Faculty of Education and Arts
School of Humanities & Social Science
Central Coast Campus
Chittaway Road,
Ourimbah 2258
Room: HO1.43 Humanities Building
Phone: 4349 4934/4348 4323
Office hours: 8:30am – 5:00pm
Fax: +61 2 4348 4075
Email: [email protected]
Web: http://www.newcastle.edu.au/school/hss/
Course Outline
HIST3133
China from the Opium Wars
Course Co-ordinator: Shigeru Sato
Room: MCG42, Callaghan Campus
Ph: 49218986
Fax: 49216933
Email: [email protected]
Consultation hours: Friday 10:00-11:00
Course Overview
Semester
Semester 1 - 2010
Unit Weighting
10
Teaching Methods Lectures (CS218) and tutorials (CS204), Ourimbah Campus
Brief Course Description:
This course examines the history of China from the decline of the Qing Dynasty in the nineteenth
century to the present. It aims to familiarise students with the turbulent development of the modern
Chinese nation, and to encourage them to explore patterns of government, socio-cultural issues,
revolutionary processes and popular movements in Imperial, Republican, and Communist China.
Course Objectives:
Upon completion of this course students should be able to:
1. display understanding of the major aspects of the history of modern China;
2. display the ability to reflectively consider the developments of China's history and relate this
historical knowledge to issues affecting modern China;
3. show both awareness of the contested nature of historical representation and the ability to engage
Course Outline Issued and Correct as at: Week 1, Semester 1 - 2010
CTS Download Date: 15 February 2010
2
in historical debates;
4. display the ability to read critically, broadly and independently
5. express clear, informed arguments, either orally or in writing, on various aspects of Chinese
history in a discussion group.
6. demonstrate advanced research and writing skills
Assessment Items:
Examination (class)
Tutorial essay (1,000 words)
Major essay (2,000 words)
Tutorial participation
20%
20%
40%
20%
Friday Week 13
One week after the tutorial
Due Week 11
Weekly
Assumed Knowledge:
20 units of History at 1000 level or equivalent, e.g., Politics.
Lecture and Tutorial Schedule:
Week
LECTURE
TUTORIAL
1
Introduction
No tutorial
2
3
Human & physical geography, historical
background
The Opium Wars
Introduction & getting
organised
The Opium Wars
4
The Taiping, Nian, and Muslim Rebellions
Rebels & bandits
5
The Sino-Japanese War and the Boxer
Rebellion
Yuan Shikai, Sun Yat-Sen, and warlordism
Missionaries and Boxers
6
Date
Mid Semester Recess
Revolutionary ideas of
Sun and Zou
No tutorial
8
The May 4th Movement, the Rise of the
CCP, and the Nanjing Government
The War of Resistance and the Civil War
9
The Mao years, 1949-1965
10
The Mao years, 1966-1976
11
The Age of Deng Xiaoping
12
The Age of Jiang Zemin and Hu Jintao
Dictatorship and
democracy
Centre and periphery
13
Class test
No tutorial
7
School of Humanities and Social Science
The May 4th Movement
Women‟s liberation in
the Republican era
Women‟s liberation in
the PRC
Cultural Revolution
3
Remarks on the Course Components
Lectures and textbooks:
Chinese history from the Opium Wars will be chronologically divided into ten periods and each
lecture will present an overview of major events and themes in the period under consideration. To
supplement the series of lectures, all students are encouraged to choose ONE of the following
textbooks and read relevant sections (to be found in the short loans section):
Fairbank, Jonathan King and Merle Goldman. China: A New History. Second edition. Cambridge:
Harvard University Press, 2005 [951 FAIR 2005].
Gray, Jack. Rebellions and Revolutions: China from the 1800s to 2000. Second edition. Oxford:
Oxford University Press, 2002 [951.033 GRAY 2002].
Hsü, Immanuel C.-Y. The Rise of Modern China. Sixth edition. Oxford: Oxford University Press,
2000 [951.03 HSU 2000].
Roberts, J. A. G. A History of China. Second edition. New York: Palgrave Macmillan, 2006 [951
ROBE 2006].
Spence, Jonathan. The Search for Modern China. second edition. New York: Norton, 1999 [951.03
SPEN 1999].
Fairbank and Roberts start from pre-history; the others focus on the last two centuries or so.
Spence‟s The Search of Modern China is arguably the most readable. It has an accompanying
collection of translated primary sources, The Search for Modern China: A Documentary Collection,
ed. Pei-Kai Cheng Michael Lestz with Jonathan Spence, New York: Norton, 1999. You can buy the
two books as a set at a discount price.
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Tutorial presentation and essay:
Each of the ten periods has many momentously important issues that require detailed and in-depth
analyses but each tutorial focuses on only one of them. Each tutorial has prescribed documents
(found in the course readers) and a set of questions. Before the tutorial all students are required to
read the documents and think about the questions. They are also encouraged to read the relevant
section in the textbook of their choice to obtain background knowledge.
Each tutorial will begin with an oral presentation by a student (or two), followed by an open
discussion. The oral presentation per se is not assessable; it constitutes part of the ongoing tutorial
participation. The oral presentation is, however, a prerequisite for submitting the tutorial essay.
Every student is required to make one oral presentation of their own interpretations of the topic that
they have chosen for their tutorial essay. The presentation should be brief, no more than ten
minutes, and be designed to facilitate a convivial class discussion. In Week One, students should
read all the tutorial questions carefully and make a provisional choice so that the topic allocation
could be finalised in Week Two. The tutorial discussions begin from Week Three. The tutorial
essay (1,000 words) must be submitted one week after the oral presentation using Turnitin.
Essay format:
Your essays must conform to the style of writing commonly adopted by historians. Refer to the
history essay writing guide found at:
http://www.newcastle.edu.au/school-old/hss/images/HistEssayWritingGuide.doc.
All essays must be footnoted and include a bibliography at the end, listing all the materials
consulted and cited. Submit the essays by the due date via Turnitin. In case the marker wishes to
print out the essays for marking, make sure you write your name on the first page of the essay,
immediately after the essay title. Include your name in the document title as well. Typically the
bibliography of your tutorial essay should include the prescribed and additional documents, one
textbook, and three or more academic works listed as “additional readings”.
Major essay:
In addition to the tutorial essay, every student is required to write a major essay, due in week
eleven. First, choose one theme, event, or person that interests you. Second, conduct a preliminary
literature search and write a preliminary bibliography, which should be a little longer than the
bibliography of your tutorial essay. Third, read the references listed in your bibliography while
taking notes and adding more references if necessary. And fourth, write a 2,000 word essay (worth
40%). You may wish to choose one of the following questions, or make your own topic with my
approval. You are also allowed to choose one of the tutorial topics for your major essay, provided it
is different from the topic you have chosen for your tutorial essay.
Suggested topics for the major essays:
1) “China supplied England with the finest tea, silk, and porcelain; in return England provided
China with pestilent opium, refused to stop doing so, and broke the back of the entire nation out of
sheer greed and brutality.” This would be one of many ways to look at history. Examine how
different historians have made use of „facts‟ or „perspectives‟ to construct different interpretations
of the Opium Wars.
2) Paul A. Cohen asks: “If the sense of national shame was so powerful, how is it that it was so
readily muted or forgotten?” (Cohen 2003: 169). Discuss.
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5
3) Examine the range of interpretations of why the CCP was able to defeat the GMD in the civil
war and then construct your own.
4) Jung Chang‟s Wild Swans: Three Daughters of China received many critical acclaims and
became an instant international bestseller but her next book, Mao: The Unknown Story that she coauthored with her husband Jon Halliday received many strongly negative criticisms as well as some
admirations. Conduct a historiographical analysis of the two books and discuss the strengths and the
weaknesses of these two books and the sources of the differences between the two.
5) Read three or more autobiographies or memoirs written by Chinese authors and write a review
article discussing similarities and differences among these authors‟ experiences in China and the
ways they express them.
6) Analyse how the anarchist writer Ba Jin (Pa Chin 1904-2005) expressed his criticisms of Chinese
society in the Republican era in his novel, Family.
7) Compare and contrast the achievements and the limitations of the May Fourth Movement (1915),
Hundred Flowers campaign (1956-1957), the Democracy Movement (1989), and some more recent
events and discuss the prospect of democracy in China.
8) Many biographies of Mao Zedong have been written. Some have portrayed him as one of the
greatest men that have ever walked on the earth (e.g. Snow or many Chinese admirers), some have
depicted him like a satanic monster (e.g. Chang and Halliday), while some others have tried to
make a more balanced assessment. Explore the reasons for such disparate interpretations.
9) Mao Zedong putatively said that he was going to launch the Cultural Revolution “to punish this
Party of ours” (Chang and Halliday 2006: Chapter 47). Is this statement an accurate reflection of
Mao‟s intention? What did Mao think he could achieve by punishing the Chinese Communist
Party?
10) Gray regards the Cultural Revolution as „a cure worse than the disease‟ (Gray 2002: 328) while
MacFarquhar & Schoenhals consider it to have been „a terrible era, but out of which has emerged a
saner … China.‟ (MacFarquhar & Schoenhals 2008: 462) How will you assess it?
11) Compare and contrast China‟s various attempts at a rapid economic development over the past
sixty years and identify the causes of the achievements and setbacks.
12) Foreign Minister Tang Jiaxuan of PRC, at the 2001 APEC meeting in Shanghai, bellowed out:
„How dare you call us Communists China. Communist China has become history. Such a term no
longer exists.‟ (Terrill 2003: 305). Discuss the significance of this statement in a broad historical
context.
13) “China in the early twenty-first century is, at one and the same time, very new and quite old.”
(Fenby 2008: xlii) How true is this statement?
14) Discuss China‟s love-hate relations with Confucianism (i.e., repetitions of violent rejection and
enthusiastic re-adoption of it) over the past one and half centuries.
15) Falung Gong claims to be a peaceful Buddhist practice for promoting each member‟s physical
and spiritual wellbeing using meditation exercises. The Chinese government has banned the
organization and the two groups are now at loggerheads. Discuss this issue in the context of China‟s
history with regard to the relationships between politics and religion by referring to some of the
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6
following issues: Fellow Turban, Five Pecks of Grain, White Lotus, Taiping, Nian, Muslim, Boxer
Rebellions, Free Tibet Movement.
16) What achievements has China made in the field of gender relations over the past century?
17) How autonomous are the “autonomous regions” in China? How significant is the official
recognition of the ethnic minorities? Do you think the ethnic minorities should be granted a higher
level of autonomy, for instance in the field of economic planning, security, and education?
18) Can nationalism successfully replace socialism in China? Is there any danger that, if China
clings to nationalism as well as socialism, these two may merge and turn into a national socialism?
Or is it more likely that the enhanced economic activities will sooner or later bring in
decentralization of power, individual freedom, and multi-party democracy?
Plagiarism and originality:
Plagiarism is, besides being a crime, an indication of intellectual laziness, and lack of critical
thinking and originality. The main purpose of essay writing does not lie in presenting uncontested
„facts‟ or a summary of what other scholars have said; rather, it lies in constructing your own
understanding and developing your own insights into some aspects of the issues under discussion.
Those who simply summarize other scholars‟ works can never become professional historians. It is
essential that you present your own original interpretations. Everyone can be original so long as
they are prepared to read, listen, and think carefully and independently, using their own brains. You
can develop your originality by critically examining other people‟s interpretations. Comparing,
contrasting, and synthesize varying interpretations will be a good starting point for constructing
your original interpretations.
Direct quotations:
For the above reasons, avoid direct quotations as much as possible. Quoting other people‟s
interpretations to support yours (or constructing your interpretations by assembling – rather than
synthesizing – other people‟s interpretations) is a poor approach. Direct quotations are acceptable
when you critically examine the quoted statements, or illustrate your arguments with particularly
interesting passages, usually taken from primary sources.
Footnotes and the bibliography:
Footnotes serve several purposes: to demonstrate that you are presenting an informed discussion; to
acknowledge your intellectual indebtedness to the materials that you have read; to help readers (and
yourself) locate the sources of the particular information; you can also include some additional
information or comments in the footnotes (which practice has become a little old fashioned,
though). Footnotes must be useful (not just a formality). There is no need to put footnotes to
commonly known, uncontested facts such as Mao Zedong‟s dates of birth and death. Reference
works such as dictionaries and encyclopedias usually contain information that can be considered as
common knowledge, so avoid citing them. Obtaining information is nowadays much easier than
before owing to IT based sources. As discussed in the section on plagiarism, however, presenting
information that is readily available elsewhere is not the purpose of your essay writing. Information
gathering is important, so feel free to use the Internet (as many archival materials, journal articles,
old books and so on are also available on the Internet, and the Internet tends to present more up-todate information than books and articles that could be already somewhat dated by the time they
appear) but do not cite sources like Wikipedia in your footnotes. The bibliography must list all the
references cited in the footnotes. The content of the bibliography will differ from topic to topic but,
School of Humanities and Social Science
7
generally speaking, listing only the recommended textbooks and Internet materials is unsatisfactory.
The textbooks are not specialist books, and present a broad overview by synthesizing other
scholars‟ works, whereas the specialist books (such as those included in the “further readings” for
the tutorials) present unique interpretations based on original research and deep analysis. Your
essays must be based on these “state of the art” academic works (rather than just synthesizing the
information available in the standard textbooks and on the Internet).
Useful reading materials:
In addition to the textbooks listed earlier, the following books will be useful for understanding
modern Chinese history (to be found in the short loans section):
Documentary Collections:
Cheng, Pei-Kai, Michael Lestz with Jonathan Spence (eds). The Search for Modern China: A
Documentary Collection, New York: Norton, 1999 [951.03 CHEN].
De Bary, Theodore de, Wing-Tsit Chan and Chester Tan (eds). Sources of Chinese Tradition.
Volume 2. New York: Columbia University Press, 1964 [951.002 SOUR 1964].
Ebrey, Patricia Buckley (ed.). Chinese Civilization: A Source Book. Second edition. New York:
Macmillan, 1993 [951 EBRE – 1 1993].
Lan, Hua R. and Vanessa L. Fong (eds). Women in Republican China: A Source Book. New York
and London: M.E. Sharpe, 1999 [305.420951 LAN].
Lawrance, Alan. China since 1919, Revolution and Reform: A Source Book. London: Routledge,
2004 [951.05 LAWR].
Mao, Zedong. The Political Thought of Mao Tse-tung. Ed. Stuart R. Schram. Harmondsworth:
Penguin, 1969 [320.951/5; CCC 951.05092 MAO-2 SCHR-1 1969].
Roberts, J.A.G. China Through Western Eyes, The Nineteenth Century: A Reader in History.
Wolfeboro: Alan Sutton, 1991 [951.033 ROBE].
Schurmann, Frantz and Orville Shell. China Readings 1-3. Harmondsworth: Penguin, 1967 [951
SCHU 1967].
Selden, Mark. People’s Republic of China: A Documentary History of Revolutionary Change. New
York: Monthly Review Press, 1979 [951.05/100].
Teng, Ssu-Yü, John K. Fairbank et al. (eds). China’s Response to the West: A Documentary Survey,
1839-1923. Cambridge: Harvard University Press, 1979 [327.51 TENG 1979].
Literary works, biographies, autobiographies, memoirs, terstimonies:
Academic writings tend to be analytical, abstract and dry; documents tend to be fragmentary,
whereas literary works, biographies, autobiographies, memoirs, and testimonies, provide vivid
depictions of the people‟s lifestyles and the feelings of the period. The following two literary works
are particularly enjoyable and recommendable:
Buck, Pearl. The Good Earth. London: Methuen, 1931 [813.54 BUCK-1 GOOD 1931].
Chang, Jun. Wild Swans: Three Daughters of China. London: Harper Collins, 1991 [951.05 CHAN1 1993].
There are numerous biographies of important historical figures. Mao Zedong was by far the most
influential person in modern China. His (wife‟s) biographies include:
Clements, Jonathan. Mao Zedong. London: Haus, 2006 [951.05092 CLEM].
Chang, Jun and Jon Halliday. Mao: The Unknown Story. London: Jonathan Cape, 2005 [951.05092
MAO-2 CHAN].
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Cheek, Timothy. Mao Zedong and China’s Revolutions: A Brief History with Documents. Boston:
St Martin‟s, 2002 [951.05092 MAO-2 CHEE].
Jeffey, Mark Andrew. Mao and the Struggle for China: Revolutionary Leadership, 1922-49.
Auckland: Heineman Education, 1991 [951.04 LAFF].
Spence, Jonathan. Mao Zedong. New York: Viking, 1990 [951.05092 MAO-2 SPEN].
Snow, Edgar. Red Star over China. Harmondsworth: Penguin, 1972 [951/22 B] Auchmuty,
[951.042 SNOW] CCC.
Terrill, Ross. Mao: A Biography. New York: Harper & Row, 1980 [951.05092 MAO-2 TERR].
Terrill, Ross. Madam Mao, The White-Boned Demon: A Biography of Madame Mao Zedong.
Sydney: Hale & Iremonger, 1995 [951.05 TERR-1].
There are numerous autobiographies, memoirs, and recorded testimonies. Many new ones are added
every year and available in local bookshops. The following items are particularly recommended:
Bao, Ruo-Wang. Prisoner of Mao. New York: Coward, McCann & Geoghegan, 1973
[365.30951/1].
Cheng, Nien. Life and Death in Shanghai. London: Grafton, 1986 [951.056092 CHEN-1 LIFE].
Gao, Yuan. Born Red: A Chronicle of the Cultural Revolution. Stanford: Stanford University Press,
1987 [951.056/2].
Li, Zhensheng. Red-Color News Soldier: A Chinese Photographer’s Odyssey through the Cultural
Revolution. New York: Phaidon, 2003 [777.9951 LI-1 REDC 2003].
Liang, Heng, and Judith Shapiro. Son of the Revolution. New York: Knopf, 1983 [951.056/1].
Siao-Yu. Mao Tse-Tung and I Were Beggars. London: Souvenir, 1974 [951.04/33].
Spence, Jonathan. The Gate of Heavenly Peace: The Chinese and Their Revolution. New York:
Viking Press, 1981 [951/147].
Thurston, Anne. “Victims of China‟s Cultural Revolution: The Invisible Wounds.” Pacific Affairs.
57 (1984-1985): 599-620.
Yue, Daiyun. To the Storm: The Odyssey of a Revolutionary Chinese Woman. Barkeley: University
of California Press, 1985 [378.12092 Yueh].
Zhang, Xinxin, Sang Ye. Chinese Lives: An Oral History of Contemporary China. New York:
Random House, 1987 [951.058 ZHAN].
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Lectures and Tutorials
Week One
Lecture: Introduction
This week will be spent discussion how the course is to be conducted.
Week Two
Lecture: Physical and human geography, and the historical background
China‟s population, which for many centuries has undulated between one quarter and one fifth of
the world‟s population, includes fifty-five officially recognised ethnic minority groups with
distinctive cultures and languages. These minorities constitute no more than eight per cent of the
Chinese population but they add up to more than one hundred million people (75% of Russia‟s
population, larger than any other European nation, and five time Australia‟s). The majority group,
the Han Chinese, too exhibits a great internal diversity. For instance, the languages the Han Chinese
speak can be classified into fourteen mutually unintelligible dialect groups. This week‟s lecture
presents an overview of this diverse nation.
Tutorial:
This tutorial will be spent for getting organised and discussing issues related to tutorial activities
such as oral presentations and essay writing.
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Week Three
Lecture: The Opium Wars
This lecture examines the causes and the effects of the Opium Wars, and addresses the question of
whether the Opium Wars marked the beginning of the “hundred years of national shame” or the
beginning of a more open society – or both. People in the West have often argued that capitalism is
the most efficient economic system because free trade will increase the wealth of nations and
promotes individual freedom. The issue of free trade, however, needs to be examined from many
angles, including China‟s historical experience of the frequent (and often violent) demands for free
“trade” made by “barbarians” who approached China from all directions.
Textbooks to supplement the lecture:
Fairbank and Goldman, chapter 9; Gray, chapter 2; Hsü, chapters 8 & 9; Roberts, 160-169; Spence,
chapter 7.
Prescribed documents for the tutorial:
Cheng and Lestz, “7.5 Lord Palmerston‟s Declaration of War, February 20, 1840”, 123-127.
Teng and Fairbank, “DOC. 1. Lin Tse-Hsü‟s Memorial Advice to Queen Victoria, 1839”, 24-28.
Tutorial questions:
 Is Lord Palmerston‟s declaration of war justifiable?
 Discuss the issue from the British, the Chinese, and your own points of view.
Additional documents:
Cheng, 110-122; De Bary, 1-17; Roberts, 12-21; Schurmann and Shell, 125-156; Teng and
Fairbank, 23-36.
Further readings:
Beeching, Jack. The Chinese Opium Wars. London: Hutchinson, 1975 [951.03 BEEC].
Chang, Hsin-pao. Commissioner Lin and the Opium War. Cambridge: Harvard University Press,
1964 [931.033 CHAN].
Costin, W. C. Great Britain and China. Oxford: Clarendon Press, 1968 [327.42751 COST].
Fairbank, Frederic Trade and Diplomacy on the China Coast: The Opening of the Treaty Ports
1842-1854. Stanford: Stanford University Press, 1969 [951.03 FAIR].
Fay, Peter Ward. The Opium War, 1840-1842: Barbarians in the Celestial Empire in the Early Part
of the Nineteenth Century and the War by Which They Forced Her Gates Ajar Chapel
Hill: University of North Carolina Press, 1975 [951.03 FAY].
Greenberg, Michael. British Trade and the Opening of China, 1800-42. New York: Monthly
Review Press, 1979 [382.0941051 GREE].
Hanes, William Travis and Frank Sanello. Opium Wars: The Addiction of One Empire and the
Corruption of Another. Naperville: Sourcebooks, 2002 [951.033 HANE].
Hevia, James Louis. Cherishing Men from Afar: Qing Guest Ritual and the Macartney Embassy of
1793. Durham: Duke University Press, 1995 [327.51041 HEVI].
Polachek, James Montel. The Inner Opium War. Cambridge: Council on East Asian
Studies/Harvard University: Distributed by the Harvard University Press, c1992 [951.033
POLA].
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Wakeman, Frederick, Strangers at the Gate: Social Disorder in South China, 1839-1861. Berkeley:
University of California Press, 1966 [951.512703].
Wakeman, Frederick. “The Canton Trade and the Opium War”. In John K. Fairbank (ed.). The
Cambridge History of China. Cambridge: Cambridge University Press, 1978, vol. 10, 163212. [951 TWIT V 10].
Waley, Arthur. The Opium War through Chinese Eyes. London: Allen & Unwin, 1958, [951.03
WALE].
Waley-Cohen, Joanna. The Sextants of Beijing: Global Currents in Chinese History. New York:
Norton, 1999 [951 WALE].
Wong, J. Y. Deadly Dreams: Opium, Imperialism and the Arrow War (1856-1860) in China. New
York: Cambridge University press, 1998 [327.034 WONG].
Opium Smoker
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Week Four
Lecture: The Taiping, Nian, and Muslim Rebellions
In the wake of the Opium Wars many large-scale rebellions broke out in China. This lecture
explores the political, economic, social, and ideological backgrounds of these rebellions and their
consequences.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 10; Gray, chapter 10; Hsü, chapter 10; Roberts, 169-192; Spence,
chapter 8.
Prescribed documents for the tutorial:
Cheng and Lestz, “8.4 The Ten Commandments” and “8.5 Taiping Rebellion Verses”, 139-146.
Ebrey, “Chapter 70 Mid Century Rebels”, 318-322.
Tutorial questions:
 What roles did ideologies (Christianity, Islam, Buddhism, Confucianism, Daoism, folk
religions, anti-foreignism) play in the mid-century rebellions?
 Why were Hong and other rebel leaders able to secure such massive, impassioned followers?
 Why did the rebels fail to achieve the goals they had set?
Additional documents:
Cheng and Lestz, 128-149; De Bary, 157-194; Roberts, 51-60; Shurmann and Schell, 178-182.
Further readings:
Chesneaux, Jean. Peasant Revolts in China, 1840-1849. New York: Norton, 1973 [951.03/58].
Chesneaux, Jean. Popular Movements and Secret Societies in China, 1840-1850. Stanford:
Stanford University Press, 1972 [366.0951/3].
Cole, James. The People versus the Taipings: Bao Lishang’s “Righteous Army of Dragon”.
Berkeley: University of California: 1981 [951.03/113].
Gregory, John. Great Britain and The Taipings. London: Routledge and Kegan Paul,
1969[951.03/24].
Jian, Youwen. The Taiping Revolutionary Movement. New Haven: Yale University Press, 1973
[951.03/59].
Jones, Susan Mann and Philip A. Kuhn. “Dynastic Decline and the Roots of Rebellion”. The
Cambridge History of China, volume 10, Cambridge: Cambridge University Press, 1978,
vol. 10, 107-162 [951 TWIT V 10].
Kuhn, Philip A. Rebellions and its Enemies in Late Imperial China: Militarization and Social
Structure 1796-1864. Cambridge: Harvard Univeristy Press, 1990 [951.032/1].
Kuhn, Philip A. “The Taiping Rebellion”. In John K. Fairbank (ed.). The Cambridge History of
China. Cambridge: Cambridge University Press, 1978, vol. 10, 264-317. [951 TWIT V
10].
Liu, Kwang-Ching. “The Ch‟ing Restoration”. The Cambridge History of China, volume 10,
Cambridge: Cambridge University Press, 1978, pp. 409-490 [951 TWIT V 10].
Perry, Elizabeth. Challenging the Mandate of Heaven: Social Protest and State Power in China.
London: M. E. Sharpe, 2002 [303.60951 PERR].
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Perry, Elizabeth. Rebels and Revolutionaries in North China, 1845-1945. Stanford: Stanford
University Press, 1980 [951.03 PERR].
Shih, Yu-Chung. The Taiping Ideology: Its Sources, Interpretations, and Influences. Seattle:
University of Washington Press, 1967 [951.03 SHIH].
Spence, Jonathan. God’s Chinese Son: The Taiping Heavenly Kingdom of Hong Xiuquan. New
York: Norton, 1996 [951.034092 HUNG-2 SPEN].
Teng, Ssu-yu. The Taiping Rebellion and the Western Powers. Oxford: Clarendon, 1971
[951.03/60].
Teng, Ssu-yu. New Light on the History of the Taiping Rebellion. New York: Russell & Russell,
1966 [Q951.03/3].
Wagner, Rudolf. Reenacting the Heavenly Vision: The Role of Religion in the Taiping Rebellion.
Berkeley: University of California Press, 1982 [295.03/8].
Western troops battle Taiping rebels
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Week Five
Lecture: The Sino-Japanese War and the Boxer Rebellion
Just as the British aggressions in the Opium Wars marked the beginning of the first half of China‟s
“one hundred years of national shame”, the Japanese aggression in the Sino-Japanese War, 189495, marked the beginning of its second half. This lecture examines the process of “semicolonisation” of China by the foreign imperial powers and China‟s response.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapters 10 & 11; Gray, chapters 5 & 6; Hsü, chapter 14; Roberts, 187-202;
Spence, chapter 10.
Prescribed documents for the tutorial:
Cheng and Lestz, “9.8 Chinese Anti-Foreignism, 1892”, “10.5 Several Accounts of „The Shining
Red Lantern‟” and “10.6 Four Accounts of the Fate of Miss Han (Han Guniang)”, 166-167, 184189.
Tutorial questions:
The number of Christian converts in China around 1900 was about one million, a tiny fraction of
the total population of some 450 million people. Nonetheless Christianity had a disproportionately
strong impact on Chinese society. Explain this in relation to:
 methods that the missionaries employed to spread Christianity,
 Chinese people‟s perceptions of the missionaries‟ activities,
 Boxer Rebellion,
 local beliefs about the rebels,
 roles played by some women such as shamans.
Additional documents:
Cheng and Lestz, chapters 9-10; De Bary, 239-264; Roberts, 38-50.
Further readings:
Barnett, Suzanne Wilson and John K. Fairbank (eds). Christianity in China: Early Protestant
Missionary Writings. Cambridge: Harvard University, 1985 [266.00951 BARN].
Bays, Daniel H. (ed.). Christianity in China: From the Eighteenth Century to the Present. Stanford:
Stanford University Press, 1996 [257.108 BAYS].
Biggerstaff, Knight. The Earliest Modern Government Schools in China. Port Washington:
Kennikat Press, 1961 [371.010951/1].
Cohen, A. Paul. History in Three Keys: The Boxers as Event, Experience, and Myth. New York:
Columbia University Press, 1997 [E-Book].
Cohen, Paul A. “Christian Missions and Their Impact to 1900 ”. In John K. Fairbank (ed.), The
Cambridge History of China. Vol. 10. Cambridge: Cambridge University Press, 1978,
543-590. [951 TWIT].
Cohen, Paul A. China and Christianity: The Missionary Movement and the Growth of Chinese
Antiforeignism, 1860-1870. Cambridge: Harvard University Press, 1963 [275.1 COHE].
School of Humanities and Social Science
15
Cohen, Paul A. China Unbound: Evolving Perspectives on the Chinese Past. London:
RoutledgeCurzon, 2003 [951.033 COHE].
Esherick, Joseph. The Origins of the Boxer Uprising. Berkeley: Univerisyt of California Press, 1987
[951.03/120].
Fairbank, John K. Missionary Enterprise in China and America. Cambridge: Harvard University
Press, 1974 [266.0230951 FAIR].
Feuerwerker, Albert. “The Foreign Presence in China”. The Cambridge History of China, volume
12, Cambridge: Cambridge University Press, 1978, pp. 128-208 [951 TWIT V 10].
Purcell, Victor. The Boxer Uprising. Cambridge: University Press, 1967 [951.3 PURC].
Schrecher, John E. Imperialism and Chinese Nationalism: Germany in Shantung. Cambridge:
Harvard University Press, 1971 [951.03/36].
Tan, Chester C. The Boxer Catastrophe. New York: Octagon Books, 1967 [951.03/23].
Xiang, Lanxin. The Origins of the Boxer War: A Multinational Study. London: RoutledgeCurzon,
2003 [951.035 XIAN].
A Boxer being beheaded
School of Humanities and Social Science
16
Week Six
Lecture: Yuan Shikai, Sun Yat-Sen, and Warlordism
This lecture deals with the interplays among a range of factors in the period of the fall of the Qing
Dynasty, the revolutionary nationalism, and warlordism.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapters 11 & 12; Gray, chapters 5 & 6; Hsü, chapters 11 & 15; Roberts,
182-202; Spence, chapters 9-10.
Prescribed documents for the tutorial:
Cheng and Lestz, “11.3 Zou Rong on Revolution, 1903”, 197-202.
Teng and Fairbank, “DOC. 56 The Manifesto of the T‟ung-Meng-Hui, 1905”, 227-229.
Tutorial questions:
While the Qing officials, facing external threats and internal troubles, were making unsuccessful
attempts at self-strengthening and a reform, Chinese nationalist intellectuals began to express
revolutionary ideas.
 Identify the domestic and foreign roots of the revolutionary ideas behind the 1911
Revolution.
 What international supports were the Chinese revolutionaries able to secure?
Additional documents:
Cheng and Lestz, chapters 10 & 11; De Bary, 98-124.
Further readings:
Ayers, William. Chang Chih-tung and Educational Reform in China. Cambridge: Harvard
University Press, 1971 [370.951/5].
Bays, Daniel. China Enters the Twentieth Century: Chang Chih-tung and the Issue of a New Age,
1895-1909. Ann Arbor: University of Michigan Press, 1978 [951.03/91].
Bergere, Marie-Claire. Sun Yat-sen. Cambridge: Cambridge University Press, 2000 [951.041092
SUN-2 BERG 2000].
Chang, Hao. “Intellectual Change and the Reform Movement, 1890-8”. In John K. Fairbank (ed.).
The Cambridge History of China. Cambridge: Cambridge University Press, 1978, vol. 11,
pp. 274-338 [951 TWIT V 10].
Eto, Shinkichi and Harold Z. Schiffrin (eds). The 1911 Revolution in China: Interpretive Essays.
Tokyo: University of Tokyo Press, 1984 [951.041/2].
Fitzgerald, John. Awakening China: Politics, Culture, and Class in the Nationalist Revolution.
Stanford: Stanford University Press, 1996 [951.04 FITZ-2].
Gasster, Michael. “The Republican Revolutionary Movement”. The Cambridge History of China,
volume 11, Cambridge: Cambridge University Press, 1978, pp. 463-534 [951 TWIT V
10].
Jansen, Marius. “Japan and the Chinese Revolution of 1911”. The Cambridge History of China,
volume 11, Cambridge: Cambridge University Press, 1978, pp. 339-374 [951 TWIT V 10].
Leng, Shao Chuan. Sun Yat-sen and Communism. Westport: Greenwood, 1976 [951.041092 SUN-2
LENG 2000].
School of Humanities and Social Science
17
Ma, L. Eve Armentrout. Revolutionaries, Monarchists, and Chinatowns: Chinese Politics in the
Americas and the 1911 Revolution. Honolulu: University of Hawaii Press, 1990
[973.04951/5].
Morcombe, Margot. The Spirit of Change: China in Revolution. Sydney: McGraw Hill, 1999,
Chapter One [551.05 MORC].
Schiffrin, Harold. Sun Yat-sen: Reluctant Revolutionary. Boston: Little Brown, 1980 [951.041092
SUN-2 SCHI 2000].
Wang, Te-wei. Fin-de-Siècle Splendor: Repressed Modernities of Late Qing Fiction, 1949-1911.
Stanford: Stanford University Press, 1997 [895.1348 WANG].
Wilbur, C. Martin. Sun Yat-sen: Frustrated Patriot. New York: Columbia University Press, 1976
[951.041092 SUN-2 WILB 2000].
Yen, Ching-Hwang. The Overseas Chinese and the 1911 Revlution: With Special Reference to
Singapore and Malaya. Kuala Lumpur: Oxford University Press, 1976 [322.420951/1].
Sun Yat-sen and his family (centre, front) in Japan in 1916
School of Humanities and Social Science
18
Week Seven
Lecture: The May 4th Movement, the Rise of the CCP, and the Nanjing Government
This lecture examines the intellectual and political climate in the early twentieth century up to 1937.
In this period China witnessed the rises of the two important political parties, the Guomindang
(GMD) and the Chinese Communist Party (CCP), which now rule Taiwan and the PRC
respectively.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 13; Gray, chapter 9; Hsü, chapter 21; Roberts, 214-225.; Spence,
chapter 13.
Prescribed documents for the tutorial:
Ebrey, “76 My Old Home” and “77 The Spirit of the May Fourth Movement”, 354-363.
Tutorial questions:
The May Fourth Movement refers to a wide range of intellectual, cultural, social, and political
movements that started well before 4 May 1919 and continued after that date.
 What constituted the multi-faceted May Fourth Movement?
 What was the historical significance of this movement?
 Did the movement spread nation-wide or was it confined to a handful of urban intellectuals?
Additional documents:
Cheng and Lestz, chapter 13; De Bary, 53-86.
Further readings:
Chen, Joseph T. The May Fourth Movement in Shanghai: The Making of a Social Movement in
Modern China. Leiden: Brill, 1971 [951.1132041/1].
Chow, Tse-tung. The May Fourth Movement: Intellectual Revolution in Modern China. Cambridge:
Harvard University Press, 1960 [95.04/27].
Furth, Charlotte (ed.). The Limmits of Change: Essays on Conservative Alternatives in Republican
China. Cambridge: Harvard University Press, 1976 [951.04/36].
Furth, Charlotte. “Intellectual Change: From the Reform Movement to the May Fourth Movement,
1895-1920”. The Cambridge History of China. Vol. 12. Cambridge: Cambridge
University Press, 1978, 322-405 [951 TWIT].
Goldman, Merle (ed.). Modern Chinese Literaturein the May Fourth Era. Cambridge: Harvard
University Press, 1983 [895.109/10].
Grieder, Jerome. Intellectuals and the State in Modern China: a narrative history. London: Collier
Macmillan, 1981 [951.164].
Lawrance, Alan. China since 1919, Revolution and Reform: A Sourcebook. London: Routledge,
2004 [951.05 LAWR].
Lin, Yusheng. The Crisis of Chinese Consciousness: Radical Antitraditionalism in the May Fourth
Era. Madison: University of Michigan Press, 1979 [951.05 LIN].
Liu, Lydia H. Translingual Practice: Literature, National Culture, and Translated Modernity,
China, 1900-1937. Stanford: Stanford University press, 1995 [895.1090021 LIU].
Pusey, James. China and Charles Darwin Cambridge: Harvard University Press, 1983 [951.165].
School of Humanities and Social Science
19
Schwarcz, Vera. The Chinese Enlightenment: Intellectuals and the May Fourth Movement of 1919.
Barkeley: University of California Press, 1986 [951.04 SCHW-1].
Schwartz, Benjamin I. “Themes in Intellectual History: May Fourth and After”. Vol. 12.
Cambridge: Cambridge University Press, 1978, vol. 12, 406-451. [951 TWIT].
Schwartz, Benjamin I. (ed.). Reflections on the May Fourth Movement: A Symposium. Cambridge:
Harvard University Press, 1972 [951.041 SCHW 1972].
Smith, Stephen Anthony. Like Cattle and Horses: Nationalism and Labor in Shanghai, 1895-1927.
Durham: Duke University Press, 2002 [331.0951 SMIT].
Spence, Jonathan. The Gate of Heavenly Peace: The Chinese and Their Revolution, 1895-1980.
New York: Viking, 1981 [951.147].
Wang, Zheng. Women in the Chinese Enlightenment: Oral and Textual Histories. Berkeley:
University of California Press, 1999 [electronic resource].
Yeh, Wen-hsin. The Alienated Academy: Culture and Politics in Republican China, 1919-1937.
Cambridge: Harvard University Press, 1990 [378.51/3].
Beijing University students demonstrate on 4 May 1919
School of Humanities and Social Science
20
Week Eight
Lecture: The War of Resistance and the Civil War
This lecture examines how the Marco Polo Bridge Incident in July 1937 altered the relationship
between the GMD and the CCP, and how the CCP was able to defeat the GMD four years after
Japan surrendered in World War II.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 14; Gray, chapter 11; Hsü, chapter 23; Roberts, 225-231; Spence,
chapter 15.
Prescribed documents for the tutorial:
Cheng and Lestz, “13.1 Lu Yihan, Two Biographies” and “13.2 Lu Xun: „My Views on Chastity‟,
1918”, 233-238.
Ebrey, “74 Ridding China of Bad Customs”, 341-347.
Tutorial questions:
The Republican Revolution and the May Fourth Movement included a movement for women‟s
liberation. This movement for women, like the political revolution, had a bumpy road ahead.
 What were its aims?
 Who led the movement?
 How effective was it?
 What obstacles did it face?
Additional documents:
De Bary, 153-156; Lan and Fong; Lawrance, 1-17; Teng and Fairbank, 236-251; Roberts, 71-83.
Further readings:
Diktötter, Frank. Sex, Culture and Modernity in China: Medical Science and the Construction of
Sexual Identities in the Early Republican Period. London: Hurst, 1995 [306.70951 DIKO].
Evans, Harriet. Women and Sexuality in China: Dominant Discourses of Female Sexuality and
Gender since 1949. Oxford: Polity Press, 1997 [306.7082 EVAN].
Fan, Hong. Footbinding, Feminism, and Freedom: The Liberation of Women’s Bodies in Modern
China. London: F. Cass, 1997 [305.420951 HONG].
Gilmartin, Christina K. et al. Engendering China: Women, Culture, and the State. Cambridge:
Harvard University Press, 1994 [305.420951 GILM].
Hemel, Vibeke. Women in Rural China: Policy towards Women before and after the Cultural
Revolution. London: Curzon, 1984 [305.420951/2].
Hershatter, Gail. Dangerous Pleasures: Prostitution and Modernity in Twentieth-Century Shanghai.
Berkeley: University of California Press, 1997 [306.740951 HERS].
Honig, Emily. Personal Voices: Chinese Women in the 1980’s. Stanford: Stanford University Press,
1988 [305.420951 HONI].
Jacka, Tamara. Women’s Work in Rural China: Change and Continuity in an Era of Reform.
Cambridge: Cambridge University Press, 1997 [306.36150951 JACK].
Jackson, Beverley. Splendid Slippers: A Thousand Years of an Erotic Tradition. Berkeley:
University of California Press, 1997 [391.413 JACK] CCC.
School of Humanities and Social Science
21
Lan, Hua R. and Vanessa L. Fung (eds). Women in Republican China: A Sourcebook. New York
and London: M.E. Sharpe, 1999 [305.420951 LAN].
Lee, Lily Hsiao Hung. The Virtue of Yin: Studies on Chinese Women. Broadway: Wild Poeny, 1994
[305.409951 XIAO].
Ng, Janet et al. May Fourth Women Writers: Memoirs. Hong Kong: Renditions Paperbacks, 1996
[305.420951 NG].
Ono, Kazuko. Chinese Women in a Century of Revolution, 1850-1950. Stanford: Stanford
University Press, 1985 [305.420951 ONO 1989].
Rofel, Lisa. Other Modernities: Gendered Yarnings in China after Socialism. Berkeley: University
of California Press, 1999 [305.40951242 ROFE].
Sanna, Ellyn. Women in the World of China. Philadelphia: Mason Crest, 2005 [305.42095 SANN]
CCC.
Thakur, Ravin. Rewriting Gender: Reading Contemporary Chinese Women. London: Zed Books,
1996 [305.420951 THAK].
Theiss, Janet. Disgraceful Matters: The Politics of Chastity in Eighteenth-Century China. Berkeley:
University of California Press, 2004 [176.0951 THEI] CCC.
Wang, Ping. Aching for Beauty: Footbinding in China. New York: Anchor Book, 2002 [391.41
WANG 2002] CCC.
Wang, Zheng. Women in the Chinese Enlightenment. Berkeley: University of California Press, 1999
[electronic resource].
Wolf, Margery. Revolution Postponed: Women in Contemporary China. Stanford: Stanford
University Press, 1985 [305.420951 WOLF].
Xinran. The Good Women of China: Hidden Voices.London: Chatto & Windus, 2002 [305.420951
XINR 2002].
Yang, Mayfair Mei-hui et al. Spaces of Their Own: Women’s Public Space in Transitional China.
Minneapolis: University of Minnesota Press, 1999 [305.40951 YANG].
Liberation of women?
School of Humanities and Social Science
22
Week Nine
Lecture: The Mao Years, 1949-1965
Mao Zedong, who ruled China from 1949 till his death in 1976, is said to have been responsible for
some seventy million deaths during this “peace time” alone. About a half of this occurred during
the Great Leap Forward period, 1958-1961. (Compare these figures with the twenty million deaths
in China during World War II.) This lecture traces the trajectory from the CCP‟s successful
consolidation of power and economic construction in the first several years, the catastrophic failure
of the Great Leap, and the partial recovery before the onset of the Cultural Revolution.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 18; Gray, chapter 14; Hsü, chapter 26; Roberts 254-262; Spence,
chapter 19.
Prescribed documents for the tutorial:
Cheng and Lestz, “19.2 New Laws: Marriage and Divorce, May 1950”, 360-366.
Ebrey, “Sichuan Provincial Birth-Planning Rules”, “A Probe into the mentality of Sixty-Five Rural
Young Women Giving Birth to Baby Girls”, and “Wherein Lies the Way Out for Me?”, 478-481;
484-487.
Tutorial questions:
 How systematically did the CCP implement their women‟s liberation policies?
 How effective were those policies?
 What were their limitations?
Additional documents:
Cheng and Lestz, documents 18.6, 25.7, 26.1, 26.4; Ebrey, 470-484; Lawrance, documents 14.1,
14.4, 14.5.
Further readings:
Diktötter, Frank. Sex, Culture and Modernity in China: Medical Science and the Construction of
Sexual Identities in the Early Republican Period. London: Hurst, 1995 [306.70951 DIKO].
Evans, Harriet. Women and Sexuality in China: Dominant Discourses of Female Sexuality and
Gender since 1949. Oxford: Polity Press, 1997 [306.7082 EVAN].
Fan, Hong. Footbinding, Feminism, and Freedom: The Liberation of Women’s Bodies in Modern
China. London: F. Cass, 1997 [305.420951 HONG].
Gilmartin, Christina K. et al. Engendering China: Women, Culture, and the State. Cambridge:
Harvard University Press, 1994 [305.420951 GILM].
Hemel, Vibeke. Women in Rural China: Policy towards Women before and after the Cultural
Revolution. London: Curzon, 1984 [305.420951/2].
Hershatter, Gail. Dangerous Pleasures: Prostitution and Modernity in Twentieth-Century Shanghai.
Berkeley: University of California Press, 1997 [306.740951 HERS].
Honig, Emily. Personal Voices: Chinese Women in the 1980’s. Stanford: Stanford University Press,
1988 [305.420951 HONI].
Jacka, Tamara. Women’s Work in Rural China: Change and Continuity in an Era of Reform.
Cambridge: Cambridge University Press, 1997 [306.36150951 JACK].
School of Humanities and Social Science
23
Jackson, Beverley. Splendid Slippers: A Thousand Years of an Erotic Tradition. Berkeley:
University of California Press, 1997 [391.413 JACK] CCC.
Lan, Hua R. and Vanessa L. Fung (eds). Women in Republican China: A Sourcebook. New York
and London: M.E. Sharpe, 1999 [305.420951 LAN].
Lee, Lily Hsiao Hung. The Virtue of Yin: Studies on Chinese Women. Broadway: Wild Poeny, 1994
[305.409951 XIAO].
Ng, Janet et al. May Fourth Women Writers: Memoirs. Hong Kong: Renditions Paperbacks, 1996
[305.420951 NG].
Ono, Kazuko. Chinese Women in a Century of Revolution, 1850-1950. Stanford: Stanford
University Press, 1985 [305.420951 ONO 1989].
Rofel, Lisa. Other Modernities: Gendered Yarnings in China after Socialism. Berkeley: University
of California Press, 1999 [305.40951242 ROFE].
Sanna, Ellyn. Women in the World of China. Philadelphia: Mason Crest, 2005 [305.42095 SANN]
CCC.
Thakur, Ravin. Rewriting Gender: Reading Contemporary Chinese Women. London: Zed Books,
1996 [305.420951 THAK].
Theiss, Janet. Disgraceful Matters: The Politics of Chastity in Eighteenth-Century China. Berkeley:
University of California Press, 2004 [176.0951 THEI] CCC.
Wang, Ping. Aching for Beauty: Footbinding in China. New York: Anchor Book, 2002 [391.41
WANG 2002] CCC.
Wang, Zheng. Women in the Chinese Enlightenment. Berkeley: University of California Press, 1999
[electronic resource].
Wolf, Margery. Revolution Postponed: Women in Contemporary China. Stanford: Stanford
University Press, 1985 [305.420951 WOLF].
Xinran. The Good Women of China: Hidden Voices. London: Chatto & Windus, 2002 [305.420951
XINR 2002].
Yang, Mayfair Mei-hui et al. Spaces of Their Own: Women’s Public Space in Transitional China.
Minneapolis: University of Minnesota Press, 1999 [305.40951 YANG].
Campaign by women for thorough criticism of Lin Biao after his death
School of Humanities and Social Science
24
Week Ten
Lecture: The Mao Years, 1966-1976
Mao began to see a great rift between him and many other CCP leaders after the failure of the Great
Leap that he initiated. He tried to purge all his potential critics and launched the Cultural
Revolution under the numerous slogans such as “Revolution is not a dinner party”, “Bombard the
Headquarters”, “Learn Revolution by Making Revolution”. This lecture examines the causes and
the effects of this revolution.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 20; Gray, chapters 16-17; Hsü, chapters 16 & 17; Roberts, 269-285;
Spence, chapter 22.
Prescribed documents for the tutorial:
Lawrance, “10.5 Top-Secret Instructions Forbidding the Use of Military Force, 21 August 1966”,
“10.8Students Attack Teachers, July 1966”, “10.9a Interrogation of Wang Guangmei at Qinhua
University, 10 April 1967”, and “10.9b Big Scab Liu Shao-Chi Is the Mortal Foe of the Working
Class, 10 January 1969”, 194-202.
Tutorial questions:
 What were the aims of the Cultural Revolution?
 What enabled violence to spread so widely and quickly?
Additional documents:
Cheng and Lestz, chapter 22; Ebrey, chapters 93 & 94.
Further readings:
An, Tai-sung. Mao Tse-tung’s Cultural Revolution. Indianapolis: Pegasus, 1972 [951.056 AN].
Baum, Richard. China in Ferment: Perspectives on the Cultural Revolution. Englewood Cliffs:
Prentice-Hall. 1971 [951.05 BAUM].
Bernstein, Thomas P. Up to the Mountains and Down to the Villages: The Transfer of Youth from
Urban to Rural China. New Haven: Yale University Press, 1977 [307.720951/4].
Cheng, Nien. Life and Death in Shanghai. New York: Grove Press, 1987 [951.056092 CHEN-1
LIFE].
Dittmer, Lowell. Liu Shao-ch’I and the Chinese Cultural Revolution: the politics of mass criticism.
Berkeley: University of California Press, 1974 [951.05/75].
Dutt, Gargi. China’s Cultural Revolution. New York: Asia Publishing House, 1970 [951.056
DUTT].
Gao, Yuan. Born Red: A Chronicle of the Cultural Revolution. Stanford: Stanford University Press,
1987 [951.056/2].
Granqvist, Hans. The Red Guard: A Report on Mao’s Revolution. New York: Praeger 1967
[951.05/28 B].
Harding, Harry. “The Chinese State in Crisis”. The Cambridge History of China, volume 15,
Cambridge: Cambridge University Press, 1978, pp. 107-217 [951 TWIT V 10].
Li, Zhensheng. Red-Color News Soldier: A Chinese Photographer’s Odyssey through the Cultural
Revolution. London: Phaidon, 2003 [779.9951 LI-1 REDC 2003].
School of Humanities and Social Science
25
Liang, Heng. Son of the Revolution. New York: Knopf, 1983 [951.056/1].
Lin, Jing. The Red Guards’ Path to Violence: Political, Educational, and Psychological Factors.
New York: Praegar, 1991 [951.056 LIN].
Lo, Fulang. San Francisco: China Books & Periodicals, 1989 [951.056 LO].
MacFarquhar, Roderick. Mao’s Last Revolution. Cambridge: Belknapp of Harvard University
Press, 2006 [951.056 MACF].
MacFarquhar, Roderick. The Origins of the Cultural Revolution. London: Oxford University Press,
1974-1997 [951.05 MACF and also as an electronic resource].
Teiwes, Frederick C. The Tragedy of Lin Biao: Riding the Tiger during the Cultural Revolution
1966-1971. Bathurst: Crawford House Publishing, 1996 [951.056 TEIW].
Thurston, Anne F. Enemies of the People. New York: Knopf, 1987 [951.056 THUR].
Tsou, Tang. The Cultural Revolution and Post-Mao Reforms: A Historical Perspective. Chicago:
University of Chicago Press, 1986 [951.056 TSOU].
White, Lynn Townsend. Policies of Chaos: The Organizational Causes of Violence in China’s
Cultural Revolution. Princeton: Princeton University Press, 1989 [951.056 WHIT].
Yan, Jiaqi. Turbulent Decade: A History of the Cultural Revolution. Honolulu: University of
Hawai‟i Press, 1996 [951.058 YAN].
Yang, Rae. Spider Eaters: A Memoir. Berkeley: University of California Press, 1997 [951.05092
YANG].
Yang, Xiaokai. Captive Spirits: Prisoners of the Cultural Revolution. Hong Kong: Oxford
University Press, 1997 [951.056 YANG 1997].
Yue, Daiyun. To the Storm: The Odyssey of a Revolutionary Chinese Woman. Berkeley: University
of California Press, 1987 [electronic resource].
The Commander of the Chendu Military Region, Huang Xinting,
being branded as a “Counterrevolutionary Revisionist Element”
School of Humanities and Social Science
26
Week Eleven
Lecture: The Age of Deng Xiaoping
Deng Xiaoping and his supporters were more than willing to move away from the ideologically
driven Maoist policies of endless revolution. Their governance, which aimed at raising the standard
of living through rapid economic development, proceeded smoothly until students in Beijing, joined
by workers, began to demand “democracy”. This lecture examines the dynamic process of the
Deng‟s era.
Textbooks to supplement the lecture:
Fairbank & Goldman, chapter 21; Gray, chapter 18; Hsü, chapters 40 & 41; Roberts, 285-295;
Spence, chapter 26.
Prescribed documents for the tutorial:
Cheng and Lestz, “On the People‟s Democratic Dictatorship”, 350-357.
Ebrey, Chapter 99 “A Memoria and Testament to the Priviledged Class”, “After All, What Are We
Fighting For?”; Chapter 100 “Defending China‟s Socialist Democracy”, 496-499, 501-504.
Tutorial questions:
Chinese people launched many political struggles under the name of “democracy”.
 How was the term “democracy” defined and used in China?
 How did the CCP define and implement the “democratic dictatorship” or “socialist
democracy”?
 What were the aims of the Tiananmen Square Movement in 1989?
 Why did they fail in achieving their goals?
Additional documents:
No additional documents.
Further readings:
Barmé, Geremie and Linda Jaivin (eds). New Ghosts, Old Dreams: Chinese rebel Voices. New
York: Times Books, 1992 [951.05/160].
Brook, Timothy. Quelling the People: The Military Suppression of the Beijing Democracy
Movement. New York: Oxford University Press, 1992 [951.058 BROO].
Calhoun, Craig J. Neither Gods nor Emperors: Students and the Struggle for Democracy in China.
Berkeley: University of California Press, 1994 [951.058 CALH].
Cherrington, Ruth. China’s Students: The Struggle for Democracy. London: Routledge, 1991
[278.1981/C1].
Chi, Wen-shun. Ideological Conflicts in Modern China: Democracy and Authoritarianism. New
Brunswick: Transaction Books, 1986 [320.50951 CHI].
Duke, Michael S. The Iron House: A Mmemoir of a Chinese Democracy Movement and the
Tiananmen Massacre. Laton: Peregrine Smith Books, 1990 [951.058 DUKE].
Fang Lizhi. Bringing Down the Great Wall: Writings on Science, Culture, and Democracy in
China. New York: Knopf, 1991 [951.05/156].
School of Humanities and Social Science
27
Goldman, Merle. Sowing the Seeds of Democracy in China: Political Reform in the Deng Xiaoping
Era. Cambridge: Harvard University Press, 1994 [320.951 GOLD].
Grant, Joan. Worm-eaten Hinges: Tensions and Turmoil in Shanghai, 1988-9. South Yarra: Hyland
House, 1991 [951.058/21].
Han, Minzhu (ed.). Cries for Democracy: Writings and Speeches from the 1989 Chinese
Democracy Movement. Princeton: Princeton University Press, 1990 [951.058/19].
Hicks, George (ed.). The Broken Mirror: China after Tiananmen. Chicago: Longman, 1990
[951.059 HICK].
Human Rights in China. Children of the Dragon: The Story of Tiananmen Square. London: Collier
Macmillan Publisher, 1990 [Q951.156058 CHIL].
Jaivin, Linda. The Monkey and the Dragon: A True Story about Friendship, Music, Politics and
Life on the Edge. Melbourne: Text Publishing, 2001 [782.42163092 HOU-2 JAIV].
Kwan, Michael David. Broken Portraits: Personal Encounters with Chinese Students. San
Francisco: China Books & Periodicals, 1990 [951.058 KWAN].
Liew, Leong H and Shaoguang Wang (eds). Nationalism, Democracy and National Integration in
China. New York: RoutledgeCurzon, 2004 [320.540951 LIEW].
Lifton, Robert Jay. Thought Reform and the Psychology of Totalism: a study of brainwashing in
China. Harmondsworth: Penguin, 1976 [153.853 LIFT].
Li, Lu. Moving the Mountain: My Life in China from the Cultural Revolution to Tiananmen Square.
London: Macmillan, 1990 [951.05/157].
Miles, James A. R. The Legacy of Tiananmen: China in Disarray. Ann Arbor: University of
Michigan Press, 1996 [951.058 MILE].
Mu, Yi. Crisis at Tiananmen: Reform and Reality in Modern China. San Francisco: China Books &
Periodicals, 1989 [951.058 YI].
Saichi, Tony (ed.). The Chinese People’s Movement: Perspectives on Spring 1989. Armonk: M.E.
Sharpe, 1990 [951.058 SAIC].
Schell, Orville. Discos and Democracy: China in the Throes of Reform. New York: Pantheon
Books, 1988 [951.05 SCHE].
Suettinger, Robert. Beyond Tiananmen: The Politics of U.S.-China Relations, 1989-2000.
Washington D.C.: Brookings Institution, 2003 [327.73051SUET].
Su, Shaozhi. Democracy and Socialism in China. Nottingham: Spokesman, 1982 [338.951/21].
Wasserstrom, Jeffrey N. and Elizabeth J. Perry (eds). Popular Protest and Political Culture in
Modern China: Learning from 1989. Boulder: Westview Press, 1992 [951.058 WASS].
Goddess of Democracy
School of Humanities and Social Science
28
Week Twelve
Lecture: The Age of Jiang Zemin and Hu Jintao
Jiang Zemin and Hu Jintao pursued the policy line laid down by Deng, and tried to bolster the
CCP‟s authority by the theory of “Three Represents” and the economic policy of “Open Up The
West”. Further economic privatisation occurred and the national economy grew rapidly. This was
however accompanied by, among other issues serious, environmental problems and heightened
ethnic tensions.
Textbooks to supplement the lecture:
Fairbank & Goldman, Epilogue; Gray, chapter 19 and Conclusion; Hsü, chapter 42; Roberts, pp.
295-307; Spence, chapter 27.
Prescribed documents for the tutorial:
Lawrance, “13.2 The Tibetan people agree to return to the big family”, “13.3 Cultural clash in the
land on the roof of the world”, “13.4 Race and history in China”, 248-255.
“President Hu Jintao made his first trip to the Xinjiang Uygur autonomous region”. China Daily, 27
August 2009. http://www.chinese-embassy.org.za/eng/zgxw/t580883.htm, Sighted on 7 October
2009.
“The Xinjiang Riots: What‟s Happened So Far”. Shanghaiist.
http://shanghaiist.com/2009/07/07/the_xinjiang_riots_whats_happened_s.php. Sighted on 7 October
2009.
Tutorial questions:
The PRC‟s attempts at recognition, integration, and development of the ethnic minorities have
encountered a range of resistance movements. In reaction to the widespread demonstrations during
the 2008 Olympic torch relays against the Chinese government‟s handlings of Tibet, many Chinese
citizens angrily demanded the demonstrators to look at the ethnic problems in their own countries
before condemning China, such as the Ainus and the Okinawans in Japan, the aborigines in
Australia, the Indians in the Americas, Basques in France, and many more.
 How valid do you think the Chinese people‟s argument is?
 Discuss China‟s policies towards the ethnic minority groups in the light of, among other
issues, the “Open Up the West” policies in the past ten years.
Additional documents:
Cheng and Lestz, document 27.1.
Further readings:
China Quarterly. Number 178 (June 2004). This volume contains nine articles on “China‟s
Campaign to „Open Up the West‟: National, Provincial and Local Perspective”
[S915.1005/1].
Cayley, Vyvyan. Children of Tibet: An Oral History of the First Tibetans to Grow up in Exile.
Balmain: Pearlfisher, 1994 [305.8954 CAYL].
Goldstein, Melvyn C. (ed.). Buddhism in Contemporary Tibet: Religious Revival and Cultural
Identity. Berkeley: University of California Press, 1998 [294.3923 GOLD].
School of Humanities and Social Science
29
Goldstein, Melvyn C. A History of Modern Tibet, 1913-1951: The Demise of the Lamaist State.
Berkeley: University of California Press, 1989 [951.5/51].
Goldstein, Melvyn C. Nomads of Western Tibet: The Survival of a Way of Life. Berkeley:
University of California Press, 1990 [Q305.90693/2].
Goldstein, Melvyn C. The Snow Lion and the Dragon: China, Tibet, and the Dalai Lama. Berkeley:
University of California Press, 1997 [electronic resource].
Goldstein, Melvyn C. The Struggle for Modern Tibet: The Autobiography of Tashi Tsering.
Armonk: M.E. Sharpe, 1997 [365.45092 TASH-2 GOLD].
Grunfeld, A. Tom. The Making of Modern Tibet. Armonk: M.E. Sharpe, 1996 [951.505 GRUN
1996].
Iredale, Robyn R. et al. Contemporary Minority Migration, Education, and Ethnicity in China.
Cheltenham: Edwards Elgan, 2001 [305.800951 IRED].
Kaup, Katherine Palmer. Creating the Zhuang: Ethnic Politics in China. Boulder: L. Rienner, 2000
[323.1195919 KAUP].
Lamb, Alastair. Tibet, China & India 1914-1950: A History of Imperial Diplomacy.
Hertingfordbury: Roxford, 1989 [951.504 LAMB].
Mackerras, Colin. China’s Ethnic Minorities and Globalisation. London: RoutledgeCurzon, 2003
[305.800951 MACK].
Norbu, Dawa. China’s Tibet Policy. Richmond: Curzon Press, 2001 [327.510515 NORB].
Normanton, Simon. Tibet: The Lost Civilisation. London: Hamish Hamilton, 1988 [Q951.5/14].
Sheel, Kamal. Peasant Society and Marxist Intellectuals in China: Fang Zhimin and the Origin of a
Revolutionary Movement in the Xinjiang Region. Princeton: Princeton University Press,
1989 [335.4345/4].
Smith, Warren W. Tibetan Nation: A History of Tibetan Nationalism and Sino-Tibetan Relations.
Boulder: Westview Press, 1996 [951.5 SMIT].
Tyler, Christian. Wild West China: The Taming of Xinjiang. London: John Murray, 2003 [951.6
TYLE].
Walt van Praag, M.C. van. The Status of Tibet: History, Rights, and Prospects in International Law.
Boulder: Westview Press, 1987 [KC310.T46 WALT].
Xinjang’s capital city Urumqi
School of Humanities and Social Science