This course introduces the exciting new field of International History, viewed from an Asia Pacific perspective. Through a series of case studies of the region, students will develop the skills to analyze how the norms, practices and structures that underpin international affairs today have developed since the 19th century, and what role Asia and the Pacific region played in this process. The course prompts students to imagine alternative pathways and outcomes arising from specific historical moments. Examples of these key case studies include: Pattern of the adaptation of international law by China and Japan; alternatives to the Europe-centred world system; critical assessment of the idea of human rights; colonial participation in international organizations; the development of international anti-terrorist law; historical origins of the border disputes in Northeast Asia; and the development of refugee law, with its implications for the current refugee crisis in Asia and Australia.
 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon completion of this course, students will be able to:

 

1. critically assess key ideas and debates in international history

2. understand the role of Asia and the Pacific region in the development of international law and international organisations

3.critically assess historical documents of international conventions, identifying diverse agendas of multiple stakeholders in given historical contexts.

4. develop a critical perspective to on major debates in international history and international affairs.

5. critically utilise case studies and concrete evidence when arguing analytical points in writing.

6. summarise, digest and present the contents of analytical readings

Research-Led Teaching

There has been a significant development in International History, especially in history of international organisations, to examine the historical development of the global governing system, and there has been a growing trend for scholars in International History, International Relations and International Law working closely to critically assess this process. There are still, however, little works on the role of Asia and the Pacific, and the meaning of colonialism, in this exciting new field. I work in this field, especially using the case study of Japan, the first non-Euro-American modern empire, and this course is to encourage students in MAPS to work in this field from the perspectives and cases of Asia and the Pacific.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture/seminar - Session 1: Introduction: What is international history, and why Asia and the Pacific?	What are the different approaches; why we need to learn it in order to understand our current international and regional affairs, and why are the experiences of Asia and the Pacific important? We also learn the two cores of international history: ideals and international politics. Students also need to identify the research topic, and we will discuss the assignments. Please note that some of the topics and the sequence of the order below may change. Please keep an eye on the wattle's notice board.
2	Lecture/Seminar - Session 2: Indian Ocean System	While much attention had been paid to the Atlantic and the Pacific Oceans, there has been a growing interest of the significance of the Indian Ocean as an integral maritime region. You may recall that it is Australian Foreign Ministry which promotes the idea of the new term, 'Indo-Pacific'. The Indian Ocean connects the East coast of Africa, the Middle East, the Indian Continent, Asia and the Oceania, and it has been significant in the development of trade (including slave trade), transportation, communication, and maritime strategic operations. We will examine the meaning of the Indian Ocean in the development of the modern International system, and see how this development is connect to the current issues.
3	Lecture/seminar - Session 3: Westphalia reconsidered: why is there much criticism for this system which has been important to understand modern IR history, and what diid/does it mean for Asia?	We will do a critical assessment of Bull's notion of International Society. What are useful, or problematic in this concept from the perspectives of Asia and the Pacific?
4	Lecture/seminar - Session 4:: International law reconsidered: extra-territoriality and the problems of international law and the international system of the 19th century	We understand modern international law is based on the principle of equal, sovereign national state, but there were many exceptions to this principles, and 'extra-territoriality' was one of them. What was it, and why was it applied to Japan and China (and Siam, the Ottoman, and Persia etc...), but not to a small state in Europe, and what consequences did it have? Is an equality among the state an illusion, or a significant principle? Do we still have an extra-territory issue now, and if so, what is the similarity and difference between these historical cases and now?
5	Lecture/seminar - Session 5: International law reconsidered: peace and the origin of the international justice system	The Hague has been the site of developing an institutional mechanism for peaceful solution of international conflicts since the late 1890s. The ideas of international arbitration and international justice materialized in the establishment of the Permanent Court of International Arbitration (PCA), and then after the first World War, the Permanent Court of International Justice, PCIJ (the predecessor of the current International Court of Justice) was established. Before 1945, its cases were almost exclusively those on Europe, but Japanese and Chinese judges also played a role. We will look at the founding discussion of the PCA, and the PCIJ, and what ideas were developing, what were the potentials and the limits, especially for our region. We will look at the issues of the principle of the equality of the state, the idea of the civilization, the relationship between justice and politics, especially between Japanese representative, and the responses of the others to their arguments. In Session 6, we will do a workshop for writing an assignment. Please bring a hard copy of a draft for the first assignment.
6	Lecture/seminar - Session 6: Racial equality, anti-slavery conventions, and Asia: 1840, 1919, 1926, and 2015	In 1919, at the Paris Peace Conference after the end of the First World War, the Japanese delegate proposed to insert a clause of racial equality into the covenant of the newly established League of Nations, the predecessor of the UN, and this was rejected. Australian Prime Minister, Billy Hughes, played a significant role in this League's decision. Why was it rejected? Did the Japanese want the universal racial equality, and how did it work for its colonies? We will consider the meaning of this racial equality proposal in the context of the recent critical literature of history of human rights, cheap labour, class and race, and in relations with the development of anti-slavery conventions then and now. Is the world heading towards more equal rights of the people, and how significant is the race factor here? What international systems do we have now to protect racial equality, and how are the countries in this region responding to them? Writing Workshop
7	Lecture/seminar - Session 7: Roles of NGOs for shaping global governing norms and system and Asia and the Pacific in the inter-war period	Recent scholarship established the League of Nations (LN, 1920€“46) as a harbinger of the following UN’s global governing system. Although the LN has been understood as predominantly a European organization, independent countries beyond Europe also joined, including Japan, China, Siam, Persia, as well as India. The LN consolidated, enhanced and mobilized the works of international (governmental and non-governmental) organizations, which had been playing a significant role in shaping regional and global governing norms. The American philanthropic organizations, such as the Rockefeller Foundation and the Carnegie Endowment for International Peace, also funded these activities of the LN and other international organizations throughout the world, including Asia and the Pacific. Despite this, however, we still know little about what role did those from Asia and the Pacific played in these League’s activities. Please note Session 8 is for self-study for the first assignment.
8	Lecture/seminar - Session 9: Decolonization reconsidered: Economic development and anti-malaria campaigns of WHO in Asia in the late 1940s and early 1950s	In the late 1940s and early 1950s, WHO run a major anti-malaria campaign with which they thought it was possible to eradicate malaria, and Asia became one of the priority areas. The campaign, however failed, and malaria in Africa still remain a major problem (WHO says in 2015, '88% of global cases and 90% of global deaths occurred in the Africa'. Now with global warming, it is said that malaria affected areas will expand. We will look at this anti-malaria case in Asia in the 1940s and 1950s, and examine how it was pursued, and how the ideas of health and development interacted in the age of decolonization and the Cold War, and whose interest was served. We will ponder what lessens this early campaign teach us, and what improvements we can make.
9	Lecture/seminar - Session 10: : the idea of sovereignty reconsidered: sovereignty in the sea	One of the major issues the League of Nations and the PCIJ tackled before 1945 was to develop the idea of the sovereignty in the sea, although the relevant laws and institutions developed after 1945. What prompted the initial discussion at the PCIJ, and whose views prevailed, and why? Is the freedom of sea the logic of the powerful, or the tool of the small states to ensure sea passage. Were there any cases in Asia before 1945? What laws do we have to regulate sea sovereign territory, and what historical legacy do they have, and are they effective to solve the current case of the South Sea dispute between China and other neighbouring countries? Why is the case not an issue until recently?
10	Lecture/seminar - Session 11: international law and human rights reconsidered: the development of the refugee convention and the current refugee crises in Europe and Asia	How we we define a refugee, and what rights do they have and have not? How was the idea of refugee and the refuge protection developed, and what role did the League of Nations play? What laws do they exist now to protect refugees? Were there major refugee crises in Asia and the Pacific? What role did Australia play for refugee crises in Asia, and why the recent governments take different attitudes to refugees from those for the post Vietnam War or the post Tenanmon incident? Learning from the past and current crises Recently the Olympic committee decided to create a category of refugees. How did they come to this decision, and what implication does it have?
11	Lecture/seminar - Session 12: Summary and workshop: What are missing in International History, International Law and International Relations, which do not incorporate extra-Europe and America?	How the approaches of International History, International Relations and International Law approach different topics? Could we learn from each other, and what would be the constructive ways of understanding modern international relations better? The final workshop for the research essay.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Tutorial participation	10 %	31/10/2019	28/11/2019	1,2,3,4,5,6
Review Essay	40 %	19/08/2019	30/08/2019	2,4,6
Final essay	50 %	07/10/2019	28/11/2019	1,2,3,5,6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Tutorial participation

Students are expected to attend each session, participate in discussions and complete assigned activities for the designated sessions. It is crucial for students to read the required readings for each session and address the questions.

The marking for this component is based on:…  

Assessment Task 2

Review Essay

(2800 words: text in total, but excluding footnotes/bibliography)

Instruction: The assignment should have the two sections: On the details see the wattle

A) The first section: Review essay (1600 words)

B) The second section: a brief statement of your strategy for your research paper. You need to address the following questions in a dot point. (1200 words)

Assessment criteria: see the wattle

Assessment Task 3

Final essay

Research Essay (4000 words: exclusive footnotes/biblio)

Developing your own research question, relevant to this course, research for it, and write a good paper on this is another part of the weekly sessions of this course, and we will start this from day one of the course.

I. For assessment criteria, please see the wattle.

II. General guideline on essay preparation

A. Layout: An essay should contain:

1. Title Page:… 
2. Synopsis: An abstract of about 150 words written in continuous prose (not DOT POINTS) which outlines the argument of the essay should appear on the first page of the text. An abstract should not be a statement of method nor provide an introduction to the essay.
3. Text: Use one side of the paper only. Double space, and use font no smaller than 12. Number all pages except the first: An essay is primarily an exercise in writing a rounded argument within a prescribed length, and in producing evidence to support it. Argue your point, consider all the relevant aspects of the topic and back up your argument with evidences.
4. Bibliography: Attach to your essay a list of sources used. Bibliography should be in an alphabetical order of the authors' surnames. Check an academic book for the convention, and be consistent in a format.
5. Non-sexist language: Use words which include both sexes when you are referring to both sexes.For a country, use it or its instead of she or her.

B. Footnote conventions

• References should be made in the form of numbered footnotes at the bottom of each page (or at the end of the essay). An essay without footnote will not be accepted as a complete work. Citation of references in a correct form is part of the discipline of academic writing. References must be precise so that the reader CAN trace your reference to its source immediately.
• Books referred to for the first time in footnotes: First name and surname of the author, full title of book (underlined or in italics), place and year of publication, volume number (if relevant), page number:

Ellen M. Wood, The Pristine Culture of Capitalism, London: Verso, 1991, p. 4.

• Journal articles referred to for the first time in footnotes: First name and surname of the author, title of article (in inverted commas), title of journal (underlined or in italics), volume, date, page number:

S. Ruddick, 'Maternal Thinking', Feminist Studies, vol. 2, no. 1 (Summer 1980), p. 343.

• Chapter in a book referred to for the first time: First name and surname of the author, title of chapter (in inverted commas), first name or initials and surname of the editor of the book, title of book (underlined or in italics), place and year of publication, volume number (if relevant), page number:

H. Passin, 'The Occupation: Some Reflections', in C. Gluck and S. Graubard eds, Showa: The Japan of Hirohito, New York: W.W. Norton, 1992, p.121.

• Where a reference is exactly the same as the preceding one, it is sufficient to write Ibid. (Latin, ibidem: in the same place). Where it is exactly the same as the preceding one, except for the page number, it is sufficient to write:

Ibid., p. 36.

• Where a note refers, after a number of intervening notes, to a work quoted earlier, it is sufficient to give the author's surname and a short title for the book, for example: Wood, Pristine Culture, p. 23. You may also use the abbreviation op. cit. (Latin, opere citato: in the work cited):

Wood, op. cit., p. 23.

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And:

• The last check
• Your first draft should never be the last.… Also note that spelling mistakes and sloppy grammar may obscure your meaning.… The last careful proof reading before you hand in can improve your essay greatly.
• Record
• Keep accurate records of your own research so that you can refer to material exactly when writing your essay.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students