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Book Review Instructions

Assignment

Prepare an analytic book review of Mikiso Hane’s Peasants, Rebels, Women and Outcastes: The Underside of Modern Japan, 1st edition, 1982 or 2nd edition, 2003. The focus should be on the aim of the book and its success in attaining that aim, as well as its place in the historiography of Japan’s modernization, rather than a detailed recapitulation of the content of the book.

Purpose

The purpose of the assignment is to give students the opportunity to develop both their understanding of historical scholarship as an on-going conversation among differing interpretations, and their ability to evaluate those interpretations. It is also intended to increase students’ understanding of the content of the course, through reading a significant monograph on the material. Finally, it will more broadly enhance students’ ability to read and think critically and analytically, and to report effectively on their analysis.

Format

At the head of the review should be a complete bibliographic reference to the work.

Introduction: Identify the author (who he is, what else has he written). Briefly state the topic (subject), thesis (argument about the subject), and scope (coverage) of the book.

Body of review: Discuss all of the following questions:

· What key questions does the author address? What topics does he cover, what are his main conclusions about them?

· How does the author see his work fitting into the other literature on its topic: Is it testing a hypothesis? Is it challenging an accepted view? Does it claim to break new ground? If so, is this in terms of analysis (a different interpretation of a broadly known situation) or in terms of narrative (describing an area of the past that has been neglected in previous historical work)?

· What methods and sources does the author use? Do they pose any problems (for example, are they biased or incomplete)? Is the author aware of any limitations and does he work around them creatively? Is there anything particularly valuable or creative in the author’s methods or sources?

· Analyze the author’s use of evidence. Does it prove what he claims it does? Could it sometimes be interpreted in other ways? In discussing the argument and the use of evidence, you must draw on at least three chapters from the book.

· Can the conclusions of the work be generalized? Do they apply to other periods, all classes of society, to urban and rural areas, to men and women? Do they provide a useful comparative perspective in looking at other societies as well?

Evaluation: How well does the author succeed in his endeavor? Does he prove his thesis? Does the author successfully describe an area of the past previously neglected, or offer a plausible alternative interpretation of a known situation? Even if he is not fully successful, does the work still make a significant contribution to the field? How well are the author’s ideas presented? Is the book interesting or boring? Is it clearly written? What are the work’s greatest strengths and weaknesses?

Grading

Evaluation will be based on the content of the review (90%) and format and style (10%). Content will be judged on

· the accuracy and completeness of the description of the work,

· the analysis of the author’s methods, sources and achievement, and

· the appropriateness of the specific examples chosen to illustrate your analysis. Well-chosen specific examples from the book should illustrate the points in the body of the review and the evaluation of the work. Page numbers should be cited in the text, in parentheses before the final period of the sentence. Only use a direct quotation when the author’s specific words are relevant. Example:

Challenging the common view of Japan’s modernization as a “miracle” Hane seeks to expose “the pain and sorrow, the anguish and anger, the hunger and disease, the stench and filth” of the lives of the ordinary Japanese who paid the price of that transformation (xiii).

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Format and style will be judged on following instructions, and on the organization, grammar, spelling, usage and proofreading of the final draft.

Note: It is a disciplinary convention that the author of a review does NOT assume that his or her readers have read the work in question. Therefore it is necessary to provide enough background and context that the reviewer’s argument is clear to someone who is not familiar with the work being reviewed.

Plagiarism

Plagiarism is the appropriation of other people’s ideas or words as one’s own, without acknowledging the source. This means not only using direct quotes or close paraphrases without attribution, it also means using ideas without acknowledging that they belong to others. Plagiarism in any of these senses is a serious academic offense. Deliberate plagiarism will result in a failure for the entire course.

Individual Assignment Grading Form: Cooperative Learning Assignment B

The idea of “techniques” is rather vague – however, the concept is from the week 3 required reading – Burden’s chapter 6, pages 151-155 under the formal heading “Formal Groups.” A strategy that has worked for me all these years is to download the book/reading and do a keyword search – in this case, “techniques” took me to the area on groups with the content I was looking for. This strategy is especially beneficial when there is a great deal of material to skim through in order to find specific content. It saves time and effort – it took me about 3 minutes to locate this content in the reading. Keep in mind – although the DQ’s value your insight/experience, the assignments are built around the content – look to the reading for support.

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Individual Assignment Grading Form: Cooperative Learning Assignment A

This week is all about choices.....

3. Individual Assignment: Cooperative Learning Presentation

 Resource: University of Phoenix Material: Appendix A

 Review the two assignment options provided in Appendix A.

 Select and complete one of the options.

APPENDIX A

This week, you may choose from two different assignment options. Select Option A or Option B to complete for your assignment.

Option A: Cooperative Learning Presentation: Lesson Plans

The principal has been impressed with how you have been able to engage the diverse learners in your classroom. The department chair has asked you to deliver a teacher in-service training about how differentiated instruction has helped you engage various learners in both individual and cooperative group settings.

 Select a cooperative learning lesson plan from the Internet or a published source.

 Describe three ways to differentiate the lesson for diverse learners.

 Include differentiated instruction within the context of a cooperative learning setting for at least one of the methods specified.

 Prepare a 5-minute multimedia presentation in which you do the following:

o Outline the suggested differentiation strategies and how they meet the needs of diverse learners.

o Address any potential challenges and benefits associated with the implementation of your suggested differentiated instruction in a cooperative learning setting.

o Describe important components of group building (what does one need to do to put together groups).

o Explain different ways to govern groups.

Option B: Cooperative Learning Presentation: Techniques Chapter 6 – Burden’s

Your district wants to implement cooperative learning techniques in their schools and you have been selected to participate in the team tasked to implement the program. The district has asked that you create a presentation for teachers participating in the pilot program.

 Choose three cooperative learning techniques.

 Identify three challenges and three benefits for each cooperative learning technique.

 Include differentiated instruction in a cooperative learning group for each technique.

 Prepare a 5-minute multimedia presentation in which you do the following:

o Outline the suggested differentiation strategies and how they meet the needs of diverse learners.

o Address any potential challenges and benefits associated with the implementation of your suggested differentiated instruction in a cooperative learning setting.

o Describe important components of group building (what does one need to do to put together groups).

o Explain different ways to govern groups.