History Paper 2 Mao's China 1949-76 Subject Guide 2023-4 PDF

History Year 12 Course Guide Paper 2: Option 2E.1: Mao’s China 1949 - 76 Name: Tutor group: Class: Class teachers: Bring this Course Guide to every History lesson and use it during all your independent study. Keep it up to date....

History Year 12 Course Guide Paper 2: Option 2E.1: Mao’s China 1949 - 76 Name: Tutor group: Class: Class teachers: Bring this Course Guide to every History lesson and use it during all your independent study. Keep it up to date. 1 My targets ALPS Target: ALIS Target: How is the course structured? 2 A-Level Paper Option How it will be examined 1 1E: Russia, 1917-91: External Written from Lenin to Yeltsin Exam (30%) 2 2E.1: Mao’s China, External Written 1949-76 Exam (20%) 3 36.1: Protest, External Written agitation and Exam (30%) parliamentary reform in Britain, c1780-1928 Historical Enquiry/ coursework Internal assessment (20%) How will the course be assessed? How will classwork be Take in booklets once a half term to monitor reading and marked/monitored/graded/self- completion of end of lesson reviews assessed? What classwork will be Note booklets checked with post it note comment and folder marked? checking sheet. How will students ‘reflect’ on After essays self-assessment marking/ feedback? Mid- Point Essays will be graded and commented on How will Homework be marked/monitored/graded? All in assessment booklets What are the formal Assessments? When are they KS5: End of unit tests, graded and teacher comments. Self- marked? assessed. KS5 A Level History 3  Paper 2: Option 2E: Mao’s China, 1949-76 Key Content: Make sure you have worked Themes (Sections A and B) through and revised each bullet point thoroughly and 1. Establishing communist rule, 1949-57 ranked your confidence with 2. Agriculture and industry, 1949-65 that content 3. The Cultural Revolution and its aftermath, 1966-76 4. Social and cultural changes, 1949-76 Themes Content Have Not very Reasonabl Very Expert you confident y confident revised confident ? 1. Establishing China in 1949: the communist aftermath of the civil war of 1946–49; the rule, 1949-57 state of China’s industry, agriculture and national infrastructure. The new power structure: the different roles of the CCP, the government, the bureaucracy and the People’s Liberation Army (PLA); Mao’s dominant position within government; the growth of democratic centralism. Defeating the CCP’s opponents: the ‘three antis’ and ‘five antis’ movements; the use of terror against opponents of Communist rule; the reunification campaigns in Tibet, Xinjiang and Guangdong; the 4  development of the Laogai system; the Hundred Flowers campaign 1957 and aftermath. China and the Korean War: its role in enhancing CCP control, suppressing opposition, and promoting national unity; the human and financial costs of intervention in Korea; China’s enhanced international prestige 2.Agriculture Early changes in and industry, agriculture, 1949–57: attacks on 1949-65 landlordism; the redistribution of land; moves towards agricultural cooperation; the change from voluntary to enforced collectivisation. The communes: the organisation of the communes; communal living; the abolition of private farming; Lysenkoism; the great famine of 1958–62; the restoration of private farming by Liu Shaoqi and Deng Xiaoping. The First Five-Year Plan, 1952–56: the USSR’s financial and technical support; the plan’s targets, successes and failures. The Second Five-Year Plan (the Great Leap Forward), 1958–62: 5  Mao’s reasons for launching it; state- owned enterprises;the successes and failures of the second Plan; the Lushan Conference 1959; Liu, Deng and economic reform, 1962–65. 3.The Cultural Mao’s reasons for Revolution and launching the Cultural Revolution: divisions its aftermath, within the CCP 1966-76 between ideologues and pragmatists; the quest for permanent revolution; attacks on the bureaucracy; the divisions within the CCP between supporters and opponents of Mao’s policies The Red Guards and Red Terror: Mao’s hold on young people; the mass rallies of 1966; Red Guard attacks on the ‘four olds’ (culture, customs, habits, ideas); the growth of anarchy and the use of terror; cultural destruction. Attacks on Mao’s political and class enemies: Liu Shaoqi and Deng Xiaoping; Lin Biao; the purging of the CCP membership; ‘capitalist roaders’ and foreigners living in China. Winding down the Cultural Revolution, 1968–76: restoration of order by the PLA; ‘up to the mountains 6  and down to the villages’ campaign; the return to power of Deng Xiaoping and Zhou Enlai; reining in the Gang of Four; the death of Mao. 4.Social and The changing status cultural of women: foot binding; the Marriage changes, 1949- Law 1950; the impact 76 of collectivisation and the communes on women’s lives; women and the family; the nature and extent of change; the problem of changing traditional views, especially in the countryside. Education and health provision: the growth of literacy; pinyin; the collapse of education after 1966; the barefoot doctors; successes and failures of healthcare reform. Cultural change: attacks on traditional culture in towns and countryside; the role of Jiang Qing; the imposition of revolutionary art and culture The Communist Party’s suppression and persecution of religious groups 7  Section A Questions A02: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. This question asks you to assess two different types of contemporary sources totalling around 400 words, and will be the form of ‘How far could the historian make use of Sources 1 and 2 together to investigate… Your answer should evaluate both sources, considering their nature, origin and purpose, and you should use your own knowledge of the context of the soruces to consider their value to the specific investigation. Remember, too, that in assessing their value, you must consider the sources, taken together as a set. Timing- Do not write solidly for 45 minutes. It is essential you have a clear understanding of each source, the points being made, and the nature, origin and purpose of each source. You might decide to spend 10 minutes reading the sources and drawing up your plan, and 35 minutes writing your answer 8 Planning Stage- Annotating your source ✓ Start by pulling apart the provenance (nature, origin, purpose). Look for who has written the source, when they have written it, what is their purpose in writing? What is the source? ✓ Using two different coloured pens annotate the source content and look for evidence that is useful and not useful for the enquiry ✓ Look for evidence that can be supported or refuted (argued against) by your own knowledge ✓ If you have time draw a quick table to help your planning Introduction ‘It can be argued that Sources 1 and 2 have some use for an enquiry into……’ You must then introduce reasons for the sources utility when used for the enquiry You will need to introduce the source briefly and say a little about the general usefulness of the sources in interrogating the enquiries. You should also state why the source have limitations for the enquiry. ‘It can also be stated that the sources 1 and 2 have some limitations when used for the enquiry….’ Paragraphs (x2 valuable paragraphs and 1 or 2 limitations paragraphs) I When using Sources 1 and 2 for an enquiry into___________ it can be inferred that (make a clear inference and judgement on the sources usefulness) D For example, … (Pick out a highlighted point from your annotated sources, this can be paraphrasing (summarising) the sources content or a small quote) E This means that the source/s when used together would hold some value within enquiry because (explain why the source holds value or has limitations within the enquiry) This is supported/refuted by (Then use own knowledge to support or contend the source, this is very important) A It can also be stated that the nature, origin and purpose has some impact on its utility 9 within an enquiry because… You must also assess the provenance (nature, origin and purpose) of the source and how it effects utility For example focus on: ✓ Who has written the source? Giving background information When was the source written? Was it written or before or after? Was it written at the time?What is the source? How does this affect the information that is being put across?Try not to make generalisations about nature, origin and purpose for example it is a poster so must be biased, it is a newspaper so must be sensational Conclusion ‘Overall, it can be argued that the sources 1 and 2 ……’give your judgement. Back up your opinions with an overall judgement about what the sources have revealed and how useful you find the judgements given in the sources for assessing the enquiries. 10  How to write Paper 2 20-mark Source Questions (A02) 1. Annotating your source Start by pulling part the provenance (nature, origin, purpose). Look for who has written the source, when they have written it, what is their purpose in writing the source, what is the subject content; is it controversial? Try to go beyond simply stating the answers and try to provide some background knowledge and understanding. Add knowledge on your annotation. Use two different coloured pens. Read through the sources and look for evidence which is useful and not useful for the enquiries Remember that you are reading with a critical eye, so you are looking for opinions, things that they are saying that are controversial, things which are supported or refuted by your own knowledge, things which stand out as being exaggerated/ biased/ unreliable. Add brief annotations of own knowledge in the margins to remind you to mention them in your essay. Due to time pressure you do not have to make a table but it is recommended. Source Useful : Content Not Useful: Content Useful: Origin, Not Useful: Origin, Own knowledge nature purpose nature purpose 1 2 Timing: ✓ You will have 45 minutes to write this section of your paper, this is including reading time ✓ You should spend up to 10 minutes, reading annotating and planning ✓ You should spend around 35 minutes writing ✓ Do not go over this time as you need to keep time for your essay writing. 2. Writing an Introduction Start by stating that ‘It can be argued that Sources 1 and 2 have some use for an enquiry into……..’ You must then introduce reasons for the sources utility when used together for the enquiry You will need to introduce the source briefly and say a little about the general usefulness of the sources in interrogating the enquiries. You should also state why the sources have limitaitons for the enquiry. ‘It can also be stated that the sources have some limitations when used for the enquiry….’ 3. Paragraph 1 and 2: Value of the sources for the enquiry You should aim for two developed points to show the sources strengths for the enquiry. Remember that you can make inferences from the sources on their own, as long as you make some judgement about the sources utility together at some point. 11  Start off the paragraph with a topic sentence, making a clear inference and judgement on the sources usefulness. When using sources 1 and 2 for enquiry into the effects of the Great Leap Forward it can be inferred that….’ Then start by picking out one of your highlighted points from your annotated source. You can summarise what the source says or use a small quote. Then say ‘this means that the source/sources when used together would have some use for the enquiry because…’ You can then support with your own knowledge eg. ‘This is supported by the fact that….’ Then you can look at the impact of what the sources have said eg.’ The impact of this statement is’. You can also look at the significance of what the writer is saying for the enquiry eg. The significance of this statement is….’ You must also assess the provenance (nature, origin and purpose) of the source and how it effects how much weigh should be applied on the source. It can also be state that the nature, origin and purpose of the source gives some weight for its use for an enquiry…’, remember to link this clearly back to the content, you should not just have stand-alone nature origin and purpose. Really drill down on the details: ▪ Who has written the source? Give some background information about them ▪ When was the source written? Is it written after/ before a major historical event? Is the source written at this time to provoke some sort of reaction? ▪ What is the source? This could affect how the information has been put across. Is it a newspaper article, competing for readers? Is it a speech to the CCP? Is it a declaration of intent to do something? Where was the source published/ speech given? This can also be discussed, as the venue may have a bearing on what is written. Remember not to make generalisations about nature, origin and purpose- you should make a comment about the source that is in front of you. Finish the paragraph with an overall sentence eg. ‘Overall, it can be argued that sources 1 and 2 are valuable for an enquiry into the effects of the Great Leap Forward….’ 4. Paragraph three and four- why the sources are less useful for the enquiry You are simply repeating what you have done in the previous paragraph, but this time highlighting the inconsistencies/ bias/ exaggeration etc in the source which would make us question what the writer is saying. Start off the paragraph with a topic sentence, making a judgement about the sources usefulness eg. ‘However, it can also be stated that sources 1 and 2 have some limitations for the enquiry into the effects of the Great Leap Forward, this is because it can be inferred that… Then start by picking out one of your highlighted points from your annotated source. You can summarise what the source says or use a small quote. Then say ‘this means that the source is less valuable in revealing x because….’ You can then refute with your own knowledge eg. ‘This is refuted by the fact that….’ 12  Then you can look at the impact of what the reader has said eg.’ The impact of this statement was…’ You can also look at the significance of what the writer is saying for the enquiry eg. The significance of this statement is….’ You should also again assess the provenance (nature origin and purpose of the source) and how that effects how much weight can be placed on the source. You could even think about why the person can’t be trusted, what makes them a less reliable witness? Why are they taking this particular stance? Finish the paragraph with an overall sentence eg. ‘Overall, it can be argued that the source 1 and 2 have some limitations for an enquiry into the effects of the Great Leap Forward…’ 5. Conclusion Overall, it can be argued that the sources 1 and 2 are ……give your judgement. Back up your opinions with an overall judgement about what the sources have revealed and how useful you find the judgements given in the sources for assessing the enquiries. 13  Possible 20 mark source questions Unit 1 How far could the historian make use of Sources 3 and 4 together to investigate the consequences of the ‘anti’ movements of 1951-2? Explain your answer, using both sources, the information given about them and your own knowledge of the historical context (Source taken from page 22 Edexcel Revision Guide) How far could the historian make use of Sources 6 and 7 together to investigate the impact of the ‘anti’ campaigns of 1951-57? (Sources taken from pages 184-185 of Edexcel Textbook) Unit 2 How far could the historian make use of Sources 1 and 2 together to investigate conditions in the Chinese country side in the years 1958-62? Explain your answer, using both sources, the information given about them and your own knowledge of historical context (Source taken from page 31 Edexcel Revision Guide) How far could the historian make use of Sources 1 and 2 together to investigate the effects of the Great Leap Forward? Explain your answer, using both sources, the information given about them and your own knowledge of the historical context (Sources taken from page 39 Edexcel Revision Guide) How far could the historian make use of Sources 7 and 8 together to investigate the failure of the drive to produce more steel than Britain in the period 1958-62? (Sources taken from page 209 Edexcel textbook) Unit 3 How far could the historian make use of Sources 1 and 2 together to investigate the impact of the Red Guards? (Sources taken from page 45 Edexcel Revision Guide) How far could the historian make use of Sources 1 and 2 together to investigate why Mao launched the Cultural Revolution? (Sources taken from page 56 Edexcel Revision Guide) How far could the historian make use of Sources 13 and 14 together to investigate the consequences of the rustication campaign? (Sources taken from page 234 Edexcel Textbook) Unit 4 How far could the historian make use of Sources 1 and 2 together to investigate the government’s attitudes toward religion and religious beliefs? (Sources taken from page 73 Edexcel Revision Guide) How far could the historian make use of Sources 1 and 2 together to investigate Communist attitudes to religious belief during Mao’s rule? ( Sources taken form page 75 Edexcel Revision Guide) 14 How far could the historian make use of Sources 11 and 12 together to investigate Jiang Qing’s efforts to create a new style of proletarian culture during the period 1966-76? (Sources taken from page 255 Edexcel Revision Guide) How far could the historian make use of Sources 14 and 15 together to investigate the impact of the campaign to eradicate religion after 1949? (Sources taken from page 276 Edexcel textbook) Section B Questions AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. These questions will ask you to reach a judgement on an aspect of the topic studied. The questions will have the form, for example, of ‘How far…..’, ‘To what extent….’ Or ‘How accurate is it to say…..’ The questions can deal with historical concepts such as cause, consequence, change, continuity, similarity, difference and significance. You should consider the issue raised in the questions, other relevant issues, and then conclude with an overall judgement The timescales of the question can vary between each question. Timing: you should spend between 40-45 minutes writing this answer including your planning time 15 How to write 20 mark essay questions? (A01) Key Tips: ✓ You must give specific details within your descriptive parts of your essay ✓ Explanations and analysis should be linked directly to the question and should draw links between factors ✓ You should make mini-judgments at the end of each paragraph ✓ You must make substantiated judgments based on criteria you have set for yourself within your introduction ✓ No stand-alone knowledge- You shouldn’t just include own knowledge that has no connection to question Before answering an essay question it is important to analyse the questions meaning If you miss the conceptual focus of a question you will not get a high mark Focus Explanation Topic focus What topic is the question focusing on Conceptual focus What concept are you being asked to assess Chronological focus What is the chronological range of the question. Ensure you cover events across the time range Adjectival qualifier Are there any adjectives that you should be aware of within the question. For example how far did society FUNDAMENTALLY change during Mao’s China 16 Success criteria: ✓ Introduction ✓ 2 explained points for the argument ✓ 2 explained points against the argument ✓ Another factor linked to the question ✓ Conclusion Example sentence starters Introduction- It is a compelling argument to state that… (state the points you will use in support of the statement) To lesser extent it can be argued that (state the points you will use to contend the statement) Main essay Identify- It can be argued that/ Some historians argue that….(Give a topic sentence linking back to the wording of the question) Describe- The evidence for this is… (Try to give lots of key evidence using the 5W’s) Explain- This shows that/This means that (Explain why the point you have chosen supports or contends the question) Analyse- This would have had a significant impact because (Delve deeper into your explanation by analysing its importance and linking to other points you have made) Mini- Judgment- Overall this shows that… (Mini-judgement that summarises your paragraph and links back to the question) Conclusion Overall it can be argued that……(State your overall judgement giving justification) 17 Example Essay Questions: Unit 1 How accurate is it to say that the political system put in place by the Communists after 1949 was authoritarian rather than democratic? (20 marks) How far do you agree that the most important consequence of the Korean War for the Communists was that it strengthened their control over China? (20 marks) How accurate is it to say that it was mainly by the use of terror that the Communists tightened their grip on power in China in the years 1949-57? To what extent is it correct to argue that The Civil War was the main reason for China’s problems in 1949? (20 marks) How successful was land reform in winning the support of the Chinese people in 1949? (20 marks) How far do you agree that the Communist party had established complete political control in China between 1949-54 ‘The new government established in the years 1949-54 was essentially a personal dictatorship’ How far do you agree with this statement? (20 marks) How accurate is it to say that Communist control of China was entirely dependent on violent suppression of its opponents 1949-53? (20 marks) How accurate is it to say that Mao launched the Hundreds Flowers campaign as a devious plan to trap his opponents? (20 marks) How far do you agree that the Korean War helped Mao establish Communist control over China? (20 marks) How accurate is it to say that Chinese involvement in the Korean War was largely beneficial to the people of China? (20 marks) Unit 2 To what extent was the famine of 1958-63 caused by the government’s policies? (20 marks) How accurate is it to state that, as far as industry is concerned, the First Five Year Plan was a success and the Second Five Year Plan was a failure? (20 marks) How far did Chinese agriculture improve in the years 1949-57? (20 marks) ‘The CCP’s agricultural polices in the years 1949-57 failed to improve the state of Chinese agriculture’ How far do you agree with this statement? ‘The communes brought widespread improvements to the lives of the Chinese people’ How far do you agree with this statement? 18 ‘Mao’s agricultural policies in the years 1949-57 were disastrous for the Chinese peasantry’ How far do you agree with this statement? (20 marks) ‘Mao’s policies were entirely responsible for the Great Famine’ How far do you agree with this judgement? (20 marks) How accurate is it to say that the First Five Year Plan transformed the Chinese economy? (20 marks) How accurate is it to say that Mao’s ambitions for the Second Five-Year Plan were hopelessly unrealistic? (20 marks) Unit 3 How accurate is it to say that the Cultural Revolution was a success for Chairman Mao? (20 marks) How far did the events of 1966-68 change the Communist party in China? (20 marks) How accurate is it to say that Mao’s main motives for launching the Cultural Revolution in 1966 were ideological rather than political? (20 marks) ‘Mao launched the Cultural Revolution was a means to remove his political opponents’ How far do you agree with this judgement? (20 Marks) ‘Genuine commitment to Maoist ideology was the most important reason people joined the Red Guards’ How far do you agree with this statement (20 marks) How accurate is it say the support of the PLA was the most important factor in Mao’s defeat of his political opponents during the Cultural Revolution? (20 marks How far was the ‘up to the mountains down to the villages’ campaign a complete success for China? (20 marks) Unit 4 How accurate is it say that the improvements made in education after 1949 were destroyed by the Cultural Revolution? (20 marks) To what extent were Mao’s social policies successful between 1950-76? (20 marks) ‘The 1950 Marriage Law ensured that women were treated as equals in China 1949-58’ How far do you agree with this view? (20 marks) How far do you agree that the lives of Chinese women improved in the years 1949-76? (20 marks) How far was gender equality achieved in the years 1949-76? (20 marks) 19 How far did education improve in China, in the years 1949-76? (20 marks) To what extent did the Communist government improve the standard of education in China in the years 1949-76? (20 marks) How far did the Communist government’s reforms improve the health of the Chinese people in the years 1949-76? (20 marks) How far do you agree that Jiang Qing succeeded in replacing old art and culture with one based on Communism? (20 marks) How far did Communist policies towards culture change in the period 1949-76? (20 marks) How successful were the government’s attempts to suppress religion and religious beliefs in the years 1949-76? (20 marks) 20  Colour Code Key History A-level Paper 2: Mao’s Unit 1- Establishing Communist Rule 1949-57 China 1949-76 Unit 2- Agriculture and Industry 1949-65 Timeline of Key Events and Key Unit3- Cultural Revolution 1966-76 People Unit 4- Social and Cultural Changes 1949-76 Use your student notes to explain the significance of each of these key events and individuals. If you are struggling to remember some why not use an electronic copy of the student notes on firefly to search the event or individual/. Unit 1 Establishing Communist Rule 1949-57 Date Event Significance 1921 Foundation of the CCP 1927 White Terror 1931 Japan occupy Manchuria in China 1934 The Long March 1935 Mao establishes the CCP in a commune in Yanan 1937 Japan turn their occupation to full scale war that lasts until 1945 December Rape of Nanjing led to the slaughter of 1937 300,000 Chinese civilians by the Japanese August 1940 Hundred Regiments Offensive- Communist led against Japanese 1940 Fighting between nationalists and communists breaks out alongside the war with Japan December Pearl Harbour bring America into World 1941 War 2 1942 Rectification of Conduct Campaign 21 1944 Allies attack Japanese mainland 1944 Japan launches Ichigo Campaign to further their advance into China August 1945 USA drop atomic bomb on Japan, within few 1949 End of Chinese Civil War, has long lasting impact on the state of China September September 1949 the Chinese People’s 1949 Political Consultative Conference (CPPCC) met and took steps to create a new political system October PRC declared in China, Mao made head of 1949 state as well as the party 1950-1 Reunification Campaigns- PLA sent to Tibet, Xinjiang and Guangdong February Sino-Soviet Treaty 1950 June 1950 North Korea invades South Korea, start of resist America campaign October China enters Korean War, begin of great 1950 terror against counter-revolutionaries 1950 Registration system established in order to monitor individuals. Danwei, Hukou and Dangan August 1951 foreigners to be expelled from China December Three Antis campaign 1951 January 1952 Five Antis campaign 1952 In 1949 there were 10 separate political parties, by 1952 they had been destroyed. China now a one party state December Purge of Gao Gang and Rao Shushi 1952 22 1953 By this date there were 2 million individuals within laogai prison camps September New constitution replaces Common 1954 Program June 1955 Hu Feng jailed February Khrushchev’s secret speech 1956 April 1956 Mao’s call for hundred flowers campaign November CP congress uncooperative, not 1956 responding to Hundred Flowers appeal February Mao’s speech repeating call for Hundred 1957 Flowers June 1957 Anti-rightist campaign marks an end to Hundred Flowers April 1959 Mao confirms he is giving up his position as state chairman July- August Lushan Conference 1959 23  Key Individual Significance Mao Zedong Li Lisan Karl Marx Friedrich Engels Chiang Kai-Shek Sun Yat Sen PLA NRA Liu Shaoqi Deng Xiaoping Zhou Enlai Youth League Women’s Federation Kang Sheng Wang Shiwei Ding Ling Tao Zhu Luo Ruiqing Gao Gang Rao Shushi Zhang Zishan Liu Qingshan Bo Yibo Peng Dehuai Joseph Stalin Nikita Khrushchev 24 Hu Feng Kim Il Sung Syngman Rhee Unit 2 Agriculture and Industry 1949-65 Date Event Significance 1950 Agrarian Reform Law February Sino-Soviet Treaty 1950 1951 Inflation rate cut to 15% 1951 Ten million landlords had lost their land and about 40% of land had changed hands 1951 MAT’s (Mutual Aid Teams) established December Three Antis campaign 1951 1952 APC’s introduced January 1952 Five Antis campaign 25 1953 Start of First Five-Year Plan January 1956 the nationalisation of all private businesses 1956 17 million households in APC’s in July 1955- 75 million by January 1956. By the end of 1956 only 3 percent of peasants were farming as individuals April 1956 Mao’s call for hundred flowers campaign November CP congress uncooperative, not 1956 responding to Hundred Flowers appeal February Mao’s speech repeating call for Hundred 1957 Flowers June 1957 Anti-rightist campaign marks an end to Hundred Flowers April 1958 first experiment in People’s commune began in Henan province May 1958 Great Leap Forward announced at eight CCP congress, Second Five-Year Plan begins August- Communes established across China- December family life overturned 1958 December Mao announced that the harvest figures 1958 had been declared at 430 million tonnes of grain, this was seen as impossibly high and rounded down to 375 million. It was known that the real figure was closer to 200 million tonnes Spring 1959 Backyard furnaces reduced, reduction of steel targets. Some reports of food shortages 26 1959 Tibetan underground resistance to the PLA July 1959 Lushan Conference July 1960 Soviet advisers pulled out Harvest even worse than 1959 November emergency directive allowed in the 1960 dismantling of the communes and return to private trade 1961 Investigation teams reveal full scale of famine. Retreat from commune system gathers pace 1962 Liu and Deng begin to restore central control to economy in Third Five- Year Plan 1962 7000 Cadres conference 1962 By 1962 China was only producing half the amount of heavy industrial goods there were being made in 1958 27  Key Individual Significance Mao Zedong Chen Yun NRC Trofirm Lysenko Liu Shaoqi Deng Xiaoping PLA Peng Dehuai Lin Biao Zhou Enlai Li Fuchun Unit 3 Cultural Revolution 1966-76 Date Event Significance April 1956 Mao’s call for hundred flowers campaign November CCP congress uncooperative, not 1956 responding to Hundred Flowers appeal 1957 Mao’s second visit to the USSR February Mao’s speech repeating call for Hundred 1957 Flowers June 1957 Anti-rightist campaign marks an end to Hundred Flowers 1958 Khrushchev flies to Beijing with a Soviet delegation to meet Mao 28 1958 Mao prepares for war over the Taiwan issue 1959 Soviets dismiss the Great Leap Forward as a total blunder July 1959 Lushan Conference 1961 Hai Rui Dismissed From Office play performed. 1961 Mao walks out of the Moscow Conference 1962 Sino Indian War 1962 Cuban Missile Crisis 1962 Liu and Deng begin to restore central control to economy in Third Five- Year Plan 1962 7000 Cadres conference 1963 Test Ban Treaty 1963 Lei Feng’s diary published 1963 Socialist Education Movement Created 1964 Khrushchev’s fall from office 1964 China’s successful atomic test carried out. 1965 Wu Han was charged with blackening Mao’s good name and undermining China’s Communist revolution; a broken man Wu killed himself two years later 1965 radicalisation of PLA by Lin Biao 1966 Schools and universities closed Barefoot doctor scheme launched Jiang Qing’s Cultural policy introduced April 1966 Peng Zhen, leading member of the Group of Five, denounced for taking the 29  Capitalist Road May 1966 CCRG(Central Cultural Revolution Group) set up July 1966 Mao swims Yangtze August 1966 Mao summoned a special meeting of the CCP’s Central Committee at which he condemned the revisionist tendencies in the party and called on members to rededicate themselves to unwavering class struggle August 1966 Tiananmen Square Rally August 1966 Mao presented the students of Qinghai University with a banner inscribed in his own hand ‘bombard the headquarters’ November Mass cultural vandalism in Qufu 1966 January 1967 January Storm Chaos in areas of Shanghai February February Adverse Current 1967 August 1967 PLA crackdown on Cultural Revolution, Up to the Mountains down to the villages campaign (rustication) begins 1968 Cleansing of the Ranks Campaign, runs until 1971 1969 Liu Shaoqi dies in prison April 1969 Full party conference declares the Cultural Revolution to be over 1971 Fall of Lin Biao 30 1971 Mao’s health said to be declining 1971 Claimed by Mao’s doctor Li Zhisui that Mao was dependent on injections 1972 Criticise Lin Biao and Confucius Campaign 1973 Rehabilitation of Deng Xiaoping 1973 Mao seemed to have chosen Wang Hongwen, the youngest of the Gang of Four, and had begun to use Deng to groom him for power 1973 Zhou Enlai begins to restore education system 1975 Deng Xiaoping made party secretary 1975 Obvious to Mao that Wang Hongwen was too much under Jiang Qing’s influence to be a realistic choice 1976 Death of Zhou Enlai and Tianenman incident 1976 Death of Zhou Enlai and Mao 1976 Final choice of successor Hua Guofeng takes over. 1976 Gang of Four moved to undermine Hua Guofeng. This led him to an alliance with PLA 1976 PLA used by Hua to arrest Gang of Four 1980 moderate politics is protected. 1980 Deng Xiaoping feels that it is safe to return to China and takes over from Hua Guofeng 1980 Gang Of Four put on trial 31  Key Individual Significance Chen Yun Bo Yibo Liu Shaoqi Deng Xiaoping Wang Guangmei Wu Han Gang of Four Peng Zhen PLA Lin Biao Kang Sheng Chen Boda Lei Feng Zhou Enlai Li Fuchun Xie Fuzhi Lin Lugou Wang Hongwen Hua Guofeng 32 Unit 4 Social Change 1949-76 Date Event Significance 1907 Mao’s arranged marriage when he was 14 – to a woman 7 years his senior 1911 Foot binding outlawed- later outlawed by CCP 1919 Changsha Affair 1944 Mao states that ‘it was necessary to destroy the peasant family; women going to factories and joining the army are part of the big destruction of the family’ 1949 Clause six of the Communist Common Program of 1949 promised the abolition of restrictions affecting women and affirmed their right to equal treatment with men, in political, economic, cultural, educational and social spheres and the freedom for both men and women to marry whoever they wanted 1949 1949, fear of arrest and accusations of espionage quickly drove most protestant missionaries out of the country. Some Catholics followed, but the Pope’s insistence that they stay in their posts put them in an awkward position. 33 1949 Only 200 colleges and universities in China 1949 Majority of peasants’ illiterate, only 20% received primary education 1950 Women’s Federation established- 76 million members 1950 Marriage Law 1950 Reunification Campaigns and attacks on Buddhists in Tibet and Muslims in Xinjiang 1950 Campaign to remove all aspects of traditional religion from the peasants’ lives 1950 Propaganda stepped up its promotional campaign in early 1950, using the All – China Women’s Federation to train cadres in the working of the marriage law and to persuade them that it would not lead to chaos 1950 Land reform- women can own land for first time Allows greater control of Chinese culture Middle of National System of Primary Education 1950 1952 First Patriotic Health Campaign 1953 The Protestant Church came under the authority of the Three Self Patriotic Movement 1953, with some Catholics reluctantly following suit in 1957. 1956 Pinyin adopted 1958 Women suffer most during famine. Divorce figures in Gansu province rose by 60 per cent. 34 1959 Tibetan uprising 1961 1289 colleges and universities in China 1963 Lei Feng’s diary published 1963 Socialist Education Movement Created 1966 Number of women in work rose by 1966 to 29% 1966 Schools and universities closed- 130 million young people receive no education Barefoot doctor scheme launched Jiang Qing’s Cultural policy introduced May 1966 CCRG(Central Cultural Revolution Group) set up August 1966 Mao summoned a special meeting of the CCP’s Central Committee at which he condemned the revisionist tendencies in the party and called on members to rededicate themselves to unwavering class struggle August 1966 Tiananmen Square Rally August 1966 Mao presented the students of Qinghai University with a banner inscribed in his own hand ‘bombard the headquarters’ November Mass cultural vandalism in Qufu 1966 January 1967 January Storm Chaos in areas of Shanghai February February Adverse Current 1967 35 August 1967 PLA crackdown on Cultural Revolution, Up to the Mountains down to the villages campaign (rustication) begins 1971 Propaganda campaign to reduce family sizes 1972 Criticise Lin Biao and Confucius Campaign 1973 Zhou Enlai begins to restore education system- Four Modernisations 1973 Over a million new doctors trained 1973 Revival or anti-Confucius campaign 1976 The number of women in the work place quadruples to 32% 1976 Death of Zhou Enlai and Tianenman incident, fears of revival of Ancestor Worship 1976 By 1976 70% of Chinese people had received Primary Education 36  Mao’s China 1949-76- Overview Lesson Hot Words Definitions CCP PRC A. A believer in the theories of Karl Marx (1818 – 83), who used the notion of the dielectric to explain history Agrarian/Agricultural B. A believer that life is essentially a struggle between Reunification opposites in which the more powerful always wins Sino-Soviet C. A campaign launched in China in April 1956, it aimed to promote more political freedom and criticisms of the Five Year Plan government’s policies Constitution D. A follower of communism Pinyin E. a movement in China from 1966-1976. Launched by Mao Zedong, its stated goal was to preserve Chinese Collectivisation communism by purging remnants of capitalist and traditional elements from Chinese society Commune F. a theory or system of social organization in which all Cultural Revolution property is owned by the community and each person contributes and receives according to their ability and Rightist needs Hundred Flowers Campaign G. An individual who is believed to hold beliefs that are Marxist against the Revolution and the Communist Party H. The People’s Republic of China founded in 1949 Communist I. Areas where the peasants farmed communally rather Communism than for themselves individually Dialectician J. Chinese communist party K. method of planning economic growth over limited periods, through the use of quotas L. Relating to farmland or cultivated land and the growing 37  of produce M. Relations between the People’s Republic of China and the Union of Soviet Socialist Republics N. restoration of political unity to a place or group, especially a divided territory. O. Standardised form of Mandarin formalised in the 1950’s P. The act of distributing the land so it is farmed communally rather for the individual Q. the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it. Key theme: Government Agriculture Industry Controls and Freedoms Conflict Society Date Event Theme Significance October CCP declared in 1949 China 1950 Agrarian Reform Law 1950 Marriage Law Reunification Campaigns and attacks on Buddhists in Tibet and Muslims 38  in Xinjiang 1950 Land reform- women can own land for first time February Sino-Soviet Treaty 1950 June 1950 North Korea invades South Korea, start of resist America campaign October China enters Korean 1950 War, begin of terror against counter- revolutionaries 1951 MAT’s (Mutual Aid Teams) established August 1951 foreigners to be expelled from China December Three Antis campaign 1951 1952 Start of voluntary APC’s (Agricultural producers co- operatives) 1952 First Patriotic Health Campaign January Five Antis campaign 1952 December Purge of Gao Gang 1952 and Rao Shushi 1953 Start of First Five- Year Plan September New constitution 1954 replaces Common 39  Program June 1955 Hu Feng jailed 1956 Pinyin adopted January the nationalisation of 1956 all private businesses February Khrushchev’s secret 1956 speech April 1956 Mao’s call for hundred flowers campaign November CP congress 1956 uncooperative, not responding to Hundred Flowers appeal February Mao’s speech 1957 repeating call for Hundred Flowers June 1957 Anti-rightist campaign marks an end to Hundred Flowers April 1958 first experiment in People’s commune began in Henan province May 1958 Great Leap Forward announced at eight 40  CCP congress, Second Five-Year Plan begins August- Communes December established across 1958 China- family life overturned Spring 1959 Backyard furnaces reduced, reduction of steel targets. Some reports of food shortages July 1959 Lushan Conference to discuss problems with Second Five Year Plan July 1960 Soviet advisers pulled out Harvest even worse than 1959 November emergency directive 1960 allowed in the dismantling of the communes and return to private trade 1961 Investigation teams reveal full scale of famine. Retreat from commune system gathers pace 1962 Liu and Deng begin to restore central control to economy in 41  Third Five- Year Plan 1962 7000 Cadres conference 1963 Lei Feng’s diary published 1964 China’s successful atomic test carried out. 1965 radicalisation of PLA by Lin Biao 1966 Schools and universities closed Barefoot doctor scheme launched Jiang Qing’s Cultural policy introduced May 1966 CCRG(Central Cultural Revolution Group) set up July 1966 Mao swims Yangtze August 1966 Tiananmen Square Rally January January Storm 1967 February February Adverse 1967 Current August 1967 PLA crackdown on Cultural Revolution, Up to the Mountains down to the villages campaign (rustication) begins 1969 Liu Shaoqi dies in prison 42 1971 Fall of Lin Biao 1971 Propaganda campaign to reduce family sizes 1973 Rehabilitation of Deng Xiaoping 1973 Zhou Enlai begins to restore education system 1973 Revival or anti- Confucius campaign 1976 Death of Zhou Enlai and Mao Unit 1-Lesson One Title: How did Mao lead the Communists in the early stages of the CCP? 43 Objectives: To identify the ideology followed by Mao Zedong- Grade E - D To describe Mao’s ideology and ideological dominance- Grade C To explain Mao’s leadership in the early stages of the CCP- Grade B To analyse the significance of Mao’s early leadership within his political career- Grade A – A* Preparation for session: What do you understand by the term Communism? Can you unscramble this lesson’s Hot Words? ndaialceciti: A believer that life is essentially a struggle between opposites in which the more powerful always wins armixst: A believer in the theories of Karl Marx (1818 – 83), who used the notion of the dielectric to explain history Tehiw orrter: Chiang’s 1927 campaign of annihilation of the CCP Der myar: The name adopted for the CCP’s military forces ncoretmni: The Communists international, the body set up in Moscow to organise international revolution by requiring foreign Communist parties to follow Soviet instructions mslienin: The revolutionary theories of class war first formulated by Karl Marx and subsequently developed by Lenin cdaiitcel: The dynamic force that shapes the historical development of class war Nabur ptairroelta: The industrial working class, destined in Marxist analysis to be the final victor in the dialectic struggle Sbuogeori esagt: The period in Marxist theory when the middle class, having overcome the 44 previous feudal system, dominates society until the working – class revolution occurs. Dlitebrae: The CCP’s term for the areas brought under it military and political control Yrsur: Charging exorbitant interest on money loans Ytewnt tegih skivehsolb: A group of CCP members who had been trained in Moscow and returned to China with instructions to make the party conform to Soviet concepts of urban revolution Key People: Mao Zedong 1893: 1976: Chinese Communist revolutionary and the founding father of the People's Republic of China, which he governed as Chairman of the Communist Party of China from its establishment in 1949 until his death in 1976. His Marxist-Leninist theories, military strategies and political policies are collectively known as Marxism-Leninism-Maoism or Mao Zedong Thought. Edgar Snow 1905 – 72: A US Communist, who became a confidant of Mao. Although his writings are now sometimes criticised for having been too pro – Mao in their bias, they helped greatly in the West’s gaining of an understanding of Chinese Communism Li Lisan 1899 – 1867: A Moscow – trained CCP member who held the Orthodox Marxist view that peasants could not be a truly revolutionary force Key Facts To know about Mao’s concept of Leadership Mao was a peasant from Hunan Province Patriotic young man angered by China’s failings and much impressed by Sun Yat-Sen’s revolutionary ideas. Between 1912 – 1919: Mao witnessed scenes of great violence as rival Republicans factions had fought for supremacy in his home province. He recorded the experiences; claiming they affected him deeply and led him to conclude that to be a leader and to gain success politically or military, total commitment and willingness to use extreme methods was needed; this helps us to explain his saying ‘all power come out of the barrel of a gun’ All of Mao’s experiences convinced him that unless he was prepared to use brutal, unyielding methods he could achieve little He was a dialectician which was why he had become a Marxist and a founder member of the CCP in 1921. He held that all change, all progress, resulted from suppression of the weaker by the stronger. To know about Mao’s ruthlessness: Moving to Beijing , Mao became attracted to Marxist ideas and developed the conviction that if China was to regain its greatness it would have to undergo a profound social and political revolution To further this aim, Mao in 1921 became one of the founder members of the CCP when Chiang’s white terror in 1927 forced the Communists to flee to Jiangxi provinces, Mao began his first endeavour to build a Chinese soviet Mao revealed the ruthlessness that he regarded as essential to effective leadership and which characterised his whole career. In 1930 he ordered the torture and execution of some 4000 Red Army troops whom he accused of plotting against him His written instruction read ‘Do not kill the important leaders too quickly, but squeeze out of them the maximum information’ Mao showed a similar unwillingness to compromise in establishing his leadership over the party during the Long March. 45 To know about Mao’s ideology: Once established in Yanan in 1935, Mao over the next decade turned the camp into a Communist soviet; it served as both a protective base and a haven to which Communist sympathisers flocked It was at the base that Mao developed and formalised his revolutionary ideas; this involved him in an ideological battle to enforce his leadership in the face of opposition within the CCP and from the Comintern. Mao saw in Marxism-Leninism; A set of principles that he could turn into a practical programme for restoring China to its original greatness. Mao was never a slave to Marxist theory; he interpreted the ideology to suit his purpose for China. Also concerned that if he gave too much consideration to the opinions of foreign communists as expressed through the Comintern would damage his claim to personal authority in China. His conviction would damage his claim to personal authority in China. His conviction was that ‘correct leadership should be done by each of the Communist parties in its own country. The Comintern, far away from the actual struggle, can no longer provide proper leadership’. To know about the urban versus rural dispute: Mao’s ideas brought him criticism from the pro-Moscow elements in the party who accused him of ignoring Comintern instructions and taking an independent line. A particular point of contention was Mao’s insistence that the distinct conditions in China determined that revolution must first come in the countryside. He rejected the Comintern’s demand that the CCP direct its efforts into preparing risings in the urban areas. His central belief was that China’s revolution must be a peasant revolution This was heresy in the eyes of the Comintern theorists. They asserted that: Mao was ignoring the laws of the dialectic whose stages followed a predetermined, ordered path and thus could not be bypassed Peasant revolution was an end in itself; it was merely the precursor of the final proletarian revolution China lacked an urban proletariat and was, therefore, incapable of achieving a genuinely proletarian revolution The best that the CCP could accomplish would be to help being about the bourgeois stage of revolution by merging with the Nationalist. To know about the features of the dialectic: Winners Losers Feudalism Landowners Serfs Property owing feudal lords Propertyless peasants Early Capitalism Bourgeoisie Landowners Merchants and bankers Remains of the feudal class Industrial Capitalism Proletariat Bourgeoisie Industrial workers Owners of industry and wealth Dictatorship of the proletariat Proletariat Reactionaries Successful revolutionaries Remnants of defeated classes The Classless Society Mao rejected this analysis and stressed that Marxist theory had to be interpreted in the light of the actual conditions of China The stark reality was that China did not possess an urban proletariat large enough to mount a revolution Mao dismissed the notion that genuine revolution could be achieved only by the industrial workers and countered it by asserting these convictions: 46  In China, Urban industrial workers accounted for less than four per cent of the population, whereas the rural peasants made up 88 per cent. Followed that a popular revolution would have to be the work of peasantry In China, therefore a peasant revolution would be sufficient to fulfil the demands of the dialectic Mao redefined the term proletarian to mean not so much a social class as an attitude. Those who were genuinely committed to revolution were by that very fact members of the proletariat. Anyone who had suffered oppression at the hands of the class enemies could be counted a member of the proletariat There was, therefore, no necessity to wait for the growth of an industrial proletariat in China. Genuine revolution would be achieved by the peasants; ‘no power, however strong, can restrain them’. He told his followers that it was their task to unleash the huge potential of the peasantry. ‘The peasants are the sea; we are the fish. We live in the sea’. To know about the CCP opposition to Mao: Mao’s particular interpretation of the dialectic put him at variance with the orthodox Communists, such as Li Lisan, as a Moscow-trained Marxist, who continued to follow the Comintern line by insisting that the Chinese Communists concentrate their revolutionary activities in urban areas. Communists concentrate their revolutionary activities in urban areas. Throughout the 1930s, Mao was involved in a battle to assert his authority within the party Major opponents were a faction known as the ‘Twenty – eight Bolsheviks’, who followed Li Lisan in criticising Mao for ignoring Comintern instructions and acting independently. Mao accused of reckless adventurism for assuming that the stages of proletarian revolution could be skipped at will Mao survived such criticism thanks largely to four key factors: His election in 1934 of the correct northern route to follow the Long March, in opposition to the pro – Moscow faction who had argued for a different western route, had given him a moral superiority over them As a result of his own field research, Mao had an unrivalled knowledge of the Chinese peasantry, which meant he dominated any discussion of the party’s peasant policy His intense self – belief and determination allowed him to silence opponents and browbeat waverers into line He was indispensable as a military planner To know about Mao’s ideological dominance: Defined the revolution not as a class movement but as a national one Faced with the Japanese occupation of China after 1937, Mao declared the aim of his party to be ‘long term co-operation with all those classes, strata, political groups and individuals who were willing to fight Japan to the end’. He appealed to all Chinese of goodwill to unite against the enemies of the nation Helped by Yanan’s geographical distance from Soviet influence, Mao was able to dominate the urban – orientated members of the CCP and bring the party to accept his line of thinking. He was activing very much in the Chinese tradition of taking from a foreign ideology those elements considered to be of practical value for China. He made Marxism for the Chinese situation, no the Chinese situation fit Marxism. For some years he had to contend with opposition from within the party over his reshaping of revolutionary Marxism, but by outmanoeuvring and where necessary, removing opponents he was able to establish an unmatched authority and so impose his ideas. To know about Mao’s peasant policy: Mao gave practical form to his concept of revolution by sending out the Red Army units from Yanan to occupy neighbouring regions. The methods was for the troops, having occupied a particular areas to round up the landowners reallocated to the peasants who were invited to co-operate in reorganising the village or region into a soviet The hope was that such treatment would persuade the local people to become CCP supporters Mao urged the soldiers who did the liberating to regard themselves as ambassadors carrying the Communist message to the peasants 47  Until the Yanan period, Chinese armies by tradition had invariably terrorised local populations The imperial and warlord forces had ravaged and plundered The Red Army was instructed to behave differently; it was the duty to aid and comfort the people In order to win further support from the peasants in the liberated areas; the Red Army introduced a number of schemes including: The creation of local peasant associations, which were invited to work with the CCP in improving their own conditions- A programme for ending usury, which had so often blighted the lives of the peasants The introduction of literacy and education programmes The provision of basic medical services The CCCP land policies played an important role in the parties growth from 40,000 in 1937 to one million by 1945 To know about the repressive land policies: Mao was certainly prepared to be moderate at all times, but all the moves that the CCP made under him had the essential purpose of strengthening Communist Control The removal of the landlords in the areas where the Red Army held sway was often a brutal process. Villages that would not conform to the demands of the CCP’s land programme were subject to harsh penalties such as having all their crops and livestock confiscated and ruinous taxes imposed on them What the CCP’s occupation of liberated areas actually entailed was described in 1937 by Edgar Snow, who travelled with the Red Army To know about the Communist Party under Mao: Mao’s concept of leadership Ruthlessness. ‘all power grows out of the barrel of a gun’ Mao’s ideology Nationalist Chinese considerations always held primacy Marxist China needed a profound social and political revolution But revolution must be peasant revolution not a proletarian revolution Mao’s ideological Red Army liberation dominance Communist control of countryside Repressive land policies Lesson Review: Overall based on today’s lesson, explain what the nature of Mao Zedong’s leadership will 48 be? I D E A Unit 1- Lesson two 49  Title: What was the impact of the Chinese Civil War 1946-9? Lesson Objectives: To identify why there was Civil War in 1946: Grade E - D To describe the strengths and weaknesses of the GMD and CCP armies: Grade D-C To explain the reasons why the Communists won and the Nationalist lost the Civil War: Grade C - B To analyse the impact of the war on China and how it will effect Mao’s leadership: Grade A Preparation for session: List five reasons why the GMD lost the Civil War: 1. 2. 3. 4. 5. Hot words and definitions: 1. A reference to the partition of China during the civil wars of the fifth and sixth centuries AD 2. Made up of breakaway Nationalists who NRA despaired of Chiang’s leadership and the GMD’s policies. They wanted a compromise settlement Left GMD and the Democratic League with the CCP 3. Officials, businessmen, lawyers and financiers Local power structures who administered the regions during Japan’s occupation and expected to continue after the Nepotism GMD’s return to power in 1945 4. Giving position and special favours to cronies and Inflation family members 5. A fall in the value and purchasing power of money Price index 6. The cost of a selected set of basic goods at a 50  given date against which cost at any other time is South and North Dynasties then calculated. 7. National Revolutionary Army of the Guomindang (GMD) Key facts: To know about the war in outline: The civil war began with the GMD’s attempt to seize Manchuria in 1946; the region where the CCP was the strongest Chiang was hoping for a swift victory; but despite having overwhelming resources, he was unable to break the Communists; who having survived the attempt to dislodge them from Manchuria Pushing out from its northern bases, the PLA built up a momentum which led to its eventual domination of central and southern China By October 1949 Mao was in a position to claim total victory and to declare the birth of a new Communist nation, the People’s Republic of China (PRC) Accepting defeat Chiang transferred his remaining forces to the island of Taiwan, where he began the construction of a separate Nationalist state The Nationalists under Chiang entered the civil war with many more troops and greater pressures from the Communists 5 million troops of the NRA outnumbered those of the PLA by over four to one Chiang also received millions of dollars’ worth of military equipment from the USA; however he failed to exploit his sides initial advantages, and it was the poor showing of the GMD militarily, politically and economically that gave eventual victory to his opponents To know about To know about the Nationalist (GMD) weaknesses: Internal divisions: Even after an impressive first year of war, the GMD were unable to achieve a single major victory between 1947 and 1949 Faced with a number of high ranking officers passing information to the CCP, Chiang could never really rely on his supporters – a problem which Mao did not have Splits occurred in the GMD ranks; rival occurred in the GMD ranks; rival factions opposed to Chiang, such as left GMD and the Democratic League came into being. As a result it became more and more difficult to sustain their war effort. On reflection Chiang acknowledged that morale had been ‘cripplingly low’ and that his high-level officers began as complacent and ended as defeatist’ Unpopularity: Unable to sustain a genuinely popular following among the people, Chiang increasingly resorted to coercion as the war went on Property was seized, money expropriated and enlisted enforcers Protesters were arrested in large numbers and summary executions became commonplace August 1948, Shanghai witnessed particularly bloody scenes, including street-corner beheadings and shootings by government troops Such events alienated the Nationalists, diminishing band of supporters and dismayed their foreign sympathisers, most significantly the Americans Strategic errors: Military historians emphasise that Chiang’s basic military failing was his eagerness to establish a grip on northern China, the areas where the Nationalists were at their least influential In reversal of the ‘trading space to buy time’ strategy he had followed against the Japanese, 51  he rushed his armies into Manchuria in the hope of a quick victory over the CCP; in doing this he sacrificed the advantage that his greater resources initially gave him Chiang also inadvertently made things worse by appointing commanders according to their personal loyalty to him rather than their military skills Losing ‘the struggle for the hearts of the people’: The PLA were not chivalrous knights, but the Communists did prove adept at winning what Mao called the ‘struggle for the hearts of the people’. The GMD corruption and dependence on US aid, Mao claimed an understanding of and sympathy with the masses of the Chinese peasantry By striking irony the CCP were better positioned to fulfil the ‘Three People’s Principles’ than the Nationalists. Sun Yat Sen- Republic of China Although there were idealists who willingly backed the CCP, the popularity of the CCP among the peasants of their hated landlords The CCP’s land policy was as much expedient as it was idealistic In areas where it paid to be moderate in order to win the support of local gentry, the CCP was quite prepared to recognise landowners’ rights In areas where there was no such gain to be made, the peasants were encouraged to seize the land and publicly degrade its former owners Chiang’s failing was that he could not turn all this to his advantage since his own regime was equally repressive The GMD’s political failings: GMD’s political weakness was that its record in government was one of incompetence and self-seeking Attempts at reform were unimpressive in the eyes of contemporaries CCP made capital out of this by portraying themselves as essentially different; their initial willingness to co-operate with the GMD despite its murderous attitude towards them, suggested a high degree of selflessness The GMD’s failure to win the localities: One of Chiang’s political errors was his failure to gain the support of the localities All Chinese leaders since imperial days had found it difficult to maintain their authority in the regions China was so large and communications were so slow Customary way to solving the problem was to do a deal with those who held power in the regions Unofficial agreements were made that the central government would not interfere with the local power structure provided the local leaders recognised the ultimate authority of the Chinese government The rules were seldom written down but the understanding provided a workable system Chiang made the mistake of disregarding this convention After 1945 he gave too little thought to the local power structures He simply tried to impose GMD rule by dismissing the officials already there and replacing them with Nationalist appointees, who were invariably ignorant of the prevailing political and social conditions Short signed policy that alienated the local communities and the GMD Limited base of the GMD’s support: A fundamental flaw in the composition of the GMD that undermined its claim to be a party of the people Relying for the bulk of its funding on the bankers and commercial interests of urban China, the GMD became a party that represented, not the masses, but a social and political elite who had little interest in the impoverished peasants and workers which alienated Chiang’s party which became associated with aloofness and nepotism 52  Chiang published a book in 1943 ‘New life Movement’ which encouraged Chinese people to abandon selfish thoughts and work for the good of the nation – principles which were hard to relate to after the GMD behaved so badly The GMD’s economic failings: Arguably it wasn’t war or politics that finally undermined the GMD but economics Military and political success of the Communists under Mao obviously played an essential role in preparing the way for their takeover in 1949 Most significant reason for GMD failure was inflation 1941 the chronic but relatively mild rise in prices that China had experiences throughout the republican period began to climb uncontrollably Soaring inflation had been caused initially by the Japanese occupation of China’s most productive provinces after 1937 1945 the costs of maintaining an army of 5 million troops accounted for nearly 80% of governments expenditure not spending on- education, infrastructure, healthcare, industry, agriculture To meet revenue needs, the government resorted to heavy taxation of individuals and companies It also borrowed heavily from abroad and greatly increased the issue of paper currency. The rate of inflation reached astronomical heights and by 1949 China’s monetary system collapsed Financial failure demoralised the people and discredited the GMD government The NRA’s conscription methods: Provided especially damaging to the GMD in terms of public relations was their practice of conscription Desperate for manpower as the war continued, but unable to raise enough volunteers, Chiang’s government authorised the rounding of peasants by armed recruitment squads Once enlisted the troops were treated with contempt by their officers President of the Chinese Red Cross described the barbarity suffered by the Nationalist conscripts “They were tied to one another to prevent their escaping, were savagely beaten if they upset their officers, and were starved of food” To know about Chiang’s explanation for the defeat of the GMD: In the final months of war, Chiang listed five basic reasons why his forces lost to the CCP: 1. The GMD’s military commanders had lacked skill and judgement and fought ‘muddle-headed battles’ 2. The rank and file soldiers lacked training and were incompetently led 3. GMD morale was low, a result of the complacency among the high – level officers, many of whom were concerned solely with their own self – interest 4. The GMD was unable to inspire its forces in the field because as an organisation it lacked discipline and effective propaganda, attributes in which Mao and the Communists excelled 5. The GMD failed to make effective use of the arms and resources with which they were provided by the USA. Too often the weapons fell into CCP hands. To know about the Communist’s strengths: Mao’s opportunism: The defeat of the GMD in 1949 was a great military success but it was also a triumph of propaganda and public relations Later accounts written by Mao’s supporters described the careful planning that paved the path of victory – disregarding the support of the Soviet Union and the USA Enlightened policies in the countryside, formed an unbreakable bond with the Chinese people and left them in a great social revolution against the GMD 53  Critical factors in Mao’s success was not his long term planning but his opportunism When civil war renewed in 1946, Mao’s optimistic hope was that the CCP would be able to retain the bases it had acquired by the end of Japanese struggle He did not foresee that within three years his Communist forces would have taken the whole of China The Nationalists made that possible by throwing away their initial superiority Mao’s dominance of the CCP and PLA: Without Mao’s power and ability as a leader; the CCP would not have won the war His self – belief and conviction of his own correctness inspired the PLA’s commanders and men Mao possessed the strength of will that wins political and military struggles Ruthlessness shown in the suppression of opposition during the rectification programme of the early 1940’s It was control that allowed him to overcome the doubts of many of his commanders and redirect strategy at critical moments in the civil war Mao’s leadership: Mao’s military leadership was the most significant It was under him that the CCP forces who were essentially rural guerrilla fighters in 1945 had by 1949 become an effective modern army Mao’s outplaying of Stalin: Mao’s victory in the civil war also meant a personal victory for Mao over Stalin Since 1920s the Soviet leader refused to believe that the CCP could achieve a genuine revolution August 1945: the Soviet Union signed a friendship treaty with Chiang’s Nationalist government ending all outstanding grievances between China and the USSR – prove that the USSR had abandoned the CCP; also commented on by the British Newspaper ‘The observer’ The USSR was manoeuvring itself into a position from which it could seize Chinese territory Soviet armies occupied Manchuria between August 1945 and May 1946 and did not withdraw until they had stripped the regions of its economic resources During the Civil War; Stalin made occasional gestures towards Mao such as sending representatives As late as 1949 Stalin recognised Chiang as China’s leader ; as Stalin believed that the USA would not tolerate a Communist victory in China To know about the importance of Mao’s success: The USA and Soviet Union continued to support the GMD until almost the last moment vindicated Mao’s long – held belief that salvation for China was possible only from with China itself By 1949 Mao was convinced that the only path for China was the Chinese path To know about the reasons for the Communist victory in 1949: Military: Chiang’s flawed strategy in attempting to seize northern China before his forces were ready Overextension of supply lines damaged NRA effectiveness Inability to hold the countryside Ineffective general ship Rivalry among the commanders Lack of loyalty among NRA commanders at the highest level Constant desertions Betrayal from within by pro-Communist moles and informants Low morale caused by the brutal way NRA troops were treated 54  Misuse of US aid, much of which fell into Communist hands Political: Restricted power base of the GMD The GMD’s financial dependence on the banking interests Chiang never in total control of the GMD The failure to fulfil the Three Peoples Principles Corruption in government Savage conscription methods alienated people Overwhelmed by hyperinflation Failed to win over the localities Restored to coercion to maintain control To know about the impact of the Civil War on China: Aftermath of the civil war Can be stated that in some ways the situation after the war was favourable to the communists Bringing to an end the war brought good will to the communists Communists had extended their area of control which proved they were capable of greater control that the nationalists Many non-communists genuinely believed at this stage that life under Mao would be sufferable Mao believed that the Civil War had greatly improved his position at the top of the Party His reputation as a military commander had been elevated Mao intended to use his power to restore stability and remove all political opposition Mao had carried out a similar policy during the rectification of the conduct campaign during his time in Yanan After the Civil War Mao understood the importance of broadening the support base- he had understood this during the Civil War through his instructions to the Red Army to treat this civilian population well Before 1949 the only city controlled by the communists was Harbin in northern Manchuria, Mao used the lessons learnt in Harbin to apply elsewhere What was the state of China’s industry, agriculture and national infrastructure: Chinese economy had been crippled by 12 years of war By 1936 China was recovering from the Great Depression but focus on war again after that had had a detrimental effect China’s industrial output dropped due to Japan seizing the most productive areas Japanese bombing raids destroyed industry Scorched earth policy of nationalist forces destroyed much of China Japan defeated 1945- China’s industrial production was only 25% of pre-war level Agriculture massively disrupted due to conscription of peasants Many had fled the land to escape the Japanese in the east Food production in 1945 was 30% lower than it had been at the start of the war in 1937 Henan province suffered a famine which led to the deaths of two-three million Food requisitioning from the countryside took place 20% of population lived in cities that relied on surpluses of food from peasant population China’s finances were wrecked by the war, GMD had printed more money to pay for the war causing hyperinflation 1949 inflation rate at 1000 percent Chiang Kai-shek too China’s foreign currency reserves with him when he fled to Taiwan 55  Russia declared war on Japan not long after they were defeated in China, this give the Russians and excuse to invade Manchuria The longer term situation of the Civil War: At this stage in 1949 China was still predominantly an agricultural country Produced mainly rice, wheat and oilseed crops Labour-intensive farming methods Used basic mechanisation Tractors were unheard of Most lived in rural areas where food supplies were adequate, provided there were no natural disasters For example, in 1931 the Yangtze River flooded, which followed two years of drought Agriculture had developed slowly under nationalists, but farmers had been hit by the steep drop in food prices during the Great Depression Only 15% of land in China was actually useful to grow food Scope to increase agriculture output was limited unless techniques were modernised and the peasants became more productive. Modernisation became more necessary by 1949 due to growing population and cities. 541 million by 1949- rose to 587 million by 1953. There was a lack of industrial development in China Most advanced industrial areas were in Manchuria along Yangtze delta and eastern seaboard Iron and steel industries had been developed under the Japanese Loss of Manchuria had prompted Chiang Kai-shek to set up the National Resources committee (NRC) 1945 70% of industry was state owned and the NRC had a staff of 30,0000 technical staff Industrial growth was hampered by poor investment and a under skilled workforce Economic infrastructure was seriously underdeveloped before the war and was reduced to ruins yb bombing raids and lack of maintenance 1937-1949. Follow up from session: Explain how you believe Mao will move to establish his government following on from the Civil War in 1949? I D E A 56  Unit 1- Lesson Three Title: What was the nature of the government established by the CCP in 1949? 57 Key Learning Points: To identify the initial steps and ideologies that Mao had for a new China: Grade E – C To describe the role of each part of the new government: Grade C-D To explain the structure of China: Grade B To analyse whether the new government was democratic or authoritarian in nature: Grade A-A* Key People: Liu Shaoqi: 1898 - 1969: president of the PRC, second in command to Mao until removed during the Cultural Revolution Deng Xiaoping: 1904 – 97: An outstanding CCP figure, someone who Mao both admired as an ally and feared as a rival, destined to be leader after Mao’s death. Lenin: 1870 – 1924: The chief interpreter of Marx and the man who had led the Communists to power in the 1917 Russian Revolution Hot Words and A. A public trial. The accused is assumed as guilty and paraded as an Definitions: enemy of the people B. A set if laws or freedoms on which a country is founded Public utilities C. Chinese nationals living abroad D. Forcibly bringing invaded and outlying provinces into line with the National Capitalists rest of the PRC. E. a system of government where the citizens exercise power by Middle Classes voting. F. Gas, electricity and the transport system Expatriate Chinese G. Key decision making body of China. Made up of 14 members with Mao holding overall authority Constitution H. a form of government characterized by strong central power and limited political freedoms Class Enemies I. Reactionaries who refuse to accept Mao’s way of thinking J. Reactionary, anti-party thinking. Used by Maoists, similar to Politburo ‘counter-revolutionary’ to describe party members regarded as not fully committed Reunification K. Small part of China’s population but important in their role running 58 Campaigns the country L. The Ideas that Chinese Communist was a body of political, social Democratic and economic truth which all CCP members had to accept and live Centralism by M. the principle introduced by Lenin in Soviet Russia. In a truly Revolutionary revolutionary party members owed absolute obedience to leaders Correctness N. Those who according to Mao merely talked rather than acted