Course Syllabus HIS101P History Contact Details for ... · PDF fileContact Details for Professor Tel: ... Students present orally the findings of primary source ... The Nazi-Soviet

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Course Syllabus HIS101G

GLOBAL HISTORY SINCE 1945

Number of ECTS credits

6

Course Description

This course introduces students to the key developments, processes and major events in

global history from 1945 to the present. The course not only focuses on conflict and

cooperation among the major Western powers, but also places the development of

modern International Relations into the global context of socio-economic and political

developments in Eurasia, Asia, Africa, the Middle East and Latin America. The course

serves as a foundation for further region-based and thematic in-depth history courses at

the 200 and 300 levels.

Course Prerequisites

None

Intended Learning Objectives

By the end of this course, students should be able to:

In terms of knowledge

✓ Explain the various interpretations of the concept of ‘global history’ and how it

relates to other concepts, such as ‘international history’, ‘world history’ and

‘transnational history’;

✓ Explain the relationship between history and the concept of ‘globalization’;

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✓ Explain the main actors, factors (including societal factors) and processes that

have influenced the evolution of global politics since 1945 and apply this

knowledge to the analysis of current international affairs;

✓ Explain the key concepts and theories in the literature on global history and

apply them to the analysis of current international affairs;

In terms of skills

✓ Conduct a literature search and a literature review to answer an essay question;

✓ Identify reliable sources of information and assess the quality of sources,

including historical sources;

✓ Compare and contrast different opinions and viewpoints;

✓ Apply multi-disciplinary perspectives in the analysis of international affairs, by

combining insights from politics and international relations and history;

✓ Acquire the ability to work in multicultural and multidisciplinary teams;

✓ Acquire the ability to communicate clearly and precisely both orally and in

writing;

In terms of attitudes

✓ To acquire a passion for life-long learning;

✓ To acquire the ability to be open and constructively critical towards one's own

and others' perspectives.

Course Materials

The key textbook for this course is

Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:

Oxford University Press.

Additional Resources

Academic Journals

Cold War History

Journal of Contemporary History

Current History

Diplomatic History

Diplomacy and Statecraft

Foreign Affairs

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Foreign Policy

The Historical Journal

International Affairs

International History Review

International Security

Journal of Cold War Studies

Journal of Global History

Journal of Modern History

Review of International Studies

World Politics

Reference Works

Best, A. et al. (2015) International History of the Twentieth Century and Beyond, 3rd edition.

London: Routledge.

Calvocoressi, P. (2009) World Politics since 1945, 9th edition. London: Routledge.

Dunbabin, J. (1994) International Relations since 1945. London: Routledge.

Gaddis, J.L. (1997) We Now Know: Rethinking Cold War History. Oxford: Oxford

University Press.

Gaddis, J.L. (2005) The Cold War. London: Penguin.

Kennedy, P. (1988) The Rise and Fall of the Great Powers. London: Unwin Hyman.

Keylor, W.R. (2012) The Twentieth-Century World and Beyond. Oxford: Oxford University

Press.

Kissinger, H. (1994) Diplomacy. New York, NY: Simon and Schuster.

Lundestad, G. (2014) East, West, North, South: International Relations since 1945, 7th edition.

London: Sage.

Reynolds, D. (2000) One World Divisible: A Global History since 1945. London: Penguin.

Vadney, T.E. (1998) The World since 1945, 3rd edition. London: Penguin.

Wenger, A. and Zimmermann, D. (2003) International Relations: From the Cold War to the

Globalized World. Boulder, CO: Lynne Rienner.

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Course Schedule & Weekly Reading:

WEEK 1: INTRODUCTION

First class

Review of the syllabus

Discussion of expectations & course policies

Explanation of the pieces of assessment

Second class

Mandatory reading:

Conrad, S. (2016) What is Global History? Princeton, NJ: Princeton University Press.

Chapter 2 (pp. 17-36).

Reading questions [to help focus your reading]:

What is global history?

How has the understanding of ‘global history’ changed over time?

Suggestions for further reading:

Conrad, S. (2016) What is Global History? Princeton, NJ: Princeton University Press.

Spakowski, N. (2009) ‘National Aspirations on a Global Stage: Concepts of World/Global

History in Contemporary China’, Journal of Global History, 4(3), pp. 475-495.

Williams, A.J. et al. (2012) International History and International Relations. London,

Routledge. Chapter 1 (pp. 7-32).

WEEK 2: GLOBALIZATION AND HISTORY

Mandatory reading:

Axford, B. (2013) Theories of Globalization. Cambridge: Polity. Chapters 1 (pp. 6-35) & 6

(pp. 110-129).

Reading questions [to help focus your reading]:

What is globalization?

How can we distinguish between globalization, globalism and globality?

What are the characteristics of ‘global history’?

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Suggestion for further reading:

Cerny, P.G. (2010) ‘Globalisation and Statehood’, in Beeson, M. and Bisley, N. (eds)

Issues in 21st Century World Politics. Basingstoke: Palgrave Macmillan, pp. 17-32.

WEEK 3: THE ORIGINS AND DEVELOPMENT OF THE COLD WAR

Mandatory reading:


Oxford University Press. Introduction (pp. xxiii-xxxii), Introduction to Part I (pp. 1-22) &

Chapters 1 & 2 (pp. 23-61).

X. (1947) ‘The Sources of Soviet Conduct’, 25(4), pp. 566-582.

Reading questions:

Why was Germany divided following the Second World War?

What are the origins of the Cold War?

What were the main stages in the Cold War?


Reynolds, D. (2000) One World Divisible: A Global History since 1945. London: Penguin.

Chapter 1.

Schlesinger, A.M., Jr. (1967) ‘Origins of the Cold War’, Foreign Affairs, 46, pp. 22-52.


Globalized World. Boulder, CO: Lynne Rienner. Chapter 2.

WEEK 4: THE RISE AND FALL OF ‘DÉTENTE’

Mandatory reading:


Oxford University Press. Part IV (pp. 272-352).

Gaddis, J.L. (1983) ‘The Rise, Fall and Future of Détente’, Foreign Affairs, 62(2), pp. 354-

377.

Reading questions:

What were the origins and consequences of détente?

What were the main US foreign policy achievements under the Carter administration?


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Reynolds, D. (2000) One World Divisible. London: Penguin. Chapter 10 (pp. 322-368).



WEEK 5: DECOLONIZATION

Mandatory reading:


Oxford University Press. Introduction to Part II (pp. 105-118) & Chapter 8 (pp. 176-200).

Byrne, J.J. (2013) ‘Africa’s Cold War’, in McMahon, R.J., ed. The Cold War in the Third

World. Oxford: Oxford University Press, pp. 101-123.

Reading questions:

What were the consequences of the Cold War for Latin America, Africa and Asia?

Compare and contrast the end of the British and French Empires.

What were the main challenges facing the newly independent countries in Asia and

Africa?


Keller, E.J. ‘Decolonization, Independence and the Failure of Politics’, in Martin, P.M.

and O’Meara, eds, Africa. Bloomington, IN: Indiana University Press, pp. 156-171.

McMahon, R.J., ed. (2013) The Cold War in the Third World. Oxford: Oxford University

Press.

WEEK 6: EXAM REVISION & ESSAY PREPARATION

WEEK 7: MIDTERM WRITTEN EXAMINATION

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WEEK 8: THE ARAB-ISRAELI CONFLICT

Mandatory reading:

Shlaim, A. (2005) ‘The Rise and Fall of the Oslo Peace Process’, in Fawcett, L., ed.,

International Relations of the Middle East, pp. 241-261.


Oxford University Press. Chapters 3C, 11D, 17AB, 22C & 24C.

Reading questions:

What are the causes of the Arab-Israeli conflict?

What have been the main stages in the Arab-Israeli conflict?

What were the origins and the consequences of the 1993 Oslo Accords?

In your view, how could the Arab-Israeli conflict be solved?


Fraser, T.G. (2015) The Arab-Israeli Conflict. Basingstoke: Palgrave Macmillan.

Schulze, K.E. (2016) The Arab-Israeli Conflict, 3rd edition. London: Routledge.

WEEK 9: EUROPEAN INTEGRATION

Mandatory reading:

Mearsheimer, J.J. ‘Back to the Future: Instability in Europe after the Cold War’,

International Security, 15(1), pp. 5-56.


Oxford University Press. Chapter 20.

Reading questions:

According to Mearsheimer (writing in 1990), which consequences was the end of the

Cold War going to have for Europe?

How significant was the Maastricht Treaty in the process of European integration?


Dinan, D. (2012) ‘The Arc of Institutional Reform in Post-Maastricht Treaty Change’,

Journal of European Integration, 34(7), pp. 843-858.

Reynolds, D. (2000) One World Divisible. London: Penguin. Chapter 4 (pp. 108-135).

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WEEK 10: THE END OF THE COLD WAR – A NEW WORLD ORDER?

Mandatory reading:


Oxford University Press. Chapters 19, 20 & 21.

Kissinger, H. (1994) Diplomacy. New York, NY: Simon and Schuster. Chapter 30 (pp. 762-

803).

Reading questions:

What were the causes of the end of the Cold War?

What were the main consequences of the end of the Cold War?

What can we conclude from the 1990-1991 Gulf War about the post-Cold War world

order?


Cox, M. ‘The Uses and Abuses of History: The End of the Cold War and Soviet

Collapse’, International Politics, 48(4-5) pp. 627-646.

Wohlforth, W.C. (1994/1995) ‘Realism and the End of the Cold War’, International

Security, 19(3), pp. 91-129.

WEEK 11: THE BREAK-UP OF YUGOSLAVIA

Mandatory reading:

Banac, I. (2009) ‘What Happened in the Balkans (or Rather ex-Yugoslavia)?’, East

European Politics and Societies, 23(4), pp. 461-478.


Oxford University Press. Chapter 20.

Reading questions:

What are the main causes of the break-up of Yugoslavia?

How did other states react to the violence engulfing Yugoslavia?


Chenoy, A.M. (1996) ‘The European Union and the Breakup of Yugoslavia’, International

Studies, 33(4), pp. 441-453.

Little, A. and Silber, L. (1996) The Death of Yugoslavia. London: Penguin.

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WEEK 12: 9/11 AND THE ‘WAR ON TERROR’

Mandatory reading:

Yew, L.K. (2007) ‘The United States, Iraq, and the War on Terror: A Singaporean

Perspective’, Foreign Affairs, 86(1), pp. 2-7.


Oxford University Press. Chapter 23 (pp. 535-570).

Reading questions:

What is Al-Qaeda and what were its main grievances before 9/11?

What is the ‘War on Terror’ and how successful has it been?

What has been the impact of the ‘War on Terror’ on the place of the US on the

international stage?


Fogarty, G.P. (2005) ‘Is Guantanamo Bay Undermining the Global War on Terror?’,

35(3), pp. 54-71.

Rogers, P. (2009) ‘Global Security after the War on Terror’, Briefing Paper. London:

Oxford Research Group.

WEEK 13: CONCLUSIONS: AN UNSTABLE WORLD

Mandatory reading:


Oxford University Press. Chapters 24-25 (pp. 571-624).

Mearsheimer, J.J. and Walt, S.M. (2003) ‘An Unnecessary War’, Foreign Policy, 134

(January-February), pp. 50-59.

Nuruzzaman, M. (2015) ‘The Challenge of the Islamic State’, Global Affairs, 1(3), pp. 297-

304.

‘The long and painful journey to world disorder’, Financial Times, 5 January 2017.

Reading questions:

What were the origins of the Iraq War? Why did Mearsheimer and Walt call this war

‘unnecessary’?

What are the challenges posed by the so-called ‘Islamic State’?

What are the main features of the current world (dis)order?

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Bijian, Zheng (2005) ‘China's "Peaceful Rise" to Great-Power Status’, Foreign Affairs, 84(5),

pp. 18-24.

Wallace, W. (1993) ‘Global Change: New World Disorder?’, International Affairs, 69(3),

pp. 519-526.



WEEK 14: EXAM REVISION

WEEK 15: FINAL WRITTEN EXAMINATION

Course Assessment:

The students will be evaluated on the basis of their performance as follows:

✓ Essay 30%

✓ Midterm written exam 30%

✓ Final written exam 40%

TOTAL 100%

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Grading Scale of Vesalius College:

Vesalius College grading policy, in line with the Flemish Educational norms, is now as

follows:

Grade Scale of 20 Scale of 100

A 17.0-20.0 85-100

A- 16.1-16.9 81-84

B+ 15.3-16.0 77-80

B 14.5-15.2 73-76

B- 13.7-14.4 69-72

C+ 13.1-13.6 66-68

C 12.3-13.0 62-65

C- 11.5-12.2 58-61

D+ 10.7-11.4 54-57

D 10.0-10.6 50-53

F 0-9.9 0-49

Assignments and Grading Criteria:

(1) Essay (30%):

Deadline: Monday of Week 11

Wordcount: between 2,000 and 2,500 words, excluding the list of references.

Please choose one essay question amongst the following:

1. How truly global is ‘global history’?

2. Why had the relationship between the United States and the Soviet Union

deteriorated drastically by the end of the 1940s?

3. Why has the Arab-Israeli conflict been so persistent since 1948?

4. To what extent, if any, and in what ways did the so-called ‘Third World’ become a

battleground in the Cold War?

5. ‘Gorbachev was primarily responsible for the end of the Cold War’. Discuss.

6. To what extent, if any, did a ‘new world order’ emerge after the end of the Cold War?

7. Is a ‘war on terror’ the most effective approach to tackle the contemporary terrorist

threats?

8. To what extent, if any, can the United States be described as an ‘ailing superpower’ in

the 21st century?

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Please note the following:

a) You should not adapt or amend the question you have chosen in any way.

b) Essays have to be submitted through the anti-plagiarism software Turnitin.

c) All essays should have a title page with your name, the course title, the essay

title, and a precise word count.

d) Pages should be numbered.

e) The essay should include a separate list of references at the end.

f) Make sure that referencing is uniform throughout the paper. You are free to use

the reference system you prefer, but should ensure that the references include

author, title, year of publication, publisher, place of publication, and page

numbers for articles. For references to websites you need to add the full web

address of the specific article or document you consulted and the date you

accessed the websites.

g) Each essay is an individual and independent piece of work. Collusion will be

sanctioned.

Essay submission

You are required to submit your essay both in hard copy and electronically.

HARD COPY:

Please submit a hard copy to me during the class on the Monday of Week 11. The paper

should be stapled, but no plastic cover is necessary.

ELECTRONIC COPY:

Please submit your essay (in Word format) electronically on Turnitin

(http://www.turnitin.com/) and by email to [email protected] with the subject

“HIS101G Essay” by the Monday of Week 11, 3 pm at the latest.

Turnitin submission information:

Class name: HIS101G

Class ID: tbc

Enrolment password: tbc

Please note that you will have only submitted your essay once both the hard and

electronic copies have been submitted. Late submission penalties will apply until both

the hard copy and the electronic copy have been submitted.

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Essay late submission

Students should ensure a timely submission of their essay by the deadline indicated.

Time management is a very important skill.

Late submission will be penalised as follows:

▪ 5 points out of 100 points (5%) will be subtracted for each day of delay.

In the event of exceptional circumstances that impede the delivery of the essay by the

due date, students should hand in a medical certificate or other proof of the extreme

circumstances that impede the fulfilment of the task as quickly as possible. The

instructor will then assess whether extreme circumstances exist or not in order to decide

whether a late submission penalty will apply or not.

‘Extreme circumstances’ must be significant, unpredictable and serious. These include

medical treatment or distress due to a family crisis or loss. These do not include,

amongst others, time management problems, technical problems with the computer,

inability to find sources, attending a wedding or going on holiday. In all these cases, late

submission penalties will systematically be applied.

Note that in accordance with Murphy’s Law, computers are likely to crash and printers

are likely to run out of ink the evening before the due date. Start in time. Make backups

of your work. Computer or printer problems are no valid reason for handing in work

late.

General grading criteria for the essay

Essays will be evaluated according to the following criteria:

a) Capacity to propose a well-reasoned and focused argumentation on an issue

throughout the essay;

b) Evidence of knowledge of the ideas, concepts and theories discussed in class and

in the reading material and capacity to relate a specific case or topic to broader

conceptual and theoretical debates;

c) Capacity to reflect the existence of various interpretations and viewpoints:

ensuring that the sources used in the paper reflect a diversity of opinions of

diversified backgrounds;

d) Capacity to find and select relevant literature on the case/topic, and in particular

scholarly literature. While the use of other material than academic literature will

in many cases be useful, it is crucial that the core reflections of the paper are

related to on-going academic debates. Over-reliance on non-scholarly sources

will have a negative influence on the grade of the essay;

e) A grammatically correct text;

f) Clear documentation of sources and correct referencing.

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Detailed grading criteria for the essay

A- to A (16.1-

20/20.0)

B- to B+ (13.8-

16.0/20.0)

C- to C+ (11.5-

13.7/20.0)

F to D+ (0 to

11.4/20.0)

Well-reasoned

and focused

argumentation,

with good

introduction and

conclusion

(graded out of

20)

The essay is well-

structured, with

a clear

introduction and

conclusion, and

is to the point

without

irrelevant

digressions.

The essay is well-

structured

overall, but with

some weaknesses

in its internal

coherence, or in

the clarity of the

introduction and

conclusion.

The structure of

the essay is not

always coherent,

and the

introduction and

conclusion are

not well-focused.

The structure of

the essay is

defective; the

argument is

presented in an

incoherent way,

no introduction

or conclusion.

Capacity to

study a case

thoroughly, with

particular

attention to

diversity of

viewpoints and

interpretations in

the

historiography

(graded out of

20)

Provides

excellent critical

understanding of

the case and

addresses all key

aspects of the

question; pays

careful attention

to the diversity

of viewpoints

and

interpretations

on the topic

researched.

Displays a good

understanding of

the case, but

omits a small

number of points;

in general, pays

due attention to

the diversity of

viewpoints and

interpretations on

the topic

researched.

Displays an

adequate

understanding of

the case, but

omits several

significant

points; not

always adequate

in providing a

diversity of

viewpoints and

interpretations.

Displays an

insufficient

understanding

of the case and

omits major

points;

insufficient

attention to

diversity of

viewpoints and

interpretations.

Understanding

of concepts and

theories, and

relating them to

the topic

discussed

(graded out of

20)

Provides

excellent critical

understanding of

concepts and

theories, and

relates them in a

meaningful and

intelligent way

to the case(s)

studied

Provides overall

good critical

understanding of

concepts and

theories, but with

some weaknesses

in argumentation;

relation with case

is overall good

with some

weaknesses.

Understanding

of concepts and

theories is too

often flawed,

argumentation

sometimes weak

and incoherent;

relation with case

not always clear.

Displays a weak

or no

understanding

of the concepts

and theories

involved; does

not relate them

well to the case.

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Use of relevant

primary and

secondary

sources

(graded out of

20)

A very good

selection of

relevant, high-

quality primary

and secondary

sources,

displaying

diversity both in

opinions and in

background,

which are well-

used in the

essay.

A good

selection of

predominantly

relevant, high-

quality

secondary and

primary

sources, with

enough

diversity both in

opinions and in

background, in

general well-

used in the

essay.

An adequate

number of

primary and

secondary

sources, but not

all of these

sources are

relevant, and they

do not display

enough diversity

both in opinions

and in

background,

and/or are not

always well used.

Inadequate number

of primary and

secondary sources,

not well chosen and

lacking diversity;

and/or

predominance of

non-scholarly or

irrelevant sources.

Referencing

(graded out of

10)

Correct and

complete

references, in a

coherent style.

A small number

of

inconsistencies

and/or

incomplete

references.

Several

inconsistencies

and/or

incomplete

references.

Predominantly

incomplete

references and/or no

coherence in

referencing style.

Language

(graded out of

10)

A minimal

amount of

grammar and

spelling errors.

Very good

capacity to

express complex

ideas.

Some grammar

and spelling

errors, and/or

use of colloquial

language. But

good capacity

overall to

express complex

ideas.

Frequent

grammar and

spelling errors,

and/or use of

colloquial

language. The

text is hard to

understand.

Essay characterised

by systematic

grammar and

spelling errors,

and/or use of

colloquial language.

The text is very hard

to understand.

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(2) Midterm written examination (30%):

The midterm written exam will be held in Week 7. It will cover all the topics that have

been examined up to that point.

(3) Final written examination (40%):

The final written exam will be held in Week 15. It will be comprehensive, as it will cover

all the topics that have been examined during the whole course.

Grading Criteria for the assessment of exam answers (midterm exam and final exam)

A (17.0-20.0)

B-A- (14.5-

16.9)

C-B- (12.3-

14.5)

D-C- (10.0-

12.2)

F (0-9.9)

Accuracy and

completeness

The answer

correctly

addresses the

question,

giving all the

key

components

required.

The answer

adequately

answers the

question, but

there are

some

omissions or

errors in

providing the

key

components

of the answer.

The answer

sufficiently

addresses the

question, but

has

substantial

errors and/or

omissions in

some of the

key

components.

The answer is

incomplete

and fails to

address the

question.

Several key

components

are missing.

The answer is

left in blank

or altogether

fails to

address the

question.

Formulation

of answer

The answer

is well-

structured,

formulated in

a clear

language,

and is to the

point

without

irrelevant

digressions.

Overall, the

answer

accurately

addresses the

question.

Some flaws in

the

formulation

of the answer

and/or

unnecessary

and irrelevant

digressions.

The answer is

formulated in

an imprecise

or incoherent

way and/or

there are

several

unnecessary

and irrelevant

digressions.

The answer is

formulated in

a very

incoherent

way and is

difficult to

understand,

and/or there

are many

unnecessary

and irrelevant

digressions. .

The answer is

formulated in

an

unintelligible

way.

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Additional Course Policies

▪ Behaviour:

Please be punctual and refrain from leaving the classroom once class has started.

▪ Use of electronic devices in the classroom:

Students can use electronic devices during class only if those support and enhance

learning.

Appropriate use of technology in the classroom includes: note-taking on laptops or

Ipads and the use of devices to complete quick Google searches for pertinent

information.

Inappropriate use of technology in the classroom includes: texting your friends or

reading texts while in class; sending or reading personal emails; surfing the Internet for

non-class purposes, such as checking in with Facebook or other social media platforms,

shopping online, reading online information not connected to the class materials and

topics, and so forth.

If students engage in the inappropriate use of electronics in the classroom, then their

right to use these devices in the future will be removed.

Mobile phones are disruptive in the classroom in a number of ways. Ringtones must be

turned off in class. If there is an exceptional and urgent need to check for messages or

make/receive a call, the student concerned must inform the instructor in advance.

Students who create disturbances through mobile phone use will be warned and may be

asked to leave the classroom.

Academic Honesty Statement

Academic dishonesty is NOT tolerated in this course.

Academic honesty is not only an ethical issue, but also the foundation of scholarship.

Cheating and plagiarism are therefore serious breaches of academic integrity.

Following the College policy, cheating and plagiarism cases will be communicated in

writing to the Associate Dean for Students and submitted to the Student Conduct

Committee for disciplinary action.

If you refer to someone else’s work, appropriate references and citations must be

provided.

Documents

Course Syllabus HIS101P History Contact Details for ... · PDF fileContact Details for Professor Tel: ... Students present orally the findings of primary source ... The Nazi-Soviet