HIS 558: Seminar in East Asia and the Modern World
Spring 2012, DHC 206
I. Course Description
This course introduces the social and cultural history of China from ancient to modern times. Class sessions involve seminar discussion of pertinent scholarly monographs that explore subthemes of gender, material culture, multiculturalism, urban-rural distinctions, state-society and military-society relations, and the impact of capitalist and communist modernity in the 20th century. By the end of the semester, students should be able to explain the general patterns of ChinaÕs 3000-year history, areas of continuity and change in Chinese society and culture, and historiographical approaches to studying Chinese social and cultural traditions.
Another purpose of the class is to train graduate students in historical analysis, discussion, and writing, which are skills that can be applied to future graduate work or professional careers. Each class session will be devoted to discussion, so it is imperative that students do assigned reading when scheduled. At the start of every class, students should be prepared— based on reading in the main textbook—to ask the professor questions about unclear aspects of Chinese history or how assigned readings in the monographs fit into general patterns of Chinese history. All writing assignments are expected to be well argued and written. Grammar, spelling, etc. will be 20% of the grade on each paper.
II. Grading
1. Complete assigned readings and participate in class discussion (20%).
2. Lead one 30-minute class discussion on assigned reading in a monograph (5%)
3. Write 7 book reviews (35%).
4. Create a topical index for a book chapter (5%).
5. Write take-home final exam evaluating the patterns of Chinese social and cultural history (35%).
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. Numerical grades will be awarded according to the following standards:
90-100: Student demonstrates mastery of readings by making thoughtful and insightful comments.
80-89: Student shows that he/she has completed reading assignments.
60-79: Student participates in discussion without giving evidence of having understood 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.
2. Absences will not be excused unless you can document a serious illness, family emergency, varsity athletic event, military duty, or religious observance. Those who were sick must give me a doctorÕs note. For a family emergency, I require a phone call from a parent or guardian or a death notice. Athletes should provide a note from a coach. Military duty requires notification from the DeanÕs office. The universityÕs policy on religious observances is the following: ÒAt 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.Ó
3. Plagiarism will not be tolerated. When you write a paper, always enclose another authorÕs words within quotation marks. Cite sources of quotations and ideas. Cases of plagiarism will be dealt with according to the policies described in the Graduate Catalog (p. 24). Flagrant cases will result in a grade of ÒFÓ for the course.
4. Letter grades used in the Shippensburg University grading system will be assigned to the following numerical scores:
A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 70-76
D 60-69
F Below 60
IV. Discussion Leader Instructions (5% of final grade)
Questions Due: 8 PM on the day before you lead the discussion. (Skaff will send requests for revisions of questions and/or final approval. If you believe you may need more time for revisions, submit questions at least 2 days earlier.)
My Deadline: Sun./Tues._______________________at 8 PM
You are responsible for conducting a 30-minute class discussion based upon the assigned reading in a monograph. You should send me your proposed questions via email (jkskaf@ship.edu). I will respond with suggested revisions. Some question should be factual, asking classmates to summarize main point(s) of the reading. Others should be open-ended, asking classmates to share their interpretations and opinions about the reading. Your questions should give attention to issues including the bookÕs thesis, methodology (i.e. sources), historiographical significance, and main arguments and evidence defending the thesis. You should think about potential follow-up questions.
Your grade will be based on the effectiveness of your questions and presentation:
Some hints on developing good questions (adapted from Dr. Vera Reber):
á Prepare: Thoroughly read all assigned material. Review past readings and class notes that may be relevant.
á Organize your ideas by noting relevant information and historical controversies discussed in the reading.
á Develop factual questions that stimulate classmates to remember main points of the reading. Keep in mind that this is not enough for a good discussion.
á Devise open-ended questions that provoke classmates to think critically about a readingÕs main point(s) or argument(s). Good discussions often involve debates and differences of opinion.
á Prepare: To ask follow-up questions to keep the discussion moving.
á 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.
V. Readings
A. Main Textbook
Ebrey, Patricia Buckley. The Cambridge Illustrated History of China. 2nd ed. Cambridge: Cambridge University Press, 2010.
B. Monograph on Electronic Reserve
Skaff, Jonathan. Sui-Tang China and its Turko-Mongol Neighbors: Culture, Power and Connections, 580-800, Oxford University Press, forthcoming 2012.
C. Monographs available in bookstore and on reserve
Barbieri-Low, Anthony. Artisans in Early Imperial China. Seattle: University of Washington Press, 2007. (reserve)
Bray, Francesca. Technology and Gender: Fabrics of Power in Late Imperial China. Berkeley: University of California Press, 1997. (reserve)
Chittick, Andrew. Patronage and Community in Medieval China: The Xiangyang Garrison, 400-600 CE. Albany, NY: State University of New York Press, 2010.
Keightley, David N. The Ancestral Landscape: Time, Space, and Community in Late Shang China, Ca. 1200-1045 B.C. Berkeley: University of California Berkeley, Center for Chinese Studies, 2000. (reserve)
Ko, Dorothy. Cinderella's Sisters: A Revisionist History of Footbinding. Berkeley: University of California Press, 2005. (reserve)
Lewis, Mark. Sanctioned Violence in Early China. Albany: State University of New York Press, 1990. (reserve)
Wakeman, Frederic. Policing Shanghai, 1927-1937. Berkeley: University of California Press, 1995. (reserve)
Yan, Yunxiang. Private Life under Socialism: Love, Intimacy, and Family Change in a Chinese Village, 1949-1999. Stanford: Stanford University Press, 2003.
VI. Schedule
W 1/18: Introductions/Pinyin Romanization System
M 1/23: Eastern Zhou Dynasty Aristocratic Culture (771-256 BCE)
Reading: Ebrey, 10-37; Lewis, Preface, Introduction, Chaps. 1-2
W 1/25: Eastern Zhou Dynasty Aristocratic Culture II
Reading: Ebrey, 38-53; Lewis, Chaps. 3-4
M 1/30: Eastern Zhou Dynasty Aristocratic Culture III
Reading: Ebrey, 53-9; Lewis, Chaps. 5-6, Conclusion
W 2/1: Origins of ÒChineseÓ Society: Shang Dynasty (ca. 1200-ca. 1045 BCE)
Reading: Keightley, Preface, Chaps. 1-4
M 2/6: Origins of ÒChineseÓ Society: Shang Dynasty II
Reading: Keightley, Chaps. 5-8
Book Review 1 Due
W 2/8: Early Imperial China: Qin (221-207 BCE) and Han Dynasties (202 BCE-220 CE)
Reading: Ebrey, 60-6; Barbieri-Low, Chaps. 1-2
M 2/13: Early Imperial China II
Reading: Ebrey, 66-75; Barbieri-Low, Chaps. 3-4
W 2/15: Early Imperial China III
Reading: Ebrey, 75-85; Barbieri-Low, Chaps. 5-6
Book Review 2 Due
M 2/20: Period of Disunion (220-589)
Reading: Ebrey, 86-95; Chittick, Chaps. 1-3
Book Review 3 Due
W 2/22: Period of Disunion II
Reading: Ebrey, 95-107; Chittick, Chaps. 4-6
Book Review 4 Assigned
M 2/27: Sui-Tang Dynasties (581-907)
Reading: Ebrey, 108-21; Skaff, Introduction, Chaps. 1-2
Book Review 4 Due
W 2/29: Sui-Tang Dynasties II
Reading: Ebrey, 121-7; Skaff, Chaps. 3-5
Topical Index Project Assigned
M 3/5: Sui-Tang Dynasties III
Reading: Ebrey, 127-35; Skaff, Chaps. 6-7
W 3/7: Sui-Tang Dynasties IV
Reading: Skaff, Chaps. 8-9, Conclusion
3/12-3/16: Spring Break, No Class
M 3/19: Late Imperial Society (968-1911) & Gender
Reading: Ebrey, 136-61; Bray, Introduction, Chap. 1
Topical Index Project Due
W 3/21: Late Imperial Society & Gender II
Reading: Ebrey, 164-85; Bray, Chaps. 2-3
M 3/26: Late Imperial Society & Gender III
Reading: Ebrey, 190-216; Bray, Chaps. 4-6
W 3/28: Late Imperial Society & Gender IV
Reading: Ebrey, 220-36; Bray, Chaps. 7-9, Conclusion
Book Review 5 Assigned
M 4/2: Later Imperial-Early Republican (1912-49) Gender
Reading: Ebrey, 236-52; Ko, Introduction, Chaps. 1-2
Book Review 5 Due
W 4/4: Later Imperial-Early Republican Gender II
Reading: Ebrey, 252-66; Ko, Chaps. 3-4
M 4/9: Later Imperial-Early Republican Gender III
Reading: Ebrey, 267-82; Ko, Chaps. 5-6, Epilogue
Book Review 6 Assigned
W 4/11: Early Republican Urban Society I
Reading: Ebrey, 282-93; Wakeman, Introduction, Chaps. 1-6
M 4/16: Early Republican Urban Society II
Reading: Wakeman, Chaps. 7-10
Book Review 6 Due
W 4/18: Early Republican Urban Society III
Reading: Ebrey, 294-307; Wakeman, Chaps. 13-15, Conclusion
Book Review 7 Assigned
M 4/23: PeopleÕs Republic Rural Society I
Reading: Ebrey, 308-29; Yan, Preface, Introduction, Chaps. 1-4
Book Review 7 Due
W 4/25: PeopleÕs Republic Rural Society II
Reading: Ebrey, 332-53, Epilogue; Yan, Chaps. 5-8, Conclusion
Take-Home Final Assigned