Red Scarf Girl by Ji-Li Jiang Novel Study

1. Red Scarf Girlby Ji-Li Jiang Novel Study SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century. d. Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap Forward, the Cultural Revolution, and Tiananmen Square.

2. KNOW THINK WE KNOW What was the goal of the Chinese Cultural Revolution? WANT TO KNOW Who were the Red Guards? FEELINGS RED SCARF GIRL What were the philosophies that were forbidden in Communist China? What human rights were violated during the Cultural Revolution?

3. Reader’s Punctuation • You will be given 4 sticky notes, please label each one with the following symbols. • ! • = • * • ?

4. Key for Reader’s Punctuation Symbols • (!)This is new information • (=)This information agrees with the information on the map. • (*)This information disagrees with the information on the map • (?)I have a question about this

5. Complete the analogies. Use the following words: hoard, lucky, song, eradicate, embarrass, seize, or messy 8.List the 4 Olds: 9.What is a metaphor? Describe the metaphor found on pg. 18. 10.pg. 27 refers to food shortages, which of Chairman Mao’s policies could’ve caused these food shortages? 11. Which of Mao’s policies forced farmers into steel production so that China may “catch up to England and America”? 12. Name 2 Chinese superstitions that existed before the Revolution: 13. Describe the symbolism of the red scarf on pg. 28. 14. Who was Chiang Kai-Shek?

6. DA-ZI-BAO Questions 1. What are da-zi-bao and how were they used during the Chinese Cultural Revolution? 2. Who used the da-zi-bao ? 3. Did the da-zi-bao have a positive or negative impact on Chinese society? Explain your reasoning (use 1 quote from the book, include page number). 4. How did the da-zi-bao specifically affect Ji-li’s life? Use 2 examples from the book, include page numbers. 5. When you have completed your da-zi-bao, turn them in with this worksheet and read the next chapter silently.

7. Da-Zi-Bao/Four Olds Poster In this assignment you will demonstrate your understanding of what the 'Four Olds' were and how art and language were combined by the Red Guards to advance the Great Proletariat Cultural Revolution. • You are going to make your own da-zi-bao, with a partner. • Review the chapter on ‘Four Olds’ (pages 19-37) in Red Scarf Girl for ideas, and design a poster which might have been used in the Red Guard attacks on the 'Four Olds'. • Your poster must: • Be made out of large red or white paper with black or white letters • Be written neatly and large enough to be seen from across the room. • not be aimed toward any one individual person, as they are in the novel. • Contain a protest slogan which could have been from the Cultural Revolution days in China (Think about the Red Guards’ role in protest and enforcement of the 'Four Olds' ) • Contain a quote from Chairman Mao

8. Quotations fromChairman Mao Tse-tung (Zedong) • [Our purpose is] to ensure that literature and art fit well into the whole revolutionary machine as a component part, that they operate as powerful weapons for uniting and educating the people and for attacking and destroying the enemy, and that they help the people fight the enemy with one heart and one mind. Ibid.,  p. 70. • In the world today all culture, all literature and art belong to definite classes and are geared to definite political lines. There is in fact no such thing as art for art's sake, art that stands above classes, art that is detached from or independent of politics. Proletarian literature and art are part of the whole proletarian revolutionary cause; they are, as Lenin said, cogs and wheels in the whole revolutionary machine. "Talks at the Yenan Forum on Literature and Art" (May 1942), Selected Works,  Vol. III, p. 86.* • Within the ranks of the people, democracy is correlative with centralism and freedom with discipline. They are the two opposites of a single entity, contradictory as well as united, and we should not one-sidedly emphasize one to the denial of the other. Within the ranks of the people, we cannot do without freedom, nor can we do without discipline; we cannot do without democracy, nor can we do without centralism. This unity of democracy and centralism, of freedom and discipline, constitutes our democratic centralism. Under this system, the people enjoy extensive democracy and freedom, but at the same time they have to keep within the bounds of socialist discipline. On the Correct Handling of Contradictions Among the People  (February 27, 1957), 1st pocket ed., pp. 10-11. • Communists should be the most farsighted, the most self-sacrificing, the most resolute, and the least prejudiced in sizing up situations, and should rely on the majority of the masses and win their support. "The Tasks of the Chinese Communist Party in the Period of Resistance to Japan" (May 3, 1937), Selected Works,  Vol. I, p. 274.* • We Communists are like seeds and the people are like the soil. Wherever we go, we must unite with the people, take root and blossom among them. "On the Chungking Negotiations" (October 17, 1945), Selected Works,  Vol. IV, p. 58.

9. The Great Leap Forward and The Cultural Revolution Analysis • In groups of 4, students will read two articles focusing on both The Great Leap Forward and The Cultural Revolution. • 2 students focus on The Great Leap Forward and the other 2 on The Cultural Revolution. One recorder from each pair will fill in their section of the following chart: • Once each pair has filled in their part of the chart, they must summarize their article to the other pair in their 4-person group and help them fill in their own charts. • Using your chart, write a one paragraph analysis of Chairman Mao’s leadership. Begin with a topic sentence: The leadership of Chairman Mao during the Great Leap Forward and Cultural Revolution was positive/negative (pick only one) because of its impact on the people of China. Write several detailed sentences which clearly support your position. End your paragraph with a forcefully worded, propaganda-like sentence supporting or attacking Mao.

10. Cultural Revolution Life Journal Entry • Now that you’re reading this account of life during the Cultural Revolution, you will be writing a journal entry about a particular incident recorded in Red Scarf Girl from another character’s viewpoint (not Ji-Li’s). You will choose one of the four scenes from the book listed below. Your one to two page entry should give details about the particular incident and reactions of the character to the event. • Remember that you are taking on another person’s viewpoint and your job is try to write what you imagine that person was seeing, experiencing and feeling before, during, and after the incident. • #1 Incident: Writing Da-Zi-Bao (p. 38-43) Characters: Yin Lan-lan, Zhang Jie • #2 Protest at Aunt Xi-wen’s house (p. 43-48)    Characters:Yin Lan-lan, Aunt Xi-wen • #3 Reading the Da-Zi-Bao (p. 48-51) Character: An Yi • #4 Red Successor Nomination (p. 56-59)    Characters: Teacher Gu, Du Hai

11. Vocabulary Tic Tac Toe Choose three activities in any tic-tac-toe design: horizontally, vertically, or diagonally. The vocabulary words and the definitions can be found in the glossary of Red Scarf Girl on pages 273-285.

12. The Chairman Smiles: Analyzing Poster Art of the Cultural Revolution • Poster art is a means of communicating ideas about culture and society. The Chinese posters from the following website once traveled the world as a cultural showpiece and were very influential. Today, they are valuable collector’s items. • http://www.iisg.nl/exhibitions/chairman/chnintro2.php • Think about what you see in each of these posters. Make sure to read the accompanying explanation of each poster. • Complete a notes page (like the one shown on the next slide) for each poster that you examine. • Now, spend some time browsing other posters which interest you. Think about how the subject matter, color and style of each poster were carefully used to communicate a message. • Next, you will work with a small group from your class to develop a PowerPoint presentation which uses two posters from the on line exhibit to analyze their images and message based on the following two areas: • How are the images similar to and different from what was happening in China during the Cultural Revolution? Give examples from your book, class notes, and the posters. • How were posters, their artistic styles, and subject matter used to help advance the ideas of the Cultural Revolution? • Your group will develop a script to accompany your PowerPoint presentation.

13. Go to the website below. Read the summary about Chinese Posters during the Cultural Revolution. Next, view each of the following posters on the website: #21, #26, #40, #45, #53 . Fill out a chart on each of the posters. The last two charts will be used for 2 posters of your choice, which you will analyze for your project. http://www.iisg.nl/exhibitions/chairman/chnintro2.php The Chairman Smiles:Analyzing Poster Art of the Cultural Revolution notes Poster # and Title: _______________________________

14. The Chairman Smiles:Analyzing Poster Art of the Cultural Revolution Project Rubric

15. Write the following statement and come up with your own definition of “cataclysmic”. • Nowadays historians might refer to Mao's cataclysmic policies as the Great Leap Backward, because of the staggering number of deaths that resulted from his unfulfilled fantasy.

16. Warm-up • Why was Ji-Li called a xenophile? • When Ji-Li sees her father for the first time at the theatre, what was he doing? • What did Ji-Li do with the letter that her mother gave her? • How did Bai Shan shock the class?