Late Imperial China
Fall 2010 (Mondays and Wednesdays: 3:15 -4:30 pm)
Dr. Q. Edward Wang
Office hours: Mondays 4:30-5:30 and Thursdays: 3:30-4:30 pm and by appointment.
Office telephone: 856-256-4500 x 3990
Email: wangq@rowan.edu
COURSE TEXTS:
1. Ray Huang, 1587: A Year of No Significance-The Ming Dynasty in Decline (Yale UP,
1981);
2. Susan Naquin & Evelyn Rawski, Chinese Society in the Eighteenth Century (Yale UP,
1987);
3. Jonathan Spence, Return to Dragon Mountain (Viking, 2007);
4. Cao Xueqin (Tsao Hsueh-ch’in), Dream of the Red Chamber (Knopf, 1958)
COURSE GOALS:
This course aims to offer a chronological as well as a topical overview of Chinese history
in its late imperial period, or the histories of the Ming and Qing Dynasties from the mid
14th to the early 20th centuries. Drawing on recent developments in historical scholarship,
it discusses such key issues as commercialism, ethnic identity and changing gender and
familial relations in understanding the historical development of the period, hoping to
enable students to appreciate their impact on shaping modern Chinese history from a
global perspective. Using a combination of carefully selected primary sources and
scholarly works, the reading assignments also hope to inspire students’ interest in
Chinese history and improve their skills in analyzing historical documents in general.
COURSE DESCRIPTION:
As a result of the Mongols’ magnificent military conquest of Euroasia in the 13th century,
Han China, an agricultural civilization, was fallen to the rule of a nomadic, non-Han
Chinese ethnic group. The founding of the Ming Dynasty (1368-1644) by Zhu
Yuanzhang marked a revival of Han Chinese rule and culture. But politically, despite the
efforts of Zhu and some of his able successors, the Ming Dynasty was not a stable power.
It instead was plagued by political struggles in and outside the court. Overthrown by a
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peasant rebellion, an opportunity was created for the Manchus, another non-Han Chinese
ethnic group, to establish the Qing Dynasty (1644-1911). Despite the political turmoil,
economic life in the Ming and Qing periods experienced a notable change, characterized
by the rise of a commercial and urban culture. This course will focus on these changes
and discuss the intricate issues emanating from the Ming-Qing (Han Chinese-Manchu)
transition at political and cultural levels and discuss their significance for the historical
development of modern China to this day. In addition, it will cover such epoch-making
events as the reconstruction of the Great Wall and Zheng He’s maritime expeditions.
COURSE REQUIREMENTS:
Class Participation: 12%
Discussion postings on blackboard, quizzes and assignments: 20%
Book Reviews (6-8 pages): 20% (8% each)
Midterm Examination: 24%
Final Examination: 24% (a take-home paper on a chosen topic, 8-10 pages, double space.
Check more detailed instructions on the Blackboard.)
The mid-term exam consists of essay questions and identifications and the final exam is a
take-home research paper on a chosen question given by the instructor. No make-ups
will be given except for medical reasons with proper documentation, nor can the make-up
be taken three days after the original time. The instructor may change his method in
grading the make-up exams.
Students are required to write three book reviews of Jonathan Spence’s Return to Dragon
Mountain and Tsao Hsueh-chin’s Dream of the Red Chamber. Instructions on how to
write these book reviews will be given in class and/or on the Blackboard. Some class
time will also be given to discussing the books and their value as historical sources. In
addition, there will be internet assignments for which students will look for creditable
sources and use them to form an opinion on Gavin Menzies’ claim on China discovering
America and gain in-depth knowledge of the construction and reconstruction of the Great
Wall.
No grade higher than "D+" will be given if the review does not follow the instruction, or
if it does not contain appropriate citations and footnotes. The instructor will accept a later
paper if there is a medical reason and the paper is handed in no later than three days after
its original due date.
It is important to fulfill all the requirements to pass the course, including making postings
on the blackboard’s discussion column on weekly basis (by Sunday noon each week).
Students are expected to complete all the reading assignment beforehand for class
participation. Later papers will be penalized and will not be accepted a week after its due
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date. No make-ups will be given for examinations except for medical reasons or special
permissions from the department or university.
CLASS SCHEDULE:
Week
(1)
Sept.
1
(2)
Sept.
6, 8
(3)
Sept.
13,
15
Topics
Introduction:
Assignments
Jonathan Spence, “Looking East: the Long View”
The Legacy of
Imperial China:
Withered or
Renewed?
The Rise of the Zhu Yuanzhang, “The Placard of People’s Instructions”;
Ming:
Ray Huang, “The History of the Ming Dynasty and
Zhu
Today’s World”;
Yuanzhang’s
Imperial
Design and
Policy
When China
Ruled the Seas:
“1421: The Year China Discovered America” (PBS
Documentary)
Emperor
Yongle and
Eunuch Zheng
He
“Zheng He”
http://www.1421exposed.com/html/zheng_he.html;
“1421: the year China discovered America”
http://www.1421.tv/;
“1421: the year China did not discover America”
http://www.kenspy.com/Menzies/;
(4)
Sept.
20,
22
The Great
Wall:
“The Great Wall of China”
http://www.crystalinks.com/chinawall.html;
The Ming
Territory and
Defense
Arthur Waldron, “The Problem of the Great Wall of
China”;
Huang, 1587: A Year of No Significance (pp. 1-41)
Discussion
Questions
Why History?
Why Chinese
History?
How
innovative was
Zhu
Yuanzhang’s
imperial
design?
What were
Zhu’s
rationales for
his policies?
How could
eunuchs
achieve
political power
and influence
in Ming court?
How
significant was
Zheng He’s
maritime
expedition in
world history?
How do you
characterize
the Ming
defense, north
and south?
How “great”
was the Great
Wall in
3
(5)
Sept.
27,
29
From the
“Donglin(s)” to
Wang
Yangming:
Huang, 1587: A Year of No Significance (pp. 42-103);
Intellectual
Development
and Political
Factionalism
“Four Examination Essays”;
Gu Xiancheng, “Compact for Meetings of the Donglin
Academy”
“A Censor Accuses a Eunuch”;
Wing-tsit Chan, “Wang Yang-ming: A Biography”;
(6)
Oct.
4, 6
Decadence and
Decline:
“Commercial Activities”;
“Two Philosophers (Wang Yangming and Li Zhi)”;
Commercialism
and Urban
Huang, 1587: A Year of No Significance (pp. 104-155;
Culture
189-222);
defending
Ming China?
What were the
literati (e.g.
Donglin[s])
and how did
they see
themselves in
politics and
society?
How do you
understand the
literati’s
animosity
toward the
eunuchs?
Was the
emergence of
commercial
culture
culpable for
the Ming’s
fall?
Would Ming
commercialism
give rise to
capitalism?
(7)
Oct.
11,
Peasant
Huang, 1587: A Year of No Significance (pp. 156-188);
Rebellions and
the Downfall of “Showdown at Shanhaiguan”:
the Ming
http://www.china-defense.com/history/1644/1644-1.html
Dynasty
(focus your reading on Li Zicheng, the peasant rebel
leader, and his acts);
Spence, Dragon Mountain;
(7)
Oct.
13
(8)
Oct.
18,
20
Mid-term
Exam
Why the
Manchus?
Spence, Dragon Mountain;
Naquin & Rawski, Chinese Society (pp. 1-26)
The Ming-Qing
Did the
Manchu
conquest of
Ming China
4
Dynastic
Transition
(9)
Oct.
25,
27
Ethnicity and
Identity:
The Manchu
Political and
Military Order
represent a
pattern in
history?
Naquin & Rawski, Chinese Society (pp. 33-54; 97-137)
Wang Fuzhi (Fu-chih), “Dynastic Rule and the
Preservation of the Race”;
Evelyn Rawski, “Reenvisioning the Qing”;
Ping-ti Ho, “In Defense of Sinicization”
(10)
Nov.
1, 3
(11)
Nov.
8, 10
(12)
Nov.
How would
you take the
Ming’s fall if
you were a
Han Chinese at
the time?
What was the
main challenge
the Manchus
faced after
conquest?
Coercion and
Collaboration:
Gu Yanwu (Ku Yen-wu), “True Learning: Broad
Knowledge and a Sense of Shame”;
The Rise of
“Evidential
Learning” and
the Han
Chinese
Response
Dai Zhen, “Letter to Shi Zhongming”;
How did the
Manchus view
and embrace
Han Chinese
culture? Or did
they?
How do you
explain the rise
of “evidential
learning”?
Dai Zhen, “Letter in reply to advanced scholar Peng
Yunchu”;
Was
“evidential
learning”
comparable to
Naquin & Rawski, Chinese Society (pp. 138-205)
the study of
modern
science?
Cherishing
Emperor Qianlong, “Letters to King George III”;
How did the
Men from Afar: http://afe.easia.columbia.edu/china/modern/tch_mcem.htm; Manchu rulers
perceive their
Ye Xiaoqing, “Ascendant Peace in the Four Seas”;
position in the
The Qing’s
world?
Relations with
the World
Naquin & Rawski, Chinese Society (pp. 27-32; 205-216)
Beyond
How do you
characterize
the Manchu
foreign policy?
Exemplary
Naquin & Rawski, Chinese Society (review sections on
How did the
Chinese
5
15,
17
Women:
women and family);
Changes in the
Qing Social
and Familial
Structure
Tsao, Dream of the Red Chamber;
“Family Instructions”;
“Widows Loyal unto Death”;
Gu Ruopu, “Letter to My Sons”;
(13)
Nov.
22,
24
The Empire in
Crisis:
Naquin & Rawski, Chinese Society (pp. 217-236);
Lin Zexu, “Letter to the English Ruler”;
The Taiping
Rebellion and
the Qing
Restoration
“The Ten Heavenly Commandments”;
“A Primer in Verse”;
women
perceive their
role in family?
How did the
social changes
at the time
affect
women’s
status and life?
After the initial
military
setback, how
did the
Chinese literati
find a way to
address the
woes?
Zeng Guofan, “Proclamation against the Bandits”;
“Principle vs. Practicality?”
“The Self-Strengtheners’ Rebuttal”;
Zeng Guofan & Li Hongzhang, “On Sending Young Men
Abroad to Study”;
(14)
Nov.
29,
Dec.
1
More Defeats,
More Reform:
Yan Fu, “On Strength”;
Kang Youwei, “Confucius as A Reformer”;
The
Awakening of
Intellectuals
Kang Youwei, “The Six Classics Were All Written by
Confucius to Reform Institutions”;
Why did the
Han Chinese
choose to help
the Manchu
rulers in
putting down
the Taiping
rebels?
Why was
China defeated
by Japan,
which is much
smaller, in the
Sino-Japanese
War?
Kang Youwei, “The Need for Reforming Institutions”;
How did the
defeat change
the Chinese
attitude toward
the world?
(15)
Dec.
6, 8
The Decline
and Demise of
the Imperial
Order
Zhang Binglin, “Letter Opposing Kang Youwei’s Views
on Revolution”;
Was the
transition from
reform to
revolution a
6
Sun Yat-sen, “The Three People’s Principles”;
--“The Principle of Democracy”;
--“The People’s Livelihood”;
--“The Three Stages of Revolution”;
(16)
Dec.
13
(17)
Dec.
15-21
Reading Day
Finals week
logical course
of historical
development?
What were the
goals of the
Revolution of
1911, led by
Sun Yat-sen?
You will work on a topic this week on which to write a
research paper, in lieu of the final exam. More detailed
instructions are available on the Blackboard.
Take-home final exam is due this week by Dec. 21.
Submit it to the Assignment Link on the Blackboard.
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