China II: From Empire to Nation(s)

Georgetown University
HIST 1302

Semester: Summer 2023 (First Session)
Time: Monday–Thursday, 5:50–7:55 p.m.
Classroom: Edward B. Bunn S.J. Intercultural Center (I.C.C.) #213
Instructor: Jeffrey C. H. Ngo
Email: cn460@georgetown.edu

Overview

Is China just a nation-state like any other? Or is it, once famously described by the Harvard sinologist Lucian Pye, “a civilization pretending to be a nation-state”? Neither framework seems quite right, as recent scholarship suggests, even if there are obvious signs that the People’s Republic is somewhat of an anomaly in the contemporary international system. One alternative may be to think of it as a neo-imperial project. Indeed, many historians increasingly view China’s trajectory as a rare deviation from the wave of global decolonization in the 20th century. It faces various challenges today, ranging from economic and demographic to social and technological. But its greatest existential threats often concern its relationship with frontier regions and its standing on the international stage.

This course — the second half of the History Department’s traditional two-part survey of Chinese history — seeks to demystify the world’s largest country by examining its past, covering roughly the period from the late 16th century to the present. We begin with the decline of the Ming dynasty due to a combination of internal rebellions and external threats against the backdrop of severe environmental calamities, simultaneously as the Manchus were organizing themselves into a fledgling empire. We examine its invasion of China and subsequent expansion deep into Inner Asia to unpack its military culture, governing logic, political system, and social organization. We consider the Qing not as a Chinese dynasty but as a Central Eurasian empire. We study its interactions with Western powers and how those experiences inspired change but also spelled its eventual demise. We then consider the legitimacy of its various successor states. We reflect on China in 1912 as a shattered political entity and analyze its protracted rise to superpower status through the warlord era, the Japanese invasion, the Civil War, Maoism, market reforms, an uneven embrace of globalization, and the resurgence of ultranationalism.

You are not assumed to have any prior knowledge of China or its language, although you may find that the course’s prequel, HIST 1301 — China I: Origins and Imperium, gives you a head start. Another way to familiarize yourself with ancient and premodern periods is to consult The Open Empire: A History of China to 1800 (2nd ed., 2015) by Valerie Hansen. This summer iteration of the course differs from the regular spring prototype in two main ways. First, rather than focus solely on the center, we devote equal attention to peripheral regions and global connections. In other words, it is about mainland China as much as it is about the various contested states that emerged after the Qing collapse. Second, we meet four days a week over five weeks for a total of 18 classes. Each day, we start with a lecture designed to familiarize you with relevant historical events in the first hour. We then move on to discuss the assigned selection of readings that range from one to two book chapters in the second hour. The format is designed to best facilitate your learning given the intensive off-season schedule.

Assignments

  • Presentations (5×2=10%)
    Prepare a ten-minute presentation during the class to which you are allotted. The actual plan will depend on course enrollment and individual preference. On that day, summarize the key points of the assigned readings. Look for arguments, approaches, and a memorable scene or two. This exercise trains you to read critically and helps to launch the discussion. You might wish to also read the introduction and conclusion of the book from which a particular chapter is selected. You do this twice in total. Contact the instructor for that if you need access.

  • Primary-Source Analyses (10×2=20%)
    On the Thursday before the Monday deadline, you will receive three primary sources. Pick one to analyze in a short essay of 500 to 600 words. Provide some basic context based on your knowledge from lectures and readings. Then consider the following: What was the medium? Why was it produced? Whose voices were heard and unheard? Who was the intended audience? Are there benefits and drawbacks for historians consulting it? You do this twice in total. The first dossier of documents covers events in the 17th century, and the second in the 19th century. Due in class on June 12 and June 26.

  • Midterm (20%)
    The one-hour test covers everything in the course up to 1860 and consists of three parts. First, complete all 20 multiple-choice questions. Second, label a map of the Qing Empire. Third, provide short answers to three of five prompts. Taken in class on June 20.

  • Long-Form Book Review (25%)
    Report on an academic book that covers some aspect of modern Chinese history, preferably from the list of pre-approved titles made available to you. You may also pick something else authored by a professional historian or published by a university press within the last decade, but you must seek the instructor’s approval. In either case, you are advised to register your preference sooner rather than later so you give yourself enough time. Aim for a final word count of about 2,000 words, written in the style of a periodical that appeals to a general readership. Consult the document “How to Write a Book Review” for more guidance. Due in class on July 6.

  • Attendance and Participation (25%)
    Show up to every class. Contribute actively and respectfully to class discussions. You are allowed one unexcused absence over the course of the semester without penalty. Beyond that, please request an excused absence from the instructor before class and make it up by writing a one-page response to the class’s readings, or this portion of your final grade will be lowered.

Grading Scale

  • Excellent
    A: 93–100%; A-: 90–92%

  • Good
    B+: 87–89%; B: 83–86%; B-: 80–82%

  • Adequate
    C+: 77–79%; C: 73–76%; C-: 70–72%

  • Minimum Passing
    D+: 67–69%; D: 60–66%

Core Curriculum

  • University Undergraduate: Engaging Diversity — Global

  • School of Foreign Service: Non-Western Regional History

Required Texts

Schedule

** = recommended readings

Module I: The General Crisis, 1616–88

Module II: Growth and Its Price, 1689–1860

Module III: The Empress Dowager’s Grip, 1861–1908

Module IV: Revolutions, 1909–69

Module V: Mao Versus Now, 1970–2023

A full syllabus — including additional sections on leaning goals, policies and expectations, academic integrity, accommodations, Title IX statement, Title IX pregnancy modifications and adjustments, and other resources — is posted on Georgetown 360 and available upon request. Current students should also consult MyAccess and Canvas for more information.