Translation of this file which was compiled Feb. 14, 2014. The new curriculum, though described as “fine tuning” by its creators, has been vociferously protested (Tainan, for one, has refused to use it) as it’s a huge departure even from curricula previously assembled and promulgated by the Ma administration from 2008 onward.

When you read it, you can see why. Its changes are overtly political in nature, maximizing China’s and the KMT’s role in Taiwan while minimizing those of other ethnicities and of native Taiwanese themselves. Below you will see the differences between the new curriculum and the current one, line-by-line. I have left some Chinese characters in for clarity. Content under the jump:



Key:

Words without highlights were left unchanged.

Words highlighted in yellow are new content added to the curriculum.

Words highlighted in silver and stricken out are content deleted from the curriculum.

Words highlighted in lime have been moved from one part of the curriculum to another. Strikeout text shows where this content was originally located in the curriculum. Text without the strikeout shows the new location for this content. A key example is IV-A-2-1 on key events in the independence and democratic movements, the parts of which were split up and scattered around the content to make them look like isolated events rather than parts of a straight line.

[Words in brackets are notes added by me for clarity.]



I. Early Taiwan

(A) Taiwan and its indigenous peoples ethnic groups before the mid-16th century

1. Archaeological excavations and records

1-1: Explain Taiwan’s geographical environment and the prehistoric culture revealed by archaeological excavations.

1-2: Explore the archaeological records of early Taiwan and Penghu.

2. Taiwan’s indigenous peoples ethnic groups [原住民 changed to 原住民族]

2-1: Introduce an overview of the Austronesian-speaking indigenous peoples: Use written records and the results of anthropological and historical research to introduce ethnic groups’ societies and cultures as well as their influence on the Han.



(B) The era of the Han’s arrival in Taiwan and international competition

1. The Han’s arrival in Taiwan and the Age of Discovery

1-1: Explain the reasons for and the process of the Han’s arrival in Taiwan and Penghu, such as the Song and Yuan dynasties’ operations in Penghu and the arrival of Ming dynasty figures like Yan Siqi 顏思齊 and Cheng Chih-lung 鄭芝龍 on Taiwan. Explain the interaction between the Han and the indigenous ethnic groups. Explain the special characteristics of Taiwan’s geographic position during the Age of Discovery as well as the changes in East Asia’s circumstances after the mid-16th century. Explain the contact between the Han, Japanese, and Taiwan’s indigenous peoples. Narrate Taiwan’s interaction with the world system during the era of the Dutch, Spanish, and Cheng Chih-lung.

1-2: Explain the rise of the Western powers, their competition for new colonies, the special characteristics of Taiwan’s geographic position during the Age of Discovery as well as the changes in East Asia’s circumstances after the mid-16th century.

2. Dutch rule of entry into Taiwan

2-1: Introduce measures taken under Dutch and Spanish rule and interaction between ethnic groups at that time, such as the Hamada-Nuyts hostage incident, the Mattau incident, the Kuo Huai-i incident, and the Sinckan Manuscripts.

© The era of Ming-Cheng rule



1. Policies of the Han regime

1-1: Explain Cheng Cheng-kung’s 鄭成功 anti-Qing, Ming-revivalist movement and the process of his attack and seizure of Taiwan. Explain the three generations of Chengs’ pledge of allegiance to the Yongli 永曆 Emperor and use of his calendar, as well as politics, economics, and social and cultural development under Cheng rule.

2. Foreign relations

2-1: Explain Ming-Cheng’s foreign relations , such as the content of the treaties they signed with the Dutch and English, as well as their negotiations with the Qing Dynasty and the process of their collapse and destruction.

II. The Era of Qing Dynasty Rule

(A) Political and economic development before the opening of the ports

1. Policies and measures to govern Taiwan

1-1: Explain the Qing dynasty’s court’s policies to govern Taiwan before the opening of the ports, such as 番界畫定 [Kangxi’s system of rotation of soldiers from Fujian to keep the peace in Taiwan], 番界畫定 [demarcation of barbarian [indigenous peoples’] territories], and immigration measures.

1-2: Explain the governing apparatus and adjustment of administrative divisions as well as the changes and movements of indigenous peoples’ ethnic groups’ societies.

2. Development of commercial agriculture

2-1: Describe immigration, land reclamation, construction of irrigation works, and major crops.

2-2: Separately describe trade with the mainland and domestic trade between urban and rural areas as well as the state of the handicraft industry.

(B) Social and cultural development before the opening of the ports

1. Relationships between ethnic groups

1-1: Explain the interaction between the indigenous peoples ethnic groups, Min, and Hakka as well as gender and population problems.

1-2: Describe how different ethnicities developed together through intermarriage, partnerships, and united villages. But also describe problems such as uprisings against the Qing, conflicts between Han and indigenous, 分類械鬥 [armed conflicts between different groups], secret societies [underworld gangs], and bandits .

2. Social mobility

2-1: Explain official examination 科舉 affirmative action policies, systemic return of officials to their home jurisdictions to govern, 捐納 [a system for purchase of official titles], and military and career management, and their influence on Taiwanese residents’ political participation and social mobility.

3. Cultural development

3-1: Explain cultural development before the opening of the ports.

© Changes after the opening of the ports

1. External shocks and the Qing’s response

1-1: Explain foreigners’ interest in ambition for Taiwan for the purpose of trade, evangelization, and military strategy. Explain external shocks to Taiwan after the mid-19th century, such as the Opium Wars , which forced the Qing court to open the ports to trade, and the subsequent Rover Incident, Mudan Incident, and Sino-French War.

1-2: Explain the government-led effort, in response to external challenges, to develop the mountainous areas “and pacify the barbarians” 開山「撫番」, make Taiwan a province, and strengthen its defenses. Explain how during the Sino-French War, under the leadership of Liu Ming-chuan 劉銘傳 and support of citizens like Lin Chao-tung 林朝棟, the French army was driven away.

1-3: Explain the Qing court’s modernization of the new province’s infrastructure, including the telegraph, education, and railway, making Taiwan the most advanced province in all of China.

2. Society, economy, and culture

2-1: Contrast the society, economy, and ecological environment before and after the opening of the ports.

2-2: Explain the changes in culture before and after the opening of the ports.

III. The Era of Japanese Colonial Rule

(A) Political and economic development during the early era of colonial rule

1. Policies of colonial rule and the Taiwanese response

1-1: Explain the Taiwanese-Japanese war and Japan’s adoption of suppressive methods by military and police, Title 63, and the winning over of gentry and businessmen 籠絡紳商 to stabilize its rule. Describe the colonial office’s “barbarian [indigenous people] policy.” Explain the subsequent change from military to civilian governors-general, including Title 31 and Title 3 and the issue and enforcement of the Public Order and Police Law.

1-2: Describe incidents of armed resistance caused by Japanese rule during the era of Japanese rule. Describe the battle of Houbilin/Kohekirin 後壁林, Lo Fu-hsing 羅福星, the Tapani Incident , the Wushe Incident, etc. Furthermore, explain Japan’s suppressive measures and the development of its military police system.

1-3: Explain Taiwan’s interaction with the late Qing legal reform movement [culminating in the 100 Days’ Reform] after the First Sino-Japanese War and with the Xinhai Revolution, including Sun Yat-sen’s visit to Taiwan to seek Taiwanese support and Taiwanese’s participation in the Xinhai Revolution and establishment of the Republic of China. Explain the change from military to civilian governors-general, including Title 31 and Title 3 and the issue and enforcement of the Public Order and Police Law.

2. Economic development with colonial characteristics

2-1: Explain how the Japanese colonial government, in order to make it easier to rule, amplified the value of its colony its colonial interests. Describe its efforts to make Japan a manufacturing base and Taiwan an agricultural base through establishment of basic infrastructure and economic development: for the former, include major surveys of land, ancient customs, and demographics and extension of irrigation facilities, electricity, finance, and modern education; for the latter, discuss agricultural improvements, establishment of modern sugar factories, development of forestry and specialty industries , and business dealings with Japanese companies. Also discuss the colonial government’s infringement upon the economies and lands of Taiwanese people and the monopolization of most trades by Japanese companies.

© (B) Taiwan during the war [WW2]

1. Kominka 皇民化 policy and Taiwanese people’s response

1-1: Describe the three major policies from 1936 onward: Kominka [assimilation], industrialization, and 南進基地化 [making Taiwan the southern base for Japan’s military expeditions.]

1-2: Explain the return of military governors-general and the Japanese Empire’s invasion [or aggression] 侵略 concept of The Greater East-Asian Co-Prosperity Sphere. Mention Taiwanese people’s response to policies like the Japanization of their names and the law that the “national language” 國語 [Japanese] be used in the home. Describe also Taiwanese anti-Japanese resistance movements in Taiwan and mainland China.

2. Taiwanese and the War of Resistance Against Japan 對日抗戰

2-1: Explain the Republic of China’s declaration of the War of Resistance Against Japan and the abrogation of the Treaty of Shimonoseki, the grievous losses and deaths of the military and citizens of the ROC in the war effort, and Taiwanese like Li You-bang 李友邦 going to the mainland to take part in the war against Japan.

3. 2. The outbreak of the Pacific War and the wartime regime

3-1: Explain how after the outbreak of the Pacific War, Taiwanese people were drawn into every aspect of the war, including troop mobilization, materiel control, coercion into becoming comfort women, and bombing of Taiwan by the Allies during the later stages of the war.

(B) © Social and cultural changes under during the era of colonial rule



1. Social changes

1-1: Explain the formation of new types of local intelligentsia and elites after the 1920s and their influence on society, how they were influenced by the May 4 Movement and the New Culture Movement, and their actions such as leadership of anti-colonial movements and advocacy of all kinds of new ideas. Explain changes in differing treatment of Taiwanese and Japanese, social class, language policy, religious customs, and the status of women.

2. Cultural development

2-1: Describe the preservation of traditional poetry society literature and arts.

2-2: Describe the beginning of Taiwan’s reception of modern literature and arts. Discuss literati, artists, and their works. Introduce new works of songwriting, film, spoken-word drama, and dance. Introduce the significance of the creation and evolution of the publication Taiwan Youth 臺灣青年 as well as Lien Heng’s 連橫 General History of Taiwan.

IV. The Republic of China Era…Contemporary Taiwan

(A) From the imposition to the abolition of martial law Glorious Restoration 光復 to the central government’s relocation to Taiwan

1. The reception Glorious Restoration of Taiwan and the central government’s relocation to Taiwan formulation of the Constitution

1-1: Explain the content of the Cairo Declaration and Potsdam Declaration and the ROC government’s reception Glorious Restoration of Taiwan, the central government’s relocation to Taiwan, and the process of establishing Taiwan’s international standing. Describe the formulation of the ROC constitution with the participation of Taiwanese representatives.

2. The road to democracy The 228 Incident

2-1: Describe the political changes in Taiwan after the conclusion of World War II, such as the 228 Incident , long-term imposition of martial law and White Terror, the Formosa Incident, and the development of democracy and the background, process, and influence of its outbreak.

3. The evolution of international and cross-strait relations The central government’s relocation to Taiwan

3-1: Describe the course of the ROC government’s change from representative of China to diplomatic isolation, and the movement launched to protect the ROC’s territorial sovereignty over the Diaoyutai Islands. Explain the civil war between the Kuomintang and Communist Party, the central government’s relocation to Taiwan, the declaration of the imposition of martial law, and the influence of the outbreak of the Korean War and the process of establishing international standing.

3-2: Explain the evolution of cross-strait relations since 1949 and relevant influential major events.

(B) Economic development and challenges Political and economic development from the 40s to 60s [of the Republican era: that is, the 1950s to 1970s]

1. Land reform and local autonomy

1-1: Explain the process and influence of land reform policies such as the “375” rent reduction [rent charged to a tenant farmer could no longer exceed 37.5% of the tenant’s crop yield for the year], “land to the tillers” [tenant farmers were given ownership of their own land]. Explain the process of the government’s promotion of local autonomy and its significance for democratic development.

2. Cross-strait relations, anti-Communist policies and the White Terror, incidents in protection of the Diaoyutais, and changes in international relations

2-1: Explain the Taiwan Strait confrontation, 823 Artillery Bombardment, anti-Communist policies, and the White Terror.

2-2: Describe the movement launched to protect the ROC’s territorial sovereignty over the Diaoyutai Islands. Explain the process of the government’s withdrawal from the United Nations and severance of diplomatic ties with the United States.

1. 3. Economic growth 2. Social and environmental problems

1-1 3-1: Explain the stages of Taiwan’s economic development after the war. Describe the government’s policies, such as the establishment of export processing zones, and explain the influence on economic development of private sector success and international factors. 2-1: Discuss social and environmental problems brought about by economic development.

© Social changes Political and economic development since the 60s [1970s]

1. Changes in social patterns

1-1: Discuss Taiwan’s demographics, gender, ethnic, and family structures and the changes that took place after industrialization, urbanization, and internationalization.

2-1: Explain changes in thought and speech, language, and daily life before and after martial law.

1. The expansion of substantive diplomacy and the road to democratic governance

1-1: Explain our country’s efforts to develop substantive diplomacy. Explain Taiwan’s democratic development: supplementary legislative elections, the Formosa Incident, the lifting of the ban on new political parties, the abolition of martial law, full legislative elections, and the direct election of the president.

2. The economic takeoff

2-1: Explain the Ten Major Infrastructure Projects, science parks, and the development of the IT industry. Introduce the hands that pushed major economic policies of this stage, such as Sun Yun-hsuan 孫運璿.

3. The evolution of cross-strait relations

3-1: Describe the evolution of cross-strait relations during this era and relevant influential major events, from the Three Noes, opening up to family visits, Guidelines for National Unification, Wang-Koo summit, and Missile [Third Taiwan Strait] Crisis to cross-strait economics and trade under the world division of labor system.

(D) Social changes and cultural development

1. Changes of social patterns and lifestyle changes before and after martial law

1-1: Discuss changes in Taiwan’s demographics, gender, ethnic, and family structures and explain changes in thought and speech, language policy, and daily life before and after martial law.

1. 2. Society, environment, and education development

1-1: Explain 2-1: Discuss social and environmental problems brought about by economic development, and the development of all levels and types of education.

2. 3. Development of Chinese culture and pluralistic culture