Assessment

This course is designed to develop the core skills historians use when working with evidence: close reading of primary sources, careful engagement with secondary scholarship, and critical evaluation of historical claims—whether drawn from assigned readings, museum objects, or other materials.

Rather than relying on one or two high-stakes exams, assessment is distributed across a combination of shorter and longer assignments. Weekly reading quizzes and discussion posts support sustained engagement with the readings and preparation for class discussion. Short reflection essays emphasize focused historical analysis, while the midterm conversation provides an opportunity for individual feedback and reflection. The exhibition assignment and final exercise ask students to synthesize ideas across the course and apply them in new contexts.

Taken together, these components balance workload across the term, reward consistent preparation, and offer multiple ways to demonstrate learning.

Reading Quizzes (10%)

Students are required to complete a reading quiz on Canvas by the end of each Monday in preparation for the weekly sessions. Of the nine quizzes scheduled (Weeks 3–6, 8–12), the best eight will count toward the final grade.

The multiple-choice quizzes (the first quiz is due by 23:59 on Monday, January 19, for the readings listed under Week 3) are not meant to be onerous but are intended to encourage students to review the assigned materials (especially the Hansen text) before our weekly sessions. Quizzes are open-book ~~but time-limited,~~ and must be completed independently, without collaboration or the use of AI tools.

Discussion Posts (15%)

Students are required to submit one discussion post (150–200 words) via Canvas by the end of each Wednesday in preparation for the Thursday discussion. Of the nine possible posts (Weeks 3–6, 8–12), the best eight will count toward the final grade.

For each post (the first post is due by 23:59 on Wednesday, January 21, for the readings listed under Week 3), you should:

Include, at the top of the post, two quotations from the weekly primary source(s) that are particularly relevant to the week’s focus question. Each quotation may range from a single sentence to a longer passage and does not count toward the word limit. Please do not quote from the editor’s or translator’s introduction.
Explain how the quotations—drawn from at least two different documents if more than one has been assigned—help address the focus question, either individually or in combination.

The purpose of this exercise is to cultivate close reading and historical judgment. In your discussion, identify the speakers and explain the context in which the quotations were produced, as well as the extent to which the views expressed can be taken as representative of broader positions or experiences. For the purposes of this course, Hansen’s The Open Empire is not considered a primary source.

Whenever possible, provide page references for all quotations (e.g., “Confucian Teachings,” p. 19; Han Yu, “The Original Way,” p. 360). Discussion posts must be completed independently, without collaboration or the use of AI tools. Late submissions will not be accepted except in cases of illness, emergency, or other extenuating circumstances. Posts may not be edited after submission, though you may add a follow-up comment by replying to your original post if clarification is needed.

Participation (10%)

Students are expected to attend and participate actively in all weekly sessions. Active participation includes asking questions, responding to peers, and contributing to both whole-class discussions and breakout groups. Please consult the Support section if circumstances require you to miss a class.

Short Reflection Essays (20%)

Students will select two weekly units (Weeks 3–6, 8–12) for submission of short reflection essays, each between 800–900 words. Essays are due one week after the completion of the unit in question (e.g., essay for Week 4 is due by 23:59 on Thursday, February 5). At least one essay must be submitted before the midterm conversation and at least one after.

Each essay should engage closely with the primary and secondary sources assigned for the week. When multiple primary sources have been assigned, you are expected to consider the range, though you are not required to discuss each source in equal detail.

For each essay, you should:

Context and limitations: Reflect on the authorship, audience, purpose, and historical circumstances of the primary source(s). Consider what each source can—and cannot—tell us about the past (see “How to Read a Document” for guidance).
Utility: Identify and discuss three quotations or concrete examples from across the assigned primary source(s). When multiple sources have been assigned, you should draw from at least two different documents, and you are encouraged to engage with the full range where relevant. Explain how these examples—individually or in combination—help address the week’s focus question.
Connection to secondary source: Provide one example of how the primary source(s) may confirm, complicate, or challenge a particular argument or claim in the assigned secondary reading (Hansen). Be specific, and include a relevant quotation from Hansen whenever possible.
Citations: Provide in-text citations (e.g., “Confucian Teachings,” p. 19; Han Yu, “The Original Way,” p. 360, Hansen, p. 143) for all quotations and examples.

The purpose of this exercise is to develop skills in historical analysis and source evaluation through your own work. You may use AI tools for grammar checking or sentence-level clarity, but all quotation selection, source analysis, interpretation, and argumentation must be your own. Please include a brief statement at the end of the essay indicating any AI tool use (e.g., “I used Grammarly for grammar checking” or “No AI tools were used”).

Essays should be submitted via Turnitin (late policy: 4/100 points per day).

Midterm Conversation (10%)

During the week of February 23, students will meet with the instructor individually (~20 minutes). Details to follow.

Group Virtual Exhibition (15%)

Students will work in groups of 3–4 to curate a virtual exhibition organized around a unified theme drawn from the course materials. The completed exhibition is due by 23:59 on Monday, April 6, and should be submitted as a single document via Turnitin (late policy: 4/100 points per day).

The purpose of this assignment is to practice historical interpretation across different types of evidence by placing material objects in dialogue with textual sources and course themes.

Each group member will select one object from one of the following museum collections:

While it may not always be possible, groups should aim to include objects from at least two of the museums.

Each group must submit an exhibition prospectus by 23:59 on Tuesday, March 17, for instructor feedback (some class time that day will be set aside for group work). The prospectus should briefly explain the exhibition theme and its relevance to the course (100–150 words). In addition, it should list preliminary objects—at least one per group member—with full identifying information (title, date or period, museum, accession number or URL) and include 1–2 sentences explaining how each object helps illuminate the exhibition theme.

Groups will have dedicated class time in the second half of the term to meet and coordinate their work in breakout rooms, but students should also expect to meet outside of class as needed.

The final exhibition should include:

Exhibition introduction (200–300 words, collaborative): Introduce the theme, explain its historical significance, and outline how the selected objects illuminate it.
Object entries (500–600 words each, individual): Each group member will write one entry describing and contextualizing their object and connecting it explicitly to course themes and assigned readings. Entries should address the object’s materials, production, function, and historical context; discuss what information the museum provides and the limits of that information; and include quotations from assigned sources where appropriate.
Concluding reflection (200–300 words, collaborative): Synthesize insights across the objects, reflect on what can be learned by examining them together, and note limitations or questions raised by the material evidence.
Images and citations: Include images of all objects with full identifying information (title, date or period, materials, museum, accession number, and URL if applicable), as well as Chicago-style in-text citations.

The submission should list all group members and clearly attribute individual object entries to their authors. Each member must write their own object entry and contribute substantially to the collaborative sections. All group members will normally receive the same grade, unless there is clear evidence of significant disparity in contribution.

Groups should coordinate and discuss ideas together, but individual object entries must be written independently. AI tools may be used for grammar checking or sentence-level clarity, but not for selecting, interpreting, or evaluating museum objects, sources, or themes. All historical analysis and argumentation must be the students’ own work. Please include a brief statement at the end of the submission indicating any AI tool use.

Final Exercise (20%)

Due by 23:59 on Tuesday, April 21 (late policy: 4/100 points per day). This exercise covers the full breadth of course materials. Details to follow.

Research Project (30%; optional)

In lieu of the second reflection essay and final exercise.

Due by 23:59 on Tuesday, April 21 (late policy: 4/100 points per day). Topic and format are to be decided in consultation with the instructor. Students interested in this option must seek instructor approval by February 6.