xun’s afterlife