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2011-12-03T00:03:17Z

CelticWonder:

'''Welcome to our course wiki.'''
Thank you for your registration. Please register with at least 2 names, one should be your historical figure (if you know it yet) and the other an anonymous alias which allows you to peer review your fellow students' articles without making them angry.

'''Please sign everything'''
Please sign everything you write (the article on your historical figure, your comments to others, your entries here) with "~ ~ ~ ~" (without spaces). Wiki will turn that into your alias name and set a time stamp there. Thanks! It looks like this then: [[User:Root|Root]] 18:43, 7 October 2011 (UTC) - the time indicated is a universal time since people might contribute from different time zones

'''Contents'''

- Foreword

- Historical Figures: Licia = [[Qianlong]], Alexis = [[Cixi]], Kendra = [[Kang Youwei]], Talya = [[Liang Qichao]], Thomas = [[Sun Yat-sen]], Juan = [[Mao Zedong]], Gavin = [[Deng Xiaoping]], Jessica = [[Chiang kai-shek|Chiang Kai-shek]], Trevor = [[Xi Jinping]].

The late Ming dynasty

The Manchu Conquest

- 02 Juan: Cheng and Lestz, [[Two edicts on wearing the hair]], [[Glorifying the origins of the Manchus”]] in DOC, Cheng and Lestz

- 03 Thomas: Joanna Waley-Cohen [[The New Qing History]] in Radical History Review 88 (Winter 2004), 193-206

- 04 Evelyn: [[Presidential Address: Reenvisioning the Qing: The Significance of the Qing Period in Chinese History]] in The Journal of Asian Studies 55.4 (Nov., 1996), 829-850

- 05 Kendra: Ho Ping-ti, [[In Defense of Sinicization: A Rebuttal of Evelyn Rawski's ‘Reenvisioning the Qing’]] in The Journal of Asian Studies, 57.1 (Feb., 1998), 123-155

Kangxi's Consolidation

- 06 Gavin: 1st edition of Cheng and Lestz, [[The Sacred Edict]] in The Search for Modern China: A Documentary Collection. Cheng and Lestz

- 07 [[Oboi Regency]] [[User:Cixi|Cixi]] 20:59, 7 October 2011 (UTC)

- 08 [[Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency]] [[User:Liang Qichao|Liang Qichao]] 21:47, 15 October 2011 (UTC)

- 09 [[The Sacred Edict]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:12, 11 November 2011 (UTC)

Qianlong's Wisdom / State and Governance in China
- 10 Juan: Huang Liuhong, [[A Complete Book Concerning Happiness and Benevolence]], 60-68

- 11 [[States and society in 18th century china]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:10, 11 November 2011 (UTC)
- 13 [[Local Government in China under the Ching ]] [[User:Xi Jinping|Xi Jinping]] 04:34, 17 October 2011 (UTC)

- 14 [[Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China]] [[User:Liang Qichao|Liang Qichao]] 21:36, 15 October 2011 (UTC)

- 01=17a 1768- [[Soulstealers: The Chinese Socery Scare of 1768]] - [[User:Qianlong|Qianlong]]

- 18 [[Signifying Bodies: The Cultural Significance of Suicide Writing by Women in Ming-Qing China By Grace S. Fong]] [[User:Cixi|Cixi]]

- 20 [[Political Economy and Ecology on the Eve of Industrialization: Europe, China, and the Global]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 23 [[The Opium War, and Opening of China]] [[User:Xi Jinping|Xi Jinping]] 05:20, 17 October 2011 (UTC)

- 24 [[The Inner Opium War]] [[User:Liang Qichao|Liang Qichao]] 21:51, 15 October 2011 (UTC)

- 28 [[Rebels and Revolutionaries in North China 1845-1945 by Elizabeth Perry]] [[User:Cixi|Cixi]] 00:32, 11 October 2011 (UTC)

- [[Tian hou]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- [[The eight trigrams]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- 30 1900 - [[History in Three Keys: The Boxers As Event, Experience, and Myth]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 34 [[Imperialism: Reality or Myth?, Discovering History in China]] - [[User:Cixi|Cixi]]

- 36 1898-1912 - [[Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

-37 [[China in revolution]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:15, 11 November 2011 (UTC)

- 41 [[The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism]] [[User:Liang Qichao|Liang Qichao]] 21:42, 15 October 2011 (UTC)

- 43 [[Reintegration in China under the Warlords, 1916-1927]]-[[User:Cixi|Cixi]] 02:08, 12 October 2011 (UTC)

- 44 [[Ebrey,“Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook]] - [[User:Mao Zedong|Mao Zedong]] 19:15, 11 November 2011 (UTC)

- 52 [[Chinese Communism and the Rise of Mao]] - [[User:Cixi|Cixi]] 05:54, 26 October 2011 (UTC)

- 57 [[Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing]] The American Historical Review 104.3 (June 1999), 842-865.Yang Daqing --[[User:CelticWonder|Kang Youwei]] 00:02, 3 December 2011 (UTC)

- 59 [[Peasant Nationalism and Communist Power]] - [[User:Cixi|Cixi]] 23:00, 6 November 2011 (UTC)

- 60 [[Party, Society, and Local Elite in the Jiangxi Communist Movement]] - [[User:Mao Zedong|Mao Zedong]] 19:45, 11 November 2011 (UTC)

- 66 [[Chinese Village, Socialist State: The Gamble]] - [[User:Cixi|Cixi]] 18:12, 11 November 2011 (UTC)

'''How to write an article?'''

Just type in your new article title into the search field and press "Go" (not "Search"). You will get a response side stating that your article does not yet exist. Then you click on "create this article" and start to write. You may post your notes. Don't forget to click on "save". You may post your "reading in turn" notes with a 3rd name as long as you do not know your historical figure. Use MLA style when citing within your wiki articles.

'''Material from Syllabus'''
Reading in turn #08 Talya Trunnell: Lynn Struve, “Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency,” Late Imperial China 25.2 (Dec. 2004), 1-32. 2 -- Struve -- Ruling from Sedan Chair.pdf - REPAIRED LINK HERE
Reading in turn #09 Jessica Breedlove: Victor Mair, “Language and Ideology in the Sacred Edict,” Popular Culture in Late Imperial China, 325-359. 2 -- Mair -- Language and Ideology in the Sacred Edict.pdf - REPAIRED LINK HERE
Discussion: What were the key measures taken by Kangxi and his predecessors to secure Manchu rule over China? Which do you think were most important and why? What kind of prescriptive behavior was promoted by the Sacred Edict? How successful were these prescriptions?
Recommended reading: DOC 58-64 (this is another edict by Kangxi)
Assignment 5: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 5).

F 09/09/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 09/12/2011 12-12.50 p.m. Qianlong's Wisdom / State and Governance in China
Reading in turn #11 Jessica Breedlove: Albert Feuerwerker, “Emperor and Bureaucracy,” State and Society in Eighteenth Century China, 35-75.
Oral report: (3) Qianlong (乾隆, 1711-1799)
Discussion: According to the selections from Huang, what were the goals of local government and how was governance to be carried out? How did the structure and process of government facilitate or hinder the accomplishment of these goals?
Recommended reading: DOC ch.5
Assignment 6: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 6).

W 09/14/2011 12-12.50 p.m. Elites and Social Power
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 24 pp.: Esherick and Rankin, Chinese Local Elites and Patterns of Dominance, “Introduction,” 1-24.
Reading in turn #12 Thomas Giles: Chang Chung-li, The Chinese Gentry, 3-32.
Reading in turn #13 Trevor Ireland: Ch’ü T’ung-tsu, Local Government in China under the Ch’ing, 168-192.
Reading in turn #14 Talya Trunnel: 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.
Discussion topics: What criteria are used to define the “gentry”? What are the benefits and pitfalls of using the term “local elite”? In light of Elman’s article, do you think education was more important to the reproduction of power than some of the paths to power noted by Esherick and Rankin?
Assignment 7: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 7).

F 09/16/2011 12-12.50 p.m. Late Imperial Culture
Replacement: Fulbright Teaching Assistant Celine Shan LU
required reading 19 pp.: Johnson, “Popular Values and Beliefs,” in DeBary Sources of Chinese Tradition, 73-92.
Reading in turn #15 Katheryn Kriek: Naquin and Rawski, Chinese Society in the Eighteenth Century, 55-93.
Reading in turn #16 Kendra Mairs: Ebrey, “Exhortations on Ceremony” in Chinese Civilization: A Sourcebook
Reading in turn #17 Gavin Norton: Watson, “Standardizing the Gods: The Promotion of T’ien-hou (Empress of Heaven) along the South China Coast, 960-1960”
Oral presentation = reading in turn #01 Licia Kim: Philip Kuhn, Soulstealers: The Chinese Sorcery Scare of 1768 (HUP, 1990), entire.
Discussion: What are the key means by which Chinese popular culture was preserved and transmitted according to Johnson? What were the goals of elites in the cultural arena? What about the state? How might commoners have exerted their own power against those who sought to control them?
Assignment 8: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 8).

M 09/19/2011 12-12.50 p.m. Women and Gender
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 19 pp.: Dorothy Ko, “The Body as Attire: The Shifting Meanings of Footbinding in Seventeenth-Century China,” Journal of Women's History 8:4 (Winter 1997), 8-27.
Reading in turn #18 Alexis Sagen: Grace Fong, “Signifying Bodies: The Cultural Significance of Suicide Writings by Women in Ming-Qing China,” in Ropp, ed., Passionate Women: Female Suicide in Late Imperial China (Special issue of the journal Nan/Nü 3.1 [2001]), 105-142.
Oral report: (6) Empress Dowager Cixi (慈禧, 1835-1908)
Recommended reading: Susan Mann, “Women in the Kinship, Class, and Community Structures of Qing Dynasty China,” Journal of Asian Studies 46:37-56.
Paola Paderni, “Between Constraints and Opportunities,” in Zurndorfer, ed., Chinese Women in the Imperial Past, 258-285.
Discussion: Most of the readings for this week touch on the issue of agency. What forms of power did women wield in society? What limitations did they encounter?
Assignment 9: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 9).

W 09/21/2011 12-12.50 p.m. China and the Outside World
required reading 21 pp.: 117-138=chapter 6
Reading in turn #19 Glorydawn Vahai: John K. Fairbank, ed., The Chinese World Order, 1-19
Reading in turn #20 Juan Anzar: Kenneth Pomeranz, “Political Economy and Ecology on the Eve of Industrialization,” American Historical Review 107.2 (2002), 425-446.
Reading in turn #21 Jessica Breedlove: Evelyn Rawski, “The Qing Formation and the Early Modern Period,” The Qing Formation in World-Historical Time, 207-241.
Reading in turn #22 Thomas Giles: R. Bin Wong, “The Search for European Differences and Domination in the Early Modern World,” American Historical Review 107.2 (2002), 447-469.
Discussion: According to Fairbank, how did China relate to the outside world? According to Pomeranz, why did Europe industrialize before China? What does Wong see as being the source(s) of European domination?
Recommended reading: DOC =ch.6
Assignment 10: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 10).

F 09/23/2011 12-12.50 p.m. China and the Outside World / Clash with the West
Required reading 27 pp.: 139-166=ch.7
Reading in turn #23 Trevor Ireland: Dilip Basu, “The Opium War and the Opening of China: An Historiographical Note,” and Tan Chung, “Interpretations of the Opium War (1840-1842): A Critical Reappraisal,” in Ch’ing-shih wen-t’i (December 1977), 2-16, 32-46.
Reading in turn #24 Talya Trunnel: James Polachek, The Inner Opium War, 1-16, 273-287.
Reading in turn #25 Katheryn Kriek: Fairbank, “Synarchy Under the Treaties,” 204-231.
Discussion: What were some of the earlier historical interpretations of the Opium War? On what assumptions were such appraisals based? Why is Polachek’s interpretation so important? How does the concept synarchy contribute to the Sincization debate?
Recommended reading: DOC ch.7
Assignment 11: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 11).

M 09/26/2011 12-12.50 p.m. The Crisis Within
required reading: ch.8
Reading in turn #26 Kendra Mairs: Ebrey, “Mid-Century Rebels” in Chinese Civilization: A Sourcebook
Reading in turn #27 Gavin Norton: Susan Naquin, Millenarian Rebellion in China, 1-8, 63-117.
Reading in turn #28 Alexis Sagen: Elizabeth Perry, Rebels and Revolutionaries in North China, 1-9, 48-95.
Reading in turn #29 Glorydawn Vahai: Robert Weller, “Saturating the Movement” and “Too Many Voices,” 50-85.
Reading in turn #30 Juan Anzar: Paul Cohen, History in Three Keys, 69-95. [Link to Google books]
Discussion: How does Naquin explain the rise of the White Lotus Rebellion? How does Naquin’s view contrast to Perry’s explanation of why peasants rebel? What role did religion play in shaping the emergence and development of the Taiping rebellion? According to the selections by Ebrey, what were the motivations and goals of the rebels themselves?
Assignment 12: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 12).

W 09/28/2011 12-12.50 p.m. The Political and Social Effects of the Taiping Rebellion
[Discussion on student request: "synarchy". It refers to Fairbank p. 205: "joint Sino-foreign administration of the
government of China under a foreign dynasty".]
Required Reading: [Internet research]
Reading in turn #31 Jessica Breedlove: Philip Kuhn, Rebellion and its Enemies in Late Imperial China, 105-164, 211-225.
Reading in turn #32 Thomas Giles: Edward McCord, “Militia and Local Militarization in Late Qing and Early Republican China: The Case of Hunan,” Modern China (April 1988), 156-187.
Reading in turn #33 Trevor Ireland: Michael, Franz "Regionalism in Nineteenth Century China" in Stanley Spector, Li Hung-chang and the Huai Army, xxi-xliii.
Discussion: According to Kuhn, what were the causes and long-term consequences of militarization? What are the implications of McCord’s research on this issue? What was “regionalism”? What were the key levers the Qing state used to control its generals? How effective were these levers?
Recommended reading: Liu Kwang-ching “The Limits of Regional Power in the Late Ch'ing Period: A Reappraisal,” in The Tsing Hua Journal of Chinese Studies, New Series, 207-223.
Assignment 13: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 13).

F 09/30/2011 12-12.50 p.m. Online Activities, Coaching
WELCOME TO CLASS TODAY! Please enter the chatroom and work on the WIKI! Everybody who is online should at least chat with me, so that I can see the attendance rate.
Today: working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 10/03/2011 12-12.50 p.m. Self-Strengthening and the Problem of Imperialism
Required reading: =ch.9
Reading in turn #34 Alexis: Paul Cohen, “Imperialism: Reality or Myth?,” Discovering History in China, 97-147.
Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.
Oral report: (8) Kendra = Kang Youwei (康有為, 1858-1927)
Oral report: (5) Talya = Liang Qichao (梁啟超, 1873-1929)
Recommended reading: DOC ch.9
Discussion: When it comes to the effects of imperialism, is it more important to emphasize quantitative effects or qualitative ones? Where does the historiography break down on this point?
Assignment 14: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 14).

W 10/05/2011 12-12.50 p.m. Problems at the End of the Qing
Required reading: ch.10
Reading in turn #36 Juan: Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan, 1-14.
Recommended reading: Ebrey, “Rural Education” in Chinese Civilization: A Sourcebook
“Reform Edict of January 29, 1901,” in Debary, ed., Sources of the Chinese Tradition.
Roxann Prazniak, Of Camel Kings and Other Things, 15-44.
Assignment 15: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 15).

F 10/07/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in the Chatroom.

M 10/10/2011 12-12.50 p.m.
Wiki coaching on students' request.
Make-up: Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.

W 10/12/2011 12-12.50 p.m. The 1911 Revolution.
CHAT 10/12/2011. Your participation is graded.
Required reading: ch.11
Reading in turn #37 Jessica: Mary Wright, China in Revolution, 1-62.
Reading in turn #38 Thomas: Ichiko Chuzo, “The Role of the Gentry: An Hypothesis,” China in Revolution, 297-318.
Reading in turn #39 Trevor: Edward Rhoads, Manchu and Han, introduction and conclusion.
Discussion: According to these authors, what was the nature of the 1911 Revolution? Who were the primary actors in the revolution, and what were they “revolting” against?
Recommended reading: “A Symposium on the 1911 Revolution,” Modern China 2.2 (1977), 129-226, selections.
- Survey
- Please remember: Write your mid-term paper in Wiki, and don't forget to make comments to other Wiki articles!
Assignment 16: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 16).

F 10/14/2011 The New Republic
CHAT 10/14/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
Required reading: ch.12
Reading in turn #40 Trevor: Cheng and Lestz, “Yuan Shikai: Two Documents,” “Feng Yuxiang: Praising the Lord,” and “Zhang Zongchang: With Pleasure Rife” in DOC 214-216
Reading in turn #41 Talya: Arthur Waldron, “The Warlord: Twentieth Chinese Understandings of Violence, Militarism, and Imperialism,” American Historical Review 96:4 (1991) 1073-1100.
Reading in turn #42 Gavin: James Sheridan, Chinese Warlord: The Career of Feng Yu-hsiang, 1-30.
Reading in turn #43 Alexis Shelley Yomano, "Reintegration in China under the Warlords, 1916-1927.” In Republican China, vol. 12, no. 2 (April 1987), pp. 22-27.
Oral report: (5) Sun Yat-sen (孫逸仙 = Sun Zhongshan 孫中山, 1866-1925)
Discussion: According to these authors, what were the causes of Chinese militarism? Is there one of these interpretations you find more convincing? Why is Yomano’s observation important?
Recommended reading: Edward A. McCord, “Civil War and the Emergence of Warlordism in Early Twentieth Century China,” War and Society, 10.2 (Oct. 1992), 35-56.
Assignment 17: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 17).

SUN 10/16/2011 11.59 p.m. mid-term paper due
mid-term paper due on wiki, consisting out: article on historical figure from the I-perspective, edits or comments on other articles, pasting your reading in turn notes (the notes itself are not graded here, but all notes so far must be posted)

M 10/17/2011 12-12.50 p.m. The New Culture and May Fourth
CHAT 10/17/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chat.
Required reading: ch.13
Reading in turn #44 Juan: Ebrey, “Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook
Reading in turn #45 Jessica: Lu Xun, “Ah Q: The Real Story” and “My Old Home”
Reading in turn #46 Thomas: Henrietta Harrison, The Making of the Republican Citizen, 49-92.
Reading in turn #47 Trevor: Rudolf Wagner, “The Canonization of May Fourth,” The Appropriation of Cultural Capital.
Discussion: What were the major themes of the “new culture” movement? How do Lu Xun’s stories reflect these themes? How were these themes embodied in fashion and behavior during the republic? What was the spirit of May Fourth, according to the selections by Ebrey? How does the canonization of May Fourth shape our interpretation of the history both before and after the event?
Assignment 18: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 18).

W 10/19/2011 12-12.50 p.m. Alliances and Betrayals
CHAT 10/19/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chatroom, minimum participation proof: 3 constructive contributions in the chat.
Required reading: ch.14
Recommended reading: Ebrey, “The General Strike” in Chinese Civilization: A Sourcebook
Jean Chesneaux, The Chinese Labor Movement, 1919-1927, 151-178.
Emily Honig, Sisters and Strangers, 1-8, 79-131, 202-209.
David Strand, Rickshaw Beijing, 142-166.
Discussion: How does Chesneaux characterize the origins of the labor movement? In what ways did the experience of women in the Shanghai cotton mills not fit this characterization? What about the labor situation in Beijing?
Assignment 19: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 19).

F 10/21/2011 12-12.50 p.m. Fall Break

M 10/24/2011 12-12.50 p.m. The Guomindang in Power
Required reading: ch.15
Reading in turn #48 Trevor: Lloyd E. Eastman, “New insights into the nature of the nationalist regime” Republican China 9.2: 8-18
Reading in turn #49 Talya: Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27.
Reading in turn #50: Bradley Geisert “Probing KMT rule: reflections on Eastman's new insights,” Republican China 9.2: 28-39.
Reading in turn #51 Gavin: Parks Coble, “The Kuomintang Regime and the Shanghai Capitalists, 1927-1929,” China Quarterly 77 (March 1979), 1-24.
Oral report: (7) Chiang Kai-shek (蔣介石, 1887-1975): Jessica
Recommended reading: John Fitzgerald, “Did the National Revolution Succeed or Fail: A Point of Difference in Chinese and Western Perspectives on Republican Chinese History,” Republican China 14.1 (November 1988), 15-29.
Discussion: How do the positions of Eastman, Fewsmith, and Geisert differ? According to these authors, who were the key constituents for the Nationalist regime? What were the roots of Nationalist failure?
Assignment 20: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 20).

W 10/26/2011 12-12.50 p.m. Mao and the Rise of the CCP
Required reading: ch.16
Reading in turn #52 Alexis: Benjamin Schwartz, Chinese Communism and the Rise of Mao, 7-27.
Reading in turn #53 Juan: Hans van de Ven, From Friend to Comrade, 9-54.
Reading in turn #54 Trevor: Stuart Shram, The Political Thought of Mao Tse-tung, 15-73.
Oral report: (11) Chen Duxiu (陳獨秀, 1879-1942)
Oral report: (1) Mao Zedong (毛泽东, 1893-1976)
Discussion: How do the interpretations of the rise of the CCP differ? How important was Mao’s reformulation of Chinese communism to the success of the movement?
Recommended reading: Arif Dirlik, The Origins of Chinese Communism, 23-54.
Assignment 21: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 21).

F 10/28/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room. Hello, today we have an online session. You may work on the Wiki and chat with me in the chat room.

M 10/31/2011 12-12.50 p.m. The Chinese Economy
required readings 39 pp.:
MRamon Myers, “How did the odern Chinese Economy Develop?” Journal of Asian Studies 50.3 (1991), 604-628.
Philip Huang, “A Reply to Ramon Myers,” JAS 50.3 (1991), 629-633.
R. Bin Wong, “A Note on the Myers-Huang Exchange,” JAS 51.3 (1992), 600-611.
Reading in turn #55 Trevor: Philip Huang, “Development of Involution in Eighteenth Century Britain and China?,” Journal of Asian Studies 61.2 (2002), 501-538.
Discussion: What are the key issues in this debate? Why is Wong’s cautionary note important to keep in mind? What are your thoughts on Pomeranz’s “great divergence” argument in light of these readings?
Assignment 22: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 22).

W 11/02/2011 12-12.50 p.m. World War Two
required reading: ch.17
Reading in turn #56 Katie Bowers ---: Lloyd Eastman, “Facets of an Ambivalent Relationship: Smuggling, Puppets, and Atrocities During the War, 1937-1945”
Reading in turn #58 Gavin Norton: Bob Tadashi Wakabayashi, The Nanjing Atrocity, 1937-38: Complicating the Picture, chapters by Wakabayashi, 3-28; Askew, 86-114; Fogel, 267-284; and Yamamoto, 285-303.
Discussion: According to Yang, where does the current historiography stand? What is it about atrocities that make them so amenable to appropriation for political purposes?
Assignment 23: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 23).

F 11/04/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/07/2011 12-12.50 p.m. The Communist Revolution
Required reading: ch.18
Reading in turn #59 Alexis Sagen: Chalmers Johnson, Peasant Nationalism and Communist Power, 1-30.
Reading in turn #60 Juan Anzar: Stephen Averill, “Party, Society, and Local Elite in the Jiangxi Communist Movement,” Journal of Asian Studies 46.2 (May 1987), 279-303.
Reading in turn #61 Jessica Breedlove: K.K. Shum, “The Communist Party’s Strategy for Galvanizing Popular Support, 1930-1945,” in Pong and Fung, eds., Ideal and Reality: Social and Political Change in Modern China.
Discussion: According to Johnson, what is the relationship between peasant nationalism and CCP success? Why is this view wrong in Gillin’s view (next session)? How do Averill’s comments help to reframe this debate? What methods did the CCP use to mobilize the people and how were these methods received?
Assignment 24: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 24).

W 11/09/2011 12-12.50 p.m. Birth of the PRC
Required reading: ch.19
Reading in turn #62 Trevor Ireland: Donald Gillin, “‘Peasant Nationalism’ in the History of Chinese Communism,” Journal of Asian Studies 23.2 (Feb. 1964), 269-289.
Reading in turn #63 Gavin Norton: Joseph Esherick, “Ten Theses on the Chinese Revolution”
Reading in turn: #64 Talya: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [first part Silent Sound]
Reading in turn: #65 Jessica: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [second part Honeymoon]
Reading in turn: #66 Alexis: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [third part Gamble]
Questions for the discussion: Why did the Chinese Communist Revolution did not occur in the cities by the workers, as Marx had predicted, but in rural areas? What were the reasons for the Chinese Communist Revolution? What were the characteristics of the "Socialist Country with Chinese characteristics"? How far were they Chinese?
Assignment 25: Please prepare the next session (see beneath) and take the quiz on it (Assignment 25).

F 11/11/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/14/2011 12-12.50 p.m. The occupation of Tibet and Han-Chinese settlement policy
Guest lecturer: Dr. Kathreen Brown, Professor and Dean of the History Dept.
Required reading: internet research on ethnic groups and minorities, occupations, settlement policies, independence movements, divide et impera policies etc.
Assignment 26: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 26).

W 11/16/2011 12-12.50 p.m. Campaigns and the Cultural Revolution
Required reading: 507-514, 536-553, 565-586=ch. 22
Reading in turn #67 Trevor: Frank Dikoetter, Mao’s Great Famine: the History of China’s Most Devastating Catastrophe, 1958-1962 (New York: Walker, 2010), pp.127-144, 324-334
Reading in turn #68 Gavin: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.1-18 - part I
Reading in turn #69 Jessica: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.19-36 - part II
Assignment 27: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 27).

F 11/18/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/21/2011 12-12.50 p.m. The Open-Door Policy, Remodeling Laws and Legal System
required reading 13 pp.: 669-677, 696-704
Oral report: Gavin (2) Deng Xiaoping (邓小平, 1904-1997)
All: Please prepare panel discussion with (4) Zhao Ziyang (赵紫阳, 1919-2005); (10) Wei Jingsheng (魏京生, 1950-)

W 11/23/2011 12-12.50 p.m. Thanksgiving Holidays

F 11/25/2011 12-12.50 p.m. Thanksgiving Holidays

M 11/28/2011 12-12.50 p.m. Democratic Reforms
Guest Lecturer: Dr. Danny Damron, "The Democratization process in China and 1989"
required reading 8 p.: internet research on democratization in China, the Peking Spring 1979, the Democracy Movement in 1989.
Required preparation: internet research, film screening
Assignment 28: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 28).

W 11/30/2011 12-12.50 p.m. The special economic zones, Taiwan and the economical miracle
Required reading 16 pp.: 631-640, 705-709, 714-717
Oral report: Trevor (13) Xi Jinping (习近平, 1953-)
All: Please prepare panel discussion with: (12) Hu Jintao (胡锦涛, 1942-); (9) Wen Jiabao (温家宝, 1942-)

F 12/02/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 12/05/2011 12-12.50 p.m.
Final interactive panel discussion with all historical figures (a rare chance!)

W 12/07/2011 12-12.50 p.m. China's impact on the world today: The global economical powerhouse and the new soft superpower
Required readings (all short articles):
Fish 2011: Isaac Stone Fish, “China’s Failed Charm Offensive” in: Newsweek (1/19/2011), http://www.thedailybeast.com/newsweek/2011/01/19/china-s-failed-charm-offensive.html
Gates 2007, Thom Shanker, "Defense Secretary Urges More Spending for U.S. Diplomacy", in: New York Times (2007.11.27), http://www.nytimes.com/2007/11/27/washington/27gates.html
Hu 2007, Xinhua News Agency „Hu Jintao calls for enhancing ‘soft power’ of Chinese culture“, in: People’s daily (2007.10.15) http://news.xinhuanet.com/english/2007-10/15/content_6883748.htm
And the longer article: Woesler, "China as the new soft superpower and the global impact of its culture" 2011
Reading in turn #70 Talya: McClory 2010, Jonathan McClory, “The new persuaders - An international ranking of soft power”, in: (2010.12), http://www.instituteforgovernment.org.uk/publications/20/the-new-persuaders
Reading in turn #71 Alexis: Nye/Wang 2009, Joseph S. Nye/Jisi Wang, „Hard decisions on soft power“, in: Harvard International Review, http://hir.harvard.edu/agriculture/hard-decisions-on-soft-power

Recommended reading:
Nye 1990, Joseph S. Nye, Bound to Lead: The Changing Nature of American Power, 1990

presentation by Martin Woesler:
- superpower (presentation1, presentation2, presentation3)
- about the Chinese tradition of rewriting histories
discussion
- current issues in Chinese history

F 12/09/2011 12-12.50 p.m.
Repetition, Preparation
Assignment (ungraded): Please prepare for the final exam.

M 12/12/2011 11.00 a.m. - 1 p.m.
Final exam

Main Page

2011-12-03T00:02:17Z

CelticWonder:

Kang Youwei

2011-12-02T23:58:42Z

CelticWonder:

[[File:SE05_25.jpg]]

I, Kang Youwei, was born March 19, 1858 in the Nahai, Guangdong province of China. Among my many notable titles I was a prominent Chinese Scholar, a Calligrapher, a teacher, a reformer and a political thinker. My life is a fascinating one as that at a young age, about when I was six or seven, my Uncle discovered that I was an intellectual genius, and so like most geniuses I was put into school to study Confucian classics which prepped me for the Chinese Civil Service Exams. To be anyone of importance in China you had to pass these exams because that was how you made something with your life and so there was an extreme amount of pressure put upon me to do well. Being in school put me on the path to become a scholar, a calligrapher, a teacher, a reformer, and political thinker, and so on.

While I was growing up in the Chinese education system, I began to notice that it was actually a broken system in need of major reform. For example, most of my time was spent studying for the eight legged exams, which were not the important part of the exams. The eight legged exams were artificial literary exercises done during the exams. The exams were stressful enough without having to worry about having to pass literary exercises that had nothing to do with the actual exams, and I vowed that one day I would change that. Being that I studied Confucianism, I am by all definitions of the word a Confucianist, however, studying for those exams was an extremely stressful process and thus I engaged in Buddhist meditation to help me relax. This is a strange practice to observe for a Confucianist, but it helped where other Confucianist methods did not. Engaging in Buddhist meditation is how my path for my life became clear. I was meditating and I had a vision about how to save the world. From that vision came the belief that is was possible to read every important book ever written and become a sage. I began what others call my “quasi-messianic” quest to save humanity. I read as many books as I could get my hands on, all while preparing for my civil service exams.

I took the Jinshi level exams three times because my ideas were so radical that the council failed my exam. However, I was smart on the third exam, and instead of being myself I wrote what they wanted me to write, and they passed my exam that time. The problem with them passing my exam is that they failed my good friend Liang Qichoa thinking his exam was mine. Once the council figured out their mistake it was too late for them to do anything about and so I passed on to be a Jinshi level graduate. My radical ideas consisted of educational and political reform. I wanted to modernize China and the way I wished to do that was to introduce some type of change into the state government. The thought of changing the government angered many conservatives of my time, especially the most powerful member, the dowager empress Cixi.

My reforms were about revolution, industrialization, and modernization, these were dangerous ideas to have because they broke with tradition and upset many of the elder generations because it inspired the younger generations to stand up and do something instead of following traditions that did not always work. My reforms inspired the young Emperor Guangxu, who was more than willing to do the things needed for the reforms to successful. With permission from the Emperor I began to institute what is now know as the Hundred Days’ Reform.This was a reform movement that was supposed to institute national, cultural, political and educational changes throughout China. This reform movement began on June 11, 1898 and ended September 21, 1898, it ran its course in about 104 days. The reform failed miserably thanks to the coup d’état by the conservatives and which was being head by the Dowager Empress Cixi.Dowager Empress Cixi did not simply hate my reforms; she hated me personally for filling the Emperor, her nephew, Guangxu’s head with liberal and non-conformist ideas. This was highly unacceptable and so doing what any woman of her caliber would do if she hated someone, she ordered me killed by slow slicing. Luckily for me I was away on an mission for the Emperor when Cixi made her move. Cixi had been retired and had let her nephew take up the mantle of Emperor as was his birthright, but upon hearing how Emperor Guangxu wanted to institute reforms into a system that she had worked hard to manipulate; she came out of retirement and placed the Emperor on house arrest. Cixi then went through and purged the government of people she did not see as useful or people that she saw as dangerous. Thus began my time in exile, although, I hate to use the word exile because I learned so much during this time when I was not allowed in China because should I have been caught I would have been killed on the spot. While in exile I travelled to many different countries including the United States, Canada, France, England, Japan and many others. I learned about the way of life for people of the countries I visited and tried to figure out how I could institute the things that I liked best into the way things worked in China.

[[File:Datongshu.jpg]]

I further developed my philosophies while in exile and I was able to write my best known work Da Tongshu or book of great unity. Da Tongshu is mostly a compilation of my lecture notes which I shared with my students. All of my ideas that I lectured on in 1884 were gathered up and put together in one place. The book would have never taken shape had my students not encouraged me to write it. Writing took me twenty years, and I did not finish a first draft until I was in India during my exile. I published the first two chapters while in Japan in 1900, but the whole book was not published until 1935, eight years after my death. In Da Tongshu I propose a type of Utopia for not just China, but the whole world. This world would be free of political boundaries, and there would be a central government that was ruled with democracy. I proposed that there should be an end to the traditional Chinese family structure because that institution is a cause of great strife both men and women. Men are required to provide for the family and the women are required to take care of the family and the home. I believe that everyone should be able to do what they want to do and not be required to fulfill a predestined role. Family should be replaced by state-run schools and marriages should come in the form of one year contracts with the option of renewal at the end of every year. If the couple choose to renew then the marriage continues, if not, then the marriage dissolves and both parties move on. Da Tongshu is mostly a book that contains my enthusiastic belief in bettering humanity with technology. Towards the end of my life money was in short supply because investors in my Utopian world stopped investing in my ideas and looked to alternative ideas to invest in. At the same time my followers were tired of being cautious, and the wanted an active revolution, not a passive one. Both investors and followers turned to Sun Yatsen for that revolution.

Now, I admit that I handled the money from my investors poorly. I was a bit too extravagant for my time, or any time, but I always traveled in comfort. China was very volatile during my time. I never changed my ideology, but over the span of twenty years, I went from being a popular yet dangerous liberal, to being a social pariah and an outcast. My time ended in 1927 when I was poisoned by an unknown source at my home in the city of Qingdao, Shandong.

[[File:Kanghouse.jpg‎]]

Sources:
Spence, Jonathon D., The Search for Modern China, 2nd Ed, pgs 225,229,234;
Cultural China History, Kang,Youwei, http://history.cultural-china.com/en/50History6659.html;
Cultural China History, Da Tongshu, http://history.cultural-china.com/en/50H6659H12261.html;
Cultural China History, Philosophical Views, http://history.cultural-china.com/en/50H6659H12262.html;
--[[Special:Contributions/71.199.23.36|71.199.23.36]] 18:08, 16 October 2011 (UTC) Kang,Youwei

File:Kanghouse.jpg

2011-12-02T23:57:06Z

CelticWonder: Image of Kang Youwei's house

Image of Kang Youwei's house

Kang Youwei

2011-12-02T23:56:03Z

CelticWonder:

[[File:SE05_25.jpg]]

I, Kang Youwei, was born March 19, 1858 in the Nahai, Guangdong province of China. Among my many notable titles I was a prominent Chinese Scholar, a Calligrapher, a teacher, a reformer and a political thinker. My life is a fascinating one as that at a young age, about when I was six or seven, my Uncle discovered that I was an intellectual genius, and so like most geniuses I was put into school to study Confucian classics which prepped me for the Chinese Civil Service Exams. To be anyone of importance in China you had to pass these exams because that was how you made something with your life and so there was an extreme amount of pressure put upon me to do well. Being in school put me on the path to become a scholar, a calligrapher, a teacher, a reformer, and political thinker, and so on.

While I was growing up in the Chinese education system, I began to notice that it was actually a broken system in need of major reform. For example, most of my time was spent studying for the eight legged exams, which were not the important part of the exams. The eight legged exams were artificial literary exercises done during the exams. The exams were stressful enough without having to worry about having to pass literary exercises that had nothing to do with the actual exams, and I vowed that one day I would change that. Being that I studied Confucianism, I am by all definitions of the word a Confucianist, however, studying for those exams was an extremely stressful process and thus I engaged in Buddhist meditation to help me relax. This is a strange practice to observe for a Confucianist, but it helped where other Confucianist methods did not. Engaging in Buddhist meditation is how my path for my life became clear. I was meditating and I had a vision about how to save the world. From that vision came the belief that is was possible to read every important book ever written and become a sage. I began what others call my “quasi-messianic” quest to save humanity. I read as many books as I could get my hands on, all while preparing for my civil service exams.

I took the Jinshi level exams three times because my ideas were so radical that the council failed my exam. However, I was smart on the third exam, and instead of being myself I wrote what they wanted me to write, and they passed my exam that time. The problem with them passing my exam is that they failed my good friend Liang Qichoa thinking his exam was mine. Once the council figured out their mistake it was too late for them to do anything about and so I passed on to be a Jinshi level graduate. My radical ideas consisted of educational and political reform. I wanted to modernize China and the way I wished to do that was to introduce some type of change into the state government. The thought of changing the government angered many conservatives of my time, especially the most powerful member, the dowager empress Cixi.

My reforms were about revolution, industrialization, and modernization, these were dangerous ideas to have because they broke with tradition and upset many of the elder generations because it inspired the younger generations to stand up and do something instead of following traditions that did not always work. My reforms inspired the young Emperor Guangxu, who was more than willing to do the things needed for the reforms to successful. With permission from the Emperor I began to institute what is now know as the Hundred Days’ Reform.This was a reform movement that was supposed to institute national, cultural, political and educational changes throughout China. This reform movement began on June 11, 1898 and ended September 21, 1898, it ran its course in about 104 days. The reform failed miserably thanks to the coup d’état by the conservatives and which was being head by the Dowager Empress Cixi.Dowager Empress Cixi did not simply hate my reforms; she hated me personally for filling the Emperor, her nephew, Guangxu’s head with liberal and non-conformist ideas. This was highly unacceptable and so doing what any woman of her caliber would do if she hated someone, she ordered me killed by slow slicing. Luckily for me I was away on an mission for the Emperor when Cixi made her move. Cixi had been retired and had let her nephew take up the mantle of Emperor as was his birthright, but upon hearing how Emperor Guangxu wanted to institute reforms into a system that she had worked hard to manipulate; she came out of retirement and placed the Emperor on house arrest. Cixi then went through and purged the government of people she did not see as useful or people that she saw as dangerous. Thus began my time in exile, although, I hate to use the word exile because I learned so much during this time when I was not allowed in China because should I have been caught I would have been killed on the spot. While in exile I travelled to many different countries including the United States, Canada, France, England, Japan and many others. I learned about the way of life for people of the countries I visited and tried to figure out how I could institute the things that I liked best into the way things worked in China.

[[File:Datongshu.jpg]]

I further developed my philosophies while in exile and I was able to write my best known work Da Tongshu or book of great unity. Da Tongshu is mostly a compilation of my lecture notes which I shared with my students. All of my ideas that I lectured on in 1884 were gathered up and put together in one place. The book would have never taken shape had my students not encouraged me to write it. Writing took me twenty years, and I did not finish a first draft until I was in India during my exile. I published the first two chapters while in Japan in 1900, but the whole book was not published until 1935, eight years after my death. In Da Tongshu I propose a type of Utopia for not just China, but the whole world. This world would be free of political boundaries, and there would be a central government that was ruled with democracy. I proposed that there should be an end to the traditional Chinese family structure because that institution is a cause of great strife both men and women. Men are required to provide for the family and the women are required to take care of the family and the home. I believe that everyone should be able to do what they want to do and not be required to fulfill a predestined role. Family should be replaced by state-run schools and marriages should come in the form of one year contracts with the option of renewal at the end of every year. If the couple choose to renew then the marriage continues, if not, then the marriage dissolves and both parties move on. Da Tongshu is mostly a book that contains my enthusiastic belief in bettering humanity with technology. Towards the end of my life money was in short supply because investors in my Utopian world stopped investing in my ideas and looked to alternative ideas to invest in. At the same time my followers were tired of being cautious, and the wanted an active revolution, not a passive one. Both investors and followers turned to Sun Yatsen for that revolution.

Now, I admit that I handled the money from my investors poorly. I was a bit too extravagant for my time, or any time, but I always traveled in comfort. China was very volatile during my time. I never changed my ideology, but over the span of twenty years, I went from being a popular yet dangerous liberal, to being a social pariah and an outcast. My time ended in 1927 when I was poisoned by an unknown source in the city of Qingdao, Shandong.

Sources:
Spence, Jonathon D., The Search for Modern China, 2nd Ed, pgs 225,229,234;
Cultural China History, Kang,Youwei, http://history.cultural-china.com/en/50History6659.html;
Cultural China History, Da Tongshu, http://history.cultural-china.com/en/50H6659H12261.html;
Cultural China History, Philosophical Views, http://history.cultural-china.com/en/50H6659H12262.html;
--[[Special:Contributions/71.199.23.36|71.199.23.36]] 18:08, 16 October 2011 (UTC) Kang,Youwei

File:Datongshu.jpg

2011-12-02T23:54:44Z

CelticWonder: Kang Youwei's writings

Kang Youwei's writings

Kang Youwei

2011-12-02T23:53:43Z

CelticWonder:

[[File:SE05_25.jpg]]

I, Kang Youwei, was born March 19, 1858 in the Nahai, Guangdong province of China. Among my many notable titles I was a prominent Chinese Scholar, a Calligrapher, a teacher, a reformer and a political thinker. My life is a fascinating one as that at a young age, about when I was six or seven, my Uncle discovered that I was an intellectual genius, and so like most geniuses I was put into school to study Confucian classics which prepped me for the Chinese Civil Service Exams. To be anyone of importance in China you had to pass these exams because that was how you made something with your life and so there was an extreme amount of pressure put upon me to do well. Being in school put me on the path to become a scholar, a calligrapher, a teacher, a reformer, and political thinker, and so on.

While I was growing up in the Chinese education system, I began to notice that it was actually a broken system in need of major reform. For example, most of my time was spent studying for the eight legged exams, which were not the important part of the exams. The eight legged exams were artificial literary exercises done during the exams. The exams were stressful enough without having to worry about having to pass literary exercises that had nothing to do with the actual exams, and I vowed that one day I would change that. Being that I studied Confucianism, I am by all definitions of the word a Confucianist, however, studying for those exams was an extremely stressful process and thus I engaged in Buddhist meditation to help me relax. This is a strange practice to observe for a Confucianist, but it helped where other Confucianist methods did not. Engaging in Buddhist meditation is how my path for my life became clear. I was meditating and I had a vision about how to save the world. From that vision came the belief that is was possible to read every important book ever written and become a sage. I began what others call my “quasi-messianic” quest to save humanity. I read as many books as I could get my hands on, all while preparing for my civil service exams.

I took the Jinshi level exams three times because my ideas were so radical that the council failed my exam. However, I was smart on the third exam, and instead of being myself I wrote what they wanted me to write, and they passed my exam that time. The problem with them passing my exam is that they failed my good friend Liang Qichoa thinking his exam was mine. Once the council figured out their mistake it was too late for them to do anything about and so I passed on to be a Jinshi level graduate. My radical ideas consisted of educational and political reform. I wanted to modernize China and the way I wished to do that was to introduce some type of change into the state government. The thought of changing the government angered many conservatives of my time, especially the most powerful member, the dowager empress Cixi.

My reforms were about revolution, industrialization, and modernization, these were dangerous ideas to have because they broke with tradition and upset many of the elder generations because it inspired the younger generations to stand up and do something instead of following traditions that did not always work. My reforms inspired the young Emperor Guangxu, who was more than willing to do the things needed for the reforms to successful. With permission from the Emperor I began to institute what is now know as the Hundred Days’ Reform.This was a reform movement that was supposed to institute national, cultural, political and educational changes throughout China. This reform movement began on June 11, 1898 and ended September 21, 1898, it ran its course in about 104 days. The reform failed miserably thanks to the coup d’état by the conservatives and which was being head by the Dowager Empress Cixi.Dowager Empress Cixi did not simply hate my reforms; she hated me personally for filling the Emperor, her nephew, Guangxu’s head with liberal and non-conformist ideas. This was highly unacceptable and so doing what any woman of her caliber would do if she hated someone, she ordered me killed by slow slicing. Luckily for me I was away on an mission for the Emperor when Cixi made her move. Cixi had been retired and had let her nephew take up the mantle of Emperor as was his birthright, but upon hearing how Emperor Guangxu wanted to institute reforms into a system that she had worked hard to manipulate; she came out of retirement and placed the Emperor on house arrest. Cixi then went through and purged the government of people she did not see as useful or people that she saw as dangerous. Thus began my time in exile, although, I hate to use the word exile because I learned so much during this time when I was not allowed in China because should I have been caught I would have been killed on the spot. While in exile I travelled to many different countries including the United States, Canada, France, England, Japan and many others. I learned about the way of life for people of the countries I visited and tried to figure out how I could institute the things that I liked best into the way things worked in China.

I further developed my philosophies while in exile and I was able to write my best known work Da Tongshu or book of great unity. Da Tongshu is mostly a compilation of my lecture notes which I shared with my students. All of my ideas that I lectured on in 1884 were gathered up and put together in one place. The book would have never taken shape had my students not encouraged me to write it. Writing took me twenty years, and I did not finish a first draft until I was in India during my exile. I published the first two chapters while in Japan in 1900, but the whole book was not published until 1935, eight years after my death. In Da Tongshu I propose a type of Utopia for not just China, but the whole world. This world would be free of political boundaries, and there would be a central government that was ruled with democracy. I proposed that there should be an end to the traditional Chinese family structure because that institution is a cause of great strife both men and women. Men are required to provide for the family and the women are required to take care of the family and the home. I believe that everyone should be able to do what they want to do and not be required to fulfill a predestined role. Family should be replaced by state-run schools and marriages should come in the form of one year contracts with the option of renewal at the end of every year. If the couple choose to renew then the marriage continues, if not, then the marriage dissolves and both parties move on. Da Tongshu is mostly a book that contains my enthusiastic belief in bettering humanity with technology. Towards the end of my life money was in short supply because investors in my Utopian world stopped investing in my ideas and looked to alternative ideas to invest in. At the same time my followers were tired of being cautious, and the wanted an active revolution, not a passive one. Both investors and followers turned to Sun Yatsen for that revolution.

Now, I admit that I handled the money from my investors poorly. I was a bit too extravagant for my time, or any time, but I always traveled in comfort. China was very volatile during my time. I never changed my ideology, but over the span of twenty years, I went from being a popular yet dangerous liberal, to being a social pariah and an outcast. My time ended in 1927 when I was poisoned by an unknown source in the city of Qingdao, Shandong.

Sources:
Spence, Jonathon D., The Search for Modern China, 2nd Ed, pgs 225,229,234;
Cultural China History, Kang,Youwei, http://history.cultural-china.com/en/50History6659.html;
Cultural China History, Da Tongshu, http://history.cultural-china.com/en/50H6659H12261.html;
Cultural China History, Philosophical Views, http://history.cultural-china.com/en/50H6659H12262.html;
--[[Special:Contributions/71.199.23.36|71.199.23.36]] 18:08, 16 October 2011 (UTC) Kang,Youwei

File:SE05 25.jpg

2011-12-02T23:49:19Z

CelticWonder: Kang Youwei Image

Kang Youwei Image

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing

2011-12-02T23:45:17Z

CelticWonder: Created page with ' Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang The writings that this article was based on were: 1. Nanjing Jiken (The Nanjing Inc…'

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang

The writings that this article was based on were: 1. Nanjing Jiken (The Nanjing Incident) - Kashara Tokushi 2. Nanjing Datusha (The Nanjing Massacre) -Sun Zhaiwei 3. The Rape of Nanking -Iris Chang

Rape of Nanjing: Japanese troops in Nanjing engaged in organized and wholesale murder, committed indiscriminate killing, and rape as well as looting and destruction.
There were two trials held to figure out what should be done about the incident, one was held in Tokyo and one was Held in Nanjing.
Tokyo Trial figures: 200,000 Chinese civilians and POWs were believed to have been murdered in the Nanjing area over a six week period in the winter of 1937-38. Approximately 20,000 cases of rape occurred within the city alone.

Nanjing Trial figures: the death toll totaled 300,000 and up. A higher death toll than the Tokyo trial.
Both trials were almost entirely based on western and chinese records and testimonies. These verdicts would serve as a surrogate history of the event for decades to come.

20 years later in 1967 a Japanese historian, Hora Tomio, published the first historical study of this infamous incident. Debates errupted over whether the incident actually happened or if it was a fabrication to shame the Japanese. The debates raged from the 1970's to 1989 and were divided into two factions the massacre faction and the illusion faction. The massacre faction held firmly to the belief that the incident actually happened. The illusion faction did not believe that the incident happened or that it could have ever happened.
New sources based on official military histories surfaced and the debates quieted down.

--Kang Youwei 20:22, 10 November 2011 (UTC

Main Page

2011-12-02T23:42:46Z

CelticWonder:

'''Welcome to our course wiki.'''
Thank you for your registration. Please register with at least 2 names, one should be your historical figure (if you know it yet) and the other an anonymous alias which allows you to peer review your fellow students' articles without making them angry.

'''Please sign everything'''
Please sign everything you write (the article on your historical figure, your comments to others, your entries here) with "~ ~ ~ ~" (without spaces). Wiki will turn that into your alias name and set a time stamp there. Thanks! It looks like this then: [[User:Root|Root]] 18:43, 7 October 2011 (UTC) - the time indicated is a universal time since people might contribute from different time zones

'''Contents'''

- Foreword

- Historical Figures: Licia = [[Qianlong]], Alexis = [[Cixi]], Kendra = [[Kang Youwei]], Talya = [[Liang Qichao]], Thomas = [[Sun Yat-sen]], Juan = [[Mao Zedong]], Gavin = [[Deng Xiaoping]], Jessica = [[Chiang kai-shek|Chiang Kai-shek]], Trevor = [[Xi Jinping]].

The late Ming dynasty

The Manchu Conquest

- 02 Juan: Cheng and Lestz, [[Two edicts on wearing the hair]], [[Glorifying the origins of the Manchus”]] in DOC, Cheng and Lestz

- 03 Thomas: Joanna Waley-Cohen [[The New Qing History]] in Radical History Review 88 (Winter 2004), 193-206

- 04 Evelyn: [[Presidential Address: Reenvisioning the Qing: The Significance of the Qing Period in Chinese History]] in The Journal of Asian Studies 55.4 (Nov., 1996), 829-850

- 05 Kendra: Ho Ping-ti, [[In Defense of Sinicization: A Rebuttal of Evelyn Rawski's ‘Reenvisioning the Qing’]] in The Journal of Asian Studies, 57.1 (Feb., 1998), 123-155

Kangxi's Consolidation

- 06 Gavin: 1st edition of Cheng and Lestz, [[The Sacred Edict]] in The Search for Modern China: A Documentary Collection. Cheng and Lestz

- 07 [[Oboi Regency]] [[User:Cixi|Cixi]] 20:59, 7 October 2011 (UTC)

- 08 [[Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency]] [[User:Liang Qichao|Liang Qichao]] 21:47, 15 October 2011 (UTC)

- 09 [[The Sacred Edict]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:12, 11 November 2011 (UTC)

Qianlong's Wisdom / State and Governance in China
- 10 Juan: Huang Liuhong, [[A Complete Book Concerning Happiness and Benevolence]], 60-68

- 11 [[States and society in 18th century china]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:10, 11 November 2011 (UTC)
- 13 [[Local Government in China under the Ching ]] [[User:Xi Jinping|Xi Jinping]] 04:34, 17 October 2011 (UTC)

- 14 [[Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China]] [[User:Liang Qichao|Liang Qichao]] 21:36, 15 October 2011 (UTC)

- 01=17a 1768- [[Soulstealers: The Chinese Socery Scare of 1768]] - [[User:Qianlong|Qianlong]]

- 18 [[Signifying Bodies: The Cultural Significance of Suicide Writing by Women in Ming-Qing China By Grace S. Fong]] [[User:Cixi|Cixi]]

- 20 [[Political Economy and Ecology on the Eve of Industrialization: Europe, China, and the Global]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 23 [[The Opium War, and Opening of China]] [[User:Xi Jinping|Xi Jinping]] 05:20, 17 October 2011 (UTC)

- 24 [[The Inner Opium War]] [[User:Liang Qichao|Liang Qichao]] 21:51, 15 October 2011 (UTC)

- 28 [[Rebels and Revolutionaries in North China 1845-1945 by Elizabeth Perry]] [[User:Cixi|Cixi]] 00:32, 11 October 2011 (UTC)

- [[Tian hou]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- [[The eight trigrams]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- 30 1900 - [[History in Three Keys: The Boxers As Event, Experience, and Myth]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 34 [[Imperialism: Reality or Myth?, Discovering History in China]] - [[User:Cixi|Cixi]]

- 36 1898-1912 - [[Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

-37 [[China in revolution]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:15, 11 November 2011 (UTC)

- 41 [[The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism]] [[User:Liang Qichao|Liang Qichao]] 21:42, 15 October 2011 (UTC)

- 43 [[Reintegration in China under the Warlords, 1916-1927]]-[[User:Cixi|Cixi]] 02:08, 12 October 2011 (UTC)

- 44 [[Ebrey,“Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook]] - [[User:Mao Zedong|Mao Zedong]] 19:15, 11 November 2011 (UTC)

- 52 [[Chinese Communism and the Rise of Mao]] - [[User:Cixi|Cixi]] 05:54, 26 October 2011 (UTC)

- 57 Kendra:[[Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing]] The American Historical Review 104.3 (June 1999), 842-865.Yang Daqing

- 59 [[Peasant Nationalism and Communist Power]] - [[User:Cixi|Cixi]] 23:00, 6 November 2011 (UTC)

- 60 [[Party, Society, and Local Elite in the Jiangxi Communist Movement]] - [[User:Mao Zedong|Mao Zedong]] 19:45, 11 November 2011 (UTC)

- 66 [[Chinese Village, Socialist State: The Gamble]] - [[User:Cixi|Cixi]] 18:12, 11 November 2011 (UTC)

'''How to write an article?'''

Just type in your new article title into the search field and press "Go" (not "Search"). You will get a response side stating that your article does not yet exist. Then you click on "create this article" and start to write. You may post your notes. Don't forget to click on "save". You may post your "reading in turn" notes with a 3rd name as long as you do not know your historical figure. Use MLA style when citing within your wiki articles.

'''Material from Syllabus'''
Reading in turn #08 Talya Trunnell: Lynn Struve, “Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency,” Late Imperial China 25.2 (Dec. 2004), 1-32. 2 -- Struve -- Ruling from Sedan Chair.pdf - REPAIRED LINK HERE
Reading in turn #09 Jessica Breedlove: Victor Mair, “Language and Ideology in the Sacred Edict,” Popular Culture in Late Imperial China, 325-359. 2 -- Mair -- Language and Ideology in the Sacred Edict.pdf - REPAIRED LINK HERE
Discussion: What were the key measures taken by Kangxi and his predecessors to secure Manchu rule over China? Which do you think were most important and why? What kind of prescriptive behavior was promoted by the Sacred Edict? How successful were these prescriptions?
Recommended reading: DOC 58-64 (this is another edict by Kangxi)
Assignment 5: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 5).

F 09/09/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 09/12/2011 12-12.50 p.m. Qianlong's Wisdom / State and Governance in China
Reading in turn #11 Jessica Breedlove: Albert Feuerwerker, “Emperor and Bureaucracy,” State and Society in Eighteenth Century China, 35-75.
Oral report: (3) Qianlong (乾隆, 1711-1799)
Discussion: According to the selections from Huang, what were the goals of local government and how was governance to be carried out? How did the structure and process of government facilitate or hinder the accomplishment of these goals?
Recommended reading: DOC ch.5
Assignment 6: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 6).

W 09/14/2011 12-12.50 p.m. Elites and Social Power
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 24 pp.: Esherick and Rankin, Chinese Local Elites and Patterns of Dominance, “Introduction,” 1-24.
Reading in turn #12 Thomas Giles: Chang Chung-li, The Chinese Gentry, 3-32.
Reading in turn #13 Trevor Ireland: Ch’ü T’ung-tsu, Local Government in China under the Ch’ing, 168-192.
Reading in turn #14 Talya Trunnel: 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.
Discussion topics: What criteria are used to define the “gentry”? What are the benefits and pitfalls of using the term “local elite”? In light of Elman’s article, do you think education was more important to the reproduction of power than some of the paths to power noted by Esherick and Rankin?
Assignment 7: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 7).

F 09/16/2011 12-12.50 p.m. Late Imperial Culture
Replacement: Fulbright Teaching Assistant Celine Shan LU
required reading 19 pp.: Johnson, “Popular Values and Beliefs,” in DeBary Sources of Chinese Tradition, 73-92.
Reading in turn #15 Katheryn Kriek: Naquin and Rawski, Chinese Society in the Eighteenth Century, 55-93.
Reading in turn #16 Kendra Mairs: Ebrey, “Exhortations on Ceremony” in Chinese Civilization: A Sourcebook
Reading in turn #17 Gavin Norton: Watson, “Standardizing the Gods: The Promotion of T’ien-hou (Empress of Heaven) along the South China Coast, 960-1960”
Oral presentation = reading in turn #01 Licia Kim: Philip Kuhn, Soulstealers: The Chinese Sorcery Scare of 1768 (HUP, 1990), entire.
Discussion: What are the key means by which Chinese popular culture was preserved and transmitted according to Johnson? What were the goals of elites in the cultural arena? What about the state? How might commoners have exerted their own power against those who sought to control them?
Assignment 8: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 8).

M 09/19/2011 12-12.50 p.m. Women and Gender
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 19 pp.: Dorothy Ko, “The Body as Attire: The Shifting Meanings of Footbinding in Seventeenth-Century China,” Journal of Women's History 8:4 (Winter 1997), 8-27.
Reading in turn #18 Alexis Sagen: Grace Fong, “Signifying Bodies: The Cultural Significance of Suicide Writings by Women in Ming-Qing China,” in Ropp, ed., Passionate Women: Female Suicide in Late Imperial China (Special issue of the journal Nan/Nü 3.1 [2001]), 105-142.
Oral report: (6) Empress Dowager Cixi (慈禧, 1835-1908)
Recommended reading: Susan Mann, “Women in the Kinship, Class, and Community Structures of Qing Dynasty China,” Journal of Asian Studies 46:37-56.
Paola Paderni, “Between Constraints and Opportunities,” in Zurndorfer, ed., Chinese Women in the Imperial Past, 258-285.
Discussion: Most of the readings for this week touch on the issue of agency. What forms of power did women wield in society? What limitations did they encounter?
Assignment 9: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 9).

W 09/21/2011 12-12.50 p.m. China and the Outside World
required reading 21 pp.: 117-138=chapter 6
Reading in turn #19 Glorydawn Vahai: John K. Fairbank, ed., The Chinese World Order, 1-19
Reading in turn #20 Juan Anzar: Kenneth Pomeranz, “Political Economy and Ecology on the Eve of Industrialization,” American Historical Review 107.2 (2002), 425-446.
Reading in turn #21 Jessica Breedlove: Evelyn Rawski, “The Qing Formation and the Early Modern Period,” The Qing Formation in World-Historical Time, 207-241.
Reading in turn #22 Thomas Giles: R. Bin Wong, “The Search for European Differences and Domination in the Early Modern World,” American Historical Review 107.2 (2002), 447-469.
Discussion: According to Fairbank, how did China relate to the outside world? According to Pomeranz, why did Europe industrialize before China? What does Wong see as being the source(s) of European domination?
Recommended reading: DOC =ch.6
Assignment 10: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 10).

F 09/23/2011 12-12.50 p.m. China and the Outside World / Clash with the West
Required reading 27 pp.: 139-166=ch.7
Reading in turn #23 Trevor Ireland: Dilip Basu, “The Opium War and the Opening of China: An Historiographical Note,” and Tan Chung, “Interpretations of the Opium War (1840-1842): A Critical Reappraisal,” in Ch’ing-shih wen-t’i (December 1977), 2-16, 32-46.
Reading in turn #24 Talya Trunnel: James Polachek, The Inner Opium War, 1-16, 273-287.
Reading in turn #25 Katheryn Kriek: Fairbank, “Synarchy Under the Treaties,” 204-231.
Discussion: What were some of the earlier historical interpretations of the Opium War? On what assumptions were such appraisals based? Why is Polachek’s interpretation so important? How does the concept synarchy contribute to the Sincization debate?
Recommended reading: DOC ch.7
Assignment 11: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 11).

M 09/26/2011 12-12.50 p.m. The Crisis Within
required reading: ch.8
Reading in turn #26 Kendra Mairs: Ebrey, “Mid-Century Rebels” in Chinese Civilization: A Sourcebook
Reading in turn #27 Gavin Norton: Susan Naquin, Millenarian Rebellion in China, 1-8, 63-117.
Reading in turn #28 Alexis Sagen: Elizabeth Perry, Rebels and Revolutionaries in North China, 1-9, 48-95.
Reading in turn #29 Glorydawn Vahai: Robert Weller, “Saturating the Movement” and “Too Many Voices,” 50-85.
Reading in turn #30 Juan Anzar: Paul Cohen, History in Three Keys, 69-95. [Link to Google books]
Discussion: How does Naquin explain the rise of the White Lotus Rebellion? How does Naquin’s view contrast to Perry’s explanation of why peasants rebel? What role did religion play in shaping the emergence and development of the Taiping rebellion? According to the selections by Ebrey, what were the motivations and goals of the rebels themselves?
Assignment 12: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 12).

W 09/28/2011 12-12.50 p.m. The Political and Social Effects of the Taiping Rebellion
[Discussion on student request: "synarchy". It refers to Fairbank p. 205: "joint Sino-foreign administration of the
government of China under a foreign dynasty".]
Required Reading: [Internet research]
Reading in turn #31 Jessica Breedlove: Philip Kuhn, Rebellion and its Enemies in Late Imperial China, 105-164, 211-225.
Reading in turn #32 Thomas Giles: Edward McCord, “Militia and Local Militarization in Late Qing and Early Republican China: The Case of Hunan,” Modern China (April 1988), 156-187.
Reading in turn #33 Trevor Ireland: Michael, Franz "Regionalism in Nineteenth Century China" in Stanley Spector, Li Hung-chang and the Huai Army, xxi-xliii.
Discussion: According to Kuhn, what were the causes and long-term consequences of militarization? What are the implications of McCord’s research on this issue? What was “regionalism”? What were the key levers the Qing state used to control its generals? How effective were these levers?
Recommended reading: Liu Kwang-ching “The Limits of Regional Power in the Late Ch'ing Period: A Reappraisal,” in The Tsing Hua Journal of Chinese Studies, New Series, 207-223.
Assignment 13: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 13).

F 09/30/2011 12-12.50 p.m. Online Activities, Coaching
WELCOME TO CLASS TODAY! Please enter the chatroom and work on the WIKI! Everybody who is online should at least chat with me, so that I can see the attendance rate.
Today: working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 10/03/2011 12-12.50 p.m. Self-Strengthening and the Problem of Imperialism
Required reading: =ch.9
Reading in turn #34 Alexis: Paul Cohen, “Imperialism: Reality or Myth?,” Discovering History in China, 97-147.
Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.
Oral report: (8) Kendra = Kang Youwei (康有為, 1858-1927)
Oral report: (5) Talya = Liang Qichao (梁啟超, 1873-1929)
Recommended reading: DOC ch.9
Discussion: When it comes to the effects of imperialism, is it more important to emphasize quantitative effects or qualitative ones? Where does the historiography break down on this point?
Assignment 14: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 14).

W 10/05/2011 12-12.50 p.m. Problems at the End of the Qing
Required reading: ch.10
Reading in turn #36 Juan: Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan, 1-14.
Recommended reading: Ebrey, “Rural Education” in Chinese Civilization: A Sourcebook
“Reform Edict of January 29, 1901,” in Debary, ed., Sources of the Chinese Tradition.
Roxann Prazniak, Of Camel Kings and Other Things, 15-44.
Assignment 15: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 15).

F 10/07/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in the Chatroom.

M 10/10/2011 12-12.50 p.m.
Wiki coaching on students' request.
Make-up: Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.

W 10/12/2011 12-12.50 p.m. The 1911 Revolution.
CHAT 10/12/2011. Your participation is graded.
Required reading: ch.11
Reading in turn #37 Jessica: Mary Wright, China in Revolution, 1-62.
Reading in turn #38 Thomas: Ichiko Chuzo, “The Role of the Gentry: An Hypothesis,” China in Revolution, 297-318.
Reading in turn #39 Trevor: Edward Rhoads, Manchu and Han, introduction and conclusion.
Discussion: According to these authors, what was the nature of the 1911 Revolution? Who were the primary actors in the revolution, and what were they “revolting” against?
Recommended reading: “A Symposium on the 1911 Revolution,” Modern China 2.2 (1977), 129-226, selections.
- Survey
- Please remember: Write your mid-term paper in Wiki, and don't forget to make comments to other Wiki articles!
Assignment 16: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 16).

F 10/14/2011 The New Republic
CHAT 10/14/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
Required reading: ch.12
Reading in turn #40 Trevor: Cheng and Lestz, “Yuan Shikai: Two Documents,” “Feng Yuxiang: Praising the Lord,” and “Zhang Zongchang: With Pleasure Rife” in DOC 214-216
Reading in turn #41 Talya: Arthur Waldron, “The Warlord: Twentieth Chinese Understandings of Violence, Militarism, and Imperialism,” American Historical Review 96:4 (1991) 1073-1100.
Reading in turn #42 Gavin: James Sheridan, Chinese Warlord: The Career of Feng Yu-hsiang, 1-30.
Reading in turn #43 Alexis Shelley Yomano, "Reintegration in China under the Warlords, 1916-1927.” In Republican China, vol. 12, no. 2 (April 1987), pp. 22-27.
Oral report: (5) Sun Yat-sen (孫逸仙 = Sun Zhongshan 孫中山, 1866-1925)
Discussion: According to these authors, what were the causes of Chinese militarism? Is there one of these interpretations you find more convincing? Why is Yomano’s observation important?
Recommended reading: Edward A. McCord, “Civil War and the Emergence of Warlordism in Early Twentieth Century China,” War and Society, 10.2 (Oct. 1992), 35-56.
Assignment 17: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 17).

SUN 10/16/2011 11.59 p.m. mid-term paper due
mid-term paper due on wiki, consisting out: article on historical figure from the I-perspective, edits or comments on other articles, pasting your reading in turn notes (the notes itself are not graded here, but all notes so far must be posted)

M 10/17/2011 12-12.50 p.m. The New Culture and May Fourth
CHAT 10/17/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chat.
Required reading: ch.13
Reading in turn #44 Juan: Ebrey, “Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook
Reading in turn #45 Jessica: Lu Xun, “Ah Q: The Real Story” and “My Old Home”
Reading in turn #46 Thomas: Henrietta Harrison, The Making of the Republican Citizen, 49-92.
Reading in turn #47 Trevor: Rudolf Wagner, “The Canonization of May Fourth,” The Appropriation of Cultural Capital.
Discussion: What were the major themes of the “new culture” movement? How do Lu Xun’s stories reflect these themes? How were these themes embodied in fashion and behavior during the republic? What was the spirit of May Fourth, according to the selections by Ebrey? How does the canonization of May Fourth shape our interpretation of the history both before and after the event?
Assignment 18: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 18).

W 10/19/2011 12-12.50 p.m. Alliances and Betrayals
CHAT 10/19/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chatroom, minimum participation proof: 3 constructive contributions in the chat.
Required reading: ch.14
Recommended reading: Ebrey, “The General Strike” in Chinese Civilization: A Sourcebook
Jean Chesneaux, The Chinese Labor Movement, 1919-1927, 151-178.
Emily Honig, Sisters and Strangers, 1-8, 79-131, 202-209.
David Strand, Rickshaw Beijing, 142-166.
Discussion: How does Chesneaux characterize the origins of the labor movement? In what ways did the experience of women in the Shanghai cotton mills not fit this characterization? What about the labor situation in Beijing?
Assignment 19: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 19).

F 10/21/2011 12-12.50 p.m. Fall Break

M 10/24/2011 12-12.50 p.m. The Guomindang in Power
Required reading: ch.15
Reading in turn #48 Trevor: Lloyd E. Eastman, “New insights into the nature of the nationalist regime” Republican China 9.2: 8-18
Reading in turn #49 Talya: Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27.
Reading in turn #50: Bradley Geisert “Probing KMT rule: reflections on Eastman's new insights,” Republican China 9.2: 28-39.
Reading in turn #51 Gavin: Parks Coble, “The Kuomintang Regime and the Shanghai Capitalists, 1927-1929,” China Quarterly 77 (March 1979), 1-24.
Oral report: (7) Chiang Kai-shek (蔣介石, 1887-1975): Jessica
Recommended reading: John Fitzgerald, “Did the National Revolution Succeed or Fail: A Point of Difference in Chinese and Western Perspectives on Republican Chinese History,” Republican China 14.1 (November 1988), 15-29.
Discussion: How do the positions of Eastman, Fewsmith, and Geisert differ? According to these authors, who were the key constituents for the Nationalist regime? What were the roots of Nationalist failure?
Assignment 20: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 20).

W 10/26/2011 12-12.50 p.m. Mao and the Rise of the CCP
Required reading: ch.16
Reading in turn #52 Alexis: Benjamin Schwartz, Chinese Communism and the Rise of Mao, 7-27.
Reading in turn #53 Juan: Hans van de Ven, From Friend to Comrade, 9-54.
Reading in turn #54 Trevor: Stuart Shram, The Political Thought of Mao Tse-tung, 15-73.
Oral report: (11) Chen Duxiu (陳獨秀, 1879-1942)
Oral report: (1) Mao Zedong (毛泽东, 1893-1976)
Discussion: How do the interpretations of the rise of the CCP differ? How important was Mao’s reformulation of Chinese communism to the success of the movement?
Recommended reading: Arif Dirlik, The Origins of Chinese Communism, 23-54.
Assignment 21: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 21).

F 10/28/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room. Hello, today we have an online session. You may work on the Wiki and chat with me in the chat room.

M 10/31/2011 12-12.50 p.m. The Chinese Economy
required readings 39 pp.:
MRamon Myers, “How did the odern Chinese Economy Develop?” Journal of Asian Studies 50.3 (1991), 604-628.
Philip Huang, “A Reply to Ramon Myers,” JAS 50.3 (1991), 629-633.
R. Bin Wong, “A Note on the Myers-Huang Exchange,” JAS 51.3 (1992), 600-611.
Reading in turn #55 Trevor: Philip Huang, “Development of Involution in Eighteenth Century Britain and China?,” Journal of Asian Studies 61.2 (2002), 501-538.
Discussion: What are the key issues in this debate? Why is Wong’s cautionary note important to keep in mind? What are your thoughts on Pomeranz’s “great divergence” argument in light of these readings?
Assignment 22: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 22).

W 11/02/2011 12-12.50 p.m. World War Two
required reading: ch.17
Reading in turn #56 Katie Bowers ---: Lloyd Eastman, “Facets of an Ambivalent Relationship: Smuggling, Puppets, and Atrocities During the War, 1937-1945”
Reading in turn #58 Gavin Norton: Bob Tadashi Wakabayashi, The Nanjing Atrocity, 1937-38: Complicating the Picture, chapters by Wakabayashi, 3-28; Askew, 86-114; Fogel, 267-284; and Yamamoto, 285-303.
Discussion: According to Yang, where does the current historiography stand? What is it about atrocities that make them so amenable to appropriation for political purposes?
Assignment 23: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 23).

F 11/04/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/07/2011 12-12.50 p.m. The Communist Revolution
Required reading: ch.18
Reading in turn #59 Alexis Sagen: Chalmers Johnson, Peasant Nationalism and Communist Power, 1-30.
Reading in turn #60 Juan Anzar: Stephen Averill, “Party, Society, and Local Elite in the Jiangxi Communist Movement,” Journal of Asian Studies 46.2 (May 1987), 279-303.
Reading in turn #61 Jessica Breedlove: K.K. Shum, “The Communist Party’s Strategy for Galvanizing Popular Support, 1930-1945,” in Pong and Fung, eds., Ideal and Reality: Social and Political Change in Modern China.
Discussion: According to Johnson, what is the relationship between peasant nationalism and CCP success? Why is this view wrong in Gillin’s view (next session)? How do Averill’s comments help to reframe this debate? What methods did the CCP use to mobilize the people and how were these methods received?
Assignment 24: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 24).

W 11/09/2011 12-12.50 p.m. Birth of the PRC
Required reading: ch.19
Reading in turn #62 Trevor Ireland: Donald Gillin, “‘Peasant Nationalism’ in the History of Chinese Communism,” Journal of Asian Studies 23.2 (Feb. 1964), 269-289.
Reading in turn #63 Gavin Norton: Joseph Esherick, “Ten Theses on the Chinese Revolution”
Reading in turn: #64 Talya: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [first part Silent Sound]
Reading in turn: #65 Jessica: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [second part Honeymoon]
Reading in turn: #66 Alexis: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [third part Gamble]
Questions for the discussion: Why did the Chinese Communist Revolution did not occur in the cities by the workers, as Marx had predicted, but in rural areas? What were the reasons for the Chinese Communist Revolution? What were the characteristics of the "Socialist Country with Chinese characteristics"? How far were they Chinese?
Assignment 25: Please prepare the next session (see beneath) and take the quiz on it (Assignment 25).

F 11/11/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/14/2011 12-12.50 p.m. The occupation of Tibet and Han-Chinese settlement policy
Guest lecturer: Dr. Kathreen Brown, Professor and Dean of the History Dept.
Required reading: internet research on ethnic groups and minorities, occupations, settlement policies, independence movements, divide et impera policies etc.
Assignment 26: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 26).

W 11/16/2011 12-12.50 p.m. Campaigns and the Cultural Revolution
Required reading: 507-514, 536-553, 565-586=ch. 22
Reading in turn #67 Trevor: Frank Dikoetter, Mao’s Great Famine: the History of China’s Most Devastating Catastrophe, 1958-1962 (New York: Walker, 2010), pp.127-144, 324-334
Reading in turn #68 Gavin: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.1-18 - part I
Reading in turn #69 Jessica: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.19-36 - part II
Assignment 27: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 27).

F 11/18/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/21/2011 12-12.50 p.m. The Open-Door Policy, Remodeling Laws and Legal System
required reading 13 pp.: 669-677, 696-704
Oral report: Gavin (2) Deng Xiaoping (邓小平, 1904-1997)
All: Please prepare panel discussion with (4) Zhao Ziyang (赵紫阳, 1919-2005); (10) Wei Jingsheng (魏京生, 1950-)

W 11/23/2011 12-12.50 p.m. Thanksgiving Holidays

F 11/25/2011 12-12.50 p.m. Thanksgiving Holidays

M 11/28/2011 12-12.50 p.m. Democratic Reforms
Guest Lecturer: Dr. Danny Damron, "The Democratization process in China and 1989"
required reading 8 p.: internet research on democratization in China, the Peking Spring 1979, the Democracy Movement in 1989.
Required preparation: internet research, film screening
Assignment 28: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 28).

W 11/30/2011 12-12.50 p.m. The special economic zones, Taiwan and the economical miracle
Required reading 16 pp.: 631-640, 705-709, 714-717
Oral report: Trevor (13) Xi Jinping (习近平, 1953-)
All: Please prepare panel discussion with: (12) Hu Jintao (胡锦涛, 1942-); (9) Wen Jiabao (温家宝, 1942-)

F 12/02/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 12/05/2011 12-12.50 p.m.
Final interactive panel discussion with all historical figures (a rare chance!)

W 12/07/2011 12-12.50 p.m. China's impact on the world today: The global economical powerhouse and the new soft superpower
Required readings (all short articles):
Fish 2011: Isaac Stone Fish, “China’s Failed Charm Offensive” in: Newsweek (1/19/2011), http://www.thedailybeast.com/newsweek/2011/01/19/china-s-failed-charm-offensive.html
Gates 2007, Thom Shanker, "Defense Secretary Urges More Spending for U.S. Diplomacy", in: New York Times (2007.11.27), http://www.nytimes.com/2007/11/27/washington/27gates.html
Hu 2007, Xinhua News Agency „Hu Jintao calls for enhancing ‘soft power’ of Chinese culture“, in: People’s daily (2007.10.15) http://news.xinhuanet.com/english/2007-10/15/content_6883748.htm
And the longer article: Woesler, "China as the new soft superpower and the global impact of its culture" 2011
Reading in turn #70 Talya: McClory 2010, Jonathan McClory, “The new persuaders - An international ranking of soft power”, in: (2010.12), http://www.instituteforgovernment.org.uk/publications/20/the-new-persuaders
Reading in turn #71 Alexis: Nye/Wang 2009, Joseph S. Nye/Jisi Wang, „Hard decisions on soft power“, in: Harvard International Review, http://hir.harvard.edu/agriculture/hard-decisions-on-soft-power

Recommended reading:
Nye 1990, Joseph S. Nye, Bound to Lead: The Changing Nature of American Power, 1990

presentation by Martin Woesler:
- superpower (presentation1, presentation2, presentation3)
- about the Chinese tradition of rewriting histories
discussion
- current issues in Chinese history

F 12/09/2011 12-12.50 p.m.
Repetition, Preparation
Assignment (ungraded): Please prepare for the final exam.

M 12/12/2011 11.00 a.m. - 1 p.m.
Final exam

2011-12-02T23:39:40Z

CelticWonder:

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang

The writings that this article was based on were:
1. Nanjing Jiken (The Nanjing Incident) - Kashara Tokushi
2. Nanjing Datusha (The Nanjing Massacre) -Sun Zhaiwei
3. The Rape of Nanking -Iris Chang

Rape of Nanjing: Japanese troops in Nanjing engaged in organized and wholesale murder, committed indiscriminate killing, and rape as well as looting and destruction.

There were two trials held to figure out what should be done about the incident, one was held in Tokyo and one was Held in Nanjing.

Tokyo Trial figures: 200,000 Chinese civilians and POWs were believed to have been murdered in the Nanjing area over a six week period in the winter of 1937-38. Approximately 20,000 cases of rape occurred within the city alone.

Nanjing Trial figures: the death toll totaled 300,000 and up. A higher death toll than the Tokyo trial.

Both trials were almost entirely based on western and chinese records and testimonies. These verdicts would serve as a surrogate history of the event for decades to come.

20 years later in 1967 a Japanese historian, Hora Tomio, published the first historical study of this infamous incident. Debates errupted over whether the incident actually happened or if it was a fabrication to shame the Japanese. The debates raged from the 1970's to 1989 and were divided into two factions the massacre faction and the illusion faction. The massacre faction held firmly to the belief that the incident actually happened. The illusion faction did not believe that the incident happened or that it could have ever happened.

New sources based on official military histories surfaced and the debates quieted down.

--[[User:CelticWonder|Kang Youwei]] 20:22, 10 November 2011 (UTC)

2011-12-02T23:39:02Z

CelticWonder:

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang

The writings that this article was based on were:
1. Nanjing Jiken (The Nanjing Incident) - Kashara Tokushi
2. Nanjing Datusha (The Nanjing Massacre) -Sun Zhaiwei
3. The Rape of Nanking -Iris Chang

Rape of Nanjing: Japanese troops in Nanjing engaged in organized and wholesale murder, committed indiscriminate killing, and rape as well as looting and destruction.

There were two trials held to figure out what should be done about the incident, one was held in Tokyo and one was Held in Nanjing.

Tokyo Trial figures: 200,000 Chinese civilians and POWs were believed to have been murdered in the Nanjing area over a six week period in the winter of 1937-38. Approximately 20,000 cases of rape occurred within the city alone.

Nanjing Trial figures: the death toll totaled 300,000 and up. A higher death toll than the Tokyo trial.

Both trials were almost entirely based on western and chinese records and testimonies. These verdicts would serve as a surrogate history of the event for decades to come.

20 years later in 1967 a Japanese historian, Hora Tomio, published the first historical study of this infamous incident. Debates errupted over whether the incident actually happened or if it was a fabrication to shame the Japanese. The debates raged from the 1970's to 1989 and were divided into two factions the massacre faction and the illusion faction. The massacre faction held firmly to the belief that the incident actually happened. The illusion faction did not believe that the incident happened or that it could have ever happened.

New sources based on official military histories surfaced and the debates quieted down.

--[[User:CelticWonder|Kang Youwei]] 20:22, 10 November 2011 (UTC)

2011-12-02T23:38:37Z

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang
The writings that this article was based on were:
1. Nanjing Jiken (The Nanjing Incident) - Kashara Tokushi
2. Nanjing Datusha (The Nanjing Massacre) -Sun Zhaiwei
3. The Rape of Nanking -Iris Chang

Rape of Nanjing: Japanese troops in Nanjing engaged in organized and wholesale murder, committed indiscriminate killing, and rape as well as looting and destruction.

There were two trials held to figure out what should be done about the incident, one was held in Tokyo and one was Held in Nanjing.

Tokyo Trial figures: 200,000 Chinese civilians and POWs were believed to have been murdered in the Nanjing area over a six week period in the winter of 1937-38. Approximately 20,000 cases of rape occurred within the city alone.

Nanjing Trial figures: the death toll totaled 300,000 and up. A higher death toll than the Tokyo trial.

Both trials were almost entirely based on western and chinese records and testimonies. These verdicts would serve as a surrogate history of the event for decades to come.

20 years later in 1967 a Japanese historian, Hora Tomio, published the first historical study of this infamous incident. Debates errupted over whether the incident actually happened or if it was a fabrication to shame the Japanese. The debates raged from the 1970's to 1989 and were divided into two factions the massacre faction and the illusion faction. The massacre faction held firmly to the belief that the incident actually happened. The illusion faction did not believe that the incident happened or that it could have ever happened.

New sources based on official military histories surfaced and the debates quieted down.

--[[User:CelticWonder|Kang Youwei]] 20:22, 10 November 2011 (UTC)

Main Page

2011-12-02T23:37:54Z

CelticWonder:

'''Welcome to our course wiki.'''
Thank you for your registration. Please register with at least 2 names, one should be your historical figure (if you know it yet) and the other an anonymous alias which allows you to peer review your fellow students' articles without making them angry.

'''Please sign everything'''
Please sign everything you write (the article on your historical figure, your comments to others, your entries here) with "~ ~ ~ ~" (without spaces). Wiki will turn that into your alias name and set a time stamp there. Thanks! It looks like this then: [[User:Root|Root]] 18:43, 7 October 2011 (UTC) - the time indicated is a universal time since people might contribute from different time zones

'''Contents'''

- Foreword

- Historical Figures: Licia = [[Qianlong]], Alexis = [[Cixi]], Kendra = [[Kang Youwei]], Talya = [[Liang Qichao]], Thomas = [[Sun Yat-sen]], Juan = [[Mao Zedong]], Gavin = [[Deng Xiaoping]], Jessica = [[Chiang kai-shek|Chiang Kai-shek]], Trevor = [[Xi Jinping]].

The late Ming dynasty

The Manchu Conquest

- 02 Juan: Cheng and Lestz, [[Two edicts on wearing the hair]], [[Glorifying the origins of the Manchus”]] in DOC, Cheng and Lestz

- 03 Thomas: Joanna Waley-Cohen [[The New Qing History]] in Radical History Review 88 (Winter 2004), 193-206

- 04 Evelyn: [[Presidential Address: Reenvisioning the Qing: The Significance of the Qing Period in Chinese History]] in The Journal of Asian Studies 55.4 (Nov., 1996), 829-850

- 05 Kendra: Ho Ping-ti, [[In Defense of Sinicization: A Rebuttal of Evelyn Rawski's ‘Reenvisioning the Qing’]] in The Journal of Asian Studies, 57.1 (Feb., 1998), 123-155

Kangxi's Consolidation

- 06 Gavin: 1st edition of Cheng and Lestz, [[The Sacred Edict]] in The Search for Modern China: A Documentary Collection. Cheng and Lestz

- 07 [[Oboi Regency]] [[User:Cixi|Cixi]] 20:59, 7 October 2011 (UTC)

- 08 [[Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency]] [[User:Liang Qichao|Liang Qichao]] 21:47, 15 October 2011 (UTC)

- 09 [[The Sacred Edict]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:12, 11 November 2011 (UTC)

Qianlong's Wisdom / State and Governance in China
- 10 Juan: Huang Liuhong, [[A Complete Book Concerning Happiness and Benevolence]], 60-68

- 11 [[States and society in 18th century china]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:10, 11 November 2011 (UTC)
- 13 [[Local Government in China under the Ching ]] [[User:Xi Jinping|Xi Jinping]] 04:34, 17 October 2011 (UTC)

- 14 [[Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China]] [[User:Liang Qichao|Liang Qichao]] 21:36, 15 October 2011 (UTC)

- 01=17a 1768- [[Soulstealers: The Chinese Socery Scare of 1768]] - [[User:Qianlong|Qianlong]]

- 18 [[Signifying Bodies: The Cultural Significance of Suicide Writing by Women in Ming-Qing China By Grace S. Fong]] [[User:Cixi|Cixi]]

- 20 [[Political Economy and Ecology on the Eve of Industrialization: Europe, China, and the Global]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 23 [[The Opium War, and Opening of China]] [[User:Xi Jinping|Xi Jinping]] 05:20, 17 October 2011 (UTC)

- 24 [[The Inner Opium War]] [[User:Liang Qichao|Liang Qichao]] 21:51, 15 October 2011 (UTC)

- 28 [[Rebels and Revolutionaries in North China 1845-1945 by Elizabeth Perry]] [[User:Cixi|Cixi]] 00:32, 11 October 2011 (UTC)

- [[Tian hou]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- [[The eight trigrams]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- 30 1900 - [[History in Three Keys: The Boxers As Event, Experience, and Myth]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 34 [[Imperialism: Reality or Myth?, Discovering History in China]] - [[User:Cixi|Cixi]]

- 36 1898-1912 - [[Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

-37 [[China in revolution]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:15, 11 November 2011 (UTC)

- 41 [[The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism]] [[User:Liang Qichao|Liang Qichao]] 21:42, 15 October 2011 (UTC)

- 43 [[Reintegration in China under the Warlords, 1916-1927]]-[[User:Cixi|Cixi]] 02:08, 12 October 2011 (UTC)

- 44 [[Ebrey,“Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook]] - [[User:Mao Zedong|Mao Zedong]] 19:15, 11 November 2011 (UTC)

- 52 [[Chinese Communism and the Rise of Mao]] - [[User:Cixi|Cixi]] 05:54, 26 October 2011 (UTC)

- 57 Kendra: Yang Daqing [[“Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing]] The American Historical Review 104.3 (June 1999), 842-865.

- 59 [[Peasant Nationalism and Communist Power]] - [[User:Cixi|Cixi]] 23:00, 6 November 2011 (UTC)

- 60 [[Party, Society, and Local Elite in the Jiangxi Communist Movement]] - [[User:Mao Zedong|Mao Zedong]] 19:45, 11 November 2011 (UTC)

- 66 [[Chinese Village, Socialist State: The Gamble]] - [[User:Cixi|Cixi]] 18:12, 11 November 2011 (UTC)

'''How to write an article?'''

Just type in your new article title into the search field and press "Go" (not "Search"). You will get a response side stating that your article does not yet exist. Then you click on "create this article" and start to write. You may post your notes. Don't forget to click on "save". You may post your "reading in turn" notes with a 3rd name as long as you do not know your historical figure. Use MLA style when citing within your wiki articles.

'''Material from Syllabus'''
Reading in turn #08 Talya Trunnell: Lynn Struve, “Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency,” Late Imperial China 25.2 (Dec. 2004), 1-32. 2 -- Struve -- Ruling from Sedan Chair.pdf - REPAIRED LINK HERE
Reading in turn #09 Jessica Breedlove: Victor Mair, “Language and Ideology in the Sacred Edict,” Popular Culture in Late Imperial China, 325-359. 2 -- Mair -- Language and Ideology in the Sacred Edict.pdf - REPAIRED LINK HERE
Discussion: What were the key measures taken by Kangxi and his predecessors to secure Manchu rule over China? Which do you think were most important and why? What kind of prescriptive behavior was promoted by the Sacred Edict? How successful were these prescriptions?
Recommended reading: DOC 58-64 (this is another edict by Kangxi)
Assignment 5: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 5).

F 09/09/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 09/12/2011 12-12.50 p.m. Qianlong's Wisdom / State and Governance in China
Reading in turn #11 Jessica Breedlove: Albert Feuerwerker, “Emperor and Bureaucracy,” State and Society in Eighteenth Century China, 35-75.
Oral report: (3) Qianlong (乾隆, 1711-1799)
Discussion: According to the selections from Huang, what were the goals of local government and how was governance to be carried out? How did the structure and process of government facilitate or hinder the accomplishment of these goals?
Recommended reading: DOC ch.5
Assignment 6: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 6).

W 09/14/2011 12-12.50 p.m. Elites and Social Power
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 24 pp.: Esherick and Rankin, Chinese Local Elites and Patterns of Dominance, “Introduction,” 1-24.
Reading in turn #12 Thomas Giles: Chang Chung-li, The Chinese Gentry, 3-32.
Reading in turn #13 Trevor Ireland: Ch’ü T’ung-tsu, Local Government in China under the Ch’ing, 168-192.
Reading in turn #14 Talya Trunnel: 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.
Discussion topics: What criteria are used to define the “gentry”? What are the benefits and pitfalls of using the term “local elite”? In light of Elman’s article, do you think education was more important to the reproduction of power than some of the paths to power noted by Esherick and Rankin?
Assignment 7: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 7).

F 09/16/2011 12-12.50 p.m. Late Imperial Culture
Replacement: Fulbright Teaching Assistant Celine Shan LU
required reading 19 pp.: Johnson, “Popular Values and Beliefs,” in DeBary Sources of Chinese Tradition, 73-92.
Reading in turn #15 Katheryn Kriek: Naquin and Rawski, Chinese Society in the Eighteenth Century, 55-93.
Reading in turn #16 Kendra Mairs: Ebrey, “Exhortations on Ceremony” in Chinese Civilization: A Sourcebook
Reading in turn #17 Gavin Norton: Watson, “Standardizing the Gods: The Promotion of T’ien-hou (Empress of Heaven) along the South China Coast, 960-1960”
Oral presentation = reading in turn #01 Licia Kim: Philip Kuhn, Soulstealers: The Chinese Sorcery Scare of 1768 (HUP, 1990), entire.
Discussion: What are the key means by which Chinese popular culture was preserved and transmitted according to Johnson? What were the goals of elites in the cultural arena? What about the state? How might commoners have exerted their own power against those who sought to control them?
Assignment 8: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 8).

M 09/19/2011 12-12.50 p.m. Women and Gender
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 19 pp.: Dorothy Ko, “The Body as Attire: The Shifting Meanings of Footbinding in Seventeenth-Century China,” Journal of Women's History 8:4 (Winter 1997), 8-27.
Reading in turn #18 Alexis Sagen: Grace Fong, “Signifying Bodies: The Cultural Significance of Suicide Writings by Women in Ming-Qing China,” in Ropp, ed., Passionate Women: Female Suicide in Late Imperial China (Special issue of the journal Nan/Nü 3.1 [2001]), 105-142.
Oral report: (6) Empress Dowager Cixi (慈禧, 1835-1908)
Recommended reading: Susan Mann, “Women in the Kinship, Class, and Community Structures of Qing Dynasty China,” Journal of Asian Studies 46:37-56.
Paola Paderni, “Between Constraints and Opportunities,” in Zurndorfer, ed., Chinese Women in the Imperial Past, 258-285.
Discussion: Most of the readings for this week touch on the issue of agency. What forms of power did women wield in society? What limitations did they encounter?
Assignment 9: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 9).

W 09/21/2011 12-12.50 p.m. China and the Outside World
required reading 21 pp.: 117-138=chapter 6
Reading in turn #19 Glorydawn Vahai: John K. Fairbank, ed., The Chinese World Order, 1-19
Reading in turn #20 Juan Anzar: Kenneth Pomeranz, “Political Economy and Ecology on the Eve of Industrialization,” American Historical Review 107.2 (2002), 425-446.
Reading in turn #21 Jessica Breedlove: Evelyn Rawski, “The Qing Formation and the Early Modern Period,” The Qing Formation in World-Historical Time, 207-241.
Reading in turn #22 Thomas Giles: R. Bin Wong, “The Search for European Differences and Domination in the Early Modern World,” American Historical Review 107.2 (2002), 447-469.
Discussion: According to Fairbank, how did China relate to the outside world? According to Pomeranz, why did Europe industrialize before China? What does Wong see as being the source(s) of European domination?
Recommended reading: DOC =ch.6
Assignment 10: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 10).

F 09/23/2011 12-12.50 p.m. China and the Outside World / Clash with the West
Required reading 27 pp.: 139-166=ch.7
Reading in turn #23 Trevor Ireland: Dilip Basu, “The Opium War and the Opening of China: An Historiographical Note,” and Tan Chung, “Interpretations of the Opium War (1840-1842): A Critical Reappraisal,” in Ch’ing-shih wen-t’i (December 1977), 2-16, 32-46.
Reading in turn #24 Talya Trunnel: James Polachek, The Inner Opium War, 1-16, 273-287.
Reading in turn #25 Katheryn Kriek: Fairbank, “Synarchy Under the Treaties,” 204-231.
Discussion: What were some of the earlier historical interpretations of the Opium War? On what assumptions were such appraisals based? Why is Polachek’s interpretation so important? How does the concept synarchy contribute to the Sincization debate?
Recommended reading: DOC ch.7
Assignment 11: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 11).

M 09/26/2011 12-12.50 p.m. The Crisis Within
required reading: ch.8
Reading in turn #26 Kendra Mairs: Ebrey, “Mid-Century Rebels” in Chinese Civilization: A Sourcebook
Reading in turn #27 Gavin Norton: Susan Naquin, Millenarian Rebellion in China, 1-8, 63-117.
Reading in turn #28 Alexis Sagen: Elizabeth Perry, Rebels and Revolutionaries in North China, 1-9, 48-95.
Reading in turn #29 Glorydawn Vahai: Robert Weller, “Saturating the Movement” and “Too Many Voices,” 50-85.
Reading in turn #30 Juan Anzar: Paul Cohen, History in Three Keys, 69-95. [Link to Google books]
Discussion: How does Naquin explain the rise of the White Lotus Rebellion? How does Naquin’s view contrast to Perry’s explanation of why peasants rebel? What role did religion play in shaping the emergence and development of the Taiping rebellion? According to the selections by Ebrey, what were the motivations and goals of the rebels themselves?
Assignment 12: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 12).

W 09/28/2011 12-12.50 p.m. The Political and Social Effects of the Taiping Rebellion
[Discussion on student request: "synarchy". It refers to Fairbank p. 205: "joint Sino-foreign administration of the
government of China under a foreign dynasty".]
Required Reading: [Internet research]
Reading in turn #31 Jessica Breedlove: Philip Kuhn, Rebellion and its Enemies in Late Imperial China, 105-164, 211-225.
Reading in turn #32 Thomas Giles: Edward McCord, “Militia and Local Militarization in Late Qing and Early Republican China: The Case of Hunan,” Modern China (April 1988), 156-187.
Reading in turn #33 Trevor Ireland: Michael, Franz "Regionalism in Nineteenth Century China" in Stanley Spector, Li Hung-chang and the Huai Army, xxi-xliii.
Discussion: According to Kuhn, what were the causes and long-term consequences of militarization? What are the implications of McCord’s research on this issue? What was “regionalism”? What were the key levers the Qing state used to control its generals? How effective were these levers?
Recommended reading: Liu Kwang-ching “The Limits of Regional Power in the Late Ch'ing Period: A Reappraisal,” in The Tsing Hua Journal of Chinese Studies, New Series, 207-223.
Assignment 13: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 13).

F 09/30/2011 12-12.50 p.m. Online Activities, Coaching
WELCOME TO CLASS TODAY! Please enter the chatroom and work on the WIKI! Everybody who is online should at least chat with me, so that I can see the attendance rate.
Today: working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 10/03/2011 12-12.50 p.m. Self-Strengthening and the Problem of Imperialism
Required reading: =ch.9
Reading in turn #34 Alexis: Paul Cohen, “Imperialism: Reality or Myth?,” Discovering History in China, 97-147.
Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.
Oral report: (8) Kendra = Kang Youwei (康有為, 1858-1927)
Oral report: (5) Talya = Liang Qichao (梁啟超, 1873-1929)
Recommended reading: DOC ch.9
Discussion: When it comes to the effects of imperialism, is it more important to emphasize quantitative effects or qualitative ones? Where does the historiography break down on this point?
Assignment 14: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 14).

W 10/05/2011 12-12.50 p.m. Problems at the End of the Qing
Required reading: ch.10
Reading in turn #36 Juan: Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan, 1-14.
Recommended reading: Ebrey, “Rural Education” in Chinese Civilization: A Sourcebook
“Reform Edict of January 29, 1901,” in Debary, ed., Sources of the Chinese Tradition.
Roxann Prazniak, Of Camel Kings and Other Things, 15-44.
Assignment 15: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 15).

F 10/07/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in the Chatroom.

M 10/10/2011 12-12.50 p.m.
Wiki coaching on students' request.
Make-up: Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.

W 10/12/2011 12-12.50 p.m. The 1911 Revolution.
CHAT 10/12/2011. Your participation is graded.
Required reading: ch.11
Reading in turn #37 Jessica: Mary Wright, China in Revolution, 1-62.
Reading in turn #38 Thomas: Ichiko Chuzo, “The Role of the Gentry: An Hypothesis,” China in Revolution, 297-318.
Reading in turn #39 Trevor: Edward Rhoads, Manchu and Han, introduction and conclusion.
Discussion: According to these authors, what was the nature of the 1911 Revolution? Who were the primary actors in the revolution, and what were they “revolting” against?
Recommended reading: “A Symposium on the 1911 Revolution,” Modern China 2.2 (1977), 129-226, selections.
- Survey
- Please remember: Write your mid-term paper in Wiki, and don't forget to make comments to other Wiki articles!
Assignment 16: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 16).

F 10/14/2011 The New Republic
CHAT 10/14/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
Required reading: ch.12
Reading in turn #40 Trevor: Cheng and Lestz, “Yuan Shikai: Two Documents,” “Feng Yuxiang: Praising the Lord,” and “Zhang Zongchang: With Pleasure Rife” in DOC 214-216
Reading in turn #41 Talya: Arthur Waldron, “The Warlord: Twentieth Chinese Understandings of Violence, Militarism, and Imperialism,” American Historical Review 96:4 (1991) 1073-1100.
Reading in turn #42 Gavin: James Sheridan, Chinese Warlord: The Career of Feng Yu-hsiang, 1-30.
Reading in turn #43 Alexis Shelley Yomano, "Reintegration in China under the Warlords, 1916-1927.” In Republican China, vol. 12, no. 2 (April 1987), pp. 22-27.
Oral report: (5) Sun Yat-sen (孫逸仙 = Sun Zhongshan 孫中山, 1866-1925)
Discussion: According to these authors, what were the causes of Chinese militarism? Is there one of these interpretations you find more convincing? Why is Yomano’s observation important?
Recommended reading: Edward A. McCord, “Civil War and the Emergence of Warlordism in Early Twentieth Century China,” War and Society, 10.2 (Oct. 1992), 35-56.
Assignment 17: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 17).

SUN 10/16/2011 11.59 p.m. mid-term paper due
mid-term paper due on wiki, consisting out: article on historical figure from the I-perspective, edits or comments on other articles, pasting your reading in turn notes (the notes itself are not graded here, but all notes so far must be posted)

M 10/17/2011 12-12.50 p.m. The New Culture and May Fourth
CHAT 10/17/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chat.
Required reading: ch.13
Reading in turn #44 Juan: Ebrey, “Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook
Reading in turn #45 Jessica: Lu Xun, “Ah Q: The Real Story” and “My Old Home”
Reading in turn #46 Thomas: Henrietta Harrison, The Making of the Republican Citizen, 49-92.
Reading in turn #47 Trevor: Rudolf Wagner, “The Canonization of May Fourth,” The Appropriation of Cultural Capital.
Discussion: What were the major themes of the “new culture” movement? How do Lu Xun’s stories reflect these themes? How were these themes embodied in fashion and behavior during the republic? What was the spirit of May Fourth, according to the selections by Ebrey? How does the canonization of May Fourth shape our interpretation of the history both before and after the event?
Assignment 18: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 18).

W 10/19/2011 12-12.50 p.m. Alliances and Betrayals
CHAT 10/19/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chatroom, minimum participation proof: 3 constructive contributions in the chat.
Required reading: ch.14
Recommended reading: Ebrey, “The General Strike” in Chinese Civilization: A Sourcebook
Jean Chesneaux, The Chinese Labor Movement, 1919-1927, 151-178.
Emily Honig, Sisters and Strangers, 1-8, 79-131, 202-209.
David Strand, Rickshaw Beijing, 142-166.
Discussion: How does Chesneaux characterize the origins of the labor movement? In what ways did the experience of women in the Shanghai cotton mills not fit this characterization? What about the labor situation in Beijing?
Assignment 19: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 19).

F 10/21/2011 12-12.50 p.m. Fall Break

M 10/24/2011 12-12.50 p.m. The Guomindang in Power
Required reading: ch.15
Reading in turn #48 Trevor: Lloyd E. Eastman, “New insights into the nature of the nationalist regime” Republican China 9.2: 8-18
Reading in turn #49 Talya: Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27.
Reading in turn #50: Bradley Geisert “Probing KMT rule: reflections on Eastman's new insights,” Republican China 9.2: 28-39.
Reading in turn #51 Gavin: Parks Coble, “The Kuomintang Regime and the Shanghai Capitalists, 1927-1929,” China Quarterly 77 (March 1979), 1-24.
Oral report: (7) Chiang Kai-shek (蔣介石, 1887-1975): Jessica
Recommended reading: John Fitzgerald, “Did the National Revolution Succeed or Fail: A Point of Difference in Chinese and Western Perspectives on Republican Chinese History,” Republican China 14.1 (November 1988), 15-29.
Discussion: How do the positions of Eastman, Fewsmith, and Geisert differ? According to these authors, who were the key constituents for the Nationalist regime? What were the roots of Nationalist failure?
Assignment 20: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 20).

W 10/26/2011 12-12.50 p.m. Mao and the Rise of the CCP
Required reading: ch.16
Reading in turn #52 Alexis: Benjamin Schwartz, Chinese Communism and the Rise of Mao, 7-27.
Reading in turn #53 Juan: Hans van de Ven, From Friend to Comrade, 9-54.
Reading in turn #54 Trevor: Stuart Shram, The Political Thought of Mao Tse-tung, 15-73.
Oral report: (11) Chen Duxiu (陳獨秀, 1879-1942)
Oral report: (1) Mao Zedong (毛泽东, 1893-1976)
Discussion: How do the interpretations of the rise of the CCP differ? How important was Mao’s reformulation of Chinese communism to the success of the movement?
Recommended reading: Arif Dirlik, The Origins of Chinese Communism, 23-54.
Assignment 21: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 21).

F 10/28/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room. Hello, today we have an online session. You may work on the Wiki and chat with me in the chat room.

M 10/31/2011 12-12.50 p.m. The Chinese Economy
required readings 39 pp.:
MRamon Myers, “How did the odern Chinese Economy Develop?” Journal of Asian Studies 50.3 (1991), 604-628.
Philip Huang, “A Reply to Ramon Myers,” JAS 50.3 (1991), 629-633.
R. Bin Wong, “A Note on the Myers-Huang Exchange,” JAS 51.3 (1992), 600-611.
Reading in turn #55 Trevor: Philip Huang, “Development of Involution in Eighteenth Century Britain and China?,” Journal of Asian Studies 61.2 (2002), 501-538.
Discussion: What are the key issues in this debate? Why is Wong’s cautionary note important to keep in mind? What are your thoughts on Pomeranz’s “great divergence” argument in light of these readings?
Assignment 22: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 22).

W 11/02/2011 12-12.50 p.m. World War Two
required reading: ch.17
Reading in turn #56 Katie Bowers ---: Lloyd Eastman, “Facets of an Ambivalent Relationship: Smuggling, Puppets, and Atrocities During the War, 1937-1945”
Reading in turn #58 Gavin Norton: Bob Tadashi Wakabayashi, The Nanjing Atrocity, 1937-38: Complicating the Picture, chapters by Wakabayashi, 3-28; Askew, 86-114; Fogel, 267-284; and Yamamoto, 285-303.
Discussion: According to Yang, where does the current historiography stand? What is it about atrocities that make them so amenable to appropriation for political purposes?
Assignment 23: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 23).

F 11/04/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/07/2011 12-12.50 p.m. The Communist Revolution
Required reading: ch.18
Reading in turn #59 Alexis Sagen: Chalmers Johnson, Peasant Nationalism and Communist Power, 1-30.
Reading in turn #60 Juan Anzar: Stephen Averill, “Party, Society, and Local Elite in the Jiangxi Communist Movement,” Journal of Asian Studies 46.2 (May 1987), 279-303.
Reading in turn #61 Jessica Breedlove: K.K. Shum, “The Communist Party’s Strategy for Galvanizing Popular Support, 1930-1945,” in Pong and Fung, eds., Ideal and Reality: Social and Political Change in Modern China.
Discussion: According to Johnson, what is the relationship between peasant nationalism and CCP success? Why is this view wrong in Gillin’s view (next session)? How do Averill’s comments help to reframe this debate? What methods did the CCP use to mobilize the people and how were these methods received?
Assignment 24: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 24).

W 11/09/2011 12-12.50 p.m. Birth of the PRC
Required reading: ch.19
Reading in turn #62 Trevor Ireland: Donald Gillin, “‘Peasant Nationalism’ in the History of Chinese Communism,” Journal of Asian Studies 23.2 (Feb. 1964), 269-289.
Reading in turn #63 Gavin Norton: Joseph Esherick, “Ten Theses on the Chinese Revolution”
Reading in turn: #64 Talya: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [first part Silent Sound]
Reading in turn: #65 Jessica: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [second part Honeymoon]
Reading in turn: #66 Alexis: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [third part Gamble]
Questions for the discussion: Why did the Chinese Communist Revolution did not occur in the cities by the workers, as Marx had predicted, but in rural areas? What were the reasons for the Chinese Communist Revolution? What were the characteristics of the "Socialist Country with Chinese characteristics"? How far were they Chinese?
Assignment 25: Please prepare the next session (see beneath) and take the quiz on it (Assignment 25).

F 11/11/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/14/2011 12-12.50 p.m. The occupation of Tibet and Han-Chinese settlement policy
Guest lecturer: Dr. Kathreen Brown, Professor and Dean of the History Dept.
Required reading: internet research on ethnic groups and minorities, occupations, settlement policies, independence movements, divide et impera policies etc.
Assignment 26: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 26).

W 11/16/2011 12-12.50 p.m. Campaigns and the Cultural Revolution
Required reading: 507-514, 536-553, 565-586=ch. 22
Reading in turn #67 Trevor: Frank Dikoetter, Mao’s Great Famine: the History of China’s Most Devastating Catastrophe, 1958-1962 (New York: Walker, 2010), pp.127-144, 324-334
Reading in turn #68 Gavin: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.1-18 - part I
Reading in turn #69 Jessica: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.19-36 - part II
Assignment 27: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 27).

F 11/18/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/21/2011 12-12.50 p.m. The Open-Door Policy, Remodeling Laws and Legal System
required reading 13 pp.: 669-677, 696-704
Oral report: Gavin (2) Deng Xiaoping (邓小平, 1904-1997)
All: Please prepare panel discussion with (4) Zhao Ziyang (赵紫阳, 1919-2005); (10) Wei Jingsheng (魏京生, 1950-)

W 11/23/2011 12-12.50 p.m. Thanksgiving Holidays

F 11/25/2011 12-12.50 p.m. Thanksgiving Holidays

M 11/28/2011 12-12.50 p.m. Democratic Reforms
Guest Lecturer: Dr. Danny Damron, "The Democratization process in China and 1989"
required reading 8 p.: internet research on democratization in China, the Peking Spring 1979, the Democracy Movement in 1989.
Required preparation: internet research, film screening
Assignment 28: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 28).

W 11/30/2011 12-12.50 p.m. The special economic zones, Taiwan and the economical miracle
Required reading 16 pp.: 631-640, 705-709, 714-717
Oral report: Trevor (13) Xi Jinping (习近平, 1953-)
All: Please prepare panel discussion with: (12) Hu Jintao (胡锦涛, 1942-); (9) Wen Jiabao (温家宝, 1942-)

F 12/02/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 12/05/2011 12-12.50 p.m.
Final interactive panel discussion with all historical figures (a rare chance!)

W 12/07/2011 12-12.50 p.m. China's impact on the world today: The global economical powerhouse and the new soft superpower
Required readings (all short articles):
Fish 2011: Isaac Stone Fish, “China’s Failed Charm Offensive” in: Newsweek (1/19/2011), http://www.thedailybeast.com/newsweek/2011/01/19/china-s-failed-charm-offensive.html
Gates 2007, Thom Shanker, "Defense Secretary Urges More Spending for U.S. Diplomacy", in: New York Times (2007.11.27), http://www.nytimes.com/2007/11/27/washington/27gates.html
Hu 2007, Xinhua News Agency „Hu Jintao calls for enhancing ‘soft power’ of Chinese culture“, in: People’s daily (2007.10.15) http://news.xinhuanet.com/english/2007-10/15/content_6883748.htm
And the longer article: Woesler, "China as the new soft superpower and the global impact of its culture" 2011
Reading in turn #70 Talya: McClory 2010, Jonathan McClory, “The new persuaders - An international ranking of soft power”, in: (2010.12), http://www.instituteforgovernment.org.uk/publications/20/the-new-persuaders
Reading in turn #71 Alexis: Nye/Wang 2009, Joseph S. Nye/Jisi Wang, „Hard decisions on soft power“, in: Harvard International Review, http://hir.harvard.edu/agriculture/hard-decisions-on-soft-power

Recommended reading:
Nye 1990, Joseph S. Nye, Bound to Lead: The Changing Nature of American Power, 1990

presentation by Martin Woesler:
- superpower (presentation1, presentation2, presentation3)
- about the Chinese tradition of rewriting histories
discussion
- current issues in Chinese history

F 12/09/2011 12-12.50 p.m.
Repetition, Preparation
Assignment (ungraded): Please prepare for the final exam.

M 12/12/2011 11.00 a.m. - 1 p.m.
Final exam

Main Page

2011-12-02T23:37:21Z

CelticWonder: Added reading in turn 57

'''Welcome to our course wiki.'''
Thank you for your registration. Please register with at least 2 names, one should be your historical figure (if you know it yet) and the other an anonymous alias which allows you to peer review your fellow students' articles without making them angry.

'''Please sign everything'''
Please sign everything you write (the article on your historical figure, your comments to others, your entries here) with "~ ~ ~ ~" (without spaces). Wiki will turn that into your alias name and set a time stamp there. Thanks! It looks like this then: [[User:Root|Root]] 18:43, 7 October 2011 (UTC) - the time indicated is a universal time since people might contribute from different time zones

'''Contents'''

- Foreword

- Historical Figures: Licia = [[Qianlong]], Alexis = [[Cixi]], Kendra = [[Kang Youwei]], Talya = [[Liang Qichao]], Thomas = [[Sun Yat-sen]], Juan = [[Mao Zedong]], Gavin = [[Deng Xiaoping]], Jessica = [[Chiang kai-shek|Chiang Kai-shek]], Trevor = [[Xi Jinping]].

The late Ming dynasty

The Manchu Conquest

- 02 Juan: Cheng and Lestz, [[Two edicts on wearing the hair]], [[Glorifying the origins of the Manchus”]] in DOC, Cheng and Lestz

- 03 Thomas: Joanna Waley-Cohen [[The New Qing History]] in Radical History Review 88 (Winter 2004), 193-206

- 04 Evelyn: [[Presidential Address: Reenvisioning the Qing: The Significance of the Qing Period in Chinese History]] in The Journal of Asian Studies 55.4 (Nov., 1996), 829-850

- 05 Kendra: Ho Ping-ti, [[In Defense of Sinicization: A Rebuttal of Evelyn Rawski's ‘Reenvisioning the Qing’]] in The Journal of Asian Studies, 57.1 (Feb., 1998), 123-155

Kangxi's Consolidation

- 06 Gavin: 1st edition of Cheng and Lestz, [[The Sacred Edict]] in The Search for Modern China: A Documentary Collection. Cheng and Lestz

- 07 [[Oboi Regency]] [[User:Cixi|Cixi]] 20:59, 7 October 2011 (UTC)

- 08 [[Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency]] [[User:Liang Qichao|Liang Qichao]] 21:47, 15 October 2011 (UTC)

- 09 [[The Sacred Edict]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:12, 11 November 2011 (UTC)

Qianlong's Wisdom / State and Governance in China
- 10 Juan: Huang Liuhong, [[A Complete Book Concerning Happiness and Benevolence]], 60-68

- 11 [[States and society in 18th century china]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:10, 11 November 2011 (UTC)
- 13 [[Local Government in China under the Ching ]] [[User:Xi Jinping|Xi Jinping]] 04:34, 17 October 2011 (UTC)

- 14 [[Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China]] [[User:Liang Qichao|Liang Qichao]] 21:36, 15 October 2011 (UTC)

- 01=17a 1768- [[Soulstealers: The Chinese Socery Scare of 1768]] - [[User:Qianlong|Qianlong]]

- 18 [[Signifying Bodies: The Cultural Significance of Suicide Writing by Women in Ming-Qing China By Grace S. Fong]] [[User:Cixi|Cixi]]

- 20 [[Political Economy and Ecology on the Eve of Industrialization: Europe, China, and the Global]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 23 [[The Opium War, and Opening of China]] [[User:Xi Jinping|Xi Jinping]] 05:20, 17 October 2011 (UTC)

- 24 [[The Inner Opium War]] [[User:Liang Qichao|Liang Qichao]] 21:51, 15 October 2011 (UTC)

- 28 [[Rebels and Revolutionaries in North China 1845-1945 by Elizabeth Perry]] [[User:Cixi|Cixi]] 00:32, 11 October 2011 (UTC)

- [[Tian hou]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- [[The eight trigrams]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- 30 1900 - [[History in Three Keys: The Boxers As Event, Experience, and Myth]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 34 [[Imperialism: Reality or Myth?, Discovering History in China]] - [[User:Cixi|Cixi]]

- 36 1898-1912 - [[Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

-37 [[China in revolution]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:15, 11 November 2011 (UTC)

- 41 [[The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism]] [[User:Liang Qichao|Liang Qichao]] 21:42, 15 October 2011 (UTC)

- 43 [[Reintegration in China under the Warlords, 1916-1927]]-[[User:Cixi|Cixi]] 02:08, 12 October 2011 (UTC)

- 44 [[Ebrey,“Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook]] - [[User:Mao Zedong|Mao Zedong]] 19:15, 11 November 2011 (UTC)

- 52 [[Chinese Communism and the Rise of Mao]] - [[User:Cixi|Cixi]] 05:54, 26 October 2011 (UTC)

- 57 Kendra: Yang Daqing [[“Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing]] The American Historical Review 104.3 (June 1999), 842-865.
- 59 [[Peasant Nationalism and Communist Power]] - [[User:Cixi|Cixi]] 23:00, 6 November 2011 (UTC)

- 60 [[Party, Society, and Local Elite in the Jiangxi Communist Movement]] - [[User:Mao Zedong|Mao Zedong]] 19:45, 11 November 2011 (UTC)

- 66 [[Chinese Village, Socialist State: The Gamble]] - [[User:Cixi|Cixi]] 18:12, 11 November 2011 (UTC)

'''How to write an article?'''

Just type in your new article title into the search field and press "Go" (not "Search"). You will get a response side stating that your article does not yet exist. Then you click on "create this article" and start to write. You may post your notes. Don't forget to click on "save". You may post your "reading in turn" notes with a 3rd name as long as you do not know your historical figure. Use MLA style when citing within your wiki articles.

'''Material from Syllabus'''
Reading in turn #08 Talya Trunnell: Lynn Struve, “Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency,” Late Imperial China 25.2 (Dec. 2004), 1-32. 2 -- Struve -- Ruling from Sedan Chair.pdf - REPAIRED LINK HERE
Reading in turn #09 Jessica Breedlove: Victor Mair, “Language and Ideology in the Sacred Edict,” Popular Culture in Late Imperial China, 325-359. 2 -- Mair -- Language and Ideology in the Sacred Edict.pdf - REPAIRED LINK HERE
Discussion: What were the key measures taken by Kangxi and his predecessors to secure Manchu rule over China? Which do you think were most important and why? What kind of prescriptive behavior was promoted by the Sacred Edict? How successful were these prescriptions?
Recommended reading: DOC 58-64 (this is another edict by Kangxi)
Assignment 5: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 5).

F 09/09/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 09/12/2011 12-12.50 p.m. Qianlong's Wisdom / State and Governance in China
Reading in turn #11 Jessica Breedlove: Albert Feuerwerker, “Emperor and Bureaucracy,” State and Society in Eighteenth Century China, 35-75.
Oral report: (3) Qianlong (乾隆, 1711-1799)
Discussion: According to the selections from Huang, what were the goals of local government and how was governance to be carried out? How did the structure and process of government facilitate or hinder the accomplishment of these goals?
Recommended reading: DOC ch.5
Assignment 6: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 6).

W 09/14/2011 12-12.50 p.m. Elites and Social Power
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 24 pp.: Esherick and Rankin, Chinese Local Elites and Patterns of Dominance, “Introduction,” 1-24.
Reading in turn #12 Thomas Giles: Chang Chung-li, The Chinese Gentry, 3-32.
Reading in turn #13 Trevor Ireland: Ch’ü T’ung-tsu, Local Government in China under the Ch’ing, 168-192.
Reading in turn #14 Talya Trunnel: 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.
Discussion topics: What criteria are used to define the “gentry”? What are the benefits and pitfalls of using the term “local elite”? In light of Elman’s article, do you think education was more important to the reproduction of power than some of the paths to power noted by Esherick and Rankin?
Assignment 7: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 7).

F 09/16/2011 12-12.50 p.m. Late Imperial Culture
Replacement: Fulbright Teaching Assistant Celine Shan LU
required reading 19 pp.: Johnson, “Popular Values and Beliefs,” in DeBary Sources of Chinese Tradition, 73-92.
Reading in turn #15 Katheryn Kriek: Naquin and Rawski, Chinese Society in the Eighteenth Century, 55-93.
Reading in turn #16 Kendra Mairs: Ebrey, “Exhortations on Ceremony” in Chinese Civilization: A Sourcebook
Reading in turn #17 Gavin Norton: Watson, “Standardizing the Gods: The Promotion of T’ien-hou (Empress of Heaven) along the South China Coast, 960-1960”
Oral presentation = reading in turn #01 Licia Kim: Philip Kuhn, Soulstealers: The Chinese Sorcery Scare of 1768 (HUP, 1990), entire.
Discussion: What are the key means by which Chinese popular culture was preserved and transmitted according to Johnson? What were the goals of elites in the cultural arena? What about the state? How might commoners have exerted their own power against those who sought to control them?
Assignment 8: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 8).

M 09/19/2011 12-12.50 p.m. Women and Gender
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 19 pp.: Dorothy Ko, “The Body as Attire: The Shifting Meanings of Footbinding in Seventeenth-Century China,” Journal of Women's History 8:4 (Winter 1997), 8-27.
Reading in turn #18 Alexis Sagen: Grace Fong, “Signifying Bodies: The Cultural Significance of Suicide Writings by Women in Ming-Qing China,” in Ropp, ed., Passionate Women: Female Suicide in Late Imperial China (Special issue of the journal Nan/Nü 3.1 [2001]), 105-142.
Oral report: (6) Empress Dowager Cixi (慈禧, 1835-1908)
Recommended reading: Susan Mann, “Women in the Kinship, Class, and Community Structures of Qing Dynasty China,” Journal of Asian Studies 46:37-56.
Paola Paderni, “Between Constraints and Opportunities,” in Zurndorfer, ed., Chinese Women in the Imperial Past, 258-285.
Discussion: Most of the readings for this week touch on the issue of agency. What forms of power did women wield in society? What limitations did they encounter?
Assignment 9: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 9).

W 09/21/2011 12-12.50 p.m. China and the Outside World
required reading 21 pp.: 117-138=chapter 6
Reading in turn #19 Glorydawn Vahai: John K. Fairbank, ed., The Chinese World Order, 1-19
Reading in turn #20 Juan Anzar: Kenneth Pomeranz, “Political Economy and Ecology on the Eve of Industrialization,” American Historical Review 107.2 (2002), 425-446.
Reading in turn #21 Jessica Breedlove: Evelyn Rawski, “The Qing Formation and the Early Modern Period,” The Qing Formation in World-Historical Time, 207-241.
Reading in turn #22 Thomas Giles: R. Bin Wong, “The Search for European Differences and Domination in the Early Modern World,” American Historical Review 107.2 (2002), 447-469.
Discussion: According to Fairbank, how did China relate to the outside world? According to Pomeranz, why did Europe industrialize before China? What does Wong see as being the source(s) of European domination?
Recommended reading: DOC =ch.6
Assignment 10: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 10).

F 09/23/2011 12-12.50 p.m. China and the Outside World / Clash with the West
Required reading 27 pp.: 139-166=ch.7
Reading in turn #23 Trevor Ireland: Dilip Basu, “The Opium War and the Opening of China: An Historiographical Note,” and Tan Chung, “Interpretations of the Opium War (1840-1842): A Critical Reappraisal,” in Ch’ing-shih wen-t’i (December 1977), 2-16, 32-46.
Reading in turn #24 Talya Trunnel: James Polachek, The Inner Opium War, 1-16, 273-287.
Reading in turn #25 Katheryn Kriek: Fairbank, “Synarchy Under the Treaties,” 204-231.
Discussion: What were some of the earlier historical interpretations of the Opium War? On what assumptions were such appraisals based? Why is Polachek’s interpretation so important? How does the concept synarchy contribute to the Sincization debate?
Recommended reading: DOC ch.7
Assignment 11: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 11).

M 09/26/2011 12-12.50 p.m. The Crisis Within
required reading: ch.8
Reading in turn #26 Kendra Mairs: Ebrey, “Mid-Century Rebels” in Chinese Civilization: A Sourcebook
Reading in turn #27 Gavin Norton: Susan Naquin, Millenarian Rebellion in China, 1-8, 63-117.
Reading in turn #28 Alexis Sagen: Elizabeth Perry, Rebels and Revolutionaries in North China, 1-9, 48-95.
Reading in turn #29 Glorydawn Vahai: Robert Weller, “Saturating the Movement” and “Too Many Voices,” 50-85.
Reading in turn #30 Juan Anzar: Paul Cohen, History in Three Keys, 69-95. [Link to Google books]
Discussion: How does Naquin explain the rise of the White Lotus Rebellion? How does Naquin’s view contrast to Perry’s explanation of why peasants rebel? What role did religion play in shaping the emergence and development of the Taiping rebellion? According to the selections by Ebrey, what were the motivations and goals of the rebels themselves?
Assignment 12: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 12).

W 09/28/2011 12-12.50 p.m. The Political and Social Effects of the Taiping Rebellion
[Discussion on student request: "synarchy". It refers to Fairbank p. 205: "joint Sino-foreign administration of the
government of China under a foreign dynasty".]
Required Reading: [Internet research]
Reading in turn #31 Jessica Breedlove: Philip Kuhn, Rebellion and its Enemies in Late Imperial China, 105-164, 211-225.
Reading in turn #32 Thomas Giles: Edward McCord, “Militia and Local Militarization in Late Qing and Early Republican China: The Case of Hunan,” Modern China (April 1988), 156-187.
Reading in turn #33 Trevor Ireland: Michael, Franz "Regionalism in Nineteenth Century China" in Stanley Spector, Li Hung-chang and the Huai Army, xxi-xliii.
Discussion: According to Kuhn, what were the causes and long-term consequences of militarization? What are the implications of McCord’s research on this issue? What was “regionalism”? What were the key levers the Qing state used to control its generals? How effective were these levers?
Recommended reading: Liu Kwang-ching “The Limits of Regional Power in the Late Ch'ing Period: A Reappraisal,” in The Tsing Hua Journal of Chinese Studies, New Series, 207-223.
Assignment 13: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 13).

F 09/30/2011 12-12.50 p.m. Online Activities, Coaching
WELCOME TO CLASS TODAY! Please enter the chatroom and work on the WIKI! Everybody who is online should at least chat with me, so that I can see the attendance rate.
Today: working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 10/03/2011 12-12.50 p.m. Self-Strengthening and the Problem of Imperialism
Required reading: =ch.9
Reading in turn #34 Alexis: Paul Cohen, “Imperialism: Reality or Myth?,” Discovering History in China, 97-147.
Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.
Oral report: (8) Kendra = Kang Youwei (康有為, 1858-1927)
Oral report: (5) Talya = Liang Qichao (梁啟超, 1873-1929)
Recommended reading: DOC ch.9
Discussion: When it comes to the effects of imperialism, is it more important to emphasize quantitative effects or qualitative ones? Where does the historiography break down on this point?
Assignment 14: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 14).

W 10/05/2011 12-12.50 p.m. Problems at the End of the Qing
Required reading: ch.10
Reading in turn #36 Juan: Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan, 1-14.
Recommended reading: Ebrey, “Rural Education” in Chinese Civilization: A Sourcebook
“Reform Edict of January 29, 1901,” in Debary, ed., Sources of the Chinese Tradition.
Roxann Prazniak, Of Camel Kings and Other Things, 15-44.
Assignment 15: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 15).

F 10/07/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in the Chatroom.

M 10/10/2011 12-12.50 p.m.
Wiki coaching on students' request.
Make-up: Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.

W 10/12/2011 12-12.50 p.m. The 1911 Revolution.
CHAT 10/12/2011. Your participation is graded.
Required reading: ch.11
Reading in turn #37 Jessica: Mary Wright, China in Revolution, 1-62.
Reading in turn #38 Thomas: Ichiko Chuzo, “The Role of the Gentry: An Hypothesis,” China in Revolution, 297-318.
Reading in turn #39 Trevor: Edward Rhoads, Manchu and Han, introduction and conclusion.
Discussion: According to these authors, what was the nature of the 1911 Revolution? Who were the primary actors in the revolution, and what were they “revolting” against?
Recommended reading: “A Symposium on the 1911 Revolution,” Modern China 2.2 (1977), 129-226, selections.
- Survey
- Please remember: Write your mid-term paper in Wiki, and don't forget to make comments to other Wiki articles!
Assignment 16: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 16).

F 10/14/2011 The New Republic
CHAT 10/14/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
Required reading: ch.12
Reading in turn #40 Trevor: Cheng and Lestz, “Yuan Shikai: Two Documents,” “Feng Yuxiang: Praising the Lord,” and “Zhang Zongchang: With Pleasure Rife” in DOC 214-216
Reading in turn #41 Talya: Arthur Waldron, “The Warlord: Twentieth Chinese Understandings of Violence, Militarism, and Imperialism,” American Historical Review 96:4 (1991) 1073-1100.
Reading in turn #42 Gavin: James Sheridan, Chinese Warlord: The Career of Feng Yu-hsiang, 1-30.
Reading in turn #43 Alexis Shelley Yomano, "Reintegration in China under the Warlords, 1916-1927.” In Republican China, vol. 12, no. 2 (April 1987), pp. 22-27.
Oral report: (5) Sun Yat-sen (孫逸仙 = Sun Zhongshan 孫中山, 1866-1925)
Discussion: According to these authors, what were the causes of Chinese militarism? Is there one of these interpretations you find more convincing? Why is Yomano’s observation important?
Recommended reading: Edward A. McCord, “Civil War and the Emergence of Warlordism in Early Twentieth Century China,” War and Society, 10.2 (Oct. 1992), 35-56.
Assignment 17: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 17).

SUN 10/16/2011 11.59 p.m. mid-term paper due
mid-term paper due on wiki, consisting out: article on historical figure from the I-perspective, edits or comments on other articles, pasting your reading in turn notes (the notes itself are not graded here, but all notes so far must be posted)

M 10/17/2011 12-12.50 p.m. The New Culture and May Fourth
CHAT 10/17/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chat.
Required reading: ch.13
Reading in turn #44 Juan: Ebrey, “Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook
Reading in turn #45 Jessica: Lu Xun, “Ah Q: The Real Story” and “My Old Home”
Reading in turn #46 Thomas: Henrietta Harrison, The Making of the Republican Citizen, 49-92.
Reading in turn #47 Trevor: Rudolf Wagner, “The Canonization of May Fourth,” The Appropriation of Cultural Capital.
Discussion: What were the major themes of the “new culture” movement? How do Lu Xun’s stories reflect these themes? How were these themes embodied in fashion and behavior during the republic? What was the spirit of May Fourth, according to the selections by Ebrey? How does the canonization of May Fourth shape our interpretation of the history both before and after the event?
Assignment 18: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 18).

W 10/19/2011 12-12.50 p.m. Alliances and Betrayals
CHAT 10/19/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chatroom, minimum participation proof: 3 constructive contributions in the chat.
Required reading: ch.14
Recommended reading: Ebrey, “The General Strike” in Chinese Civilization: A Sourcebook
Jean Chesneaux, The Chinese Labor Movement, 1919-1927, 151-178.
Emily Honig, Sisters and Strangers, 1-8, 79-131, 202-209.
David Strand, Rickshaw Beijing, 142-166.
Discussion: How does Chesneaux characterize the origins of the labor movement? In what ways did the experience of women in the Shanghai cotton mills not fit this characterization? What about the labor situation in Beijing?
Assignment 19: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 19).

F 10/21/2011 12-12.50 p.m. Fall Break

M 10/24/2011 12-12.50 p.m. The Guomindang in Power
Required reading: ch.15
Reading in turn #48 Trevor: Lloyd E. Eastman, “New insights into the nature of the nationalist regime” Republican China 9.2: 8-18
Reading in turn #49 Talya: Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27.
Reading in turn #50: Bradley Geisert “Probing KMT rule: reflections on Eastman's new insights,” Republican China 9.2: 28-39.
Reading in turn #51 Gavin: Parks Coble, “The Kuomintang Regime and the Shanghai Capitalists, 1927-1929,” China Quarterly 77 (March 1979), 1-24.
Oral report: (7) Chiang Kai-shek (蔣介石, 1887-1975): Jessica
Recommended reading: John Fitzgerald, “Did the National Revolution Succeed or Fail: A Point of Difference in Chinese and Western Perspectives on Republican Chinese History,” Republican China 14.1 (November 1988), 15-29.
Discussion: How do the positions of Eastman, Fewsmith, and Geisert differ? According to these authors, who were the key constituents for the Nationalist regime? What were the roots of Nationalist failure?
Assignment 20: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 20).

W 10/26/2011 12-12.50 p.m. Mao and the Rise of the CCP
Required reading: ch.16
Reading in turn #52 Alexis: Benjamin Schwartz, Chinese Communism and the Rise of Mao, 7-27.
Reading in turn #53 Juan: Hans van de Ven, From Friend to Comrade, 9-54.
Reading in turn #54 Trevor: Stuart Shram, The Political Thought of Mao Tse-tung, 15-73.
Oral report: (11) Chen Duxiu (陳獨秀, 1879-1942)
Oral report: (1) Mao Zedong (毛泽东, 1893-1976)
Discussion: How do the interpretations of the rise of the CCP differ? How important was Mao’s reformulation of Chinese communism to the success of the movement?
Recommended reading: Arif Dirlik, The Origins of Chinese Communism, 23-54.
Assignment 21: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 21).

F 10/28/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room. Hello, today we have an online session. You may work on the Wiki and chat with me in the chat room.

M 10/31/2011 12-12.50 p.m. The Chinese Economy
required readings 39 pp.:
MRamon Myers, “How did the odern Chinese Economy Develop?” Journal of Asian Studies 50.3 (1991), 604-628.
Philip Huang, “A Reply to Ramon Myers,” JAS 50.3 (1991), 629-633.
R. Bin Wong, “A Note on the Myers-Huang Exchange,” JAS 51.3 (1992), 600-611.
Reading in turn #55 Trevor: Philip Huang, “Development of Involution in Eighteenth Century Britain and China?,” Journal of Asian Studies 61.2 (2002), 501-538.
Discussion: What are the key issues in this debate? Why is Wong’s cautionary note important to keep in mind? What are your thoughts on Pomeranz’s “great divergence” argument in light of these readings?
Assignment 22: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 22).

W 11/02/2011 12-12.50 p.m. World War Two
required reading: ch.17
Reading in turn #56 Katie Bowers ---: Lloyd Eastman, “Facets of an Ambivalent Relationship: Smuggling, Puppets, and Atrocities During the War, 1937-1945”
Reading in turn #58 Gavin Norton: Bob Tadashi Wakabayashi, The Nanjing Atrocity, 1937-38: Complicating the Picture, chapters by Wakabayashi, 3-28; Askew, 86-114; Fogel, 267-284; and Yamamoto, 285-303.
Discussion: According to Yang, where does the current historiography stand? What is it about atrocities that make them so amenable to appropriation for political purposes?
Assignment 23: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 23).

F 11/04/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/07/2011 12-12.50 p.m. The Communist Revolution
Required reading: ch.18
Reading in turn #59 Alexis Sagen: Chalmers Johnson, Peasant Nationalism and Communist Power, 1-30.
Reading in turn #60 Juan Anzar: Stephen Averill, “Party, Society, and Local Elite in the Jiangxi Communist Movement,” Journal of Asian Studies 46.2 (May 1987), 279-303.
Reading in turn #61 Jessica Breedlove: K.K. Shum, “The Communist Party’s Strategy for Galvanizing Popular Support, 1930-1945,” in Pong and Fung, eds., Ideal and Reality: Social and Political Change in Modern China.
Discussion: According to Johnson, what is the relationship between peasant nationalism and CCP success? Why is this view wrong in Gillin’s view (next session)? How do Averill’s comments help to reframe this debate? What methods did the CCP use to mobilize the people and how were these methods received?
Assignment 24: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 24).

W 11/09/2011 12-12.50 p.m. Birth of the PRC
Required reading: ch.19
Reading in turn #62 Trevor Ireland: Donald Gillin, “‘Peasant Nationalism’ in the History of Chinese Communism,” Journal of Asian Studies 23.2 (Feb. 1964), 269-289.
Reading in turn #63 Gavin Norton: Joseph Esherick, “Ten Theses on the Chinese Revolution”
Reading in turn: #64 Talya: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [first part Silent Sound]
Reading in turn: #65 Jessica: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [second part Honeymoon]
Reading in turn: #66 Alexis: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [third part Gamble]
Questions for the discussion: Why did the Chinese Communist Revolution did not occur in the cities by the workers, as Marx had predicted, but in rural areas? What were the reasons for the Chinese Communist Revolution? What were the characteristics of the "Socialist Country with Chinese characteristics"? How far were they Chinese?
Assignment 25: Please prepare the next session (see beneath) and take the quiz on it (Assignment 25).

F 11/11/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/14/2011 12-12.50 p.m. The occupation of Tibet and Han-Chinese settlement policy
Guest lecturer: Dr. Kathreen Brown, Professor and Dean of the History Dept.
Required reading: internet research on ethnic groups and minorities, occupations, settlement policies, independence movements, divide et impera policies etc.
Assignment 26: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 26).

W 11/16/2011 12-12.50 p.m. Campaigns and the Cultural Revolution
Required reading: 507-514, 536-553, 565-586=ch. 22
Reading in turn #67 Trevor: Frank Dikoetter, Mao’s Great Famine: the History of China’s Most Devastating Catastrophe, 1958-1962 (New York: Walker, 2010), pp.127-144, 324-334
Reading in turn #68 Gavin: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.1-18 - part I
Reading in turn #69 Jessica: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.19-36 - part II
Assignment 27: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 27).

F 11/18/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/21/2011 12-12.50 p.m. The Open-Door Policy, Remodeling Laws and Legal System
required reading 13 pp.: 669-677, 696-704
Oral report: Gavin (2) Deng Xiaoping (邓小平, 1904-1997)
All: Please prepare panel discussion with (4) Zhao Ziyang (赵紫阳, 1919-2005); (10) Wei Jingsheng (魏京生, 1950-)

W 11/23/2011 12-12.50 p.m. Thanksgiving Holidays

F 11/25/2011 12-12.50 p.m. Thanksgiving Holidays

M 11/28/2011 12-12.50 p.m. Democratic Reforms
Guest Lecturer: Dr. Danny Damron, "The Democratization process in China and 1989"
required reading 8 p.: internet research on democratization in China, the Peking Spring 1979, the Democracy Movement in 1989.
Required preparation: internet research, film screening
Assignment 28: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 28).

W 11/30/2011 12-12.50 p.m. The special economic zones, Taiwan and the economical miracle
Required reading 16 pp.: 631-640, 705-709, 714-717
Oral report: Trevor (13) Xi Jinping (习近平, 1953-)
All: Please prepare panel discussion with: (12) Hu Jintao (胡锦涛, 1942-); (9) Wen Jiabao (温家宝, 1942-)

F 12/02/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 12/05/2011 12-12.50 p.m.
Final interactive panel discussion with all historical figures (a rare chance!)

W 12/07/2011 12-12.50 p.m. China's impact on the world today: The global economical powerhouse and the new soft superpower
Required readings (all short articles):
Fish 2011: Isaac Stone Fish, “China’s Failed Charm Offensive” in: Newsweek (1/19/2011), http://www.thedailybeast.com/newsweek/2011/01/19/china-s-failed-charm-offensive.html
Gates 2007, Thom Shanker, "Defense Secretary Urges More Spending for U.S. Diplomacy", in: New York Times (2007.11.27), http://www.nytimes.com/2007/11/27/washington/27gates.html
Hu 2007, Xinhua News Agency „Hu Jintao calls for enhancing ‘soft power’ of Chinese culture“, in: People’s daily (2007.10.15) http://news.xinhuanet.com/english/2007-10/15/content_6883748.htm
And the longer article: Woesler, "China as the new soft superpower and the global impact of its culture" 2011
Reading in turn #70 Talya: McClory 2010, Jonathan McClory, “The new persuaders - An international ranking of soft power”, in: (2010.12), http://www.instituteforgovernment.org.uk/publications/20/the-new-persuaders
Reading in turn #71 Alexis: Nye/Wang 2009, Joseph S. Nye/Jisi Wang, „Hard decisions on soft power“, in: Harvard International Review, http://hir.harvard.edu/agriculture/hard-decisions-on-soft-power

Recommended reading:
Nye 1990, Joseph S. Nye, Bound to Lead: The Changing Nature of American Power, 1990

presentation by Martin Woesler:
- superpower (presentation1, presentation2, presentation3)
- about the Chinese tradition of rewriting histories
discussion
- current issues in Chinese history

F 12/09/2011 12-12.50 p.m.
Repetition, Preparation
Assignment (ungraded): Please prepare for the final exam.

M 12/12/2011 11.00 a.m. - 1 p.m.
Final exam

2011-12-02T23:24:50Z

CelticWonder: Created page with 'In Defense of Sinicization by Ho Ping-ti Ho's thesis: 1. Manchu rulers between 1600 and 1800 made a unique contribution to the creation of the largest multiethnic empire in Chin…'

In Defense of Sinicization by Ho Ping-ti

Ho's thesis:
1. Manchu rulers between 1600 and 1800 made a unique contribution to the creation of the largest multiethnic empire in China's history.
2. Population growth during that period was the outcome of more than a century of peace, prosperity, and fiscal reforms that brought an end to two thousand years of government oppression.
3. Manchu court carried out a policy of systematic sinicization with the implementation of the Ch'eng-Chu Neo Confucian orthodoxy as its core.
4. Ch'ing period was one in which traditional economic, political and social achieved a greater degree of inter-regional integration.
5. In the fields of material culture, fine arts, printing, and library resources, the Ch'ing period was one of leisurely fulfillment and enrichment.

Rawski's Distortion of Ho's thesis:

Rawski only considers the third point of the five points presented in Ho's thesis, and badly obscures its meaning. She fails to acknowledge the clear recognition presented in the first five points that Manchu emperors contributed to the growth of China as a consolidated multiethnic empire. The empire consisted of Manchus, Chinese, Mongols, Zunghars, Tibetans, and various aboriginal groups in the mountainous southwestern provinces. The Manchu success in governing China was achieved by drawing up Chinese tradition of policies and institutions. Rawski's arguments posits a false dichotomy between being Manchu and becoming Chinese. She rejects sinicization without putting in its place and explanation for what the Manchus did and said they were doing in ruling most of China.
Rawski defines sinicization as " the thesis that all of the non-Han peoples who have entered the Chinese realm have eventually been assimilated into the Chinese culture--is a twentieth century Han Nationalist interpretation of China's past." Rawski rejects the sinicization thesis and Ho claims that historigraphically Rawski's statement needs qualification because sinicization was not simply a term invented in the twentieth century, but it has been around since the late 1800's.

--[[User:CelticWonder|Kang Youwei]] 19:51, 10 November 2011 (UTC)

Convergence or Divergence?

2011-11-10T20:22:18Z

Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing by: Daqing Yang
The writings that this article was based on were:
1. Nanjing Jiken (The Nanjing Incident) - Kashara Tokushi
2. Nanjing Datusha (The Nanjing Massacre) -Sun Zhaiwei
3. The Rape of Nanking -Iris Chang

Rape of Nanjing: Japanese troops in Nanjing engaged in organized and wholesale murder, committed indiscriminate killing, and rape as well as looting and destruction.

There were two trials held to figure out what should be done about the incident, one was held in Tokyo and one was Held in Nanjing.

Tokyo Trial figures: 200,000 Chinese civilians and POWs were believed to have been murdered in the Nanjing area over a six week period in the winter of 1937-38. Approximately 20,000 cases of rape occurred within the city alone.

Nanjing Trial figures: the death toll totaled 300,000 and up. A higher death toll than the Tokyo trial.

Both trials were almost entirely based on western and chinese records and testimonies. These verdicts would serve as a surrogate history of the event for decades to come.

20 years later in 1967 a Japanese historian, Hora Tomio, published the first historical study of this infamous incident. Debates errupted over whether the incident actually happened or if it was a fabrication to shame the Japanese. The debates raged from the 1970's to 1989 and were divided into two factions the massacre faction and the illusion faction. The massacre faction held firmly to the belief that the incident actually happened. The illusion faction did not believe that the incident happened or that it could have ever happened.

New sources based on official military histories surfaced and the debates quieted down.

--[[User:CelticWonder|Kang Youwei]] 20:22, 10 November 2011 (UTC)

In Defense of Sinicization

2011-11-10T19:51:22Z

CelticWonder:

In Defense of Sinicization

2011-11-10T19:48:02Z

CelticWonder:

In Defense of Sinicization

2011-11-10T19:42:45Z