Unit Title:

The Chinese Rites Controversy:  A Case Study in Cross-Cultural Exchange and Cross-Cultural Conflict

Unit Author:  Rebecca Reimers, Middlebury Union High School, Middlebury, VT
                          rreimers@acsu.k12.vt.us

Grade Level:   9-12

Date Submitted:  January 2002

Electronic Unit Overview:
The unit takes the form of a simulation in which students will assume the roles of representatives of the different
groups involved in the Rites Controversy.  These include Neo-Confucianist scholars and courtiers to the emperor
who were opposed to Christianity, Chinese scholar-officials who were tolerant of Christianity (and possibly converted
to Christianity), Jesuit missionaries in China who supported ãaccommodationä of Chinese rites, Franciscan
missionaries in China who opposed such accommodations as heretical, the Pope, and the Chinese Emperor.
An introductory reading will familiarize students with the Rites Controversy.  Students will then pursue research
relevant to their roles. They will write persuasive research papers supporting the point of view of the group they
represent.  There will then be a formal hearing in which the issues surrounding the Rites Controversy will be debated
and discussed.  After participating in the debates in character, students will write an analytical essay explaining
how they personally would have responded had they been in the place of the Pope or the Emperor.

Unit Goals:
    1. To understand the process of cultural exchange and how ideas from other cultures are
         introduced and adopted.
    2. To explore the causes of conflict between cultures based on differing belief systems.
    3. To identify the effect of trends in Europe on China during the emerging Global Age.

Essential Questions:
How does the process of cultural exchange occur?  How are ideas from other cultures introduced and adopted?
Why do ideas from different cultures come into conflict?

Culminating Task or Product:
Students will conduct independent or group research, write a persuasive essay representing a point of view,
participate in a simulation, and write an analytical essay on the information presented during the simulation.

Vermont Standards
Vital Result Standards:
1.3 Reading Comprehension, Evidence a, c, d, g
1.5  Writing Dimensions
1.6 Writing Conventions, Evidence aa
1.11  Persuasive Writing, Evidence a-g
1.13  Clarification and Restatement, Evidence a-c
1.19 Research, Evidence a-f

Field of Knowledge Standards
6.3  Analyzing Knowledge, Evidence a-d
6.4  Historical Connections, Evidence ddd
6.13  Concepts of Culture, Evidence bb, aaa
6.18  Nature of Conflict, Evidence aa, b, c

Time to Complete Unit:  10 days

This unit will examine the religious and philosophical traditions in both China and Europe, how they complemented each other,
and how they came into conflict.  Confucianism, which began as a political and social theory, gradually incorporated Chinese
religious rituals associated with ancestor veneration, and was used by Chinaâs emperors to ensure the Mandate of Heaven
that gave them legitimacy as divinely chosen rulers.  The Jesuits, flush with the humanist scholarship of Renaissance Europe,
brought new scientific knowledge and systems of learning to China, and used these secular achievements to try to persuade
the Chinese of the superiority of Christianity as well.  While both the Chinese and the Europeans were fascinated by the
secular aspects of each otherâs cultures, the ritual practices of Confucianism and ancestor veneration were eventually
deemed by the Vatican as incompatible with the beliefs and rituals of Roman Catholicism.  Once the Pope ruled against
Jesuit accommodations of Chinese ritual practices, the emperor prohibited missionaries from proselytizing in China.

The unit presupposes that students have a working knowledge of internet research skills, including using advanced search
techniques.  I do not specify a particular note-taking strategy for research as I know of the wide variety of preferences and
styles within my own department and assume these exist elsewhere.   I envision this unit as an ideal way to ãglobalizeä a
European history curriculum that deals with the Reformation and the Age of Exploration.  As such, I have not included web
sites that deal with these events among the resources.

ACTIVITY #1:  Introduction to the Chinese Rites Controversy

Vermont Standards:
Vermont Framework Vital Results Standards
1.3 Reading Comprehension

Vermont Framework Field of Knowledge Standards
6.3  Analyzing Knowledge
6.4  Historical Connections
6.13  Concepts of Culture
6.18  Nature of Conflict

Materials:  Introductory readings on the Chinese Rites Controversy:
http://www.columban.org.au/China/cac_98july.htm
http://www.illuminatedlantern.com/Christianity/page3.html
http://www.cs.ust.hk/faculty/dimitris/metro/mission.html
http://www.firstthings.com/ftissues/ft9708/articles/horner.html
http://www.christianitytoday.com/ch/52h/52h024.html

Procedure:
1. Set up a jigsaw reading activity so that students at different reading levels will have a reading
that is appropriate for their level.
2. Within each group, students should complete a set of reading comprehension questions or
take notes using the note-taking strategies students will also use when conducting individual
research.
3. When each group has completed reading and taking notes, students should ãjigsawä to meet
with students from other groups so that they can compare their notes, fill in missing information,
and have an opportunity to process information through listening and speaking.

Assessment Product or Task:
Assess student learning and understanding with a ãone minute essayä in which students answer
the question:  ãWhat was the Chinese Rites Controversy about?ä and ãWhat questions do I still
have about the Chinese Rites Controversy?ä

Assessment Method:  Open-ended written response to a question.

Assessment Criteria:   Studentsâ essays should include the following ideas:
a) The Jesuits were willing to accommodate existing Chinese beliefs and practices in the areas
of name for God, ancestor veneration, and Confucian rites.
b) Other missionaries viewed these practices and beliefs as pagan worship that was not compatible
with Christian belief and practice.

 ACTIVITY #2:  INDIVIDUAL RESEARCH and PERSUASIVE ESSAYS

Standards:
Vermont Framework Vital Results Standards
1.3 Reading Comprehension
1.5  Writing Dimensions
1.6  Writing Conventions
1.11  Persuasive Writing
1.19  Research

Vermont Framework Field of Knowledge Standards
6.4  Historical Connections
6.13  Concepts of Culture

Materials:
Internet access for each student or group.

Procedure:
1.  Assign each student to represent a different group involved in the Chinese Rites Controversy.
 These groups may include:
a) Neo-Confucianist scholars who supported a strict adherence to veneration of  Confucius
b) Chinese scholar-officials who were interested in Enlightenment discoveries in astronomy, map-making, etc.
c) Chinese converts to Christianity
d) Jesuit missionaries in China who supported ãaccommodationä of Chinese rites
e) Franciscan missionaries in China who opposed such accommodations as heretical
f) The Pope and his advisors in the Vatican whose goal is to promote Christianity world-wide
while fighting heresies like the Protestant Reformation.
g) The Chinese Emperor and his courtiers who were concerned with the strength of the Qing
dynasty.

2. Students may conduct individual or group research using internet or text sources (if students
have access to a decent library with historical sources).  Research should address the following questions:
a) What group do you represent?  What are the primary goals or concerns of your group?
b) How does your group understand the teachings and rituals of Christianity?
c) How does your group understand the teachings and rituals of Confucianism?
d) Does your group see conflict between Christianity and Confucianism?  If not, why not?
If so,  why?  Can this conflict be resolved?

Students may create a graphic organizer or use other forms of note-taking during their research.

Assessment Product:
Students write an individual persuasive paper from the point of view of a representative of their
group.

Assessment Method:  Checklist (see attached)

Assessment Criteria:
Studentsâ essays should accurately answer each of the four questions in-depth.
Studentsâ essays should show purpose, organization, detail, and an authoritative and authentic
tone (as if they actually were from the group they were assigned to represent.), as well as revisions
from rough drafts.
Studentsâ essays should use correct writing conventions (no more than 3 errors per page).
Studentsâ essays should clearly define the problem, make a judgment or propose a solution, support
the judgment or solution through sound reasoning as well as example, and address potential criticisms
of their point of view.

Standards:
Vermont Framework Vital Results Standards
1.13  Clarification and Restatement
1.11 Persuasive Writing

Vermont Framework Field of Knowledge Standards
6.3  Analyzing Knowledge
6.18  Nature of Conflict

Materials:
Studentsâ research papers.  Students may also want to provide visual images from websites using
a projector connected to a computer.

Procedure:
With the teacher or a student representing the Pope, convene a hearing at which the evidence for
and against the Jesuit practice of accommodating Confucian rites and ancestor veneration among Christian
converts, and of using traditional Chinese terms to denote God.  The hearings should be set up in a formal way,
so that each groupâs representatives have opportunities to speak, to question other groups, and to respond to
one another.  For example:

GROUP 1:  Introduces themselves, states their view, provides evidence.
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 2:   Introduces themselves, states their view, provides evidence.
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 3:  Introduces themselves, states their view, provides evidence.
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 4:  Introduces themselves, states their view, provides evidence.
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 1:  Responds to concerns, questions
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 2:  Responds to concerns, questions
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 3:  Responds to concerns, questions
QUESTIONS, CLARIFICATIONS: from all participants

GROUP 4:  Responds to concerns, questions
QUESTIONS, CLARIFICATIONS: from all participants

CLOSING REMARKS:  GROUP 1, 2, 3, AND 4

Assessment Product:
Students will write an analytical essay responding to all of the information from the point of view
EITHER of the Chinese emperor OR from the point of view of the Pope, stating how the Rites Controversy
should be resolved, and why, using supporting evidence from the hearings.
NOTE:   I often use the analytical essay as the ãin-class testä at the end of a simulation, and allow students to
use notes that they have taken during the simulation itself.

Assessment Method:  Observation Sheet (for Hearings)
                                          Checklist (for Analytical Essay)

Assessment Criteria:
*Students will ask clarifying questions, and respond to questions through discussion during the formal hearing.
*Studentsâ essays should take an authoritative stance, clearly define the problem, make a judgment or propose a
  solution, support the judgment or solution through sound reasoning, and address reader concerns and potential
  criticisms of their point of view.
*Studentsâ essays should show purpose, organization, detail, and an authoritative tone.
*Studentsâ essays will  analyze the Rites Controversy from the perspective of the various groups represented, and
  evaluate the credibility of the differing views presented during the formal hearing.
*Studentsâ essays will explain the conflict and the points of view of those involved, explain the conditions that
  contributed to the conflict, and formulate a position about the conflict.
_______________________________________________________________________________________________________

Social Studies Department                                   Student Name:________________________

Middlebury Union High School                           Writing Assignment:___________________

                                                                                      Overall Grade:____________

EVALUATING YOUR WRITING
4=Exceeds the standard
3=Meets the standard
2=Near the standard
1=Below the standard/Need to revise

PURPOSE_____                               % of overall grade______

• Could someone who didnât know the assignment AND didnât know much about this topic understand WHAT youâre writing about and WHY?
• Does your piece have a clear and focused TOPIC SENTENCE/THESIS PARAGRAPH that introduces the information/point of view you will be elaborating on in your piece?
• Does your piece stay FOCUSED on your PURPOSE throughout?  (No irrelevant information?)
• Does your conclusion (sentence or paragraph) SUMMARIZE the main point(s) of your piece?

• Does your piece use clear and correct sentence and paragraph STRUCTURE?
• Are the ideas/information presented in a LOGICAL way?
• Could a reader easily follow your points?  Do you express the ideas/information CLEARLY?
• Does the piece FLOW well?  Are there clear and smooth TRANSITIONS?

• Is the information that you use ACCURATE?
• Does your piece explain the information/ideas COMPLETELY and THOROUGHLY?
• Does your piece provide ENOUGH evidence to support your thesis/topic sentence?
• Did you SELECT the most persuasive or strongest details and evidence to support your thesis/topic sentence?

• Did you use the correct VOICE (1st, 2nd, or 3rd person) throughout your piece?
• Is the piece written in an INTERESTING and engaging way?  Does your reader want to keep reading your piece?
• Did you use key VOCABULARY TERMS and concepts in your piece?
• Is there a clear sense of audience (if other than your teacher)?

• Are there fewer than 1 error per paragraph in your piece? (Every 3 errors drops your grade in this category by one point!)

• Is your piece neat and legible?
• Did you include rough drafts?
• Did you number multiple page pieces of writing?
• Did you self-assess/peer-assess or have someone proofread your piece?
• Did you put your name, date, and a title or heading to identify this piece?

EFFORT_____

• Did you conference with the teacher on this piece?
• Did you revise this piece?  How many times?
• Did you exceed the minimum length requirement?
• Was this piece completed on time?
• Did you follow the directions for this assignment?

JESUITS AND THE SCIENTIFIC REVOLUTION:
http://www.fordham.edu/halsall/mod/1680halde1.html
http://www.luc.edu/libraries/science/jesuits/jessci.html
http://www.lcweb.loc.gov/exhibits/Vatican/romechin.html

CONFUCIANIST TEMPLES AND RITES:
http://www.hamilton.edu/academics/Asian/TempleCulture.html#Posthumous
http://www.chinavista.com/experience/guizhou/temple.html
http://www.taipei.org/realplay/festivals/rituals.html
http://www2.Kenyon.edu/depts/religion/fac/Adler/Reln270/slides/kong-Tainan/
http://www.fresian.com/confuci.htm
http://www.globaled.org/chinaproject/confucian/reading1.html
http://www.csun.edu/~hbchm009/pics/conftem.gif
http://www.aasianst.org/absts/1995abst/china/csess45.htm (VERY high level academic monographs)

CHINESE ANCESTOR VENERATION:
http://www.chinatown-online.co.uk/pages/culture/qingming.html
http://www.globaled.org/chinarproject/religion.html
http://www.taipei.org/info/festival_c/tomb_e/tomb.html

PRIMARY SOURCES:
KâANGSHIâS EDICT OF TOLERATION (1692)
POPE CLEMENT XI CONDEMNS JESUIT ACCOMMODATION (1715)
KANGXI BANS MISSIONARY ACTIVITY IN CHINA (1721)
http://www.fordham.edu/halsall/mod/1715chineserites.html

OTHER WORKS CONSULTED:
William McNeill,  A History of the Human Community (a world history textbook published in the 1990âs).
Jonathan Spence, The Memory Palace of Matteo Ricci, 1994.
Jonathan Spence, The Chanâs Great Continent, 1999.
Joanna Waley-Cohen, The Sextants of Beijing:  Global Currents in Chinese History, 1999.
John Wills, 1688:  A Global History, 2001.
 

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