September 7, 2006

Religion and Society in Imperial China

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Social Changes in Modern China

Hist 3468: Social Change in Modern China
Summer 2005, 2:30-5:30 pm (M, W, F; 06/13/2005 - 07/22/2005)
Instructor: Qin Fang
Office: SST 860
Office Phone: (612) 626-0859; Email: fang0058@umn.edu (preferred)
Office Hours: Wednesday 9:30-11:30 am (and by appointment)
Classroom: Blegen Hall 140

Course Description:

Course Objectives:

Textbooks

Student Requirements
A. The reading of the textbooks.
You are required to read one Journal article and assigned pages of the textbook and source each week.

B. Participation in the class.

C. Presentation
Each student is required to make a three-minute presentation this semester. You need to sign up to present on one article from the reading list in week one. In the week of your presentation, you need to summarize or report on one or two most important, interesting or insightful things from your readings.

D. Term paper
You are required to write a term paper on your interest area in China. The paper is 5-10 pages long, typed, double-spaced, with 2 or more sources. (See style sheet below)

You need to submit your topic and thesis at week 3. (June 27th)
Final paper is due on July 15th.

E. Final Exam (July 22th 2:30-5:30pm, Blegen Hall 140)

Grades
Attendance Policy
Attendance is kept for every class. The student is responsible for any material, assignment and test given during his or her absence.

Grading Procedures
Letter grades A, B, C, D, F are given for the following assignments:
A. Presentation 20%
B. Attendance 20%
C. Final Exam 30%
D. Term Paper 30%

A=94-100 A-=90-93 B+=93-88 B=83-87 B-=80-82 C+=78-80 C=73-77,C-=70-72
D=60-69 F=Fail

Plagiarism

Schedule of Lectures, Readings and Assignments
Late Imperial China

1. June 13. Brief introduction and sign up for presentation.

2. June 15. The Great Qing Empire in the Eighteenth Century
Readings:
Source, 65-81; 86-91
Susan Mann. “Grooming a Daughter for Marriage: Brides and Wives in the Mid-Qing Period.? CFCM. 93-111.
Or: Matthew H. Sommer. “Dangerous Males, Vulnerable Males, and Polluted Males: The Regulation of Masculinity in Qing Dynasty Law.? CFCM. 67-88.

Questions: What issues were addressed in the Sacred Edict of the Kangxi Emperor, and Wang Yupu and Yongzheng’s amplification of Kangxi’s Sacred Edict? Did the emperor’s concern for social order and social control affect common people’s daily life and if so, in which ways? Why were Chinese scholars eager to be successful in the civil service examinations? What benefits could they get if they were successful in the examinations? Why were unmarried men perceived as dangerous males in the society? What new discourse arose in the middle Qing about marriage and family? How did such discourse impact on women’s position in the society? What were the social and cultural implications of dowries in the Qing?

3. June 17. The First Clash with the West and Breakdown of the Canton System
Readings:
Source: 92-98; 106-109; 110-127.
James Hevia. “Sovereignty and Subject: Constituting Relations of Power in Qing Guest Ritual ?in Body, Subject and Power in China. 181-200.
Or: Charlotte Furth. “Blood, Body, and Gender: Medical Images of the Female Condition in China, 1600-1850.? CFCM. 291-314.

Questions: Why was Macartney dispatched to China? What was Qianlong’s response to the mission? Was Macartney satisfied with Qianlong’s response? What notions of Chinese civilization did Qianlong wish to impress on King George III? What is your opinion of the Macartney mission? Did the Chinese response predict the Opium War later? Why did the Chinese government ban the opium? What did opium mean to Chinese? What was the response of Chinese scholars to the war? How were Chinese men and women perceived in terms of essence and blood? Do the conceptions of essence and blood help understand the Opium War?

4. June 20. Rebellion and Restoration
Readings:
Source, 128-149; 150- 167.

Questions: How did Chinese scholars understand the crisis within? How did they understand foreign military power and how did this influence the ways they understood reform in modern China? What was the self-strengthening movement? Who initiated such movement in China? Why?

5. June 22. Early Modernization and the Decline of Qing Power
Readings:
Source: 172-184; 184-189.
Fred Blake. “Foot-binding in Neo-Confucian China and the Appropriation of Female Labor.? Signs: Journal of Women in culture and Society. 19.3:676-712.
Or: Gael Graham. “Exercising Control: Sports and Physical Education in American Protestant Mission Schools in China, 1880-1930? in Signs: Journal of Women in Culture and Society. 20.1

Questions: What, according to Sun Yat-sen, were the problems facing the development of democracy in China? How were these to be worked out? What role did China’s tradition play, according to Zhang Zhidong? What was the Boxer Rebellion? Who were the boxers? Why did they attack foreigners? Did they affect the Qing government’s policies? Why were women encouraged to participate in physical education in modern China? Who initiated modern education in China? How was that related to the early modernization project in China?

6. June 24. Republican Revolution
Readings:
Sources: 190-213.
David Ownby. “Approximations of Chinese Bandits: Perverse Rebels, Romantic Heroes, or Frustrated Bachelors?? CFCM. 226-254
Or: Gail Hershatter. “Modernizing Sex, Sexing Modernity: Prostitution in Early Twentieth-Century Shanghai.? CFCM. 199-225

Questions: How did Wu Tingfang perceive China’s position in the world? How did he articulate Chinese progress in 1908? How did Zou Rong talk about the revolution in relation to evolution? What did he think about of role of education in the revolution? What was Tongmeng Hui’s goal? How did they articulate the necessity of the overturn of the Manchu regime? Did the Qing government take some measures to deal with these crises? How was masculinity articulated in modern China? How did the collapse of the Qing impact the construction of gender relationship?

The Republic of China, 1912-1949
7. June 27. The Quest for a Chinese Civil Society
Readings:
Source: 233-237.
Susan Glosser. “The Truth I have Learned: Nationalism, Family Reform, and Male Identity in China’s New Culture Movement, 1915-1823.? CFCM.120-144.

Movie: San Mao Liu Liang Ji (The Adventure of Sanmao) art I will be shown this week and Part II for the next week.)

Question: How did the New Culture intellectuals question the fundamental underpinnings of Confucian ethics and daily practice of traditional morality? How did they critique Chinese women’s chastity and extended families in the context of Confucianism? What were Lu Xun’s views on chastity? Why were extended families criticized in the New Culture Movement? What should ideal family look like, according to radical reformers? How did the ideal family converge and diverge from the family ideals under Confucianism?

8. June 29th. Nation-State Building and Modernity
Readings:
Sources: 270-277; 294-303.
Christina Gilmartin. “Gender, Political Culture and Women’s Mobilization in the Chinese Nationalist Revolution.? In Engendering China: Women, Culture, and the State. Cambridge: Harvard University Press, 1994. 195-225.
Or: Tani Barlow. “Theorizing Woman: Funü, Guojia, Jiating? in Body, Subject and Power in China. Angela Zito and Tani Barlow, Ed. California: The University of California Press, 1994. 253-290.

Movie: San Mao Liu Lang Ji (The Adventure of Sanmao)

Questions:
Why did Hu Shi criticize the Guomindang’s definitions of legal and human rights? Who made a speech on New Life Movement and what is New Life Movement?
What elements of modernity can we see at work in the lives of urban poor in Shanghai? How did modernity structure their lives? Does the movie show of changing relations between men and women in Chinese society? How might the story have resonated with the audience?

9. TBD

10. July 4. Independence Day

11. July 6. Consumer Culture and Modernity
Readings:
Sherman Cochran. “Transnational Origins of Advertising in Early Twentieth-century China? in Sherman Cochran, Ed. Inventing Nanjing Road. Ithaca, NY: Cornell East Asia Series No. 103, 1999.
Or: Kathy Walker. “Economic Growth, Peasant Marginalization, and Sexual Division of Labor in Early Twentieth-Century: Women’s Work in Nantong County.? in Modern China. 1993. 19.3:354-86.

Questions: How did modern China become involved in the world capitalist system? How did China’s integration in capitalist system affect social structure of modern China? Where did factory workers come from? Were women affected by China’s involvement in world capitalist system? Who was against imports from Japan as well as American? Why? What were workers’ responses to such boycott movement? Did they have similar appeals to their boss? Why and how were they involved into boycotts? Can we see the shift of women’s images in advertisements at the time? What do advertisements tell us about social and political transformation in modern China?


12. July 8. Chinese Communist Party
Readings:
Source (238-240; 241-245; 263-269; 290-293; 304-313; 333-335); Spence: 366-403
Christina Gilmartin. “Gender in the Formation of a Communist Body Politic? in Modern China 1993. 19.3:299-329
Or: Wendy Larson. “The Self Loving the Self: Men and Connoisseurship in Modern Chinese Literature?. CFCM.175-194.

Questions: What according to Li Dazhao was Bolsheviks’ victory? Why did he celebrate that victory? What motivated some Chinese young students to study in France? What caused the breakup of the United Front of Communist Party and Guomindang in 1927?
What brought about Communist’s Ten thousand Li Long March? How did the Communists survive Guomindang’s purge? Why did Guomindang start to unite with Communist Party again?

13. July 11. China’s War of Resistance, 1937-1945
Reading
Source: 314-323; 324-330; 331-335; Spence: 419-458
Lydia Liu. “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. 157-177.
Or: Prasenjit Duara. “The Regime of Authenticity: Timelessness, Gender and National History? in Modern China. History and Theory. Vol. 37, No. 3. (Oct., 1998). 287-308.

Questions: When and how did Sino-Japanese war start? What was Chiang Kai-shek’s response to the war? What was the so-called “Asiatic development bureau?? What was the Nanjing Massacre? How did the war affect the Chinese Communist Party? What do you think caused the fall of the Guomindang state? How, according to Lydia Liu, did Xiao Hong perceive the home and women’s position in the home? How was such conception of home related to women’s position in the state? Similarly, why according to Duara did women’s virtues become a timeless and authentic object? How did it relate to nation-state building at the time?

The People’s Republic of China
14. July 13. Social and State Control
Readings
Source: 360-366; 373-376; 381-399; Spence: 489-543
Harriet Evans. “Past, Perfect or Imperfect: Changing Images of the Ideal Wife.? CFCM. 335-360.
Or: William Jankowiak. “Proper Men and Proper Women: Parental Affection in the Chinese Family? CFCM.361-380.

Questions: What new laws were issued at the beginning of the People’s Republic of China? What issues were addressed in these new laws? How was family and marriage conceptualized in the laws? What, according to Ding Ling, is the power of the people? What was the thought purge in 1950s? Whose brains were supposed to be washed at the time? Why? What were 3 antis and 5 antis? Who was attacked in the movement? How was the image of ideal wife changing over the time? How about the image of men? Did men’s perception of marriage and family differ from those of women? To what extent and in which ways did such shift of ideal image of wife relate to state control?

15. July 15. Continuous Revolution
Readings:
Sources: 400-411; 417-422.
Emily Honig. “Maoist Mappings of Gender: Reassessing the Red Guards.? CFCM. 255-268.
Or: Elizabeth Perry and Nara Dillon. “ ‘Little Brothers’ in the Cultural Revolution: The Worker Rebels of Shanghai?. CFCM. 269-286.

Questions: What was the People’s Commune? Why did it fail? Who was Lei Feng? How was he ritualized as a hero? Did you see any link between a ritualized hero and the Cultural Revolution? How were students involved in the Cultural Revolution? How about workers? How did they articulate the revolution in their own language? How about intellectuals in the revolution? Does gender perspective help us to understand the revolution in terms of continuous revolution?

16. July 18. Post-Mao Reform Era and Globalization
Readings:
Sources: 435-443; 447-451; 481-486; 487-505; Spence: 618-646; 669-690.
Nancy N. Chen. “Embodying Qi and Masculinities in Post-Mao China.? CFCM. 315-330.
Or: Lisa Rofel. “Qualities of Desire: Imagining Gay Identities in China.? GLQ 5, no. 4: 451-474.

Questions: Why did China open its doors in 1970s? Why is emancipating the mind a vital political task? What was new definition of revolution in post-Mao era? How were gays perceived in terms of modernity in post-Mao era? How were men’s bodies conceptualized in terms of Qi? Why were women masters perceived as modern witches in post- Mao era? How was such conceptualization of women and men’s bodies over the time related to politics in China?

17. July 20. Review
Movie Gong Fu (Martial Arts)
Review sheet

~~~~~ Congratulations. You Survive.

18. July 22. Exam

East Asia from 1368 to Present: Tradition and Transformation

HIST/EAS 3462

Qin Fang

Fall 2006

Class: BlegH 125, TCWESTBANK @ 6:00-9:00 pm
Office: SST 746
Office hours MF 1:00-2:00 pm
E-mail fang0058@gmail.com, fang058@umn.edu

Course Website

Course explanation:

Required texts:
1. Warren Cohen, East Asia at the Center (Four Thousand Years of Engagement With the World).New York: Columbia University Press, 2001.

2. Keith Schoppa. Songs Full of Tears: Nine Centuries of Chinese Life around Xiang Lake. Westview Press, 2002.

Optional texts:
1. Alex Kerr. Dogs and Demons: Tales from the Dark side of Japan. New York: Hill and Wang, 2000.

2. Hong Ssi,
Hyegyonggung. The Memoirs of Lady Hyegyong: The Autobiographical Writings of a Crown Princess of Eighteenth-Century Korea. Edited and translated by JaHyun Kim Haboush. Berkeley: University of California Press, 1996.

3. Hsien-I, tr. "The Courtesan's Jewel Box" in Chinese Stories of the Xth-XVIIth Century. Foreigh Lnaguages Press, Peking 1957.

4. Gail Lee Bernstein, ed. Recreating Japanese Women, 1600-1945. RJW thereafter.

Work Requirements
Expect to:
Read about 80 pages each week.
Attend class and contribute to our discussions of the readings.
Leading discussion onece, demonstrate your grasp of lectures, discussions, and readings.
Write one essay.
One final exam

Course Requirements and Grading
Attendance and discussion: 30%
Leading discussion 20%
Final Paper 25%
Final exam 25%

Notes:
The amount of reading for history courses often gets out of hand. I’ve done my best to keep weekly readings at an average of 75 pages or less, but as a result I really do expect you to read every page and take good notes, which you will then be able to use for discussion section. Note also that university policy on academic workload stipulates that you should spend about three hours per credit per week on each course. Since this is a three credit course, plan on devoting up to nine hours each week to it.

Attendance and Participation—lectures often will not follow the text, but will address other topics. If you do not attend, you will miss this material. Grading will be based on a point system. two points for each lecture attended and participated with total possible 30 points (This includes both attendence and discussion). I expect everyone to ask questions and contribute to classroom conversations, and your grade will reflect your level of participation. I do not take attendence, but I do write down people's level of participation during every class. Thus, the more you are absent, the fewer paticipation points you will be able to receive, but merely being present does not earn you any points in and of itself. People who have a really hard time speaking up in lcass should make their best efrfort, and anyone can also come see me during office hours to improve her/his participation score.

Leading discussion—Each of you will lead a discussion one time. We need two or three of you for each week. Please sign up the week (Except for week 1, 8) on Sept 6 when we first meet in the class. During your session, you are suppose to raise questions (10 points), engage your classmates (5 points) , and keep the class moving (5 points).

Final Paper—find some topic that interests you by the end of October and investigate it using library materials. See me for topic approval. Essay should be short: 5-10 pages and use more than one reference. See the style sheet on the website.

Final exam—the questions and topics on the exam will be taken from lectures, readings and discussions. Again class attendance and keeping up with the readings are essential for successfully completing this course.

Extra credit—If you should miss a class or there is a topic you want to know more about, you are welcome to do some library research and write a short 1-2 page paper for extra credit. Note: Five times at most.
Academic dishonesty-- All students are required to abide by the University's policies on Academic Integrity, as found in the catalogue.

Lecture Topics
1. 9/6 Introduction: NO READING
- First Day of Class: Attitudes and Expectations
-The a-historical Asian family

2. 9/13 The Tales of Confucius: Why do we start East Asia from Confucius?
A new class of experts and texts emerged after the Fall of East Zhou. Moral excellence and technical skills became something that could be learned from books and teachers. This week we will look at both what Confucius and Confucian scholars taught.
-Confucius and bringing order to the universe.
- A human or a sage?

Cohen. pp. 1-19.
Readings for discussion:
1. Analects of Confucius
2. Tayler "Scripture and the Sage: On the Question of a Confucian Scripture" in The Religious Dimensions of Cnfucianism. Albany: State University of New York Press, 1990.23-38.

Questions:

3. 9/20 The Tales of Shi, Yangban, and Samurai
Shi is a Chinese term which is usually translated as "gentry." From the Ming and Tokugawa periods China, Japan and Korea were dominated by bureaucratic elite that ran society both formally through the state and informally through their economic and cultural positions.
- Shi in China
-Samurai in Tokugawa Japan
- Yangban in Yi Dynasty

Cohen, 150-172; 216-231.
Start reading Song full of tears and The Memoirs of Lady Hyegyong.

Readings for discussion:
1. Song full of tears. Chapter 2. pp. 31-58.
2. The Memoirs of Lady Hyegyong. The Memoir of 1795. 49-117.

4. 9/27 The Tales of Zheng He, Jesuit, and Portuguese
Jesuits set their foot in East Asia as early as 1540s. They tried to convert the Chinese and Japanese to Christianity, as Part of the Counter-Reformation Drive to win the world back to Rome. Jesuit failed quickly in Japan but their trip to China seemed promising. This week we will look at the encounter between the East and West through Jesuits.
- Zheng He and Tribute system
-Arrival of Portuguese and Jesuits
- Wars within in East Asia

Cohen. pp. 183-203
Reading for discussion:
1. Song full of tears. Chapter 4, pp 85-114.
2. The Memoirs of Lady Hyegyong. The Memoir of 1801. 137-196.

5. 10/4. The Tales of the Silver
Silvers flows within and out of East Asia since the fifteenth century as a result of global trades. We will look at the silver flows and the rise of urban culture in East Asia.
- Economic Growth in Japan and Commercialized world in China
- Printing culture
- Urban novels, Kabuki

Cohen. pp.204-215.

Reading for discussion:
1. Hsien-I, tr. "The Courtesan's Jewel Box" in Chinese Stories of the Xth-XVIIth Century. Foreigh Lnaguages Press, Peking 1957. pp246-271
2. The Memoirs of Lady Hyegyong: The Memoir of 1802. pp 197-240.

6. 10/11. The Tales on Three emperors, Samurai, and fractionalism in Yi dynasty
The reign of three emperors in China, the reign of the Takugawa, and the Yi dynasty in Korea formed a big picture of East Asia in the long eighteenth century before the arrival of the first conflict between wintessed both the reinforcement of Confucianism and divergence of adaptation of
- Three emperors
-Tokugawa centralized feudalism
-The fractionalism in the court of Yi dynasty

Cohen. 216-231.
Henry Smith, “Rethinking the Story of the 47 Ronin: Chûshingura in the 1980s,?

Reading for discussion:
1. Songs full of tears. Chapter 5, 115-142.
2.The Memoirs of Lady Hyegyong. The Memoir of 1805. 341-337.

7. 10/18. The Tales of the Treaty Ports
Although foreigners had been coming to East Asia for centuries the period from 1400 on saw a great increase in the importance of maritime trade. We will examine conflict between Asian and foreign states and cooperation between individual people.
- Long eighteenth century in East Asia
-Opium wars and the European empires
-Treaty ports and imitation foreign devils

Cohen. pp. 245-272.

Reading for discussion:
1. Joyce Madancy. "Unearthing Popular Attitudes toward the Opium Trade and Opium Suppression in Late Qing and Early Republican Fujian." in Modern China. Vol. 27, No. 4. (Oct., 2001), pp. 436-483.
2. Joyce Chapman Lebra. "Women in all All-Male Industry:The Case of Sake Brewer Tatsu'uma Kiyo" in RJW, 131-150.

8. 10/25 Movie Nights

9. 11/1. The Tales of the Reformers
Throughout East Asia the challenge of imperialism led states and elites to launch radical programs for reform.

-Taiping Rebellion and the Limits of Self-strengthening Movement
-Meiji Restoration
-New Policies and Fall of the Qing

Cohen. pp. 273-302.

Readings for presentation:
1. Song full of Tears for Xiang Lake. Chapter 6, pp 143-166.
2. Sharon H. Nolte and Sally Ann Hastings. "The Meiji State's Policy Toward Women, 1890-1910". RJW, 151-174.

10. 11/8. The Tales of the Revolutionaries
In the early 20th century countless groups called themselves "revolutionaries" and offered radical and often violent solutions to Asia's problems. Governments, not surprisingly, replied with oppression and
-May Fourth and a new understanding of East Asia's problems
-Anarchism, Communism, and Confucianism

Cohen. pp.303- 333.
Reading for discussion:
1. Song full of Tears for Xiang Lake. Chapter 7, pp167- 188.
2. Margit Nagy. "Middle-Class Working Wome During the Interwar Years" in RJW, 199-216.

12. 11/15. The Tales of New-life Movement and the Kokutai
In the 20s and 30s revolutionary groups took control of China and Japan, and particularly

-Chiang Kai Shek and Confucian fascism
- Nationalism thoughout East Aisa
-Militarism and the Kokutai in Japan

Cohen. pp. 328-344

Reading for discussion:
1. Song full of Tears for Xiang Lake. Chapter 8, 189-212.
2. Miriam Silverberg. "The Modern Girl as Militant" in RJW, 239-266.

13. 11/22. The Tales of Greater East Asia Co-prosperity Sphere, Peasants, and Korean Communist Party in Shanghai
The Twentieth century was a century of war for most Asians. Starting with warlordism in China we will look at the impact of war on the Asian world, culminating in the Pacific War, which resulted in drastic changes for every nation in Asia.
-Crisis in Manchuria, Pacific War and a New Asia, Japan’s Greater East Asia Co-prosperity Sphere
-Mao and the Peasants
-War and the nations

Cohen. pp.344-369.

Reading for discussion:
1. Song full of Tears for Xiang Lake. Chapter 9, 213-248.
2. William B Hauser. "Women and War: the Japanese Film Image" in RJW, 296-314.

14. 12/6. The Tales of the Economic take-off
Since 1945 a series of Asian economies have taken off, starting with Japan. We will examine both why this happened and what it has meant for the lives of people in Asia.

-Maoist disaster
-Japan in the age of Economic take-off
-Little Dragons
-Deng Xiaoping's China
-Southeast Asia

Cohen. pp.370- end
Start reading Dogs and Demons, chapter 1-8
Readings for discussion:
1. Dogs and Demons. Chapter 1, pp 13-50.
2. Dogs and Demons.Chapter 4, pp 103- 131

15. 12/13. The Tales of the Digital Age
With the arrival of digital age, East Asia have more involved into world system than ever before. This week we will look at East Asia in the global digit age.

- Kuso in Japan
-"Evil-work" culture in China
-Political censorship in the era of digital age.

Readings for discussion:
1.Dogs and Demons. Chapter 9, pp
2. Dogs and Demons. Chapter 10, pp 236-253

Final Exam: 6:30-9:30pm , 12/20/2006
Final Paper: Due 11:59pm 12/15/2006, by email.

Congratulations~~~~~~~~~~~~ We all Survive.

- First Day of Class: Attitudes and Expectations
-The a-historical Asian family

Course explanation:

Course explanation:

This course will deal with the history of East Asia from the fourteen century to the present, focusing mostly on China, Korea, and Japan with some attention also to Mongolia and Southeast Asia. We will address the material chronologically skipping back and forth between regions as necessary, with focus upon interactions. Rather than trying to cover every aspect of the evolution of East Asian societies, we will look at various different ways that individuals in Asia have tried to adopt to and change their world.

The first part of the course will focus on the Chinese model, the set of questions and answers about human societies that were developed in China and adapted and modified throughout the rest of Chinese and East Asian history. In the second part of the course we will focus on the modern transformation of Asia. This is a process that had a lot to do with the arrival of "westerners," but also a lot to do with trends that already existed in Asia. It also added a new set of personal choices on top of the old ones, and in many cases led to the creation of powerful states that were eager to help individuals make these choices. Today East Asia is one of the most modern and powerful parts of the world, and we will study both how that came to be and the prices Asian people paid to get there.

Plagiarism

Plagiarism

UMM Student Academic Integrity policies and procedures [brochure, 1979]
Sec 1.3:
Resolutions of violations of academic integrity shall normally occur between the course instructor and the involved student or students. In each case, the instructor shall prepare a written account which includes: the date of the violation; the class (and section if appropriate) in which the violation occurred; the nature of the violation; the name(s) of the student(s) involved; a description of the action taken by the instructor; the name of the instructor. Such actions shall be sent to the Assistant Provost [Vice Chancellor for Student Affairs] who will review them in order to identify repeat offenders for the Committee on Academic Integrity. Through this process, the Committee will be able to identify any students who are repeat offenders. The names of all persons involved will be held in strict confidence. Each student shall be provided by the Committee with a copy of the written account of the violation of academic integrity which is provided to the Committee. Students may, if they wish, supply the Committee with a written statement regarding their position on the matter. Such statements shall be maintained with the notice of violation submitted by the course instructor.

Academic Integrity at the University of Minnesota [UMM New Student Orientation handout]
Forms of Academic Dishonesty:
Plagiarism
Plagiarism is the inclusion of someone else's product, words, ideas, or data as one's own work. When a student submits work for credit that includes the product, words, ideas, or data of others, the source must be acknowledged by the use of complete, accurate, and specific references. By placing one's name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. On written assignments, if verbatim statements are included, the statements must be enclosed by quotation marks or set off from regular text as indented extracts. A student will avoid being charged with plagiarism if there is an acknowledgement of indebtedness. Indebtedness must be acknowledged whenever one
quotes another person's actual words or replicates all or part of another's product;
uses another person's ideas, opinions, work, data, or theories, even if they are completely paraphrased in one's own words; borrows facts, statistics, or other illustrative materials -- unless the information is common knowledge.

Final Essay Style Sheet

Final Essay Style Sheet
Structure
The essay should have three parts and be written in an objective style rather than a personal one. The three parts of the essay are the introduction, the argument and the conclusion.

The introduction should include your thesis statement or a clear statement of the question you are addressing and a brief discussion of the sources or materials you chose to research the question and why you chose them.

The argument should develop your question or your thesis and persuade the reader of your conclusion. It should include several examples that support your argument; In a short paper like this one, three is a good number.

The conclusion should restate your research question, briefly review or summarize your argument and state your conclusions.

You should use at least two published references. Instructor’s lectures and the course texts do not count for references. Use the bibliographies in the texts to find other more appropriate references. You can also come to my office during office hours and we will work together to find appropriate references together.

Reference style
Any statement of fact or reference to information from the research literature or data should be accompanied by a footnote reference. The first reference to a book, article or other work should include full references. Later references to the same work can be abbreviated. The reference should also include the page numbers the reference can be found on. In other words, where the author made the point you are referring to. See below examples of footnote reference style. Instructor’s lectures cannot be used as a reference.

1. First reference:

Jacques Gernet. A History of Chinese Civilization, trans. J. R. Foster and Charles Hartman, Cambridge, UK: Cambridge University Press, 1982. 21-30.

Lydia Liu. “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. California: The University of California Press, 1994. 157-180

Feng Menglong. Xingshi heng yan [Lasting words to awaken the world]. Reprint, Hong Kong: Zhonghua shuju, 1978. 59.

Mary Louise Nagata, HIST 3461 website, , December 2, 2004, 11:57am.

2. Second references for the above works:
Gernet, A History of Chinese Civilization, 58.

Liu, “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death,? 157-180.

Feng, “Xingshi hengyan,? 59.

, April 2, 2004.

3. Bibliographic references for the above works:
Jacques Gernet. A History of Chinese Civilization, trans. J. R. Foster and Charles Hartman, Cambridge, UK: Cambridge University Press, 1982. 21-30.

Lydia Liu. “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. California, The University of California Press, 1994. 157-180

Feng Menglong. Xingshi hengyan [Lasting words to awaken the world]. Reprint, Hong Kong: Zhonghua shuju, 1978. 59.

Mary Louise Nagata, HIST 3461 website, , December 2, 2004, 11:57am.

Note that the names for the authors of Chinese language publications are given in Chinese order, surname first and then personal name without comma. Authors of English language publications are given First Name Surname in the footnote references and Surname, First Name in the bibliographical reference. Footnote page numbers should refer only to the pages in the work that discuss or specifically make the point or reference you are referring to. The bibliographical reference should show all of the pages of the work.

The final essay should be 5-10 pages in length. This does not include the bibliography. The bibliography should include at least two and preferably more references consulted and used to address the research question. Of course, every reference used in the paper should also appear in the bibiliography.

Textbooks

1. Pei-Kai Cheng, et al. The Search for Modern China: A Documentary Collection. N.Y.: W.W. Norton & Company, Inc, 1999. (Referred to as Source Book in assignments).
2. Susan Brownell and Jeffrey Wasserstrom. Chinese Femininity and Chinese Masculinity: A Reader. Berkeley, Los Angeles, and London: University of California Press, 2002. (Abbrev: CFCM)

The following articles are e-reserved. You can go directly to the following web page
http://eres.lib.umn.edu/eres/ to access to the reading materials. The hardcopy of these readings will be reserved and available @ Wilson Library Reserve Counter as well.

Lydia Liu. “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. California: the University of California Press, 1994. 157-180.

James Hevia. “Sovereignty and Subject: Constituting Relations of Power in Qing Guest Ritual? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. California: the University of California Press, 1994. 181-200.

Lisa Rofel. “Qualities of Desire: Imagining Gay Identities in China.? GLQ 5: 451-474.

Tani Barlow. “Theorizing Woman: Fun Funü, Guojia, Jiating? in Angela Zito and Tani Barlow, Ed. Body, Subject and Power in China. California: the University of California Press, 1994. 253-290.

Sherman Cochran. “Transnational Origins of Advertising in Early Twentieth-century China? in Sherman Cochran, Ed. Inventing Nanjing Road. Ithaca, NY: Cornell East Asia Series No. 103, 1999

Christina Gilmartin. “Gender in the Formation of a Communist Body Politic? in Modern China 1993. 19.3:299-329.

Kathy Walker. “Economic Growth, Peasant Marginalization, and Sexual Division of Labor in Early Twentieth-Century: Women’s Work in Nantong County.? in Modern China. 1993. 19.3:354-86.

Fred Blake. “Foot-binding in Neo-Confucian China and the Appropriation of Female Labor.? Signs: Journal of Women in Culture and Society. 19.3:676-712.

Gael Graham. “Exercising Control: Sports and Physical Education in American Protestant Mission Schools in China, 1880-1930? in Signs: Journal of Women in Culture and Society. 20.1

Course Objectives

There are two aims for the class. First, the course aims to give student a general picture of modern China by introducing some important themes in modern China, such as modernization, revolution, nation building, state building and the development of capitalism in modern China. Second, the course also attempts to open up a new way of viewing societies and histories in modern China. For a long time, Chinese modern history has been perceived as the transition from a monarchical regime to a republican regime. Looked at this way, the male intellectuals’ pursuit for a rational and modern new nation-state has been a dominant narrative, in which people’s daily lives and how they are affected by such transformations are neglected. One goal of the course is to bring women’s experiences and common people’s daily life in the discussion to see that neither “modern China? nor “women? nor “man? is a uniform and timeless category. By putting women and modern China back into their various contexts, the course is to restore both female subjectivity and historical complexity on the one hand and to analyze the complex constellations, constrain and opportunity shaping the lives of men and women in China from 1800 to the present.

Course Discription

The last two centuries have witnessed tremendous upheaval and transformation in every aspect of Chinese culture and society, from national politics to everyday life. At the national politics level, the Opium wars, restoration and self-strengthening in China, Boxer Rebellion, the rise of Chinese Nationalism, Communist revolution in China, Cultural revolution and China’s entry in the world market economy brought about remarkable social and political changes to China. On the level of everyday life, those social and political transformations have affected the realm of family, gender, and individual and personal lives. What are the links between broad political and economic trends in notions of about family and gender? How did these changes affect people’s daily life?

This course examines these historical events by familiarizing students with social, cultural transformation in China from c.a. 1800 A.D. to the present. The first several weeks are designed to examine China prior to its clash with westerners in the mid-nineteenth century. The second part of the course will explore some important themes in modern China.

This course aims to help the student know about China's modern history beginning from the nineteenth century, and understand Chinese culture and society in the past two hundred years. It paves the way for further study of China and Chinese culture.

Social Changes in modern China.

Social Changes in Modern China>

September 6, 2006

East Asia Syllabi

East Asia Syllabi

Great Learning

September 5, 2006

History and Commercial Atlas of China

Check out the link to Atlas of China provided by Qiliang He:

History and Commercial Atlas of China

Harvard University Press 1935

by Albert Herrmann, Ph.D.

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September 4, 2006

Analects of Confucius (Reading for Sept 13)

The Analects
--------------------------------------------------------------------------------
by K'ung Fu-tsu (Confucius)


Translated by Arthur Waley
Analects of Confucius


Book 1

1-1. The Master said, "Is it not pleasant to learn with a constant perseverance and application?

"Is it not delightful to have friends coming from distant quarters?

"Is he not a man of complete virtue, who feels no discomposure though men may take no note of him?"


1-2. The philosopher Yu said, "They are few who, being filial and fraternal, are fond of offending against their superiors. There have been none, who, not liking to offend against their superiors, have been fond of stirring up confusion.

"The superior man bends his attention to what is radical. That being established, all practical courses naturally grow up. Filial piety and fraternal submission,-are they not the root of all benevolent actions?"


1-3. The Master said, "Fine words and an insinuating appearance are seldom associated with true virtue."


1-4. The philosopher Tsang said, "I daily examine myself on three points:-whether, in transacting business for others, I may have been not faithful;-whether, in intercourse with friends, I may have been not sincere;-whether I may have not mastered and practiced the instructions of my teacher."


1-5. The Master said, "To rule a country of a thousand chariots, there must be reverent attention to business, and sincerity; economy in expenditure, and love for men; and the employment of the people at the proper seasons."


1-6. The Master said, "A youth, when at home, should be filial, and, abroad, respectful to his elders. He should be earnest and truthful. He should overflow in love to all, and cultivate the friendship of the good. When he has time and opportunity, after the performance of these things, he should employ them in polite studies."


1-7. Tsze-hsia said, "If a man withdraws his mind from the love of beauty, and applies it as sincerely to the love of the virtuous; if, in serving his parents, he can exert his utmost strength; if, in serving his prince, he can devote his life; if, in his intercourse with his friends, his words are sincere:-although men say that he has not learned, I will certainly say that he has.


1-8. The Master said, "If the scholar be not grave, he will not call forth any veneration, and his learning will not be solid.

"Hold faithfulness and sincerity as first principles.

"Have no friends not equal to yourself.

"When you have faults, do not fear to abandon them."


1-9. The philosopher Tsang said, "Let there be a careful attention to perform the funeral rites to parents, and let them be followed when long gone with the ceremonies of sacrifice;-then the virtue of the people will resume its proper excellence."


1-10. Tsze-ch'in asked Tsze-kung saying, "When our master comes to any country, he does not fail to learn all about its government. Does he ask his information? or is it given to him?"

Tsze-kung said, "Our master is benign, upright, courteous, temperate, and complaisant and thus he gets his information. The master's mode of asking information,-is it not different from that of other men?"


1-11. The Master said, "While a man's father is alive, look at the bent of his will; when his father is dead, look at his conduct. If for three years he does not alter from the way of his father, he may be called filial."


1-12. The philosopher Yu said, "In practicing the rules of propriety, a natural ease is to be prized. In the ways prescribed by the ancient kings, this is the excellent quality, and in things small and great we follow them.

"Yet it is not to be observed in all cases. If one, knowing how such ease should be prized, manifests it, without regulating it by the rules of propriety, this likewise is not to be done."


1-13. The philosopher Yu said, "When agreements are made according to what is right, what is spoken can be made good. When respect is shown according to what is proper, one keeps far from shame and disgrace. When the parties upon whom a man leans are proper persons to be intimate with, he can make them his guides and masters."


1-14. The Master said, "He who aims to be a man of complete virtue in his food does not seek to gratify his appetite, nor in his dwelling place does he seek the appliances of ease; he is earnest in what he is doing, and careful in his speech; he frequents the company of men of principle that he may be rectified:-such a person may be said indeed to love to learn."


1-15. Tsze-kung said, "What do you pronounce concerning the poor man who yet does not flatter, and the rich man who is not proud?" The Master replied, "They will do; but they are not equal to him, who, though poor, is yet cheerful, and to him, who, though rich, loves the rules of propriety."

Tsze-kung replied, "It is said in the Book of Poetry, 'As you cut and then file, as you carve and then polish.'-The meaning is the same, I apprehend, as that which you have just expressed."

The Master said, "With one like Ts'ze, I can begin to talk about the odes. I told him one point, and he knew its proper sequence."

The Master said, "I will not be afflicted at men's not knowing me; I will be afflicted that I do not know men."


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