"3368 years down, 629 years to go!":
Perspectives of Early Chinese History, Part III

We have discovered some recurring themes in Chinese history and we have begun to apply them in our interpretation of the first 3368 years since the mythic Xia dynasty of 2000 BCE. We should now be able to continue distinguishing these features through the most recent 629 years -- China's Early Modern Period -- from the Ming (1368-1644) through the Qing (1644-1900), and general parts of the 20th century. From our broad perspective using Early Chinese History, we should be able to 1) continue to distinguish traditions of Taoism, Confucianism, Legalism, Buddhism; 2) continue our debate over whether or not Chinese civilization represents a multi-ethnic, multi-cultural civilization; and, 3) continue defining core institutions that have formed and persisted for better or worse since the golden age of the Tang dynasty. Our conclusions thus far can be further organized into thematic questions. What other questions should we add to these as we proceed with our journey? 

Confucianism:

1. How do Confucian philosophies continue to evolve and how does it succeed and fail to have "universal" properties through the early modern and modern periods?

Religions:

1. How do other religions continue to evolve in response to needs in Chinese society? 
2. Is the recent example of Falon Gong a logical part in a chain of incarnations of Daoism and Buddhism? 
3. Can we discern any recurring themes in this process? 
4. Are there any relationships to the cyclic failures of the Chinese Confucian bureaucracy? 
5. Are there any more cultural inputs from Western traditions?

Social Management:

1. How does the government continue to manage the diverse population of ethnic groups across the expanding borders of China proper? 
2. Are there any recurring practices that shed light on twentieth century practices? 
3. In Mr. Lu's presentation, we heard that "most Chinese feel that Tibet is an integral part of China." How can it be considered integral? Is there a connection to the "All Under Heaven" ideal? 
4. Throughout Chinese History, the notion of "All Under Heaven" has served as an ideal for which leaders have consistently striven. Does this ideal help to distinguish a particular view of sovereignty and nationhood among Chinese? Are there any precedents in the early modern history through the Ming and Qing that help explain the tactics used in achieving the "All Under Heaven" motif?

Industrialization:

1. How has China's economy evolved in the early modern period and how has it helped determine the relative slowness in the Chinese to industrialize in the twentieth century?
2. Are there fundamental differences in Chinese views of competition and social progress that help account for a different pace in industrialization?

Revolution:

1. We have already identified revolutionary change beyond the traditional concept of a recurring Dynastic Cycle. What symbols and language have popular Chinese leaders represented and utilized to legitimize revolutionary change?
2. Can we identify such personages, symbols, and language into the twentieth century? Do they tell us anything about Chinese expectations in the modern world?

The following is a tentative schedule of readings for the last 629 years. Because the author of our textbook, Patricia Ebrey views the study of Chinese history as a continuum, we would like to at least finish reading the main text and as many primary source readings as possible. Due to time limitations, however, we may have to skim over some primary source documents, focusing more attention on the introductions and select passages. By the end of the course, we should be be comfortable answering many of the above stated (and other) thematic questions. Focus your attention on areas in which you are have a personal interest. You will have a broad selection of final exam essay questions in which you can show your personal expertise as it has evolved through the course. Other class activities will include a field trip(s) to a Tai Chi practice session in downtown Dahlonega; discussion/presentations of book and curriculum critiques and proposals, a revisit from Mr. Lu and/or other local people of Chinese ancestory. 

Nov 4: The Limits of Autocracy: The Ming Dynasty 1368-1644. Introduction to early modern period and the Ming Dynasty. Cambridge text, pp.190-219. Activity: jeopardy utilizing questions we have identified.

Nov 9: Contextualize Ming sources. Discussion of primary source readings pp.203-266. Activity: Role playing.

Nov 11: Manchus and Imperialism: The Qing Dynasty 1644-1900, Cambridge text pp. 220-262. Activity: jeopardy.

Nov 16: Contextualize Qing sources. Discussion of primary source readings pp.267-329. Activity: role playing.

Nov 18: Taking Action: The Early Twentieth Century 1900-1949, Cambridge text pp.262-293. Activity: jeopardy. Presentation/Discussion of Sun Tsu's Art of War.

Nov 23: Contextualize Early Twentieth Century sources. Discussion of primary source readings pp. 331-423 (through the second letter). Activity: role playing. Activity: Role playing. Presentation/Discussion of Wild Swans part I.

Nov 30: Radical Reunification: China Since 1949, Cambridge text pp. 294-336. Activity: jeopardy. Presentation/Discussion of Wild Swans part II.

Dec 2: Contextualize post-Second World War primary sources. Finish discussion of letters from readings pp. 423-428 and pp.429-504. Presentation/Discussion of Teaching China. Materials will also be placed on-line for further discussion with other educators.

Dec 7: Final Review.

Dec 9: Final Exam