Module HIST1481: Introduction to Chinese History

Department: History

HIST1481: Introduction to Chinese History

Prerequisites

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

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module offers a broad survey of Chinese history through exploring the economic systems, social structures, political institutions, and cultural patterns behind the well-known verbal and visual imageries of China, such as rice fields, imperial palaces, Buddhist temples, the Great Wall, the Silk Road, the Yellow River, and others.
• With an interdisciplinary approach, the course will allow students to learn and explore the following: 1. the social structures by which the Chinese organized themselves to pursue economic activities 2. the political institutions and coercive instruments that were built to deal with conflicts between and among peoples, communities, and individuals 3. the distinctive cultural patterns that have evolved in China through the ages, and 4. China's multi-dimensional and complex transformations from its origins to the early years of the twentieth century.
• Contribute towards the achievement of the Department's generic Aims for study at Level 1.
• The course provides a foundation for those who wish to study Chinese history in the second and third years.

Content

• The course is organized thematically and deals with a wide-range of topics.
• It discusses the cultural functions of the Chinese written language; and the Chinese spiritual-intellectual world informed by religion, philosophy, ethics, political theory, and the like.
• It examines the family system and social structures, including women’s status; the political institutions for governance and the selection of scholar-officials through civil service examinations; and economic-social life and state policies on commerce in traditional China.
• It looks into the processes of cultural assimilation and political dominance between Chinese and non-Chinese ethnic groups, including some dynasties founded by the latter in the land called China.
• It discusses the role of Western nations and Japan in the making of modern China, including how they forced China to open for trade and turned it into a semi-colonial country, thus bringing about the rise of Chinese nationalism and communism in the twentieth century.

Learning Outcomes

• Knowledge and understanding of the general outline of Chinese history.
• Knowledge and understanding of the various aspects of Chinese history covered in the course.
• Ability to discuss issues related to the course topics in an informed way.
• Development of historical perspectives and analytical skills to interpret history in a different culture.

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

• Subject specific & 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 essay, 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:

■ 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