This course aims to provide both a historical and a sociocultural understanding of the origins, development and impact of the Korean War (1950-1953). Often dubbed “the Forgotten War,” the Korean War was an integral part of the global Cold War.  The Korean peninsula became one of the most volatile zones in global politics.  In addition to reading standard accounts of the war from the perspective of diplomatic and military history, students will also learn about other aspects of the war through its portrayal in literature, films and photography to come to a fuller understanding of the complexity, nuance and legacy of the Korean War. The course examines the deep historical roots that led to the War, the various states, militaries, media and international organizations that became involved in the conflict and the human experiences that are not often included in political or historical narratives.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

On successful completion of this course, students will have the skills and knowledge to: 
1) demonstrate an informed and integrated view of the Korean War within the transnational context
2) demonstrate an understanding of the Korean War as part of a long continuum of historical developments that link the past together in a transnational context 
3) critique of the role of the Korean War in shaping the global Cold War 
4) critically assess data from conventional archival sources and non-conventional sources

Field Trips

Optional visit to the Australian War Memorial and meeting with an historian-archivist at the Korean War Collection. 

In Week 10 (Monday, 7 October, public holiday Labour Day) there is no class, but students are invited to visit the Australian War Memorial to learn more about Australian involvement in this conflict. We shall meet at 10:00am sharp at the main gate (facing the ANZAC Parade, Old and New Parliament Houses), where we'll be greeted by Michael Kelly, Military Historian, who will lead us to the Korean War galleries. Students who might come late could easily locate us there. Afterwards, approx. at 11am, Jennifer Milward, Acting Manager for Information Services will lead us to the AWM Research Centre, where she will show the stacks with archival material and explain the process of getting access to these materials for research. Free entrance. Transport not provided.

Required Resources

Sheila Miyoshi Jager, "Brothers at War: The Unending Conflict in Korea" (Profile Books, 2013) ISBN: 9781846680670. This book is available in shops and on Amazon Kindle.

Recommended Resources

William Stueck, "Rethinking the Korean War: a new diplomatic and strategic history" (Princeton University Press, 2002) ISBN: 9781400847617

Charles Armstrong, "The North Korean Revolution: 1945-1950" (Cornell University Press 2003) ISBN: 9780801489143

Bruce Cumings, "The Korean War: A History" (The Modern Library 2010) ISBN: 9780812978964

Barbara Demick, "Nothing to Envy: Ordinary Lives in North Korea" (Spiegel & Grau, 2009) ISBN: 9780385523912

Ha Jin, "War Trash" (Vantage Books, 2004) ISBN: 9781400075799

Hwang Sok-yong, "The Guest", trans. Kyung-ja Chun and Maya West (Seven Stories Press, 2007) ISBN: 9781583227510

"The Red Room: Stories of Trauma in Contemporary Korea", trans. Bruce and Ju-Chan Fulton (University of Hawaii Press, 2009) ISBN: 9780824833978

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction (The Korean War, Historiographical Debates)
2	Origins of the Korean War (19th-20th century geopolitics)	Weekly writing on Wattle
3	Liberation, Division, and War (1945-1950)	Weekly writing on Wattle , In-class presentations
4	Foreign Intervention in the Korean War (1950-1953)	Weekly writing on Wattle , In-class presentations
5	Armistice Regime and the Demilitarised Zone (1953-1990)	Weekly writing on Wattle , In-class presentations
6	Denuclearisation of the Korean Peninsula (1991-2019)	Mid-term Essay due by 23:59 on Sunday 1 Sep 2019 Weekly writing on Wattle , In-class presentations
7	War for the Hearts and Minds (Korean War in Literature, Film, Theatre, Music, etc.)	Weekly writing on Wattle , In-class presentations
8	Trauma, Memories and Forgetting (personal narratives of survivors, civil groups activism)	Weekly writing on Wattle , In-class presentations
9	Truth and Post-war Reconciliation (Korean Truth and Reconciliation Commission 2003-2008)	Weekly writing on Wattle , In-class presentations
10	Labour Day public holiday. No class. Optional field-trip to the Australian War Memorial and meeting with an historian-archivist (10am-12pm)	Weekly writing on Wattle
11	Ending the Korean War (Inter-Korean Relations and Regional Politics today)	Weekly writing on Wattle , In-class presentations
12	Synthesis and Forecasts	Final Essay due by 23:59 on Sunday 27 Oct 2019 In-class presentations

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
ASSESSMENT 1: Weekly Writing on Wattle (20% of the total mark)	20 %	29/07/2019	21/10/2019	1,2,3,4
ASSESSMENT 2: PowerPoint Presentation (5% of the total mark)	5 %	05/08/2019	05/08/2019	1,2,4
ASSESSMENT 3: Participation in class and on Wattle (5% of the total mark)	5 %	29/07/2019	21/10/2019	1,2,3,4
ASSESSMENT 4: Mid-term Essay 3,000 words (30% of the total mark)	30 %	01/09/2019	15/09/2019	1,2,3,4
ASSESSMENT 5: Final Essay 4,000 words (40% of the total mark)	40 %	27/10/2019	10/11/2019	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU 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 Requirements

The 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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks 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.

Participation

Students are expected to attend all lectures and participate in tutorials each week (from Week 2 until Week 12) to be awarded Max. 10 marks x 10 sessions = 100 marks. 

Assessment Task 1

ASSESSMENT 1: Weekly Writing on Wattle (20% of the total mark)

Weekly Writing is designed to help students keep up with required readings and develop critical thinking skills. Each week (starting from Week 2 until Week 11) students are required to submit an annotated bibliography (approx. 100-300 words, with referencing), where they list the articles/chapters/books/films/podcasts they have read/watched/listened, and describe the main argument, critically analyse the accuracy of facts and supporting evidence, and indicate how useful this source may be for the Mid-term or Final Essay. Max. 10 marks x 10 Writings = 100 marks.

Assessment Task 2

ASSESSMENT 2: PowerPoint Presentation (5% of the total mark)

Class Presentations will be given by each student during the Tutorials (once, between Week 3 and Week 11) and must be approx. 10 minutes in length, followed by questions from the audience. The purpose of the presentation is to update the class on the chosen topic for Mid-term / Final Essay and the progress of work on it. Use various materials from the lecture, prescribed reading and optional sources. Analyse the topic from your own perspective, showing critical thinking and presentation skills of the high order.

To receive maximum marks students should:

-         Present the topic in the form of a research proposal, using professional presentation methods and skills

-         Identify historiographical issues, using theory and data learned in the class

-         Avoid a mere summarisation or description of the topic

-         Offer tentative conclusions and/or recommendations

A printed version of the Power Point Presentation slides, with the Student Name and SID, must be submitted to the lecturer prior to the presentation in class.

Three key criteria for oral presentations:

1.     Content – Clear formulation of the topic, identification of research question and sub-questions, outline of useful data and sources.

2.     Structure – Logical structure; clarity of analysis, strength and relevance of argumentation, choice of research methodology, effectiveness of applied theory.

3.     Presentation – Usage of audio/visual material (i.e. Power Point, YouTube, etc.), evidence of proofreading, clarity of expression, creativity and class involvement, handling of questions from the audience.

Rubric

Key Criteria	Clear and well developed (D-HD)	Needs clarification / or some development (P–CR)	Needs substantial clarification, development (F)
Content (Max.33 marks)	Very clear formulation of the topic, identification of research question and sub-questions, outline of useful data and sources.	Topic needs adjustment, research question and sub-questions need improvement, data and sources may need expansion.	Topic is not relevant or poorly formulated, research question and sub-questions are ambiguous, useful data and sources are not properly identified.
Structure  (Max.33 marks)	The structure is logical, analysis is clear, argumentation is strong and relevant, research methodology is suitable, relevant theory is applied.	Occasional jumps in logic, analysis and argumentation need improvement, research methodology is not fully developed, applied theory is only partially relevant.	Logic is convoluted, analysis and argumentation are weak, research methodology is not developed, applied theory is missing or irrelevant.
Presentation (Max.33 marks)	Excellent use of audio/visual material (i.e. Power Point, YouTube, etc.), evidence of proofreading, clarity of expression, creativity and class involvement, handling of questions from the audience.	Audio/visual material need improvement, as well as proofreading, clarity of expression, creativity and class involvement, handling of questions from the audience.	Substandard audio/visual material, with poor proofreading, confusing expression, low creativity, poor class involvement and/or handling of questions from the audience.

Assessment Task 3

ASSESSMENT 3: Participation in class and on Wattle (5% of the total mark)

Students are expected to attend all lectures and participate in tutorials each week (from Week 2 until Week 12) to achieve Max. 10 marks x 10 sessions = 100 marks.

On Monday, 7 October (Week 10, public holiday Labour Day) there is no class, but students are invited to visit the Australian War Memorial and meet with an historian-archivist at the Korean War Collection (10am-12pm). Also, a self-assessment Quiz will be offered on the Wattle.

Rubric

Key Criteria	Max. 10/10 marks	Max. 5/10 marks	Max. 0/10 marks
In-class participation	Present and Active	Present but not active	Absent

Assessment Task 4

ASSESSMENT 4: Mid-term Essay 3,000 words (30% of the total mark)

The essay will require independent research on the part of the student, who will choose a topic that particularly interests or intrigues them (studied in Weeks 1-6) and utilise the annotated bibliographies of academic readings, video and/or audio materials required for this course. Students are also encouraged to use additional resources available to them (i.e. oral histories, family photographs, archival and unpublished documents, etc). The depth of historical knowledge and the level of understanding of debates surrounding the Korean War will determine the grade. The volume and quality of referenced materials will also have direct impact on the grading of this assignment. See the marking rubric for written assessments. Mid-term Essay is due by 23:59 on Sunday, 1 Sep. 2019.

Four key criteria for a all written assignments (essays):

Problem Statement – The essay should clearly outline the problem that motivates your study, provide the background of the problem, and be relevant to the field of Korean War History studies. WAR6088 students must strive for originality in formulating a research question. (Max. 25 marks)

Review of Literature - Students may use their annotated bibliographies submitted at Weekly Writing on Wattle. Critical evaluation of used sources is essential for successful essay. WAR6088 students must use academic publications rather than popular or mass media sources. (Max. 25 marks)

Argumentation – The main argument of the essay should be underpinned by the course material and/or additional readings on the topic. Personal opinion of the author (student) on the discussed issue must be clearly stated. WAR6088 students are expected to develop a new, unorthodox view on the topic of discussion. (Max. 25 marks)

Presentation – The essay should be well structured, clearly written in English, and meticulously referenced. Usage of foreign language sources is welcome. WAR6088 students must use academic publications rather than popular or mass media sources. (Max. 25 marks)

Rubric

Key Criteria	Clear and well developed (D-HD)	Needs clarification / or some development (P–CR)	Needs substantial clarification, development (F)
Problem statement (Max. 25 marks) -   The problem that motivates your study -   Background of the problem -   Purpose and focus of your study -   Major assumptions and terms -   Relevance to the field of Korean War History	The problem statement and introduction clearly identify the problem relevant to the field of Korean War History as well as and the purpose of the proposed study. Major terms and key concepts are clearly defined.	The problem statement and introduction incompletely identify the purpose of the report; the paper’s topic is not clearly related to the issue in the field of Korean War History. Major terms and/or assumptions need clarification.	Problem statement and introduction is incomplete and fails to identify (1) a relevant issue that is being addressed, (2) relevance to the field of Korean War History, (3) the purpose of the study and/or (4) define the major terms and assumptions.
Review of literature (Max. 25 marks) -   The review has provided a good cross section of studies that are relevant to the area of investigation -   Sources are credible and reflect contemporary understanding of the discussed topic. Quality of the literature used is acceptable for graduate studies	The literature review provides excellent overview of the issue that is being addressed. Contemporary and reliable sources are chosen for review. Acceptable for the postgraduate level of studies.	The literature review provides partial or incomplete overview of the issue that is being addressed. The relevance of the reviewed literature to the topic is not totally clear.	The literature review inadequately identifies the issue that is being addressed and does not provide support for the purpose of the essay.
Argumentation (Max. 25 marks) -   Relationship between the cause and effect is logical -   Examples are accurate and relevant to the context -   Enough information to support the main argument	Easily identifiable relationship between cause and effect. Examples are historically accurate and fully support the main argument. Sound structure and strong arguments presented.	Occasional jumps in logic/argumentation. Statements are too broad and need to be better related to the topic. Main argument is inadequately presented or supported by examples.	Lack of a thought-through argument. Examples are chosen incorrectly or come from unreliable sources. Paucity of information makes the main argument hollow.
Presentation (Max. 25 marks) -   Evidence of English proofreading. -   Consistent referencing (Chicago system) -   Correct presentation of pictures, tables, etc. Clear structure that is easy to follow	Essay is very well written with no or minor errors in English style and grammar. Referencing is consistent with the Chicago Manual of Style requirements. The essay carries pictures and tables that are well-formatted, and their copyright is acknowledged.	The paper needs some proofreading to eliminate occasional inconsistencies in style or errors. Sources are not fully referenced or may need corrections. Structure of the text needs improvement.	The essay is nor proofread before submission. Referencing is wrong or inconsistent. Little effort was put to make the text readable.

Assessment Task 5

ASSESSMENT 5: Final Essay 4,000 words (40% of the total mark)

The Final Essay will require independent research on the part of the student, who will choose a topic that particularly interests or intrigues them (studied in Weeks 7-12) and utilise the annotated bibliographies of academic readings, video and/or audio materials required for this course. Students are also encouraged to use additional resources available to them (i.e. oral histories, family photographs, archival and unpublished documents, etc). The depth of historical knowledge and the level of understanding of debates surrounding the Korean War will determine the grade. The volume and quality of referenced materials will also have direct impact on the grading of this assignment. See the marking rubric for written assessments. Final Essay is due by 23:59 on Sunday, 27 Oct. 2019.

Four key criteria for a all written assignments (essays):

Problem Statement – The essay should clearly outline the problem that motivates your study, provide the background of the problem, and be relevant to the field of Korean War History studies. WAR6088 students must strive for originality in formulating a research question. (Max. 25 marks)

Review of Literature - Students may use their annotated bibliographies submitted at Weekly Writing on Wattle. Critical evaluation of used sources is essential for successful essay. WAR6088 students must use academic publications rather than popular or mass media sources. (Max. 25 marks)

Argumentation – The main argument of the essay should be underpinned by the course material and/or additional readings on the topic. Personal opinion of the author (student) on the discussed issue must be clearly stated. WAR6088 students are expected to develop a new, unorthodox view on the topic of discussion. (Max. 25 marks)

Presentation – The essay should be well structured, clearly written in English, and meticulously referenced. Usage of foreign language sources is welcome. WAR6088 students must use academic publications rather than popular or mass media sources. (Max. 25 marks)

Rubric

Key Criteria	Clear and well developed (D-HD)	Needs clarification / or some development (P–CR)	Needs substantial clarification, development (F)
Problem statement (Max. 25 marks) -   The problem that motivates your study -   Background of the problem -   Purpose and focus of your study -   Major assumptions and terms -   Relevance to the field of Korean War History	The problem statement and introduction clearly identify the problem relevant to the field of Korean War History as well as and the purpose of the proposed study. Major terms and key concepts are clearly defined.	The problem statement and introduction incompletely identify the purpose of the report; the paper’s topic is not clearly related to the issue in the field of Korean War History. Major terms and/or assumptions need clarification.	Problem statement and introduction is incomplete and fails to identify (1) a relevant issue that is being addressed, (2) relevance to the field of Korean War History, (3) the purpose of the study and/or (4) define the major terms and assumptions.
Review of literature (Max. 25 marks) -   The review has provided a good cross section of studies that are relevant to the area of investigation -   Sources are credible and reflect contemporary understanding of the discussed topic. Quality of the literature used is acceptable for graduate studies	The literature review provides excellent overview of the issue that is being addressed. Contemporary and reliable sources are chosen for review. Acceptable for the postgraduate level of studies.	The literature review provides partial or incomplete overview of the issue that is being addressed. The relevance of the reviewed literature to the topic is not totally clear.	The literature review inadequately identifies the issue that is being addressed and does not provide support for the purpose of the essay.
Argumentation (Max. 25 marks) -   Relationship between the cause and effect is logical -   Examples are accurate and relevant to the context -   Enough information to support the main argument	Easily identifiable relationship between cause and effect. Examples are historically accurate and fully support the main argument. Sound structure and strong arguments presented.	Occasional jumps in logic/argumentation. Statements are too broad and need to be better related to the topic. Main argument is inadequately presented or supported by examples.	Lack of a thought-through argument. Examples are chosen incorrectly or come from unreliable sources. Paucity of information makes the main argument hollow.
Presentation (Max. 25 marks) -   Evidence of English proofreading. -   Consistent referencing (Chicago system) -   Correct presentation of pictures, tables, etc. Clear structure that is easy to follow	Essay is very well written with no or minor errors in English style and grammar. Referencing is consistent with the Chicago Manual of Style requirements. The essay carries pictures and tables that are well-formatted, and their copyright is acknowledged.	The paper needs some proofreading to eliminate occasional inconsistencies in style or errors. Sources are not fully referenced or may need corrections. Structure of the text needs improvement.	The essay is nor proofread before submission. Referencing is wrong or inconsistent. Little effort was put to make the text readable.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For 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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted for Assessments 1,2,3. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted for Assessments 4,5. 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 Requirements

Accepted 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 Penalties

Extensions 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.

Resubmission of Assignments

Re-submission of assignments must be approved by the Lecturer.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students