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-a sensibility to themes and actors that pull together or drive apart Asian and international actors and institutions in past and present
-the skillset to choose levels of analysis according to deep historical knowledge. National, transnational, international, regional and global levels of analysis lead to different conclusions.
-a keen awareness to how state narratives and official interests support or impede international cooperation
-an appreciation of why regionalism and globalization have been and remain contested, conflictual and far from straightforward solutions to stability and peace.
This module will explore and explain the following themes and approaches in historical analysis by week:
W1 Regionalism as a Revolt, 1: The Anti-Imperialist Trigger in Pacific Asia
W2 Regionalism as a Revolt, 2: The Anti-Imperialist Trigger in Southeast Asia
W3 Pan-Asianism before Japanese Aggression: The case of China’s 1911 Revolution
W4 Early Disappointments with American Globalism: The Korean Case
W5 When Regionalism is too imperial:
W6 Looking North: The Soviet Impact in Chinese Nationalism
W7 World War II or Pacific War?
W8 The Enemy within, 1: Threatening foreign elements in China
W9 The Enemy within, 2: Threatening foreign elements in the US
W10 Unexpected Stalemates: Continental East Asia from the Chinese Communist Revolution to the Korean War
W11 Has the Cold War ended in Asia? The absence of regionalism
|Student Effort Type||Hours|
|Seminar (or Webinar)||
|Specified Learning Activities||
|Autonomous Student Learning||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Assignment: Mid-term essay: primary source analysis. 1,500 words.||Varies over the Trimester||n/a||Graded||No||
|Assignment: Final essay. Will showcase the student’s capacity to develop an original, coherent and persuasive interpretation of a historical puzzle or question or problem. 5,000 words||Week 12||n/a||Graded||No||
|Continuous Assessment: Students are graded on their contribution to seminars throughout the trimester. Contributions should be informed by the readings and notes.||Throughout the Trimester||n/a||Graded||No||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
Feedback on the mid-term Essay Assignment is given in writing. Feedback on participation will be shown through substantive progress of class discussion. Feedback on the end-of-semester Essay Assignment is given in writing.