Time: Thursdays; 10:30-noon Room: ERB 804 (William M.W. Mong Engineering Building)

1. Women’s Movement in China: Causes and Effects Time: Thursdays; 10:30-noon Room: ERB 804 (William M.W. Mong Engineering Building) Medium of Instruction: English Professor: Dr. Priscilla Chung 秦家德 Email: prischung@cuhk.edu.hk Tutor: Baoyu Fu Email: baoyufu1@yahoo.com.tw

2. Introduction • Course Description • Goals of the course • Course format • Course assessment • Tutorials: 25% • Mid-term Project: 25% (Feb 26, 2009) • Attendance: 10% • Final Project: 40% • Schedule of course • Major Readings

3. Course Description • An introduction to the history of the Women’s Movement in China looking at the reasons why the Movement began in the early Twentieth Century and the Impact the Movement still has on today. • We will examine: • Why such a Movement was necessary? • Why did it occur at that particular time? • What was the woman’s traditional role before the Movement? • The continuation of the women’s movement from the Qing dynasty through the Republican period under the KMT Government. • The impact of the Women’s Movement on the current status of women on China Mainland, Hong Kong and Taiwan. • The role of the United Nations (UN) and its impact on women. • The status of women on Taiwan, outside of the UN.

4. The Goals of the Course • To encourage analytical and comparative thinking about social change and the impact on the lives of the students. • To understand that events of contemporary times have its roots in the past. • To appreciate that the rights women now enjoy are the results of struggles of men and women who did not enjoy these rights. • To understand that the movement is still continuing in China and around the world. • To understand the role the United Nations plays in “policing and mandating” change in condition and attitude that affects both males and females. • To be more knowledgeable of the current status of women in China, Hong Kong and Taiwan and what else might be necessary for women to gain equal opportunities. • To achieve learning outcomes.

5. The Goals of the Course: Learning Outcomes • The format and the assessment of the course is designed to meet the following learning outcomes that will be useful to students after their graduation. • Improved subject specific skills: students will be able to make effective use of lectures, reading assignments, library and web research to obtain and integrate information pertinent to the subject of the course. • Improved cognitive skills: students will be able to apply critical thinking to analyze the materials. • Generic skills: • Communication: students will be able to make effective presentations, based on their research and analysis of subject matter, and to write cogent papers summarizing their findings • Leadership and teamwork skills: students will be able to lead and participate in group research, and to conduct class discussions.

6. Course Format • The course will make use of Powerpoint (ppt) presentations posted on the web, with a brief introduction by the professor during class covering the highlights of each subject. • Class interaction is encouraged. • This format will promote: • Students working together: to: • Gather the needed materials on the subject of the lecture; • Critically analyze what they have read; • Communicate what they have learned; • Lead discussions.

7. Course Assessment • Tutorials: 25% •  Mid-term Project: 25% • Attendance: 10% • Final Project: 40% • Students can continue to develop their Mid-term project or begin a new one.

8. Course Assessment: Tutorials (25%) • Students will be divided into groups and will meet once every other week after the Drop and Add Period. • Tutorials will be based on films and documentaries on women. An example of the selection is as follows: • Hua Mulan • Jia (Family) • Leiyu (Thunderstorm) • Ri Chu (Sunrise) • Raise the Red Lantern • The Song Sisters • Wild Swans • Students will be given two weeks to see the film or a video and are required to do presentations and lead and participate in discussions. • The schedule will be announced.

9. Course Assessment: Mid-term Project: 25% • Students will form groups to begin a small research project based on readings or chosen research topics. • Field work or survey research can be done rather than book research. • Result of research is presented in class. • Students will put their names on the ppt slide(s) of their contribution. • A paper is written based on the presentation. • A student has to write up his/her own contribution and attach it to the Group paper. • Individual contribution will be graded separately but group leaders and Chief editors will get extra credit and will be expected to give assessment of levels of contributions of team members.

10. Final Project • The Final Project can be a continuation of the mid-term project or the group can decide on a different topic. • The same arrangements for the Mid-term Project shall be done for the final project. • Evaluation of project will be based on the quality of the research, the substance of the work, the clarity of organization and presentation skills/or writing quality.

11. Mid-term and Final Projects • For tips on writing a good paper check the websites below: • http://owl.english.purdue.edu/handouts/research/r_ressteps.html • http://www.aresearchguide.com/1steps.html • http://www.google.com/search?q=evaluating+a+research+paper&rls=com.microsoft:*:IE-Address&ie=UTF-8&oe=UTF-8&sourceid=ie7&rlz=1I7GGIK_en

12. Mid-term and Final Projects (2) • The written paper must conform to the following style: • Footnotes with page numbers. • Bibliography • Dates of person when first mentioned—ex: (500-560); (r.500-560); (d.560) (b.500); (c.500) • Romanization must be in correct pinyin (followed by Chinese term) • For translation of titles use: Hucker, Charles O., A Dictionary of Official Titles in Imperial China

13. Mid-term and Final ProjectsExample on Footnotes • Dame of Rongguo (荣国夫人), surnamed Guan (管), (1103-1175), died at the age of 72. She was the wife of Li Anjian （李安简）also known as Li Kuang (李光) who assisted in the administration of the local government of Huiji (会稽) in present day Jiangsu (江苏). • At that time, Qin Gui. (秦桧), (1090-1155)[1] was in power. He had the Emperor’s favor. Li was known for his uprightness and after he persistently criticized Qin in Lingnan (岭南), he was maligned and was exiled to Hainan (海南). • [1] Franke, Herbert, Sung Biographies, p. 241.

14. Mid-term and Final ProjectsExample on Bibliography • Bibliography: • Tuotuo, Song-shi, (Beijing: Zhonghua shuju; Shanghai: Xinhua shudian Shanghai faxingsuo faxing, 1977), 242/8612-6; • Wang, Cheng, Dongdushilue (Taibei: Wenhai chubanshe, 1971), 13/4b-5a; Djang, Chu Djang, Jane C., trans., “A Compilation of Anecdotes of Sung Personalities” (Collegeville, Minn.: St. John’s University Press, 1989) 24-32; • Ching Chung, Priscilla, Palace Women in the Northern Sung, (Leiden: E.J. Brill, 1981), 28-30,47, 66, 69-72.

15. Schedule of Course Introduction Background Women in Early China and her changes due to the influence of Confucianism The changing status of women in Chinese History: impact of Religion, Law and Politics Women and Power in Imperial China Han and non-Han women Women in the Military The 19th Century and the Women’s Movement in China United Nation’s impact on the women in the People’s Republic of China Impact of United Nations on Hong Kong Women in Taiwan, outside of the United Nations 15

16. Major Readings • Cheung, Fanny M., ed., Engendering Hong Kong Society: a gender perspective of women’s status, Chinese University Press, 1997. • Cheung, Fanny M., ed. Mainstreaming Gender in Hong Kong Society, The Chinese University of Hong Kong. • Clark, Cal & Lee, Rose J., ed., Democracy and the Status of Women in East Asia, 2000. • Clark, Cal and Clark, Janet, The Social and Political Bases for Women’s Growing Political Power in Taiwan, Maryland Series in Contemporary Asia Studies, Number 3 – 2002 (170) • Croll, Elisabeth, Feminism and Socialism in China, 1980. • Hershatter, Gail, Women in China’s Long Twentieth Century, 2007. • Holmgren, Jennifer, Marriage, Kinship and Power in Northern China, 1995.

17. Major Readings (2) • Jaschok, Maria and Miers, Suzanne, ed., Women and Chinese Patriarchy: Submission, Servitude and Escape, 1994. • Ko, Dorothy, Haboush, JaHyun Kim, and Piggot, Joan R., eds., Women and Confucian Cultures in Pre-modern China, Korea and Japan, 2003. • Leutner, Mechthild, and Nicola Spakowski, eds, Women in China: The Republican Period in Historical Perspective, 2005. • Li, Chenyang, The Tao Encounters theWest : explorations in comparative philosophy, 1999. • Spakowski, Nicola & Milwertz, Cecilia , ed., Women and Gender in Chinese Studies, 2006 • Spencer, Jonathan, The Search for Modern China., 1990. • Twitchett, Denis and Fairbank, John K., Cambridge History of China, v.10-12, 1985, 1994. • Wang Zheng, Women in the Chinese Enlightenment: Oral and Textual Histories, 1999.