High School Grade  Project 2 weeks

From Qing to Red: China Unleashed

James K
Updated
HS.H.3
HS.H.2
HS.H.1
HS.4.3
HS.G.3
+ 5 more
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Purpose

Students investigate how the Chinese Revolution from 1911 through the Cultural Revolution reshaped everyday life, power, and identity by following one family or social group across major political shifts. Using primary and secondary sources, they analyze cause and effect, continuity and change, and global interconnections, then create a visual storyboard that argues how revolution altered social roles and power structures over time. The work builds historical inquiry, collaboration, communication, and self-direction through journals, group discussion, peer critique, and revision. The learning experience culminates in a gallery exhibition for classmates, where students present their evidence-based interpretations and reflect on what changed, what endured, and why it matters.

Learning goals

Students will analyze how major events from 1911 through the Cultural Revolution changed power structures and everyday life for a specific Chinese family or social group, using primary and secondary sources to trace cause, effect, continuity, and change over time. They will apply the historical method by asking compelling questions, evaluating evidence, and building a defensible interpretation in a visual storyboard with accurate captions and sequencing. Students will communicate their thinking clearly to classmates through a gallery exhibition, use peer critique to revise their work, and reflect in journals and group discussions on how revolution reshaped identity, community, and daily life.

Standards
  • [Colorado] HS.H.3 - Analyze and evaluate key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from the Renaissance to the present.
  • [Colorado] HS.H.2 - Analyze and evaluate key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas in the United States from Reconstruction to the present.
  • [Colorado] HS.H.1 - Apply the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.
  • [Colorado] HS.4.3 - Utilize the practice of artmaking, and research historical and cultural contexts, to discern between different viewpoints, critique social problems and effect social change.
  • [Colorado] HS.G.3 - Investigate patterns of the interconnected nature of the world, its people, and places.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Students will create a role-based event tracker and source notes as they analyze how major moments from 1911 through the Cultural Revolution affected one family or social group. Throughout the project, they will produce journal reflections, annotated storyboard drafts, and peer critique checklists during pair revision sessions. By the end, each student or team will complete a visual cause-and-effect storyboard with evidence-based captions drawn from primary and secondary sources. They will present the storyboard in a gallery exhibition for classmates and submit a final reflection explaining what they learned about continuity, change, power, and identity.

Launch

Start with “Family Footprints”: each student receives a role card for a Chinese family or social group member and moves through a fast gallery walk of images, short primary-source excerpts, maps, and event cards from 1911 through the Cultural Revolution. In small groups, students place key events in sequence and discuss how each shift might change their character’s daily life, power, safety, and identity. Close with a whole-class discussion around the driving question and have students write a quick journal entry predicting which turning point most reshaped ordinary people’s lives.

Exhibition

Host an in-class gallery exhibition where students display their visual cause-and-effect storyboards around the room and present to fellow classmates acting as historians, journalists, or family descendants asking questions about continuity, change, and evidence. Structure the event as a silent gallery walk followed by short oral presentations so every student explains how political upheaval reshaped everyday life, power, and identity for their assigned family or social group. Include peer feedback stations with simple response prompts focused on historical accuracy, use of primary and secondary sources, and clarity of cause-and-effect reasoning. Close with a brief whole-class discussion and journal reflection on patterns students noticed across different storyboards from 1911 through the Cultural Revolution.