Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
Over the last century East Asia has become an economic powerhouse, and Australia's economic and strategic well-being is heavily dependent on the region. This course will ensure that students have a sound understanding of the broad contours and themes of the modern history of East Asia, including China and Taiwan, Japan, Korea and the countries of Southeast Asia. The course aims to introduce students not just to what happened, the individuals, incidents, sequences of events, and dramas of East Asia's modern history, but also and more importantly to major problems of modern East Asian history. Over the last century and a half East Asia has played a pivotal role in world history. In the nineteenth century the Western imperial powers and Japan gradually replaced Chinese hegemony in East Asia. All of Southeast Asia with the exception of Siam (Thailand), came under European colonial rule. Japan emerged as an economic and imperial power in its own right. This led to the rise of national liberation movements throughout East Asia, based both on indigenous traditions and Western political philosophies, which challenged both indigenous rulers and colonial states. Ideas of social and gender equality and political freedom were central to the political platforms of many of these movements. The Japanese invasion of China in 1937 and Southeast Asia at the end 1941 set in place a train of events that would lead to Japan's own defeat in WWII, the establishment of the People's Republic of China in 1949, and the independence of Southeast Asian nations in the 1940s-1960s. The economic transformation that took place during the post-war period, first in Japan, then other East Asian nations, and then in China, would reintegrate the East Asian region economically. This course shows students how contemporary events in East Asia have their roots in the tumultuous history of the last century and a half.
This is an introductory course to the modern history of East Asia. The course covers China and Taiwan, Japan, Korea, and the countries of Southeast Asia, with particular focus on Myanmar, Thailand, Vietnam, and Indonesia. It aims to introduce students not just to 'what happened' - the individuals, incidents, sequences of events, and dramas of East Asia's modern history - but alsoﾠto some of the major debates in the writing of modern East Asian history. We will also explore the bigger methodological question in History of how the past is accessible to us in the present.ﾠThis course will not teach you what to think, butﾠhowﾠto think as a historian.
Over the course of the nineteenth century the Western imperial powersﾠgradually came to dominate East Asia. China, once the most powerful state in the region, weakened. All of Southeast Asia with the exception of Siam (Thailand), came under European colonial rule. Japan emerged as an economic and imperial power in its own right. Korea and Taiwan came under Japanese colonial rule. The rise of national liberation movements throughout East Asia, based both on indigenous traditions and Western political philosophies, challenged both theﾠcolonial state as well as the olderﾠindigenous ruling order. Modern ideas of social and gender equality and political freedom were central to the political platforms of many of these movements, yet older religious conceptions remained influential. The Japanese invasion of China in 1937, and Southeast Asia at the end 1941, set in place a train of events that would lead to Japan's defeat in WWII, the establishment of the People's Republic of China in 1949, and the independence of Korea and Southeast Asian nations in the 1940s-1960s. Yet following independence the Cold War period saw East Asia split along ideological lines.ﾠThe economic transformation that took place during this period, first in Japan, then other East Asian nations, and then in China, would reintegrate the East Asian region economically. More recently, popular culture, youth movements, tourism, religious revival movements, and net culture have drawn the region closer together.ﾠ
This course aims to show students how contemporary events in East Asia have their roots in the tumultuous history of the last century and a half.
Course requirements
Assumed background
No prior knowledge of Asian history is required.
Incompatible
You can't enrol in this course if you've already completed the following:
HIST2101
Course contact
Course staff
Lecturer
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
LECTURE
Weeks 1-13. No lecture in Week 4.
Venue: 45-204 - Mansergh Shaw Building, Learning Theatre
Time: 2:00-3:50 pm, Wednesdays.ﾠ
TUTORIALS
There are ten weeks of tutorials, starting in Week 2. As there are no HIST2040 classes in Week 4 due to the public holiday, tutorials will continue through to and including Week 12.
ﾠ
NOTE:ﾠThe study load expected for a #2 course at UQ is at leastﾠ10 hours per week on average throughout the full semester (https://www.eait.uq.edu.au/information-new-students/get-set-study). This includes (i) class attendance;ﾠ(ii) tutorial preparation, including readings;ﾠand (iii) assignment work.
Aims and outcomes
East Asian history tends to be studied according to individual countries. This course will cover the history of East Asia as an entire region, focussing on China, Japan, Korea,ﾠTaiwan, and the eleven countries of Southeast Asia: including Myanmar, Thailand, Vietnam, Indonesia, etc. The course will highlight connections and interactions between different countries, giving particular attention to the process of the reintegration of East Asia as a region in recent decades.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the broad contours of East Asia's historical development dating from around 1800 through to the present.
LO2.
Understand the place of East Asia in global history over the last two centuries.
LO3.
Understand the diverse historical actors in East Asia, from China to Japan, Korea, Taiwan, the different countries of Southeast Asia, and external actors including the European colonial powers, the United States and the Soviet Union.
LO4.
Critically evaluate the major intellectual debates and schools of thought in this field of history.
LO5.
Express your understanding in a clear and precise manner in both written and oral forms.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial Participation | 20% |
31/07/2024 - 17/10/2024
Tutorials start in Week 2. Due to the Royal Queensland Show holiday on Wednesday, 14 August, there will be no HIST2040 classes in Week 4. The last tutorials will be taught in Week 12. |
| Essay/ Critique | Essay: Primary Source Analysis | 30% 1000 words |
22/08/2024 2:00 pm |
| Essay/ Critique, Project | Research Project | 50% 2000 words/ 10 minutes |
24/10/2024 2:00 pm |
Assessment details
Tutorial Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
31/07/2024 - 17/10/2024
Tutorials start in Week 2. Due to the Royal Queensland Show holiday on Wednesday, 14 August, there will be no HIST2040 classes in Week 4. The last tutorials will be taught in Week 12.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are required to attend tutorials, having read the assigned tutorial readings, and actively participate in the discussion of issues raised in the lectures and tutorial readings. The aim is to develop skills in articulating one's ideas in public and to critical discuss the major intellectual debates in the history of modern East Asia.
Marking criteria are available in the ‘Assessment’ folder in Blackboard for this course.
In the event of illness, students can make up participation marks by providing their tutor with a medical certificate for the period in question and 1 to 1.5 pages of responses to the tutorial questions related to the readings for the missed tutorial. These should be emailed to the tutor prior to the following tutorial. These responses will be noted by the tutor in lieu of actual participation in the missed tutorial.
Note: Tutorials start in Week 2.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Essay: Primary Source Analysis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1000 words
- Due date
22/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Writing history is an interplay between "secondary sources" produced by scholars in the past and the present, and "primary sources", that is, historical evidence that is left in the form of a "trace" of an historical event - e.g. a speech, government record, book, newspaper article, memoir, folksong, etc. This assignment is designed to develop your skills in the critical analysis of primary sources. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
On the Blackboard site for HIST2040 will be posted extracts from various primary sources related to the themes of this course.
Choose one of these extracts and explain its significance in the context of modern East Asian history.
In your analysis you should cover the following issues:
(i) the year / period in which the source was composed;
(ii) the background of the person / people who produced the source;
(iii) the purpose for which the source was composed;
(iv) the theory or philosophy or world view, endogenous or Western, that is expressed in the source;
(v) the broader significance of this source in terms of the historical context in which it was produced.
You should structure the paper as a single essay, but make sure you fully address each of the five issues above.
To assist in your analysis of this source you may refer to the secondary scholarly literature on the country and period of history in which the source appeared. An extensive bibliography is not required. Please list the primary source. In addition, five secondary sources are sufficient but more can be used. Footnotes, quotes and bibliography are not included in the word limit of 1000 words (plus or minus 10%). Please avoid discursive footnotes.
Marking criteria are available in the ‘Assessment’ folder in Blackboard for this course.
Submission guidelines
Please submit your assignment by the due date via the Turnitin link that can be found on Blackboard under "Assessment".
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Research Project
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Project
- Weight
- 50% 2000 words/ 10 minutes
- Due date
24/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
The major assignment in this course is to address one of the questions below in ONE of the following three forms: (i) Essay; (ii) Podcast; (iii) Documentary-style Movie (using Apple's iMovie or Windows' Movie Maker).
The length requirement of each format is as follows:
1. Essay: 2000 words (for referencing use Chicago style 17A; footnotes and bibliography are not included in the word limit of 2000 words, plus or minus 10%. Please avoid discursive footnotes.
2. Podcast: 10 minutes
3. Movie: 10 minutes
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Marking criteria are available in the ‘Assessment’ folder in Blackboard for this course.
NOTE: The sources you use for this assignment should be predominantly books, chapters, and journal articles from the discipline of History.
ASSIGNMENT QUESTIONS
1. What were the reasons for "the Great Divergence" (Pomeranz 2000)?
2. What was China's "tributary system", and how did the coming of the European colonial powers during the nineteenth century impact upon that system?
3. Discuss the decline of the Confucian system of bureaucracy in northeast Asian states in the nineteenth century (answer with reference to China, Japan, Korea or Vietnam).
4. What effect did European influence have on religion in East Asia during the nineteenth and early twentieth century? (Answer with reference to one country).
5. How did Korea become a colony of Japan?
6. Why was Siam (Thailand) not colonized?
7. How successful was the Qing Dynasty in attempting to modernize China in the second half of the nineteenth century? OR: Account for the rise of Chinese nationalism in the late nineteenth and early twentieth century.
8. How was Japan able to modernize its economy and military following the Meiji Restoration in 1868?
9. Discuss the impact of French colonial rule on Vietnam.
10. Was the early women's movement in East Asia influenced by the West or driven internally? (Answer with reference to one country).
11. Discuss the role of the ethnic Chinese in the economies and societies of colonial Southeast Asia from 1850-1941.
12. What was the impact of Japanese colonial rule on the society of Korea or Taiwan?
13. Discuss the historical experiences of indigenous peoples in an East Asian country. What were the similaries and differences with the historical experiences of indigenous peoples in Western settler societies? (Answer with reference to one country).
14. How was the Communist Party of China successful in coming to power in 1949?
15. What were the major reasons for the rise of Indonesian nationalism in the first half of the twentieth century?
16. What were the reasons for the Korean War, 1950-53?
17. What factors gave rise to armed ethno-nationalist movements in Myanmar after independence?
18. Evaluate the "orthodox" and "revisionist" debate about the reasons for the Vietnam War.
19. What were the reasons for Japan's "economic miracle" after its defeat in World War Two?
20. Discuss the significance of either the Great Famine (1959-61) or the Cultural Revolution (1966-76) in China's modern history.
21. What were the reasons for the massacres of communists and suspected communists in Indonesia in 1965-66?
22. Explain the process of democratization that has taken place in Taiwan since the 1980s.
23. What are the reasons for the Islamic resurgence in Southeast Asia since the 1980s? (Answer with reference to one country).
24. Discuss the modernization of a religious tradition in an East Asian country (answer with reference to one country).
25. What are the similarities and differences between modern women's movements in East Asia and in the West? (You may focus on one OR more countries).
26. What is North Korea's Juche ideology, and how influential has it been?
27. What was the "Reform and Opening Up" policy in the PRC, and how successful was it?
28. Discuss the recent rise of LGBTQ activism in East Asia. How successful has it been in achieving its goals? (Answer with reference to one East Asian country).
29. Account for the success of the popular culture industry in Korea.
30. Why have the Armed Forces been such a powerful political force in Myanmar since the late 1950s?
***
TIPS FOR DOING A GOOD ASSIGNMENT IN HISTORY
1. Answer the question as thoroughly as possible.
2. Good research: Use books, book chapters, and articles mainly from the discipline of History.
3. Good structure: Organize your introduction, sections, paragraphs, and conclusion.
4. Good writing: Write clearly. Avoid the passive voice. Avoid overlength sentences. Use capitals correctly.
5. 'Wow factor'. Avoid stale, well-worn arguments. Push the critical analysis as far as you can go.
6. Good referencing: Reference thoroughly and use the correct referencing format: Chicago 17A footnotes and bibliography.
7. Avoid moralizing and appeals to the emotions. Let the historical evidence drive the argument.
Submission guidelines
Don't give your essay or assignment a new title. Instead, please state the assignment question that you have chosen from the list.
Please submit your assignment by the due date via the Turnitin link that can be found on Blackboard under "Assessment".
In the case of podcasts and movies, please submit a transcript with footnotes and bibliography to Turnitin and email a link to the podcast/movie to the Course Coordinator.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.</p> |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high-quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high-quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Your primary source analysis essay will be assessed according to the following criteria:
1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated, and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65 – 74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
Your research project essay/podcast/movie will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
•ﾠ Assessment tasks for this course evaluateﾠstudent’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies such as Chat GPTﾠto develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
•ﾠ Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
•ﾠ By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
•ﾠ All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
•ﾠ A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
•ﾠ It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
•ﾠ Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
•ﾠ Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
•ﾠ For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
PRIMARY SOURCE COLLECTIONS IN EAST ASIAN HISTORY AT THE UQ LIBRARY
UQ Library provides access to a number of useful databases containing collections of thousands of primary sources in East Asian history.
To search the databases, go to the UQ library:ﾠhttps://www.library.uq.edu.au/
At 'Library Search' scroll down and click on 'Databases'. Then enter the name of the primary source collection, below:
ﾠ
East Asiaﾠ/ Southeast Asia
- China, America, and the Pacificﾠ
- China: Culture and Societyﾠ
- China: Trade, Politics and Culture, 1793-1980ﾠ
Viaﾠ Archives Direct Database:
- Foreign Office Files for China, 1919-1980 (Archives Direct)ﾠ
- Foreign Office Files for Southeast Asia, 1963-1980 (Archives Direct)ﾠ
- Foreign Office Files for Japan, 1919-1952 (Archives Direct)ﾠ
- Foreign Office Files for India, Pakistan and Afghanistan, 1947-1980 (Archives Direct)ﾠ
- Foreign Office Files for the Middle East, 1971-1981 (Archives Direct)ﾠ
Via AM Scholar Database
- Area Studies: China and Southeast Asia (AM Scholar)ﾠ
- Area Studies: Japan (Korean content within) (AM Scholar)ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Week One: "Introduction: What is East Asia?" Introduction: What is East Asia ? The first part of the lecture will introduce students to the course, explain the course content, and the assessment items. The second part of the lecture will discuss the concept of "East Asia", the various countries that make up the region, and the relationship between Northeast Asia and Southeast Asia. Learning outcomes: L01, L02, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Week Two: "Before the Great Divergence: East Asia in 1800" Before the Great Divergence: East Asia in 1800 We are familiar with the history of European dominance in East Asia. Yet up until 1800 most of East Asia was politically independent. China was the world's largest economy. Standards of living were comparable with much of Europe. Japan and Korea were stable, moderately prosperous states, while mainland Southeast Asian kingdoms were expanding. Kenneth Pomeranz's influential 2000 work, The Great Divergence, argues that Europe only began to overtake East Asia in the nineteenth century, when the economic "divergence" between the two regions rapidly widened. This week's tutorial looks at East Asia prior to European dominance. Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Week Three: "European and Japanese Imperialism, c. 1840s-1910" European and Japanese Imperialism, c1840s-1910 Throughout the nineteenth century European military and commercial power expanded throughout East Asia. The Opium Wars and the subsequent "unequal treaties" weakened China, East Asia's greatest power. The American navy forced the Tokugawa Shogunate to open up Japan's economy, while Korea's isolation was ended by the Japanese as Japan itself emerged as an imperial power. Dutch, British, French, and later American military incursions resulted in most of Southeast Asia falling under direct colonial rule by the early twentieth century. Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Week Five: "Revolution, Republicanism, and Anti-Colonial Nationalism, c. 1900-1937" Revolution, Republicanism, and Anti-Colonial Nationalism, c1900-1937 The first half of the twentieth century was an age of revolution in East Asia. The failure of the traditional monarchies to defend their kingdoms from European (or Japanese) incursions stimulated radical new political ideas. Many of these ideas came from Europe: revolution, republicanism, constitutionalism, nationalism, democracy, science, social equality, socialism, and communism. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Week Six: "Being Modern in East Asia in the Interwar Years, c. 1918-37" Being Modern in East Asia in the Interwar Years, c1918-37 The interwar years in East Asia were a time of extraordinary social and cultural openness and vitality. Traditional culture and religion were questioned. The desire to be modern and "civilized" was influential. European middle-class fashions, consumer goods, and even manners, were popular. The women's movement and the issue of gender equality became closely bound up with nationalism movements. In Japan, the "modern girl" phenomenon exemplified a new ideal of sexual liberation. Conservatives tried to respond to these progressive ideas with cultural programs of their own, like Republican China's "New Life Movement" in the 1930s. For many East Asians, Japan was an influential model of a modern, prosperous, powerful, and independent nation. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Week Seven: "The Greater East Asia Co-Prosperity Sphere and the Pacific War" The Greater East Asia Co-Prosperity Sphere and the Pacific War Japan's invasion of China in 1937 not only began the devastating 8-year long second Sino-Japanese War but would bring about a complete reshaping of the political order in East Asia. America's entry into World War II in 1941 had a major impact on Japan's Southward Advance and the growth of the Greater East Asia Co-Prosperity Sphere. Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Week Eight: "The Collapse of Colonial Rule and Decolonization" The Collapse of Colonial Rule and Decolonization By late 1940s, the Japanese Empire had been defeated, the Chinese Communist Party had established the People's Republic of China, the Nationalist Party had retreated to Taiwan, Korea was independent but divided, and Vietnamese, Indonesians, Burmese, and Malays were fighting or negotiating for an end to European colonial rule in Southeast Asia. All over East Asia new independent regimes came to power amidst intense political instability. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Week Nine: "The Cold War in East Asia I: Communism and Anti-Imperialism, c1949-1975" The Cold War in East Asia I: Communism and Anti-Imperialism, c. 1949-1975 Many communist parties were established in East Asia following the 1917 Russian Revolution, but the victory of the Chinese Communist Party in 1949 contributed to the rapid spread of communism in the region. This drew in the world's new superpowers, the US and the USSR, making East Asia a central battleground of the global Cold War. The Korean War was the first "hot war" of the Cold War period. In the 1950s the Indonesian Communist Party (PKI) became the 3rd largest in the world. Anti-imperialism, nationalism, and communism combined in the Vietnam War, which ended in a rare military failure for the US and the unification of Vietnam under a socialist government in 1975. Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Week Ten: "The Cold War in East Asia II: Anti-Communism, c1960-1979" The Cold War in East Asia II: Anti-Communism, c1960-1979 The rise of anti-communism in East Asia and frustration with the intense political instability led to an authoritarian turn in the non-communist states of East Asia. The military seized power in Thailand, Myanmar, Korea, South Vietnam, and Indonesia, while Taiwan (the Republic of China) was under the authoritarian rule of the Nationalist Party (KMT). Only Japan under its new, post-war constitution remained democratic. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Week Eleven: "Democratization and Social Movements, c. 1980-2000" Democratization and Social Movements, c1980-2000s As the Cold War wound down and East Asian states enjoyed greater stability and prosperity, authoritarian regimes came under pressure from various new social movements to democratize. In Taiwan, Korea, the Philippines, Thailand, and even Indonesia, authoritarian rulers were forced to give up power. In communist China, a pro-democracy movement led by students was crushed in Tiananmen Square in June 1989. Meanwhile women's movements, ethnic groups, indigenous peoples, environmental groups, and more recently LGBTQ campaigners, became increasingly organized and vocal, demonstrating the emergence of a lively civil society in East Asia. Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Week Twelve: "East Asia's Reintegration: Society and Popular Culture since the 1990s" East Asia's Reintegration: Society and Popular Culture since the 1990s Growing prosperity across East Asia since the 1990s, together with the growth of the tourism industry, budget airlines, and the expansion of the popular culture industry, initially led by Japan (manga, anime, J-Pop) and later by Korea (K-Pop, K-drama, cosmetic surgery, etc.), and most recently the development of the internet and mass use of social media, have led to a growing cultural integration of the East Asian region. Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Week Thirteen: "The Fading of US Hegemony in East Asia, 2010s-Present" The Fading of US Hegemony in East Asia, 2010s Following the end of the Pacific War in 1945 the US expanded its influence in East Asia, primarily to prevent the spread of communism. By the end of the Cold War in the early 1990s, the US had become the hegemonic power in the region. With the recent economic rise of China and its increased willingness to assert regional influence, US hegemony in East Asia has been challenged. Is East Asia returning to a precolonial pattern of independent states with a powerful, prosperous China at its core? Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.