Class sections will be divided between lectures and seminar discussions. The seminar discussion sessions will serve as a forum for the analysis and discussion of scholarly literature and as a testing ground for student hypotheses. The instructor will encourage students to elaborate, refine and revise ideas. Discussion sessions will also include tutorials in conducting historical research, the exploration of primary source documents, and practice in oral presentations. Participation in both lectures and seminar discussions is required for the successful completion of the course.
A sample course outline may include the following topics:
Note: Content may vary according to the instructor’s selection of topics.
- Settings: The regions of Monsoon Asia
- Ancient to Mughal India
- Ancient to Classical China
- Diffusion: Japan and Korea
- Diffusion: South East Asia
- Nomadic and Oasis Societies in Central and Inner Asia
- The West Arrives / Qing China
- Imperialism: British India / Netherlands East Indies
- Two Models of Self Determination: Meiji Japan, and India and Congress
- China’s Two Revolutions
- The Pacific Rim since 1945: Japan and the NICS (Korea/Taiwan/Singapore)
- India and Pakistan-Bangladesh after Partition
- South East Asia: Vietnam, Indonesia, and the Philippines
- Western Re-Orientation: American Pivot and Australian Integration
- Review – Asia in the twenty-first century
At the conclusion of the course the successful student will be able to:
- Examine historical sources critically and analytically (reading history). These sources include not only survey texts and scholarly articles, but also short monographs and extended primary sources.
- Create and communicate personal interpretations of historical problems (writing history). Forms for communication of personal interpretations include medium-length essays (from 1500-3000 words), comparative book reviews, short interpretive essays, primary source studies, and final examinations.
- Independently analyze the ideas of other students and the instructor in class in both tutorials and seminars (discussing history).
Assessment will be in accord with the Douglas College student evaluation policy. Specific components of evaluation may include the following: mid-terms and final exams consisting of short answer questions and essay questions; in-class written work; quizzes; research papers; seminar presentations; short debates; position papers; participation in class and online discussions.
Specific evaluation criteria will be provided by the instructor at the beginning of the semester and will vary according to the instructor’s assessment of appropriate evaluation methods.
An example of one evaluation scheme:
Any combination of the following totalling 100%:
- Essays (one to four) 20%-60%
- Tests (at least two) 20%-60%
- Instructor’s General Evaluation (Participation, quizzes, etc.) 10%-20%
No single essay or test will constitute less than 10% or more than 35% of the grade
The total value of all essays will not be less than 20% or more than 60%
Texts will be chosen from the following list, to be updated periodically:
Murphey, Rhoads, A History of Asia. 7th edition. New York: Pearson/Longman, 2013.
An instructor’s Course Reader may be required.
Paper copies of relevant regional surveys will be placed on reserve in the Douglas College Library, and links to electronic editions of relevant journal articles and current monographs and collections of essays available through the Library will be provided in the course syllabus.