Module Catalogue 2024/25

Pre Requisite Comment

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Co Requisite Comment

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Aims

This module is an introduction to early modern China. The focus is on the Qing empire, which ruled China from 1644 to 1911. This was an era of economic, demographic and territorial expansion. The population tripled, leading to serious social, political and environmental problems. Qing conquests brought Xinjiang, Tibet, Taiwan, and Mongolia into the same political domain as China, and the idea of a multi-ethnic polity took shape. New directions emerged in Confucian thought, while attitudes to gender and cultural identity also underwent important changes. In the nineteenth century, civil wars and clashes with the West wrought profound changes and formed the basic context for China’s twentieth century revolutionary movements. The aims of this module are:

1) To introduce students to key aspects of Chinese civilization as they were before the revolutions of the twentieth century. Students will gain an understanding of Confucianism, Daoism, and Buddhism, and the role they played in Chinese society and politics in the early modern period.
2) For students to assess the impact of Western imperialism on China in relation to changes that were already underway within Chinese society.
3) For students to think about early modern China in relation to other world regions. How was China similar or different from other parts of the world, and how was it connected to them?

Outline Of Syllabus

Indicative guide to topics covered in this module:
-Overview of China and the world in 1600
-'Meritocracy': what does it mean, and were China's civil service exams an example of it?
-What is Confucianism? Was late imperial China a 'Confucian society'?
-Ethnicity: how did different ethnic groups interact in Qing dynasty China? Was Tibet a part of China in the 18th and 19th centuries?
-Population: part 1: why did China's population grow so much in the 18th century?
-Population: part 2: did population growth cause social or environmental problems?
-Opium in China: what was wrong with opium? And what was the Opium War all about?
-How did Western imperialism and 19th century globalization transform Chinese society?
-Collapse: Why did Qing rule collapse in 1911?

Intended Knowledge Outcomes

1)Broad knowledge of the politics of the Qing Empire as well as the societies, economies, and cultures under Qing rule, and ability to compare and connect the Qing Empire with other empires and world regions.

2)Knowledge of the major changes from the early seventeenth century to the late nineteenth century, and the main interpretations of those changes in historical scholarship.

3)Knowledge of scholarly debates on aspects of Qing society, including cultural (ethnic) identity and gender.

Intended Skill Outcomes

1) Ability to conduct independent research to answer set problems.

2) Ability to argue clearly, logically, and on the basis of evidence; orally and in writing.

3) Basic quantitative skills for research: students will have the option of using these skills as part of their assessment, but doing so is not compulsory

4) Research project design, using online archives or quantitative databases.

Teaching Rationale And Relationship

Lectures provide core information, including context and additional explanation for students’ guided reading, as well as links between different topics within the course. Students are expected to develop listening and note-taking skills.

Small-group teaching provides students with an opportunity to ask questions about the content of lectures and readings, summarize and review content of lectures and readings, and to improve their ability to engage in debate and discussion.

Assessment Rationale And Relationship

Essays test students’ ability to conduct independent research, ability to formulate an interpretation of evidence in response to a question, and academic writing skills.
Research proposal tests students ability to design a research project given a body of sources, using either qualitative or quantitative methods.

The form of the resit is no different from the above, i.e. no marks are carried over from the sit to the resit. Students are not allowed to submit for the resit any work that they have previously submitted.

Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.


All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:

Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.

Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.

Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.

Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.

General Notes

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