H207 Modern East Asia (internet
Office: F12, Tamarack
Office hours: MW:
9-10am, 1-2:30pm, 3:45-4:15pm
Two sets of transliterations are used for Chinese words in this course: pinyin and Wade-Giles. The Chang book uses Wade-Giles, and the Link book use pinyin. The former was developed by a British envoy and a missionary in late 19th/early 20th century China, a system to transliterate Chinese words into the English language. Because its audience were Westerners, its pronunciation is Westerner-friendly. The pinyin system was developed in China after 1958 to establish an alphabetical system for the Chinese language. Because its audience is the Chinese, the pronunciation captures original Chinese pronunciations accurately but is not friendly to Westerners (e.g., my Chinese name, Xiaoqing, in the pinyin system, should be pronounced as Hsiao-ching, which would be its spelling in the Wade-Giles system). The following is a link of conversion between the pinyin and Wade-Giles system to facilitate our readings. Wade Giles to Pinyin conversion.
Columbia University has
an excellent website offering multimedia resources for both China and
Japan. Link to Columbia U's Asia for Educators.
Dower, John. Embracing Defeat: Japan in the Wake of World War II. W.W.Norton, 1999.
In the Realm of A Dying Emperor: Japan at Century's End (ISBN:
0679741895). Random House, 1991.
Link, Perry. Popular China. Rowman & Littlefield, 2002.
East Asian history source book is an online sourcebook that we will
also use for required readings in this course.
Sourcebook of Chinese Civilizations
Method of grading: all grades are assigned in percentages, which will be tabulated at the end of the semester and converted to letter grades. The averages of your take-home papers and of your weekly writing assignments will be taken to represent the grades for your take-home paper and weekly writing assignment. The conversion is as follows: 93-100: A; 90-93: A-; 85-89: B+; 80-84: B; 75-79: B-; 70-74: C+; 65-69: C; 60-64: C-; 55-59: D+; 50-55: D; 45-49: D-; 44 and below: F.
Grade distribution is as follows:
Homework: 35 per cent
There is no extra credit for this course. The emphasis is good, solid work in all the homework assignments (which account for 22 per cent of the final grade) and careful preparation for each test. The grade distribution is spread out among a wide range so that if you did not do well on one item, it might be compensated for by better grades from other items.
All grades will be shown in your Online Gradebook, accessible via Oncourse, under "Tools". You need to have an IUN ID and password to access Oncourse. If you do not have an IUN email account, you can set up one here at https://itaccounts.iu.edu/. Oncourse is also accessible through the IUN homepage: www.iun.edu. You are strongly encouraged to send all your homework to me via Oncourse. I will also use the "Announcement" and class email functions of Oncourse to correspond with you.
For a brief overview of modern Chinese history, view the following link: Modern China.
China and Japan: An introduction. Notes.
Homework #1: If you were a leader of the
U.S., how would your response to England's request for trade resemble or
differ from that of Emperor Qian Long to Lord Macartney's?
Homework #2: Compare Commissioner Lin's letter to those of Emperor Qian Long's almost half a century earlier. Do you see any changes in the perception of the outside world? Do you think the Treaty of Nanking could have been avoided if Emperor Qian Long had agreed to trade with Britain?
Week 3 (Jan.23-29)
Homework #3: From an American point of view, what was interesting about the reform bill of 1898?
Homework #4: How do you respond to the
different approaches the Chinese reformers took toward incorporating
Western culture into China?
Week 4 (Jan.30-Feb.5) The status of Chinese women in the 20th century.
Readings 1:Chinese women before Communist
takeover. Chang, chaps.1-5. Notes.
Readings 2: Women and post-1949 political movements, Chang, chaps.6-11. Notes
Homework #6: How do you think Chang's mother balanced her roles as a woman and a political/revolutionary being before and after 1949?
Week 5 (Feb.6-12)
Homework #7: How did Mao Zedong compare with the Chinese nationalists discussed above?
Homework #8: How did republican China compare to our definition of a republic?
Week 6 (Feb.13-19)
Revolution. For an introduction of the Cultural Revolution, visit
the following websites:
2: The end of
the Cultural Revolution. Chang, chaps.23-28. For notes: see
the second half of notes of Feb.3.
Week 7 (Feb.20-26)
and social protest. Link, chaps.2 & 5. Notes
2: Market economy and women. Link, chaps.3, 6.
Notes Online reading
(for comparison and facilitating the paper):
and the Cultural Revolution.
Week 8 (Feb.27-Mar.5)
1:Market economy and rural
migrants. Link, chaps.7 & 12. Notes
Chinese expectations of the
state and views on democracy. Online reading.
Homework #15: How did President Fillmore and Commodore Perry's letters reflect the attitude of the U.S. toward Japan?
Homework #16: Why did the Japanese restore their imperial system in order to modernize?
Week 10 (Mar.13-19) Spring break.
Week 11 (Mar.20-26)
Homework #17: Which aspects of the Japanese responses to the Western powers do you think were ingenious, and which parts were not very good?
2: Meiji, Taisho, and early Showa, society and politics (1868-1930s).
2:The end of the war and defeat. Dower, chaps.1& 2.
prisoners of war working in China under Japanese rule
Week 13 (Apr.3-9)
Readings 1: Reforming Japanese society. Dower, chaps. 6 & 8. Notes
Homework #21: What reforms took place in Japan? Who were the greatest supporters of the American reform?
Readings 2: Changes in the role of the emperor. Dower, chaps. 9 & 10. Notes
Homework #22: Who made the decisions on what to do with the emperor? What was the advantage to keeping the emperor in MacArthur's views?
Week 14 (Apr.10-16)
Evaluating the Tokyo trial. Dower, chap.15.
2: Okinawa and postwar Japan. Field, chapt.1. Notes.
1: Shintoism and postwar Japan. Field, chapt.2.
2: The emperor and
postwar Japan. Field,
Week 16 (Apr.24-Apr.30)
Readings 1: Japan's economic takeoff. Readings: Postwar economic takeoff.
Homework #27: Give some chief reasons for Japan's post WWII economic takeoff.
Readings 2: Japan's recent economic recession. Readings: Decline of the Japanese economy: a brief explanation.NYT article: Japan and China reach new understanding.
readings for your reference:
Homework #28: What were the main reasons that led to the burst of the economic bubble? What measures do you think may help redress the problems?
Second take-home paper due on May 3. Topic: Describe the process of transformation Japan went through from the 1860s to the 1980s. Do you detect any continuities? Any major departures from the past? Your paper should be based on the two in-class readings on Japan and one outside reading.