HIS 454: China and the Outside World

I. Course Description

This course investigates China’s relations with the outside world from the earlier times to the present. Since China is somewhat isolated from the rest of Eurasia by mountains, deserts, and oceans, historians have tended to assume that Chinese civilization is mostly the product of indigenous developments. This course will challenge this assumption by looking at how China and people outside of its borders have influenced each other. Particular attention will be given to the exchanges of religion and technology on the northern frontiers.

Approximately half of every class will be devoted to lectures. The other half of the class will involve discussion, so it is imperative that students do complete assigned readings. All writing assignments are expected to be well argued and written.

II. Grading Requirements

A. Graduate Students

1. Complete reading assignments and participate in class discussion (10%).

2. Lead one class discussion (5%)

3. Write 4 book reviews (40%).

4. Midterm (20%) and final papers (25%).

B. Undergraduate Students

1. Reading and class participation (15%)

Option 1) regularly participate in class discussion or

Option 2) keep a reading journal (submitted on due dates of book reviews and last class).

2. Extra credit: Lead one class discussion (up to 5 point bonus on final grade)

3. Book reviews (40%)

Option 1) Write 3 of 4 book reviews.

Option 2) Write 4 book reviews and take the 3 best grades.

4. Midterm (20%) and final papers (25%).

III. Policies

1. The class participation grade will be based on attendance and contribution to discussions. You will receive a grade for each class session. Grades will be awarded according to the following criteria:

90-100: Student demonstrates mastery of readings by making thoughtful and insightful comments.

80-89: Student shows that he/she has completed reading assignments.

70-79: Student participates in discussion without giving evidence of having completed the reading.

50: Student attends class without speaking.

0: Student has an unexcused absence, sleeps in class, or uses unauthorized electronic device. All electronic devices are banned in class, except for those used to take notes or view course readings. Recent educational research has shown that electronic communications, including text messaging, create distractions that hinder learning.

2. Make-ups on exams and excused absences are not allowed unless you can document a serious illness, family emergency, varsity athletic event, military duty or religious observance. Students who were sick must give me a doctor’s note. Since Etter Health Center does not issue written excuses, those who have been to Etter should 1) sign a release form at the health center permitting me to call the nurse to confirm the illness and 2) notify me by email to call Etter. For a family emergency, I require a phone call from a parent or guardian, or a death notice. Athletes should provide a memo from the head coach with the team schedule. Military duty requires notification from the Dean’s office. The university’s policy on religious observances is the following: “At the beginning of each academic session (fall, spring, summer), the student will be required (in writing) to provide his/her faculty with the dates of scheduled religious observances.”

3. Academic dishonesty will not be tolerated. I encourage you to study together with other students, but all papers and exams must be written in your own words without the assistance of others. To prevent cheating, no cell phones, electronic devices, notes, papers, books or other objects may be handled or looked at during exams. To prevent plagiarism, all papers must be submitted to Turnitin.com. Cases of academic dishonesty will be dealt with according to the policies described in the Undergraduate Catalog, pp. 51-54. Failure to abide by university policies on academic dishonesty may result in a grade of “F” for the course.

4. I assign letter grades to the following numerical scores:

IV. Readings

A. Books

Allsen, Thomas T. Culture and Conquest in Mongol Eurasia. New York: Cambridge University Press, 2001.

Di Cosmo, Nicola. Ancient China and Its Enemies: The Rise of Nomadic Power in East Asian History. New York: Cambridge University Press, 2002.

Ebrey, Patricia Buckley. The Cambridge Illustrated History of China. 1st ed., Cambridge Illustrated History. New York: Cambridge University Press, 2004.

Kieschnick, John. The Impact of Buddhism on Chinese Material Culture. Princeton: Princeton University Press, 2003.

Perdue, Peter C. China Marches West: The Qing Conquest of Central Eurasia. Cambridge, MA: Harvard University Press, 2005.

Zhou, Yongming. Historicizing Online Politics: Telegraphy, the Internet, and Political Participation in China. Stanford: Stanford University Press, 2006.

B. Blackboard Readings

Allsen, Thomas T. "The Circulation of Military Technology in the Mongolian Empire." In Warfare in Inner Asian History (500-1800), edited by Nicola Di Cosmo, 265-93. Leiden: Brill, 2002.

Christian, David. "Silk Roads or Steppe Roads? The Silk Roads in World History." Journal of World History 11 (2000): 1-26.

Dien, Albert. "A New Look at the Xianbei and their Impact on Chinese Culture." In Ancient Mortuary Traditions of China, edited by George Kuwayama, 40-59. Los Angeles: Los Angeles County Museum of Art, 1991.

Dien, Albert. "The Stirrup and its Effect on Chinese History." Ars Orientalis 16 (1986): 33-56.

Feltham, Heleanor B. "Justinian and the International Silk Trade." Sino-Platonic Papers, no. 194. Philadelphia: Department of East Asian Languages and Civilizations, University of Pennsylvania, 2009.

Hansen, Valerie. "Religious Life in a Silk Road Community: Niya During the Third and Fourth Centuries," In John Lagerwey (ed.), Chinese Religion and Society: The Transformation of a Field. Hong Kong: Chinese University Press, 2004, pp. 279-315

Hansen, Valerie. "The Hejia Village Hoard: A Snapshot of China's Silk Road Trade." Orientations 34, no. 2 (2003): 14-19.

Hansen, Valerie. "The Impact of the Silk Road Trade on a Local Community: The Turfan Oasis, 500-800." In Les Sogdiens en Chine, edited by Étienne de la Vaissière and Éric Trombert, 283-310. Paris: École française d’Extrême-Orient, 2005.

Lerner, Judith A. "The Merchant Empire of the Sogdians." In Monks and Merchants: Silk Road Treasures from Northwest China, edited by Annette L. Juliano and Judith A. Lerner, 221-9. New York: Harry N. Abrams, 2001.

Pearce, Scott. "The Land of Tai: The Origins, Evolution and Historical Significance of a Community of the Inner Asian Frontier." In Opscula Altaica: Essays Presented in Honor of Henry Schwarz, edited by Edward H. Kaplan and Donald W. Whisenhunt, 465-98. Bellingham: W. Washington, 1994.

Rong, Xinjiang. "The Illustrative Sequence of An Jia's Screen: A Depiction of the Daily Life of a Sabao." Orientations 34, no. 2 (2003): 32-35.

V. Discussion Leader Assignment (5% of graduate student grade or undergrad extra credit)

Questions Due: 10 AM on the day that you lead the discussion.

My Deadline: Mon./Wed._______________________at 10 AM

You are responsible for conducting a 5-minute class discussion based upon a supplementary or electronic reserve reading. On or before the day that you are scheduled, you should send me 2 proposed questions via email (jkskaf@ship.edu). I will respond with suggested revisions and incorporate your discussion into the class session.

One question should be factual, asking students to summarize main point(s) of the reading. The other should be open-ended, asking students to share their interpretations and opinions about the reading.

Your grade will be based on the effectiveness of your questions and presentation:

“A” grades will be awarded for well thought out questions that encourage classmates to summarize major point(s) of a reading and share their opinions.
“B” grade will be given for clear, well-organized questions that lead classmates to summarize the main points of the reading.
If your questions are unclear, incoherent, irrelevant or not submitted on time, you will receive a grade of “C,” “D,” or “F,” depending on the extent of the problems.

Some hints on developing good questions (adapted from Dr. Vera Reber):

Prepare: Thoroughly read all assigned material. Review past readings and class notes that may be relevant.

Organize your ideas by noting relevant information and historical controversies discussed in the reading.

Develop factual questions that stimulate students to remember main points of the reading. Keep in mind that this is not enough for a good discussion.

Devise open-ended questions that provoke students to think critically about a reading’s main point(s) or argument(s). Good discussions often involve debates and differences of opinion.

Prepare: To ask follow-up questions to keep the discussion moving.

Be creative: A stimulating question can be related to a quotation, picture, chart, map, controversial statement, information previously covered in class, or anything else of your choosing.

VI. Schedule

W 1/20: Introductions; Romanization Systems

M 1/25: Eastern Eurasian Geography and Avenues of Cultural Exchange

Books: Ebrey, pp. 10-15; Perdue 15-50

Blackboard Reading: Christian, “Silk Roads or Steppe Roads?”

W 1/27: Origins of China and Eurasian Steppe Pastoralism

Books: Ebrey, pp. 15-37; Di Cosmo, pp. 1-90

M 2/1: E. Zhou (Chou) China (770-256 BCE) and Early Pastoral Nomads

Books: Ebrey, pp. 38-59; Di Cosmo, pp. 93-158

W 2/3: Qin (Ch’in) Dynasty (221-206 BCE)-Xiongnu (Hsiung-nu) relations

Books: Ebrey, pp. 60-66, 68-73; Di Cosmo, pp. 161-252

M 2/8: Han Dynasty (202 BCE-220 CE)-Xiongnu (Hsiung-nu) relations

Books: Ebrey, pp. 67, 73-85; Di Cosmo, pp. 255-317

Book Review 1 Assigned

Browse Journal of Asian Studies Book Reviews

W 2/10: Snow day

M 2/15: China Divided I: 220-589

Book: Ebrey, pp. 86-95, pp. 102-5

Blackboard Reading: Dien, “A New Look at the Xianbei”; Pearce, “The Land of Tai”

W 2/17: Silk Road Religion: Origins and Early Spread of Buddhism

Books: Ebrey, pp. 95-102; Kieschnick, pp. 1-9

Blackboard Reading: Hansen, “Religious Life in a Silk Road Community”

Book Review 1 Due

M 2/22: Buddhism on Silk Roads and in China

Books: Ebrey, pp. 104-23; Kieschnick, pp. 9-23, 83-156

W 2/24: Buddhism in China: Northern Dynasties, Sui Dynasty (581-618), and Tang Dynasty (618-907)

Books: Ebrey, pp. 124, 127-35; Kieschnick, pp. 157-219

W 2/24, 6:15-7:00: Buddhism in China: Five Dynasties (907-960) and N. Song Dynasty (960-1126)

Books: Ebrey, pp. 136-49; Kieschnick, pp. 220-94

Book Review 2 Assigned

M 3/1: Silk Road Trade

Book: Ebrey, pp. 124-7

Blackboard Readings: Lerner, "The Merchant Empire of the Sogdians"; Rong, “The Illustrative Sequence of An Jia's Screen”; Hansen, “The Impact of the Silk Road Trade”

T 3/2 (Make up of class on Mon. 1/18): Valerie Hansen lecture: Time and place to be announced

W 3/3: Silk Road Artistic and Technological Exchanges

Blackboard Readings: Feltham, “Justinian”; Hansen, “The Hejia Village Hoard”

Book Review 2 Due; Midterm Paper Assigned

3/8-3/10: Spring Break: No Class

M 3/15: China Divided II: Khitan (916-1125); Tangut (990-1227); Jurchen (1115-1234)

Books: Ebrey, pp. 164-72; Allsen, pp. 3-56

W 3/17: China Divided II: S. Song (1127-1279)

Books: Ebrey, pp. 149-63; Allsen, pp. 59-114

Midterm Paper Due

M 3/22: China Conquered I: Mongol Yuan Dynasty (1279-1368)

Books: Ebrey, pp. 172-3; Allsen, pp. 115-60