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:
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:
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