[Solution]SOUTHEAST ASIAN CIVILISATIONS FROM THE 18TH CENTURY TO THE PRESENT

READINGS The readings for this course are all available, at no cost, via the University of Ottawa Library electronic databases. Please refer to the instructions…

READINGS
The readings for this course are all available, at no cost, via the University of Ottawa Library electronic databases. Please refer to the instructions and the schedule, below.The readings for the sections must be completed before the last date of each section as per the schedule, below.
 
Please note: Your final exam will contain questions that cover the reading materials so please ensure that you have all of the texts.
 
Should you encounter difficulty obtaining the texts please contact me via email and I will be happy to ensure that you are able to access them.
 
 
INSTRUCTIONS
 
Map Quiz:
Southeast Asia is an area unfamiliar to many. It is therefore imperative to be able to situate, early on, the areas discussed over the course of the term.The quiz will take place in class on THURSDAY SEPTEMBER 22.The quiz will consist of a blank map of Southeast Asia upon which you will be asked to locate places (countries, cities, bodies of water, islands). Please refer to the study guide for the map quiz, below. The map quiz is worth 10% of the course grade.
 
 
Research paper topic description:
Worth 15% of the total course grade
You are required to write a clear, concise description of your research paper topic. Your description must meet the following criteria:
 
Mechanics:

It must be a minimum of one page and a maximum of two pages
It must be word processed using Times New Roman font, 11-point
Margins are to be set at 1 inch all around
It must be double-spaced
It must have a cover page with the tentative research paper title in the center
The cover page must have your name, and student number on the upper right hand corner
The cover page must have the course code, course title, professor’s name, and the date on the

lower right hand corner
 
 
The Description:

It must describe the topic in terms of:

–its specific focus
–its specific time period
–its specific location
–its specific characters (if any)

It must provide an explanation as to why you have chosen this specific focus, time period, location, and characters (if any)
It must have a focus narrow enough for an 8 to 10-page paper
It must be written in prose

 
Evaluation of the description of the research topic:

The specific, narrow focus of the research paper topic: 5/15
A clear and detailed description that demonstrates thought and preliminary research of the topic: 5/15
The quality of the writing and adherence to the instructions: 5/15.

 
Due date:

The description of your research topic is due on MONDAY OCTOBER 3, 2016, in class.
This assignment cannot be handed in late without prior approval by the professor and without good cause, or without penalty
You will be docked 2 points for every day the assignment is late.
Again, without prior approval, no assignment can be handed it later than Thursday OCTOBER 13th 201….. This assignment will not be accepted beyond this date and will receive a grade of 0/15.

 
 
 
Bibliography:
Worth 20% of the course grade
 
You must provide a bibliography based on your research paper. These will be some of the sources you will be using to write your paper.
 
Mechanics:

Your bibliography must have a cover page
You must provide the tentative title of your research paper at the center of your cover page
You must provide your name and student number on the upper right hand corner of your cover page
You must provide the course title, course code, professor’s name, and the date on the lower right hand corner of the cover page
Your bibliography must be word-processed
Each entry must be single-spaced, but there should be a double-space between entries
There should be two separate sections to the bibliography: one for primary sources and one for secondary sources
The bibliographic entries must be written according to the dictates of the Chicago Manual of Style

 
 
The Sources:

You are required to have a minimum of 10 secondary sources (either manuscripts or scholarly articles)

 
Evaluation of the Bibliography:

The relevance and the specificity (as opposed to general sources) of the sources used: 6/20
The quality of the sources (ie. Are the sources academic and scholarly? Are the sources fairly recent?): 6/20
The depth of the research (ie. Sufficient number of sources): 5/20
The quality of the presentation and adherence to the instructions: 3/20

 
Due date:

The bibliography is due on THURSDAY OCTOBER 20th, 201…
The bibliography cannot be handed in late without prior approval, without good cause, or without penalty.
Any bibliography handed in late without prior approval will be docked 2points for each day it is late.
Bibliographies, again without prior approval, cannot be handed in after THURSDAY NOVEMBER 3rd, 2016 and will receive a grade of 0/20.

 
 
 
 
Research paper:
Worth 25% of the course grade
 
Every student will conduct research and will write an 8 to 10-page research paper on a topic relevant to
the history of Southeast Asia from the 18th century.
 
You must choose the topic of your research. The professor will not provide topics for students.
 
Each research paper must follow the guidelines outlined in the University of Ottawa’s department of history guide for writing papers:
http://arts.uottawa.ca/sites/arts.uottawa.ca.history/files/history_essay_guide.pdf
 
 
Each research paper will be evaluated according to the following guidelines (in order of importance):

I) Presence of a clearly communicated thesis statement or hypothesis
II) Substantial research in order to support the thesis of the paper and proper             citations

III) Quality of the writing (no grammatical, typographical, syntactical errors)

IV) Coherent and logical structure of the paper
V) Proper format for the title page, page numbers, footnotes or                                                         endnotes, bibliography, etc..
VI) Originality

Each research paper must use and include at least the minimum number of sources used
in the bibliography assignment.
 
Research papers must be handed in on MONDAY NOVEMBER 14th, 201….
 
Late papers will be allowed only under extraordinary circumstances. Otherwise late papers will be docked
a letter grade for each day they are late.
 
 
Final take-home exam:
Worth 30% of the course grade
 

A) There will be a final comprehensive take-home exam during the official exam period. The exam will consist of essay questions that will incorporate both the readings and the class lectures, and films.
B) There will be three questions on the exam
C) You must answer all three questions provided
D) Answers to the questions in the exam must include references to both notes and the readings
E) Each exam question will be graded according to the following criteria:
I) The presence of information from both the readings and the class lectures
II) The ability to answer the questions thoroughly

III) Coherent and logical structure of each answer

F) Exam questions will be handed out in class on MONDAY DECEMBER 5th, 201…

 
 
FURTHER INSTRUCTIONS
 

1. Academic integrity:

The quality of everyone’s degree at the University of Ottawa depends largely on the notion of academic integrity. As a result, there will be zero tolerance for any form of academic fraud, including, but not limited to, plagiarism, the recycling of papers or assignments. Anyone found to have engaged in academic fraud will be subject to the University of Ottawa’s sanctions.
 
 
For more information please refer to the University of Ottawa’s regulations on academic integrity:http://web5.uottawa.ca/mcs-smc/academicintegrity/regulation.php
 
You may also refer to the following site for more information on plagiarism:
https://sass.uottawa.ca/en/writing/plagiarism
 
There are also references on ways to avoid plagiarism in the University of Ottawa’s History Department Guide to writing essays:
http://arts.uottawa.ca/sites/arts.uottawa.ca.history/files/history_essay_guide.pdf
 
 
 

Writing:

Writing is intrinsic to the study of history. Excellent writing is a skill that will serve all students even after graduation. It is therefore important, for your success in this class, to ensure that your written work is of high quality.
 
You will be evaluated on the quality of your writing. If you sense that writing may be a problem for you, I would advise you to consult the Academic Writing Help Center. It will be significantly increase your grades. Please refer to the following web site for more information about the AWHC:
http://www.sass.uottawa.ca
 
 
 

Classroom etiquette:

Everyone in this class deserves to have a quality classroom experience, free of disruptions. To that end I would ask the following of you:

A) Please be on time
B) Please turn off your cell phones and keep from texting in class
C) Please avoid chatting with your neighbours during class
D) Please use your laptops strictly for note-taking. Even if you are quiet while surfing the web or chatting online, it is distracting to your neighbours.
E) Please ensure you have done what is necessary in order not to have to step out of the room

during class

F) If you must leave early, please let your professor know beforehand and please leave as discreetly as possible

 
 
 

Lecture notes and attendance:

It is implicit that attendance is part of the requirements for this course. Although I will not be taking attendance, it is incumbent upon you to keep up with the work. You are responsible for anything you may have missed in class: instructions, the content of lectures, handouts, explanations and so on.
 
 
 
 
 
 
 
 
MAP QUIZ STUDY GUIDE
 
 
 
 
NATIONS
Myanmar, Thailand, Cambodia, Laos, Vietnam, Malaysia, Singapore, Brunei, Indonesia, East Timor, Philippines, China, Japan, Taiwan, India
 
 
 
 
CITIES
Mandalay, Yangon, Chiang Mai, Bangkok, Siem Reap, Phnom Penh, LuangPrabang, Vientiane, Hanoi, Hue, Da Nang, Ho Chi Minh City, Kuala Lumpur, Melaka, Jakarta, Penang, Dili, Bandung
 
 
 
 
ISLANDS
Sumatra, Borneo, Bali, Java, Sulawesi, Cebu, Luzon, Mindanao, Timor
 
 
 
 
 
BODIES OF WATER, RIVERS, SEAS, OCEANS, ETC…
Indian Ocean, Pacific Ocean, South China Sea, Tonle Sap, Red River, Mekong River, Irrawaddy River, Chao Phraya River, Strait of Melaka, Bay of Bengal, Andaman Sea, Gulf of Tonkin, Gulf of Thailand
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
SCHEDULE
Introduction to the course
Introduction to the syllabus
 
****NB**** If you join the class after this date, you will need to have the syllabus explained to you. Please make an appointment to meet with me so that the syllabus is clear.
 
INTRODUCTION
 
General introduction to Southeast Asia
Terms and concepts
The Indochinese Peninsula
Insular Southeast Asia
The former Kingdoms
Indianisation
Sinicisation
Islamisation
Buddhism (Theravada and Mahayana)
The Chinese Tributary system
The Maritime Realm
Common themes
 
Readings:
Craig Lockard, “The Sea Common to All: Maritime Frontiers, Port Cities, and Chinese Traders in the Southeast Asian Age of Commerce circa 1400-1750,” Journal of World History, 21:2 (June 2010), pp. 219-247.
 
Questions for discussion from the readings:
Craig Lockard:

What does the author mean by a “maritime-oriented culture” or by a “water frontier?”
What role did China play in this water world?
How and why did the ports foster economic and cultural exchange?
What does the author mean by a Chinese “trade diaspora?”
What role did this trade diaspora play in various parts of Southeast Asia?
What does Anthony Reid mean by an “age of commerce?”
What role di Melaka play in this system?

 
 
 
PART ONE: FRENCH INDOCHINA
 
From Dai Viet to Vietnam
Expansion into Champa
Civil War
Catholicism
The Nguyen Dynasty
French colonization
French Indochina
Nationalism
War
Geneva Accords
The American War
Reunification
 
Readings:
Nicolas Weber, “The Destruction and Assimilation of Campa (1832-1835) as seen from Cam Sources,” Journal of Southeast Asian Studies, 43:1 (February 2012), pp. 158-180
 
Micheline Lessard, “Organisons nous: Racial Antagonism and Vietnamese Economic Nationalism in the Early Twentieth Century,” French Colonial History, 8 (2007), pp. 171-201
 
Questions for Discussion from the readings:
Nicolas Weber:

In what way was Campa (Champa) incorporated into the Vietnamese realm?
What economic and administrative changes did the Vietnamese put in place?
Why did these changes sometimes result in corruption?
Was the annexation of Campa a form of imperialism?

 
Micheline Lessard:

What prompted the boycott of 1919?
Who orchestrated the boycott?
What French colonial policies led to the problems between Vietnamese and Chinese?
What were the accusations levelled against the Chinese by the Vietnamese?
Was the boycott successful?
Was the boycott a manifestation of Vietnamese economic nationalism?

 
From the Khmer kingdoms to Cambodia
French protectorate
French rule
Independence
Sihanouk and neutrality
Pol Pot
The Khmer Rouge
The Year Zero
The genocidal turn
Maoism or fascism?
Vietnamese occupation
Sihanouk and Hun Sen return
 
 
Readings:
Damien de Walque, “The Socio-Demographic Legacy of the Khmer Rouge Period in Cambodia,” Population Studies, 60:2 (July 2006), pp. 223-231
 
Questions for Discussion from the readings:
Damien de Walque:

What were the effects of the Khmer Rouge period on mortality rates, gender balance, education, and marriage in Cambodia?

Laos
Protectorate
Socialism
Pathet Lao
Attempts at neutrality
Coalitions
American intervention
The Hmong
 
Readings:
VatthanaPholsena, “The (Transformative) Impacts of the Vietnam War and the Communist Revolution in a Border Region in Southeastern Laos,” War and Society, 31:2 (August 2012), pp. 163-183.
 
 
Questions for discussion from the readings:
VatthanaPholsena:

What are the “borderlands” described in the article?”
What are the advantages of the peripheral perspective, according to the author?
What was the “frontier zone?”
How did peasants respond to US bombings of the border areas?
What role did education play in the process of Lao state-making?

 
PART TWO: BRITISH BURMA AND MALAYA
 
Burma/Myanmar
The legacy of Bagan
From a kingdom to a province of the Raj
Anglo-Burmese wars
Colonial transformations
Nationalism
Aung San
Ties with Japan
Independence
Militarism
 
Readings:
Ashley Wright, “Opium in British Burma, 1826-1881,” Contemporary Drug Problems, 35 (Winter 2008), pp. 611-647
 
Questions for Discussion from the readings:
Ashley Wright:

What were Burmese Buddhist attitudes towards alcohol and opium?
What were Maingy’s ties to the opium trade?
How and why did Maingy’s attitudes towards the opium trade change?
How was Arakan affected by the opium trade?
What recommendations were made to lower opium use in British Burma?
Were these recommendations successful?

 
Malaya
The legacy of Melaka
The East Indian Trading Company
British Malaya
The Straits Settlements
The federated states
The unfederated states
Colonial transformations
Chinese immigration
Communism
The Emergency
War with Indonesia
Singapore and Brunei
 
 
Readings:
Ho KeeChye, “Returning to Malaya: The Strategy and Significance of the Communist Party of Malaya’s Southward Advance,” Inter-Asia Cultural Studies, 16:1 (2015), pp. 56-66.
 
Syed MuhdKhairudinAljunied, “The Prison and the Anti-Colonialist in British Malaya,” Journal of Historical Sociology, 25:3 (2012), pp. 386-412.
 
Questions for discussion from the readings:
Syed MuhdKhairudinAljunied:

How did anti-colonialists counter colonial power while in prison?
How were radical Malays doubly marginalized under colonial rule?
How did imprisonment become empowerment for radical Malays?
How did the colonial government respond?

 
Ho KeeChye:

What was the “Emergency” in Malaya and were the British successful in dismantling the CPM?
How did the Japanese Occupation alter British policies towards the CPM?
What was the Malayan Union?
How did Malays respond to the Malayan Union?
What was the People’s Constitution and who proposed it?

 
 
PART THREE: THE DUTCH EAST INDIES
 
Indonesia and East Timor
Islamization
Dutch commerce
The predominance of Java
Nationalisms
Communism
The idea of Indonesia
WWII
Japanese Occupation
Sukarno
Pancasila
Guided Democracy
Indonesia Raya
Suharto
American intervention
East Timor’s independence
Indonesia’s “colonization” of East Timor
Genocide?
 
 
Readings:
Rebecca Strating, “Contested Self-Determination: Indonesia and East Timor’s Battle over Borders: Internationa Law and Ethnic Identity,” The Journal of Pacific History, 49:4 (2014), pp. 469-494
 
Mary Somers Heidhues, “Anti-Chinese Violence in Java during the Indonesian Revolution, 1945-1949,” Journal of Genocide Research, 14:3-4 (2012), pp. 381-401
 
Siddarth Chandra, “Race, Inequality, and Anti-Chinese Violence in the Netherlands Indies,” Explorations in Economic History, 39 (2002), pp. 88-112.
 
Questions for discussion from the readings:
Rebecca Strating:

How did the Dutch and Portuguese cartographically provide the basis for East-Timorese independence?
When and how were the political borders between Indonesia and East-Timor settled?
How did Indonesia use history to justify its invasion of East-Timor?
How did East-Timor use colonialism to justify its right to self-determination?
How do Philpot andBreuilly define the “nation” or “nationality?”

 
Mary Somers Heidhues:

How and why did anti-Chinese sentiments appear in Indonesia?
Who were the Peranakan?
What prompted the Tangerang Massacre of May 1946?
What were the military’s tactics against economic resources?
What role did the Dutch play in these massacres?

 
Siddarth Chandra:

How and why did Sarekat Islam rise in prominence?
How did legal institutions foster communal violence?
According to the author, what two economic factors contributed to racial polarization?

 
PART FOUR: THE PHILIPPINES FROM SPANISH RULE TO AMERICAN “PROTECTION”
 
The Philippines
The legacy of Spanish rule
The fratrocracy
Nationalism
Rizal and others
Huk Rebellion
Kalimantan
Propaganda Movement
The end of Spanish rule
American “protection”
The long road to democratization
 
Readings:
Reynaldo Ileto, “Heroes, Historians, and the New Propaganda Movement, 1950-1953,” Philippine Studies, 58:1-2 (June 2010), pp. 223-238.
 
Keith Thor Carlson, “Born Again of the People: Luis Taruc and Peasant Ideology in Philippine Revolutionary Politics,” Histoire sociale/Social History, m41:82 (2008), pp. 417-458.
 
Questions for Discussion from the readings:
Reynaldo Ileto:

How does the author define the Huk Movement?
What was U.P. Catholic Action?
How did some Filipino leaders define the Filipino nation?
What was the role of “heroes” in the formulation of national identity?
How does Quirino classify heroes?
What is the source of Filipinos’ “malaise” according to Lansang?
What are Lansang’s proposed remedies?
What was the New Propaganda Movement?
How did it echo with past movements?
How did Horacio de la Costa explain the “revolutionary situation” in the Philippines and in Asia?
How did the Catholic Church respond to the New Propaganda?

 
Keith Thor Carlson:

What did the Filipino anti-Japanese army manage during the war?
How did Taruc fall out of grace with the Filipino Communist Party?
What was the Santa Iglesia and who was Felipe Salvador?
Why was Taruc considered to be a reincarnation of Felipe Salvador?
How did Taruc express his nationalism and his social beliefs?
Why was Taruc’s stage presence so effective among peasants?
How do Filipino Communist Party and peasant folk songs differ?
What was Taruc’s populist ideology?

 
PART FIVE: THAILAND AND AVOIDING COLONIZATION
 
Siam and Thailand
The kingdoms of Ayudhya and Sukkhothai
Contacts with the West
Avoiding colonization
Modernization
Negotiations
Chulalongkorn
Mongkut
WWII and changing allegiances
 
Readings:
WasanaWongsurasat, “Beyond Jews of the Orient: A New Interpretation of the Problematic Relationship Between the Thai State and its Ethnic Chinese Community,”Positions, 24:2 (May 2016), pp. 555-582.
 
Questions for Discussion from the readings:
WasanaWonsurasat:

Who prompted Thailand to abolish its anti-Chinese laws, and why?
Who referred to the Chinese as the “Jews of the Orient?”
What accusations were levelled against the Chinese?
What did King Rama VI say made the Chinese worse than the Jews of Europe?
What facts, according to the author, undermine the argument that the Chinese were targeted?
What are, according to the author, more plausible explanations for the Thai government’s discriminatory policies against the Chinese?
What role did the Chinese play in the Thai/Siamese economy in the 19th century?
What economic sectors did the Chinese occupy? The Thai?
How was Siam transformed after China’s Opium Wars?
What were Benedict Anderson’s criticisms of the Thai ruling elite with respect to modernization?
What does the author believe is a better interpretation of Anderson’s analysis?
How did Thai policies towards the ethnic Chinese differ from those towards other non-Thai peoples?

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