Reprinted from the OAH Magazine of History
7 (Fall 1992). ISSN 0882-228X

U.S.-China Relations, 1900-1954

Kent Bowman

Goals of the Lesson
To understand the decades of confusion and civil war that wracked China during the transition from the Manchu dynasty to the triumph of the Chinese Communists. Here one considers more than a half century of turmoil, from the beginning of the present century until the end of the Korean war. Students hence can grasp the monumental misunderstandings in eastern Asia.

Objectives
At conclusion of the lesson, students should understand:

1. The end of the Manchu Dynasty and the attempt to set up a republican government under Sun Yat-sen (1912-1927).
2. The rise of the communist movement, conflict with the government headed by Chiang Kai-shek, and U.S. reaction.
3. The Japanese puppet regime in Manchuria and U.S.- Chinese reaction.
4. The Nationalists and communists and their dealings with the U.S.; U.S.-designed role for China in foreign policy.
5. The reason for communist victory in 1949 and its implications; failure to negotiate agreement between Communists and Nationalists.
6. China’s part in the Korean War.
7. The importance of American presidents and their counterparts in China, especially Sun, Mao Tse-tung, and Chiang.

Strategies
a. group work
b. brainstorm
c. lecture
d. question and answer
e. reading of textbook and other materials
f. Socratic method

Opening the Lesson
Present brief timetable of events (see next page), explaining each to give students overview.

Developing the Lesson
1. Brainstorm about characteristics of monarchy, democracy, and communism. Relate those to the two powers to illustrate differences.
2. Ask class to list reasons China, under Sun, might want to imitate a Western ideal, such as republicanism. Also have them list ways the Chinese might have made the change to democracy—and list problems blocking transition from monarchy to a republic.
3. Divide the class, giving each group topics from the overview. Each person gives a two-minute lecture over a subject assigned by the group leader (chosen by group). The teacher ties lectures together at end of period or periods.
4. Divide the class into two groups—one to study Nationalists, one Communists. Each group should discover its subjects, beliefs, methods, goals, and dealings with the U.S. Teacher lists similarities and differences on the board and students take notes.
5. Distribute copies of Mao’s remarks to John S. Service, an American diplomat (see next page). Place students in circle for an exercise in the Socratic method. (Teacher sits in the circle.) Each student should quickly read the passage. The teacher asks questions about the passage, with emphasis on remarks in boldface. Solicit responses. At end of session, instructor summarizes responses.

Closing the Lesson
For review, divide the class into two groups. The teacher acts as moderator or “host.” Each side is given a set of corresponding numbers: teacher offers a question (coin flip determines starter) and first side selects answers. If answer is incorrect by first side’s number-one, then side two’s number-one answers. If question is wrong, it is “up for grabs.” Teacher keeps score. Teacher should devise questions from material covered. To end the day or days of review, class should brainstorm possible exam questions, both long and short answer.

Bibliography
Hoobler, Dorothy and Thomas. U.S. China Relations since World War II. New York: Franklin Watts, 1981.

White, Theodore H. and Jacoby, Annalee. Thunder Out of China. New York: William Sloane Associates, 1961.

Zierer, Otto. Concise History of China. New York: Leon Amiel, 1978.

Kent Bowman teaches at Denton High School and the University of North Texas. He is author of Voices of Combat, 1987, and contributing editor of Texas Goes to War, 1941-1945.

TIMETABLE

1900-01: Boxer Rebellion, Europeans intervene in Peking

1905: Sun Yat-sen in Japan

1906: Chiang attempts uprising, then leaves for Japan

1911: Revolution in China

1912: Fall of the Manchu dynasty, China becomes a republic

1917: China declares war on Germany, Civil war between North and South China, Conflicts arise between generals

1919: Mao Tse-tung founds Chinese Communist Party

1923: Dr. Sun Yat-sen seeks alliance with USSR and Communists

1923-26: Russian “advisers” in China

1925: Death of Dr. Sun, Mao and Chou En-lai set up first Soviet Republics in China

1926: Chiang Kai-shek becomes generalissimo of the Canton Army

1928: Chiang’s northern campaign

1931: Japanese occupation of Manchuria

1932: Military coup d’etat at Sian

1934: “Manchukuo Empire” founded, Chiang’s campaign against Mao, “Long march” lasting until 1935.

1936: Chiang arrested at Sian

1937: Outbreak of Sino-Japanese war, lasting until 1945

1939: Completion of Burma Road

1945: End of World War II

1948: Chiang becomes President, Mao victorious in North China

1949: Mao conquers whole of China, Chiang leaves for Formosa, China breaks with US and UN

1950-53: Korean War, China intervenes

1950-60: Modernization and industrialization of China

MAO’S REMARKS

We Communists accepted Kuomintang terms in 1936-37 to form the United Front because the foreign menace of Japan threatened the country. We are, first of all, Chinese. . .

Soviet participation . . . in China’s postwar reconstruction depends entirely on the circumstances of the Soviet Union. The Russians have suffered greatly in the war and will have their hands full with their own job of rebuilding. We do not expect Russian help. . .

But Russia will not oppose American interests in China if they are constructive and democratic. There will be no possible point of conflict. Russia only wants a friendly and democratic China. Cooperation between America and the Chinese Communist Party will be beneficial and satisfactory to all concerned. . .

China must industrialize. This can be done—in China—only by free enterprise and with the aid of foreign capital. Chinese and American interests are correlated and similar. They fit together, economically and politically. We can and must work together. . .

We will not be afraid of democratic American influence—we will welcome it. . .

America does not need to fear that we will not be cooperative. We must cooperate and we must have American help. This is why it is so important to us Communists to know what you Americans are thinking and planning. We cannot risk crossing you—cannot risk any conflict with you.