HIST2201: Modern China's Transformations

• A pass mark in at least ONE level one module in History.

• None.

• None.

• To provide an insight into the meaning and significance of the changes that affected China in the twentieth century, from the collapse of the Qing Dynasty in 1911 to the death of Mao in 1976.
• To introduce four major themes in the history of modern Chinese history: the history of women, the history of religion, the history of science and the history of health and medicine.
• To familiarise students with recent trends in the historiography of modern China, and also to engage in the analysis of a variety of primary sources, including texts, images and films.

• Few countries experienced more dramatic and turbulent changes over the course of the twentieth century than China. Following the collapse of the once mighty Qing Empire in 1912, the new Republic entered a period of violence, before being unified under the Nationalists in the 1920s. Although this regime managed to survive a brutal Japanese invasion, it was eventually defeated by the Communist Party of Mao Zedong. On this course, we will explore how the great transformations of this period influenced the lives of ordinary Chinese people. We will examine how relations between men and women changed, how beliefs about the society and the environment were challenged, how science and politics interacted with one another, and how a revolution in public health transformed life chances in the worlds most populous nation.

Subject-specific Knowledge:

• Knowledge and understanding of the major political, social and cultural changes in China during the twentieth century
• Understanding of the literature on history of women, history of science, history of religion and history of health and medicine in China.
• Contribute towards the achievement of the Departments generic Aims for study at Level 2.

Subject-specific Skills:

• Reading and use texts and other source materials critically and analytically, addressing questions of content, perspective and purpose at an advanced level;
• Handling and critically analysing varying interpretations of a given body of historical evidence;
• Managing a body of evidence or information, particularly gathering, sifting, synthesizing, organising, marshalling and presenting information consistent with the methods and standards of historical study and research;
• Assembling evidence to address issues, constructing an argument and supporting it with evidence to permit and facilitate the evaluation of hypotheses;
• Intellectual independence and research, including the development of bibliographical skills, the ability to research, use, evaluate and organise historical materials, and to present independent research in written form;

Key Skills:

• Self-discipline, self-direction, initiative, the capacity for extended independent work on complex subjects, the development of pathways to originality, and intellectual curiosity;
• Discrimination and judgement;
• Ability to gather, organise and deploy evidence, data and information, and familiarity with appropriate means of identifying, finding, retrieving, sorting and exchanging information;
• Analytical ability, and the capacity to consider and solve complex problems;
• Structure, coherence, clarity and fluency of written expression;
• Intellectual integrity, maturity and an appreciation of the validity of the reasoned views of others;
• Imaginative insight.

• 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:
• 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. The additional summative assignments will test knowledge and skills specific to the module, such as analysis of relevant primary sources, or critical engagement with the historiography as demonstrated through book reviews and article abstracts.

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