Syllabus
Course Information
| Course number | HIST 72.03 / ASCL 64.15 |
| Distributives | INT + SOC + NW |
| Time | 10A (TuTh 10:10-12, F 3:30-4:20) |
| Classroom | Carson 061 |
| Instructor | Yi Lu |
| Office | Carson 205 |
| Office Hour | Tuesday 2:00-4:00 or by appointment |
| Phone | 603-646-0156 |
Course Description
Since the end of the 19th-century, China has been in a revolution that struggles for two things: to free itself from foreign control and to build a strong and modern nation with a government representing the people. This dramatic history is the crucible of modern China. Through a century of wars, reforms and revolutions, we will examine the country’s transformations from monarchy to republic, from imperial subject to socialist new man, from planned to market economy. It was a history of spectacular conflicts and disasters, but also one of enduring dynamism and accomplishments.
Temporally, our class will cover the main turning points in twentieth-century Chinese history, ranging from the 1911 Revolution to the Communist Revolution, from the Cultural Revolution to the 1989 Tiananmen movement, from the East Turkestan Islamic Movement in Xinjiang to the Hong Kong protests. But Chinese nationalism is not just a national history. The concept of nation and nationalism traveled to China as part of a transnational ideology and movement. Meanwhile, from Chinese laborers to overseas students, from Comintern agents to American advisors, Chinese women and women exchanged revolutionary ideas with a diverse cast of characters around the world. You will explore their varied ideas to strengthen the nation and their complex legacies on China’s political and social order today.
This course will give you foundational knowledge of Chinese history and politics, but an equally important goal is to interrogate how we know what we know about China. To help you develop skills in historical analysis and argumentation, classroom lectures and discussions will be enriched by movie screenings, museum field trips, and digital activities. This course is open to all students and assumes no prior knowledge of Chinese culture, history, or language; it is essential for anyone interested in examining how the history of nationalism and revolution continues to shape this increasingly powerful and globally influential country.
Learning Objectives
By the end of the course, you will be able to:
- demonstrate historical knowledge and understanding of Chinese nationalism and its revolutionary past, including basic historical narrative, key actors and developments, chronology and time, and cause and effect
- identify and describe key debates over related topics among historians of modern Chinese history
- deepen your knowledge of historical methods using both primary and secondary sources
- organize and articulate your ideas through speaking and writing
Textbooks
You do not need to purchase any books for this class. All readings are available, for free, on this website.
Grading
Final Grade
Your final grade will be calculated based on the following weighting:
| Task | Percentage |
|---|---|
| Participation | 10 |
| Biography project | 25 |
| Movie review | 20 |
| Mid-term exam | 20 |
| Final exam | 25 |
| Total | 100 |
Deadlines and Extensions
If you need more time, you may submit one assignment without penalty up to 72 hours past the original deadline. You do not need to ask me for permission; you do not need to explain anything, either. This free extension policy does not apply to mid-term or final exams.
Grading Scale
Your final grade will be calculated based on the following scale:
| Grade | Range | Grade | Range |
|---|---|---|---|
| A | 93 - 100% | C | 73 - 76.9% |
| A- | 90 - 92.9% | C- | 70 - 72.9% |
| B+ | 87 - 89.9% | D+ | 67 - 69.9% |
| B | 83 - 86.9% | D | 63 - 66.9% |
| B- | 80 - 82.9% | D- | 60 - 62.9% |
| C+ | 77 - 79.9% | F | < 60% |
Course Policies
Communicating with Me
The best way to reach me. I will answer within a working day, but expect slower turnarounds in the evening or on weekends.
Canvas
You should submit all assignments on Canvas. For the most up-to-date information about the class, please enable email notification and subscribe to our course calendar.
Technology Use
Device Use
You can use all gadgets for note-taking and reading, but please mute all sound notifications and refrain from non-academic uses.
Generative AI
This course welcomes ethical use of artificial intelligence. You may use generative AI models for a variety of tasks, including:
- Generating ideas
- Summarizing, rephrasing, and synthesizing information
- Proofreading, editing, and revision
Large language models do not make any warranties about the completeness, reliability and accuracy of information that they generate. You are responsible for your AI usage, including any inaccurate, biased, offensive, or unethical content.
The college’s Academic Honor Principle still applies: You may not submit work, in any form, that is not your own, without acknowledgment of the source. This includes AI tools.
If you use AI for any assignment in this course, you should include an acknowledgement in an appendix that includes the following:
- The name of the tool used and a link to the website for the tool
- A description of the type of task you used the tool to accomplish (e.g. generate text, generate images, edit text, generate code, etc.)
- A list of the specific prompt(s) used
- An explanation of how you used the output in your final work
Template:1
I acknowledge the use of [insert AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use].
Examples:
I acknowledge the use of ChatGPT 3.5, July 20 version (https://chat.openai.com/) to generate an outline about the causes of [historical event]. I entered the following prompt:
“Generate an essay outline on the origins of [historical event] and its subsequent impact. Use the attached readings and any additional sources that are reliable and relevant to the topic. You should put direct quotes in parentheses and provide complete citations.”
The output from these prompts was used as the historical background for the assignment. which was then analyzed in the remaining portion of the assignment.
I acknowledge the use of Claude (https://claude.ai/) to improve the organization and academic tone of my essay. I uploaded the text of my essay draft through Claude’s attach a file feature and I entered the following prompts on August 3, 2023:
Original prompt: “For the attached document, suggest potential revisions to improve the organization of information and academic voice.” Follow-up prompt: “Please provide specific examples of corrections or improvements.”
The output from these prompts was used to edit my draft essay. Some specific suggestions for rephrasing were adopted, but the output primarily was used to identify areas that could be strengthened from which I made original edits.
No AI tools/technologies were used in the completion of this assignment.
Recording and Data Storage
To protect everyone in the class, do not make a recording in any medium without written consent of all those participating. Additionally, you may not share any course materials – from readings to written assignments – with any individual or entity beyond the class without prior permission.
Students with accommodations approved by the Student Accessibility Services may be authorized to record class lectures, discussions, lab sessions, and review sessions and take pictures of essential information, and/or be provided class notes for personal study use only.
Supporting You
There are additional resources on campus to help you succeed in the class, including:
Libraries and Museums
We have reference librarians to support your learning and research:
- Wendel Cox, subject librarian for history, who updates a research guide on history
Our librarians are available in person, by email, and via appointments for research consultation, reference questions, or purchase requests.
Academic Resources
Throughout the term, you will find the following offices on campus useful for your academic development:
- Writing Center: Peer-to-peer tutoring to help you become a better writer
- Academic Skills Center: One-on-one support and peer tutoring sessions to boost your study skills, from reading to note-taking
- Undergraduate Deans Office: Your dean helps you make the most of your own strengths and connects you to Dartmouth resources for student support of all types.
Socioeconomic Differences and Financial Difficulty
Our community is composed of students from a variety of financial backgrounds. Socioeconomic diversity can be invisible, and you may be experiencing financial difficulties related to the cost of textbooks, materials, or other necessities for our class of which I am not aware.
If you encounter financial challenges related to this class, there may be sources of support for you. If you feel comfortable sharing your experience with me, you may. You may also consider meeting with a financial aid officer to discuss options, reaching out to the First-Generation Office if you are a first-generation student, browsing the Funding Resources page, or, applying for the Dartmouth 4E Fund which provides supplemental funds for essentials, enrichment, experiences, and emergencies.
Student Accessibility and Accommodations
Students requesting disability-related accommodations and services for this course are required to register with Student Accessibility Services (SAS; Apply for Services webpage; ; 1-603-646-9900) and to request that an accommodation email be sent to me in advance of the need for an accommodation. Then, students should schedule a follow-up meeting with me to determine relevant details such as what role SAS or its Testing Center may play in accommodation implementation. This process works best for everyone when completed as early in the quarter as possible. If students have questions about whether they are eligible for accommodations or have concerns about the implementation of their accommodations, they should contact the SAS office. All inquiries and discussions will remain confidential.
Religious Observances
Dartmouth has a deep commitment to support students’ religious observances and diverse faith practices. Some students may wish to take part in religious observances that occur during this academic term. If you have a religious observance that conflicts with your participation in the course, please meet with me as soon as possible—before the end of the second week of the term at the latest—to discuss appropriate course adjustments.
Title IX Information
At Dartmouth, we value integrity, responsibility, and respect for the rights and interests of others, all central to our Principles of Community. We are dedicated to establishing and maintaining a safe and inclusive campus where all community members have equal access to Dartmouth’s educational and employment opportunities. We strive to promote an environment of sexual respect, safety, and well-being. Through the Sexual and Gender-Based Misconduct Policy (SMP), Dartmouth demonstrates that sex and gender-based discrimination, sex and gender-based harassment, sexual assault, dating violence, domestic violence, stalking, etc., are not tolerated in our community.
For more information regarding Title IX and to access helpful resources, visit Title IX’s website. As a faculty member, I am required to share disclosures of sexual or gender-based misconduct with the Title IX office.
If you have any questions or want to explore support and assistance, please contact the Title IX office at 603-646-0922 or . Speaking to Title IX does not automatically initiate a college resolution. Instead, much of their work is around providing supportive measures to ensure you can continue to engage in Dartmouth’s programs and activities.
Mental Health and Well-being
The academic environment is challenging, our terms are intensive, and classes are not the only demanding part of your life. There are a number of resources available to you on campus to support your wellness, including: the Counseling Center which allows you to book triage appointments online, the Student Wellness Center which offers wellness check-ins, and your undergraduate dean. The student-led Dartmouth Student Mental Health Union and their peer support program may be helpful if you would like to speak to a trained fellow student support listener. If you need immediate assistance, please contact the counselor on-call at (603) 646-9442 at any time. Please make me aware of anything that will hinder your success in this course.
Footnotes
Disclosure statements adapted from Monash University. (n.d.). Policy and practice guidance around acceptable and responsible use of AI technologies. Retrieved August 1, 2023. https://www.monash.edu/learning-teaching/teachhq/Teaching-practices/artificial-intelligence/policy-and-practice-guidance-around-acceptable-and-responsible-use-of-ai-technologies↩︎