History 343: Modern East Asia

Spring Semester 2016

3:00 – 4:15 Mondays and Wednesdays

 

Instructor:

Dr. John Moser
119 Andrews
(419) 289-5231

E-mail

Office Hours: 11:00 am – 12:00 noon MWF, or by appointment
 

Required Reading:

Mark C. Carnes and Daniel K. Gardner, Confucianism and the Succession Crisis of the Wanli Emperor.  New York: W.W. Norton, 2014.  ISBN: 0393937275

 

Confucius, The Analects.  New York: Penguin, 1979.  ISBN: 0140443487

 

Wm. Theodore de Bary, Carol Gluck, and Arthur E. Tiedemann, eds., Sources of Japanese Tradition, Volume II: 1600-2000, Part Two: 1868 to 2000, Abridged Edition.  New York: Columbia University Press, 2006.  ISBN: 0231139195

 

John Moser, Japan, the West, and the Road to World War, 1940-41 (coursepack, 2011).

 

Mathew W. Thompson, Darla Cornett, and Lei Hu, Legacy of the 47 Samurai: The Sword Attack (coursepack, 2016)

 

Judy Walden, “The New is Strong”: The Hundred Days’ Reform in China, 1898 (coursepack, 2016)


Other readings online, on reserve, or otherwise supplied by the instructor. 

 

 

Course Description:

 

This course will consider the political, diplomatic, and cultural history of East Asia—specifically China and Japan—from the late 16th century to the present.  Specifically it will focus on four subjects—Confucianism as traditionally understood, the idea of bushido in early modern Japan, the 19th century challenge of Western ideas to East Asian traditions, and the Japanese drive for hegemony over East Asia in the mid-20th century.  We will examine each of these in considerable detail through the use of role-playing simulations from the Reacting to the Past series.  This means that each student will actually take on the role of an important official in China in 1587 and 1898, and in Japan in 1703 and 1940-41.

 

 

Course Policies:

 

Although this is a face-to-face course, we will be using Blackboard for some of its features.  If you have never used Blackboard before, you should familiarize yourself with its operation by visiting http://ashland.blackboard.com and visiting the “Video Help Center for Students.”

 

The following factors will make up your final grade—

 

Papers (40%)

 

The number of written assignments, as well as their length, their subject matter, and when they are due, will depend on the role that you play in each simulation.  You may expect to write roughly 6,000 words (that is, about 17-20 pages) over the course of the semester, and each paper must be written in character; that is, it is to be written as the person you are portraying would have written.  How you meet the 6,000-word requirement will be largely up to you. Some games have firm requirements regarding the number of papers to be written—for instance, all students must write two for Confucianism and the Succession Crisis of the Wanli Emperor. In other games certain characters are expected to write more than others, and my not specify exactly when papers must be submitted, or on what subject. It is your job, based on the game and your role in it, to determine what and when to write, or how long your papers should be (although I will not grade anything shorter than 500 words, as this is the minimum necessary to make a coherent argument on a topic.

 

Each of your papers will receive a score out of 20, broken down as follows:

I. Logic (5 pts). This rubric assesses the structural soundness of your argument. Is your paper well-organized? Does it lead the reader/audience through a series of logical steps, each well-supported by appropriate evidence, to your conclusion? Do you use logically appropriate “transition words” (and, yet, but, because, whereas, nevertheless, furthermore, however, therefore, etc.) to connect each sentence to the next, and each paragraph to the next? If you have resorted to any logical fallacies in the hope of bamboozling your audience, have you correctly labeled these in your footnotes? (If I find a logical fallacy that you have not labeled, I will assume it is a mistake and deduct points.)

II. Content (5 pts). This rubric assesses whether or not you have “done your homework” on the issues your speech addresses. Your Game Book and role sheet do not contain everything you need to know in order to make an argument for your position. They only tell you what you want to happen and (broadly) why. This is not enough material with which to persuade someone else to share your opinion – especially if that person has done his or her homework and knows that you are talking nonsense! Remember that you are dealing with real historical places, people and events; while you are free to suggest a different course of action from that which was historically taken, you must know what the range of plausible possibilities for such action was – which you can only find out by undertaking historical research. You should take the Game Book only as a starting-point – a blueprint to help you generate good questions about the material, which you will then try to answer through your research. Ask yourself, “What kind of information would I need to include in this paragraph in order to convince a stranger that the point I am making is valid?” Once you have your questions, use the rich resources of the Internet and the library to track down the information you need. (Hint: if I can find out that one of the "facts" or assumptions in your paper is wrong merely by performing a simple Google search, you haven't done your homework.)

III. Style (5 pts). Under this rubric, I consider all the things that make your paper rhetorically effective: clarity and concision, word choice, appropriate use of metaphor and/or other figurative language, freedom from cliché, and most of all, impeccable grammar and usage.

 

IV. Authenticity (5 pts). This rubric addresses the extent to which the paper represents something that your character would write.  Not only should your character be obvious in the arguments you are making (in other words, you should not be arguing a position contrary to what your role description dictates), as well as your overall style.  For example, a Crowd Leader in the French Revolution game should have a simple, but forceful manner of writing.

In most cases, papers will be due not during class, but rather by noon on the day before the class when the issue on which you are writing will be discussed in class.  If you are writing for one of the in-game newspapers (and most of you will be) the editor of that paper may designate an even earlier deadline in order to provide him or her with sufficient time for formatting.  Papers should be uploaded to designated drop boxes located at the course’s ANGEL site. 

 

Speeches (40%)

 

Most of you will be expected to make at least three speeches (and probably more) to the class over the course of the semester, one during each simulation.  These will be formal speeches made before your colleagues on matters of general concern.

 

It is likely that your speeches will address the same subjects as your papers.  While it is certainly acceptable in this case to refer to notes during your in-class speeches, you absolutely may not read your speech from a prepared text.  In other words, simply reading aloud from your paper will not satisfy your speech requirements—nor are your fellow students likely to appreciate it.  Remember that your primary goal here is to persuade others to support your views.

 

Speeches will be graded according to the criteria defined above for papers.  However, in place of authenticity speeches will be assessed on:

 

IV. Delivery (5 pts). This rubric assesses the effectiveness of your speech as an oral performance: do you establish contact with your audience, use appropriate vocal emphasis, and speak with expression? Do you avoid stumbling over words, misplacing the emphasis in sentences, and losing momentum between high points?

 

Attendance and Participation (20%)

 

As you have probably gathered by now, this is not a typical university course.  There will be very few lectures.  The course will succeed or fail based on the willingness and ability of every student to participate meaningfully in class discussions, both in and out of character.

 

Of course, the first requirement is that students attend class diligently.  This is particularly important for this course, given that it meets only once per week.  No student may miss more than one class session without his or her grade being adversely affected.  In addition, keep in mind that during the game’s public meetings—in other words, those class sessions when students will be “in character” (January 27 – February 10, February 24 – March 16, March 30 – April 6, and April 20 – May 4)—an absence could seriously affect the ability of your particular faction (your team, so to speak) to accomplish its objectives.

 

Attendance is a necessary, but not sufficient, aspect of the course.  To receive a grade higher than a C in this course you must participate fully in class discussions and in the role-playing simulations, above and beyond the speeches you will be required to give.  Even when you are not addressing the group, you should be questioning those who are.  At the very least you should—during the simulations—make a habit of expressing your support for arguments of which you approve, and your hostility to those of which you do not!  Remember, for the character that you portray this would not have simply been an academic exercise; these would have been questions—often literally—of life or death.

 

 

Academic Integrity:

 

I strongly advise you to examine the university’s academic integrity policy. All students are responsible for maintaining the highest standards of honesty and integrity in every phase of their academic careers.  The penalties for academic dishonesty are severe, and ignorance is not an acceptable defense. 

 

Course Calendar, with assignments:

January

11

Course Introduction

 

13

Introduction to Confucianism and the Succession Crisis of the Wanli Emperor, 1587

Reading Assignment:

Carnes and Gardner, pp. 2-22

Confucius, pp. 59-100

 

18

Martin Luther King, Jr. Holiday—NO CLASS

 

20

Discussion of Confucius (continued)

Reading Assignment:

Confucius, pp. 101-160

 

25

Discussion of 1587 and Palace Examination

Reading Assignment:

Huang, 1587, pp. 1-74 (Blackboard)

 

27

Confucianism Game Session #1: Presentation of First Memorials

First memorials due by 3:00 pm on Tuesday, January 26.

February

1

Confucianism Game Session #2: Presentation of First Memorials (continued)

 

3

Confucianism Game Session #3: Responses by First Grand Secretary and Emperor

Responses to First Memorials by First Grand Secretary and Emperor due by 3:00 pm on Tuesday, February 2.

 

8

Confucianism Game Session #4: Presentation of Second Memorials

Second memorials due by 3:00 pm on Sunday, February 7.

 

10

Confucianism Game Session #5: Presentation of Second Memorials (continued)

 

15

Debriefing for Confucianism and the Succession Crisis of the Wanli Emperor

Responses to Second Memorials by First Grand Secretary and Emperor due by 3:00 pm on Sunday, February 14..

 

17

Introduction to Legacy of the 47 Samurai: The Sword Attack

Reading Assignment:

Thompson, pp. 1-32

Excerpts from the Hagakure (Blackboard)

Excerpts from The Tale of the Heike (Blackboard)

Excerpts from The Record of Yoshitsune (Blackboard)

 

22

Discussion of Readings on Early Modern Japan

Reading Assignment:

Excerpts from The Chronicle of Great Peace (Blackboard)

Excerpts from Ihara Saikaku, Tales of Samurai Honor (Blackboard)

Analects and Mencius Primer (Blackboard)

Great Learning for Women (Blackboard)

Anonymous Letters to a Merchant (Blackboard)

Rumors and Hearsay (Blackboard)

 

24

Legacy Game Session #1

Speeches due by 3:00 pm on Tuesday, February 23.

 

29

Legacy Game Session #2

Speeches and submissions for first Kawaraban due by 3:00 pm on Sunday, February 28.

March

2

Legacy Game Session #3

Speeches and submissions for second Kawaraban due by 3:00 pm on Tuesday, March 1.

 

7

Spring Break—NO CLASS

 

9

Spring Break—NO CLASS

 

14

Legacy Game Session #4

Speeches and submissions for third Kawaraban due by 3:00 pm on Sunday, March 13.

 

16

Legacy Game Session #5

Speeches and submissions for fourth Kawaraban due by 3:00 pm on Tuesday, March 15.

 

21

Debriefing for Legacy of the 47 Samurai: The Sword Attack

 

23

Introduction to “The New is Strong”: The Hundred Days’ Reform in China, 1898

Reading Assignment:

Walden, pp. 1-8

 

28

Discussion of Readings on 19th Century China

Reading Assignment:

Walden, pp. 9-33

 

30

Hundred Days’ Game Session #1

Reform memorials due by 3:00 pm on Tuesday, March 29.

April

4

Hundred Days’ Game Session #2

The emperor’s edicts are due by 3:00 pm on Sunday, April 3.

 

6

Hundred Days’ Game Session #3

Responses by indeterminate Qing officials are due by 3:00 on Tuesday, April 5.

 

11

Debriefing for “The New is Strong”: The Hundred Days’ Reform in China, 1898

April

13

Introduction to Japan, the West, and the Road to World War, 1940-1941

Reading Assignment:

Moser, pp. 3-49

De Bary (ed.), Sources of Japanese Tradition, pp. 118-125

 

18

Discussion of Readings on Japan and the West

Reading Assignment:

Moser, pp. 63-117

De Bary (ed.), Sources of Japanese Tradition, pp. 30-42, 148-163

 

20

Japan Game Session #1

Papers due by 3:00 pm on Tuesday, April 19.

 

25

Japan Game Session #2

Papers due by 3:00 pm on Sunday, April 24.

 

27

Japan Game Session #3

Papers due by 3:00 pm on Tuesday, April 26.

May

2

Japan Game Session #4

Papers due by 3:00 pm on Sunday, May 1.

 

4

Japan Game Session #5

Papers due by 3:00 pm on Tuesday, May 3.

 

10

(4:00 – 6:00 pm) Debriefing for Japan, the West, and the Road to World War, 1940-1941