I had attached instruction file in the uploading files too!
Formatting: Double space and use size 14 (The font sizes are shrinking!)
Citation and Academic Integrity: CMS or MLA. (APA is NOT accepted.) At least one in-text citation is required per paragraph.
Only in-text citations are required if only course material is used. In-text citations and a Works Cited page are required if external sources are used.
Paragraphs that do not contain at least one accurate in-text citation will receive a grade of 0 for that paragraph. Each direct quotation that is not enclosed by quotation marks and has an in-text citation at the end of the sentence will receive a 10% deduction each time.
Any violation of Seneca’s Academic Integrity Policy will result in a grade of 0 and a formal academic integrity report.
Research: The goal is to show your mastery of the required course material, especially the lectures. Additional research is not required or desirable. Wikipedia is not an accepted source. Focus on material from folders 2, 3, and 4, especially 2 and 4.
Mark Breakdown: 20% is for writing issues (complete sentences, grammar, vocabulary, structure, and clarity). 80% is for content and creativity (effective use of relevant historical details from the course, chronology, accuracy, and coherece of your narratives).
Minimum Word Count: At least 700 words. Provide a word count under your name on the title page.
The goal is to demonstrate your understanding of relevant key material by imagining how a younger Japanese person in his or her late teens or early twenties may view an event or change that we have studied differently from someone from an older generation. Select ONE of the options below.
Your assignment needs to include:
a) Create a setting for your assignment. Where was the conversation taking place? Begin by stating the older person’s perspective and position on the topic and issue.
b) Introduce and describe the younger character. You can decide this character’s age (somewhere between 17-25), gender, quality of relationship with the older person (close, antagonistic, or respectful, for example), education level, political outlook, family composition, relationship status, and other details.
c) This is the most important part. How does the younger person see the event/change differently from the older person? What are the factors that led to this generational change? Was the younger person able to see eye-to-eye with the older person on this issue? How and why?
Be sure to Clearly define key terms, events, and issues as you introduce them.
Consider devoting one or two paragraphs to each bullet. This should read as one seamless and engaging historically-plausible creation.
Pick 1 Option:
1. An elderly grandfather is speaking with his grandson. The time is 1900 just after Japan’s victory in the First Sino-Japanese War.
The grandfather was once a loyal samurai to the shogun before the arrival of the Blackfleet at a time when Japan saw China as the height of East Asian civilisation. He thought Japan was foolish to go to war with China in 1894.
The young grandson was born around 1880 during the Meiji Era. What was his response?
2. The time is about 1900. An elderly grandparent is speaking with a young grandchild about the grandchild’s life in late Meiji Japan. (Pick the gender of your grandparent and grandchild.) The grandparent was a peasant born and raised in the Tokugawa countryside, and fondly reminiscing about the past.
The young grandchild was born around 1880 during the Meiji Era and was born and raised in Tokyo, the capital of Japan and of its changes. What was his/her response to his/her grandparent’s fond memories of a Tokugawa childhood? How does this young person think that his or her life in Meiji Japan is better or worse for someone like him/her than the life that the grandparent had lived in Tokugawa? How and why?
Focus on one or two of the following changes:
-education for all children, including girls
-technological modernization and transformations
-social changes, including the abolition of Tokugawa social hierarchies and more egalitarian Meiji social classes
-“westernization” of Japanese culture, clothing, language, and ideas
1. First person or third person? Feel free to write using “I” or in the third person, such as “X” felt this or “X”’s life was…
2. Format: You have a lot of freedom. You can write it as an essay using the third person, create a story, write it as memoirs, as an exchange of letters, as a diary entry that looks back on this exchange, or even poetry or a play. It has to be historically appropriate though so don’t structure your assignment as a series of texts or podcasts!
3. Be Precise: Whenever you mention an event, include the date to establishes a timeline and grounds your discussion in time. For example, instead of saying X happened, say that X happened in 1903.
4. Details matter. Instead of stating generally that things changed, list and explain specific changes, and why they matter. Mention names of relevant events, policies, and people.
5. Get Into Your Characters’ Heads and Be Convincing: Instead of saying “When I was young, X, Y, and Z happened,” try “My childhood was better/worse/great/horrible because X, Y, and Z allowed/forced me to do this and that.”
6. Clearly state your characters’ positions and defend them. For example, instead of your younger character stating “Japan fought China” or “I was born in the Meiji period,” state positions, such as “Japan was right/wrong/wise/foolish/adjective to fight China” or “My childhood was better/worse/more filled with opportunities/deprived of opportunities than yours.” Be sure to defend these statements as the younger character.
Sample Character Story Template and In-text Citations (Please double space)
(Par. 1: Setting and intro. Don’t label your paragraphs. I am just doing it to show you what I am doing!)
I remember having this conversation with my _____ (adjective) grand(father/mother) in about 1900. My grandparent was born in the Tokugawa era and he told me what life, especially topic X, was like when he was young. Include a few sentences about topic X and the grandparents’ perspective on topic X (2: Intro to East Asia Learning Material 2-6).
(Belinda here: For the first paragraph, be sure to
Transition to the young character. (Try something like “I can’t believe grandparent said this. I was so surprised/pleased/insulted/your own adjective. My name is ____. I was born in the year ____ and I am now ___ years-old. Spend a few sentences describing your character. You can include such details as name, age, gender, education, description of family, political attitude, and ethnicity (4: Intro to the Course Lecture p1-8).
Unlike grandparent (or just like grandparent, depending on your character’s opinions on the topic), I feel ____ about topic X. As a young person who grew up in Meiji, X means A, B, and C to me. (Link to Meiji Fashion). Explain A, B, and C with supporting details and evidence from the relevant learning material. Cite after each. (This can be a couple of paragraphs).
As a result, I see topic X similarly/differently from grandparent. Conclude by quickly stating what each learned from the other (Film on Meiji Restoration 11:30-14:25).
(Belinda here: This is another way of looking at the template above. Introduce the setting, elderly relative, and topic you have chosen. Describe your young character to help us understand where this character is coming from. Explain your younger character’s opinions and feelings about the topic that is representative of the younger generation. End by summarizing what the two characters may have learned from each other. You will cite even though the words are your own because you are imagining your characters using the information from our course material.)
I had attached instruction file in the uploading files too!