H570: Japan in the Modern World
Office: Arts & Letters 538
Fall 2013 T, Th. 9:30-10:45am
Room: Love Library Room 410
Professor: Dr. Kate Edgerton-Tarpley
Office Hrs: Tues.2-4pm; Thurs. 11am-12pm
E-mail: edgerton@mail.sdsu.edu
Office Phone: (619) 594-6985
Japan in the Modern World
Course Description:
This course invites students investigate Japanese history from 1600 to the present,
with particular emphasis on Japan’s emergence on the world stage in the 19th and 20th
centuries. Students will employ primary source documents including political treatises,
literature, maps, films, anime, and interviews to delve into Japan’s recent past, and will
engage key historiographical debates about turning points in modern Japanese history.
Student Learning Outcomes -- Both individually and as a class, students will:
1. Familiarize themselves with Japanese geography and pronunciation.
2. Identify foundational aspects of the society and government of Tokugawa Japan.
3. Employ primary sources to evaluate disparate Japanese responses to the arrival of the
West in the nineteenth century.
4. Analyze the Meiji Restoration of 1868 and the building of a new society as
experienced by male and female elites, peasants, factory workers, and rebels.
5. Examine Japan’s experience with industrialization, imperialism, and social protest in
the late nineteenth and early twentieth century.
6. Investigate key reasons for Japan’s decision to go to war in the 1930s and early 1940s.
7. Analyze the legacy of World War II and the U.S. Occupation of Japan in East Asia.
8. Probe the origins and local and global impact of Japan’s “economic miracle.”
9. Identify key challenges facing Japan in the twenty-first century world, and their
expression via manga and anime.
Skill Objectives:
In addition to addressing these topics, this course seeks to sharpen your skills in critical
thinking and reading, analytical writing, historical research, and historiographical debate
by asking you to participate in class discussions of primary source material, write
analytical papers, and research and present a critical evaluation of media coverage of
important issues in contemporary Japan. Your active participation in class discussions
and your writing style and organization are important factors in determining your success
in this course. Moreover, the ability to organize your thoughts and your writing in order
to make thoughtful and convincing arguments about new information will serve you well
for the rest of your life – both in college and in whatever career you choose to pursue.
Course Requirements (For Undergraduates – Graduate students see supplement):
- Participation & Reading Quizzes
- Take-Home Paper 1
- Take-Home Paper 2
15%
15%
20%
- Japan at War Analysis
- Japan in the Media Presentation
- Final Exam
20%
10%
20%
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1. Class Participation and Reading Quizzes - 15% of total grade
a. Regular Attendance: Your active participation is welcomed in this class, but you
cannot participate if you are not present. I will pass around a written register of
attendance at the beginning of class each day. Your class participation grade will drop
by one full grade for every class that you miss after your third unexcused absence.
This means that 4 unexcused absences will lower your class participation grade to an
80%, 5 to a 70%, and so on. Make-up Activities: You may attend up to 2 out-of-class
activities concerning Japan in order to make up for 1 missed or failed reading quiz and 1
unexcused absence. These might include Japan-related lectures or films, a trip to an East
Asian art exhibition, etc. I will announce relevant activities in class as I learn of them.
To receive make-up credit, your write-ups must be typed, must relate the activity you
attended to at least one theme introduced in History 570, and must be submitted on or
before the last day of class.
b. Discussion and analysis of primary source readings is a crucial part of this course. We
will spend the second half of one class session per week discussing or debating the
primary source readings for that week. Active participation means more than simply
showing up; it means coming on time, taking notes during lectures, videos, and student
presentations, completing the assigned readings for each class, bringing your books to
class for discussions, and contributing constructively to the discussions and debates.
- I will call on you at random during discussions -- Come prepared!
c. Reading Quizzes: To encourage lively class discussions and help everyone keep up
with the assigned readings, I will sometimes give short reading quizzes at the beginning
of class on discussion days. I will announce these quizzes one class day in advance. No
make-ups will be given for missed or failed reading quizzes, but you can make up for one
missed quiz by submitting a Make-up Activity write-up.
2. First Take-Home Paper - 15%
At the end of the first unit of the course you will write a 5-7 page paper based on the
assigned readings for that unit. In the paper you will draw on course readings and
lectures to identify and analyze key political, social, ideological, and/or economic factors
in Tokugawa Japan that prepared Japan for the sweeping changes it carried out in the
nineteenth century. Detailed paper guidelines will be handed out one week in advance.
- This paper is due at the beginning of class on Tuesday, September 24th.
Late papers will not be accepted without written documentation of a genuine
emergency.
- Your paper should be no less than 5 full pages and no more than 7 full pages in
length, double-spaced and typed in 11 or 12 point font with 1 inch to 1 and ½ inch
margins.
- To receive full credit you must make extensive use of several different readings
assigned for this unit of the course.
- Papers will be graded down for poor grammar and spelling, so please proofread.
Be sure to include page numbers and to staple your pages together.
- This paper must be based entirely on in-class sources. No credit will be given
for papers drawn from outside or internet sources.
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- You are required to cite your sources after every direct quote AND after every
paragraph of information. Use full Chicago-style footnotes for all citations.
- *For detailed guidance on how to write a history paper and for specific examples
of the proper use of Chicago style footnotes, please see the Writing Guides listed
on the SDSU History Department’s website, found at: http://www
rohan.sdsu.edu/dept/histweb/index.htm (Click on “Writing Guides” and then
“Chicago Format for Citations”)
- For additional examples of Chicago Style, consult the SDSU Library’s
guidelines on Chicago style.
http://infodome.sdsu.edu/research/guides/styles/chicago_style.shtml
3. Second Take-Home Paper - 20%
At the end of the second unit of the course you will write a 6-8 page paper based on the
assigned readings for that unit. The paper is due at the beginning of class on Tuesday,
October 22nd. In it you will draw on class readings and lectures to evaluate the
successes and failures of the Meiji Restoration from multiple perspectives. The topic will
be handed out one week in advance. You MUST use Chicago-style footnotes or endnotes
to cite your sources. See the guidelines for the first take-home paper for details on format.
Late papers will not be accepted without written documentation of a genuine emergency.
4. Japan at War Analysis - 20%
At the end of the third unit of the course you will write a 6-8 page paper that makes
extensive use of the interviews in Cook and Cook’s Japan at War: An Oral History and
the primary sources in Sources of Japanese Tradition and Minear to analyze how
Japanese people from many walks of life understood, justified, and experienced World
War II. I will provide a list of topics you may choose to focus on. This assignment is
due at the beginning of class on Tuesday, November 12th. See the guidelines for the
first take-home paper for details on format. Late papers will not be accepted without
written documentation of a genuine emergency.
5. Japan in the Media Small-Group Presentations: 10%
Early in the semester each of you will join a small group that will be responsible for
collecting news articles from both American and Japanese news outlets on one particular
“hot topic” regarding 21st century Japan. Be sure to use relevant course readings (Pyle,
BB) for background and context. On December 5th or December 10th, you and the
classmates in your group will present your findings to the class. In addition to
summarizing and critiquing recent media discussions of your particular topic, your
presentation should compare and contrast Japanese and American (or, depending on your
topic, Japanese and Chinese or Japanese and European) perspectives on your topic. Each
presentation must include visual or audio aids.
6. Final Exam - 20%
The final will be held on Thursday, December 12th from 8:00-10:00am in our classroom.
It will be part paired identification and part essay in format. (Graduate student papers are
due on Monday 12/16 – see supplementary pages).
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PLAGIARISM POLICY: Students who cheat or plagiarize on any paper or exam will
receive a zero on that assignment, and I will formally document the incident in an
Academic Dishonesty Incident Report. Academic integrity is expected of every student.
This means that if you quote from any work (including internet sites), you must put
quotation marks around that material, and you must cite it in a footnote. Plagiarism also
includes using someone else’s phrases, strings of words, special terms, or ideas and
interpretations without citing your source, even if you have not quoted directly from that
source. In short, you must give credit where it is due. If you have doubts, please consult
me, or check the SDSU General Catalogue for more information.
Course Readings:
Books to Purchase: The following books have been ordered from KB Books and Aztec.
I urge you to purchase all of these books because they are crucial for class discussions
and assignments. If you are unable to purchase them, you will find one copy of each
book on reserve at the library.
1. Kenneth Pyle. (P) The Making of a Modern Japan, 2nd edition. (1996).
2. Wm. Theodore De Bary, Ryusaku Tsunoda, Donald Keene, compilers,
Sources of Japanese Tradition (SJT), Volume II. (1964).
3. Chushingura: The Treasury of Loyal Retainers (C). Donald Keene, trans.
(1971).
4. Mikiso Hane. (H) Peasants, Rebels, Women, and Outcastes: The Underside of
Modern Japan, 2nd edition. (2003).
5. Haruko Taya Cook and Theodore Cook. (CC) Japan at War: An Oral History.
(1992).
6. Blackboard Readings (BB): Readings posted on Blackboard include articles
from Mechademia and the Japan Focus website (2013), and selections from
Richard Minear’s Through Japanese Eyes (2008), Ihara Saikaku’s The Life of
an Amorous Woman (1686), John Dower’s War Without Mercy (1986),
Andrew Gordon’s A Modern History of Japan (2013), and Susan Napier’s
Anime from Akira to Howl’s Moving Castle (2005).
COURSE OUTLINE
Date:
Topic:
Reading Assignment:
THE TOKUGAWA ROOTS OF MODERN JAPAN: 1600-1868
Week 1:
Aug. 27
Introductions
For Thursday: Come prepared to
discuss Blackboard (BB) readings
from Minear and Allison.
Aug. 29
Mapping Japan; Mapping
“Japan-Cool” in the 21st
Century U.S. imagination
Discuss Minear and Allison (BB)
Blackboard (BB): Minear: “Intro.,”
pp. 1-3, “Ten Comparisons,” 7-12;
BB: Allison, “The Japan Fad in
Global Youth Culture,” pp. 11-21.
Start Chushingura over the weekend.
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Week 2:
Sept. 3
Sept. 5
Week 3:
Sept. 10
Sept. 12
Week 4:
Sept. 17
Sept. 19
Foundations of Japanese Identity:
Complete first half of Chushingura
Cultural borrowing in pre-modern Japan
The Samurai Elite
Discussion: Chushingura -- Bushido
for men; Bushido for women
Finish Chushingura;
BB: Hagakure, pp. 330-340
Establishing the Tokugawa System
Pyle (P) chapters 1-2
Economic and Social Change
Discussion: Pros and Cons of
Tokugawa seclusion policy
Pyle (P) ch. 3; BB: “Edicts
on Christianity,” p. 143-145;
“Closed Country Edict (1635),” 138;
Arai Hakuseki on trade regulation,
pp. 467-470
Outgrowing the Tokugawa System;
Rise of chonin (townspeople) culture
P ch. 4; Start BB: Saikaku stories
(Intro. pp. 3-13; “Ten Virtues of
Tea;” “A Beauty of Easy Virtue;”
“Tale of Gengobei”)
Reform from Within: Reviving
Shinto; Rejecting China
Discussion: Tokugawa roots of
Modern Japan?
Finish Saikaku (BB); Sources of
Japanese Tradition (SJT), pp. 15-24;
35-44 (Motoori & Hirata)
REVOLUTION OR RESTORATION? MEIJI AND ITS AFTERMATH
Week 5:
*Sept. 24
Sept. 26
Week 6:
Oct. 1
Oct. 3
First Take-Home Paper due
The Foreign Threat and
The Bakufu Response
P ch. 5 pp. 57-65; SJT pp. 84-96
(Aizawa/Mito School)
Expel the Barbarians or Open the Country?;
SJT pp. 96-115
*Full-class Debate: Joi vs. Kaikoku (Sakuma Shozan and Yoshida Shoin)
The Meiji Restoration;
P ch. 5 pp. 66-74; P ch. 6 (all)
Pacific Century Video: “The Meiji Revolution”
Meiji Cultural and Political Leaders P ch. 7; SJT 131-140 (Meiji Doc.)
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Week 7:
Oct. 8
Oct. 10
Week 8:
Oct. 15
Oct. 17
Meiji Successes and Setbacks
P ch. 8; BB: Fukuzawa’s “Goodbye
Discussion: Meiji Goals and Methods Asia;” SJT pp. 116-130
(Fukuzawa); 140-164 (Kido,
Saigo, Okubo, Ito)
Meiji Reforms and Japan’s Peasantry
Film clip, Nomugi Pass
Hane (H) pp. 3-49; 79-136
Modernization and Working Women and Men
Discussion: Weighing Costs and Benefits
Meiji Imperialism
P ch. 9 pp. 146-157;
Hane pp. 172-245
P ch. 9 pp. 133-146;
Hane pp. 51-76
THE ROAD TO WAR
Week 9:
*Oct. 22
Oct. 24
Week 10:
Oct. 29
Oct. 31
Second Take-Home Essay due at beginning of class
Taisho Democracy and Its Discontents;
P ch. 10; Hane pp. 247-292
Struggles for Women’s Rights.
The Rise of Militarism, at Home and Abroad P ch. 11; SJT pp. 247-251
Film Clip, Writers and Revolutionaries
(Shidehara Kijuro), 255-262
(Amur Society & Asahi Heigo),
266-277 (Kita Ikki)
From China Quagmire to Tripartite Pact: SJT 277-287 (Fundamentals);
Video clip: Red Sorghum
Justifications for War
pp. 288-291 (Okawa, Hashimoto);
Cook & Cook (CC) pp. 3-68
(Intro. and Part One: An Undeclared War)
*Full-Class Debate: Attack or Retreat?;
SJT pp. 291-298 (Declaration
Pearl Harbor; Victory after Victory
and Goals of War); CC pp. 69-145
Week 11:
Nov. 5 Home Fronts
Videos: Grave of the Fireflies;
War-Toons
Nov. 7
From Nanjing to Hiroshima:
Discussion: Japan as Perpetrator;
Japan as Victim
BB: Dower ch. 1, “Patterns
of a Race War; CC pp. 169192, 213-240, 319-327;
BB: Minear: “Japanese
Americans,” 291-307 (Internment).
CC pp. 145-167, 192-202, 261-276,
305-319, 343-349, 382-399
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POSTWAR JAPAN: PROBLEMS AND PROSPECTS
Week 12:
*Nov. 12
Japan at War Analysis due;
The U.S. Occupation
P ch. 12; BB: Dower “From War to Peace;”
Film Clip: MacArthur’s Children CC pp. 401-406, 420-431, 468-479
Nov. 14
Week 13:
*Nov. 19
Nov. 21
The Yoshida Doctrine and Postwar
Foreign Relations
Japan’s Economic “Miracle”
Video clip, Inside Japan, Inc.
Discussion: Evaluating Japan’s
“Economic Miracle”
The Bubble Bursts: Economic
Stagnation and its impact;
Exploring social crisis through
Manga and Anime
P, ch. 13; CC pp. 441-453;
BB: Minear: “The Japan that Can
Say No,” pp. 153-163.
P, ch. 14-15;
BB: Minear: “Japan, INC.:
The Comic,” pp. 17-24
*Graduate student proposals due
BB: Andrew Gordon, “Japan’s ‘Lost
Decades,’” pp. 308-335;
BB: Napier, “Stray: Gender Panics,
Masculine Crises, and Fantasy in
Japanese Animation,” pp. 117-145
Week 14:
Nov. 26
The Rise of Japanese Soft Power:
BB: Napier, “Anime and Local/
Anime and Manga
Global Identity,” pp. 15-34; Explore
Discussion: The Appeal of Anime
the University of Michigan’s “Anime
in Japan and around the World
Project” website. See “General
Information” for anime eyes and hair color; see also
“History and Culture” section.
http://www.umich.edu/~anime/index.html
Nov. 28-Nov. 29: THANKSGIVING BREAK
Week 15:
Dec. 3
Dec. 5
Week 16:
Dec. 10
Internal and External Shocks:
BB: Andrew Gordon, “Shock,
Earthquakes, financial crises,
Disaster, and Aftermath: Japan since
and tension with Asian neighbors
2008,” pp. 336-354; BB: Japan
Focus articles on Fukushima and LDP rule
JAPAN IN THE MEDIA PRESENTATIONS (Groups 1-3)
JAPAN IN THE MEDIA PRESENTATIONS; (Groups 4-6)
Course wrap-up: Problems and prospects in 21st century Japan
* The final exam (undergraduates only) will be held on Thursday, December 12th from
8:00-10:00am in our classroom. It will be part short identification and part essay in
format. Graduate student term papers due on Monday, 12/16 at 4:00pm.
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HISTORY 570 SUPPLEMENTARY ASSIGNMENTS FOR
GRADUATE STUDENTS
As graduate students, you are required to complete the following additional work in order
to receive credit for this course:
1. Complete additional readings, meet outside of class to discuss them, and
draw on these readings in your 2nd take-home paper and your “Japan at War”
analysis paper. The graduate-level readings will be posted on blackboard. All
are important works in the field of modern Japanese History, and they provide
you with examples of historiography done well. We will meet outside of class
during Week 7 and Week 11 to discuss these readings. My goal during these
small-group sessions is to help you analyze historiographical debates and come to
a fuller understanding of what historiography is all about.
- You are required to draw on these supplementary readings in addition
to the undergraduate readings in order to get full credit for your second
take-home paper and your “Japan at War” analysis paper. Your takehome papers may be 1-2 pages longer than the undergraduate limit.
2. Research and write a 10-page graduate-level term paper. You are required to
meet with me individually to discuss your topic before submitting your paper
proposal on November 19th. Each of you will present your research findings
during our third and last graduate-student meeting during Week 15 or Week 16.
The paper itself is due in my office on Monday, December 16th at 4:00pm.
Course Requirements For Graduate Students:
- Participation & Reading Quizzes 15% - Japan at War Analysis
15%
(Includes 3 outside meetings)
- Japan in the Media Presentation
10%
- Take-Home Paper 1
10% - Final Exam
15%
- Take-Home Paper 2
15% - Proposal and Term Paper
20%
* Graduate student Attendance and Participation grade (15%) includes reading quizzes,
regular participation in class discussions, active participation in the three out-of-class
graduate student meetings, and an individual meeting with me to discuss your term paper
topic and sources.
I. Week 7: Supplementary Readings for First Out-of-Class Meeting and Second TakeHome Paper (All graduate readings will be posted on Blackboard)
Historiographical Question: Did the Meiji Restoration Constitute a Revolution in
Nineteenth-Century Japan?
1. W.G. Beasley, The Meiji Restoration (Stanford University Press, 1972), as
excerpted in Taking Sides: Clashing Views in World History, Vol. 2, Second
Edition, edited by Joseph R. Mitchell and Helen Buss Mitchell, 2006, pp. 72-79.
2. Andrew Gordon, A Modern History of Japan: From Tokugawa Times to the
Present (Oxford University Press, 2003), as excerpted in Taking Sides, pp. 58-71.
*Plan to discuss these readings together in my office during Week 7 (10/7-10/11),
preferably on Tuesday, 10/8 at 2:00pm. How do these two historians understand the term
“Revolution,” and in what particular ways do they find Meiji Japan revolutionary, or not?
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II. Week 11: Supplementary Reading for Second Out-of-Class Meeting and Japan at War
Analysis (Readings posted on Blackboard)
Topic: Historiographical Debates about the Nanjing Massacre and Hiroshima
1. Daqing Yang, “The Malleable and the Contested: The Nanjing Massacre in
Postwar China and Japan,” in T. Fujitani, Geoffrey White, and Lisa Yoneyama,
eds. Perilous Memories: The Asia-Pacific War(s) (2001), pp. 50-86.
2. J. Samuel Walker, “The Decision to Use the Bomb: A Historiographical Update,”
in Michael Hogan, ed., Hiroshima in History and Memory (1996), pp. 11-37.
*Plan to discuss these readings together in my office during Week 11 (11/4-11/8),
preferably on Tuesday, 10/5 at 2:00pm. How did Chinese and Japanese historians and
journalists view Nanjing in different decades between World War II and the present?
What key issues have American historians focused on when looking at the decision to use
the A-Bomb on Japan, and how have debates about the bomb shifted over time?
III. REQUIRED individual meeting to discuss topic, sources, and direction for your Term
Paper: (Weeks 10, 11, or 12 – before proposal is due on Tuesday, 11/19). Schedule a 15minute meeting with me either during my office hours or at another prearranged time.
Come prepared with a particular topic you hope to research, 2 questions about that topic,
and at least 3 graduate-level sources you plan to use.
IV. Week 15 or Week 16: Out-of-Class Presentation of research findings. Each of you
will give an oral presentation (10-15 minutes) of the research you have conducted for
your term paper. We will decide the date and time as a group.
Graduate Student Term Paper Guidelines:
Topic:
Your 10-page term paper gives you the opportunity to select a topic in modern Japanese
history of interest to you and engage it on a graduate level. Rather than simply reporting
facts, your paper should grapple with an interesting historical problem. Therefore, after
selecting a topic that interests you, you must raise a HISTORICAL QUESTION that
will help you narrow the scope of your research. A historical question should be
concerned with cause and effect, comparison, evidence, interpretation, significance, or
bias. It will most likely begin with “why” or “how” rather than “what” or “when.”
Moreover, a graduate-level term paper must include a historiographical component. In
other words, be sure to address how scholarly views of your topic have changed over the
past several decades. (For example, how are the focal points, methodological
approaches, or arguments in works about your topic published in 1962 different from
those found in works published in 2010?)
Here are some possible topics to get you thinking:
- The Tokugawa roots of Modern Japan
- The transformation of the samurai class during the Tokugawa era
- Japan’s foreign policy during the Tokugawa era: Secluded or Smart?
- The role of peasant uprisings in the downfall of the Tokugawa Bakufu
- Christianity in Japan (select a specific time period and focus)
- Internal versus external explanations for the rapid fall of the Tokugawa Bakufu
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- 1868: Restoration or Revolution? Conservative or Radical?
- Evaluating the social or political or economic impacts of the Meiji Restoration
- Debates over Shinto revival (Tokugawa) or invented ideology (Tokugawa or Meiji)
- Japanese Imperialism (choose a time period to focus on)
- Changing Japanese views of China
- How democratic was Japan’s “Taisho Democracy?”
- Impact of either the Meiji Restoration OR Taisho Democracy OR the U.S. Occupation
on gender roles in Japan
- The Road to War: Long or Short?
- Japan’s wartime atrocities in Asia: Remembering and forgetting (focus on the
controversy surrounding the Nanjing Massacre, the Comfort Women, the Yasukuni
Shrine, or contemporary Japanese history textbooks)
- Was it necessary to use the A-bomb on Hiroshima in order to end WWII quickly?
- Evaluating the U.S. Occupation: Conservative or Radical?
- The impact of Article 9 of Japan’s postwar constitution
- Internal versus external factors explaining Japan’s “Economic Miracle”
- Nuclear power and anti-nuclear protests in postwar Japan
- Gender and sexuality in Tokugawa, Taisho, Showa, or contemporary Japan
- Origins of manga and/or anime; or contemporary trends reflected in manga and/or
anime
INSTRUCTIONS
Due Dates:
1. Your paper proposal is due at the beginning of class on Tuesday, November 19th.
I will not read your paper unless I have accepted your proposal on it beforehand. Your
paper proposal must be typed and should include:
a. A possible title
b. The general topic and the particular historical question (or questions) you
plan to address in your paper.
c. A short discussion (1 paragraph) outlining specific questions or issues related to
your topic that have generated scholarly debate.
d. A brief overview of your tentative understanding of how scholarly views on
your topic have changed over the past several decades (this will change as you
read more, but you need to show me that you have some sense of this by 11/19).
e. A list of at least 5-7 scholarly books and journal articles you plan to base your
paper on. (Be sure to include sources published over the span of several decades
so that you will be able to trace how scholarly views of your topic have changed
over time.) Give full citations for all sources.
2. The completed paper is due in my office by 4:00pm on Monday, December 16th. It is
worth 20% of your course grade. Attach your accepted paper proposal to your
completed paper when you hand it in. Papers turned in late will be graded down.
Format:
The body of the paper should be 9-11 pages long, double-spaced, and typed in 11 or 12
point font with with 1-inch to 1½-inch margins.
- Your title page should include the title of your paper and your historical question.
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- Use Chicago-style footnotes to document your sources in the paper itself.
- Your paper must include a formal bibliography listing all the sources you used in
your paper. Follow Chicago-style for your bibliography. Your bibliography should be
on a separate page.
- Please attach your accepted paper proposal to your completed paper when you
hand it in.
- Late papers will not be accepted without written documentation of a genuine
emergency.
- Papers will be graded down for poor grammar and spelling, so please proofread.
Sources:
- You should base your research on roughly 5 out-of-class books, 7 journal articles, or a
combination of the two. You should also draw on 2 or more in-class sources for historical
context.
- Useful primary sources in translation include memoirs, newspaper articles, government
documents, missionary memoirs, manga, translations of the speeches of Japanese leaders,
etc.
- Top journals in the field include: Journal of Japanese Studies, Monumenta Nipponica,
Japan Forum, Contemporary Japan, Social Science Japan Journal, Journal of Asian
Studies, Harvard Journal of Asiatic Studies, and East Asian History,
- To find good scholarly journal articles on your topic, click on “Article Databases” on
the SDSU library website. Browse through issues of a particular journal, or search the
BAS Online (Bibliography of Asian Studies Online) and JSTOR, among other sites, for
articles on your topic.
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