1. Who was Mao Zedong
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mao_zedong_worksheet.pdf | |
File Size: | 118 kb |
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2. Where is China?
1. Revising your geography skills? Play the games below. We'll play as a class. After each game, wait for the class to finish and we can compare scores.
2. Label the map below with the provinces of China and the countries surrounding them.
3. Below is a map of China during the increasing influence of the Kuomintang. In one paragraph, describe the differences between China then and now.
image source: wikicommons
3. Meet the leaders.
Sun Yat Sen: Founder of the Kuomintang
image source: wikicommons
“The principles which I have held in promoting the Chinese revolution were in some cases copied from our traditional ideals, in other cases modelled on European theory and experience and in still others formulated according to original and self-developed theories. They are described as follows:
l. The principle of nationalism Revelations of Chinese history prove that the Chinese as a people are independent in spirit and in conduct. Upon this legacy is based my principle of nationalism, and where necessary, I have developed it and amplified and improved upon it. This is our nationalistic policy toward races within our national boundaries. Externally, we should strive to maintain independence in the family of nations, and to spread our indigenous civilisation as well as to enrich it by absorbing what is best in world civilisation, with the hope that we may forge ahead with other nations towards the goal of ideal brotherhood. 2. The principle of Democracy Since we have had only ideas about popular rights, and no democratic system has been evolved, we have to go to Europe and America for a republican form of government. There some countries have become republics and others have adopted constitutional monarchism, under which royal power has shrunk in the face of the rising demand for popular rights. All through my revolutionary career I have held the view that China must be made a republic. While a constitutional monarchy may not arouse deep resentment in other countries and can maintain itself for the time being, it will be an impossibility in China. This is from a historical point of view. If a republican government is adopted, there will be no contention. A constitution must be adopted to ensure good government. The true meaning of constitutionalism was discovered by Montesquieu. The threefold separation of the legislative, judicial, and executive powers as advocated by him was accepted in every constitutional country in Europe. 3. The principle of Livelihood. With the invention of modern machines, the phenomenon of uneven distribution of wealth in the West has become all the more marked. On my tour of Europe and America, I saw with my own eyes the instability of their economic structure and the deep concern of their leaders in groping for a solution. I felt that, although the disparity of wealth under our economic organisation is not as great as in the West, the difference is only in degree, not in character. The situation will become more acute when the West extends its economic influence to China. We must form plans beforehand in order to cope with the situation. After comparing various schools of economic thought, I have come to the realization that the principle of state ownership is most profound, reliable and practical. I have therefore decided to enforce the principle of the people’s livelihood simultaneously with the principles of nationalism and democracy, with the hope to achieve our political objective and nip economic unrest in the bud.” Writing in his 1923 book Fundamentals of National Reconstruction, Sun Yixian (Sun Yat-sen) offers a brief account of his Three Principles |
Mao Zedong: Founder of the CCP
image source: wikicommons
“My first point concerns the well-being of the masses. Our central task at present is to mobilise the broad masses to take part in the revolutionary war, overthrow imperialism and the Guomindang by means of such war, spread the revolution throughout the country and drive imperialism out of China. Anyone who does not attach enough importance to this central task is not a good revolutionary cadre.
If our comrades really comprehend this task and understand that the revolution must at all costs be spread throughout the country, then they should in no way neglect or underestimate the question of the immediate interests, the well-being, of the broad masses. For the revolutionary war is a war of the masses; it can be waged only by mobilising the masses and relying on them. If we only mobilise the people to carry on the war and do nothing else, can we succeed in defeating the enemy? Of course not. If we want to win, we must do a great deal more. We must lead the peasants’ struggle for land and distribute the land to them, heighten their labour enthusiasm and increase agricultural production, safeguard the interests of the workers, establish co-operatives, develop trade with outside areas and solve the problems facing the masses – food, shelter and clothing, fuel, rice, cooking oil and salt, sickness and hygiene, and marriage. In short, all the practical problems in the masses’ everyday life should claim our attention. If we attend to these problems, solve them and satisfy the needs of the masses, we shall really become organisers of the well-being of the masses, and they will truly rally round us and give us their warm support. Comrades, we will then be able to arouse them to take part in the revolutionary war. Here is the kind of thing we have found among some of our cadres. They talk only about expanding the Red Army, enlarging the transport corps, collecting the land tax and selling bonds… For instance, there was a time when the Tingchow Municipal Government concerned itself only with the expansion of the Red Army and with mobilisation for the transport corps – and paid not the slightest attention to the well-being of the masses. The problems facing the people of Tingchow city were that they had no firewood, no salt was on sale because the capitalists were hoarding it, some people had no houses to live in and rice was both scarce and dear. These were practical problems for the masses of the people of Tingchow and they eagerly looked to us for help in solving them. But the Tingchow Municipal Government did not discuss any of these matters. That is why when the new workers’ and peasants’ representative council was elected in the city, a hundred or more representatives were unwilling to attend after the first few council meetings had discussed only the expansion of the Red Army and mobilisation for the transport corps, entirely ignoring the well-being of the masses, so that the council was unable to go on meeting. The result was that very little was achieved in regard to the expansion of the Red Army and mobilisation for the transport corps. That was one kind of situation. I earnestly suggest to this congress that we pay close attention to the well-being of the masses, from the problems of land and labour to those of fuel, rice, cooking oil and salt. The women want to learn ploughing and harrowing. Whom can we get to teach them? The children want to go to school. Have we set up primary schools? The wooden bridge over there is too narrow and people may fall off. Should we not repair it? Many people suffer from boils and other ailments. What are we going to do about it? All such problems concerning the well-being of the masses should be placed on our agenda. We should discuss them, adopt and carry out decisions and check up on the results. We should convince the masses that we represent their interests – that our lives are intimately bound up with theirs.” Writing in January 1934, a few months before the Long March, Mao Zedong urges CCP leaders not to becoming fixed on revolution without being concerned about the ‘well being of the masses’ |
4. Timeline of events
From the links provided below, in your groups make a timeline of key events that shaped the rise of communism in China. You can choose the events that you would like to include in the timeline. But you must state why you've included them.
5. Source Analysis
We will be doing a source analysis of some historical artefacts. You will learn here, how to evaluate an artefacts using an OPVL (Origins, Purpose, Value, Limitations) chart.
Example from "MYP WORLD HISTORY" <http://408441449422466860.weebly.com/>
Dein Vaterland ist in Gefahr, melde dich!
Dein Vaterland ist in Gefahr, melde dich! is a propaganda poster drawn by Lucien Zabel and was published by Dinse & Eckert in Berlin in 1918. The purpose of this document is to represent a german soldier who is holding a grenade in one hand and a rifle in the other. In the background there is a barbed wire fence and flames. The reason for this poster is to convince civilians to enlist in the army. Germany realized that the only way to fight World War 1 was with the commoners of the country. Therefore, Germany was working on posters to influence civilians to enlist in the army. The poster has the slogan, "Your Fatherland is in danger, register!" The poster attempts to target the moral goodness of men in Germany by going after the fact that men feel the need to protect their Fatherland. Moreover, the poster shows a endangered picture of Germany in the background of a soldier. So it seems like the poster is trying to convince men of their duty to protect their Fatherland and the only way to do this is by enlisting into the army. A value of this source is that it shows how many countries at this time were increasing their propaganda posters to get commoners to join the fighting force because they knew how essential this was for being successful in World War 1. Also it shows how Germany attempted to target its citizens to join the army. A limitation of this source is that it is drawing which is filled with biases to influence one to join the fight. It is not historically accurate for certain aspects are exaggerated to please the purpose of the poster. |
The OPVL
Origin is where the source comes from: author/artist, date it was written/finished, which country the author/artist was born in, where the source was actually produced, in which media (newspaper, book, letter, etc) it is presented.
Purpose is where you have to put yourself in the author/artist's shoes. What do you think they were trying to communicate to readers? What ideas/feelings were they trying to express/evoke? (The purpose is especially important when it comes to pieces of propaganda as sources).
Value is how valuable this source is. Basically it's linked to the amount of bias in the source..the more bias = the less valuable (usually). Primary sources are obviously more valuable than secondary/tertiary ones. Oh and obviously if you're doing something on Hitler's feelings towards Jews, a diary entry from him would be more valuable than a historian's account of how he felt.
Limitations is also linked to bias, each source will be at least a little biased and thus they are limited by that. If the source has been translated from the original (eg. Hitler's diary entry was translated into English by a historian and you're using the historian's book as a source) then the language difference will be another source of inaccuracy and a limitation.
Purpose is where you have to put yourself in the author/artist's shoes. What do you think they were trying to communicate to readers? What ideas/feelings were they trying to express/evoke? (The purpose is especially important when it comes to pieces of propaganda as sources).
Value is how valuable this source is. Basically it's linked to the amount of bias in the source..the more bias = the less valuable (usually). Primary sources are obviously more valuable than secondary/tertiary ones. Oh and obviously if you're doing something on Hitler's feelings towards Jews, a diary entry from him would be more valuable than a historian's account of how he felt.
Limitations is also linked to bias, each source will be at least a little biased and thus they are limited by that. If the source has been translated from the original (eg. Hitler's diary entry was translated into English by a historian and you're using the historian's book as a source) then the language difference will be another source of inaccuracy and a limitation.
Source of text above: http://www.taylormccarey.com/opvl.html
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6. Cultural Revolution
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Cultural Revolution Student Copy | |
File Size: | 200 kb |
File Type: |
Mao's purge of the impure
source: http://www.pbslearningmedia.org/resource/fyr14.socst.world.tsai/cultural-revolution-in-china-purge-of-the-impure/
Click the image for the video
Mass murder, imprisonment, torture, humiliation, and property seizure: This is only a sampling of the horrible consequences of China’s Cultural Revolution, which affected millions of people. In 1966, in an effort to reassert his power over China’s government and prevent the country from veering down “the capitalist road,” Mao Zedong, chairman of the Communist Party of China, unleashed the Great Proletarian Cultural Revolution. Rather than enforcing communism and Maoist orthodoxy within the Party as it intended to do, the Cultural Revolution caused many citizens to lose faith in their government altogether.
The Cultural Revolution was Mao’s attempt at recovering from the failure of his imposed series of social experiments known as the “Great Leap Forward.” During this time, Mao launched mass mobilization of labor to improve agricultural and industrial production in hopes of turning China into a modern industrialized force. He also set an aggressive goal of doubling the production of food and steel within one year. But the result of Mao’s policies was less than a success. The country suffered from a massive decline in agricultural output, leading to famine and death for millions of people. Consequently, the Great Leap was abandoned, and Mao’s power and prestige within the Communist Party were weakened.
In an attempt to reassert his diminishing authority, Mao launched the Cultural Revolution, which called on citizens, particularly the nation’s youth, to help purge the country of “impure” elements and revive the very revolutionary spirit that resulted in the formation of the People’s Republic of China. Mao feared the current Communist leaders were steering the Party in the wrong direction and that the developing privileged class of intellectuals (including engineers, scientists, professors, etc.) was acquiring a threatening amount of power. His dream was to emphasize ideological purity over expertise and create a classless society composed of peasants, workers, and educated people working together in full support of him.
His strategy was to attack the “Four Olds:” habits, ideas, customs, and culture. Schools and hospitals were closed; factories and offices were in chaos; libraries and museums were pillaged. Mao called on students to carry out his mission of purification, encouraging them to question all authority. Students formed paramilitary groups called Red Guards who criticized, harassed, and attacked members of the population Mao deemed untrustworthy—primarily elders and intellectuals. It wasn’t long until separate units of Red Guards began fighting one another, igniting social anarchy and threatening China’s very existence.
The exact end of the Cultural Revolution is debated, but the chaos was dampened when Mao’s successor, Lin Biao, died and China’s premier, Zhou Enlai, came to power in 1971. Although he had originally been a supporter of Mao, Zhou soon realized the Cultural Revolution had spiraled out of control. In an attempt to restore normalcy, he reopened schools and reinstated many former officials to power. Mao and Zhou both suffered from poor health and in turn supported Deng Xiaoping (who had previously been “purged” in the Cultural Revolution) to succeed them. Deng would come to hold political power in China for about 20 years. Mao died in September 1976, and his death signified to many the official end of the Cultural Revolution and a shift of focus toward stability and prosperity across the country.
source: http://www.pbslearningmedia.org/resource/fyr14.socst.world.tsai/cultural-revolution-in-china-purge-of-the-impure/
Click the image for the video
Mass murder, imprisonment, torture, humiliation, and property seizure: This is only a sampling of the horrible consequences of China’s Cultural Revolution, which affected millions of people. In 1966, in an effort to reassert his power over China’s government and prevent the country from veering down “the capitalist road,” Mao Zedong, chairman of the Communist Party of China, unleashed the Great Proletarian Cultural Revolution. Rather than enforcing communism and Maoist orthodoxy within the Party as it intended to do, the Cultural Revolution caused many citizens to lose faith in their government altogether.
The Cultural Revolution was Mao’s attempt at recovering from the failure of his imposed series of social experiments known as the “Great Leap Forward.” During this time, Mao launched mass mobilization of labor to improve agricultural and industrial production in hopes of turning China into a modern industrialized force. He also set an aggressive goal of doubling the production of food and steel within one year. But the result of Mao’s policies was less than a success. The country suffered from a massive decline in agricultural output, leading to famine and death for millions of people. Consequently, the Great Leap was abandoned, and Mao’s power and prestige within the Communist Party were weakened.
In an attempt to reassert his diminishing authority, Mao launched the Cultural Revolution, which called on citizens, particularly the nation’s youth, to help purge the country of “impure” elements and revive the very revolutionary spirit that resulted in the formation of the People’s Republic of China. Mao feared the current Communist leaders were steering the Party in the wrong direction and that the developing privileged class of intellectuals (including engineers, scientists, professors, etc.) was acquiring a threatening amount of power. His dream was to emphasize ideological purity over expertise and create a classless society composed of peasants, workers, and educated people working together in full support of him.
His strategy was to attack the “Four Olds:” habits, ideas, customs, and culture. Schools and hospitals were closed; factories and offices were in chaos; libraries and museums were pillaged. Mao called on students to carry out his mission of purification, encouraging them to question all authority. Students formed paramilitary groups called Red Guards who criticized, harassed, and attacked members of the population Mao deemed untrustworthy—primarily elders and intellectuals. It wasn’t long until separate units of Red Guards began fighting one another, igniting social anarchy and threatening China’s very existence.
The exact end of the Cultural Revolution is debated, but the chaos was dampened when Mao’s successor, Lin Biao, died and China’s premier, Zhou Enlai, came to power in 1971. Although he had originally been a supporter of Mao, Zhou soon realized the Cultural Revolution had spiraled out of control. In an attempt to restore normalcy, he reopened schools and reinstated many former officials to power. Mao and Zhou both suffered from poor health and in turn supported Deng Xiaoping (who had previously been “purged” in the Cultural Revolution) to succeed them. Deng would come to hold political power in China for about 20 years. Mao died in September 1976, and his death signified to many the official end of the Cultural Revolution and a shift of focus toward stability and prosperity across the country.
7. The Cultural Revolution Source Analysis
Mao is viewed in several different ways by historians, but most of the views can be summed up as being either Mao as a pragmatic leader, or as one driven by ideology.
Keywords
Pragmatic - dealing with things realistically in a way that is based on practical rather than theoretical considerations.
Ideology - Ideas on the way people should live and the way society should work
Task 1.
1. Copy the keywords above into your books
2. Look through the reasons listed (a-e) on your worksheet as causes of the Cultural Revolution.
a. Underline anything that you would consider a pragmatic reason for the Revolution. Explain why around the text.
b. Circle anything that you would consider an ideological reason for the Revolution. Explain why around the text.
3. Why did the Cultural Revolution take place? Use evidence you have circled/underlined to support your argument.
Task 2.
1. Look at Source 1: What does this source describe as happening to some educators & teachers during the Cultural Revolution?
2. Look at Source 2: What is the message of this source? Use details from the source and your own knowledge to fully explain your ideas.
3. Look at Source 2: What are the values and limitations of this source to a historian studying the Cultural Revolution?
(tip - Remember to consider Content, Origin, Purpose, Tone, Audience)
1. Copy the keywords above into your books
2. Look through the reasons listed (a-e) on your worksheet as causes of the Cultural Revolution.
a. Underline anything that you would consider a pragmatic reason for the Revolution. Explain why around the text.
b. Circle anything that you would consider an ideological reason for the Revolution. Explain why around the text.
3. Why did the Cultural Revolution take place? Use evidence you have circled/underlined to support your argument.
Task 2.
1. Look at Source 1: What does this source describe as happening to some educators & teachers during the Cultural Revolution?
2. Look at Source 2: What is the message of this source? Use details from the source and your own knowledge to fully explain your ideas.
3. Look at Source 2: What are the values and limitations of this source to a historian studying the Cultural Revolution?
(tip - Remember to consider Content, Origin, Purpose, Tone, Audience)
8. Why has China been criticised for it's human rights record?
What is censorship?
Task
Click for images
Look at the cartoon you have been given
-What does it mean?
-Which bits of the image explain it?
-What does the word censorship mean?
-Can you think of any examples?
The Universal declaration of Human Rights
Task
Click for document
Which parts support the right to;
freedom of belief,
freedom of opinion and
freedom of expression.
Do any Articles deal with the right to information?
Circle what you think is most relevant and explain why around the outside.
Task
Click for Poems
What is this poem trying to say?
Which parts suggest this to you?
What emotions does this poem create in you?
What is this poem’s message?
Do you agree with the message?
Questions
1. Should freedom be absolute?
2. What links can you make between the poem and human rights? Tip – Use the Declaration of Human Rights Document to help you!
Task
Click for cartoon sheet
Take the cartoon sheets you have been given –
Illustrate what your poem means.
Make them look nice, you will be explaining them later!
-What methods of censorship have you considered?
-Are any methods of censorship ever justified? Why?
Task
Click for images
Look at the cartoon you have been given
-What does it mean?
-Which bits of the image explain it?
-What does the word censorship mean?
-Can you think of any examples?
The Universal declaration of Human Rights
Task
Click for document
Which parts support the right to;
freedom of belief,
freedom of opinion and
freedom of expression.
Do any Articles deal with the right to information?
Circle what you think is most relevant and explain why around the outside.
Task
Click for Poems
What is this poem trying to say?
Which parts suggest this to you?
What emotions does this poem create in you?
What is this poem’s message?
Do you agree with the message?
Questions
1. Should freedom be absolute?
2. What links can you make between the poem and human rights? Tip – Use the Declaration of Human Rights Document to help you!
Task
Click for cartoon sheet
Take the cartoon sheets you have been given –
Illustrate what your poem means.
Make them look nice, you will be explaining them later!
-What methods of censorship have you considered?
-Are any methods of censorship ever justified? Why?
9. Who has the worse human rights' record?
Continuing on with the issue of human rights in China and how it relates to us? Should we be worried? Are there worse countries out there?
Task 1: Read the following sources and discuss them 1 person in each group will become the expert on the source and teach it to the others.
Consider what happened and what the government's argument was for each case.
Task 2: Choose one of the topics that have been discussed in task 1.
Task 1: Read the following sources and discuss them 1 person in each group will become the expert on the source and teach it to the others.
Consider what happened and what the government's argument was for each case.
- censorship (internet or media)
- crackdown on protestors
- violence against women
- Religious discrimination
Task 2: Choose one of the topics that have been discussed in task 1.
- Research that topic in other countries around the world. Is China the worst? Which countries have done similar things? Can these actions be justified? How did the government of that country justify their actions?
- Collect all the information and create a mind map to answer the question, "Is China the worst at ________?"
10. Pollution in China?
The next modern issue that we will look at in China is the challenges of development vs environmental sustainability.
China has been both criticised and praised for its environmental policies over the past 20 years. As China's economy has changed from agriculture to industrial production in the latter part of the 20th Century, the byproducts of that change have been the shocking pollution that often catches our attention. Many individuals and businesses are moving from Capital cities like Beijing solely because of the pollution that is created by industrialisation and the burning of fossil fuels to create energy.
However, many are taking notice now of China's move towards renewable energy production. China is the biggest investor in the world in renewable energy, be that through ventures like the Three Gorges Dam or using solar and wind power. The Chinese government has made it clear that they understand that energy production is vital for the sustainability and development of the nation, and that production should come from renewable sources.
How should we judge China's impact on the environment?
China has been both criticised and praised for its environmental policies over the past 20 years. As China's economy has changed from agriculture to industrial production in the latter part of the 20th Century, the byproducts of that change have been the shocking pollution that often catches our attention. Many individuals and businesses are moving from Capital cities like Beijing solely because of the pollution that is created by industrialisation and the burning of fossil fuels to create energy.
However, many are taking notice now of China's move towards renewable energy production. China is the biggest investor in the world in renewable energy, be that through ventures like the Three Gorges Dam or using solar and wind power. The Chinese government has made it clear that they understand that energy production is vital for the sustainability and development of the nation, and that production should come from renewable sources.
How should we judge China's impact on the environment?
y9_pollution_cards.pdf | |
File Size: | 15 kb |
File Type: |
Task 1: Types of pollution
From your knowledge, put the pollution issues in order of most important/pressing to least.
Task 2: Definitions
Create a photo essay like the one above done by Sean Gallagher about China. The photo essay should include the positive and negative aspects of China's efforts towards the environment. Each topic below should have a picture to represent a positive effort and another picture to represent the negative impact.
Each picture should include a brief description of the picture, a statement about the relevance of the picture to the topic above, and a statement of evidence from a separate source to support your statement of relevance. The folder below should be able to help provide you with a considerable amount of information for evidence.
Folder for articles
You will be marked according to criterion D for this task.
1 - 2: Begins to identify connections between information to make simple arguments
3 - 4: Summarizes information to make some adequate arguments
5 - 6: Summarizes information in order to make usually valid arguments
7 - 8: Summarizes information to make consistent, well-supported arguments
From your knowledge, put the pollution issues in order of most important/pressing to least.
Task 2: Definitions
Create a photo essay like the one above done by Sean Gallagher about China. The photo essay should include the positive and negative aspects of China's efforts towards the environment. Each topic below should have a picture to represent a positive effort and another picture to represent the negative impact.
- Global warming
- Acid rain
- landfills
- coal power plant
- deforestation
- desertification
- hydroelectric dams
- electronic waste
- contamination
- algae bloom
- greenhouse gases and/or ozone
- air pollution (nitrogen oxide, sulphur dioxide, particulate matter)
- water diversion
- poaching
Each picture should include a brief description of the picture, a statement about the relevance of the picture to the topic above, and a statement of evidence from a separate source to support your statement of relevance. The folder below should be able to help provide you with a considerable amount of information for evidence.
Folder for articles
You will be marked according to criterion D for this task.
1 - 2: Begins to identify connections between information to make simple arguments
3 - 4: Summarizes information to make some adequate arguments
5 - 6: Summarizes information in order to make usually valid arguments
7 - 8: Summarizes information to make consistent, well-supported arguments
Task 3: Critical analysis (Future optional activity)
Folder for articles
You should choose in your groups one of the issue folders. Each has a range of articles in them. Make sure to delegate the readings appropriately so that every gets a chance to contribute. Use the articles to collect information to complete the table below. Quote directly from the articles where it is relevant, but only if you are also explaining the quotes!
Task
“How can we judge China’s environmental impact?”
Positives | Criticisms
1
2
3
....
You are tasked with writing and formatting a formal article answering the question to be presented to the United Nations.
This should contain;
-Clear judgements
-Evidence
Folder for articles
You should choose in your groups one of the issue folders. Each has a range of articles in them. Make sure to delegate the readings appropriately so that every gets a chance to contribute. Use the articles to collect information to complete the table below. Quote directly from the articles where it is relevant, but only if you are also explaining the quotes!
Task
“How can we judge China’s environmental impact?”
Positives | Criticisms
1
2
3
....
You are tasked with writing and formatting a formal article answering the question to be presented to the United Nations.
This should contain;
-Clear judgements
-Evidence
China on the world stage:Over the past 20 years, China's development has made other countries nervous. This development has focused on areas like resource acquisition, energy, military modernization, human rights and trade. Each area has different arguments for or against the actions of China. You must try to evaluate each by searching for the perspectives of the Western countries or China under each of the focal areas.
The visual planner that you will complete below is to help you organise the perspectives and prepare for the final assessment. Fill it in in groups in today's lesson. Each box needs to be filled in by searching news articles from a range of sources. Keyword searches in Google's "News" tab will be most helpful. You probably won't need to read much more than the headlines but summarise the key point of the news story into a simplified understanding of the perspective China / Western countries hold(s). |
image source:http://www.studyinchina.com.my/web/uploads/337.jpg
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perspectives_of_china_on_the_world_stage.pdf | |
File Size: | 20 kb |
File Type: |
China unit assessment
assessment_task_2016-17.docx | |
File Size: | 515 kb |
File Type: | docx |