Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MODERN CHINA | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Hatice Deniz GENÇ |
| Name of Lecturer(s) | Lect.Dr. Zeyneb Hale EROĞLU SAĞER |
| Assistant(s) | |
| Aim | What are some of the political, economic, and socio-cultural issues that have played crucial roles in forming contemporary China? This course will provide a survey of the history of modern China, covering a period from the founding of the Qing dynasty (1644) up to the present. We will examine how the massive, multi-ethnic and multi-religious territory of imperial China transformed into a nation-state; and how it has grappled with different ideologies in search of a right socio-political system. We will inquire into not only change but also continuities within China. We will not study China in isolation but locate it within the global context. Through an analysis of textual and visual primary sources, literary works, and films, we will also pay specific attention to the intellectual and religious trends, popular culture, urban and rural life, and ethnic and religious minorities. You will develop an understanding of the diverse socio-political landscape of modern China. You will eventually learn to analyze contemporary China in light of its past and talk and write about China with knowledge, purpose, and distinction. |
| Course Content | This course contains; Why does China matter? What is China? Who are the Chinese? A glimpse into Chinese History ,Foreign Rule in China: Were the Manchus Sinicized? ,Foreign Rule in China: Were the Manchus Sinicized? ,Imperialism, Civil Unrest, and Restoration,Anti-Manchu Nationalism, Reform, and Revolution ,The New Culture Movement,The Nanjing Decade: State and Society under the Nationalist Party Rule ,Midterm,Rural China and the Communist Party ,The Rise of the Red Star: The Communist Rule in China,The Cultural Revolution ,Maoism and the World ,Opening the Doors of China ,Religion, Ethnicity, and Gender in China,China in the World: A Peaceful Rise? . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Identify important events, figures, and phenomena and discuss their significance in the history of modern China. 2) Critically analyze the central debates over the history of modern China, such as the causes of imperial decline, reasons leading to the Communist revolution, and the sources of ethnic conflict in contemporary China. 3) Draw comparisons and connections between China’s imperial past and its present. 4) Examine the social, political and economic developments in modern China within the framework of global history. 5) Evaluate primary and secondary sources and express your thoughts analytically and coherently in speech and in writing. | 10, 9 | A, D, E, G |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Why does China matter? What is China? Who are the Chinese? A glimpse into Chinese History | Schoppa, Revolution and Its Past, ch1. |
| 2 | Foreign Rule in China: Were the Manchus Sinicized? | Schoppa, Revolution and Its Past, ch.2. Mark Elliott, The Manchu Way, Introduction. Primary Source Readings: SMC, Chapter 2.1: “Nurhaci’s seven grievances” and 2.4: “A Letter from Dorgon to the Ming Loyalist Shi Kefa” |
| 3 | Foreign Rule in China: Were the Manchus Sinicized? | Benjamin Elman, “Political, Social, and Cultural Reproduction via Civil Service Examinations in Late Imperial China,” Journal of Asian Studies, 50.1. (Feb., 1991), 7- 28 Richard Smith, The Qing Dynasty and Traditional Chinese Culture, Rowman and Little Publishers, 2015, p. 219-232 and 238-243 and 251-271. |
| 4 | Imperialism, Civil Unrest, and Restoration | Schoppa, Revolution and Its Past, ch3,4,5 Suggested Reading: Julia Lowell, The Opium War: Drugs, Dreams, and the Making of Modern China (Picador, 2011), p.1-39. Primary Sources: 6.1: Lord Macartney’s Commission from Henry Dundas, 1792; 6.4 and 6.5: Qianlong’s Rejection of Macartney’s Demands: Two Edicts |
| 5 | Anti-Manchu Nationalism, Reform, and Revolution | Schoppa, Revolution and its Past, ch. 6, 7 and 8. Suggested Reading: Rebecca Karl, “Creating Asia: China in the World at the Beginning of the Twentieth Century” in The American Historical Review 103:4 (October 1998), 1096-1118. 6 Primary Sources: SMC Chapter 11.1: Wu Tingfang on China’s Progress, 1908; 11.4: Tongmeng Hui Revolutionary Proclamation, 1907. |
| 6 | The New Culture Movement | Schoppa, Revolution and its Past, ch. 9-10 Primary Source: Pang-mei Chang, Bound Feet, Western Dress: A Memoir. Anchor Books, 1996. Suggested Film: Raise the Red Lantern (1991), by Zhang Yimou. https://www.youtube.com/watch?v=0BVKEaXhWak |
| 7 | The Nanjing Decade: State and Society under the Nationalist Party Rule | Schoppa, Revolution and its Past, ch. 11,12,13 Primary Sources: SMC, Chapters 15.1: Hu Shi Appeals for Legal Rights, 1929; 15.7: Politics of Power: General Von Falkenhausen’s Advice to Chiang Kai-Shek, 1936. |
| 8 | Midterm | |
| 9 | Rural China and the Communist Party | Schoppa, Revolution and its Past, ch14, 15. Primary Source Readings: “Mao Zedong, “Report on an Investigation of the Peasant Movement in Hunan,” March 1927.” Wang Shih-Wei, “The Wild Lily.” Suggested Film: Yellow Earth, by Chen Kaige (1984) https://www.youtube.com/watch?v=sEqfyZGYVrM |
| 10 | The Rise of the Red Star: The Communist Rule in China | Schoppa, Revolution and Its Past, Ch 16, 17. 7 Joseph Esherick, “Ten Theses on the Chinese Revolution” Modern China, Vol. 21, No. 1 (January 1995), 45-76. Primary Source Readings: SMC, Chapters 18.6: Democratic Dictatorship; 19.3: Ding Ling’s Fiction: The Power of the People. |
| 11 | The Cultural Revolution | Schoppa, Revolution and Its Past, ch. 18. Primary Source Reading: SMC, Chapter 22.1: Life and Death of Lei Feng; 22.4: The Sixteen Point Decision Film: To Live by Zhang Yimou (1994) |
| 12 | Maoism and the World | Zachary Scarlett. “Chinas Great Proletarian Cultural Revolution and the Imagination of the Third World,” in The Third World in the Global 1960s, edited by Zachary Scarlett and Samantha Christiansen (Berghan Books, 2012). Primary Sources: Revolutionary Socialist Students’ Federation (RSSF) Manifesto” New Left Review I/53 Jan-Feb 1969. (This is the manifesto of a British student organization inspired by the Cultural Revolution.) SMC, Chapter 22.2: Lin Biao: Long Live the Victory of People’s War! |
| 13 | Opening the Doors of China | Schoppa, Revolution and its Past, ch.19 and 20. Elisabeth J. Perry “Is the Chinese Communist Regime Legitimate?” in The China Questions : Critical Insights Into a Rising Power, Edited by Jennifer Rudolph& Michael Szonyi, Harvard University Press, 2018. Primary Source: “Posters Calling for Democracy,” “Defending China’s Socialist Democracy,” in Chinese Civilization, p. 496-505. Film: “Gate of Heavenly Peace” (1995, 180 minutes) |
| 14 | Religion, Ethnicity, and Gender in China | Ben Hillman. “Introduction: Understanding the Current Wave of Conflict and Protest in Tibet and Xinjiang,” in Ethnic Conflict and Protest in Tibet and Xinjiang. Ben Hillman and Gray Tuttle eds. (Columbia University Press, 2016) p.1-17. James Robson. “How important is Religion in China?” in The China Questions : Critical Insights Into a Rising Power. |
| 15 | China in the World: A Peaceful Rise? | Readings: Schoppa, Revolution and Its Past, ch.21. “Viewing China’s Rise: Alternative Perspectives,” in The China Reader, David Shambaugh ed., (Oxford University Press, 2016), p. 5-33. |
| Resources |
| Keith Schoppa, Revolution and Its Past: Identities and Change in Modern Chinese History, 3rd edition, (Prentice Hall, 2010). Pei-Kai Cheng and Michael Lestz, The Search for Modern China: a Documentary Collection, (New York: W. W. Norton & Company, (1999/2014). [SMC] Pang-mei Chang, Bound Feet, Western Dress. Anchor Books, 1996. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. | ||||||
| 2 | PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. | ||||||
| 3 | PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. | ||||||
| 4 | PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. | ||||||
| 5 | PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. | ||||||
| 6 | PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. | ||||||
| 7 | PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. | ||||||
| 8 | PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | ||||||
| 9 | PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. | ||||||
| 10 | PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. | ||||||
| 11 | PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. | ||||||
| 12 | PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 10 | 30 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 3 | 10 | 30 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 35 | 35 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 167 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(167/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MODERN CHINA | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Hatice Deniz GENÇ |
| Name of Lecturer(s) | Lect.Dr. Zeyneb Hale EROĞLU SAĞER |
| Assistant(s) | |
| Aim | What are some of the political, economic, and socio-cultural issues that have played crucial roles in forming contemporary China? This course will provide a survey of the history of modern China, covering a period from the founding of the Qing dynasty (1644) up to the present. We will examine how the massive, multi-ethnic and multi-religious territory of imperial China transformed into a nation-state; and how it has grappled with different ideologies in search of a right socio-political system. We will inquire into not only change but also continuities within China. We will not study China in isolation but locate it within the global context. Through an analysis of textual and visual primary sources, literary works, and films, we will also pay specific attention to the intellectual and religious trends, popular culture, urban and rural life, and ethnic and religious minorities. You will develop an understanding of the diverse socio-political landscape of modern China. You will eventually learn to analyze contemporary China in light of its past and talk and write about China with knowledge, purpose, and distinction. |
| Course Content | This course contains; Why does China matter? What is China? Who are the Chinese? A glimpse into Chinese History ,Foreign Rule in China: Were the Manchus Sinicized? ,Foreign Rule in China: Were the Manchus Sinicized? ,Imperialism, Civil Unrest, and Restoration,Anti-Manchu Nationalism, Reform, and Revolution ,The New Culture Movement,The Nanjing Decade: State and Society under the Nationalist Party Rule ,Midterm,Rural China and the Communist Party ,The Rise of the Red Star: The Communist Rule in China,The Cultural Revolution ,Maoism and the World ,Opening the Doors of China ,Religion, Ethnicity, and Gender in China,China in the World: A Peaceful Rise? . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Identify important events, figures, and phenomena and discuss their significance in the history of modern China. 2) Critically analyze the central debates over the history of modern China, such as the causes of imperial decline, reasons leading to the Communist revolution, and the sources of ethnic conflict in contemporary China. 3) Draw comparisons and connections between China’s imperial past and its present. 4) Examine the social, political and economic developments in modern China within the framework of global history. 5) Evaluate primary and secondary sources and express your thoughts analytically and coherently in speech and in writing. | 10, 9 | A, D, E, G |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Why does China matter? What is China? Who are the Chinese? A glimpse into Chinese History | Schoppa, Revolution and Its Past, ch1. |
| 2 | Foreign Rule in China: Were the Manchus Sinicized? | Schoppa, Revolution and Its Past, ch.2. Mark Elliott, The Manchu Way, Introduction. Primary Source Readings: SMC, Chapter 2.1: “Nurhaci’s seven grievances” and 2.4: “A Letter from Dorgon to the Ming Loyalist Shi Kefa” |
| 3 | Foreign Rule in China: Were the Manchus Sinicized? | Benjamin Elman, “Political, Social, and Cultural Reproduction via Civil Service Examinations in Late Imperial China,” Journal of Asian Studies, 50.1. (Feb., 1991), 7- 28 Richard Smith, The Qing Dynasty and Traditional Chinese Culture, Rowman and Little Publishers, 2015, p. 219-232 and 238-243 and 251-271. |
| 4 | Imperialism, Civil Unrest, and Restoration | Schoppa, Revolution and Its Past, ch3,4,5 Suggested Reading: Julia Lowell, The Opium War: Drugs, Dreams, and the Making of Modern China (Picador, 2011), p.1-39. Primary Sources: 6.1: Lord Macartney’s Commission from Henry Dundas, 1792; 6.4 and 6.5: Qianlong’s Rejection of Macartney’s Demands: Two Edicts |
| 5 | Anti-Manchu Nationalism, Reform, and Revolution | Schoppa, Revolution and its Past, ch. 6, 7 and 8. Suggested Reading: Rebecca Karl, “Creating Asia: China in the World at the Beginning of the Twentieth Century” in The American Historical Review 103:4 (October 1998), 1096-1118. 6 Primary Sources: SMC Chapter 11.1: Wu Tingfang on China’s Progress, 1908; 11.4: Tongmeng Hui Revolutionary Proclamation, 1907. |
| 6 | The New Culture Movement | Schoppa, Revolution and its Past, ch. 9-10 Primary Source: Pang-mei Chang, Bound Feet, Western Dress: A Memoir. Anchor Books, 1996. Suggested Film: Raise the Red Lantern (1991), by Zhang Yimou. https://www.youtube.com/watch?v=0BVKEaXhWak |
| 7 | The Nanjing Decade: State and Society under the Nationalist Party Rule | Schoppa, Revolution and its Past, ch. 11,12,13 Primary Sources: SMC, Chapters 15.1: Hu Shi Appeals for Legal Rights, 1929; 15.7: Politics of Power: General Von Falkenhausen’s Advice to Chiang Kai-Shek, 1936. |
| 8 | Midterm | |
| 9 | Rural China and the Communist Party | Schoppa, Revolution and its Past, ch14, 15. Primary Source Readings: “Mao Zedong, “Report on an Investigation of the Peasant Movement in Hunan,” March 1927.” Wang Shih-Wei, “The Wild Lily.” Suggested Film: Yellow Earth, by Chen Kaige (1984) https://www.youtube.com/watch?v=sEqfyZGYVrM |
| 10 | The Rise of the Red Star: The Communist Rule in China | Schoppa, Revolution and Its Past, Ch 16, 17. 7 Joseph Esherick, “Ten Theses on the Chinese Revolution” Modern China, Vol. 21, No. 1 (January 1995), 45-76. Primary Source Readings: SMC, Chapters 18.6: Democratic Dictatorship; 19.3: Ding Ling’s Fiction: The Power of the People. |
| 11 | The Cultural Revolution | Schoppa, Revolution and Its Past, ch. 18. Primary Source Reading: SMC, Chapter 22.1: Life and Death of Lei Feng; 22.4: The Sixteen Point Decision Film: To Live by Zhang Yimou (1994) |
| 12 | Maoism and the World | Zachary Scarlett. “Chinas Great Proletarian Cultural Revolution and the Imagination of the Third World,” in The Third World in the Global 1960s, edited by Zachary Scarlett and Samantha Christiansen (Berghan Books, 2012). Primary Sources: Revolutionary Socialist Students’ Federation (RSSF) Manifesto” New Left Review I/53 Jan-Feb 1969. (This is the manifesto of a British student organization inspired by the Cultural Revolution.) SMC, Chapter 22.2: Lin Biao: Long Live the Victory of People’s War! |
| 13 | Opening the Doors of China | Schoppa, Revolution and its Past, ch.19 and 20. Elisabeth J. Perry “Is the Chinese Communist Regime Legitimate?” in The China Questions : Critical Insights Into a Rising Power, Edited by Jennifer Rudolph& Michael Szonyi, Harvard University Press, 2018. Primary Source: “Posters Calling for Democracy,” “Defending China’s Socialist Democracy,” in Chinese Civilization, p. 496-505. Film: “Gate of Heavenly Peace” (1995, 180 minutes) |
| 14 | Religion, Ethnicity, and Gender in China | Ben Hillman. “Introduction: Understanding the Current Wave of Conflict and Protest in Tibet and Xinjiang,” in Ethnic Conflict and Protest in Tibet and Xinjiang. Ben Hillman and Gray Tuttle eds. (Columbia University Press, 2016) p.1-17. James Robson. “How important is Religion in China?” in The China Questions : Critical Insights Into a Rising Power. |
| 15 | China in the World: A Peaceful Rise? | Readings: Schoppa, Revolution and Its Past, ch.21. “Viewing China’s Rise: Alternative Perspectives,” in The China Reader, David Shambaugh ed., (Oxford University Press, 2016), p. 5-33. |
| Resources |
| Keith Schoppa, Revolution and Its Past: Identities and Change in Modern Chinese History, 3rd edition, (Prentice Hall, 2010). Pei-Kai Cheng and Michael Lestz, The Search for Modern China: a Documentary Collection, (New York: W. W. Norton & Company, (1999/2014). [SMC] Pang-mei Chang, Bound Feet, Western Dress. Anchor Books, 1996. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. | ||||||
| 2 | PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. | ||||||
| 3 | PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. | ||||||
| 4 | PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. | ||||||
| 5 | PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. | ||||||
| 6 | PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. | ||||||
| 7 | PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. | ||||||
| 8 | PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | ||||||
| 9 | PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. | ||||||
| 10 | PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. | ||||||
| 11 | PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. | ||||||
| 12 | PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |