Module HIST1581: Introduction to Japanese History

Department: History

HIST1581: Introduction to Japanese History

Prerequisites

• Normally an A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or lB)

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To provide students with the knowledge and understanding of the general outline of Japanese history from the origins of Japanese civilisation to the mid-twentieth century.
• To provide students with an introduction to the economic, political, social and cultural history of Japan from the seventeenth to mid-twentieth century.
• To develop students’ awareness of historians’ approaches to understanding and interpreting the history of Japanese culture

Content

• This course is a survey of the momentous political, social, economic and cultural changes that occurred in Japan from the 17th to mid-20th centuries.
• After discussing the origins of Japanese civilisation, China’s influence on early Japan, and the emergence of the samurai, the course will explore the nature of ‘feudal’ Japan under the Tokugawa shogunate (1601-1868), Japan’s modernisation in the aftermath of the Meiji Restoration (1868), the 1889 Constitution and the role of political parties, the birth of Japanese feminism, the origins of Japanese imperialism and conflict with the West, militarism and fascism in the 1930s, Japanese society during World War Two, and the impact and consequences of the American Occupation of Japan (1945-1952).

Learning Outcomes

• An understanding the general outline of Japanese history from the origins of Japanese civilization to the mid-twentieth century
• Ability to discuss issues related to the topics covered in this module in an informed way
• Development of historical perspectives and analytical skills to interpret the history of a different culture.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• Lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• Seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University