HIS42700 Modern China's Global History

Academic Year 2021/2022

This module will introduce students to key themes in Modern China’s Global History from the sixteenth century to the present. China’s extraordinary rise to the second largest economy in the world in the past four decades has profoundly shifted the international balance of power. Although traditionally portrayed as ‘closed off’ from the wider world at certain points of its history, China has always been engaging with the world. This module historizes the rise of modern China as a global superpower. It is organized both chronologically and thematically. We will look at how China has engaged with the world from the scientific exchange between Jesuit missionaries and the Imperial court in the Ming and Qing, its rise as a center of global manufacturing and its forcible opening to western trade by foreign imperialism in the nineteenth century. We will explore how religion, race and culture played a role at key flashpoints in the wars, reforms and revolutions that marked China’s twentieth century. We will consider how these revolutions interacted with globally circulating ideas about environment, health and medicine to irrecoverably re-shape China’s urban and rural landscapes into the twenty-first century. Throughout the course we will engage in shifting interpretations in the historiography and critically examine the role of the ‘West’ in modern Chinese history. Students will also have the chance to engage with material culture from China’s global history by utilizing the collections held at the Chester Beatty Museum in Dublin.

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Curricular information is subject to change

Learning Outcomes:

 Knowledge and understanding of modern China’s global history.
 Ability to apply theories and debates in global history to Chinese history.
 Ability to critically engage with key debates in modern Chinese history and historiography.
 Ability to find and evaluate primary source materials on modern Chinese history, including learning how to evaluate material culture.
 Complete primary source object analysis and present findings in a 1,500-word report, podcast or other educational resource and 15-minute in-class presentation.
 Complete a substantial essay (5,000 words) on an aspect of the module, developing a research question in consultation with the course convener.
 Participate in seminar debates and lead the discussion on one week’s readings.

Indicative Module Content:

1) Science and Technology: The Jesuits in Late Imperial China
2) Art and Exchange between China and Europe *Planned visit to the Chester Beatty Museum*
3) Trade: The Opium Wars
4) Religion: The Boxer Uprising
5) Race: 1911 Revolution
6) Cities: Urban China in the May Fourth Era
7) Health, Medicine and Gender: The New Life Movement
8) War: The Second World War in China
9) Environment: The Great Leap Forward
10) Culture: The Cultural Revolution and Global Maoism
11) Global China Since Reform and Opening

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

22
Specified Learning Activities

100
Autonomous Student Learning

100
Total

222
Approaches to Teaching and Learning:
This course is taught through intensive weekly 2-hour seminars. Students are required to prepare for the seminars by doing the background secondary and primary readings. There will also be an assigned question for discussion each week. There will be time devoted in each seminar to intensive critical reading of primary sources and analysis of debates in the secondary literature. This will involve partner (peer-to-peer) learning, as well as small group-based tasks and whole class discussion and debate. Students will also be required to lead the seminar discussion for one week of the course. Autonomous student learning and independent research skills will be fostered through a 1,500-word primary source object analysis and the development of a 5,000-word research project in consultation with the module convener. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Students are expected to attend and actively participate in all seminars throughout the semester. Throughout the Trimester n/a Graded No

20
Assignment: Students are required to produce a report (or podcast, leaflet/poster) of 1,500 words on an object from the Chester Beatty Collection in Dublin and present findings in 15 minute in-class presentation. Week 7 n/a Graded No

30
Assignment: Students are required to write a 5,000-word research project based on both primary and secondary sources. Week 12 n/a Graded No

50

Carry forward of passed components
No
 
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on the mid-term book review assignment is given in writing via Brightspace. Written and oral feedback will be provided on an ongoing basis on preparatory plans and primary and secondary source bibliographies for the end-of-semester research project. Feedback on the end-of-semester research project will be given by appointment in one-to-one meetings.