Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Cultural revolution and great leap forward mao policy
Cultural revolution and great leap forward mao policy
Don’t take our word for it - see why 10 million students trust us with their essay needs.
To what extent did the Red Guards control the Cultural Revolution?
Section A
The Cultural Revolution in China started in 1966 and ended on Mao Zedong’s death in 1976, on September 9th. While headed by Mao Zedong (sometimes spelled Tse-Tung), otherwise known as Chairman Mao, the Cultural Revolution contained a powerful group who called themselves the Red Guard, student activists who killed, pillaged, and destroyed “Old Fours” for Zedong. One could argue they were the drive of the Revolution.
However, the Red Guards were not the Cultural Revolution, though, neither was Mao Zedong. To what extent did the Red Guards control the Cultural Revolution?
This investigation will use memoirs (Red Scarf Girl, Life and Death in Shanghai) which are primary sources, along with historical books (The Great Cultural Revolution, China: 100 Years of China, The Cultural Revolution, and The Great Chinese Revolution 1800-1985) for the background of the Cultural Revolution. By interpreting opinions and putting them into context of the events, this investigation aims to discover how much influence the Red Guards had over the Cultural Revolution.
Section B
Before the Cultural Revolution, Mao had implemented the Great Leap Forward 1958 in the People’s Republic of China. The Great Leap Forward caused a famine with an estimated death count of 20 to 30 million (Fairbank 296). Mao had retired in 1959, and his successor, Liu Shaoqi, was a moderate President who reversed the effects of the Great Leap Forward (Esmein 34). Mao felt threatened by Liu’s success where he had failed.
Mao began to purge the Communist Party to rebuild his power (Fairbank 320). In May of 1966, students at Beijing University put up a poster that attacked the teachers (Salisbury 212...
... middle of paper ...
...n: 1800 - 1985. New York: Harper & Row, 1986. Print.
Jiang, Ji-li. Red Scarf Girl: A Memoir of the Cultural Revolution. New York, NY: HarperCollins, 1997. Print.
Langley, Andrew. The Cultural Revolution: Years of Chaos in China. Minneapolis, MN: Compass Point, 2008. Print.
Niu-Niu. No Tears for Mao: Growing up in the Cultural Revolution. Chicago, IL: Academy Chicago, 1995. Print.
Onesto, Li. "Growing Up in Revolutionary China." Revolution. RCP Publications, 12 Apr. 2009. Web. 06 Apr. 2014.
Pomfret, John. Chinese Lessons: Five Classmates and the Story of the New China. New York: H. Holt, 2006. Print.
Salisbury, Harrison E., and Jean-Claude Suarès. China: 100 Years of Revolution. New York: Holt, Rinehart, and Winston, 1983. Print.
McMurtrie, Beth. "Documenting a Nation’s Madness One Tale at a Time." The Chronicle. University of Chicago, n.d. Web. 06 Apr. 2014.
The Sun of the Revolution by Liang Heng, is intriguing and vivid, and gives us a complex and compelling perspective on Chines culture during a confusing time period. We get the opportunity to learn the story of a young man with a promising future, but an unpleasant childhood. Liang Heng was exposed to every aspect of the Cultural Revolution in China, and shares his experiences with us, since the book is written from Liang perspective, we do not have a biased opinion from an elite member in the Chinese society nor the poor we get an honest opinion from the People’s Republic of China. Liang only had the fortunate opportunity of expressing these events due his relationship with his wife, An American woman whom helps him write the book. When Liang Heng and Judy Shapiro fell in love in China during 1979, they weren’t just a rarity they were both pioneers at a time when the idea of marriages between foreigners and Chinese were still unacceptable in society.
Gittings, John. The Changing Face of China: From Mao to market. Oxford University Press, 2005.
There is no better way to learn about China's communist revolution than to live it through the eyes of an innocent child whose experiences were based on the author's first-hand experience. Readers learn how every aspect of an individual's life was changed, mostly for the worst during this time. You will also learn why and how Chairman Mao launched the revolution initially, to maintain the communist system he worked hard to create in the 1950's. As the story of Ling unfolded, I realized how it boiled down to people's struggle for existence and survival during Mao's reign, and how lucky we are to have freedom and justice in the United States; values no one should ever take for
Watch your classmates criticize your teacher; Watch your father being taken away, because of long dead relatives; watch you classmates humiliate you in front of the class; Watch yourself needing to choose between family and future; Watch yourself only watching unable to help. Unfortunate, that was the reality for Ji-Li Jiang. Red Scarf Girl is a memoir written by Ji-Li Jiang, regarding the China cultural revolution between 1966-1976. Throughout the book,Family is important in defining who people are in Red Scarf Girl.
Jonathan Spence tells his readers of how Mao Zedong was a remarkable man to say the very least. He grew up a poor farm boy from a small rural town in Shaoshan, China. Mao was originally fated to be a farmer just as his father was. It was by chance that his young wife passed away and he was permitted to continue his education which he valued so greatly. Mao matured in a China that was undergoing a threat from foreign businesses and an unruly class of young people who wanted modernization. Throughout his school years and beyond Mao watched as the nation he lived in continued to change with the immense number of youth who began to westernize. Yet in classes he learned classical Chinese literature, poems, and history. Mao also attained a thorough knowledge of the modern and Western world. This great struggle between modern and classical Chinese is what can be attributed to most of the unrest in China during this time period. His education, determination and infectious personalit...
...ear and listen. That’s why most of the Chinese youth were inspired to join the army due to the books that were sold and the song that was written just for the Red Guards army. The book’s name is “Little Red Book.” The song’s name is “Red Guard Song.” For the members, the “Red Guard Song” reminds them of their purpose of why they joined the Red Guards. To add on, two young women had wrote their own memoirs to explain what their life was when the Cultural Revolution was happening and how their life was changed when they joined the Red Guards and started to rebel against their parents and their own teachers. As they grew older, they soon realized that everything that they’ve been doing the whole entire time was wrong and regret joining the Red Guards. They realize that all these time, they were killing innocent people that clearly was doing nothing to harm the country.
Mao’s Cultural Revolution was an attempt to create a new culture for China. Through education reforms and readjustments, Mao hoped to create a new generation of Chinese people - a generation of mindless Communists. By eliminating intellectuals via the Down to the Countryside movement, Mao hoped to eliminate elements of traditional Chinese culture and create a new form Chinese culture. He knew that dumbing down the masses would give him more power so his regime would be more stable. This dramatic reform affected youth especially as they were targeted by Mao’s propaganda and influence. Drawing from his experiences as an Educated Youth who was sent down to the countryside Down to the Countryside movement, Ah Cheng wrote The King of Children to show the effects of the Cultural Revolution on education, and how they affected the meaning people found in education. In The King of Children, it is shown that the Cultural Revolution destroyed the traditional incentives for pursuing an education, and instead people found moral and ethical meaning in pursuing an education.
Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan. Cambridge, MA: Harvard University Press, 1993.
Further problems for the implementation of Great Leap Forward can be classified as unintended and intended. An unintended problem was the natural disaster, a famine, which loomed China in 9159 to 1961. This disrupted Mao's reforms because people were starving and the Great leap Forward was not succeeding was not succeeding. An intended problem was the stop of aid from the Soviet Union in its provision of finance and industrial material, namely steel, to China. It was not that Mao literally intended for such a problem to arise. Rather, it was a problem that could have prevented if Mao maintained important diplomatic ties with communism ally, Soviet Union.
The Red Guards tore up people’s houses and tortured them for being disobedient. They walked the towns in their uniforms and holding their red books ready to punish anyone who was rich, smart, attacking the revolutions, or disrespecting Chairman Mao. Even after Mao decided to stop using them, people in the low classes were still abused. I also learned that the revolution had a huge impact after it was over. The economy declined, old historic buildings were destroyed, and education was poor. Because of the large amount of youth that joined the Red Guards, they put school aside and never continued their education. Also, old historic buildings were considered Four Olds so they were vandalized and torn down. The economy declined because the workers were called into political rallys or taken in for political confession classes so often that not much work got done. Lastly, I learned how the revolution ended. The Cultural Revolution did not end until Chairman Mao died on September 9, 1976 He died from Parkinson’s disease. After his death, his wife was jailed forever because of her involvement in the revolution. Hua Guofeng and Deng Xiaoping took power after Chairman Mao’s
Son of the Revolution, an autobiographical novel by Liang Heng, shows the Cultural Revolution and other Communists Campaigns in context with how the Chinese people dealt with a Mao Communist China. Liang Heng was born in 1954 in Changsha, Central China, five years after China’s Communist Revolution. Liang Heng had parents that were considered intellectuals. His Father was a newspaper reporter and his mom was a cadre with the local police. A cadre is a militant high ranking officer like person. Liang Heng is the youngest child with two older sisters with his oldest sister being in the Red Guard for some time. Liang Heng’s mother had distant family that left for Taiwan at the founding of the People’s Republic of China in 1949. This would put a dirty stigma and social view on Liang Heng’s family for most of their lives. During the Hundred Flowers Campaign, Liang Heng’s mother was labeled a rightist because she was “asked” (forced) to say things that the Chinese Communist Party (CCP) were doing wrong (kind of like teacher evaluations) but it was all a dirty trick. After his mother was labeled a rightist, Liang Heng’s father separated from his mother before she went to be reeducated. When she returned home, Liang Heng’s father divorced her and forbid his children from seeing her to try and distance the family from being labeled a rightist. This would not work, as Liang Heng’s father would later be labeled as an intellectual and Liang Heng was given the stigma of an intellectual’s son, which, contrary to how it sounds, was not a good thing. Liang Heng loses his grandmother to famine during the Great Leap Forward. During the Cultural Revolution, Liang Heng’s family is split up and sent to the countryside. Liang Heng would eventually joi...
Yi, Mu. Crisis at Tiananmen: Reform and Reality in Modern China. San Francisco, CA: China Books & Periodicals, c1989
Kenneth G. Lieberthal (n.d)“Chinese Communist Party chairman, Mao Zedong during his last decade in power (1966–76) to renew the spirit of the Chinese Revolution” (para. 1). People lived in those periods had their worst memory in their life. Mao’s selfish attempt to get rid of his rivals in government and revive his image to the Chinese people. After it was soiled to this campaign called great leap forward. The cultural revolution started of with the campaign to cast the way for the four old’s. They are old ideas, old culture, old customs and old habits. This destroyed old arts, museum and streets were renamed with new revolutionary names and keeping the picture and name of Mao all over the place in china. Lieberthal, K. G (n.d) “He shut down China’s schools, and during the following months he encouraged Red Guards to attack all traditional values and ‘bourgeois’ things and to test party officials by publicly criticizing them” (para.4). Mao wanted to destroy religion first because, people believe more in religion and god. So, he damaged many temples, historical sculpture. The second thing he wanted to destroy was education. Because, he believed that people who are educated can have their ability to think for themselves. Lieberthal, K. G (n.d) “The movement quickly escalated; many elderly people and intellectuals were not only verbally attacked but were physically abused. Many died. The Red Guards splintered
The Great Proletarian Cultural Revolution, beginning as a campaign targeted at removing Chairman Mao Zedong's political opponents, was a time when practically every aspect of Chinese society was in pandemonium. From 1966 through 1969, Mao encouraged revolutionary committees, including the red guards, to take power from the Chinese Communist party authorities of the state. The Red Guards, the majority being young adults, rose up against their teachers, parents, and neighbors. Following Mao and his ideas, The Red Guard's main goal was to eliminate all remnants of the old culture in China. They were the 'frontline implementers' who produced havoc, used bloody force, punished supposed 'counter revolutionists', and overthrew government officials, all in order to support their 'beloved leader'.
Hsueh, Chun- tu, The Chinese Revolution of 1911: New Perspectives (Hong Kong: Joint _____Publishing Co., 1986), pp.1-15, 119-131, 139-171