The Two Island Empires: Anglo-Japanese Encounters 1600-2000 (HIH1606)
|Staff||Dr Robert Fletcher - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The aim of the module is to introduce students to the rich range of sources available that allow historians to analyse Anglo-Japanese relations, the history of British imperialism in East Asia, the history of modern Japan and moments of cultural contact and exchange more generally. Students will also have the opportunity to conduct their own research into the source material, to consider its utility and limitations, and use it to explore particular topics and themes, such as British involvement in the so-called ‘opening’ of Japan; the despatch of Japanese envoys to Europe in the early Meiji period; the road from the Anglo-Japanese Alliance to the Pacific War; and how Anglo-Japanese relations (and the Second World War) are imagined and commemorated today. In doing this, the module will help students develop skills in source analysis and research that will provide a foundation for future historical work.
ILO: Module-specific skills
- 1. Assess the nature of Anglo-Japanese relations.
- 2. Work critically with a range of sources on the history of Anglo-Japanese relations.
- 3. Assess the sources in relation to the historical debates surrounding Anglo-Japanese relations.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
Exact topics may vary but are likely to include:
The ‘Opening’ of Japan and the Meiji restoration
The work of Japanese envoys and the project of Meiji state-building
British observations of the Japanese at war
Interwar tensions and the war in the Pacific
Occupation and reconstruction
The ‘History wars’
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing five source commentaries and an essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60 (15 per commentary)||2000 words (500 per commentary)||1-5, 7-8, 10||Mark and written comments|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks of portfolio of 5 source commentaries||4 highest marks of portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period|
|1500-word essay||1500-word essay||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
Beasley, W. G. Great Britain and the Opening of Japan (Folkestone: Global Oriental, 1951).
Cobbing, A. The Japanese Discovery of Victorian Britain (London: Routledge, 1998).
Farringdon, A. (ed.), The English Factory in Japan 1613–1623 (London: British Library, 1991).
Hellyer, R. I. Defining Engagement: Japan and global contexts, 1640-1868 (Cambridge: Harvard University Press, 2010).
Nish, I. (ed.), Japanese Envoys in Britain, 1862-1964 (Folkestone: Global Oriental, 2007).
Satow, E. A Diplomat in Japan: The Inner History of the Critical Years in the Evolution of Japan When the Ports Were Opened and the Monarchy Restored (London: Kiscadale, 1921).
ELE – College to provide hyperlink to appropriate pages
Module has an active ELE page?
Available as distance learning?
Last revision date
Key words search
Britain, Japan, Empire, Imperialism, Diplomacy, Far East, Encounters