1949 - 'an inflection point in China's national history' - @SOAS_CI - Some historical significance in action here.
The key protagonists in this story.
Chiang Kai Shek playing for time in 1949 - to save his regime, to build a coalition if the Communists would play ball, to protect his assets, etc.
Mao - ‘a revolutionary man, somewhat impetuous.’ Yeah I would say so.
Now exploring the US-China relationship in 1949. A fatal attachment.
The Soviet leader has some concerns about Mao in 1949. Mao admires Stalin but Stalin worried that Mao is reckless. Stalin keen to avoid major involvement in China but would like China’s admittance into the Soviet camp.
Stalin wonders if Mao might turn out to be a bit of a handful. Would he want to assert leadership of his own? Yeah I guess so!
Britain - neutral but wants to keep a foot in the door. That chimes with stuff we learned about on the Korean War fellowship @histassoc
Back to Chiang and the internal divisions between him and the Guangxi Clique. Next up, the military position and Lin Biao. If you don’t know about Lin Biao you are missing out. Three words - Afraid of water.
Bai and Lin very similar despite political differences - very politically energetic from a young age. This is great because I don’t know much about the Nationalist side and it’s good to get more on the leading CCP guys from before 1949.
The sorrow of war, especially Civil War, for the general population.
The story of Mei Jun. Left her village at the age of 24 with baby. Her husband a military policeman on the Nationalist side. Told her mother she would be back soon. 15 mth journey. Clogged transport system. Gets to Guangzhou. Refugees pouring in as the war gets closer.
Then goes north ‘against the flow of traffic’. Sounds like utter chaos in 1949. Interesting human story to bring to life this first bit of the China course which can get reduced to abstract description of a destroyed country. Eventually makes it to Taiwan.
Key events of 1949 now. April - PLA crosses the Yangtze. An extraordinary logistical accomplishment for the Communists. It was said the barrier of the river was worth 300,000 soldiers. But GMD v weak by this point.
Now onto the CCP in the cities - running cities was something they basically had no experience of but they capture lots in 1949. Communist rising was a rural insurrection. Communists had little support in the cities. An underground movement for sure but they are a minority.
Ok going to have to drop out now as family time calls. Hope to catch the recording - it’s a fascinating topic and really well explained by Graham Hutchings @SOAS_CI - excellent.

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More from @HistoryKss

11 Jan
My #DistHist trick for tomorrow - using Google Forms for Because, But, So during my live lesson with Year 10. Get them to finish the sentence and then it will collate them all in one place and I can share the anonymised responses with students for immediate live feedback.
This is an example of what it looked like doing some retrieval with Year 7 on the Normans this morning. Share the screen then I can go through responses picking up misconceptions but in a way that doesn't name and shame anyone.
OK - so how did it go? Well, not bad. Varying standard of responses but an interesting experiment. These are 'becauses' (we were looking at Hitler's early life)
Read 6 tweets
11 Jan
If you enjoyed my @TMHistoryIcons talk or found it useful in some way, this thread links to my three blogs on the topic of @JudithCHochman @TheWritingRevol and how it might be used in History, if you've not seen them.
medium.com/@kristian.shan… - This was my first blog with a few opening thoughts on its' potential use, from Lockdown 1.
This one focuses on 'Because, But, So', which was one of the key strategies I mentioned in my talk on Saturday. medium.com/@kristian.shan…
Read 5 tweets
9 Jan
NFL PLAYOFFS! Wildcard weekend.

OK, so the 49ers didn't make it this year, but there's still some intrigue around the NFL Playoffs. Two sentimental favourites who've had their struggles, the Bills and the Browns, are involved and in the case of Buffalo, a realistic SB shot!
This is the first year of six wild card games. Not good for marital relations. Anyway, here's my picks for this week against the spread.
BUFFALO (-6.5) over Indianapolis - I do think Indy defensively has the potential to match up well with Buffalo, but Buffalo has just been smoking recently and Philip Rivers outdoors in the cold would concern me.
Read 8 tweets
13 Jul 20
OK - so here's a thread of how I'm trying to implement @JudithCHochman ideas from The Writing Revolution into my year 7 lessons on migration through time. I blogged about it recently (see link at end) but thought it might be useful to talk through how it could look in a lesson.
So in the first lesson I'm starting with fragments and asking the students, based on some reading on the Beachy Head Woman, to identify which of these are fragments or sentences and then improve them (turn frags into sentences, and/or punctuate the sentences).
After they've studied a summary diagram of migration through time, then there's the first (but not the last) because, but, so activity to attempt. This is such a genius idea for a task as it gets them to manipulate information in different ways. Could be done with Y1 or Y13!
Read 15 tweets
5 Feb 20
A thread on how I'm teaching the blasted #edexcelhistory interpretations for Germany. This is very much about navigating through the vagaries of this paper rather than ethically pure teaching of interpretations so if you're looking for that, then soz.
First of all, I only introduce this question type after I've got to the end of Key Topic - as I've detailed before there's enough hard stuff in this topic as it is without chucking this into the equation and overloading my students.
I model the students through the parts (b), (c) and (d) questions to go with these interpretations about the growth of Nazi popularity between 1929 and 1932.
Read 15 tweets
3 Mar 19
Looking for #edutwitter help here - Doing part of a CPD session in school tomorrow on 'Challenge' - to me challenge is intrinsically linked to the curriculum rather than a task-based approach which seems an artificial way of increasing challenge.
Essentially if the curriculum in a subject isn't rich and complex, I don't believe doing specific types of 'tasks' (e.g. prioritise these things into an order of importance, or summarise it into 10 words) will make it much more challenging? That approach seems short-termist.
To me challenge is all about giving students access to the full story (e.g. of the Crusades as an example I'm looking at sharing) and building up their hinterland to be able to access it (e.g. What is Islam, why is Jerusalem important, where did the Byzantine Empire come from)
Read 5 tweets

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