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JOHN CABOT UNIVERSITY

COURSE CODE: "PL 399A"
COURSE NAME: "Special Topics in Political Science: United States-China Relations"
SEMESTER & YEAR: Spring 2025
SYLLABUS

INSTRUCTOR: John Patrick Delury
EMAIL: [email protected]
 HOURS: TTH 11:30-12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Junior Standing or Permission of the Instructor
OFFICE HOURS:
COURSE DESCRIPTION:
An in-depth treatment of a current area of special concern in the field of Political Science. Topics may vary.
May be taken more than once for credit with different topics.
SUMMARY OF COURSE CONTENT:

The course is designed around three pedagogical pillars: lectures by the professor and discussions involving the whole class, presentations by students working in small groups, and papers written by students as individuals.

 

The first half of the course will feature more lecture time as students are gaining their bearings and familiarity with the material. Lectures will delve deeply into the historical context of US-China relations, proceeding in chronology order from the American founding/ late imperial Chinese era, onward.

 

In teams, students will give presentations to inform and stimulate class discussion. Topics for student presentations will be current issues and questions in US-China relations, complementing the lecture material focused on the past. Onus will be on all class members to contribute to discussion by listening and sharing their views.

 

By mid-term, students will have identified a suitable topic of strong interest which, in consultation with the professor, they will explore and research in depth. The resulting research paper will allow the student to demonstrate mastery of using historical research in analyzing international relations.

 

 

Note on Research Papers

Research papers are based upon a clearly articulated topic and central research question that the paper seeks to answer, along with key secondary, related questions. By mid-term, students should present a working hypothesis/ preliminary ‘thesis’ argument and explain the kind of method to structure the argument in outline format. The research bibliography should be organized into primary sources and secondary sources, including at least 5 primary sources and 10 secondary sources [books, book chapters, articles]. Primary sources are defined as written documents generated at the time of the historical events being studied.

 

Note on Class Presentations

            In the first half of the term, students will be asked to give brief prompting presentations on class readings. In the final weeks of class, students will present their work-in-progress/ research challenges/ key findings from their research papers. Over the course of the semester, each student will do at least 1 presentation (under 10 minutes) on US-China news of the week, briefing the class on an important development for the purpose of stimulating group discussion. Over the course of the semester, working in pairs students will lead at least 1 class discussion on a critical topic in Sino-US relations today, chosen in consultation with the professor. Discussion leaders will identify short readings for all class members and prepare a joint presentation (under 20 minutes) to frame the discussion and offer leading questions. Sample topics include:

  1. Global Public Health

-       Pandemic Outbreak and Response

Example of relevant readings: Jeremy Page, Weixin Fan and Natasha Khan, “How It All Got Started: China’s Early Coronavirus Missteps,” Wall Street Journal, March 6, 2020; [Gady Epstein] “Blame Game,” The Economist, March 21, 2020

  1. Great Power Paradigm

-       Great Power Competition or New Type of Great Power Relations?

Relevant readings: 2017 National Security Strategy; 2018 National Defense Strategy; Mike Lampton, “A Tipping Point Is Upon Us,” May 2015 https://www.uscnpm.com/model_item.html?action=view&table=article&id=15789; Qi Hao, “China Debates the New Type of Great Power Relations,” The Chinese Journal of International Politics (Nov 2015); Wang Jisi, “The Hot Peace Paradigm,” Jan 2022

  1. Trade and Investment

-       Decoupling or Interdependence?

4.     Climate Change

-       Cooperate or Compete to Net Zero?

  1. Human Rights/ Treatment of Ethnic Minorities

-       Detention of Uighurs/ Incarceration of Black Americans

-       Tibetan Autonomous Region/ Native American Reservations

  1. One China Policy

-       Taiwan (and Hong Kong)

  1. The Korean Peninsula

-       Korea Policies in Beijing and Washington

  1. Techno-nationalism

-       Great Firewall vs. Clean Network

9.     Maritime Disputes
-       Freedom of the Seas or Rival Hegemonies?

 

Required course materials/study visits and expected expenditure for the students

There are no special requirements or expected expenditures. As opportunities arise, the class will invite relevant experts and/or participate in relevant conferences, to supplement the standard classroom learning experience—no extra expenditures are anticipated, however
LEARNING OUTCOMES:

LEARNING OUTCOMES

•      Acquire foundational knowledge of the historical context of US-China relations

•      Achieve a firm grasp on full range of key issues in current US-China relations

•      Improve sophistication of analyzing world order through lens of bilateral relationship and its global impact

•      Gain experience using historical research methods as applied to the study of international affairs

•      Practice honing skills in oral presentation and research paper writing
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The China Questions 2: Critical Insights into US-China Relations Carrai, Rudolph, Szonyi, eds.Harvard University Press978-0674270336 Full book, hard copy or ebook acceptable.   Amazon
Fateful Ties: A History of America's Preoccupation with ChinaGordon H. ChangHarvard University Press978-0674050396 Full book; either hard copy or ebook.  Amazon
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
 Assessment methods: Class participation, including attendance and in-class discussion, is worth 15% of the total grade. Individual presentations will account for 10% of the grade, the team presentation on a critical topic will account for 20% of the grade, and short writing assignments will account for 10% of the final grade. The research paper [2,000 words], due at the end of the semester, will be worth 45% of the grade. The research paper should draw on primary source materials and demonstrate wide reading in relevant secondary sources.  
Individual presentationsOver the course of the semester, each student will do at least 1 presentation (under 10 minutes) on US-China news of the week, briefing the class on an important development for the purpose of stimulating group discussion. 10
Group presentationsOver the course of the semester, working in pairs students will lead at least 1 class discussion on a critical topic in Sino-US relations today, chosen in consultation with the professor. Discussion leaders will identify short readings for all class members and prepare a joint presentation (under 20 minutes) to frame the discussion and offer leading questions. Sample topics will be suggested in class.20
Short writing assignmentsAs assigned in class.10
Final research paperOn a topic of student's choosing with approval of the professor, the research paper should draw on primary source materials and demonstrate wide reading in relevant secondary sources. 45

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

 SCHEDULE

 

Week 1 : Introductions & Overview

Week 2 : New Republic/ Celestial Empire [1776-1865]

-       Delury, “China as Equal,” Perspectives in History (2020), 21-23.

-       Gordon H. Chang, Fateful Ties, 1-48

Week 3: Republic/ Empire cont.

-       Chang, Fateful Ties, 49-89.

-       Evan Osnos, Age of Ambition (2014), 1-33, 76-113.

-       Evan Osnos, Wildland (2021), 3-15, 200-242.

Week 4 : Hidden Empire/ Sick Man of Asia [1865-1900]

-       Chang, Fateful Ties, 90-129.

-       Daniel Immerwahr, How to Hide an Empire: A History of the Greater United States (2019), 46-72, 336-354

-       Liang Qichao, “Notes from a Journey to a New Continent,” [1903]

Week 5: Open Door to Wartime Ally [1900-1945]

-       Chang, Fateful Ties, 130-202

-       Erez Manela, The Wilsonian Moment, 1-13, 99-118, 177-196

Week 6: Research Paper Workshop
-       Marc Trachtenberg’s “Working with Primary Sources” from The Craft of International History, http://www.sscnet.ucla.edu/polisci/faculty/trachtenberg/methbk/AppendixII.html 
-       Cold War History Project at Woodrow Wilson Center http://digitalarchive.wilsoncenter.org/collections
-       The China Documentation Project at GWU’s National Security Archive http://nsarchive.gwu.edu/china/ 
-       The China Collection of declassified CIA materials http://www.foia.cia.gov/collection/china-collection

Research paper proposal [3 pages] plus annotated bibliography [primary/ secondary sources] due

Week 7: Allies [1937-1949]

-       Chang, Fateful Ties, 203-236.

-       John Delury, Agents of Subversion, 1-98.

-       Assignment China—The Chinese Civil War, Mike Chinoy & USC US-China Institute, USC http://china.usc.edu/assignment-china-chinese-civil-war

Week 8: Enemies [1950-1969]

-       Delury, Agents of Subversion, 98-285.
Week 9: Nixon in Beijing, Deng in Texas [1970s]

-       Delury, Agents of Subversion, 286-328.

-       Henry Kissinger, On China (2011), 238-293

-       The Shanghai Communique (1972) 

-       Nixon in China, The Richard Nixon Presidential Library, https://www.youtube.com/watch?v=4cfsI4ZjTbU

Revised paper proposal, outline, and bibliography [primary and secondary sources] due 
Week 10: Tiananmen or Trade [1980s & 1990s]

-       The Gate of Heavenly Peace http://www.tsquare.tv/

Week 11: Peaceful Rise [2000s]

-       Chang, Fateful Ties, 237-267.

-       Michael Green, “The Rise of China,” By More Than Providence: Grand Strategy and American Power in the Asia Pacific since 1783 (2017), 422-548

-       Zheng Bijian, “China’s ‘Peaceful Rise’ to Great Power Status,” Foreign Affairs (Sept/Oct 2005) 

Week 12: Strategic Competition [2010s]

-       Xi Jinping, “New Type of Great Power Relations,” Governance of China, p. 294-324.

-       Anthony Blinken, “The Administration’s Approach to the PRC,” May 26, 2022, https://www.state.gov/the-administrations-approach-to-the-peoples-republic-of-china/

Week 13: Student Research Presentations

Week 14: Student Research Presentations

Week 15: Student Research Presentations

Final papers due