CC HIST 199 East Asian History CWI 2020 Syllabus PDF

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Summary

Course Syllabus for HIST 199 EAH Survey...

Description

Fall 2020 Mrs. Sarah Holloway, Room 117 Office: Black Cat Road Meridian, ID 83642 (208) 888-5847 [email protected]

Department of History HIST 199 East Asian History Dual Credit

Instructor Availability  In person: 7:30 AM through 3:30 PM daily  Email: 24/7 but replies should be expected the next school day Course Description

HIST 199 is a survey course on East Asia and will cover the period from 1600 to the present, alternating between China, Japan and Korea. Through readings, lectures, video clips and discussion, this course will introduce the history and cultures of East Asia since the Early 17th century. The course will address the internal historical dynamics of each of the three main societies and how they became increasing drawn during this time, to larger regional and global context of politics, economic and societal culture. The course lectures and reading will examine regional development in through all the countries. General Education Competency Area (This section is required for General Education Courses)

This course fulfills a General Education requirement for Associate of Arts and Associate of Science Academic Affairs Objectives: Learn to Learn. Students learn that as important as content knowledge is, shaping one’s future requires the development of skill in discerning, applying, analyzing, synthesizing and evaluating knowledge in diverse contexts. The educational experience at CWI prepares students for a world in which they are likely to change occupations and face unpredictable life events. We strive to develop courses and learning experiences that give students the tools to confidently thrive in a complex, informationsaturated, diverse, and dynamic world. Make Connections. Students learn success in today’s interconnected world requires deliberate engagement and comfort with multiple perspectives, cultures, and contexts. In navigating difference and diversity in the natural and social worlds, students connect ideas, forms of knowledge, and practices to create a richer understanding of themselves as personally and socially responsible citizens. Solve Problems. Students identify problems, analyze and implement solutions, and interpret and reflect on outcomes to develop skills to individually and collaboratively face challenges and create opportunities. Course Focus "Those who cannot remember the past are condemned to repeat it." George Santayana (1863-1952) The study of history gives individuals a laboratory to examine how societies function in order to provide an opportunity to make reasoned decisions about how to run their own lives. Additionally, history helps us understand the process of cause and effect, the way the past connects to the present, the way some elements persist in spite of change agents, and how to predict outcomes. Course Schedule and Calendar Revision date: 9/28/20

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This course is a regular semester class that meets on A Days, 3rd period from 11:26-12:56 on the Compass Honors High School campus. Dates/Unit

Topics

Topics

WEEK 1: Ch. 16 Sept 8-11

Creation of the Manchu Empire

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Political Power and Rule – Dynasty Decline – Japanese Invasion – Manchus – Internal politics – Economic Growth – Decline of Slavery – Family & Women during the Confucian Age

WEEK 2: Ch. 15 Sept 14-18

Joseon Korea

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The Manchus – The Qing Dynasty – The Banner System – Contacts with Europe – Social and Cultural Constructs – The Less Advantaged

WEEK 3: Ch. 17 Sept 21-25

Edo Japan

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Tokugawa Settlement (17 th Cent.) – Urban Life and Culture – Intellectual Trends – Maturity & Decay (18 th Cent.)

WEEK 4: Ch. 18 Sept 28-Oct 2

China in Decline

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WEEK 5: Ch. 19 Oct 5-9 WEEK 6: Ch. 20 Oct 12-16

Japan in Turmoil Meiji Transformation

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Midcentury Crises – The Opium Wars – Taiping Rebellion – The 2nd Opium War & Other Rebellions – Empress Dowager Cixi – Foreigners I China – Failures of Reform Doman Reforms – Religion and Play – The closing of Japan – Unequal Treaties with United States – Political Turmoil – Fall of the Shogunate The Meiji State – Reforms & Opposition – Constitution and National Assembly – Industrialization – Enlightenment – Imperialism and Modernity

WEEK 7: Ch. 21 Oct 19-23

Korea in the 19th Century

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WEEK 8: Ch. 22 Oct 26-30

Rise of Modern Japan

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WEEK 9: Ch. 23 Nov 2-6

Modernizing Korea

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WEEK 10: Ch. 24 Nov 9-13

Remaking China

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WEEK 11: Ch 25 Nov 16-20

War and Revolution in China

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Politics & Society Under Child Rulers – Reaction to Reforms – Military Pressure from the West – Modern Diplomacy Attempts – Qing Control – Protestant Christianity – Sino-Japanese War Japan: Korea, China & the West – World War I & the 1920s – Imperial Democracy – Women and Mass Movements – Directors, Minorities, and Radicals. Russia’s Interest – Nationalism Movement – Russo-Japanese War – Japan’s Impact on Korea – Growth of Industry – Education – Militant Nationalism – Rise of Communism – Asia Pacific War End of Monarchy – Local Activism – Anti-Manchu Revolutionary Movement – 1911 Revolution – New Culture Movement – May Forth Incident – Unification by Nationalist The Chinese Communist Party – Nationalist Government in Nanking – The Japanese Invasion and the Retreat to Chongoing – Civil War and Communist Victory

Thanksgiving Break – November 23-27 – No School WEEK 12: Ch 26 Nov 30-Dec 4

War and Aftermath in Japan

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Social Reform – Occupation – Political Settlement – Economic Recovery – Political and Social Protest – Post Occupation Economic Development – Post War Culture

WEEK 13: Ch. 27 Dec 7-11

China Under Mao

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WEEK 14: Ch. 28&29 Dec 14-18

Korea & Contemporary Japan

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Ideology and Social Control – The Korean War & the United States – Collectivizing Agriculture – Departing from the Soviet Model – The Great Leap Forward – Sino/Soviet Split – The Cultural Revolution National Division – The Democratic People’s Republic of Korea – Dictatorship and Protest – Democracy in the South – Strains of the 1970s – The Roaring 1980s – Twenty Years without Progress

Christmas Break – Dec 21-Jan 1 – No School WEEK 15: Dead Week Jan

Revision date: 9/28/20

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During Dead Week, students will be given no new information, so they are able to focus on studying for finals. FINALS WEEK East Asian His History tory Final: Januar January y 13th

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Course Objectives and Outcomes

Upon completion of the course, the student should have sufficient knowledge of and be able to: 1. Demonstrate knowledge of the theoretical and conceptual frameworks of a particular Social Science discipline. 2. Develop an understanding of self and the world by examining the dynamic interaction of individuals, groups, and societies as they shape and are shaped by history, culture, institutions, and ideas. 3. Utilize Social Science approaches, such as research methods, inquiry, or problem-solving, to examine the variety of perspectives about human experiences. 4. Evaluate how reasoning, history, or culture informs and guides individual, civic, or global decisions. 5. Understand and appreciate similarities and differences among and between individuals, cultures, or societies across space and time Students will also be tested on their ability to: 

Make a historically defensible claim in the form of an evaluative thesis.

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Support an argument using specific and relevant evidence.

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Use historical reasoning to explain relationships among pieces of historical evidence.

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Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.

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Evaluate the effectiveness of a historical claim or argument.

Outcomes Assessment This course will use a variety of tools to assess student outcomes. This will include quizzes, exams, and two short papers. Grading Policy

Standards-Referenced Grading Policy Compass Public Charter School uses a standards-referenced grading policy. Assessment, grading, and record keeping are among the most important tasks a classroom teacher performs. These processes help teachers determine what and how well students have learned and serve as a vehicle for providing feedback about student learning to parents and students. Standards-referenced learning calls for a clear identification of what students should know and be able to do. Increased clarity in terms of student learning goals quite naturally calls for increased accuracy in terms of assessment, instruction, grading and record keeping. Standards-referenced grading focuses on measuring students’ proficiency on a specific set of outcomes. These outcomes are shared with students at the outset of the course, along with a learning scale, or rubric, that explains the essential outcome in detail. A student’s progress toward proficiency is tracked by performance on learning tasks that align to the outcome, which encourages student ownership of the learning and allows the teacher to provide accurate feedback to the student. The goal of a Standards-referenced approach is to clearly communicate to students and parents what is expected of the students and how to help them be successful in their educational journey. At the high school level the number scale (4, 3.5, 3, 2.5, 2, 1.5, 1 or 0) is converted at the end of each semester to a letter grade. Outcome grades are averaged together at the end of the semester to reflect a final letter grade on the report card. The letter grade will be assigned on the following scale: • A 100%-90% • B 89%-80% • C 79%-70% Revision date: 9/28/20

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• D 69%-60% • F 59% and below In-class participation, homework assignments, group work, projects, papers, unit exams, and comprehensive final exams will be used to assess how well students achieve the course objectives. In-class participation, homework assignments, and group work will be used as formative assessments measuring students’ mastery of content. Projects, papers, unit exams, and the comprehensive final will be used as summative assessments measuring students’ overall mastery of course objectives. Signature Assignments This section is required for General Education Courses. Explain the signature assignment process for your course here. Textbooks and Required Materials Textbooks and Required Materials • Primary Text: Modern East Asia from 1600: A Cultural, Social, and Political History, 3rd Edition, 2014. Boston, MA: Wadsworth. ISBN-13: 978-1-133-60649-9 o Secondary Text Text:  The Accusation: Forbidden Stories from Inside North Korea. New York, NY: Grove Press. ISBN-13: 978-0-8021-2751-8  The Rape of Nanking, by Iris Chang. Middlesex, England: Penguin Books. ISBN-10: 014-027744-7 • PC, iPad, Chromebook Course Expectations The most important expectation is for you to come to class prepared every day. That means you have done your reading, completed your homework, and/or reviewed your notes. Class discussions will revolve around ideas from notes, primary and media sources, and your writing; the class will be much more effective (and engaging!) if you are prepared. Please keep an open mind, as we will sometimes be discussing difficult or controversial topics. Above all, I ask that you participate—that you really TRY. Put forth your ideas! Challenge others! Ask thoughtful questions! A. Readings: 1. Textbook—Required chapters dealing with the chronological period of the class. 2. Primary Sources— Students should be required to read a variety of primary sources from the political, economic, social, ethical and cultural spheres. These can include documents, material objects, and video or other media sources that are historically relevant and directly related to events and individuals. At minimum they can be from a document reader bundled with the textbook, but can also be online document collections or documents and videos posted to Blackboard. 3. Secondary Sources—Articles and/or books, as well as maps, film, video and other media presentations that narrate and/or interpret events and personalities can be used.

B. Writing: Writing is an essential skill for students of history. Written assignments can come from the following options: 1. Essays/Writing Assignment: These can include essays, short written assignments, reaction papers, and/or journals. 2. Book/Media Reviews: These can include book reviews, annotated bibliographies, movie reviews, or reviews/reaction papers to various media sources. 3. Papers, DBQ analyses, and Research Projects: These can include longer, research-based projects using a variety of primary and secondary sources. C: Assessments Revision date: 9/28/20

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Assessments are essential to check your progress. You will be quizzed and tested on weekly readings and at the end of each unit. Quizzes and Tests make up 70% of your grade, while Projects make up 30% of your grade. You will also be given resources for a Presidents test. You can take this test as many times as you’d like until you are satisfied with your grade. This must be completed by January 15th, 2020. D. Late Work You are expected to complete all your work by the due date. You will be given a 48 hour grace period if you turn it in late but this will affect your behavior grade. Attendance/Participation This course will require regular attendance. As we are hybrid during this semester, regular attendance consist of not only being in class, but regularly checking and completing work in Schoology. I will take attendance for every class and you can have 2 absences without consequence. Every absence after those 2 will result in an automatic loss of 5 points from your Attendance score. Every tardy, after attendance is taken, will result in a loss of 3 points from your Attendance score. It is the student’s absolute responsibility to check in with the instructor after the class session is over to check in if they came into after attendance was taken. Student’s failing to check in will be marked absent. Computer Proficiency Expectations:

A. Presentations—presentations can also be made by students to research and explore different events, personalities and ideas. These could include: 1. Technological presentations: Students can produce PowerPoint, Prezi, and other types of presentations using a variety of written and visual media for a selected topic or subject. 2. Poster/Media Presentations (such as video, photography, etc.): Students could also produce poster presentations, video productions or photography presentations on different topics or subjects. 3. Debates and student led discussions over chosen topics. B. Technology—Students in East Asian History will be exposed to the use of technology through the use of different platforms and internet-based sources: 1. Schoology: Can be used to provide information to students, access to documents and readings, videos and other media sources, and, through the use of journals and wikis, a means of giving students written assignments. 2. Internet Archives/Document Collections: Many collections of documents (such as Fordham University’s Internet History Sourcebook or the Great Books digital collection), the papers of significant individuals, or documents and media sources for particular events (such as the Salem Witch Trials, the American Revolution, and the Gilded Age, etc.) are available online for use in writing projects, presentations and research papers. 3. Senior Portfolio: Students can select assignments to be placed in their senior portfolio. Behavioral Expectations:

Students will be expected to follow the discipline policies outlined in the student handbook discussed in “Discovering Excellence” Training. The One Rule, “you may do anything that does not cause a problem for yourself or anyone else in school”, will be followed at all times. Academic Honesty: All work submitted by a student must represent his/her own ideas, concepts, and current understanding. All material found during research must be correctly documented to avoid plagiarism. Cheating or plagiarism in any form is unacceptable and violations will result in disciplinary action ranging from failure of the assignment to failure of the course and expulsion based on the Student Handbook.

Institutional Syllabus Addendum for College of Western Idaho This Syllabus is a contract for this class Revision date: 9/28/20

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Students are responsible not only for the syllabus content for each course in which they are enrolled, but also for the general expectations and behaviors expected of all CWI students. Please refer to the current copy of the CWI Student Handbook found at cwidaho.cc/file/student-handbook to review these guidelines. CWI Email and Blackboard Accounts All registered CWI students receive a college email and Blackboard account. Since every course at CWI has a Blackboard component, students are expected to access course Blackboard sites frequently. Students who wish to communicate with faculty via email should do so using their CWI accounts only. Blackboard can be accessed through CWI’s home page: cwidaho.cc. Student email can be accessed through the login page at mail.live.com. Your default password for both Blackboard and email is the first letter of your first name in CAPS + first letter of your last name in CAPS + “logon” in lower-case letters + last 4 digits of your SSN; if you don’t have a SSN, then use the last 4 digits of your student ID number (Ex: Jonathan Smith’s password would be JSlogon1234). One Stop Student Services Centers CWI has created One Stop Student Services Centers to provide many of the services students need in one single location. At our One Stops, students will find Disability Services, Assessment and Testing Centers, Veteran Services, Financial Aid, forms and publications, advising, and much more. One Stop Student Services may be contacted by calling (208) 562-3000. Offices are located in the Micron Center for Professional and Technical Education, Ada County, and Canyon County centers. (Please note: The Canyon County Center One Stop is a limited service site. Not all services mentioned above may be available.) Drop Policy Students are responsible for adding and dropping courses. Beginning at the end of the first week of class through census date (the tenth day of instruction in the fall and spring semesters and the fifth day on instruction in the summer session) faculty may drop students for non-attendance. Important deadlines, including census date, are published in the official academic calendar each semester. After census date, students are responsible for dropping courses they do not intend to finish. Students who stop attending a course without filing a drop request may earn a grade of F. Library and Research Support CWI Library is ready and eager to help you with research assignments. Not sure if a website is a good source? Ask them! Need a book or journal article, but don’t know where to start? They’ve got it! From books to Revision date: 8/13/18 19 eBooks and online journal articles, CWI’s spectacular library staff can save you time and energy, and help you succeed in your classes. Contact them by phone, email, online chat, or in person at the Nampa and Ada County Campuses. Learn more at cwidaho.cc/library. End of Course Electronic Evaluations To help CWI continually improve courses and instruction, students are asked to complete anonymous online evaluations for each course. Students will be able to access evaluations during the 13th, 14th, and 15th week of the semester by clicking the “Course Evaluation” button in Blackboard. For courses not delivered in a 16-week semester, please confer with ...