by Susan Hil Groos and Marorie Wall Bingham } ioc | NPE Guide He sca My Unit Test oe nee ‘ery casos eaWOMEN IN WORLD AREA STUDIES ESEA Tile IVC WAS St. Louis Park and Robbinsdale Schools Project Co-Director: Marre Wall Bingham and Susan Hil Gross Women in Modern China © 1984 by Glenhurst Publications he. [Al rights reserved. No part of this took may be reproduced or stored by any means ‘thot prior pormision om the copyright owner Printod inthe United States. (Gz) EaES Publier of Women's History CureuumIntroduction WOMEN IN CHINA is divides into two student books tiles: Women in faiional China and Women in Maern China, Women in Traditional China ats wit the overal concerns of ordinary Chinese women during a long. period of Chinese history ~ rom about the ond ofthe T'ang Dynacty nc '800,A.0. to wel into the 20tn century. Women in Modern China covers the Perio of transition In the 19th and early 20th centuries and the Communist Derlod This text also includes materials on a few Selected minority groups ‘who Rave had ditfring views of women, Unt recently foreign observers, expecially, have pictured Chinese women as Sovora rather Standardized types 1. The Chinese woman suppressed and treated 88a gross inferior. 2. The termagant of Chinese vilage shrew terttying and controling those her violent tongue. ive Chinese woman, often somewhat rized as a gonty wife or concubine. Perhaps there was some reahty to these “types.” Traditional Chinese women had to find ways toi into ang protect themselves against ~ a socity that fed evolved a fiercely misogynous social system, Women of tractional China hag perhaps fewer institutional protections Against abuse than almost any other major cultural area. Among these ‘buses: “There is evidence of female infanticide, and selling of git children was quite common” Gin! babies wore sometimes considered an unwanted Burden Education for women was often considered a waste and a Confucian eal was the woman who, it educated, was stl not “Upplty CChinese women’ fet were often tightly Boune to achiove the three oF four-ineh "golden lotus” that was considered the height of sensual beauty. Though fower peasant women than gentry had bound feet, yet {ny fest were 2 pervasive cultural ie! that even the poor olen lttempted to achieve. Bound feet and modesty codes kept gentry wornen ‘Strictly secluded snd peasant warn limited thelr movements ‘Sutside the home. Marriages were almost always sirilly patiocal and & ‘woman's family by marrage had complete ght to her labor and ‘Shidren, A woman was expected to be completely obedient to her husband and his parents. Thoy could physieally punich, even kill or soll her without bing held legally responsible. Her own can oF family would Interfere on her Behalf only if abuse was very severe and If hoy wore Powerful enough to be of help. A woman wa always to be Under the Eontot of a man: father, husband, and sons. ‘A Chinese woman could not inherit property and, though she did have {right to her personel possessions such as jewelry, seems that few women owned mach of sgnifcanes, 2 “The ideal widow did rot remarry ~ if she did, she had to leave her Children in the custody of her lst husbane's family, ‘The name of a womar who gied tore marriage was nol placed on the Ancestor tablet fer neta family ‘The name of a marred woman who dled before producing a son was not included an the ancestor tablets of hor husband’ family = t was as Ione never existed Women tving in such a sodely might well have found that their best protection wae submission and pastiity af behavior. Following Confucien ‘deals woul, atleast, bring them respect and honor In their old age as {children performed duties a ila piety.” The other course of action was 10 fight the whole system by ceveloping a torribe tomper. These “types,” the passive "good" woman oF the “shrew” then, aro present in the history of Chinese women However, the range of role of women in Chinese history has been much Ficher and more varied than these limited types would indleate. For example, there nave bean many Empresses ang Empress Dowagers who have held Bower, women warriors inl periags of Chinese history. educated women who wrote poctry and produced works of art Budahist and Taoist nuns who ved simple ves of religious eevotion iba! and minority women whose Customs were more open than the majority Han Chinese, and, more recently, ‘women relormers and revautionaies who worked for changes for Chinese ‘women, The uni tres fo suggest some of the many types of roles and the Varted status of Chinese women Gepending on such things as tm, cass, ‘and personal quaitoe Women in Modern China fe not 8 complete unit on the history and culture of that eres, Student famivariy with ceversl mportant coneapta might prove Usetu The following are some ofthese concepts which we hope teachers ‘wll eal with a8 part of her regular materials on China 1. Geographical Knowledge of Chin: While the curiculum does include ‘several maps and gisousions of various ethnic groups, students shouls have some general information on the location felts, rr systems, {nthe effect of geographic and climatic conditions. 2. Traditional vs Modern Societies: Students could be acquainted wih the Concept of pre-industial or “ractiona societies" with transitional’ Soeteties and with post-industrial, urbanized modern societies. Wher thote materials retort “ragitional” women they mean those stilling pre-industrial, peasant lve. "Modern® women generally nave looked fo Western and Commurst models of behavior and have desired apen roles and options. 3. Communism, and Mao's Philosophies vs Chiang Kai-Shek the Guomindang and Natonaliom: The curiculum Goes deal th CCommunism/Cnigng as these ideologies relate to wornen, but does not Geal with the specttic meaning of these ideologies or concepts. Nimay. Relp to caeuss what i meant by Communism and Gvomingang=Revolutionary Events: The May Fourth Movement, Waite Terror, Long Maren, etc, are mentioned te they relate t2 women, Students might heed some general background of event relating to fhe succoastl Chinese Communist Revolution. These specific events are, however, Drotly deserved In the glossary, Colonialism, the West, Westarn World, and Victorian Era: Concepts Sch 28 colonialism, imperialism, the West, Westorn worl. and Victorian Era are used occesionaly in his unt and students should be acquainted with these terms. Also, such events asthe Opium Wars, Taiping, and Boxer Rebeilions shoul be familar to students ‘Additional Concepts: The following concepts should also be explained Guring the regular materials on China: CConfucanism, Buddhism, Daoism ‘ea ang importance of “ace” and “saving face’ ‘int fami and cl ‘Tho purging of Communist Party members chinese Names: Teachers should probably be very selective about Raving students memoriae the names of individual Chinese women. CChinete names are very difcut for Westerners. Incividuals often have Several names ~ chilghood or "mik” names, married nam evolutionary names. Als, many ofthese names May s0Und strange in English orate aificut to pronounce. Individual names are Irequently, inluged to give students a fesling of realy about incividuals, Dut W'should not be necessary for students to remember the names of most Indiwiduals The Pinyin system of Romenization is used throughout bth ‘student Books (Chapter i WOMEN IN TRANSITIONAL CHINA (pp. 5-40) bjectivas ‘Fhe primary objective neve is fr students to be able to recagnize that there vras change for women in China belore te Communisis took power and that {hs change was often a dificult, painful one. The fst section deals with ome of fhe eary relormers for women, an students shoul be aware that many of these were male. The next tee sections deal with women involved Invchange: in education, marriage customs, and in polities, Education marked the tat batt; the decision to marry of rot the next, and some women wert ‘9m t0 wider social ana potticalb “Traneitional Ching" stugents may of fux in th soctty thet ‘meant the questioning fal sorts of vals, which fed to a variety of answers. Far example, imcontemporary China some of these sshues are no longer febated = the leue of tinglenest as 4 fe style or the creation ofa separate feminist movement Explanation of Exerc'ses and Suggested Teaching Methods — The toacher ‘ould ide the clase into four groups, each reading one ofthe four fections. Students should be responsible for the "Pointe To Consider” for {hair soetion and the class would report on the general thesis of the readings fd thei answers. The main focua of class discussion should be on the Inmpediments to change ~ what dfficultes had to be overeame =-and ow this was accomplish. if the teacher wishes To focus on one of these Tout 2ctions with the whole clas reading ane ang then dude on the others, the ‘most crucial "The Fight for Education * This section particularly shows Frow diffeut it was for indviguals and may also suggest to students now Important education may be for iberating an individ innings o! Reform for Women In China (pp. 7-14) Objectives The {anges end eriized the Confucian system. Also important were the Wester missionaries who introduced "modern ideas concerring women's "gts, Students should recognize that change was brought about witn tne ‘Support of various groups. Teschers might aso notice that the women's ‘Seve was one that engaged quite a number of male Chinese writers and was not a secondary goal of change, but soon asa necessity Yo reform general Chinese society Points To Consider (2.14) Question 1 — Christan foreign women helped to change Chinese society in Several aye by acting as role modes for ther ie syles for women: By insisting hat women nad “souls” equal to men's: by being hore at Infantieise ane encouraging changing attudes toward grt babies By ‘cdueating young women: and by Relping to organize ant foatinding ‘Question 2 — He is seduced: made to dressup, bathe, nae cosmetics applied. and ie assumed tobe atthe mercy he emperor's whim. Majoe iscues concerning women ere footbinding, the lack af power, and being seen 35 primadlya sex obectQuestion 9 — So many ofthe elormers were male because there were falatvely few educated women to publi their wows and it was nat “pol for them to speak or write publicly, Mon nag the education and access tothe public to speak out. Also, many of the men di Sreanged mariages of In watching thelr daught . The Fight fr Education 1840-1990 (pp. 16-25) Objectives ‘Tne main point here ~ though American students may be shocked atthe Idea was that wo = suggest how quickly the de tively few Chinese women relly had the chance to be educated. The section not only Sescribes the individual bales, but also tes to suggest the support systom Snssionares frends, brother or mother = needed forthe woman 1a act her eaueation Points To Consider (p. 25) ‘Question 1 — Christian missionary schools were important because they provided the frat “outede" enance women Nad at being educates mn pushing for co-education and also for woman's calloges, these senools nat only presented women with an education, but also changed social mores and Caroer eboices Question 2 — Physical force, power of tradition, withholding of money for duction, ‘Question 2 — Permaps one af the reasons they went to 89 mich trouble to be educated was thatthe slleratves (arranged marriage, mother in-law troubles) were not that atraciv. Crina needed educated women to chango China. Aisa, many were curious about te world and wanted fo contibute to sectoty inthe own ways. ‘Question 4 — They ditfered trom the educated women in ancient China in Several aya: a) they Rad more careor choices ~ and could bocame slt- Spporing.b) thelr achools emphasized @ wider range of education — not just Ban Zhao, Confuctanism, and poetry 2) the schools were open to mare ‘eonomie classes, nt just private tutors at home. . Resistence to Mariage 1900-1030 (pp. 26-31) Odjectves ‘The primary point hero is that the ertiiem of arranged marriages led to 2 Variety of atttudes toward marriage from sulcce, to non-marniage, to fee love, to "comvacely” marriages. Tese points become more significant In ooking at the almost demanded marriage In Communist China ana the crillems ofthe single ove” Students shoule be aware that Period rather tke that ofthe Unitod Sites, While the "bobbed-halred" woman was rather more serious than the lapper” of the United Statas, both sors of wornen were questioning ‘conventional wisdom about martage customs. Points To Consider (p. 31) Question 1 — People were beginning to question arranged marriage, but had not yet agreed what customs should be ideas wore n'a sate of ux {Guettioning of socal conditions and choi of "ioe love” might encourage @ ‘general questioning ofthe stata In both China and the USS. the ‘Communists now seem to feel that the family 8.8 good means of Indoctrination and siailiy, Question 2 — Student responses. ‘Question 3 — The diemms posed by Pear! Buck can only be answered by Personal telings. i the man ehooses te emancipated women, his mariage ‘may be a rai sharing one. But the diecarded wife in China was in a prety fle, customarily notable to remarry and being uneduceted. For "women, mariage choices would probably be nrrowy limited by wishing to many educated men and many of ese hed probaly had ly arranged marrages. Areal ciemma for al three people. For Sun Yat- Sen, Chiang Kal-shekand Mao Zedong the answer was to eave the first wie, 0. Women’s Political Resistance 1900-1890 (pp. 32-27) Objectives ‘The primary polt fcr students here is 8 somewhat iicult one, but one generally Important understanaing women’ history. The pov! that ‘women (ike men) co not alwaye agree with each othe and ofen see diferent ‘ways of obtaining the same goals. All the women in his chapter believed in women's ights and ‘he necessity of getting poltically involved in others. Sbtain them. But some wish to do so through speclal women's groups, some {hough nationalistic organizations and some through the Communist Paty. ‘This section describes something ofthese three goals, the women Involved, and the difficulties they ran into Of these women perhaps the best known is {iu sin, who acted es Inspiration of ater women in Chine, Stodents may also ote that chivalry wes nota feature of governmental action in treating CChingve women revolutionaries. Ther treatment was qualy harsh as that of ‘men and often mere brutal for upaeting the system. Points To Consider ip. 37) ‘Question 1 — Someimes these goals might conflict. For example, do you {ight for women's rents when your group is fighting fort fe against the Japanese? Do you ering up women's Fights to peasant male leaders when You are trying fo convert the countryside fo Communisin? It you lata sorts St other priorities nation, party ~ go firs forever ~ when i a safe time to fight for women's rights? Stodnts may choose their own interpretation, but generaly waiting for women's rights (as American worn did after the Cv ‘War or Algerian worn did) ~ doesnt seem to be very successful Question 2 — Outdsted now are the foctbinding, slavery, sutrage, oreducation. But sll present are equal pay end chidbirth rights, Question 3 — women revolutionaries were particulary vunerabie because they dressed aiferontly bobbed hat) and wore relatively few. Mobs seemed {a make them particular targets foratack because ofthe fear. perhaps, ot thelr encouraging oer women Io revolt just by their example,‘Question 4 — the Communist Party might be considered sexist because ‘mate revolutionaries stil expected women to be dependent and “teminine {nd found trevble forming equal rellionsripe with tam. Also, most women wore placed in women's sections within the party and notin general party Drganizations They were therefore, excluded rom top level positions in the Bureaucracy. Not mentioned n the chapter is that Sot peating of women's Iseves with malo peasants soem a problem, However, to lusty the ‘Communist "sexism they would saya) the main point was to gan control ~ fetorms could follow ater and b) that there wore so few women who were fedueated tha they wore all needed Inthe sections dealing with uneducated ‘women. (With the segregation of Chinese society, strange man would not be welcome inthe women’s quarters, therefore women were necessary to make Contact with other women}, Chinese Women and the Arts: An Activity o Interpret Sources (pp. 38-40) Objectives ‘Tre main pont ofthis exercise fs to have students decide about the diference Between primary and secondary sourees. Theo sources should also Suga {o students thet women have not alwaye been silowed n some professions the acting But snob appara at parila n pra ar Pot, Primary Sources: 4,9, 10 Secondary Sources: 1.2.3.5. 67,8 (Chapter Ii: DIVERSITY OF WOMEN'S LIVES WITHIN CHINA (pp. 41-59) Objectives ‘Fre primary objective ofthis section isto have students be able to recognize that womer's sists cffers according te membership in minority groupe. the section on women in vadiional Cnina. students should bo aware {hat there were groupe who did not follow these aditions. The three groups fare minority groups ~ all of which have lifestyles contrasting to those ofthe Han Chinese: Speciicaly, students should be able to relate thatthe Tibetans have diferent marriage customs: that Noreu women had high stats, and tat Manchu women didnot follow footbinding even as rulers of China. Nopelly Students may also tee the importance of minorty groups offering alternative Ife styles to rigid societies. Explanation of Exercises and Suggested Teaching Methods — The teacher ‘nay wish to vie the class Into tee groups each reading one section. [ter the sections ate read (ether as homework ori class ~ most sections fre relatively shor) the teacher might ask a couple of people In each reading Section, what attitude foward women seem tobe ilusratod and what were ome general descriptions ofthe women’s lve. But the primary focus of the ‘iscussion shoud probably be! in what ways do the ves ofthese women ‘Contrast with traditional Chinese women's Ives? ‘A. Women of Tibet: A Variety of LifeStyles (pp. 42-48) Objectives ‘fn seloction develops two major objectives for student. Firs, the ideology {of Communism that claims thet women aro the “proltariat ofthe family" a8 ‘orkera/peasants are the proletariat of Capitalsta/anclords is explained. In 8 ‘inet the Communie's nas aificulty with this ideology because, although the later might be claimed with some strong evidence for Tibet, the former was definitely not tue and so might not be comfortably used asa reason for a Communist assertion of authority n Tibet The second objective is Tor Students to be aware ofthe higher status of women in traditional Tibet ‘Some ofthe possible Yeasons fortis higher statu. Points To Consiger ip. 48) ‘Question 1 — isolation, harsh cliate/agricultural conditions, rough egualty, Ristory of important women and femele goes, influence of the Tantric Cut marrage choices, invert, divorce laws. Choices might raise status imply because there were options other than the tadionel patiocal, marrage eg. fai not want to marry, Could remain single ‘Question 2 — Pernaps fr rather sexist reasons? We are more used tothe ‘es that i's "ort of k" for a man to have more than one woman? Aso 16 less common, more are. Might have Improved as mage that one woman quite important to the family ~- permape gave some women a kind of power? ‘Also, anether option They usually seemed fo work out because all the brothers were not nome at once. Also, # one brother became telly lscontent, ne could possibly tako a wife. Tibetans invaved in polyandrous ‘marciages id seem 'o have & rather carell ystom of taking turns having the tite sleep with each brother ~ she moved about, they each had a room. Probably fel its dé or are embarrased by as they come in contact with utsise worlg? ‘Question 3 — Ideoloay ofthe suppressed woman ina suppressive class ‘System does not it very well here. 1B. The Noreu: Slave Women and Women a8 Slave Owners (pp. 49-51) Objectives ‘Recontinuntion of those objectives for those of Tibet. but witha iteent twist here students might focus on a tribal society where one group of ‘women hed extreme low status and another group, high status. Also, where the weapon of majonty women (slcide) Is used by minority women, but {quite aiferentiy oF more effectively? Points To Consider ip. 51) Question 1 — Bothered by ph showed nagiect,nopatess stu ty 0 slave women their ignorance ‘Question 2 — Probasly because Noreuslavers were present ~ Communists were trying ta peaesuly persuade the Norsy to give up the slaves, ‘Question 3 — Seemed to eel strong negative flings against him ~ even hatred? ore Question 4 — innoriance — especialy of slaves ~ by women; fact that men {ended to waste the inheritance and women saved tneirs ~ gave to their ‘aughtoe to take tornew home, Women could aivorce ané tribal family ‘Connections were stinger than in China 89 amy came to er ad ‘Traditional to consut woman on family decisions an get her agreement .Question 5 — Because her family backed her up more strenuously than most Chinese aries aid their daughters? Suicides fed to tribal wars. Also, Ine Tveat was not idle and the fact that the wile owned property ~ whieh probably cous be claimed by her clan made another reason for her husband to Koop her happy. ‘Question 6 — Nore inner-dependence? Distant patilocal marriages impossibo? More "primive" so perhaps roproduction sil rather a mystery? {oh over matrarenies? . Women of the Manchus and Mongols (pp. 52-58) objectives From this section students should gain primary the impression thatthe Manchu and Mongol women followed diferent customs than the Chinese, pantcularly inthe physica actly hey were allowed. Footbinaing was forbidden in those groupe, and there was a ong nstory of expert women horao rider, Students might also note the amount af racia!proudice Between these groups and the suspicion with which the Manchus stil seem to Be noid. A Tootnate is Included to shaw the vanety and numberof etic. ‘feups in China end what part the Manchu ana Mongol peopigs are in general Bhineee society. Points To Consider (p. $8) Question 1 — They wore aitfrent costumes; women seemed to have more fights within te familys and they aid no follow the custom of Footbinaing. ‘Question 2 — The Chinese resented these groups ~ particularly the Manchus ~ since they ruled the Chinese people While all minority groups feceive cserimination, those with power may be a particular focus. Also, the Manchus and Mongols difered in appearance racially 40 were sel apart Question 9 — The Manchus seem to be more diseriminated against because: 18 The Manchu are from an area clase tothe capitol of China and in an industrially based area, Mongola is further away ana has fewer resources and incite, », Political leadership - The Mongols ruled China 700 years ago ang havent provided a serious threat tothe Chinese since. (The Mongols have been played by the Russians and the Chinese so that ter loyalties are divided ~ le, Inner and Outer Mongolia) The Manchus ruled Un 41912 and many ol them wore well educsted and politically knowledgeable ar stil one millon mora Manchus than Mangos in China ang fore might otf more oa theat # encourages chapter i Objectives ‘The main point of this section to suggest ow far the Communists have come in fulling their promises te Crinese women concerning the WOMEN IN MODERN CHINA (pp. 60-87) 10 | ! lberation. Materials cn contemporary China are limited because of the ‘Statistical problems posed by such @ nuge society and such a closed one ‘Tis section, however dass try to examine the question of whether real ‘change for women has occurred ana who the women leaders of China may be. The frl exereige deals wih the promises mage to women by ether the {Guiomindang or the Communists Tae next section takes tive of the women ot eithr the Guomingang ar the Communist Party and through thelr ves, ings to show some a! the changing events of tho yoars 1979-1860, Tho Importance of these years to the current scene in Cina may be shown inthe third exercise on the routes to power for Chinese women leaders. Most of these women “paid their dues"by participating in major events The part on peasant women attempts to thovt how change affected the goneral mace of ‘women, not lust the leader. Finally, there isa section on women In Contemporary Communist China which encourages students to develop thelr ‘own thesis on whether or not the Communists have filed Mel stated {g0ale concerning change for Chinese women Explanation of Exereses and Suggested Teaching Methods — This section Contains three exerees thal are essentially using the inductive method {Parts C.), Though these are suggested ae group tasks, hey Might also be assigned for mdwecual wark or for analysis bythe teacher and caes Section A should be 3 farly quick exercise, primarily to suggest that the Communists seemed to promse more. Pari Isa longer reading which might be assigned in clase forthe rest of the period A. Altitudes Toward Chinese Women: Guomindang ve the Communists 1820-40 (pp. 61-£3), Objectives ‘Themain point for students to fin out is which party seemed to offer more {0 Chinese women. They wil probebly conclude tat the Communists id ld tat the Guomingang, while starting reforms for women, did ot co. ‘much in these years push lar change, But students should also see that ‘the Communists had some reservations and were not entirely committed 0 {hango it cost ther mate peasant support ort seemed to become 100, “patemian” and questioning of social values. Questions Referring 'o Chart (p. 61) ‘Question 1 — Advaniages trom the Guomindang lst would include the 1991 {Cui Code which aid promise propery rights, no arranged marriages, ana getting rid of the pattarcha famiy. Other things would be laws concerning Working conditions, sanitation, and education ‘Question 2 — Communist edvantages would be many more politcal rights forwomen, more enforcement of marriage regulations, Party leadership more Sympathetic to women, and the promise 9! land retorm ‘Question 3 — students may decide for thomsolves, but there do not soom to be wery many firmly entoreed things on the Guomindang side. But stucents, ‘might algo notice thatthe Communists also didnot have full equality In the Iailtry or in poiteal leadership. Bath groups would be pretty hard on Tibersted" sekual values Question 4 — other lacs that might enter into @ women's decision might beher economic class ~ if her family were doing well, there might not be much {iracton to tne Communit takeover of land. Religion might a0 play & pat e"Ghristans and Budchist, for example, opposed Marxian matrialiem. For ‘men. either wealthy o” peasant there might be reservations concerning what ‘would happen to fami ie H women were liberated: particulary f women ‘would share n property rights. Mothers-in-law might also object to the ‘thought of having eve daughters-in-aw no longer their pereonal servants, 1. Flve Women ofthe Modern ‘Herole"Age (pp. 64-77) Objectives From thie reading students should nave an awareness of some ofthe “exceptional women of China. They should tice thal these women all want through Some pretty rough times, but also ~ with the exception of Ding Ling ~"they were pert of husband-and-wie teams. In a sense, while many af these people saw themselves liberated from traditional Chinese values, they ltysrate the importance of family connections. The Song Sun Yat-sen = ‘Chiang Ka-shek connection i, perhaps the most dramatic one. One of the ironies of this Yeading is, nowever. the Tact tht only two of these worsen remain honored in Chin ~~ Song Qinling and Deng Yingshao, Points To Consider (p. 76) ‘Question 1 — They were all involved in activites considered dangerous (Cong narch, staying at Chong ging curing Japanese bombing rads): they ‘wore all mariad to poltical mer: they all Beloved in women's rights; iRey ‘Were all strong india ‘Question 2 — The two Song sisters broke apart primarily when Chiang Kaieahok furned on the Communists ane other lett reformors inthe Guomingang. Song Ginling particulary fot that the rotorme started by Sun Yat-sen had boon betrayed by Chiang Kai-shek. ‘Question 3 — The symbol the following represented: 4) Song Meiling ~ resistance tothe Japanese during World War I ®) Ding Ling the to liberated and individualistic weiter, purged by the Chinese Communists in 1957 ©) Siang Ging ™ the witen, pat ofthe terble “Gang of Four” oi ‘empress dowager trying fo corrupt Grina ay Question 4 — Deng Yingzhso seems to have the diplomatic values of “ace saving.” She isan honored, single widew: she has boon courageous and loyal to Her country (Long March.) ©. Women Polcal Leaders: The Routes to Power 1965-1980 (pp. 78-79) Objectives ‘Tha main point of this exercise isto show thet while there are milions of ited range. Students this narrow range also may mean problems 1" Younger women to devoiop thir awn “routes to power Exerciee 9.78) 1. The women seem to come from south China or from heavily urban areas, Students should nolce tat few come from any large minority ‘raup or from remote areas of China 2. Their obs seem closely connected to ther husband's (in Fo Ministytogetnet or People's Congresses). Ther love! of authority is, Usually step oF two down from tr husband's, {3 Many ofthese women took part in the Long March, the days at Venan ‘agaist the Japanese or te March sth or December Sth Demenstations inva sense, these women probably were accepted because they had paid their dues" through some pretty harsh times and were known 10 ave the bility nd courage tobe trustee. 4, Most of these women are older; many now in thelr 70. it suggests that women leaders wil have to come trom a aiferet source. may aso mean, 35 in ether Cammunist countries, hat when the hat revalstionary ‘Generation of wemen dies there wil bo few women even with minimal omer since wonken wil not have revolutionary events in whch To prove Themselves 5. Thay are more likely to be in foreign affairs or in welfare and socal Agencies, The miltary and economic pats ofthe bureaucracy ssom more close totem, . Peasant Women and Vilage Change (pp. 80-1 objectives ‘Stents wil focus onthe ral changes for vlage worn since the Communit Revoluten and sourees that suggest tha all he claims for Complete equally are probably exaggerated. ‘Suggested Teaching Methods — Wight make a fairly quick homework asBgnment or lece 0 finish a cass period. Points To Consider (3 8 Question 1 — Consivons were incredibly awtul — famine and starvation, Suicide and grinding poverty ~ symbolizes by man and wife sharing & par of pants when going ouside ‘Question 2 — the herd conditions of her early ite, the woman eadre who Med wn her and shared ner harsh living standard, hope fora beter ite ‘Question 3 — women stil eated as objects or property - wanted to force women to marty Party member, rape or explltation of lendloras: daughters, Sind Keeping women wilage ‘Question 4 — Marriazes mostly patilocal stil. so women lose seniority at benefit arranged marriages, women's work” stil expected at E. Status of Women in Contemporary Communist China (pp. 87-81), Objectives ‘Stasents should gain two major objectives trom this section. One isto gain 3some understanding ofthe situation ia China for women today. The other is {a halp students learn how to proceed in developing an historical thes. The sctvity may suggest to students now note taking fs arangod, Now to organize ' paper and how to offer specific supporting points. While this activity = Suggestod as a group tack, feachors may wih to do It asa class oF a3 Individual Homework Also, students might be encouraged to think back over {China's past ristory and readings inthe boos, WOMEN IN TRADITIONAL, CGHINA, fo gein perspective on how major changos have Boon ‘Act (p. 90) “The following are just some brief points that might be mat ‘oss about Chinese women to support the |. The Chinese Communists have made mejor changes for women and have ‘nly minor ways to go to real equally ‘A Major Paint. There have been major changes for women 1 Women ean vote 2. There ls co-eaucation for most Chinese young women 5. Women have better medical care 4 More occupations are open to women 1. Thore are, however, some minor changes to be made for Chinese rmination remains, but seems tobe slowly changing ranged marriages, but largely in furl areas 5. Education at igherivels sti male, bot may change I. Thesis: The Chinese Communists have made few changes for women, Sut are sla male-dominated socety. [A The Chinese Communists na 1" Women can serve inthe mil 2. Women can be members of the Communist Party and can vote ‘3 Women get equal property rights with men ©. China ie stil a male-dominatas society {Mon sil get more pay for equal time than do women 2 Eighty pereont of the Communist Party are male 3. Only few wives of government ofiias have held real power 4 Rural parents sil want boys '5 There's na eminst or women’s liberation movement in China that Ishnat under the male bureaueraey " “Thesis: The Chinese Communists have made major changes, but have major problems yet to confront 'A. Tho Chinese Communlsts have riade major changes 1"Motner-in-law's power has largely bean removed Tabor not so exploited lable Inthe grade school to mates 8. Chinese Communist sl confront major changes 1"Chinese wamen are not well represented in power positions in China 2. Independent political movements for women (and others) sre enieg 3. Job dlscimination is stil present ‘4 Women stil soem to have primary responsibilty for household taske (The above are meraiy suggestions of what points might be chosen; students might have many diferent combinations) F. Chinese Women i the 1960 (pp. 82-87) Objective Students should review shits in Chinese Communist Party policies toward ‘women. Students wil focus on real gains for wornen during the Communist ‘crainmodern China and discuss continuing inequalities, ‘Question 1 — cary 19508 in pernaps such reforms as the Marcage Law, which were more specie relarms for women and less for perly service or pany ends, ‘Question 2 — Perhaps to encourage women to give up outside occupations ‘or deomphasize these activities, il emphasis on home, for children But also trying to Improve thelr status, Keep farilysize smal te ‘Question 4 — Top positions in government and economy stl male ‘dominated, sil sometimes relegated to some “natural Jobs such as service Positions? Stl, improvement is dramatic and young women might see Sppertunities within the Party ‘ibuogrephy (pp. 88-99) Arbntopraghy includ at the end ofthe ext for students wishing to pursue Turher research Glossary (pp, 100-143) We have tried to give a simple explanation for unusual words. Students should be aware of the glossary, whichis printd atthe end of the text. Explanation of Pinya (pp. 104-106) ‘An oxplanation of the Pinyin ystom of Romanization of Chinese words is Included in the student book. Is reprinted from China Yestorday and Today by Molly Gaye and John Livingston. New York: Bantam Books, 1879, pp. 360"362 6COGNITIVE TEST ON WOMEN IN MODERN CHINA 1. Early reformers for women's rights included al of the folowing except: 4 Imperial concubines Christan missionaries 4 Chinese malo wrtere Ike Li Ruzhen and Mao Zedong 2, Schools for Chinese gles were dificult to establish {3 and by 1820, most of the ones afempted had fale ©. but the Manchu government establahed the fist girs! choo, the tet o-edveationsl senools and the fst women’s colleges. «. and wore looked down upon by wealthy young women 1. but grew very rapily by 1920 ‘3. A member ofthe family who often encouraged a young women to be cated was hee! oranamotner ©. grandtatner younger sister der brother 4. Chineto newspapers inthe 19203 contained antcies concerning Smnariage resistance.” This resistance way ilustated in all bul ane of the folowing war suede ©, mass numbers of women ané men who converte to the Catholic faith fe become nuns ane priest €. Seoret societies of women wno supported themselves by sik ralsing. . groups of women and men sho pledgea never to marty 5. The bobbed har style of some Chinese women of the 1920's: 2" became a subject of attack by Guomingang 2oldiers ©, showed a sympathy for pasant customs of North China ©. was started by Machu Dynasty ha styles. 6. ee “lapper" mage of women entertainers. 6. When the Chinese Communists incorporated Tibet into Chine, they faced problems because: 2° accoraing to Communist philosophy. raitional peasant women Should havo been suppressed and Nad low status. the CCP wanted to aw the cston of polyanry because this has the Tibetan women to get tet low satus, «. the CGP wanted the Tibetan women to give up tei outside jobs Since, aezoraing to Communist philosophy, traditional peasant women Should have been suppressed ana had low status. 4. 2 Tietan woman had very low satus, ‘Traditionally the noble women ofthe tribal group called the Norsu can, beat be desérbed as having 8" generally high status~- Alan Winnington says often higher than their Rusband’s as they inetd and contol saves and property ». a few ad quite @ goad posiion-- Alan Winnington saye some Norsu ‘women were excelent at domestic tasks like weaving rude 16 ® 46. ‘e. avery high position in the tribe in a few roles like female priest or wilage mdi. 4, very fo status often they wore brutally Beaten by their husbands. One of the main diferences between Manchu and Chinese customs ‘concering women was thal the Manchus: {stressed higher taveation for women more than the Chinese 1 didnot fallow the practice of footbinding while the Chinese cid © stressed beauty in women more than the Chinese ca 4. practiced female infanticide end the Chinese rarely dia “The right to vote far Chinote women came inthe: ate Constitution which ended the Manchu reign ®, 1826 Constitution of the Guomingang. 2, 1998 Constitution of Nationalist China 1 1947 Constittion of the Chinese Communists. ‘Qiu Jin was considered a martyr of China because she ded: 2 tighting the Japanese In World War I inthe "white Teor ©. by execution for resisting the Manchu government 4. inthe 1812 demonstration against the Legislature “The leader of Chins who stressed the Confucian ideals concerning women in his New Life Movement of the 1930 was: 2 °hiao Zedong Chiang Kaleshek © Zhow Enis Wang Vingohi “The noted woman writer who did not ha to aid her career wat: & Song Meiing 5. Deng Yingstao © Jiang Qing & Ding Ling 1 important political husband ‘OF the tive best known women of modern China: 2: al now receive nonor fram the Communist government Bone is exiled, but the rost hold postions of power in China two remain in octal respect by the Chinese governme 4. only the widowe of famous men are sll praised and henored, ‘The “Gang of Four in Chinese propaganda includes: "Tour oftve women who survived onthe Long March © the four nationa Vietnam, Russia, Cambodia, and Japan who opposed the Chinese invasion of Vietnam «.dlang Ging (Madame Mao Zedong) Song Ginting adem Sun Yat-sen) ‘Atypical Chinese Communist woman Ina leadership role today would ft the folowing description: 8" Ethnie monty women who had served the Party in the provinces, but who lator went 9 the Beling Red Training School,6 1” 1%. »b. Peasant woman chosen by the Party asa "token" sign of change in China © Beijing woman who gained her reputation inthe Red Guards of the Guttural Revolution. 4, Southeast China woman who had participated in important polite events betore 1940, ‘The lves of peasant women in China today can best be described {very dificult often they are so poor hey must share a pair st Trousers with thelr husband », Samewnat improved since imperial times, but they stil utter trom itil ciscrimnation that donies women the right to become ‘members ofthe palitburo. Improved especialy 8510 physical security ang official equality, but ‘Sil expectea to 60 most domestic tasks, 4. actually better than men as they are not expected to do teld work, ‘nly domestic tasks Besides women's organizations, Chine ten in the government division of athe milter. foreign potiy © transportation, Industry women leaders have appeared ‘Women in the Chinese Communist Party make up about: 2. of the membership 1. 20% of the membership © 57501 he membership 4. 48% of the membership ‘The Chinese Communists havo been: 2 consistent n torr policy 7 family ite for women ©. neglectful of womens acues and passed ite legislative ehanges ©. changeable by stressing outside work at some times and home ife at ‘thers for women 4, dodicated to the ideal of the break-up of all families ‘The women's movement in China today is a strong because of he young women in high B State controled with ite nea © unnecessary because of roforme already made 4 weak because there aren legal measutes Tor women's equality ership postions ANSWER KEY 1 Heb 2 iia 3 ire ‘ Mee 5 soa NorEsNOTES