Discussion 7. Chapter 3 Colonisation
- Due Apr 28, 2023 by 23:59
- Points 0
- Submitting an external tool
- Available until Apr 28, 2023 at 23:59
1. John King Fairbank, and dozens of modern Chinese studies at Harvard, once characterised the opium trade as "the most long-continued and systematic international crime of modern times". Discuss.
2. 3. Chinese Immigrants’ rags to riches stories:
Have they achieved all this through Confucian values, or have they done so out of desperation for survival? Discuss.
Weekly discussion based on Readings
Students build meaning and understanding together through enquiry and participation in class as a way to deepen the understanding of a topic. Students are to practise critical thinking capabilities to evaluate the literature. Also, it enables students to share their own different experiences and perspectives on the topics discussed.Students are to complete all prescribed readings prior to class, and be ready to discuss core concepts and ideas arising from readings, and share resources that are of interest to them.
Each week, specific material (chapter readings, articles, websites) is assigned to be read. Based on these materials, discussion questions will be posted in Canvas, for students to generate thoughtful discussion of the reading material and assist each other in the learning process. Insight from other sources can also greatly enhance the forums.
Each student is expected to participate in every discussion forum.
Posts should be approximately 250 words in length each week.
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Weekly discussion based on Readings Rubric (AQF Level 7) |
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Criteria /Grade |
High Distinction (80-100%) |
Distinction (70-79%) |
Credit (60-69%) |
Pass (50-59%) |
Fail (0-49%) |
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Critical analysis of the Issues (30%) |
Demonstrates a pronounced ability to analyse all of the issues
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Demonstrates a pronounced ability to analyse most of the issues |
Demonstrates ability to analyse many of the issues |
Demonstrates engagement with some issues |
No analysis or engagement of the issues |
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Engagement with Scholarship (40%) |
Demonstrates pronounced ability to critically evaluate and empathetically assess a range of scholarly viewpoints
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Demonstrates ability to critically evaluate a range of scholarly viewpoints |
Exhibits engagement with a range of scholarly viewpoints |
Evidences engagement with a range of scholarly viewpoints |
No evidence of engagement with scholarly viewpoints |
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Contribution to the Learning Community (20%) |
Demonstrates pronounced ability to engage with topic, dialogue with classmates and lead forum discussions
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Demonstrates ability to engage with topic, dialogue with classmates and lead forum discussions |
Engages with the topic and dialogue with classmates; occasionally attempts to lead discussion |
Perfunctory engagement with the topic; limited to no evidence of ability to lead discussions |
No engagement with the topic; no evidence of ability to lead discussions |
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Civility (10%) |
Always civil, and consistently offers positive and constructive feedback
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Always civil and often offers positive and constructive feedback |
Always civil |
Sometimes makes uncivil comments |
Habitually uncivil |
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