{"ModuleCode":"SE5213","ModuleTitle":"Revolt And Revolution In Southeast Asia","Department":"Southeast Asian Studies","ModuleDescription":"This module examines the causes, processes and outcomes of the conflicts that have occurred in Southeast Asia. Consideration will also be given to the role of ideology and leadership. The module will attempt to cover as much ground as possible but emphasis will be placed on the major attempts at revolt and revolution.","ModuleCredit":"4","Workload":"3-0-0-1-6","ExamOpenBook":true,"ExamDuration":"P2H","ExamVenue":"MPSH5","AcadYear":"2014/2015","History":[{"Semester":1,"ExamDate":"2014-12-05T14:30+0800","Timetable":[{"ClassNo":"1","LessonType":"Seminar-Style Module Class","WeekText":"Every Week","DayText":"Wednesday","StartTime":"1830","EndTime":"2130","Venue":"AS4-0116"}],"IVLE":[{"Announcements":null,"Forums":[],"Workbins":[],"Webcasts":[],"Gradebooks":[],"Polls":[],"Multimedia":[],"LessonPlan":[],"ID":"541d0409-6307-468f-9a43-ba335d1ab247","CourseLevel":"1","CourseCode":"SE5213","CourseName":"REVOLT AND REVOLUTION IN SOUTHEAST ASIA","CourseDepartment":"","CourseSemester":"Semester 1","CourseAcadYear":"2014/2015","CourseOpenDate":"/Date(1401379200000+0800)/","CourseOpenDate_js":"2014-05-30T00:00:00","CourseCloseDate":"/Date(1422719940000+0800)/","CourseCloseDate_js":"2015-01-31T23:59:00","CourseMC":"0","isActive":"N","Permission":"S","Creator":{"UserID":null,"Name":"Gerard Sasges","Email":null,"Title":null,"UserGuid":"f964c59a-3bb2-47c7-87ce-58bf8490f319","AccountType":null},"hasGradebookItems":false,"hasTimetableItems":true,"hasGroupsItems":false,"hasClassGroupsForSignUp":false,"hasGuestRosterItems":false,"hasClassRosterItems":false,"hasWeblinkItems":false,"hasLecturerItems":true,"hasDescriptionItems":true,"hasReadingItems":false,"hasAnnouncementItems":false,"hasProjectGroupItems":false,"hasProjectGroupsForSignUp":false,"hasConsultationItems":false,"hasConsultationSlotsForSignUp":false,"hasLessonPlanItems":false,"Badge":0,"BadgeAnnouncement":0,"WebLinks":[],"Lecturers":[{"ID":"b261c112-488f-4a99-ad31-d801f4b31650","User":{"UserID":null,"Name":"Gerard Sasges","Email":null,"Title":null,"UserGuid":"f964c59a-3bb2-47c7-87ce-58bf8490f319","AccountType":null},"Role":"Lecturer ","Order":1,"ConsultHrs":null}],"Descriptions":[{"ID":"5e5f053b-8835-4692-be49-41f07234cfff","Title":"Synopsis","Description":"This module examines selected revolts, revolutions, and violent events in the history of Southeast Asia since the late 1800s. I’m an historian, so I’m going to teach it like a history module, and we’re going to focus on the process of “producing” history. The module has three concerns, first, to understand what happened, i.e. the "facts" of a particular event or process, second to think critically about how people have subsequently selected and organized facts to tell particular stories, and third to apply our insights in the creation of a public work of history, i.e. a Wikipedia page.
\r\n 
\r\nIn this class I’m going to be taking you seriously as historians, that is, as scholars capable of analyzing critically representations of the past, synthesizing your own interpretations, and engaging in a dialogue with a wider public. The space where you’ll take part in that dialogue is Wikipedia, which some might argue is a far more important space than the scholarly journals I usually publish in. So if putting your learning to work and contributing to making Wikipedia an even better source of information appeals to you, then come along. It will be an interesting experience, I promise.
\r\n","Order":1},{"ID":"1e5f053b-8835-4692-be49-41f07234cfff","Title":"Learning Outcomes","Description":"\r\n\t\r\n\t\t\r\n\t\t\t\r\n\t\t\r\n\t\r\n
\r\n\t\t\t\tThe module will be conducted as a seminar. In the first half of each class we’ll discuss a selected event and how it has been represented. In the second part, we’ll work through the process of producing public history, i.e., our Google Books reviews and our Wikipedia entries. Both parts of the seminar will require active participation, with the first half being more theoretical, and the second more grounded in the actual processes and problems of "producing" history.  
\r\n 
\r\n","Order":2},{"ID":"6e5f053b-8835-4692-be49-41f07234cfff","Title":"Syllabus","Description":"SE5213: Revolt, revolution, and violence in Southeast Asia
\r\nWednesday evenings, 18:30 – 21:30
\r\n 
\r\nGerard Sasges
\r\ngerard.sasges@nus.edu.sg
\r\nAS3 06-16
\r\n 
\r\nINTRODUCTION
\r\n 
\r\nThis module examines selected revolts, revolutions, and violent events in the history of Southeast Asia since the late 1800s. I’m an historian, so I’m going to teach it like a history module, and we’re going to focus on the process of “producing” history. The module has three concerns, first, to understand what happened, i.e. the "facts" of a particular event or process, second to think critically about how people have subsequently selected and organized facts to tell particular stories, and third to apply our insights in the creation of a public work of history, i.e. a Wikipedia page.
\r\n 
\r\nIn this class I’m going to be taking you seriously as historians, that is, as scholars capable of analyzing critically representations of the past, synthesizing your own interpretations, and engaging in a dialogue with a wider public. The space where you’ll take part in that dialogue is Wikipedia, which some might argue is a far more important space than the scholarly journals I usually publish in. So if putting your learning to work and contributing to making Wikipedia an even better source of information appeals to you, then come along. It will be an interesting experience, I promise.
\r\n 
\r\n 
\r\nTEACHING MODES
\r\n 
\r\n\r\n\t\r\n\t\t\r\n\t\t\t\r\n\t\t\r\n\t\r\n
\r\n\t\t\t\tThe module will be conducted as a seminar. In the first half of each class we’ll discuss a selected event and how it has been represented. In the second part, we’ll work through the process of producing public history, i.e., our Google Books reviews and our Wikipedia entries. Both parts of the seminar will require active participation, with the first half being more theoretical, and the second more grounded in the actual processes and problems of "producing" history.  
\r\n 
\r\n 
\r\nREADINGS
\r\n 
\r\nIn this module we’re going to strike a balance between reading history and producing it. Except for Week 2, where I'm going to ask you to read an additional article about the potential and the problems of Wikipedia, each week will just have one reading, consisting generally a scholarly article, of 20 to 40 pages. But in return for a lighter reading load, I’ll expect you to have read the article and come prepared to discuss it in class. And I’ll expect you to devote equal time and attention to the process of creating your Wikipedia entry over the course of the semester.
\r\n 
\r\n 
\r\nGRADING STRUCTURE
\r\n
\r\nAnnotated bibliography:               20%
\r\nBook review:                                     20%
\r\nWikipedia entry:                               30%
\r\nFinal exam:                                         30%
\r\n 
\r\n 
\r\nSTEPS IN THE PROCESS
\r\n 
\r\nThe class is built around a multi-step process. By the end of it you’ll have made a meaningful contribution to the creation of “public” history and then reflected on that process. There are ten steps to the process. It may sound like a lot, but really what I'm doing here is breaking down a process of learning, creating, and reflecting, and then putting it on a timeline for you. My goal is to help you produce the best work that you can.
\r\n 
\r\nSTEP 1: read Roy Rozenweig, “Can History be Open Source? Wikipedia and the Future of the Past,” The Journal of American History 93:1 (June 2006). Come to class prepared to discuss it. Due in class in Week 2, ungraded.
\r\n 
\r\nSTEP 2: check out the Wikipedia sites below. Then choose a Wikipedia page on some aspect of a revolt or revolution in Southeast Asia and write a one-page note-form critique of the page under the following heads: Trustworthy? (complete bibliography, reputable sources, multiple citations, correct details); Objective? (minimal bias, acknowledges debate or alternate viewpoints); Complete? (contains all key information, provides adequate context to make the topic comprehensible for a non-specialist); Well-written? (good structure and clear organization, clear, concise and understandable sentences, no obvious mistakes); Links and non-textual content? Bring the review with you and be prepared to discuss it in the second half of class. One page, due at the end of class in Week 3, ungraded.
\r\n 
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:Five_pillars
\r\n
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:List_of_policies
\r\n
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view
\r\n 
\r\nSTEP 3: choose three potential topics for your Wikipedia page (don’t worry, you don’t have to commit to anything; this is just to get you thinking). Check the Wikipedia coverage on each one. If a page already exists, write down three issues/problems you could address with your contribution. If a page doesn't exist, write down three issues you’d like to engage with in your new page. One page, due at the end of class in Week 4, ungraded.
\r\n 
\r\nSTEP 4: check out the following websites. Then go onto Wikipedia and make edits the following three types of edits to an existing page of your choice: 1) edit a poorly constructed sentence; 2) break up an existing paragraph to make the argument easier to follow; 3) add a relevant footnote. Come to class prepared to discuss how it went. Good luck! Due in class in Week 5, ungraded.
\r\n
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:Welcoming_committee/Welcome_to_Wikipedia
\r\n
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:List_of_guidelines
\r\n
\r\nhttp://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style
\r\n
\r\nhttp://en.wikipedia.org/wiki/Special:UserLogin/signup
\r\n
\r\nSTEP 5: Choose your topic. Then read the following websites on preparing an annotated bibliography. Prepare an annotated bibliography on your topic including at least five scholarly sources on your topic. At the end of the bibliography, include three main issues you’d like your Wikipedia edit or page to engage with. About two pages, due at the end of class in Week 7, 20%.
\r\n 
\r\nhttp://www.trentu.ca/history/workbook/scholarlysources.php
\r\n 
\r\nhttp://www.trentu.ca/history/workbook/annotatedbibliographies.php
\r\n 
\r\nSTEP 6: Choose what you think is the most important/interesting book on your topic, then read the following website on writing a book review. When you’re done, write a good book review of a between 1000 and 1200 words. Upload your review to Goodreads and print off a copy for me. 1000 to 1200 words, due at the end of class in Week 9, 20%.
\r\n 
\r\nhttp://www.trentu.ca/history/workbook/bookreviews.php
\r\n 
\r\nSTEP 7: Write a draft of your Wikipedia entry. If you’re modifying an existing page, save a copy of the page before you being your edits. Make sure it’s live by beginning of class on Week 11. 2000 to 3000 words, due by the beginning of class in Week 11, ungraded.
\r\n 
\r\nSTEP 8: Write a peer review of your partner’s Wikipedia page, rating it on a scale from one to five under each of the following five heads. Explain your rating with reference to specific points and make suggestions for improvement. The finished evaluation should be two to three pages, in point form. Print two copies, both with your name at the top. Two to three pages, due at the end of class in Week 12, 10%.
\r\n 
\r\n1. Trustworthy (complete bibliography, reputable sources, multiple citations, correct details)
\r\n2. Objective (minimal bias, acknowledges debate or alternate viewpoints)
\r\n3. Complete (contains all key information, provides adequate context to make the topic comprehensible for a non-specialist)
\r\n4. Well-written (good structure and clear organization, clear, concise and understandable sentences, no obvious mistakes)
\r\n5. Links and non-textual content (images and links contribute to the impact of the entry, point to useful information for anyone interested in investigating further)
\r\n6. Any other suggestions for improvement.
\r\n
\r\nSTEP 9: Make any edits you feel are necessary and make sure your final draft is live on Wikipedia for me to grade. Also email me a copy of the file, along a copy of the original page in case you’re editing an existing page. 2000 to 3000 words, due live on Wikipedia and in my NUS mailbox by midnight on Friday 14 November, 30%.
\r\n 
\r\nSTEP 10: The final exam will be an essay-format, open-book examination. It will ask you to do two things: first, reflect on what you’ve learned about revolt and revolution; second, reflect on what you’ve learned about making public history. Date TBA, 30%.
\r\n 
\r\nACADEMIC DISHONESTY AND PLAGIARISM
\r\n 
\r\nIt will be really hard to plagiarize in this class.  But if you’re feeling tempted to plagiarize or engage in other forms of academic dishonesty, don’t do it:  possible penalties include disciplinary action and failing the module.  If you’re not sure what plagiarism or academic dishonesty are, check out the website of the Registrar’s Office at (http://www.nus.edu.sg/registrar/adminpolicy/acceptance.html). 
\r\n
\r\n
\r\n
\r\n","Order":3},{"ID":"4e5f053b-8835-4692-be49-41f07234cfff","Title":"Schedule","Description":"WEEK 1, 13 August: Introduction
\r\n
\r\nNo readings
\r\n
\r\n
\r\n
\r\nWEEK 2, 20 August: the Can Vuong movement
\r\n
\r\nSTEP 1: read Roy Rozenweig, “Can History be Open Source? Wikipedia and the Future of the Past”
\r\n
\r\n
\r\n
\r\nWEEK 3, 27 August: the Saya San rebellion
\r\n
\r\nSTEP 2: write a one-page critique of an existing Wikipedia page. Due in class, ungraded.
\r\n
\r\n
\r\n
\r\nWEEK 4, 3 September: the Soviet Nghe Tinh
\r\n
\r\nSTEP 3: choose three potential topics for your Wikipedia contribution, examine existing Wikipedia coverage, and identify potential problems/issues you’d like to address. Due in class, ungraded.
\r\n
\r\n
\r\nWEEK 5, 10 September: revolution in Thailand?
\r\n
\r\nSTEP 4: make three different edits to three different existing Wikipedia pages. Due in class, ungraded.
\r\n
\r\n
\r\nWEEK 6, 17 September: emergency in Malaya?
\r\n
\r\nSTEP 5: begin preparing your annotated bibliography. Not due yet.
\r\n
\r\n
\r\nREADING BREAK
\r\n
\r\n
\r\n
\r\nWEEK 7, 1 November: the First Indochina War
\r\n
\r\n
\r\nSTEP 5: complete an annotated bibliography of at least five scholarly sources. Due in class, 20%.
\r\n
\r\n
\r\nWEEK 8: Operation Cold Store
\r\n
\r\n
\r\nSTEP 6: begin writing your book review. Not due yet.
\r\n
\r\n
\r\nWEEK 9: the Huk Rebellion
\r\n
\r\n
\r\nSTEP 6: complete your book review. Due in class and uploaded to Goodreads, 20%.
\r\n
\r\n
\r\nWEEK 10: Cancelled for Deepavali
\r\n
\r\n
\r\n
\r\nWEEK 11: Democratic Kampuchea
\r\n
\r\nSTEP 7: complete your first draft of your Wikipedia entry. Due in class and live on Wikipedia, ungraded.
\r\n
\r\n
\r\n
\r\nWEEK 12: East Timor
\r\n
\r\n
\r\nSTEP 8: complete your peer review of your partner’s Wikipedia entry. Two printed copies due in class, 10%.
\r\n
\r\n
\r\n
\r\nWEEK 13: Recap and exam prep
\r\n
\r\nSTEP 9: complete revisions and edits to your Wikipedia entry. Due live on Wikipedia and files emailed to me by midnight 14 November, 30%.
\r\n
\r\n
\r\nFINAL EXAM: TIME AND DATE TBA
\r\n
\r\nSTEP 10: reflect on revolt, revolution, and the production of history.
\r\n","Order":4},{"ID":"ac0c8f1a-87f8-43c6-9ad7-1d8fe1549e16","Title":"Preclusions","Description":"Nil","Order":9},{"ID":"36c4f227-9f6b-497f-bb22-c35ae9e96b05","Title":"Workload","Description":"3-0-0-1-6

Workload Components : A-B-C-D-E \r\n
A: no. of lecture hours per week \r\n
B: no. of tutorial hours per week \r\n
C: no. of lab hours per week \r\n
D: no. of hours for projects, assignments, fieldwork etc per week \r\n
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