Sample Lesson Plan

Author: Katherine Field
Unit: Chinese Ethnic Minorities

Class: International Relations

Lesson Name: Chinese Politburo Simulation on Uyghur Terrorism

Lesson Introduction:

This lesson is designed for high school social studies students. Students will be assigned a member of the Chinese Politburo, and will have to research this person's background, position, and political beliefs. They will also research the Uyghurs and recent terrorist actions in Xinjiang. Based on their position on the Politburo, their personality, and their background before coming to power, students will write a three-page position paper explaining how they would respond to recent terrorist acts by the Uyghurs. This will culminate in a mock-session of the Politburo, during which each student will role-play the character they were assigned. A small number of students can also make up the crisis staff, who will supply the Politburo members with news briefings, intelligence, and guest speakers. The lesson will take approximately six class days, if a school uses the block, or up to twelve if it does not. You must remain somewhat flexible, however, as the simulation may go on an additional day, depending on the intensity of the debate.

This lesson is designed to be part of a larger unit on China, with a focus on Chinese ethnic minorities. The lesson presupposes students will have a fairly strong background in Chinese history, culture, and politics. The lesson also assumes students will have a working knowledge of parliamentary procedure and some understanding of international affairs.

Goals/Standards: As a result of their activities, all students should:

Goal I: Understand major sources of tension and conflict in the contemporary world and efforts that have been made to address them (World History Standard 2D).

1. Analyze why terrorist movements have proliferated and the extent of their impact on politics and society in various countries (Evaluate the implementation of a decision).

2. Analyze causes and consequences of continuing protest and reformist economic policies in post-Mao China in the context of state authoritarianism (Analyze cause-and-effect relationships).

Goal II: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. (English Language Arts: Standard 7).

Source: http://www.ncte.org/about/over/standards/110846.htm

Objectives:

Knowledge Objectives: 1. Students will continue to learn about the Uyghurs: their relgious beliefs, lifestyles, and political aspirations. 2. Students will be able to understand the origin and scope of the tensions between the Uyghur minority and the Chinese government as well as the implications of these tensions for the rest of the world. 3. Students will explore ways to address these tensions in a realistic way.

Attitude Objectives: 1. Students will gain an appreciation for the great complexity of this issue and the international repercussions of Chinese domestic policies. 2. Students will appreciate how the Uyghurs face enormous pressure to assimilate but have been able to maintain their distinct way of life. 3. Students will draw connections between the Uyghur situation and similar situations they have studied previously (i.e. Chechnya/Russian Federation and Tibet/PRC).

Skills Objectives: 1. Students will gather information, evaluate it, and synthesize it into a sophisticated written and oral argument. 2. Students will improve their public speaking skills.

Materials: Annotated list of Sources for Politburo Simulation

Knowles, Christopher. Fodor's Exploring China. New York: Fodor's Travel Publications, 2004. (Travel guides can be very helpful. They provide information and pictures of the various geographical regions in China and show traditional costumes of various ethnic groups--the information is superficial, but is still helpful as a starting point).

Lewinski, Marcel. "China in Transition: Is Real Change Imminent?" in Great Decisions. 4 January 2003. (This article does a great job explaining how China's "Fourth Generation" of leaders differs from leaders in the past).

Minahan, James. Encyclopedia of the Stateless Nations: Ethnic and National Groups around the World, Vols 1-4. Westport: Greenwood Press, 2002. (Very thorough and reliable information on many ethnic minorities).

Suzanne Ogden. China: Global Studies. McGraw-Hill/Dushkin Company, 2004. (Excellent information on contemporary China).

www.c-c-c.org/chineseculture/minority/minority.html (contains list of all the Chinese ethnic minorities, has great pictures, information seems quite reliable).

www.cia.gov/cia/publications/factbook/ (this site is far better than an almanac because it contains the same information, but is very up-to-date).

www.encyclopedia.thefreedictionary.com/Chinese%20Communist%20Party (Good site to begin researching individual members of Chinese Politburo).

www.nationmaster.com/encyclopedia (useful website, particularly for students, contains information on virtually all Chinese ethnic minorities).

www.un.org (great source for international treaties, past UN resolutions, topics before the UN currently).

Procedure (Note: each class consists of 84 minutes) Day One:

Step #1: Initiation—Activate prior knowledge as a springboard for the activity. Discuss the Uyghur presentation completed earlier in the unit and recall the difficulties faced by this minority group. Review the effects of the "Go West" campaign on the Uyghurs (studied previously), as well as the resulting spike in Uyghur nationalism. What are the implications of Uyghur political agitation? Does this constitute terrorism or are such activities justified? Briefly compare this to other situations discussed in class, such as Chechnya. Tell students they will be forced to look at the Uyghur problem from the Chinese government's perspective. (25 minutes)

Step #2: Brief Lecture- Basic structure of the Chinese Communist Party (30 minutes).

Lecture Notes:

The Chinese Communist Party is organized by levels—village, county, province, and national. The head of the party is called the general secretary. The party has three main bodies:

1. National Party Congress—This body consists of more than 2,000 delegates chosen primarily from congresses on lower levels. It meets every five years, so it is not really important in policy-making, and usually acts as a rubber-stamp for the party leaders, although in recent years, it has acted a bit more independently. Its main importance is to elect members of the Central Committee.

2. Central Committee—This committee has about 340 members that meet together annually for about a week. They carry on the business of the National Party Congress between sessions, although their size and infrequent meetings tend to limit their power. Their meetings are called plenums. Members of the Politburo/Standing Committee are chosen from the Central Committee.

3. Politburo/Standing Committee—These most powerful political organizations are at the very top of the CCP structure. Their decisions dictate government policies. The Politburo has 24 members and the Standing Committee—chosen from the Politburo membership—has only 7. They meet in secret, and their membership reflects the balance of power among factions and the relative influence of different groups in policy-making.

Step #3: Assign roles for the Politburo Simulation- Required Roles: Hu Jintao, Wu Bangguo, Wen Jiabao, Jia Qinglin, Zeng Qinghong, Huang Ju, Wu Guanzheng, Li Changchun, Luo Gan. NOTE: if you have more students then this, you can assign additional, lower ranking members of the Politburo. You might also create a small 2-3 person "crisis team," who will work to create an emergency situation during the simulation, and will also provide news briefings and intelligence reports for the Politburo. If you do not have enough students for a crisis team, you can create a crisis yourself. (5 minutes)

Step #4: Provide students with a bibliography that they should use as a starting point for researching their assigned Politburo member (see list of sources above). At this point, you should also give students the rubric that you will use to evaluate their performance in the simulation (see Assessment section below) (5 minutes).

Step #5: Assign the article, "China in Transition: Is Real Change Imminent?" for homework (please see list of sources above). They should also research and take notes on the person they will represent in the Poltiburo Simulation (5 minutes).

Step #6: Closure- Review the difficulties faced by the Uyghurs, the resulting "terrorist" activities, and the Chinese response. Tell students to research their assigned person and to be sure to consider how their specific position, background, and political aspirations might effect how they view the Uyghur situation, as well as what they think should be done about it (12 minutes).

Day 2:

Step #1: Initiation: Tie in homework to today's lesson. Pass out a blank chart showing all of the Politburo members that were assigned yesterday, and also have a copy of the chart on the overhead. Students should take a few minutes to fill in the section on the person whom they were assigned (8 minutes).

Step #2- Once everyone has completed their section, fill out the entire chart on the overhead. Students should complete their charts from the overhead. There should be discussion and question and answer about each leader during this step (25 minutes).

Step #3- Discuss the reading, "China in Transition: Is Real Change Imminent?" Ask the following questions based on the reading: "In what ways are today's leaders of China different than the previous three generations?" (Answers: 1. the current leaders are technocrats and pragmatists, not ideologues. 2. They have no first-hand revolutionary experience. 3. Power is spread out among several leaders, not in the hands of only one, as in the days of Mao or Deng) As students answer, keep track of the good responses on the board or the overhead. Students should write this information down on the back of their chart (25 minutes).

Step #4: Assign homework: Students should continue to research Politburo member, as well as the Politburo's recent actions, particularly in regard to Uyghurs or other minority groups. Students must write a three-page position paper to be divided into three parts. Part I should be a brief explanation of the current Uyghur situation. Part II should outline the possible solutions to this situation. Part III should provide the rationale or justification for the proposed solutions. They should also write a one-minute opening speech summarizing their position and be prepared to deliver the speech in front of the opening session of the Politburo—be sure to give students these instructions in writing (5 minutes).

Step #6: Closure- Pass out the following questions and begin to discuss some of them. Be sure to tell students to consider all of these issues in forming their official position as a member of the Politburo.

1. Given the article, the chart, and our previous study of Chinese history, how do you think this "fourth generation" of leaders will respond to the Uyghurs? Will they crackdown in a “repressive” way, or will they create a more “progressive” policy?

2. What do the terms “progressive” and “repressive” mean and are they problematic in this instance?

3. Do you think the U.S. War on Terror will influence the Politburo's decision-making process?

4. Will the 2008 Olympics or China’s recent ascension to the WTO have any impact? What about oil?

5. What are other issues that might influence the Politburo?

(20 minutes)

Day 3—Research Day at Library or Computer Lab. Students should use time to research, work on position paper, or ask teacher any questions they might have. Tell students to consult the bibliography that was previously distributed in class, and also remind them to consider the questions discussed at the end of class yesterday.

Day 4:

Step #1: Pass out large placards displaying each Politburo member's name. Simulation should be run using parliamentary procedure (learned at the beginning of the course). Students should arrange desks in a semi-circle, and a dais should be placed at the front of the room. You will need a gavel and a stopwatch (5 minutes).

Step #2- Begin simulation using formal debate rules. Students raise placards to be put on the speaker's list. Once recognized, students should deliver their one-minute speech up at the dais. The speaker may yield remaining time to the chair or to another speaker, but if they do not, two members may comment on the speech (20 minutes).

Step #3- After all members have delivered their opening speeches, entertain a motion for a moderated caucus. Suspend the speaker's list and recognize students as they raise their placards. During moderated debate, students should speak from their seat instead of coming to the dais. A motion must be made to set the speaking time (generally 30-45 seconds) and the duration of the caucus (10 minutes).

Step #4- Entertain a motion for an un-moderated caucus, in which students attempt to informally negotiate and work toward compromise. Again, there must be a motion to set the duration (10 minutes).

Step #5- After the time for un-moderated caucus has expired, bang the gavel and call students to order. Open the speakers’ list and record the names of those who raise their placards on the board, or the overhead, or on a computer projected onto a screen. Students again rise to speak at the dais, this time to clarify their new positions, to promote burgeoning alliances, and to refer to a potential set of ideas being formalized in writing for the next session (15 minutes).

Step #6- Entertain a motion to recess until the next day (1 minute).

Step #7- Debrief the first day of simulation—ask them what went well and what didn't. Give suggestions for improvement and point out areas they should work on for tomorrow. Assign homework: a brief working paper (one page) to start off the day tomorrow. They may have to call or contact the classmates with whom they formed alliances in order to work on this (20 minutes).

Day 5 and maybe 6 (please note the simulation might take an additional day if you have planned a crisis--for example, you might announce that there was just a huge explosion in Urumqi and a Uyghur separatist group is suspecting of causing it--how would this news effect the proceedings?).

Step #1- Continue simulation until a formal resolution to the Uyghur situation is formed in writing (60 minutes).

Step #2- Vote on resolution (3 minutes).

Step #3- Entertain a motion to adjourn (1 minute).

Step #4- Debrief the whole simulation, particularly the resolution. Is it realistic? What are the potential problems with the resolution? (15 minutes).

Step #5- Pass out homework assignment--Respond in writing to each of the following questions/due in one week (one-page per question): 1. Do you think differently about the Uyghur situation now that you've been forced to examine it from the Chinese Government's perspective? 2. Do you think the resolution passed by our mock Politburo respects the unique religious and cultural practices of the Uyghurs? Given the resolution, will the Uyghurs be forced to assimilate or will their way of life be respected? 3. What are the international implications of this resolution? 4. Are there parallels between the Uyghur situation and the situation in Tibet or Chechnya? What are the important differences? Be sure students have the assignment in writing (4 minutes).

Assessment--Note: In this class, we have as many as seven simulations throughout the course of the semester. The rubrics for these simulations are much the same, with minor adjustments made due to the topic being debated and the specific objectives of the lesson. In this way, it is possible for both student and teacher to keep track of long-term trends. I suggest keeping a separate file for each student and putting each of the completed rubrics in the appropriate file—in this way areas of consistent weakness and areas of steady improvement will become apparent. It is also a great way to have students assess their own performance over time.

Rubric (each component is worth up to 10 points): 1. The student accurately portrays the member of the Politburo they have been assigned. Their position is clear, comprehensive, and does not contradict their leader's actual record on the issue. 2. The student speaks clearly and persuasively. Student does not use "like" or "um" excessively, does not ramble, and makes eye contact with members of the committee. 3. The student supports his or her position with a variety of reliable facts, statistics, and is able to cite previous actions by the Politburo on this or related issues. 4. Fluent use of parliamentary procedure. 5. The student's position paper is clearly and concisely written. It is an accurate representation of their assigned Politburo member's position on the issue. Their position is well supported using evidence from a variety of reliable sources. The student cites all information appropriately. 6. The student is able to skillfully move toward compromise without sacrificing fundamental aspects of their position on the Uyghur issue. 7. The student appears on the speaker's list at least twice, participates in every moderated caucus, and actively seeks to build support for their ideas during un-moderated caucuses. 8. The student makes a valuable contribution to a working paper or resolution. 9. The student's personal reflection is thorough, insightful, and clearly written. The student explores whether the Uyghurs can maintain their culture, the international ramifications of the Chinese government's policy toward the Uyghurs, and is able to make connections between the Uyghur situation and other situations previously studied in class. 10. Overall impression--The student dresses professionally, behaves with decorum, and acts diplomatically.

**Please note: Because much of the rubric is subjective, students may disagree with the grade they receive. In order to minimize this, it is important to hand out the rubric in advance, so that students are completely aware of the teacher’s expectations. You might encourage students to keep track of their own performance by filling out their own rubric. If a student disagrees with their grade, you might meet with them individually to go over both the teacher’s and the student’s rubrics to discuss specific areas where there was disagreement. It also helps to video tape the simulation. This helps the teacher grade each individual, and it also helps to show the students what they looked and sounded like. It can be a real surprise to see oneself on tape, and it helps students improve body language and public speaking skills. You must have students and parents sign a form giving you permission to videotape, however.

Extension Activities: As an enrichment activity, I suggest taking students to a model United Nations conference. There are numerous conferences of varying levels of competitiveness, expense, and duration around the state and the country that are very beneficial for students. It forces them to think globally, act professionally, and consider viewpoints other than their own.

**Now that students have learned about the Chinese government’s perspective on the Uyghurs, I suggest following up this lesson with one that presents the Uyghur side of the story.