Lesson 1 The Opium War
Teaching Objectives
Through the study of this lesson, students will understand and understand the British smuggling of opium into China, which brought serious consequences to Chinese society. The basic historical fact is that it caused harm and launched a war of aggression against China. Master Lin Zexu safeguarded the interests of the Chinese nation and carried out the feat of destroying opium in Humen. Understand the main contents of the Sino-British Treaty of Nanjing and its impact on China.
Through the Opium War launched by the British to invade China and the signing of the Treaty of Nanjing between China and Britain, China began to become a semi-colonial and semi-feudal society. Students are trained to observe and analyze problems from the perspective of historical materialism. ability.
Through the historical facts of the British smuggling of opium into China, you can understand the filth and bloodiness of the history of capitalism, and expose the hypocrisy and profit-seeking nature of bourgeois morality. Learn from Lin Zexu’s patriotic spirit of destroying cigarettes in Humen and safeguarding the interests and dignity of the Chinese nation. Remember the historical lesson of the Opium War that "those who fall behind will be beaten" and cultivate students' sense of urgency and sense of historical mission to revitalize China.
Teaching Focus
This lesson mainly describes how China began to transform from a feudal country with political independence, territorial integrity, and economic self-sufficiency into a semi-colonial and semi-feudal society. . Focus on grasping two major sections and six issues: First, Lin Zexu’s opium burning in Humen: 1. In order to open up the Chinese market, the British smuggled opium into China. 2. Opium smuggling has brought serious harm to Chinese society. 3. Lin Zexu sold out cigarettes in Humen to safeguard the interests of the Chinese nation. The second is the Sino-British Treaty of Nanjing: 1. Britain launched the Opium War to invade China. 2. The Qing government was forced to sign the Treaty of Nanjing. 3. China began to degenerate into a semi-colonial and semi-feudal society.
Teaching Difficulties
The difficulty is how to understand that China began to decline from a feudal society to a semi-colonial and semi-feudal society. First of all, it is clear that semi-colony means a country that is formally independent but is controlled and oppressed by imperialism in all aspects of politics, economy, and culture. The meaning of semi-feudal society is that the original feudal economy has been destroyed and capitalism has a certain component, but the feudal system of exploitation is still maintained. Then, students were guided to discuss and analyze based on the content of the Sino-British Treaty of Nanjing. They understood that after the signing of the treaty, although China was a formally independent country, its independent politics had begun to be subject to external interference; the feudal society characterized by the natural economy was also affected. The impact of foreign capitalism has made China no longer a complete feudal society, so China began to become a semi-colonial and semi-feudal society. During the teaching process, it should also be noted that the formation of China's semi-colonial and semi-feudal society has a development process. The signing of the "Treaty of Nanjing" is just the beginning. Do not cause misunderstandings due to this.
Blackboard design
Teaching process
1. In order to open up the Chinese market, the British smuggled opium to China: First, the question in the introduction box about why the British smuggled opium to China guided students to read the text and think about the answer. After the students fully discussed, the teacher summarized and pointed out: Britain was the most powerful capitalist country in the world at that time. In order to promote industrial products and plunder cheap industrial raw materials, it expanded everywhere, and the vast Chinese market became its first choice. . The United Kingdom once used diplomacy, trade and other means to open the door to China, but failed to do so. Later, it discovered that it could make huge profits by engaging in the drug trade. (The British East India Company, which had the opium monopoly at that time, cost more than 200 rupees per box of opium. The auction price in the market in 1817 was 1,785 rupees, and the selling price in China was 2,618 rupees, a difference of 833 rupees, equivalent to 400 silver dollars. Yuan or more than 280 taels of silver.) So the British actively smuggled opium to China. Instruct students to look at the table of the surge in opium imported from Britain to China.
2. Opium smuggling has brought serious harm to Chinese society. Instruct students to read the free reading cards, connect the phenomenon of drug abuse in real life with the determination of the Chinese government to ban drugs, and let students think and discuss. The teacher summarized it again: Opium is a narcotic drug made from poppy juice. Once a person takes opium, it is difficult to quit. Once he becomes addicted to opium, he will lose his fortune and his family will be destroyed. Ask the students to read the Paozi ballad aloud, and the teacher will explain the meaning. To quote Hastings, the first British Governor-General of India, who declared in 1773: "Opium is not a necessity of life, but a pernicious luxury, and it is not advisable, except for the sole purpose of foreign trade, to be tolerated." The government should strictly limit domestic consumption of opium. "Here, the British bourgeoisie believed that opium was harmful and should strictly limit domestic consumption; on the one hand, it encouraged export sales in order to obtain huge profits. This purpose completely exposed the shamelessness and hypocrisy of the British bourgeoisie, and revealed the dirty and bloody history of capitalism. Marx once quoted the British historian Montgomery Martin to denounce the evils of the opium trade: "The opium trade is more cruel than the slave trade, because the opium traders corrode, corrupt and destroy the spiritual world of the unfortunate sinners, and also torture their bodies." Marx It is pointedly pointed out that the illegal opium trade enriches the British treasury every year by destroying human lives and corrupting morals.
The teacher asked the students to read the brainstorming questions, and based on the students’ answers to the questions, they summarized the harm caused by the import of opium to Chinese society and the consequences for the Chinese nation.
3． Lin Zexu's elimination of opium in Humen safeguarded the interests of the Chinese nation: The teacher asked how you would face the serious situation caused by opium smuggling. After the students fully discussed and expressed their opinions, the teacher concluded that opium smuggling had seriously endangered the rule of the Qing Dynasty, so Emperor Daoguang sent Lin Zexu to Guangdong to ban smoking. (After explaining the dangers of opium clearly, it is self-evident why Lin Zexu banned smoking)
Teacher asked: What anti-smoking measures did Lin Zexu take? What effect was achieved? After the students answered, the teacher further stated: Strict and effective measures were taken and more than 2.3 million kilograms of opium seized were destroyed at Humen Beach. Please remind students that cigarette burning is carried out by chemical reaction, not burning cigarettes. Teachers can also point out that at that time, foreigners did not fully believe that Lin Zexu really wanted to ban smoking. They thought that Lin Zexu would make a fortune this time. But when they carefully observed all aspects of the entire cigarette elimination process, they found that its tight, orderly, and watertight organizational measures left no opportunity for people to take advantage of them. Their ideas were too naive. Lin Zexu's outstanding organizational skills and noble personality convinced these foreigners and amazed them. The elimination of opium in Humen safeguarded the interests of the Chinese nation and demonstrated the strong will of the Chinese nation to resist foreign aggression. Lin Zexu is a well-deserved national hero. When General Luo Ruiqing visited Humen, he said: "This is where China's modern history first began to resist imperialist aggression. When you visit Humen, you can know what the Chinese national spirit is."
4. The British launched the Opium War to invade China: The teacher pointed out that Lin Zexu's destruction of opium in Humen dampened the arrogance of opium dealers and thwarted Britain's dream of using opium to open the door to China. They were determined to launch a war of aggression and use artillery to blast open the door to China. Teacher asked: Was this war caused by Lin Zexu’s smoking ban? Guide students to discuss and analyze, quoting the famous saying of Clausewitz, the famous modern German military scientist, "War is the continuation of politics through another means", pointing out that opening the Chinese market is an established policy of the British bourgeoisie, and this war is a British asset The class protection of the opium trade and the promotion of colonial expansion policies were inevitable and continued. Without Lin Zexu's smoking ban, they would have done the same, but it was only a matter of time. Since this war was caused by opium smuggling, Marx said: "Britain used artillery to force China to accept a narcotic called opium." Therefore, this war was called the Opium War.
5. The Qing government was forced to sign the Treaty of Nanjing: Let students read the textbook and answer, what was the outcome of this war? Taking the reasons for the defeat of the Qing government as the theme of the small discussion gives students the opportunity to learn independently, play freely, and express themselves. On this basis, the teacher guided the students to look at the schematic diagram of the Opium War and described the two stages of the Opium War: the first was to attack Guangzhou, capture Dinghai, and force Tianjin. Emperor Daoguang dismissed Lin Zexu for investigation; the second was to occupy Hong Kong, advance to Wusong, and arrive in Nanjing. The Qing government was forced to sign an alliance under the city walls. Another summary tip: After the Qing Dynasty took over the Central Plains, it adopted a closed-door policy and lost the opportunity to develop productivity and improve overall national strength through foreign economic and cultural exchanges. However, it resulted in a mentality of complacency, ignorance, backwardness, and arrogance. As a result, "Being behind will lead to "Be beaten" and suffered a defeat in the war. Although China was waging a just war against aggression, and despite the heroic resistance of patriotic soldiers like Tianpei, the outcome of defeat could not be restored. The corrupt Qing government was forced to sign the Treaty of Nanjing, which was a humiliation and loss of power.
6. China has begun to degenerate into a semi-colonial and semi-feudal society: the teacher reminds us what a semi-colonial and semi-feudal society is. Let students read the main contents of the "Treaty of Nanjing" and guide them to see the schematic diagram of the cession of Hong Kong Island. Guide students to summarize the main contents of the treaty into six words: cession of territory, compensation, and trade. After further discussion and analysis with students, we came to the conclusion that China has begun to degenerate into a semi-colonial and semi-feudal society. The Chinese people began their struggle against foreign aggression and against their own feudalism, and the Opium War became the beginning of China's modern history.
Please summarize the harm of opium to China into several articles. Compare to see who summarizes the content comprehensively and concisely.
The main ones are: First, the outflow of silver caused a financial crisis for the Qing government (by 1839, China had outflowed as much as 100 million taels of silver). Second, the price of silver has risen, causing "silver to be expensive and money to be cheap." Refers to the increase in the exchange rate of copper coins for silver. From the original 1,000 Wen to 1 Liang, to 1,500 Wen to 1 Liang, and then to 2,000 Wen to 1 Liang. The Qing government stipulated that taxes should be paid in silver, which increased the burden on farmers (farmers sold grain in exchange for copper coins, and then converted the copper coins into silver to pay taxes. Originally, 100 kilograms of rice sold for 1,000 copper coins could pay a tax of 1 tael of silver. . Now it takes 200 kilograms of rice to pay the tax.) The third is to corrode the ruling institutions. The Qing government accepted bribes for personal gain, and became even more corrupt because of bribery for personal gain. Fourth, it poisons the physical and mental health of the Chinese people, brings instability to society, and seriously weakens the combat effectiveness of the military.
Lesson 2: The crimes of foreign powers invading China during the Second Opium War
Teaching objectives
Through the teaching of this lesson, students will understand the Second Opium War During this period, the criminal acts of foreign powers invading China and the corruption and incompetence of the Qing Dynasty rulers caused China's world-famous royal palaces to be burned to the ground, China's sovereignty was further lost, land was violently seized, and in the years of national crisis, the resistance struggle of the peasant uprising army continued. Historical facts.
This course, through teacher's guidance and students' independent learning (listening, watching, discussing), cultivates students' ability to analyze historical phenomena and see the essence through phenomena (that is, the reason why the great powers are so unscrupulous, so arrogant, The source of the wantonness) and understand why the primary target of the Taiping Heavenly Kingdom’s peasant movement’s struggle was the Qing government (if we don’t completely eliminate the root cause of decadence, if we drive away “France” and “English” today, new “Frances” and “English” will follow tomorrow to).
Analyzing the strength and weakness of the nation, the advancement and backwardness of the country are closely related to their destiny, thereby stimulating students' patriotic emotions, studying hard and working hard for the revitalization of the nation and the strength of the country. Through the historical facts of the Taiping Army's fight against the foreign gun corps, we will carry out patriotic education that the Chinese people have always had a strong determination and glorious tradition to resist foreign aggression.
Key Points and Difficulties
The occurrence of the Second Opium War is a key point. For this part of the content, students only need to master the knowledge points: the time and date of the Second Opium War. The country that started the war is sufficient, but teachers should grasp the title of the text and explain why this war is called the Second Opium War and its relationship with the First Opium War, so as to connect the content of the text.
"The crime of foreign powers invading China" is another focus of this lesson, and it is also the content described in this lesson in a large amount of space. In order to simplify the complexity for students and easily grasp the historical facts of this period, the crimes can be summarized It has eight characters: "unprecedented looting" (English and French) and "the most territory ceded" (Russian).
The difficulty of this lesson can be placed on the "relationship between the Second Opium War and the Taiping Rebellion". Two questions should be clarified here. One is why the peasant rebel army's struggle target was the Qing government in the first place. That is to overthrow the rule of the Qing Dynasty (the corruption of the Qing government was the main culprit of the national crisis); first, to tell the story of the Chinese people's patriotism and glorious tradition of resisting foreign aggression through the Taiping Army's fight against the foreign gunmen.
Blackboard writing design
Teaching process
Review question: What serious consequences did the signing of the Treaty of Nanjing in the First Opium War bring to China? Do the great powers satisfy their vested interests?
Introduce new lessons
1. The teaching idea of ??the text can be structured as one clue and three major sections:
①One clue: the title of the text "The Crimes of the Great Powers Invading China in the Second Opium War"
② Three major sections: composed of blackboard design for the whole course
1. The occurrence of the Second Opium War
2. The crimes of the great powers in the Second Opium War
1． Britain and France——Burning the Old Summer Palace
2. Tsarist Russia - ceded territory (more than 1.5 million square kilometers)
3. The struggle triggered by the Second Opium War - the Taiping Army fought against the foreign gun troops
2. Specific teaching method
① Regarding the occurrence of the Second Opium War, this lesson is extremely simple, but why it is listed in a separate section? First, the overall clues are clearly structured and logical. Second, if we don’t talk about the reasons why the Second Opium War occurred, students will not be able to understand why this war of aggression is called the “Second Opium War” instead of something like the “Sino-French War”, “Sino-Japanese War of Sino-Japanese Sino-Japanese War”, and “Eight-Nation War”. "Allied Forces' War of Invasion of China" (although this is a story later), since the Second Opium War is definitely related to the First Opium War. Therefore, in this part, teachers can introduce it from the subject, that is, why is it called the "Second Opium War"? During the First Opium War, due to the signing of the Treaty of Nanjing, capitalist countries such as Britain and France seized many rights in China, but their greedy desires were not satisfied. In order to further open up the Chinese market and expand their rights of aggression, they made unreasonable demands. After their request to "amend the treaty" was rejected, they launched a war of aggression here to force the Qing government to submit. Because this war was a continuation of the Opium War, it was historically called the Second Opium War.
②In the second section "Crime of Great Powers", the following treatment can be done:
a. Talking about "Burning the Old Summer Palace" can be done in the form of talk, watch and discussion. Said, that is, the teacher’s explanation: The Old Summer Palace is not only the crystallization of the architectural art of China’s feudal era, but also a rare museum and art gallery in the world. It is well-deservedly called the “Garden of Ten Thousand Gardens” by the West (see the information for details). Let the Yuanmingyuan, a treasure house of exquisite art, occupy an ancestral position in the minds of students. Watch, that is, play a video of "The Burning of the Old Summer Palace" to let students have an intuitive impression of the Old Summer Palace. Through vision, witness the brutality, greed and evil of the invaders. Through listening and watching activities, we can deepen our hatred for the crimes of the invaders. Discuss, that is, let students express opinions and talk about their feelings, guide students to blame and hate, and stimulate patriotic emotions.
b. Students can be guided to analyze and summarize Tsarist Russia’s behavior of ceding territories:
1. Ambition - a long history
2. Means - taking advantage of the situation (forced force, mediation as inducement, 1. Paper determination, forceful occupation), step by step encroachment
The teaching method can use a picture and a table, first "use the table to represent the picture" (look at the table to identify the picture), and then "use the picture to represent" (use geography Orientation notation method).
③ In the third section, you can use the serial questioning method: Why did China suffer such a disaster? What are the subjective reasons? (Content related to the "First Opium War": The Qing government's corruption and repeated compromises caused China's situation to take a turn for the worse.) How did the people react? (Introduction to the Taiping Heavenly Kingdom Peasant Movement) What is the goal of the peasant regime’s resistance? What was the result? Finally, the teacher made a summary of the time when the First and Second Opium Wars broke out, the invaders, the main contents and results. This layer-by-layer summary was consolidated step by step, so that students could understand that due to the loss of sovereignty and the seizure of territory in the Second Opium War, It further deepens the semi-colonialization of Chinese society, consolidates the contents of the two Opium Wars, and lays the foundation for the complete knowledge of the five major wars of aggression against China launched by the great powers in modern history.
Lesson 3: Recovering Xinjiang
Teaching Objectives
Through the study of this lesson, let students understand Aqubai’s invasion of Xinjiang, our country, and the brutal exploitation and oppression of the people of Xinjiang; We know the historical fact that Zuo Zongtang defeated Aguba and regained Xinjiang with the support of the people of all ethnic groups in Xinjiang.
By guiding students to think and answer questions such as "If you were Zuo Zongtang, how would you defeat Aguba and regain Xinjiang?" and "How to evaluate Zuo Zongtang?", we cultivate students' ability to analyze and solve problems and The ability to comprehensively and objectively evaluate historical figures.
Through the study of this course, students will realize that Xinjiang has been China’s territory since ancient times. Fighting foreign aggression and defending national sovereignty will receive the support of the people.
Teaching Focus
Zuo Zongtang’s recovery of Xinjiang is the focus of this lesson. Xinjiang has been China's territory since ancient times and is the northwest gate of our country. Its gains and losses are not only related to our country's sovereignty, but also maintain the country's security. Zuo Zongtang advocated the recovery of Xinjiang and won the support of patriots in both the government and the public and the support of people of all ethnic groups in Xinjiang.
Teaching Difficulties
The difficulty of this lesson is to explain clearly the importance of recovering Ili and the necessity of paying the price. Is it necessary to exchange a large piece of land and a large amount of compensation for a mountain city? Students may not be able to understand or accept it. It must be made clear when teaching: Russia was strong and weak at that time, and it was impossible to take back Ili without paying a certain price. And Ili is the gate to Xinjiang. Failure to recover Ili means that Xinjiang has not been recovered, and national security is still not guaranteed. Therefore, Yili is more important than the land and the compensation.
Blackboard design
Teaching process
1. Show the filled-in map of China and ask students to find the location of Xinjiang and ask "What percent of my country's territory does Xinjiang account for?" Then use "brain-braining" to ask students to think and answer "Why is Xinjiang said to be China's territory since ancient times?" The second is to carry out subject penetration, the second is to arouse students' interest in learning, and the third is to let students understand the importance of Xinjiang.
2． Guide students to review the situation of my country's border crisis during this period, and then directly introduce new lessons.
3． Telling the story of "Agube's invasion of Xinjiang", you can combine it with geographical knowledge and ask "How many countries were created after the collapse of the Soviet Union?" and then ask "What ethnic group was founded by the Kokand State?" Let students understand the origin of the Kokand State and clarify it. geographical location. Establish the concept of time and space for subsequent learning.
4． Combined with "Map of Xinjiang" or computer courseware, the teacher uses concise language to describe the process of Agub's invasion of Xinjiang while demonstrating. Or let students make their own courseware, demonstrate by themselves, explain the process of Agub's invasion of Xinjiang, and describe how Agub brutally exploited and oppressed people of all ethnic groups in Xinjiang, so as to train students' hands-on and expression skills.
5. Guide students to study the fine print of the text, pointing out that Tsarist Russia and Britain ignored China's sovereignty and openly recognized and supported Agub's puppet regime. Russia also directly sent troops to occupy the Ili region of Xinjiang. Its criminal purpose is to attempt to split China's territory.
6. "Zuo Zongtang's recovery of Xinjiang" is the focus of this lesson. Before class, students can be assigned to collect information and opinions about Li Hongzhang and Zuo Zongtang. During class, students can be divided into the "Li Hongzhang faction" and the "Zuo Zongtang faction" to discuss which of "coastal defense" and "fortress defense" (referring to the defense of the four north) is more important. Which one starts the debate? It not only mobilizes students' enthusiasm for learning, but also deepens students' understanding of the correctness of Zuo Zongtang's claim to regain Xinjiang.
7． Let's ask: "If you were Zuo Zongtang, how would you defeat Aguba and regain Xinjiang?" Mobilize students' interest in learning and improve their ability to analyze and solve problems.
8． Let’s ask, “After Zuo Zongtang defeated Aguba, why did he not take advantage of the victory to regain Ili, but advocated a diplomatic solution, and at the same time established an anti-Russian headquarters to support Zeng Jize’s diplomatic struggle?” Cultivate students to learn how to respond to different situations and situations objects and adopt different fighting strategies.
9. Guide students to think about "Is it worth it for China to exchange a piece of land and a large amount of compensation for Yili?" Cultivate students to be far-sighted and analyze problems from a global perspective.
10． After finishing the above content, you can ask "Based on what you have learned before, how do you evaluate Zuo Zongtang?" This can consolidate old knowledge, deepen patriotism education, and cultivate students' ability to comprehensively evaluate important historical figures.
Think about it
Think about it, why is Xinjiang said to be China’s territory since ancient times?
In 60 BC, the Western Han government established the Protectorate of the Western Regions to take charge of affairs in the Western Regions.
From then on, Xinjiang began to fall under the jurisdiction of the central government and became an inalienable part of me. Subsequent central governments have never given up on the management of Xinjiang.
Lesson 4: The Sino-Japanese War
Teaching Objectives
Through the study of this lesson, students can understand the general situation of the Sino-Japanese War: the reasons why Japan launched the war Purpose; why it is called the Sino-Japanese War of 1894-1894; the Battle of the Yellow Sea; the fall of Lushun; the defeat of Weihaiwei. The main contents and impact of the Treaty of Shimonoseki between China and Japan. The heroic deeds of the Taiwanese people in resisting Japanese colonial rule.
With the help of teachers, let students talk about Deng Shichang’s heroic deeds in the Battle of the Yellow Sea, thereby training and cultivating students’ oral expression skills; by guiding students to compare the Treaty of Nanjing and the Treaty of Shimonoseki The content specifically analyzes and explains that the "Treaty of Shimonoseki" greatly deepened the degree of China's semi-colonialization, thereby cultivating students' ability to comprehensively analyze issues.
Through the study of this lesson, students will understand that the Sino-Japanese War was an aggressive war deliberately provoked by Japanese imperialism to annex North Korea and invade China. During the battle, patriotic officers and soldiers represented by Deng Shichang and others carried out a heroic and tenacious anti-invasion struggle. They were the national heroes of the Sino-Japanese War of 1894-1899. Due to the decadence and decline of the Qing government, the compromise of the decision-making group, and the lax and backward armaments, the Sino-Japanese War The war ended with China's defeat. The signing of the Treaty of Shimonoseki between China and Japan greatly deepened the semi-colonialization of Chinese society.
Teaching Focus
The Sino-Japanese War and the Treaty of Shimonoseki
Teaching Difficulties
The nature of the Sino-Japanese War and China Causes of Failure and Impact of the Treaty of Shimonoseki.
Teaching methods
1. Guide students to consult relevant historical materials, help students obtain effective information, and deepen their understanding of relevant content. 2. Help students improve their ability to analyze issues by guiding them in comparative analysis of the contents of the Treaty of Shimonoseki and the Treaty of Nanjing.
Teaching aids: videos, teaching courseware, flipcharts.
Blackboard design
Teaching process
1. When introducing a new lesson, the teacher can design such an introduction to enhance the atmosphere: "Students, the Chinese nation is not only a great nation, but also a nation full of disasters. On the pillar of shame in modern history, how many descendants of the Yan and Huang descendants are engraved on it. Blood and tears record so many cruel historical facts. Which one is not thought-provoking and inspiring? Which word and sentence is not enlightening and touching? Let us open the scroll of history and return to the Sino-Japanese War. The historical period of the Sino-Japanese War, to appreciate the blood, tears, rise and fall of the nation, and to review the painful experiences and lessons. Today, we study Lesson 4: The Sino-Japanese War. "This introduction created a strong atmosphere at the beginning. Thinking develops with the development of teaching. The two sentences of questions not only summarize the previous lesson, but also pave the way for the following, and play a connecting role.
2． The Yellow Sea War is the focus of this lesson, and it includes three aspects: First, Japan’s purpose of launching the war and the name of the war was the Sino-Japanese War of 1894-1894. The second is the story of the Yellow Sea War. The third is the result of the Yellow Sea War. The teacher can first show the important clips of the film "Sino-Japanese War", and then let the students who have prepared the story before class give a speech to highlight Deng Shichang's deeds. The teacher summarizes and summarizes after the students have finished speaking. Ask students to pay attention to relevant maps and picture materials.
3． After the Battle of the Yellow Sea, in order to preserve the strength of his faction, Li Hongzhang ordered the Beiyang Fleet to "preserve the ship and avoid the war" and hid in Weihaiweijun Port, and was not allowed to patrol the sea to meet the enemy. In this way, the dominance of the Yellow Sea was controlled by the Japanese fleet. After that, China was attacked by the Japanese army on both land and sea. The teacher briefly narrates the Battle of Liaodong Peninsula, focusing on the fall of Lushun and the Massacre of Lushun, and guides students to read the small print. The teacher then explained the situation of Weihaiwei's defeat and pointed out that in the battle of Weihaiwei, the entire Beiyang Fleet was wiped out.
4． The "Treaty of Shimonoseki" is one of the focuses of this lesson. The following three issues should be explained in sequence: First, the time when the "Treaty of Shimonoseki" was signed (1895) and the requirements of the representatives of both parties (Li Hongzhang and Ito Hirobumi) for students to remember. Second, the main content of the Treaty of Shimonoseki is divided into four points on the book, and students are required to understand and remember it. Regarding "Three Kingdoms Intervention and Return to Liao", students can be guided to read the small print in the textbook, and teachers do not need to explain it. The third is to combine the main contents of the Treaty of Shimonoseki and analyze its impact on China: First, the Liaodong Peninsula is the gateway to the Northern Ocean. It joins the Shandong Peninsula and surrounds the Bohai Sea. The southern end is the Lushun military port. The cession of the Liaodong Peninsula directly threatens the Beijing-Tianjin region. Safety. Taiwan Province is the largest island off the coast of China, including the main island, the Penghu Islands and more than 70 other islands. It is far away from Fujian Province across the Taiwan Strait and has an extremely important strategic position and economic value. Japan's occupation of Taiwan not only plundered a treasure house of resources, but also served as a base for invading the southeastern coastal provinces of our country. Second, the huge compensation of 200 million taels of silver seriously damaged China's finances and greatly increased the burden on the Chinese people. The fiscal revenue of the Qing government at that time was less than 90 million taels a year. In order to pay the compensation, in addition to intensifying the search for people, they had to borrow a lot of "foreign debt" with harsh conditions. This huge compensation was equivalent to more than three times Japan's annual income, 85% of which was used as military expenditure by the Japanese government. Japan quickly developed into military imperialism and became one of the main enemies of the invasion of China.
Third, the opening of Shashi, Chongqing, Suzhou, and Hangzhou as commercial ports facilitated Japan and other imperialist countries to plunder the wealth of China’s richest Yangtze River Basin, especially Jiangsu and Zhejiang provinces. Fourth, the treaty stipulates that Japan can open factories in treaty ports, which facilitates the export of imperialist capital to China. Since then, the imperial powers have obtained the right to directly invest and open factories in China, exploiting cheap labor and plundering raw materials, seriously hindering the development of China's initial national industry. In short, the signing of the Treaty of Shimonoseki greatly deepened the semi-colonialization of Chinese society. After that, imperialism set off a frenzy to carve up China, and China's national crisis became unprecedentedly serious.
5. In 1895, someone wrote this couplet: "Taiwan has now returned to Japan, and the Summer Palace has a roof." Let students use their brains to think: Taiwan is China's territory, why "has now returned to Japan" ? "The Summer Palace is building a canopy again", what is it for? What does it mean to connect these two things together? He pointed out that the capitulation faction headed by Nala Shi and Li Hongzhang were just trying to live in peace, and even held a "Longevity Ceremony" when the country was in crisis. There was no reason why this small group of people could be invincible when presiding over the country.
6. Instruct students to read relevant materials about the Taiwanese people led by Xu Xiang in their fight against the Japanese invaders, and criticize today's "Taiwan independence" in Taiwan