The Making of Modern China: War, Revolution, and Reform (HIH2180A)
|Staff||Junqing Wu - |
|Duration of Module||Term 1: 11 weeks;|
This module will seek to understand the radical transformation China underwent over the past 150 years. As empire gave way to republic, Nationalism to Communism, and Communism to capitalism the human costs were profound, the long term consequences immense. In exploring these events students will be invited to consider the paradoxes of the Chinese past. Why for example did the Nationalist government of the 1930s turn to the two thousand year old creed of Confucianism to ‘modernise’ China? How did Marxists who saw the industrial working class as a revolutionary force turn a nation of peasants into the most populous ‘socialist’ society in the world? And why has an ostensibly Communist government come to embrace the radical force of capitalism?
Alongside reading widely in recommended secondary literature and contributing to classroom discussions and formal presentations students will have the chance to draw on translated primary source material including memoirs, diaries, and propaganda posters. By the end of the module, students will be able to analyse the factors and events that have shaped China from 1840 to 2000, and forge independent arguments through critical engagement with primary and secondary material
ILO: Module-specific skills
- 1. Develop a broad knowledge of main political, social, economic and cultural developments in the history of modern China.
- 2. Understand a number the key historiographical debates in the field
- 3. Evaluate and examine a range of primary sources that shed light on state and society relations in China and the countrys relationship with the wider world.
ILO: Discipline-specific skills
- 4. Analyse the key developments of the period
- 5. Collate data from a range of sources, both primary and secondary.
- 6. Interpret primary sources.
- 7. Trace long-term as well as short-term historical developments.
- 8. Recognise and deploy historical terminology correctly.
- 9. Assess different approaches to historical writing in areas of controversy.
ILO: Personal and key skills
- 10. Work both independently and in a group, including participating in oral seminar discussions
- 11. Identify a topic, select, comprehend, and organise primary and secondary materials on that topic with little guidance
- 12. Produce to a deadline and in examination conditions a coherent argument
Imperial Encroachment and Domestic Revolt, 1839-1901 – Reformers, Revolutionaries, and the End of the Empire – The Republic and the Warlords – Nationalism and Communism – The Nanjing Decade and Cultures of Modernity – Beyond Nanjing: Rural Realities – Imperialism and the Road to War – Life Under Japanese Occupation – Free China and the Communist Base Areas – The Civil War and the Collapse of Nationalist China – Establishing the People’s Republic – Urban and Rural Experiences – The Great Leap Forward – Mao and the Cultural Revolution – The Cultural Revolution and Everyday Life – From Maoism to Market Revolution – Tiananmen Square and Beyond
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching activities||22 hours||Lectures|
|Scheduled Learning and Teaching Activities||22 hours||Seminars; these will be led by the tutor. You will need to prepare for each seminar and present on a given topic in groups of 4 on 4 occasions|
|Guided Independent Study||22 hours||Web-based activities located on ELE preparation for seminars and presentations|
|Guided Independent Study||234 hours||Reading and preparation for seminars and presentations|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay plan x 1||500 words||1-12||Verbal and written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay||30||3,000 Words||1-12||Written and verbal|
|Group Presentation||20||25 Minutes||1-11||Written and verbal|
|Exam||50||2 Questions in 2 Hours||1-12||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Essay||3,000 Words||1-12||Referral/deferral period|
|Group Presentation||Script as for individual presentation, equivalent to 10 minutes||1-11||Referral/deferral period|
|Exam||2 Questions in 2 Hours||1-12||Referral/deferral period|
Indicative learning resources - Basic reading
Rana Mitter, A Bitter Revolution: China’s Struggle with the Modern World (Oxford, 2005).
Rana Mitter, Modern China: A Very Short Introduction (Oxford, 2008).
Maurice Meisner, Mao’s China and After: A History of the People’s Republic (New York, 1999).
Jonathan Spence, The Search for Modern China (New York, 1999).
Peter Zarrow, China in War and Revolution, 1895-1949 (London, 2005).
Module has an active ELE page?
Available as distance learning?
Last revision date