chinese mandarins versus european merchants, 1512 … · chinese mandarins versus european...

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Nanyang Technological University, Semester 1, 2016/17 School of Humanities and Social Sciences, History Group

Chinese Mandarins versus European Merchants, 1512-1911

Course code: HH 2013 Instructor: Chen, Song-Chuan Academic Unit: 3 AUs Venue and Time: LHS-TR+41; Tuesday 1430-1730

Contact: Chen, Song-Chuan T: 65927879; 85881742

E: [email protected] Office: HSS, 05-12

COURSE OVERVIEW Chinese mandarins have often been presented historically as contemptuous of the very sight of European merchants. The Europeans had guns and cannon, silver, bigger ships, modern technology, ‘haughtiness’, and above all the backing of their governments. How did they meet each other? And how was the history of the encounter played out? This seminar deals with this love/hate history during the four centuries before the 1911 Revolution. Students will read the rich variety of letters, memoirs, journals, newspaper reports, and translated archives that give detailed accounts of the encounters. We will discuss broader questions fundamental to the course, such as state-merchant relations, different worldviews, and the political issues of translation. We will also examine the cultural, economic, religious and legal aspects of these encounters. The history of encounter is also a history of the Canton port.

OBJECTIVES Through the examination of archives and secondary materials this course offers both an introduction to Sino-Western encounters across this period, and an exploration of the historical approaches that have been applied to it. It aims to help students to obtain a qualitative understanding of the question of European expansion, how this was experienced by the Chinese, and how it informed Chinese and European understandings of each other.

OUTCOMES Students who complete the course successfully will: be familiar with key issues and debates surrounding China's foreign relations before the 1911 revolution; and have the ability to use the archival material to form their own judgments about a historical issue. COURSE ARRANGEMENTS Each of the 13 weekly seminar will be divided into two 75-minute sessions, and a 20-30 minute break. The class will be conducted with a combination of lectures and student activities. Lecture

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The lecturer will present his understanding of the subject with PowerPoint and other multi-media devices, including video and audio clips. Student participation will be central enabling enhancement of their learning experience. Student activities This part includes presentation and class participation. They are designed to encourage students to express their understanding of the subjects. The activities provide opportunities for students to practice presentation skills in a guided manner and in a relaxed and supportive environment. It also provides training on how to accurately represent ideas and work together as a team. The feedbacks by instructor and class peers will enhance student skills and give them training in critical thinking.

REQUIRED READINGS Students are expected to finish required readings each week before coming to class in order to make best use of the lecture and participate in class discussion. You can explore further readings to enhance your understanding of the topic.

WEEKLY COURSE OUTLINE W1, 9 August No Class, public holiday W2, 16 Aug. Introduction to the course Required readings: Chapter 7, ‘The Canton System of Trade’, (pp139-167), Immanuel C. Y. Hsu, The Rise of Modern

China), Oxford: Oxford University Press, 1999. (6th Edition or latest)

Questions for reading and in-class discussion: What was the Canton port like in the year 1800? Was it the biggest port of the World at the time? How important was it to the Europeans coming to trade, and to the Chinese who set up the port.

In-class task: identifying peoples / places and their actions in the pictures.

TEL/DHMKP (Technological Enabled Learning; Digital Humanity’s Methods of Knowledge Presentation):

Time Line of Canton Trade

Further readings: Chapters Introduction, One and Two (pp. 1-33) of Van Dyke, Paul A. The Canton Trade: Life and

Enterprise on the China Coast, 1700–1845. Hong Kong: Hong Kong University Press, 2005.

Wang, Gungwu. Anglo-Chinese Encounters since 1800: War, Trade, Science and Governance.

Cambridge: Cambridge University Press, 2003.

Blusse, Leonard, Visible Cities: Canton, Nagasaki, and Batavia and the Coming of the Americans,

Cambridge MA: Havard University Press.

John Wong, Global Trade in the Nineteenth Century: The House of Houqua and the Canton System,

Cambridge: Cambridge University Press, 2016 (July)

W3, 23 Aug. River pilot, compradors, and Linguist Required readings: Groups 1, 2 and 3’s readings: Chapters Three, Four and Five (pp. 35-93) of Van Dyke, Paul A. The

Canton Trade: Life and Enterprise on the China Coast, 1700–1845. Hong Kong: Hong Kong

University Press, 2005.

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Groups 4, 5 and 6’s readings: Chapter 1 (pp. 19-104) Downs, Jacques M. Golden Ghetto: The

American Commercial Community at Canton and the Shaping of American China Policy,

1784–1844. Bethlehem: Lehigh University Press; London: Associated University Presses,

1997.

Questions: How did the Canton system of trade worked? Why did it work in this way? Who was in control of the port’s trade?

In-Class activities: each group need to prepare to sumercise the readings to the class.

Required Readings—Primary source

‘Regulations Governing Foreign Trade up to 1840’ in Immanuel C. Y. Hsu., The Rise of Modern

China, Oxford: Oxford University Press, 2000, p.201.

Further readings: Van Dyke, Paul A. The Canton Trade: Life and Enterprise on the China Coast, 1700–1845. Hong

Kong: Hong Kong University Press, 2005.

Downs, Jacques M. Golden Ghetto: The American Commercial Community at Canton and the Shaping

of American China Policy, 1784–1844. Bethlehem: Lehigh University Press; London:

Associated University Presses, 1997.

W4, 30 Aug, Images from China Required readings: Wood, Frances., “Closely Observed China: From William Alexander’s Sketches to His Published Work,”

British Library Journal, 24:1 (1998), pp. 98-121.

Required Readings—Primary source Alexander, William. The Costume of China: Illustrated in Forty-Eight Coloured Engravings (London, 1805)

Questions: What kind of images did the British produce from the embassy? And why did they see China in this way?

TEL/ DHMKP 1793 Embassy Routes Further Readings: Archer, M., “From Cathay to China. The Drawings of William Alexander, 1792-94,” History Today, December

(1962), pp 864-871.

Anderson, Aeneas. A narrative of the British embassy to China: in the years 1792, 1793, and 1794; containing

the various circumstances of the embassy, with accounts of customs and manners of the Chinese, London:

printed for J. Debrett, 1795.; Basilea, 1795

https://archive.org/details/narrativeofbriti00ande Hevia, L. James. Cherishing Men from Afar: Qing Guest Ritual and the Macartney Embassy of 1793 (Durham;

London: Duke University Press, 1995), 1-28

Esherick, J. W., “Tradutore, Traditor,” Modern China, 24,3(1998), pp. 328-332.

Hevia, L. James, “Postpolemical Historiography : A Response to Joseph W. Esherick,” Modern China,

24:3(1998), pp. 319-327.

Esherick, J. W., “Cherishing Sources from Afra,” Modern China, 24, 4 (1998), pp. 135-161.

What did the Qianlong court mean by huairou yuanren? An examination of Manchu, Mongol and Tibetan

Translations of the Term as it Appears in Chengde Steles James A. Millward Georgetown University

George Thomas Staunton, Notes of Proceedings and Occurrences during the British Embassy to Peking in 1816.

London and New York: Routledge, 2000, first published 1824

Berg Maxine, “Britain, Industry and Perceptions of China: Matthew Boulton, ‘useful knowledge’ and the

Macartney Embassy to China, 1792-94,” in Journal of Global History 1:2(2006), pp. 269-188.

Yu Po-ching and Huang Yi-long, “ Heavenly Dynasty and Men from Afar: George Thomas Staunton and

Anglo-Chinese Relations, 1793-1840, ” Bulletin of the Institute of Modern History Academia Sinica 69

J. J. L. Duyvendak, The Last Dutch Embassy to the Chinese Court (1794-1795), T'oung Pao, Second Series, Vol.

34, Livr. 1/2 (1938), pp. 1-137

https://archive.org/details/narrativeofbriti00ande

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J. J. L. Duyvendak, Supplementary Documents on the Last Dutch Embassy to the Chinese Court, T'oung Pao,

Second Series, Vol. 35, Livr. 5 (1940), pp. 329-353

Henriette Rahusen-de Bruyn Kops, ‘Not Such an ‘Unpromising Beginning: The First Dutch Trade Embassy to

China, 1655–1657’, Modern Asian Studies 36, 3 (2002), pp. 535–578.

W5, 6 Sep, Export Chinese images Required readings: Chapter … Conner, Patrick. The Hongs of Canton: Western Merchants in South China 1700-1900, as

Seen in Chinese Export Paintings. English Art Books, 2009

Chapter … Clunas, Craig. Chinese Export Water Colours. London: V & A Publications, 1984

Chapter …Van Dyke, Paul A. Maria Kar-wing Mok, Images of the Canton Factories 1760–1822:

Reading History in Art, Hong Kong University Press, 2015

Chapter … Crossman Carl L.. The Decorative Arts of the China Trade: Paintings, Furnishings, and

Exotic Curiosities. Woodbridge, Suffolk: Antique Collectors' Club, 1991

Questions for while reading and class discussion: Who produced these paintings; why they were

exported; what kind of images were exported—was it Chinese or European, or a mix? If it was a mix how do they mix? If they were Chinese or European, how so?

Further readings: Crossman, Carl L. The China Trade; Export Paintings, Furniture, Silver and Other Objects. Pyne

Press, 1972.

Clunas, Craig. Superfluous Things: Material Culture and Social Status in Early Modern China.

Cambridge: Polity, 1991.

Conner, P. R. M. George Chinnery, 1774–1852: Artist of India and the China Coast. Woodbridge,

Suffolk: Antique Collectors' Club 1993

Shang, William, Historical Pictures of Qing Period China: Western Perspectives. Tokyo: Taishukan

Shoten, 2001.

Shang, William, ‘Export Art and Peerceptions: Cultural and Aesthetic Differences,’ Arts of Asia

(March-April 2013): 121-31.

Tillotson, G. H. R. Fan Kwae Pictures: The HonkKong Bank Art Colleection. London: Spink& Son.,

1987.

Garrett, Valery M. Heaven is High, the Emperor Far Away: Merchants and Mandarins in Old Canton.

Oxford: Oxford University Press, 2002

♦ ( 6 September (Tuesday). Deadline for submitting Documentary Film Making, and

DHMKP application.) W6, 13 Sep, Criminal cases of Canton Required readings:

Introduction chapter (pp1-24), Li Chen, Chinese Law in the Imperial Eyes: Sovereignty, Justice, and Transcultural Politics, c. 1740s-1840s (Columbia University Press, 2015)

“Strangled by the Chinese and Kept ‘Alive’ by the British: Two Infamous Executions and the Discourse of Chinese Legal Despotism,” in Richard Ward, ed. A Global History of Execution and the Criminal Corpse, Palgrave Macmillan 2015, 199-219.

Questions for while reading and class discussion: how did the Europeans see the Chinese legal system;

and why they viewed it in this way?

TEL/ DHMKP murder maps of Canton trade.

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Further Readings: Terranova case, files from National Archive UK (FO1048_21_7-9) (in Chinese) Lady Hughes case, files from the British Library ( G/12/18, in PDF ) (in English, hand writing)

Chapter One, Pär Cassel, Grounds of Judgment: Extraterritoriality and Imperial Power in Nineteenth Century China and Japan,

Chen Li, 'Law, Empire, and Historiography of Modern Sino-Western Relations: A Case Study of the Lady Hughes Controversy in 1784," Law & History Review 27, No. 1 (Spring 2009), 1-53.

Askew, Joseph, 'Re-Visiting New Territory: The Terranova Incident Re-Examined,' Asian Studies Review 28:4 (2004).

Edwards, R. Randle, 'Ch'ing Legal Jurisdiction Over Foreigners', in Essays on China's Legal Tradition', eds, Jerome Alan Cohen, R. Randle Edwards and Ru-mei Chang Chen (Princeton, 1980), pp. 222-269.

Mah, N. Wing, 'Foreign Jurisdiction in China' American Journal of International Law, 18:4 (1924), 676-95.

Chen Li, 'Universalism and Equal Sovereignty as Contested Myths of International Law in the Sino-Western Encounter', Journal of the History of International Law / Revue d’histoire du droit international Vol. 13, No. 1, 2011, pp. 75-116,

Cassel, Pär Grounds of Judgment: Extraterritoriality and Imperial Power in Nineteenth Century China and Japan Oxford University Press, 2012

♦ (Essay topics for research paper are available this week)

W7, 20 Sep, The Thirteen Factories Required readings: Farris, Johnathan Andrew. ‘Thirteen Factories of Canton: An Architecture of Sino-Western Collaboration and

Confrontation’. Buildings & Landscapes: Journal of the Vernacular Architecture Forum 14 (Fall 2007):

66–83.

TEL/ DHMKP The Thirteen Factories 3D images or mapping out their activities

To Watch at class (10:06)

3D Movie on the "Thirteen Hongs" or the "Canton Factories" China https://www.youtube.com/watch?v=iHiH8GbjMcI

Further readings: Farris, Johnathan Andrew. Enclave to Urbanity Canton, Foreigners, and Architecture from the Late

Eighteenth to the Early Twentieth Centuries. Hong Kong: Hong Kong University Press, 2016

(October).

27 September, Recess week: W8, 4 October, No class; Online E-learning week / Guest Lecturer W9, 11 Oct, Harriet Low’s Macao and Canton Required readings:

‘Introduction’ to 2002 edition, Hillard, Harriet Low, edited by Nan P Hodges and Athur W Hummel,

Lights and Shadows of a Macao Life: the Journal of Harriett Low, Travelling Spinster. Bear

Creek Books, 2002

https://www.youtube.com/watch?v=iHiH8GbjMcI

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Cavendish diary and drawing

Harriet Low, 1809-1877; Hillard, Katharine, ed, My mother's journal; a young lady's diary of five

years spent in Manila, Macao, and the Cape of Good Hope from 1829-1834 .

https://archive.org/details/mymothersjourna00hillgoog

TEL/ DHMKP Mapping out western women’s world in Macao and the activities they did

(theatre, church, walking on hills, walking on beach, visiting friends, watching street parade, excursion…)

Further Readings: Hillard, Harriet Low, edited by Nan P Hodges and Athur W Hummel, Lights and Shadows of a

Macao Life: the Journal of Harriett Low, Travelling Spinster. Bear Creek Books, 2002 Elma Loines,The China Trade Post-bag of the Seth Low Family of Salem and New York, 1829-1873,

Falmouth Publishing House, 1953

W10, 18 Oct, Pirates of the South China Sea Required readings: Antony, Robert J. Like Froth Floating on the Sea: The World of Pirates and Seafarers in Late Imperial

South China, Institute for East Asian Studies Monograph Series, University of California,

Berkeley, 2003.

Andrade, Tonio. “The Company's Chinese Pirates: How the Dutch East India Company Tried to Lead

a Coalition of Pirates to War against China, 1621-1662,” Journal of World History Volume 15,

Number 4, December 2004, pp. 415-444 (in ebooks)

TEL/ DHMKP mapping major pirate incidents, and places where pirate were hiding

Further readings: Dian Murray, Pirates of the South China Coast, 1790-1810, Standford: Stanford Univesrsity Press,

1987.

Yung Lun yuen, History of the Pirates Who Infested the china Sea from 1807 to 1810, translated from

the Chinese original with notes and illustrations by Charles Fried, London,: Neumann, 1831.

Jinhai fenji (History of the Pacification of the Pirates 靖海氛記)（清）袁永綸著《靖海氛記》

（道光十年刊、丁酉年﹝1837﹞續刊）（蕭國健、卜永堅箋註）

John Kleinen and Manon Ossewijer eds., Pirates, Ports, and Coasts in Asia: Historical and

Contemporary Perspectives (Singapore: ISEAS, 2010), Andrade, Tonio.. “The Company’s Chinese Pirates: How the Dutch East India Company Tried to Lead

a Coalition of Privateers to War against China.” Journal of World History, vol. 15,

(2004), pp. 415–44.

Antony, R. The World of Pirates and Seafarers in Late Imperial South China. Berkeley: University of

California, 2003.

Antony, Robert (An Lebo), “Zhongguo haidao zhe huangjin shidai, 中國海盜之黃金時代 1560–1810”

[The Golden Age of Chinese Piracy, 1520-1810]. Dongnan xueshu (2002), pp. 34–41.

Antony, Robert. Like Froth Floating on the Sea: The World of Pirates and Seafarers in Late Imperial

South China. Berkley: Institute of East Asian Studies, University of California, 2003.

Antony, Robert. “Maritime Violence and State Formation in Vietnam: Piracy and the Tay Son

Rebellion, 1771–1802.” In Stefan Amirell and Leos Muller eds., Persistent Piracy:

Maritime Violence and State-Formation in Global Historical Perspective. London:

Palgrave, 2014, pp. 113–30.

Antony, Robert. Nan Zhongguohai haidao fengyun 南中國海海盜風雲 [Pirates of the South China Seas].

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(Hong Kong: Joint Publishers, 2014.

Antony, Robert. “Pacification of the Seas: Qing Anti-Piracy Policies in Guangdong, 1794–1810.”

Journal of Oriental Studies, vol. 32.1 (1994), pp. 16–35.

Antony, Robert. “State, Community, and Pirate Suppression in Guangdong Province, 1809–1810.”

Late Imperial China, vol. 27, issue 1 (2006), pp. 1–30.

Antony, Robert. “Piracy on the South China Coast through Modern Times.” In Bruce Elleman,

Andrew Forbes, and David Rosenburg eds., Piracy and Maritime Crime: Historical and

Modern Case Studies. Newport: Naval War College, 2010, pp. 35–50.

Calanca, Paola.. “Piracy and Coastal Security in Southeastern China, 1600–1780.” In Robert Antony

ed., Elusive Pirates, Pervasive Smugglers: Violence and Clandestine Trade in the

Greater China Seas. Hong Kong: Hong Kong University Press, 2010, pp. 85–98.

Chang, Thomas. “Ts’ai Ch’ien, the Pirate King who dominates the Seas: A Study of Coastal Piracy in

China, 1795–1810.” Ph.D dissertation, University of Arizona, 1983.

Cheng, Weichung. War, trade and piracy in the China Seas. Leiden: Brill, 2013.

Chin, James. “A Hokkien maritime empire in the East and South China Sea.” In Persistent piracy. New

York: Palgrave Macmillan, 2014, pp.

Clulow, Adam. “The Pirate and the Warlord,” Journal of Early Modern History, vol. 16 (2012), pp.

523–42.

Calanca, Paola.. Piraterie et contrebande au Fujian du XVème au début du XIXème siècle. Paris:

Éditions des Indes Savantes, 2008.

Connolly, Patrick. “Hong Kong and Macao Approaches to the Suppression of Piracy in the Pearl River

Delta, 1860–1941.” Ph.D dissertation, University of Macau, 2015.

Elleman, Bruce. “The Taiping Rebellion, Piracy, and the Arrow War.” In Bruce Elleman, Andrew

Forbes, and David Rosenburg eds., Piracy and Maritime Crime: Historical and Modern

Case Studies. Newport: Naval War College Press, 2010, pp. 51–64.

Fox, Grace. British Admirals and Chinese Pirates, 1832–1869. London: Kegan Paul, Trench, Trubner,

1940.

Fitzpatrick, Merrilyn. “Local Interests and the Anti-Pirate Administration in China’s Southeast, 1555–

1565.” Ch’ing-shih wen-t’i, vol. 4 (Dec. 1979), pp.

Fitzpatrick, Merrilyn. “Local interests and the anti-pirate administration in China’s south-east, 1555–

1556.” Ch’ing-shih wen-t’i, vol. 4, issue 2 (December 1979), pp. 1–50.

Higgens, Ronald. “Pirates in Gowns and Caps: Gentry Law-Breaking in the Mid-Ming.” Ming Studies,

vol. 10 (Spring 1980), pp. 30–37.

Hiroko, Katsuta. “Shindai kaiko no kan” [Pirate disturbances in the Qing period]. Shinron, vol. 19

(1967), pp. 27–49.

Laai, Yi-Faai. “The Part Played by the Pirates of Kwangtung and Kwangsi Provinces in the Taiping

Insurrection.” Ph.D dissertation, University of California, Berkeley, 1950.

Lim, Ivy Maria. Lineage Society on the Southeastern Coast of China: The Impact of Japanese Piracy

in the 16th Century. Amherst NY: Cambria Press, 2010.

Lucas, Edward R. “Junks, Sampans and Stinkpots: The British Experience with Maritime Piracy in

19th Century China.” Paper presented at the ISSS/ISAC Annual Conference, Austin,

Texas, 15 November 2014.

Lung, Hong-kay. “Britain and the suppression of piracy on the coast of China with special reference to

the vicinity of Hong Kong, 1842–1870.” MA thesis, University of Hong Kong, 2001.

Murray, Dian. Pirates of the South China Sea, 1780–1810. Stanford: Stanford University Press, 1987.

Petrucci, Maria Grazia. “Pirates, Gunpowder, and Christianity in Late Sixteenth-Century Japan.” In

Robert Antony ed., Elusive Pirates, Pervasive Smugglers: Violence and Clandestine

Trade in the Greater China Seas. Hong Kong: Hong Kong University Press, 2010.

Shapinsky, P. “Predators, protectors, and purveyors: Pirates and commerce in late medieval Japan.”

Monumenta Nipponica, vol. 64, issue 2 (2009), pp. 273–313.

Shapinsky, P. “From sea bandits to sea lords: Nonstate violence and pirate identities in 15th- and 16th-

century Japan”, in R. Antony ed., Elusive pirates, pervasive smugglers, Hong Kong University

Press, pp. 27-41.

So, Kwan-wai. Japanese Piracy in Ming China during the Sixteenth Century. East Lansing: Michigan

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State University Press, 1975.

Turnbull, Stephen. Pirate of the Far East, 811–1639. Oxford UK: Osprey, 2012.

Xiao, Guojian. “Xianggang zaoqi haidao shilue” 香港早期海盜史略 [A brief history of piracy in

Hong Kong’s early period]. Guangdong wenxian jikan, vol. 8 (1978), pp. 17–20.

Zheng, Guangnan, Zhongguo haidao shi 中國海盜史 [A history of Chinese piracy]. Shanghai:

Huadong ligong daxue chubanshe, 1998, pp. 289–96.

W11, 25 Oct, Opium War and Canton Required readings: Chapter One, Two, and Three of Chen, Song-Chuan, Merchants of War and Peace: British Knowledge

of China in the Making of the Opium War. (Hong Kong: Hong Kong University Press, 2017)

TEL/ DHMKP mapping out opium war’s expedition routes

Further readings: The Opium Question in China in 1840 - Thomas de Quincey, Excerpted from Thomas de Quincey,

The Collected Writings of Thomas de Quincey, Volume 14, ed. David Masson (London: A & C Black, 1897),

James Louis Hevia, 'Opium, Empire, and Modern History', China Review International, Volume 10, Number 2, Fall 2003, pp. 307-326

Glenn Melancon, Britain's China Policy and the Opium Crisis, Ashgate Press, 2003 Polachek, James M. The Inner Opium War. Cambridge, Mass.: Council on East Asian Studies,

Harvard University, 1992 R. Derek Wood, 'The Treaty of Nanking: Form and the Foreign Office, 1842-1843', Journal of Imperial

and Commonwealth History (London) 24 (May 1996), 181-196. (http://www.midley.co.uk/Nanking/NANKING_JICH.htm) J. K. Fairbank, 'Chinese Diplomacy and the Treaty of Nanking, 1842', The Journal of Modern History,

Vol. 12, No. 1 (Mar., 1940), pp. 1-30 Arthur Waley, The Opium War Through Chinese Eyes, 1958

Têng Ssu-yü 鄧嗣禹. Chang Hsi and the Treaty of Nanking, 1842. Chicago: University of Chicago

Press, 1944.

张熹, 撫夷日記

Wei Yuan, Edward H. Parker trans. Chinese account of the Opium War

道光洋艘征撫記 (姚薇元編夷艘入寇记;)

British Parliamentary Debates on the question of China, 7-9 April 1840 Actual Value of the Opium Delivered to the Chinese Authorities in 1839 - British Parliament ,

Correspondence Relating to the Actual Value of the Opium Delivered to the Chinese Authorities in 1839. Delivered to Both Houses of Parliament by Royal Command, 1843

Chapters X and XXXVI, John Ouchterlony, The Chinese war: an account of all the operations of the British forces from the commencement to the Treaty of Nanking London : Saunders and Otley

Mao, Haijian 茅海建, Tianchao de bengkui 天朝的崩溃(The Collapse of the Celestial Dynasty). Beijing

北京: sanlian shudian 三联书店, 1995

茅建海《入城与修约：论叶名琛的外交》

七弦河上釣叟, 英吉利廣東入城始末

W12, 1 Nov, An Opium War Social History Required readings: Bernard, William Dallas, Narrative of the Voyages and Services of the Nemesis from 1840 to 1843, 2

vols. (1844)

http://www.midley.co.uk/Nanking/NANKING_JICH.htm

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MacPherson, Duncan Two years in China. Narrative of the Chinese expedition, from its formation in April,

1840, to the treaty of peace in August, 1842, 1867, London

(https://archive.org/details/twoyearsinchinan00macprich)

Alexander, Murray. Doings in China: Being the Personal Narrative of an Officer Engaged in the Late

Chinese Expedition, from Recapture of Chusan in 1841 to the Peace of Nankin in 1842 (1843)

TEL/ DHMKP Creating a death map of the opium war—places where battle occurred,

numbers of death; mapping routes of refugees fleeing

W13, 8 Nov, Conclusion Readings: please go through your own notes and reflect on what you have learned in the past twelve weeks. If you can, a useful way of revising is to read this short book: Rana Mitter, Modern China: A Very Short Introduction.

♦ Research Essay, Documentary Film, and DHMKP due on 15 November (Tuesday)

12:00 midnight (as shown on the NTU Learn)

ASSESSMENT 100 % Continual Assessment; Assessment consists of the following three elements:

a) Class Participation: 15% (8% Group; 7% Individual) b) Group Research and Presentation: 40% (15% group grade by class peer-assessment; 25%

individual grade (15% intra-group peer assessment; 10% instructor grade, mainly on the day of presentation, but also participation in group discussions with instructor).

c) Summative Assessment: 45% Choice 1: Group Documentary Film Making Choice 2: Digital Humanity’s Methods of Knowledge Presentation Choice 3: One Research Essay of 3000-words (excluding notes and bibliography).

(more details below.)

a) Class Participation Attendance.

Group participation in class activities; group participation in general. Individual participation in discussion throughout the course.

b) The group research and presentation Grading system for group research and presentation The group’s and individual’s presentation will be graded according to following criteria:

Organisation of presentation (20%)

is there a strong introduction containing a clear statement of purpose?

are there statements defining the parameters of the presentation?

are the arguments properly structured and arranged? Analysis (30%)

ability to answer the ‘so what?’ question

coherent central argument

Ability to synthesise material

command of the literature

ability to marshal the evidence to prove a point Use of sources (20%)

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does the students engage a wide variety of sources?

does the students use sources with critical thinking? Group synergy (15%)

test of group cooperation and the ability to work together with each other.

the individual presentation coming together to form a coherent one presentation. Style and creativity of presentation (15%)

is there something extra that make the group outstanding? Fun or wow factor?

Summative Assessment Choice 1: Group documentary film making

Given that video technology is widely available and students are using it for their presentations and daily lives; also documentary is an important media in the spread of historical knowledge, in this module you can make a short film as your summative assessment.

In making the film you will think about Chinese history, and think historically. This is a third way of presentation, in addition to written form and oral presentation.

Topic: any course related topic; you can discuss with instructor.

The documentary film will be premiered to the class in week 13 before final submission.

Grading components: 45% towards your final mark: o 15% instructor grade to group o 20% intragroup peer-grade o 10% instructor grade to individuals (This can be the same for the whole group if you

wish; Otherwise it will be based on instructor’s observation, contact with the group, and other relevant information provided by group members.)

Rules: Length: 15-20 minutes 1-4 people: up to 4 persons working in a group on a documentary film; strictly no more than

4 persons. One person team (in this case 45% instructor grade) is also welcomed. Standard (requirements): The film needs to be uploaded to a website such as YouTube in

order to be assessed. That means both visual and audio effects need to have copy rights, i.e. film the story yourself (if you need extras for filming, please ask your friends, or do group mutual-support agreement); use copyright-expired footages; use computer animation (you can certainly do the whole film in this way); use copyright-free music or make one yourself.

The film you made is subject to NTU Plagiarism Regulations, just like exam paper and written essay.

Deadlines: 20 Sep: submit a plan: to include member list, working title, and a draft plan (create the plan form yourself). Once the application is made, you are to be assessed in this choice, strictly no switch to choice 2, except in special circumstances.

Between 20 Sep – 9 Nov: meet, the whole group, with instructor at least two times to discuss your plan and draft; making the film.

9 Nov (week 13): showing the draft film in class. 15 Nov (Tuesday), 12:00 midnight: submitting the final film in USB Disk (or use

Dropbox (share with [email protected]) and email webpage link that you have published to the instructor.

Grading system for documentary film Organisation (30%)

is there a strong introduction?

does the narrative structure make sense? Analysis (20%)

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does the students use sources with critical thinking? Style and creativity of presentation (25%)

is there something extra that make the short film outstanding?

Choice 2: Digital Humanity’s Methods of Knowledge Presentation

Rules: Methods: Any Digital Humanity, Digital Geography way of presenting 1-3 people: up to 3 persons working in a group; strictly no more than 3 persons. One person

team (in this case 45% instructor grade) is also welcomed. Standard (requirements): check out online Digital humanities (also digital geography), to

see if there is anything you want to learn or are familiar with, you can use them to find a project to work. The possible methodes of presentation can be found in each week’s course outlines. You are encouraged to find content (within the course’s range) to implement. Any visual, text, and audio effects need to properly acknowledge your sources just like a paper does.

The content and methods you present is subject to NTU Plagiarism Regulations, just like exam paper and written essay.

Deadlines: 20 Sep: submit a plan: to include member list, working title, and a draft plan (create the plan form yourself). Once the application is made, you are to be assessed in this choice, strictly no switch to choice 2, except in special circumstances.

Between 20 Sep – 9 Nov: meet, the whole group, with instructor at least two times to discuss your plan and draft; making the film.

9 Nov (week 13): showing the draft film in class. 15 Nov (Tuesday), 12:00 midnight: submitting the final film in USB Disk (or use

Dropbox (share with [email protected]) and email webpage link that you have published to the instructor.

Grading system for documentary film Organisation (30%)

is there a strong introduction?

does the narrative structure make sense? Analysis (20%)






does the students use sources with critical thinking?

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Style and creativity of presentation (25%)

is there something extra that make the short film outstanding?

Choice 3: Research essay 45% towards your final mark

Word limits: 3,000 word, excluding notes, bibliography, and other things such as picture you want to include.

Paper due on 16 November (Monday) 12:00 midnight (After the deadline, you can still submit through the NTU Learn link, but there will be a penalty).

Use your full name as it appears on your student card as the file names for the essay that you submit on NTU Learn. In this way the papers will come to

me in a proper order. You don't need to submit a hard copy.

Plagiarism in writing research papers It is important that all unacknowledged material in your essay is your own work. The University has strict rules relating to plagiarism that may result in disciplinary procedures. Remember that copying or using any part of another student’s essay or written work also falls within the definition of plagiarism. Exact texts cited from other’s works and placed in your paper must be put within quotation marks. Otherwise, paraphrase. The sources of both quotations and paraphrasing have to be properly noted. On how to cite properly, please see the section on ‘style’ below. How to paraphrase: ‘Paraphrase 1’ below will be deemed as plagiarism; ‘Paraphrase 2’ is an example of proper paraphrasing. Original text Wilson took personal responsibility for the conduct of the important diplomacy of the United States chiefly because he believed that it was wise, right, and necessary for him to do so. Believing as he did that the people had temporarily vested their sovereignty in foreign affairs in him, he could not delegate responsibility in this field to any individual. His scholarly training and self-disciplined habits of work made him so much more efficient than his advisers that he must have thought that the most economical way of doing important diplomatic business was for him to do it himself. Experience in dealing with subordinates who sometimes tried to defeat his purposes also led him to conclude that it was the safest method, for he, and not his subordinates, bore the responsibility to the American people and to history for the consequences of his policies. Paraphrase 1 (Plagiarism) Wilson took personal responsibility for conducting diplomacy because he believed it was right for him to do so. Believing that the people had vested their sovereignty in foreign affairs in him, he could not delegate this responsibility. His scholarly training and self-discipline made him more efficient than his advisers. He thought that the most economical way of doing important diplomatic business was to do it himself. Experience in dealing with subordinates who sometimes tried to defeat his purposes led him to conclude that it was the safest method because he bore responsibility to the American people for the consequences. Paraphrase 2 (Not plagiarism) Wilson felt personally responsible for major diplomacy, because he believed that the voters had entrusted him with such matters. He was more capable than his advisers in this area. He, and not his advisers, was responsible to the people.

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Penalties for late submission There will be penalties for late submission of 5% per day unless there are approved medical or other certificated reasons explaining the delay. Please ensure that the instructor is aware of these circumstances as soon as possible. Students failing to submit an assignment will be denied their credit points for this course. Extensions In exceptional circumstances extensions may be granted for individual students, but only for students who ask BEFORE the essay submission date. Word Limit You are required to provide a word count on the front page of your paper. Students failing to include a word count will automatically incur a 2% penalty, as will students falsifying their word count. The word count excludes notes, appendices and the reference list. The following penalties will also be levied for essays that do not adhere to the word limits:

Words over and under length Penalty

0-200 1% off original mark




2000 plus 10% off original mark

Factors taken into account In grading assignments the following factors will be taken into account by markers:

The relevance of the answer to the question set;

A clear introduction, the ability to structure an argument clearly and a conclusion;

Critical analysis;

The use of relevant reading;

The recognition, where appropriate, of different perspectives;

The avoidance of sexist, racist, xenophobic, homophobic, and ageist language;

Grammar, style and presentation, including accurate acknowledgement of sources. Grading system for research essay Your essay will be graded according to following criteria:

Organisation (15%)

is there a strong introduction containing a clear statement of purpose?

is there a proper conclusion

are there statements defining the parameters of the essay?

are the arguments properly structured and arranged? Analysis (30%)


coherent central argument Ability to synthesise material (20%)

command of the literature

ability to marshal the evidence to prove a point Writing/Grammar (15%)

test of writing skills; choice of words;

ability to convey complex ideas Use of sources & style (20%)

does the student engage a wide variety of sources?

does the student use sources with critical thinking? Style : Research papers must follow these guidelines:

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