Competing National Stories in Tibet

Janet Frazer

PART I: INTRODUCTION

Teenagers in the United States today have usually heard of Tibet and have a vague sympathy for that exotic land, based on recent popular movies and the Free Tibet campaigns in the media. They do not usually have the opportunity to examine the complexities in conflicts around the world, even though an awareness of the various perspectives and of the way in which nations construct national histories would enhance their understanding of conflict in many places (Israel, for example). Nationalism is an essential theme of nineteenth and twentieth century world or regional history courses. This unit is designed for high school students in a World History or East Asia course. Of course more time would be nice, but I envision three to five days to complete these activities.

GOALS

National Standards in World History
Standards 2 and 3. The 20th Century Since 1945: Promises and Paradoxes: the search for community, stability and peace in an interdependent world and major global trends since 1945

Students should be able to assess the role of national stories in the justification of each nation's goals.
Students should be able to assess the role of human rights in the conflict between China and Tibet.

www.educationworld.com/standards/national/soc_sci/world_history/5_12.shtml#nss~wh.5~12.5.

Georgraphy Standards
The World in Spatial Terms. Places and Regions

Students will know the location of places, geographic features and patterns of the environment and will identify the way human decisions are influenced by a mental map of an area
Students will understand ways in which regions are interconnected (trade, culture, watersheds,etc.) and the factors which contribute to the dynamic nature of the region

OBJECTIVES

To compare and contrast the historical narratives of Tibet according to Chinese and Tibetan publications. (Cognitive)
To identify the source of historical narratives and to recognize the perspective in various national publications. (Pyschomotor)
To identify the issues and problems between China and Tibet. (Cognitive)
To identify the factors (historical, global, economic, cultural, political) that contribute to the problems. (Cognitive)
To assess the effect of competing national stories on efforts to reconcile problems. (Psychomotor)
To be aware of other competing national narratives, e.g. Israel and Palestine. (Cognitive)
To formulate alternative positions to those held by the two groups at this time. (Psychomotor)
To identify the location of places, geographic features and patterns of the environment and the way human decisions are influenced by a mental map of an area.
To explain the ways in which these regions are interconnected (trade, culture, watersheds,etc.) and the factors which contribute to the dynamic nature of the region.

PART II: RESOURCES

TEACHING TOOLS

Chalk and Chalkboard
Computers for every two students
Collection of National Geographic magazines
Blank outline maps of China (and Tibet) for every student
Copies of the adapted Written Document Analysis Worksheet for every student (also available at the National Archives and Records Administration online)

STUDENT MATERIALS

"China: A Country Study". Library of Congress (online)

http://lcweb2.loc.gov/frd/cs/cntoc.html. 7/20/02.

"China-Ethnolinguistic Groups". Perry-Castaneda Library Map Collection (online).

http://www.old.lib.utexas.edu/maps/middle_east_and_asia/china_ethnolinguistic_83.jpg

"Tibet and China: Two Distinct Views". Independent Tibet Movement (online)

http://www.rangzen.org/history/views.htm 11/08/02.

"Tibet: Its Ownership and Human Rights Issues". Embassy of the People's Republic of China in the United States of America. (online)

http://www.chinaguide.org/e-white/tibet/index.htm 7/21/02.

"Tibetans. National Geographic. Washington, DC: The National Geographic Society, 2002. Vol. 201. No. 4, April 2002, pages 2-37.

"Tibetans". National Geographic. (online)

nationalgeographic.com/ngm/0204 7/21/02.

"WHAT YOU NEED TO KNOW ABOUT THE CHINESE OCCUPATION OF TIBET". Free Tibet Campaign. (online)

http://www.freetibet.org/menu.htm. 7/21/02.

TEACHER MATERIALS

Benewick, Robert and Donald, Stephanie. The State of China Atlas. Penquin Group, England, 1999.

"Dreams of Tibet". PBS Frontline (online)

http://www.pbs.org/wgbh/pages/frontline/shows/tibet/interviews/schell.html. 11/08/02.

Fairbank, John King. The Great Chinese Revolution 1800-1985. New York: Harper and Row, 1987.

"Historical Map of Tibet III: Western Extent of the Manchu Empire" Tibet Environmental Watch. (online)

http://www.tew.org/geography/historical.map3.html 11/08/02.

Starr, John Bryan. Understanding China: A Guide to China's Economy, History, and Political Culture. New York Hill and Wang, 2001.

"Written Document Analysis Worksheet." National Archives and Record Adminstration. (online)

http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html 11/08/02.

PART III: PROCEDURES

Teacher should prepare for this lesson by reading the teacher materials (see Part II)
Teacher should have an extensive conversation with students about defining nationalism in a complex way (with examples and even non-examples) and also about how a new nation develops national feeling among its constituents (with examples) and in particular the way history might be used to accomplish this (think of George Washington and the cherry tree or even the story of the signing of the Declaration of Independence)
To introduce the lesson, show Tibet and China on a world map and ask students what they know about these two places, particularly in relation to each other (use the online maps of the area too)
Students should then read the National Geographic article (widely available in libraries and homes)
Split the students into two groups--one group reads the web site of the Tibetan organizations and ones reads the PRC's version of Tibetan history and each student fills out the Written Document Analysis sheet
Pair the students up, one from each group to share the interpretations of Tibetan history. They should particularly notice point of view of each and compare and contrast the two accounts point by point (or historical development by historical development)
The pairs will share their observations (putting these on an overhead transparency would be useful)
Ask the class to draw conclusions about these two varying accounts--what are the most glaring differences and what might account for these? What are the points at which a difference in history might be verified?
Assign the pairs of students to research one or two of these historical differences (see student resources Part II).
Share the findings and draw conclusions.
Discuss where else in the world one might find competing national stories and the importance and implications of national stories.

PART IV: ASSESSMENT

When students are assigned to read the various points of view, I will also request that they write a one-page analysis of the documents. In class I would create small groups to identify the perspective of each source and compare and contrast the two views. I take notes on these discussions and ask each group to explain their conclusions to the class. I am looking for comprehension of the source, understanding of bias and insight into the role of history in forming a national identity

To assess student understanding of the geographic components (the location of places, geographic features, patterns of the environment, the ways in which these regions are interconnected (trade, culture, watersheds,etc.) and the factors which contribute to the dynamic nature of the region, I would ask groups of students to produce maps which show, via symbols, places, resources, trading routes, water sheds, cultural frontiers, etc. Probably each group would focus on one of these and share with the class. A rubric would be used for assessment.

Students would then be asked to prepare a position paper for an international conference (United Nations?) on the Tibet-China conflict. This would include a summary of the problems between the two nations and a proposal for solution. Students might be assigned one issue for a resolution or the class might choose several to focus on. These would be graded (see essay rubric) along with the participation of students in the mock conference (according to self-evaluation).

Finally, I would assign the following essay:
"Compare and contrast the historical narratives of Tibet. Identify the issues and problems between China and Tibet, especially in regard to national independence. Be sure to address the perspective of the various sources and consider the role of a mental map in each point of view (see essay rubric)."

EXTENSION ACTIVITIES

Teachers using this lesson in a World History course might use the model of competing identities to explore the tensions between Israelis and Palestinians in the modern era. Such an activity could take the form of an assignment to examine propaganda on-line from both groups and to compare the national stories. For a course in East Asia, students might examine the experience of a different ethnic group in China, such as the Mongols or the Manchus, and compare the role of national history in identity formation. They might also profit from a comparison with an ethnic group in the United States--looking at national identity among Mexican-Americans of the Southwest would be enlightening.

Tibet and China: Competing National Stories
International Conference on Tibet-China Conflict

SELF-EVALUATION

Please describe your participation in the international conference. Include an assessment of your speeches to the conference (both quantity and quality--how much did your contributions move the group to a better decision). Consider the ways in which you might have improved your contributions. On a scale of 1 to 5, what would you give yourself.