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Year 12 Modern History (2B) Document Study

Document Study Assignment:Visual documentation such as photographs and posters are important primary sources that provide a window into the past. Choosing one of the following documents and locate it within its social, political and historical context and critical analyze what historic information is present in these visual texts.

1000 word requirement. Oxford Style (aka. Footnote) referencing is required. Due Date: October 15th.

Document One: CCP, 1958, Oppose the miltiary provocations and threats of American imperialism!, <www.iisg.nl/landsberger/>

Document Two: CCP, 1968, Unite with forces that can be united with to strike surely, accurately and relentlessly at the handful of class enemies, <www.iisg.nl/landsberger/>

Document Two: CCP, 1969, The Chinese Liberation Army is the great school of Mao Zedong Thought, <www.iisg.nl/landsberger/>

Document Three: Winder, Jeff, 1989, The Unknown Rebel, <www.jeffwidener.com>

Society and Environment > Year 12 > History 2B > Modern Chinese History > Document Study

http://www.iisg.nl/landsberger/




Year 12 History A2

Modern Chinese History

Document Study:

‘The Unknown Rebel’

The Unknown Rebel, photo taken by Jeff Widner, June 5, 1989.

For my document study I have chosen Jeff Widner’s image of ‘The Unknown Rebel’ as I feel it one of the most powerful images in modern Chinese history, heavily embodied with symbolic meaning that elicits a strong emotional response by its audience and is illustrative of the tensions brought about by the rapid rate of change within Chinese society. China’s accent on the world stage since Deng Xiaoping’s 1979 economic reforms that implemented ‘socialism with Chinese qualities’ has been referred to as the ‘geopolitical shift of our age1’, bringing about rapid economic and social change to Chinese society. This tectonic shift in economic policies has also exposed the social and political fault lines in Chinese society. though the move away from away from Mao’s centralized economic policies towards free market forces has brought about increase prosperity to millions of Chinese there is little evidence to show corresponding political freedoms or move away from the one party state system dominated by the autocratic Chinese Communist Party (CCP). This image serves to evocatively depict these simmering tensions within Chinese society.

1 ‘The Rise of China on the World Stage’, Great Decisions, Television, Foreign Policy Association, Washington, broadcast on PBS 1 February, 2006.

Document Study: Unknown Rebel Brendan Dwyer


Firstly, let us examine the two contrasting subjects of this image; the lone defiant Chinese citizen dwarfed by the opposing Goliath-like ‘Type59 Main Battle Tanks’, 40 ton machines of war armed with fully automated 100mm rifled guns and with 20cm thick armor plating2. Emblazoned with the communist Red Star, one of the few primary colours evident in the otherwise drab shot, the tanks can be seen as representational of the oppressive regime of the Chinese Communist Party (CCP). The utilization of military power, which the tanks are representational of, was at the core of the CCP’s ascent to power in 1949 and in the intervening years to maintain their political legitimacy through the use of violence and intimidation on its citizenry.

Conversely the lone image of the man, who’s few distinguishable features being his casual dress and shopping bags, can be seen as representational of the new generation of Chinese citizens who had come to experience the liberalization of the Chinese economy and expected a corresponding reform at the political level. The dynamic relationship between the procession of tanks and the defiant image of the lone man symbolizes the inherent tensions existent in Chinese society in which the CCP pursued market based economic reforms whilst simultaneously forcibly maintaining the centralized power structure of the autocratic one-party state and its restrictive ideological orthodoxies. The striking juxtaposition of his fragile figure standing against the procession of tanks provided such a powerful and widely circulated social picture portraying the will of the Chinese people against the oppressive rule the CCP and the abuse of its autocratic rule that was at the core of the Tiananmen Square massacre.

Whilst the image was being portrayed as an example of the oppression of the Chinese people by a totalitarian government in the West, Chinese media, seemingly at the behest of the Party, were portraying the incident as a example of Chinese military restraint in dealing with a seemingly irrational Beijing protesters. In Chinese media the man we in the West refer to as the Unknown Rebel was referred simple as a ‘lone scoundrel’3 and footage of his act was used to ‘prove that our soldiers exercised the highest degree of restraint’4. The diametrically opposing narrative associated with this image serves to illustrate how interpretation is informed by the cultural positioning of the audience. That this image has been disseminated within cultural systems it has been imbued with additional social meaning and symbolism beyond which a camera is capable of doing substantiates the iconic or mythic status of this image. It is an

2 ‘Type 59 Main Battle Tank, Gary’s Combat Vehicle Reference, <http://www.inetres.com/gp/military/cv/tank/T-54.html>(accessed 13 September, 2010)

3 The Gate of Heavenly Peace, Video, Ronin Films, Canberra, ACT, 1995

4 ipid



example of how different social value systems can create what Rolland Bathes calls a ‘modern myth’5.

As a primary source this image serves as a rare photographic evidence of the events of the military suppression of the 1989 protest movement. Beyond this function it has been disseminated within various cultural systems which have imbued it with additional meaning and symbolism that a camera is incapable of doing. This process has elevated the photo from pure semiotic object language, such as ‘tank’ or ‘man’, to a second level semiotic metalanguage. Operating on this level it has taken on ‘mythical signification’, becoming irrevocably associated with such concepts of ‘repression’, ‘authoritarianism’ and ‘heroism’.

The mythic or iconic quality of this image makes this image so valuable as it not only provides a readily accessible cultural text that provides a socially constructed narrative that transcends language barriers but in addition our interpretation of it reflects our own social value system. That this image is coupled with ‘oppression’ and ‘heroism’ within Australia whilst being associated with scoundrel, ‘villain/rogue’6 or ‘counter-revolutionary7’ in China is an important reflection on the points of difference between our two cultures, differences that will have to be mediated if we are to have parity and effective communication in our international relations.

As a cultural text it remains an important historical artifact as it provides both a pejorative narrative of the human rights abuses of the Chinese government against it own people and stands as testament to those that sacrificed their lives and freedom in the Beijing Massacre. Though the Unknown Rebel’s identity or motives may never be fully known, so long has his image continues to be propagated through a variety of mediums, from magazine headlines (Image 1.) to television shows such as the Simpson’s8(Image B.) or even adorning clothes (Image C.), his gesture and sacrifice will remain as one of the most significant and enduring acts of the 20th century, symbolizing the power of the human spirit against the dehumanizing machinations of repressive state control, a defining feature of the human condition throughout much of modern history.

5 Barthes, Roland, Mythologies, trans. Annette Lavers, Paladin Grafton, London, 1973, p1156 The Gate of Heavenly Peace, Video, Ronin Films, Canberra, ACT, 1995

7 Bernstein, Richard, ‘At China’s Ministry of Truth, History Is Quickly Rewritten’, New York Times, 12 June, 1989, pg.A18 Goo Goo Gai Pan’, The Simpson’s, Season 16, ep. 12, Television Program, Fox TV, New York, NY, 2005



Appendix:

Images:

Image A.

Time Magazine, June 19, 1989

Image B.

[Video Recording]2005, ‘Goo Goo Gai Pan’, The Simpsons, Episode 347-12,

Image C.

T-Shirt available from www.zazzle.com

Diagram A.

Barthes’s semiology illustration of the creation of modern myths.

1. Signifier 2. Signified

3. SignI. Signifier

II. Signified

Document Study: Unknown Rebel Photograph.

Second order semiotics: Myth

First order semiotics: Language


III. Sign: Modern Myth

Barthes, Roland (1957), Mythologies, Farrar, Strause and Giroux, New York, p.115.

Document Study: Unknown Rebel Photograph.


Teacher NotesProcess:

This assignment is to be handed out in the last week of September as students will need two weeks to complete. Students must choose one of the documents that cover the various periods of Chinese history we have covered. Students have been instructed on the skills required to deconstruct and analyze documents and have had some previous experience though you may wish to spend one period revising and scaffolding these skills so students are prepared for this assessment. I would also encourage the provision of a period where students can engage in scaffolding activates to have a deeper understanding of how to place primary sources in their historical, social and political context. The documents are on the handout are limited in size do to printing restraints but students can access once larger originals once they have chosen what document they would like to research. There are also links to the online archives this images were sourced from and students may choose to access them from the internet.

Purpose:In accordance with the course syllabus this document study is intended to develop skills in history by explore the nature and problems of historical evidence, the nature and authenticity of historical documents, their reliability and the range of perspectives about historical periods.

Learning Expectations.

Students are expected to critically interrogating the nature of historical documents in the context of time period/s and the historical place, people, events and ideas includes exploring concepts of bias, inconsistency, propaganda, perspectives and motives. The documents have intentionally been selected to cover a range of periods showing changing experiences and ideas. In addition to deconstructing the document to identify its main elements such as positioning and subject matter (which they are familiar with), the students will also be expected to place their document within its social, political and historical context. This is listed in the student’s handout but I would ask that you emphasize this in class as it is a key outcome. I have provided a modified grade descriptor key from the Curriculum Council that list the elements I am looking for in this assignment. This assignment counts towards their ‘ ‘document study’ component as listed in the syllabus and is worth 20% of their overall mark for this unit.

Year 12 > Modern Chinese History (2B) > Document Study > Teachers Notes.


A:Working with Historical Narrative

Shows understanding that one or more of the following- people/events/ideas and/or structures, have direct and indirect consequences within and/or between societies.

Skillfully details the major features of the narrative.Historical Explanation and Representation

Shows understanding that one or more of the following- people/events/ideas and/or structures have direct and indirect consequences within and/or between societies.

Identifies main elements and themes in document

Deconstructs all elements and themes of document to a highly degree. Demonstrates clear understanding of historical methodology by critical analyses document Clearly places document in its social, political and historical context

B:Working with Historical Narrative

Shows understanding that one or more of the following: people/events/ideas and/or structures, have direct consequences within societies.

Details the major features of the narrative proficiently.Historical Explanation and Representation

Shows understanding that one or more of the following: people/events/ideas and/or structures, have direct consequences within societies.


Deconstructs main elements and themes of document to adequate degree. Demonstrates an understanding of historical methodology in critical analyses of document Places document in its social, political and historical context

C:Working with Historical Narrative

Demonstrates to some extent the interaction between people/events/ideas and/or structures. Recounts the major features of the narrative satisfactorily and makes an attempt to structure

their argument.Historical Explanation and Representation

Demonstrates an understanding that different points of view of History exist.


Deconstructs some elements and themes of document. Has a satisfactory understanding of historical methodology in analysis of document Alludes to documents social, political and historical context

D:Working with Historical Narrative

Identifies that there are people/events/ideas and/or structures that characterize a time period. Demonstrates a limited knowledge of the narrative and the structural conventions.

Historical Explanation and Representation

May identify one perspective of an historical event.


Deconstructs some elements and themes to a limited degree. Demonstrates a limited understanding of historical methodology in studying document Makes limited reference social, political and historical context

E:Working with Historical Narrative

Demonstrates little or no knowledge of the features of a time period. Demonstrates little or no knowledge of the narrative..

Historical Explanation and Representation

Demonstrates little or no knowledge of historical perspective.


Does not identify any elements or themes of document. Does not demonstrates any understanding of historical methodology Does not place document in its social, political and historical context

Year 12 > Modern Chinese History (2B) > Document Study > Grade Descriptors.

Documents

Document Study€¦ · Web viewThat this image is coupled with ‘oppression’ and ‘heroism’ within Australia whilst being associated with scoundrel, ‘villain/rogue’ The