- Class Number 4437
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Tomoko Akami
- AsPr Tomoko Akami
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
History is vital to our understanding of the current international relations of Northeast Asia. This course aims to deepen students' understanding of the international relations of Northeast Asia from the mid-nineteenth century to the present. It will especially focus on the nature of the regional order, its place in a broader global order, and diverse perspectives on key events in the international relations of the region. It will focus on Japan, China, and Korea as the core of this region, and examine their relationship with each other, as well as with other key powers, such as the USSR/Russia, the United States and Britain, and international organizations. While the course refers to key concepts of International Relations, it also incorporates recent work in International History, which critically examines these concepts. It also stresses the transnational networks of people and ideas, as well as the meaning of historical memory in international relations of the region.
Upon successful completion, students will have the knowledge and skills to:Upon completion of this course, students will be able to:
1. critically assess key ideas and debates in international relations between late 19th century and now.
2. understand the roles of the empires, the colonies, the nation-states, and international organizations in Northeast Asia in the changing structure of the regional and global order.
3.understand diverse perspectives on the key events in international relations in the region between the late 19th century and now.
4. develop a critical perspective to on major debates in international history and international affairs.
5. critically utilise case studies and concrete evidence when arguing analytical points in writing.
6. summarise, digest and present the contents of analytical readings.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Lecture+Seminar - Session 1: 28 Feb: Introduction||Structure of the course Key frameworks of analysis Please note: the tutorial/seminar starts session 1 in week 1. See Wattle for details.|
|2||Lecture+Seminar - Session 2: 7 Mar: Euro-American Advances to Northeast Asia: Please note no class on 14 Mar (self study to research for a research essay topic)||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapters 7 and 8|
|3||Lecture+Seminar+ workshop - Session 3: 28 Mar: Japan's colonization:||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 9|
|4||Lecture+Seminar - Session 4: 29 Mar (Friday, 9-12, Venue TBA): Self-determination in Korea and China and the League||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapters 9 and 10 + workshop on writing an assignment Please bring your draft outline for your first assignment|
|6||Lecture+Seminar - Session 5: 4 Ap: American vision for the Pacific and Washington Treaties||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 10|
|8||Lecture+Seminar - Session 6: 26 Ap: Manchurian Crisis: Please note this will be on 26 April, 9-12, venue: TBA, due to the ANZAC day of 25th April||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 11|
|9||Lecture+Seminar - Session 7: 2 May: The Asia Pacific War||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 11|
|10||Lecture+Seminar - Session 8: 9 May: Cold War in Northeast Asia I: Nationalists and Communists in China||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapters 11 and 12|
|11||Lecture+Seminar - Session 9: 16 May: Cold War in Northeast Asia II: Korean War||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 12|
|12||Lecture+Seminar - Session 10: 23 May: War legacies in Northeast Asia||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapters 13 and 14 The second assignment: due on May 21 (Monday)|
|13||Lecture+Seminar - Session 11: 30 May: China, US, Japan, and North Korea Crisis||Cohen, Warren I., East Asia at the Center: Four Thousand Years of Engagement with the World (New York: Columbia University Press, 2000), Chapter 14|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Seminar participation||10 %||27/02/2019||29/05/2019||1,2,3,4|
|Written Assignment 1: Book Review for a research essay||20 %||01/04/2019||05/04/2019||1,3|
|Research Essay||35 %||20/05/2019||03/06/2019||1,2,3,4|
|Final Exam:||35 %||06/06/2019||07/07/2019||1,2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4
Students are expected to attend each weekly seminar and participate in discussions. It is crucial for students to read the required readings each week (see Wattle) and address the questions raised. Please note these readings and discussions form the base of the final exam.
The seminars are broken into two parts, one on the content, and another on skill development. We will see how learning and analyzing the history of international relations can be a useful skill. The marking for this component is based on:
- Demonstration that the student has read and digested the assigned readings of each week
- Demonstration that the student has prepared for the discussion each week.
- Use of concrete evidence (from the readings and beyond) to argue your points.
- Consistent and active participation in discussion of issues relevant to the weekly… readings and topics.
If you miss more than 3 sessions, you will receive no mark for this component.
Please note that: although the percentage for this component is not high due to the regulations, it is the core of the course, and will be vital to your preparations for the final exam.
Assessment Task 2
Learning Outcomes: 1,3
Written Assignment 1: Book Review for a research essay
PLEASE NOTE: This course uses Turnitin. Please carefully read the declaration on Turnitin before you submit any assessment items. Reminder: PLEASE DO NOT INCLUDE…YOUR ID or Name on any of your assignments submitted through Turnitin.
DO NOT use dot points.
The Book Review for a research essay is designed for students to begin writing a research essay, and will help this process.
It should consist of two sections:
1. The first section: Book Review text (700 words)
- Choose one scholarly book that you think will be useful for your research essay, and write a book review (please see the list in the reading list on Wattle). Use a most recent book in the field in order to reflect a more up-to-date scholarship in the chosen field. If in doubt, check with the convener.
- Encyclopedia and textbooks are not appropriate. In doubt, check with the convener.
- Make the best effort to choose a single authored book in the field, but if your extensive search does not find one, you may choose an edited book with a permission of the convener. In this case, you need to summarize the main points of the edited book as a whole, then discuss specific relevant chapter/s.…
- It is a review of a book, NOT a journal article.
This part should address the following points:
- What is the main argument of the book?
- Which sections are most relevant to your research essay, and why?
- What do you need further?
2. The second section: Bibliography (not counted in the word count)
- List another 3-5 sources (scholarly books, articles, chapters), which you think will be useful for your essay (the book you choose is not counted here, but will be a good starting point).
- Write a one-sentence comment on each source on why you think it will be relevant and useful for your research proposal.
- Do not include sources that are too general (eg. encyclopedia or textbooks) or non-scholarly (choose ones with good footnotes!).
3. The assignment is marked based on the following criteria:
- Does the student address the set questions well?
- How well did the student grasp the main points of the chosen book?
- How well did the student understand the context of the theme of the book?
- Is it clearly written?
- Is the research for extra materials relevant and extensive enough?
Assessment Task 3
Learning Outcomes: 1,2,3,4
DO NOT use dot points.
The purpose of this research essay is to develop research and analytical skills,… such as writing an evidence based coherent argument. It will demonstrate how much you understand the framework and content of the course.
A topic of an essay can be chosen from the set ones, or it could be negotiated with the convener.… Note it needs to be within the framework of the course.…
Make sure you integrate feedbacks from the first assignment.
The following notes are intended to provide students with assistance in the preparation and writing of their essays.
I. It will be marked on the basis of:
1) Does the essay have a main argument, which is clear and focused (not too vague or too general)?
- An essay should be an argument: it should present a case, not narrate events. Answer the question, and support your answer with evidence. It may be necessary to devote space to narrative or description, but the major task will consist in weighing and assessing evidence and arguing from that evidence to a resolution of your question.
- NOTE: A weak essay tends to be vague and general. Be specific and deep.
2) Does the essay avoid a sweeping generalization and stereotype cliche?
- Argument is not an assertion. Avoid sweeping or unsupported generalizations. Always provide evidence for your points.
3) Does the essay demonstrate a good grasp of the topic chosen?
4) Is the essay well structured to develop its argument?
5) Is the essay supported by relevant and strong evidence?
- Sources vary greatly in quality and not all are equally relevant to your purpose. Wherever practicable, work out your own interpretation from the literature.
- The authority for your work is comprised of primary texts, that is, documents contemporary with the time of which you write, or reports of people with first-hand experience of events you are discussing.
- Secondary sources can help you to clarify some point, but they should not be relied on instead of primary texts. Do not accept without question the views expressed or the interpretations given in secondary works.
- Use relevant evidence. If you are arguing a point concerning the 1970s, strong evidence should come from that period..
6) Does the essay properly credit the sources.
- You must note your reference to your source not only for any direct quotation or any opinion which you may have drawn from others, but also for any statement which is not common knowledge. Please note that we use turnitin, which detects pasting from other sources.
- NOTE: turnitin also detects your own or other students' works submitted to other courses.
- If you borrow directly from a source, acknowledge the part quoted by quotation marks clearly, and credit the source in a footnote.
- Borrow and paraphrase cautiously, since the author of secondary material is seldom attempting to answer the same problem.
- Never quote from authorities merely to sum up an argument. This should always be done in your own words.
- When making a direct quotation, quote accurately. Quotations should always be material to your argument, that is, you may quote directly from a primary source as a means of supplying evidence for a point that you wish to make.
- Only quote what you read yourself (You cannot quote a primary source used in other people's work. In this case, cite this secondary source)
7) Is the essay written clearly, and could convey the points clearly?
- Write in clear, simple, and grammatical prose.
- Avoid unnecessary jargon and use the active rather than the passive voice.
- When a sentence goes more than three lines, cut short.
- Start a paragraph with an analytical topic sentence.
- Use a paragraph as a building block of your argument.
- One idea in one paragraph, and move to another when you make another point.
II. Expected level of consulted materials
For your essay, you will need to consult relevant and specialized scholarly books and articles. While you may need to do some background reading, which are mainly general-reference (such as textbooks, dictionaries, encyclopedia), these are not regarded as scholarly works.
An essay without footnotes (a preferred reference style for this course) will not be regarded as an essay and will be returned for a resubmission. When you cite a source for the first time in a footnote, you need to include full bibliographical details. See the section below.
IV. An important note on essay preparation
An essay should contain:
An abstract of about 150 words written in continuous prose (not DOT POINTS), which outlines the argument of the essay, should appear on the first page of the text.
An essay is primarily an exercise in writing a rounded argument within a prescribed length, and in producing evidence to support it. Argue your point, consider all relevant aspects of a topic and back up your argument with evidence.
Attach to your essay a list of sources used. The bibliography should be in alphabetical order of the author's surnames. Check an academic book for convention, and be consistent in format.
5. Non-sexist language:
Use words which include both sexes when you are referring to both sexes; e.g., 's/he', 'she or he', 'people', or simply 'they'.
B. Footnote conventions
1. References should be made in the form of numbered footnotes at the bottom of each page (or at the end of the essay). An essay without footnotes will not be accepted as a complete work. Citation of references in a correct form is a part of the discipine of academic writing. References must be precise so that the reader CAN trace your reference to its source immediately.
2. Books referred to for the first time in the footnotes:
First name or initials and surname of the author, full title (underlined or in italics), place and year of publication, volume number (if relevant), page number.
Ellen M. Wood, The Pristine Culture of Capitalism, London: Verso, 1991, p. 4.
3. Journal articles referred to for the first time in the footnotes:
First name or initials and surname of the author, title of the article (in inverted commas), title of the journal (underlined or in italics), volume, date, page number.
S. Ruddick, 'Maternal Thinking', Feminist Studies, vi, 2 (Summer 1980), p. 343.
4. Chapter in a book referred to for the first time in the footnotes:
First name or initials and surname of the author, title of the chapter (in inverted commas), first name or initials and surname of the editor of the book, title of the book (underlined or in italics), place and year of publication, volume number (if relevant) page number.
H. Passin, 'The Occupation - Some Reflections', in C. Gluck and S. Graubard eds, Showa: The Japan of Hirohito, New York: W.W. Norton, 1992, p. 121.
5. Where a reference is exactly the same as the preceding one, it is sufficient to write ibid. (Latin, ibidem: in the same place). Where it is exactly the same as the preceding one, except for the page number, it is sufficient to write:
Ibid., p. 36.
6. Where a note refers, after a number of intervening notes, to a work quoted earlier, it is sufficient to give the author's surname and a short title for the book, for example: Wood, Pristine Culture, p. 23. You may also use the abbreviation op. cit. (Latin, opere citato: in the work cited):
Wood, op. cit., p. 23.
7. If you cite two different works by the same author you must distinguish them in the footnotes. The first citation must be full. Subsequent citations should list the author's surname, and a short title of the work.
- Your first draft should never be your last. Also, note that spelling mistakes and sloppy grammar may obscure your meaning. A last careful proof reading before you submit can improve your essay greatly.
- Keep accurate record of your own research so that you can refer to material exactly when writing your essay.
Assessment Task 4
Learning Outcomes: 1,2,3,4
The final exam will consist of one question on a specific event/person, an explanation of its significance (15%), and one essay question relevant to the content of the course (20%). The questions will come from the topics discussed in the lectures and seminars throughout the course. Your best preparation is in depth… readings and solid preparations for and contributions to the in class discussions each week.
The Exam will be marked on the basis of:
- Did the student learn key events and their significance in the history of international relations in Northeast Asia?
- Did the student gain a deep understanding of the content of the chosen topics in the course?
- Did the student develop good skills in argument and analysis?
- Is it written clearly?
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
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history of international relations and international organizations, Japanese diplomatic history, the League of Nations
AsPr Tomoko Akami
AsPr Tomoko Akami