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#204 Sun Zhongshan (Sun Yat-sen): A Nation of Citizens?​

2/6/2019

 
Check for understanding.

Opening question:
  • If you had lived in China in the first decade of the twentieth century, would you have supported gradual reform efforts under the Qing or a republican revolution to overthrow the dynasty? Why? (Note: try to stick with what someone at the time would know—you can’t see into the future!)

Discussion questions:
  • After more than two thousand years under some version of the imperial system, Sun Zhongshan re-imagined China as a republic. What is a republic? How do you recognize one when you see it? What are its distinguishing features—what, in other words binds together the American republic, France, and the People’s Republic of China as a common form of government?
  • What are the “radical” and “conservative” elements of Sun Zhongshan’s thought?
  • Three People's Principles (Sanmin zhuyi 三民主义):
    • Nationalism (minzhu zuyi 民主主义). What is the “ethnicity” or the “race” that Sun might have had in mind?
    • People’s rights (minquan zhuyi 民权主义). Sun said the “aims of the Chinese Revolution are different . . . methods we must use must also be different.” If he did not have in mind “the kind of natural or God-given rights that Enlightenment thinkers viewed as the birthright of all human beings,” then what did he have in mind?
    • People’s livelihood (minsheng zhuyi 民生主义). Sun’s socio-economic vision for China. How does this compare to “socialism”? Where would he be on the left-right political spectrum in the nation grew up in?
  • Why might Sun be one of the few major political figures in modern China celebrated in both the Mainland and on Taiwan?

Wrap up activity:


By the 1890s Sun had worked to organize a series of revolutionary associations—eventually culminating in the Guomindang as a formal political party in the aftermath of the Xinhai Revolution. Naturally, he did not have access to social media during this time. If he did, describe an image-driven meme or tweet (140 character limit) that he might have used to promote one or more of his ideas.
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  • Courses
    • HS150 Global Thinking >
      • HS150 Course Information
      • HS150 In-Class
      • HS150 Assignments
    • 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
      • 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
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    • Further Reading in Asian Studies >
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