Module HIST1601: SOCIETY AND CULTURE IN CHINA UNDER THE MING AND QING DYNASTIES

Department: History

HIST1601: SOCIETY AND CULTURE IN CHINA UNDER THE MING AND QING DYNASTIES

Prerequisites

• • Normally an A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or lB)

Corequisites

• • None

Excluded Combination of Modules

• • None

Aims

• To give students an understanding of the cultural, social and political history of China under the Ming and Qing dynasties including some of the relevant primary and secondary source material.
• To give students the opportunity to think about the lives and experiences of different people living in an historical period.

Content

• This module will explore the cultural, social and political history of China. Scholars of late imperial/early modern China have debated the continuity and divergences between the Ming (1368-1644) and Qing (1644-1911) dynasties. Discussions have focused on a range of topics based on differing forms of historical evidence. While some see continuity in certain Ming-Qing institutions, others examine how the Qing expanded to cover the vast space that we now know as China. Students will explore issues of continuity and discontinuity over this long period, engaging with relevant primary and secondary source material. During the Ming and Qing there was also a multiplicity of historical actors on the scene. Identifying the differing viewpoints such as those of the emperors, the Jesuits at court, officials, scholars, as well as people in their everyday lives, will be a key aspect of working through sources (including bureaucratic documents, diaries, novels, letters, and material culture). This module will introduce a variety of such historical approaches while examining the social, cultural, and political changes that took place in China in the 15th to 19th centuries. Themes include the imperial city, mobility (such as voyages, imperial tours, merchants), history of science, and the exchange of knowledge, in addition to the familiar topics such as the examination system, bureaucracy, ritual, and trade.

Learning Outcomes

• An understanding of key themes in the cultural, social, and political history of China under the Ming and Qing dynasties
• An awareness of the actors and the kinds of historical evidence presented in readings
• Critical engagement with the arguments in the secondary and primary sources (where available in English translation)

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• Lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• Seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essays, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University