I am starting a new unit in Geographic Cultural Studies, this time focused on China and East Asia. Learning from the previous unit, I have made the Driving Question more focused, so it can be more effectively answered by the end of the unit. I also believe that the supporting questions will better assist in achieving this goal.

In addition to some content-focused textbook readings, I have selected a range of primary and secondary sources to help students address the supporting questions. However, there are fewer sources than in the previous unit because students will be expected to conduct their own research and find additional sources. Since this is the second inquiry unit, more responsibility will be shifted to the students.

As with other units, students will be assessed through traditional quizzes that emphasize both content acquisition and historical thinking skills. Regular Harkness discussions offer differentiation and provide opportunities to assess higher-order thinking. The final product, where students respond to the driving question, is also completed through a Harkness discussion. Since my students must finish and submit their National History Day projects by the end of the semester, I am mindful not to overburden them with multiple projects due before winter break.

The standards taught and assessed in this unit are listed below:

• Geo.3 – Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.
• Geo.4 – Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.
• His.1 – Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• His.14 – Analyze multiple and complex causes and effects of events in the past.

Secondary Sources

Geography and Chinese History – This source was adapted from a website I found that does a great job presenting the connection between Chinese history and physical geography. Most of the content on the site is pulled from other secondary sources. After reading this, students will engage in map analysis to deepen their understanding of how physical geography shapes China’s history. I hope this will lead to a great Harkness discussion, especially since many of my students have lived and traveled in China for several years.

China, The Ming, and the Silver Trade – This source was similarly adapted from the Asia for Educators site. It is meant to help students answer supporting question two as the silver trade provides some great examples of the increasingly global trade in the early-modern era as well as China’s reactions. Since C3 encouraged integration of some of the D2 skills, this is also an opportunity to cover some basic economics.

Primary Sources

China’s Rejection of the British, 1792 – I made excerpts of these documents based on the versions found through the Fordham Online Sourcebook. Document one does not have a clearly listed source, but its tone and language suggest it originates from a Chinese perspective on the meeting between Macartney and Qianlong. This ambiguity provides an excellent opportunity for deeper analysis. The second source, Qianlong’s letter to George III, is more commonly used with students. Its tone and point of view are strikingly clear, often sparking interesting discussions.

Christianity in Ming Visual Sources – Teachers will recognize the first image showing Matteo Ricci and Xu Guangqi as it is quite common in many textbooks. This and several of the other visuals were pulled from an article on Chinese Christianity. The introduction of Christianity and “missionaries” into China shows the willingness of the Ming to engage with foreigners while emphasizing their desire to co-opt these men for their non-religious knowledge and abilities.

Taiping Economic Program – This source is directly from Asia for Educators. Their excerpt also includes some useful analysis questions. I always retype their sources so my EAL collaborator can more easily modify and add vocab supports for students on her caseload.

Lin Zexu Letter to Queen Victoria, 1839 – Lin Zexu’s letter is a mainstay of Opium War lessons. His combative tone and strong language make for an exciting read and provide for great HIPPing considering China’s coming defeat in the First Opium War.

Qing Responses to Westernization – Both these documents are pulled from Asia for Educators. Both these sources and the context of the self-strengthening movement will help answer the third supporting question as the role of individuals, groups, and context are so clear at this moment in Chinese history.

I will also be using several sources borrowed from an AP World DBQ on the fall of the Qing. Since this will take place near the end of the unit, students will also be conducting their own research to prepare for the final Harkness discussion. I find that these discussions are much richer when students bring in unique sources alongside the common readings. This approach helps to better assess their ability to engage in dynamic, in-the-moment discussion and analysis.

Annotated Maps

In addition to the historical maps below, I found a page on the Asia for Educators site that gave me a great jump-start on my map analysis activities that will go with supporting question one. As my background is all history, I find the geography resources to be the most helpful.

China during Yuan & Early Ming

China in the Ming & Qing

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