Course coordinator
Associate Professor Morris Low
Please email Assoc. Prof. Low to arrange an appointment in person or via Zoom.
Course overview
- Study period
- Summer Semester, 2024 (25/11/2024 - 08/02/2025)
- Study level
- Undergraduate
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
In-depth introduction to modern Chinese society, culture, institutions & economy from 1500-1951. Particular attention is paid to the following themes: rebellion and revolution, relations between urban and rural society, gender and sexuality, and the impact of imperialism on Chinese politics, society, economy and ideas.
This course may be offered under intensive mode for 26 hrs. Please refer to the Electronic Course Profile for further information. This course may not run if there are fewer than 20 enrolments.
This course is designed to be an in-depth introduction to modern Chinese society, culture, institutions, and economy from 1500 to 1951. Particular attention is paid to the following themes:ﾠrebellion and revolution, gender and sexuality, cultural production,ﾠrelations between urban and rural society, the role of the state in private economy, and the impact of foreign imperialism on Chinese politics, society, economy,ﾠideas and everyday life.
Course requirements
Assumed background
Some background inﾠmodern history would be helpful but not required.
Incompatible
You can't enrol in this course if you've already completed the following:
HS215, HS245
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course is offered in both in-person and external mode. External students access the in-person lecture recording.
Course contact
Course staff
Lecturer
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly in-person lectures begin on Wednesday, 27 November. They will be recorded. Tutorials start from Week 2 onﾠWednesday, 4ﾠDecember and will be held weekly Wednesdays, Thursdays and Fridays through to 24 January. There are no classes in Week 5 due to a public holiday on 1 January. ﾠ
Aims and outcomes
Goals:
1. Gain a familiarity with the major English-language literature of the Modern China field.
2. Learn how to analyse China's modernization processes in comparative perspective.
3. Develop a critical perspective and improve your analytical abilities.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Analyse and interpret major events taking place in China.
LO2.
Synthesise information and make historical judgements.
LO3.
Demonstrate an ability to conduct research and show organisation and writing skills.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Tutorial/ Problem Set |
Tutorial Participation
|
20% |
4/12/2024 - 24/01/2025 |
| Essay/ Critique |
Essay: Primary Source Analysis
|
30% 1000 words |
19/12/2024 2:00 pm |
| Essay/ Critique |
Research Project: Essay
|
50% 2000 words |
24/01/2025 2:00 pm |
Assessment details
Tutorial Participation
- Identity Verified
- In-person
- Mode
- Oral
- Category
- Participation/ Student contribution, Tutorial/ Problem Set
- Weight
- 20%
- Due date
4/12/2024 - 24/01/2025
- Learning outcomes
- L01, L02, L03
Task description
Students are required to attend tutorials, having read the assigned tutorial readings, and actively participate in the discussion of issues raised in the lectures and tutorial readings. The aim is to develop skills in articulating one's ideas in public and to critical discuss the major intellectual debates in Chinese history.
Note: Tutorials start in Week 2 and end in Week 8. There are no tutorials in Week 5.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Essay: Primary Source Analysis
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1000 words
- Due date
19/12/2024 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Writing history is an interplay between "secondary sources" produced by scholars in the past and the present, and "primary sources", that is, historical evidence that is left in the form of a "trace" of an historical event - e.g. a speech, government record, book, newspaper article, memoir, folksong, etc. This assignment is designed to develop your skills in the critical analysis of primary sources.
On the Blackboard site for HIST2100 will be posted links to a publication (via the Course Reading List) and websites where selected primary source extracts related to the themes of this course and time period can be found. Choose one of these primary sources, read it carefully, describe and analyse its contents, and explain its significance in the context of Chinese history. Do not choose a primary source you have written about for any other course. Do not choose a primary source that is listed for discussion in tutorials. If your primary source is very short, you may choose two related primary sources. If in doubt, please check with your tutor.
Your analysis will be assessed according to the following criteria:
1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.
You should structure the paper as a single essay, but make sure you include the required content listed above. Also, please be sure to use Chicago 17A (footnotes and bibliography) to document your use of sources.
To assist in your analysis of this source you may refer to the secondary scholarly literature on the country and period of history in which the source appeared. An extensive bibliography is not required. Five secondary sources are sufficient but more can be used. Footnotes, quotes and bibliography are not included in the word limit of 1000 words (plus or minus 10%).
AI: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please submit prior to the deadline via the Turnitin link on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
The late submission penalty will be imposed for each day or part day thereof that the assessment item is late.
Research Project: Essay
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50% 2000 words
- Due date
24/01/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
The major assignment in this course is to address one of the essay questions that will be made available on Blackboard under "Assessment".
Essay: 2000 words (for referencing use Chicago style 17A; footnotes and bibliography are not included in the word limit of 2000 words, plus or minus 10%. In this course, we prefer that you use footnotes mainly for citations rather than for extra text that discusses some aspect of the essay.
Please note that the topic of the research essay should not overlap with the primary source analysis essay. If in doubt, please contact your tutor.
NOTE: The sources you use for this assignment should be predominantly books, chapters, and journal articles from the discipline of History.
AI: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the
use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please submit before the deadline via the Turnitin link on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
The late submission penalty will be imposed for each day or part day thereof that the assessment item is late.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>� Grade 1, Fails to demonstrate most or all of the basic requirements of the course. Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. �</p> |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>� � Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. � Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. �</p> |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>� Grade 3, Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: � Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. �</p> |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>� � Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: � Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. �</p> |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>� � Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: � Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>� � Grade 6, As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. �</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>� Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: � Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. �</p> |
Additional course grading information
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
1. Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
2. Primary Source Analysis Essay Assessment Criteria
Your analysis will be assessed according to the following criteria:
1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65 – 74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
3. Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (25 Nov - 01 Dec) |
Lecture |
Lecture One (Week One) Introduction to the course. China during the Ming Dynasty, 1500-1600. Includes discussion of Ming governance, culture and society, as well as interactions with foreign powers. Learning outcomes: L01, L02 |
Week 2 (02 Dec - 08 Dec) |
Lecture |
Lecture Two (Week Two) China during the late Ming, 1600-1644. Discussion of governance issues, interaction with Manchu forces and late Ming culture and society. Learning outcomes: L01, L02 |
Tutorial |
Tutorial One (Week Two) Introduction to tutorials. Discussion of tutorial readings: (Spence (7-21). N.B. reading details, audio-visual resources and questions are available on the Learning Resources tab on Blackboard. See also Course Reading List.) |
|
Week 3 (09 Dec - 15 Dec) |
Lecture |
Lecture Three Discussion of the early-mid Qing Dynasty. Qing culture, government, society, interactions with the West and the Opium Wars. Learning outcomes: L01, L02 |
Tutorial |
Tutorial Two (Week Three) Discussion of readings: J. Spence, "Cliffhanger days: A Chinese family in the seventeenth century," The American Historical Review 110, no. 1 (2005):1-10. http://jstor.org/stable/10.1086/53118 Learning outcomes: L01, L02, L03 |
|
Week 4 (16 Dec - 22 Dec) |
Lecture |
Lecture Four (Week Four) The later decades of the Qing Dynasty, particularly the Taiping Rebellion, Self-Strengthening Movement, 100 Days' Reform, and the Boxer Rebellion. Governance issues, culture and society in the late Qing are also covered in this lecture. Learning outcomes: L01, L02 |
Tutorial |
Tutorial Three (Week Four) Discussion of readings: S.C. Chen, Merchants of War and Peace: British Knowledge of China in the Making of the Opium War. Project Muse. Chapter 1: Introduction. Stuff You Missed in Chinese History. (2021). "British envoy failed to trade with the Qing emperor". https://play.acast.com/s/stuff-you-missed-in-chinese-history/british-envoy-failed-to-trade-with-the-qing-emperor Podcast can be downloaded from this webpage. Learning outcomes: L01, L02, L03 |
|
Week 6 (06 Jan - 12 Jan) |
Lecture |
Lecture Five (Week Six) Please note that this lecture will be given on 8 January. 1 January is a public holiday and there will be no HIST2100 lectures or tutorials in Week 5. Discussion of the impact of the May Fourth Movement and the 1920s in China as well as some influential figures, such as Sun Yat-sen and Yuan Shikai. Includes examination of literary and cinematic culture, governance and society of the May Fourth era. Learning outcomes: L01, L02 |
Tutorial |
Tutorial Four (Week Six) Please note that this tutorial will be held in Week 6. Discussion of readings. Chen et al (184-187); Spence (Chapter 8). Learning outcomes: L01, L02, L03 |
|
Week 7 (13 Jan - 19 Jan) |
Lecture |
Lecture Six (Week Seven) Shanghai as a modern city. Origins of the CCP and battles between them and the KMT. The Long March. Includes an examination of governance issues, culture and society of this period. Learning outcomes: L01, L02 |
Tutorial |
Tutorial Five (Week Seven) Discussion of readings and audio-visual resource: The Life and Times of Sun Yat-sen. (East Asia Studies Centre, Ohio State University, 2015). https://www.youtube.com/watch?v=HG2e40GuP7s&list=PLr9zjzVcpO8YXsIGD_tk1Hf9O96rADsgU&index=3 T. Saich, Finding Allies and Making Revolution: The Early Years of the Chinese Communist Party (Leiden: Brill eBook, 2020), 1-11. Learning outcomes: L01, L02, L03 |
|
Week 8 (20 Jan - 26 Jan) |
Lecture |
Lecture Seven (Week Eight) The Second Sino-Japanese War, China and the outside world 1937-1945; struggle for power between the CCP and KMT, 1945-1949. CCP victory and the early years of the PRC. Learning outcomes: L01, L02 |
Tutorial |
Tutorial Six (Week Eight) Spence (Chapters 18-19). Periscope Film, "1950s Chinese Civil War documentary Mao Zedong vs. Chiang Kai-shek KMT vs. CCP Army," 2021. https://www.youtube.com/watch?v=fnSiu8xZwYo&list=PLr9zjzVcpO8YXsIGD_tk1Hf9O96rADsgU&index=5&t=317s Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.