thursday (8/1) morning readings

[Anonymous]

I have pondered the subject of Communism quite a bit. The written works are like any ideology "theoretical statements not grounded in experience" They are based on the hope that change will lead to a perfect society where there is no suffering. Two instances where I was able talk to someone who had actually experienced living in a Communist state come to mind. The first one is a Chinese friend who now works for the World Bank and was recruited by Harvard in China to help put together a demographic and census study of existing population in rural China. Her parents, both educated doctors, experienced having their land, possessions and professions taken away from them when the Communist Party took over. My friend remembers this as a period when her parents were submitted to much less work than they were prepared to offer to society. It was a humiliating experience. The second instance was a long conversation with a man who had lived in Cuba, had very little education, and viewed the security that Communism brought to those less ambitious as an improvement. The article addresses the poor peasant whose life improves after the Party provides this security. I would not discount that capitalism can produce intense suffering and pain if the rich choose not to help the poor and less fortunate; however, suppressing intelligence, hard work, inventiveness, and drive can be just as counter productive. In both systems, which side of the fence you are born into potentially determines your fate.

[Anonymous]

Those are two great examples. I agree - our status in life has a profound effect on our viewpoint in politics. That is not to say that poor person will always choose socialism or a rich person will always look for ways to hold on to their wealth. But, in general, it is fair to expect this.

[Anonymous]

NSC Report 68 summed up the situation in which the United States found itself very succinctly. I believe the average high school student might be a bit challenged, but with the proper guidance he or she could come to understand the document. I would use role-playing to teach this concept. One student would represent the Soviets and another the US. Other students might represent second and third world nations and even the UN. A few minutes and then switch. This would introduce a subtle element of repetition which would reinforce the material.

[Anonymous]

Liu Shaoqi's admonitions to communists makes use of positive reinforcement to counteract some of the bullying he has detected in the communist ranks. Praise in public; reprove in private: PIP RIP. Once again, role playing would be an effective way to present this material to a class. Once the material is clarified, roles can be assigned and rotated. It certainly helps students to understand the stated communist methods favored by this leading Chinese communist general.

[Anonymous]

Never say never. I have heard predictions that China will be democratic in about 25 years.

[Anonymous]

What an amazing primary source document to use with students. These 4 pages succinctly present the changes in global political alignment and conveys the imperative for US involvement in the world stage. It raises issues ripe for discussion six decades after its publication.

'The Kremlin regards the US as the only major threat to the achievement of its fundamental design. ...the idea of slavery under the grim oligarchy of the Kremlin.'
So we had to become powerful on the world stage to preserve freedom on our planet. It was a moral imperative.
The word slavery certainly is charged-how does this document fit in with Brown v Board of Ed and other domestic civil rights activities at same time?

'...the free society tolerates those within it who would use their freedom to destroy it.' Really? Tell that to Bradley Manning and Edward Snowden. NSA surveillance, no fly lists... Is this true today about tolerating those who would use their freedom to destroy our society? Was it really true then? What was going on, albeit in a different technological age, that might have proven this statement false? Is it just 9/11 that changed our perspective on security v liberty, or is it merely public now?

'For the breadth of freedom cannot be tolerated in a society which has come under the domination of ...a group...with a will to absolute power...'
Hmmm...tea party anyone? My religious beliefs trump your right to freedom? My will to absolute power is anointed by God, if I don't seek this absolute power then I am not doing God's will on earth to save folks from the tribulation.
I'd love to have this discussion with teenagers. Bring in Calvary Chapel pastors, Unitarian ministers, and anyone else from faith or aethist communities to discuss this idea.

[Anonymous]

Here's the link.

[Anonymous]

The impression that I got from the comic strip from April 23, 1976 is that translation is interpreting rather reproducing information. This reminds movie of a scene in the film Lost in Translation where Bill Murray and the translator are scolded by a Japanese director for about 15 seconds and his interpreter translates that as "use more intensity". Bill Murray skeptically replies, "is that everything? It looks like he said quite a bit more than that."

[Anonymous]

The sources from China seem to be supportive of the regime whereas the sources from the United States are blatantly critical of the communist government. That is to be expected. It seems as if the communist government is simply afraid of losing their monopoly of power. The freedom to openly question governmental actions is a threat to anyone's long time power. Deng Xiaoping seems to go for a cultural argument which emphasizes harmony and that an open marketplace of ideas disrupts that harmony.

Deng Xiaoping, however, does make a good point in comparing the suppression of student protests in the United States. Unfortunately for the United States, the suppression of student protests sent a message of hypocrisy to China.

[Anonymous]

I get the distinct impression that Liu Shaoqi was more concerned with preserving the power of the Communist Party than for the well-being of Chinese citizens. I would love to use this source for the students to analyze. I would have the students speculate on Liu Shaoqi's motivations and have them back up their opinions with evidence. This would be a great exercise in teaching them about citing sources in a primary source.

[Anonymous]

I saw that the Rape of Nanjing was part of our state stamdards so I researched the topic on my own. I was absolutely horrified. The pictures were terrible, something I could never show. I found even quickly talking about the subject with students uncomfortable. How in depth should a teacher get with high school students on this subject?
I also have been told that the Japanese are not taught about this in school. I'm not sure if that is true or not.

[Anonymous]

In US history we review the 1920s movement "America for Americans" it is interesting that around the same time there is a movement in China similarly referred to as "China for Chinese". Both movements were fueled by a deep discontent with foreigners and their cultural and political influence within the given country. This ia a great opportunity to illustrate that many conflicts and trials we experience here in the U.S. are also experienced by others a world away. This allows us to narrow the gap of looking at others as though they are so different that they are incapable of relating to us. Another great comparison brought up in class was the Chinese Civil War wherein they lost more people than any other Civil War. Also you could ask your students to explain how Mao Zeadong "political power comes from the barrel of gun" relates to Roosevelt's "Speak Softly, but carry a big stick". If you have more suggestions I'd love to hear them.

[Anonymous]

It was interesting to be reminded of the significant impact that the Treaty of Versailles had on East Asia. We're all familiar with the European impact of the treaty, however, I think we tend to overlook the significant effect it also had on East Asian politics as well. Particularly, in regard to China feeling slighted by Japan.

[Anonymous]

How interesting that the main party membership of the Nationalist Party consisted primarily of teachers. I wonder if this is tied to an idealistic progressive mind set or more pragmatic issues related to the teaching profession itself. That is also in direct contrast to the Communist Party relying on the peasantry for support.

[Anonymous]

For me two items stand out from this mornings' presentation in regard to Mao and the Civil War period. His understanding that "Power Comes from the Barrel of the Gun" and his realization that the core of the Communist Party support needed to come from the peasantry.

[Author]

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