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Department of History
University of Wisconsin-Madison
College of Letters and Science
History 201—The Historian’s Craft
How Do Empires End? Defeat, Occupation and Post-Imperial Japan
Fall 2021 Tues/Thurs 9:30-10:45
In Person: Social Science 4308
Professor Louise Young Teaching Assistant: Zhijun Ren
OH on line M 13:30-15:30*
OH on line T
12:30-14:30*
4102 Humanities
[email protected] zhij[email protected]
*In person appointments are also available for both instructors. Please email/sign up for appt. and
indicate preferred modality.
Course description
World War Two represents a transformational event for the twentieth century world. The dramatic
stories of the war and its aftermath include the momentary triumph of fascism as a global movement
and its military defeat; the redrawing of geopolitical maps as hot wars resolved themselves into cold
wars; the rise and fall of empires; decolonization and the emergence of a “third world” of new nations.
In what ways did World War Two and its aftermath reshape Asia? This course explores this question
by looking at the case of Japan. How do the stories of Japan’s defeat, the process of decolonization in
Asia, the US occupation, and the creation of regional cold war order complicate our understanding of
the twentieth century world?
History 201 is a course in the “historian’s craft,” which means we learn basic skills in the practice of
history through our study of post-imperial Japan. After a short introductory section, I have divided the
course into three thematic sections, each exploring one aspect of the World War Two transformation
and its impact on postwar Japan. Part 2 focuses on the atomic bombing of Japan and its impact on “a-
bomb cultures” in the US and Japan. Part 3 looks at the transition of the US-Japan relationship from
war to peace and the impact of Japan’s integration into the American cold war imperium. Part 4
examines the question of war crimes, war crimes trials, and the long afterlife of World War Two in
public memory in Asia.
Learning to be a good historian is a lifelong process. We begin this journey by improving the
following skill sets:
● Note taking and working with your notes to ask historical questions
● Critical evaluation of primary and secondary sources; working with sources
● Generating bibliographies
● Making historical arguments and using evidence
● Writing compelling and coherent essays
● Making effective presentations
● Peer review and constructive critique
● Develop effective reading strategies to synthesize complex historical material
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This course satisfies the Comm-B General Education Requirement and is offered for 4 credits. This
means we meet for 4 hours of class time per week. It carries the expectation that you will spend an
average of 2 hours outside of class for every hour in the classroom. In other words, in addition to
class time, plan to allot an average of 8 hours per week for reading, writing, research, and
participating in small working groups.
Disabilities
If you have a disability that may have some impact on your work in this class and for which you may
require accommodations, please let me know so that such accommodations may be arranged. For
additional assistance, please contact the McBurney Disability Resource Center: mcburney.wisc.edu,
608-263-2741 (phone), or 608-225-7956 (text).
Plagiarism
Plagiarism is taking credit for someone else’s work whether deliberately or unintentionally. This
includes but is not limited to turning in all or part of an essay written by someone other than yourself
(a friend, an internet source, etc.) and claiming it as your own, and including information or ideas
from research material without citing the source. Avoid plagiarism by carefully and correctly citing
your sources whenever you use someone else’s words, equations, graphics, or ideas. If you are unsure
of something and are worried you may be plagiarizing, come see the instructor. Cite sources
carefully, completely, and meticulously; when in doubt, cite. For additional help, see Writing Center
guide to Quoting and Paraphrasing and a terrific resource list from the Journalism School.
Assignments and Evaluation
● Attendance & participation 42 points/10%
● Writing Assignments 175 points/60%
o 20 Minute Read 15 points/5%
o Topic description & annotated bibliography 30 points/10%
o Thesis paragraph & paper outline 30 points/10%
o peer review, outline 5 points/2.5%
o First draft, 2500-3000 word essay 45 points/15%
o peer review, first draft 5 points/2.5%
o Reverse outline 15 points/ 5%
o Final draft, with reverse outline 30 points/10%
● Discussion posts & Working Groups 31 points/10 %
● Presentations (3) 30 points/10%
● High school collaboration (3 meetings) 15 points/5%
● History Lab (2 appointments) 10 points/5%
Attendance and Participation
Promptness and regular attendance is crucial for the success of this class—not just for your own
success, but also for the success of your classmates and instructor. Please be respectful and
responsible to all of us by arriving on time.
Discussion board
There is a discussion board for the entire class, which we will use to share progress on research
papers and other class assignments. There will not be a discussion post required for every week.
Keep up with weekly prompts on canvas, or plan ahead by looking at pp. 9-11 on the syllabus for the
full semester schedule. Discussion board posts are due by noon on Mondays.
Please see the Discussion Weekly Rhythm to help you plan and manage your time so that you can
complete your preparation to submit a post on time.
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Work groups
Discussion sections will be divided into 2-3 small working groups. These will provide a forum for
group work on readings and films, to share work-in-progress and work on group presentations. You
should organize a weekly study session to prepare for class. Keep up with weekly prompts on
canvas, or plan ahead by looking at pp. 11-14 on the syllabus for the full semester schedule. Group
work is due by noon on Mondays.
Please see the Discussion Weekly Rhythm to help you plan and manage your time so that you can
collaborate with your group to submit a post on time.
Presentations
One of the learning outcomes of this class is to improve public speaking. Students will work in
teams of 3-4 people to prepare presentations before the entire class in weeks 6, 10 & 14. Each
student will prepare their own powerpoint slide(s) and make a 5-minute presentation, but groups
should work together to ensure their presentations connect into a coherent and overarching
narrative. Submit your pp and a reflection by Friday after your presentation.
Grading rubric: Your presentation will be graded on substance/content (3 possible points),
organization/clarity (3 possible points), and performance (4 possible points).
Collaboration with the American School in Japan (ASIJ)
We will be meeting virtually 3 times over the semester with a Japanese history course taught at ASIJ,
a private school in Tokyo for English speakers. History 201 collaboration groups will be paired with
small groups from ASIJ, and the UW groups and ASIJ groups will trade off leading discussion.
Because of the time difference, the virtual meetings will be scheduled for 7:45 pm Madison time/
9:45 am Tokyo time on a Tokyo weekday for one hour. (After clocks move back in November this
will be 6:45 Madison time). Please let me know asap of any time conflicts with the scheduled
meetings on September 16 (Thursday), October 25 (Monday) and November 16 (Tuesday). ASIJ
students will be responsible for organizing the meetings and initiating communications.
Document with a brief (1-2 paragraph) report, uploaded to canvas by Friday after your meeting.
Peer review sessions
One of the most challenging aspects of academic writing is learning how to give and receive
constructive feedback. We will practice these skills by working in groups to discuss our outlines
(week 10) first drafts (week 14).
“20 minute read”
see instructions on canvas. Due 30 September
paper topic conference
sign up for appointment to discuss paper topic in week 5
Topic description & annotated bibliography
See instructions on canvas. You should include 4-6 secondary sources and 1 primary source. Use
Chicago Manual of Style for proper citations. Due 15 October.
Grading rubric: 15 points for including all three elements (topic description, list of sources,
annotations); up to 5 points for quality of each element (15 possible points).
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Thesis and argument outline
See instructions on canvas. Due 4 November--NO EXTENSIONS on this deadline, because we will
be following with a peer review.
Grading rubric: 15 points for including all three elements (thesis paragraph, sentence outline,
evidence); up to 5 points for quality of each element (15 possible points)
First draft of essay
Your essay should be 10-12 pages, or 2500-3000 words (word count may include footnotes and
bibliography). Use at least 4-6 secondary sources and 1 primary source, and document these using
footnotes and a bibliography of works cited following the Chicago Manual of Style. Due 2
December--NO EXTENSIONS on this deadline, because we will follow up with peer review.
Grading rubric: 15 possible points for quality and clarity of argument; 15 possible points for
organization and coherence of the essay; 15 possible points for supporting evidence (examples to
support argument and the use of evidence to make claims).
Reverse outline
See instructions on canvas. Due 14 December.
Grading rubric: 5 possible points for a full sentence outline; 10 possible points for quality of
organization and argument.
Final draft, submitted together with reverse outline and first draft
The final draft should demonstrate substantial revision based on feedback from peers, History Lab
and your instructor. This is your opportunity to unearth buried arguments and tighten up the
organization. You can also polish your prose—making sure paragraphs are coherent, you have good
topic sentences, and the introduction/ conclusion work as an effective pair. Don’t forget to spell
check! Due 21 December.
Grading rubric: 15 possible points for revisions to address feedback; 10 possible points for
improvement in writing style (coherent paragraphs, word choice, sentence structure); 5 possible
points for overall quality.
History Lab
You are required to make at least two visits to the History Lab to help you with your essay. The
History Lab is a fantastic resource for moving your writing skills to the next level. History Lab is
staffed with expert history PhD students who work with you and your history projects 1-on-1. No
matter your stage in the writing process—choosing a topic, conducting research, composing a thesis,
outlining your argument, revising your drafts—the History Lab staff will help you sharpen your skills
and become a more successful writer. Visit the History Lab website to schedule an appointment
with a Lab TA or to find writing tips, guides, and resources.
Document your meeting by submitting the date and person you met with, as well as a brief summary
of discussion.
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Reading Assignments at a Glance
Part I: introduction (Weeks 1-2)
❖ Week 1
➢ read ahead - readings for week 2 should be completed in the latter part of week
1.
❖ Week 2
➢ John Dower, “Victors and Vanquished” in Embracing Defeat, 33-89
➢ Katō Kiyofumi, “The Decline of the Japanese Empire and the Transformation
of the Regional Order in East Asia,” The Dismantling of Japan’s Empire in East Asia,
15-29.
➢ Watch Wings of Defeat (90 minutes)
Part II: the bomb & the atomic era (Weeks 3-6)
❖ Week 3
➢ Barton Bernstein, “introduction,” The Atomic Bomb: the Critical Issues, vii-xix
➢ Paul Boyer, By the Bomb’s Early Light, 3-26
➢ John Dower, “The Bombed,” Hiroshima in History and Memory, 116-142.
❖ Week 4
➢ John Hersey, Hiroshima (any edition or online:
➢ NAKAZAWA Keiji, Barefoot Gen, Vol. 1
❖ Week 5
➢ Watch Hellfire (58 minutes)
➢ Watch Atomic Café (86 minutes)
➢ Watch Gojira (96 minutes)
❖ Week 6
➢ Laura Hein and Mark Selden, Living with the Bomb: American and Japanese Cultural
Conflicts in the Nuclear Age, introduction and essays by YUI Daizaburo and
ASADA Sadao, 1-34, 52-72, 173-201
➢ William Tsutsui, Godzilla on My Min
d
, 13-42
Part III: Cold War and beyond (Weeks 7-10)
❖ Week 7
➢ Michael Schaller, Altered States, 7-112 (chapters 1-6)
❖ Week 8
➢ Michael Schaller, Altered States, 113-162 (chapters 7-9)
➢ Bruce Cumings, “Japan’s Position in the World System” in Postwar Japan as
History, ed. Andrew Gordon, 34-63
➢ Andrew Levidis, “Politics in a Fallen Empire: Kishi Nobusuke and the Making
of the Conservatve Hegemony in Japan,” In the Ruins of Empire, 161-186
❖ Week 9
➢ Michael Schaller, Altered States, 163-260 (chapters 10-epilogue)
❖ Week 10
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➢ Walter LaFeber, The Clash, 359-395 (chapter 12)
➢ Koji Taira, “Dialectics of Economic Growth, National Power, and Distributive
Struggles”, in Postwar Japan as History, 167-186
➢ J. Victor Koschman, “Intellectuals and Politics”, Postwar Japan as History, 395-423
Part IV: war crimes and postimperial Asia (Weeks 11-14)
❖ Week 11
➢ John Dower, Embracing Defeat, 319-345, 443-521.
❖ Week 12
➢ Kiichi Fujiiwara, “Hiroshima, Nanjing, and Yasukuni” Age of Hiroshima, 201-218
➢ Watch Grave of the Fireflies (90 minutes)
➢ Watch Nanjing: Memory and Oblivion (88 minutes)
❖ Week 13
➢ Laura Hein, “Savage Irony: The Imaginative Power of the ‘Comfort Women’ in
the 1990s”, Gender and History, 336-372
➢ “War, Memory and the post-cold War” in Ruptured Histories, 1-14
❖ Week 14
➢ none
❖ Week 15
➢ none
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Class Schedule
PART 1: INTRODUCTION (Sept 9, 14, 16)
Week 1 introduction
Sign up for small group work (see pp. 2-3 for descriptions)
➢ group projects: sign up for a group (2-3 people per
group)
➢ ASIJ collaboration: sign up for a group (3-4 people per
group).
Week 2 militarism, imperialism & defeat;
note-taking & using notes
discussion section: self introductions; note taking
Thursday 9/16 @ 7:45 pm: ASIJ virtual meeting #1 (ASIJ
students lead discussion on Wings of Defeat)
PART 2: THE BOMB & THE ATOMIC ERA (Sept 21, 23, 28, 30, Oct 5, 7, 12, 14)
Week 3 the a-bomb and the end of the war in Asia;
research topics & search techniques
library trip
discussion section: explore research paper topics
Week 4 Atomic bomb culture in Japan
20-minute read
primary & secondary sources
discussion section: library visit
20 minute read due Sept 30
Week 5 Decision to drop the bomb
Primary sources in context: Godzilla as a-bomb story; Atomic café vs. Hellfire
discussion section: work on presentations
Paper topic conferences with Prof Young
Week 6 Group presentations 1
discussion section: topics and bibliography
topic and bibliography due October 15
PART 3: COLD WAR AND BEYOND (Oct 19, 21, 26, 28, Nov 2, 4, 9, 11)
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Week 7 The US Occupation and transition from war to peace
reading for arguments
working with secondary and primary source evidence
organizing your paper
discussion section: reading for argument
Week 8 postwar politics and high growth
developing arguments & working with outlines
discussion section: working with outlines
Monday 10/25 @ 7:45 pm ASIJ virtual meeting #2
(UW students lead discussion on Gojira & a bomb culture in the
US)
Week 9 Nixon shocks, oil shocks, & “Asia’s new giant”
Neo-liberalism & neo-nationalism
discussion section: work on presentations
Thesis paragraph and outline due Nov 4--NO
EXTENSIONS
Week 10 Group presentations 2
discussion section: peer review of outlines
Peer review of outlines due Nov 8
PART 4: WAR CRIMES & POST-IMPERIAL ASIA (Nov 16, 18, 23, 30, Dec 2, 7, 9, 14)
Week 11 international law and war crimes trials
Style: paragraphs, sentences, word choice
discussion section: DQ, leading discussion
Tuesday 11/16 @ 6:45 pm: ASIJ virtual meeting #3
(ASIJ students lead discussion on Okinawa)
Week 12 Nanjing Massacre in real time;
footnotes and bibliography
discussion section: war crimes discussion
Week 13 public memory and war responsibility debates
reverse outlines
discussion section: work on presentations
first draft due Dec 2--NO EXTENSIONS
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Week 14 Group presentations #3
discussion section: peer review first draft
peer review of first drafts due Dec 6
Week 15 Wrap Up: Zhijun Ren lecture on Sino-Japanese Relations Today
discussion section: work on reverse outlines
reverse outline due Dec 14
final paper due Dec 21
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Assignments, Discussion Groups & Collaboration Schedule
Starting in Week 2, discussion posts & group work are due by Monday at noon each
week
Week 1
self introduction *due Friday
➔ discussion post: provide a brief self introduction: where you grew up, your
academic major or specialization; and 1 fun thing.
Begin reading Week 2 content and completing Week 2 activities
Week 2
note-taking: “big ideas, big questions”
➔ reading: Do all the assigned readings and watch the film. Practice taking
notes on the main ideas
➔ group work: Work with your group to identify three big ideas in your group
reading, and write one paragraph explaining each idea. Group 1 focuses on
Dower; group 2 focuses on Kato; group 3 focuses on Wings of Defeat.
collaborate with Japanese high school students
➔ first virtual meeting with ASIJ 9/16 @ 7:45 pm: ASIJ students will lead
discussion on Wings of Defeat
Week 3
research questions; brainstorming topics & biblio strategies
➔ reading: Do all the assigned readings, and take note of topics that interest
you
➔ discussion post (Individual): Brainstorm paper topics with your group.
Come up with 2-3 topics and research questions. List your topics in your
individual post.
➔ group work: Work with your group to identify three topics covered in your
group reading. What research questions are the historians asking of their
topic? Write a post on these topics and their research questions. Group 1
focus on Dower; group 2 focus on Boyer; group 3 focus on Berstein
Week 4
20 minute read of 2 secondary sources
➔ assignment: Explore your research paper topic by critically evaluating
potential secondary sources. Pick a topic and two secondary sources related
to this topic. Use the “20 minute read” strategy to critically evaluate your
sources. In addition, examine your source to identify the following: (a) from
the book title--topic, thesis, and time frame; (b) from the table of contents—
five keywords or key themes of the book; and (c) from footnotes and/or
bibliography—three additional books for further research. (d) With this
information, write up your findings about your source. Upload to assignment
tab by Sept 30.
Primary sources in context
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➔ reading: Finish all the assigned readings for this section of the course,
which you will need for Week 5 & 6.
➔ group work: Think about the context for primary sources of “a bomb
culture”: who, what, why, when, how? Groups 1-2 prepare to talk about
context for Barefoot Gen; Group 3 prepare to talk about context for
Hiroshima.
Week 5
research paper topic
➔ assignment: sign up for appointment & meet with Professor Young to
discuss your paper topic
work with team members on group presentations
Week 6
group presentations
➔ assignment: upload presentation and reflection by Oct 15
topic description and bibliography
➔ assignment: upload topic description and bibliography by Oct 15
Week 7
reading for argument
➔ reading: Do all the assigned readings in Schaller, pp 3-112. As you read,
think about the take home point Schaller is making. What is he saying about
the US-Japan relationship? About how American policy shaped Japanese
government choices? Take the chapter titles as a starting point and explain
what the text of the chapter has to say about the theme of the chapter. Some
of the chapter titles express an argument more directly than others. Think
about each of the arguments expressed in the chapter titles.
➔ group work: Write a post on the argument for two chapters. Group 1
focuses on chapters 1-2; Group 2 on chapters 3-4; Group 3 on chapters 5-6.
Week 8
brainstorming thesis paragraphs and outlines
➔ reading: One way to learn how to build arguments is to follow the example
of master practitioners. Pay attention when you read a piece of historical
writing that you think is especially clear and cogent. Try taking notes in the
form of an outline. For this week, as you read, think about the bones of the
outline structure. This is reading for argument at a more granular level.
➔ reading: Do all the assigned readings.
➔ group work: Try to outline a section of the Cumings essay. Group 1= pp.
35-37; Group 2=pp. 38-41 (end of section); Group 3=pp. 41 (beginning of
section)-43.
➔ discussion post: discuss your arguments for your paper and how you might
outline. Post what you came up with.
collaborate with Japanese high school students
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➔ second virtual meeting with ASIJ 10/25 @ 7:45 pm: UW students will lead
discussion on Gojira & atomic bomb culture in Japan & US
Week 9
work with team members on group presentations
thesis paragraph and outline
➔ assignment: upload your thesis paragraph and outline by Nov 5
Week 10
group presentations
➔ assignment: upload presentation and reflection by Nov 12
peer review
➔ assignment: share a hard copy of your comments on thesis paragraph and
outline with your partner during discussion section and upload to canvas by
Nov 12
Week 11
prep discussion questions on emperor war responsibility
➔ reading: Read assigned chapters from John Dower, Embracing Defeat.
What is Dower’s argument about the emperor in pp. 319-345? Why does
the Emperor’s leadership matter for the larger question of war crimes and
war guilts that Dower covers in pp. 443-521?
➔ group work: Work together to come up with discussion questions. Look at
the handout on fostering discussion, and make a plan to tag team your group
members as you jointly lead discussion. In your post, list three discussion
questions. Elaborate on your discussion question -- where you hope this
question will lead? Why is it important? How can you use some examples
from the Dower reading to provide additional context for your classmates?
collaborate with Japanese high school students
➔ third virtual meeting with ASIJ 11/16 @ 6:45 pm: UW students will lead
discussion on war crimes and war responsibility
Week 12
war memory & responsibility
➔ reading: Everyone watches the two films and completes the Fujiwara
reading. As you read and watch, think about the relationship between all
three texts. What do they say about issues of war memory and war
responsibility in Japan?
➔ group work:
◆ Group 1: Consider Grave of the Fireflies as a primary source in context--
the production and reception of this animated film: who, what, why,
when and how? Think about how this film tells the story of World
War Two. What is included? What is left out? Write a post about
the narratives of the war embedded in this film.
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◆ Group 2: Consider Nanjing: Memory and Oblivion as a primary source in
context--the production and reception of this documentary: who,
what, why, when and how? Think about how this film tells the story
of World War Two. What is included? What is left out? Write a
post about the narratives of the war embedded in this film.
◆ Group 3: discuss Fujiwara’s analysis of historical memory. Write a
post about what you learned from this reading.
Week 13
work with your team on group presentation
first draft due
➔ assignment: upload your first draft to canvas by Dec 3
Week 14
group presentations
➔ assignment: upload presentation and reflection to canvas by Nov 12
peer review
➔ assignment: share a hard copy of your comments on the first draft with
your partner during discussion section and upload to canvas by Dec 10
Week 15
reverse outlines
➔ assignment: upload reverse outline canvas by Dec 15