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00subject Guide 2024 4.0

This document provides information about the HIST90024 International History subject offered at the University of Melbourne in Semester 1, 2024. It outlines the subject coordinators, an overview of topics to be covered including the Cold War, decolonization, and globalization. It also includes a week-by-week schedule detailing lecture and seminar topics such as empires, the inter-war period, World War 2, and the development of European integration and socialist blocs during the Cold War. Assessment includes a book review due in April.

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00subject Guide 2024 4.0

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The University of Melbourne

SCHOOL OF HISTORICAL AND PHILOSOPHICAL STUDIES

FACULTY OF ARTS

HIST90024
International History

Subject Guide

Semester 1, 2024

v.4.0

1
STAFF INFORMATION

SUBJECT COORDINATOR AND INSTRUCTOR:

Dr Ángel Alcalde
[email protected]
506 West Wing, Arts West building (appointments can be arranged by email)

Dr Ángel Alcalde is Senior Lecturer in History at the University of Melbourne, SHAPS. He

received his PhD in History & Civilization from the European University Institute (Florence,
Italy). He is a specialist in the social and cultural history of modern warfare, transnational history
and the history of fascism. His work has appeared in numerous academic journals such as The
Journal of Modern History, European History Quarterly, Contemporary European History and Cold War
History. His latest monograph War Veterans and Fascism in Interwar Europe was published by
Cambridge University Press in 2017. He has also published widely on the history of the Spanish
Civil War and the Franco regime. His current work focuses on the global history of fascism and
the relationships between war and genocide.

INSTRUCTOR:

Dr Alex Burston-Chorowicz

Appointments can be arranged by email

Dr Alex Burston-Chorowicz is a casual academic teacher at the University of Melbourne,

SHAPS. He holds a DPhil in History from the University of Oxford, and a MA degree in
History from the University of Melbourne. He specializes in the history of social democratic
parties in Europe and Australia during the twentieth century.

OVERVIEW

This subject, surveys historical processes and issues that have shaped international relations in
the modern era, with emphasis on the period after 1945. The subject will acquaint students with
the historical roots of major contemporary issues in different regions of the world, including
Europe, the Americas, Asia and Africa. Historical processes covered include the Cold War,
decolonization, and globalization along with developments such as the World Wars, European
integration, the emergence of international organizations, and the changing influence of regional
powers such as the United States, Russia and China. Students practise historical empathy and
negotiation skills by participating in a historical simulation.
Intended Learning Outcomes

Students who complete this subject should be able to:

• Develop an understanding of major processes and issues in modern international

relations, particularly since 1945;
• Understand and explain how those processes and issues have shaped the world today;
• Understand how policymakers and others can learn from the past; and
• Develop their skills in analysing and understanding problems and processes in
international relations.

2
Generic skills

Students who complete this subject should be able to:

• Develop their abilities in critical thinking and analysis;

• Extend their oral communication skills; and
• Refine their skills in crafting persuasive written arguments based on evidence.

Subject Rationale

The aims of this subject are to provide a grounding in key issues and processes in the recent
history of international relations; to enhance your understanding of the roots of contemporary
issues and problems; and—perhaps most important of all—to give you the tools to better
understand and solve problems in the international arena today. A key focus of our discussions
will be relating past to present.

The subject emphasizes three features of History as a tool for understanding international
relations. The first is historical explanation: understanding the origins and consequences of
highly complex processes and events. Historians are interested in cause and effect in the long
term. We pay particular attention in the subject to developing the tools to identify key
explanatory factors and support explanations through argumentation and analysis.

The second is a global approach to international history, focusing on the interconnected nature
of foreign policy, strategy and geopolitics in the last 150 years. Historians often situate the origin
of globalization in the late 19th century. We investigate the origins and development of global
international relations, examining not only the art of diplomacy but also transnational processes
and world systems in different historical spaces around the globe.

The third is empathetic understanding. Successful practitioners of international relations put

themselves in the shoes of both allies and adversaries in order to understand, predict and shape
their views and positions. We focus on developing your awareness of the implications of
international relations throughout the class and put it into practice in historical simulations.

SUBJECT STRUCTURE AND TIMETABLE

The Subject is structured in Lectures and Tutorials. Students are expected to attend the weekly
lecture and read the required readings before attending the 1-hour weekly seminar.

Lectures will be delivered on campus on Mondays, in Old Geology Building (North Wing) –
B25 (Theatre 2), from 15:15 to 16:15. They will be recorded and uploaded to the Subject
Canvas LMS site. You can access the recordings in the Lecture Capture section.

Seminars take place on campus on Thursdays. A list of tutorial times and places is given below.

Seminar 1 Dr Ángel
Thu, 10:30 Arts West – 555
HIST90024_U_1_SM1_2024_S01_01 Alcalde
Seminar 2 Dr Ángel Sidney Myer Asia
Thu, 12:00
HIST90024_U_1_SM1_2024_S01_02 Alcalde Centre – G02

3
Seminar 4 Dr Ángel
Thu, 16.15 Old Quad – G10
HIST90024_U_1_SM1_2024_S01_04 Alcalde
Dr Alex
Seminar 3 John Medley-
Thu, 17:15 Burston-
HIST90024_U_1_SM1_2024_S01_03 W201
Chorowicz

4
HIST90024 International History: Week-by-week Schedule

Lecture Seminar
Module Week
date Lecture topic date Seminar Topics and readings

26 On International Systems and 29

Concepts and Periodization.
Introduction 1 February February • No required readings
Historical Processes

Internationalism
2 4 March Empires and the First World War 7 March • Book Reviews on Manela and
Sluga
Nationalism
Foundations: 3
11
Post-war crises: The 1920s
14 • Book Reviews on Cohrs and
The Inter- March March Steiner
War World Quiz 1
The 1930s challenge (simulation
18 The 1930s global crisis and the 21 preparation)
4 March Second World War March • Bell
• Your Delegation’s readings

25 The Cold War: US and USSR as 28

5 March March Simulation 1: Munich 1938
Superpowers
Non-teaching period (1 April-7 April)
Cold Wars
Europe: Western Integration vs • Westad
6 8 April 11 April
the Socialist Bloc • Duara
• Luthi
Book Review due Tuesday 9 April, 11:59pm
The Middle East and Africa
The Global • Bradley
Cold War 7 15 April Decolonization 18 April • Yaqub
• Byrne
Quiz 2

8 22 April Latin America 25 April Simulation 2: Suez Crisis

Chinese Foreign Relations

9 29 April Asia (I): China 2 May • Feng
• Mitter
Australia in South-East Asia
10 6 May Asia (II): South-East Asia 9 May • Benvenuti
Quiz 3

Cold War Legacies

11 13 May The End of the Cold War 16 May • Jervis
• Moyn
Recent trans-
Debating contemporary challenges
formations 12 20 May The World since the 1990s 23 May
Quiz 4
Final research essay due Monday 5 June, 11.59pm

5
WEEKLY TOPICS AND READINGS

The required readings for this subject include a book for the Book Review assignment, and
short articles and other pieces to be read before the seminars in weeks 2, 3 4, 6, 7, 9, 10 and 11.

On the discipline of international history and its differences with IR:

Joseph M. Siracusa, Diplomatic History: A Very Short Introduction (Oxford: Oxford University Press,
2021).
Jan Stöckmann, The Architects of International Relations: building a Discipline, Designing the World, 1914-
1940 (Cambridge: Cambridge University Press, 2022).
Marc Trachtenberg, The craft of international history: A guide to method (Princeton: Princeton
University Press, 2006).
Armitav Acharya and Barry Buzan, The Making of Global International Relations: Origins and Evolution
of IR at its Centenary (Cambridge: Cambridge University Press, 2019)
Akira Iriye and Petra Goedde, International History: A Cultural Approach (Bloomsbury, forthcoming
2022)

The discussion of periodization of the modern era can be expanded through these references:

Jürgen Osterhammel and Niels P. Peterson, Globalization. A short history (Princeton: Princeton
University Press, 2005)
Charles Maier, “Consigning the Twentieth Century to History: Alternative Narratives for the
Modern Era”, American Historical Review, Vol. 105, No. 3 (2000), 807-831.

Week 2
Empires and the First World War

This lecture examines how the construction of European colonial empires contributed to the
path towards the Great War. The lecture then analyses different interpretations of the origins of
this conflict. The First World War brought a sea change to international history: nineteenth-
century notions of a balance of power and secret alliances had become discredited, while
national self-determination and international arbitration were promoted. The lecture will
introduce these transformations.

7
Seminars this week focus on post-war internationalism through the discussion of two sets of
required readings.

Required readings:

In the previous week you will be assigned either option A or B. If you haven’t, just choose one.
(You are welcome to read both A and B).

Option A: Book reviews of Erez Manela, The Wilsonian Moment: Self-Determination and the
International Origins of Anticolonial Nationalism (Oxford: Oxford University Press, 2007), by:

• Maggie Clinton, in The Arab Studies Journal, Vol. 19, No. 1 (2011), 175-179.
• Ussama Makdisi, “The Great Illusion: The Wilsonian Moment in World History”,
Diplomatic History, Vol. 33, Issue 1 (2009), 133-137.
• Rebecca E. Karl, in American Historical Review, Vol. 113, No. 5 (2008), 1474-1476.

Option B: Book reviews of Glenda Sluga, Internationalism in the Age of Nationalism (Philadelphia:
University of Pennsylvania Press, 2013), by:

• Talbot C. Imlay, in American Historical Review, Vol. 119, no. 3 (2014), 863-864
• Emily S. Rosenberg, in The Journal of Modern History, Vol. 87, no. 1 (2015), 157-159.
• Katherine Sorrels, in Human Rights Quarterly, Vol. 39, No. 1 (2017), 234-239.

Recommended bibliography:

The most authoritative academic source to study the First World War is:

Jay Winter, ed., The Cambridge History of the First World War (Cambridge: Cambridge University
Press, 2014), 3 vols.

On Imperialism and the global dimension of the Great War see:

Robert Gerwarth and Erez Manela, eds., Empires at War, 1911-1923 (Oxford: Oxford University
Press, 2014)

Week 3
Post-war crises: The 1920s

The 1914-1918 war left a legacy of violence and aggressive nationalism that threatened to
undermine the new peace order. The peaceful international order constructed in Versailles, with
the League of Nations at its centre, was challenged by the rise of nationalism in the inter-war
period. In this lecture, we will examine these fundamental changes in European international
relations in this period.

In the seminar, we will examine different interpretations and narratives of the post-war
international crisis in Europe through the discussion of two sets of required readings.

Required readings:

8
Option A: Book reviews of Patrick O. Cohrs, The Unfinished Peace after World War I: America,
Britain and the Stabilisation of Europe (New York: Cambridge University Press, 2006) by:

• Klaus Schwabe, in The International History Review, Vol. 30, No. 1 (2008), 163-166.
• Lloyd E. Ambrosius, in American Historical Review, Vol. 112, no. 3 (2007), 821.
• Zara Steiner, in The English Historical Review, Vol. 122, no. 498 (2007), 1059-1061.

Option B: Book reviews of Zara Steiner, The Lights that Failed: European International History, 1919-
1933 (Oxford: Oxford University Press, 2005) by:

• Martin Conway, in The English Historical Review, Vol. 121, no. 494 (2006), 1491-1493.
• Carole Fink, in European History Quarterly, Vol. 37, no. 3 (2007), 490-492.
• Harold James, in The Journal of Modern History, Vol. 79, no. 3 (2007), 648-649.

Recommended bibliography:

For an introduction and a more substantial work on Versailles:

Michael S. Neiberg, The Treaty of Versailles: A Very Short Introduction (Oxford: Oxford University
Press, 2019).
Margaret MacMillan, Paris 1919: Six Months that Changed the World (New York: Random House,
2002).

On the history of internationalism and the League of Nations:

Glenda Sluga and Patricia Clavin, eds., Internationalisms: A twentieth-century history (Cambridge:
Cambridge University Press, 2017).
Miguel Bandeira Jerónimo, José Pedro Monteiro, eds., Internationalism, imperialism and the formation
of the contemporary world: The pasts of the present (Cham: Palgrave Macmillan, 2018)
Urs Matthias Zachmann, Asia after Versailles: Asian perspectives on the Paris Peace Conference and the
interwar order, 1919-33 (Edinburgh: Edinburgh University Press, 2017).
Evan Luard, A history of the United Nations (London: Macmillan Press, 1982-1989)

Week 4
The 1930s global crisis and the Second World War

The lecture will provide an overview of the 1930s crisis, from the global impact of the Great
Depression to the rise of Hitler in Germany and the growing challenge of Nazism and fascist
expansionism in Europe and other parts of the World. The lecture will conclude with a
discussion of the origins of the Second World War and the global transformation provoked by
this conflict.

Required reading:

• P.M.H. Bell, “The Challenge in Europe, 1935-1941”, in Gordon Martel (ed.), A

Companion to International History 1900-2001 (Oxford: Wiley, 2007), 233-242.

9
In the seminar, you will be doing Quiz 1, covering content from lectures and required readings
from weeks 1 to 4.

For the rest of the seminar, the Simulation delegations will meet in separate groups to prepare of
the Munich 1938 simulation. Readings for each delegation can be found in the detailed
Simulation instructions provided in Annex to this Subject Guide.

Recommended bibliography:

The most significant monograph on this period is:

Zara Steiner, The Triumph of the Dark: European International History, 1933-1939 (Oxford: Oxford
University Press, 2011)

For an introduction to Cold War history, read:

Robert J. McMahon, The Cold War: A Very Short Introduction, 2nd ed., (Oxford: Oxford University
Press, 2021).

10
For a recent and more substantial global overview, see:

Odd Arne Westad, The Cold War: A World History (New York: Basic Books, 2017).

A broad reinterpretation of the Cold War as a global ideological conflict was proposed by the
seminal work of Westad, which has shaped much of recent Cold War historiography:

Odd Arne Westad, The Global Cold War. Third World Interventions and the Making of Our Times
(Cambridge: Cambridge University Press, 2005)

On the role of the United Nations during the Cold War:

Ilya V Gaiduk, Divided Together. The United States and the Soviet Union in the United Nations, 1945-
1965 (Washington DC, Stanford University Press, 2012)

On decolonization and the Third World:

Jan C. Jansen and Jürgen Osterhammel, Decolonization: A short history (Princeton: Princeton
University Press, 2017).
Mark T. Berger, “The Real Cold War Was Hot: The Global Struggle for the Third World”,
Intelligence and National Security, vol. 23, No. 1, (2008), 112-126
Leslie James and Elisabeth Leake, eds., Decolonization and the Cold War: Negotiating independence
(London: Bloomsbury, 2015)
Lorenz M. Lüthi, Cold Wars: Asia, The Middle East, Europe (Cambridge: Cambridge University
Press, 2020).

11
Week 6
Europe: Western Integration vs The Socialist Bloc

Europe, and above all Germany, was the epicentre of the Cold War between the US and the
USSR. This lecture examines the history of the Cold War division of Europe by focusing on two
simultaneous historical processes: on the one hand, Western European integration leading to the
European Union, and on the other hand, the formation of the Socialist bloc of Eastern
European countries under the Soviet Union sphere of influence.

Seminars this week build on the content of the previous two lectures and examine and compare
historical interpretations and narratives of the Cold War. There are three required readings:

• Odd Arne Westad, “The Cold War and the international history of the twentieth century”,
in Melvyn P. Leffler and Odd Arne Westad, eds., The Cambridge History of the Cold War.
Volume 1. Origins (Cambridge: Cambridge University Press, 2010), 1-19.
• Prasenjit Duara, “The Cold War as a historical period: an interpretive essay”, Journal of
Global History, Vol. 6, no. 3 (2011), 457-480.
• Lorenz M. Lüthi, “From High Imperialism to Cold War Division”, chapter 1 of Lorenz M.
Lüthi, Cold Wars. Asia, the Middle East, Europe (Cambridge: Cambridge University Press,
2022), pp. 13-36.

Recommended bibliography:

On Cold War Europe:

Tony Judt, Postwar: A History of Europe since 1945 (New York: Penguin, 2005).
Geir Lundestad, The United States and Western Europe since 1945: From “Empire” by Invitation to
Transatlantic Drift (Oxford: Oxford University Press, 2003).
Kiran Klaus Patel, Project Europe: A History (Cambridge: Cambridge University Press, 2020)
Ulrich Krotz, Kiran Klaus Patel and Federico Romero, eds., Europe’s Cold War Relations: The EC
towards a Global Role (London: Bloomsbury, 2020)
Giuliana Laschi, Valeria Deplano, and Alessandro Pes, eds., Europe between Migrations,
Decolonization and Integration (1945-1992) (Abingdon: Routledge, 2020)
R. Laurence Moore and Maurizio Vaudagna, eds., The American Century in Europe (Ithaca: Cornell
University Press, 2003).
Giuliano Garavini, After Empires: European Integration, Decolonization, and the Challenge from the Global
South, 1957-1986 (Oxford: Oxford University Press, 2012)

For an introduction to decolonization:

Dane Keith Kennedy, Decolonization: A Very Short Introduction (Oxford: Oxford University Press,
2016).
Jan C. Jansen and Jürgen Osterhammel, Decolonization: A Short History (Princeton: Princeton
University Press, 2017).

A useful guide to bibliography on the Cold War in the Middle East is:

Nathan J. Citino, “The Middle East and the Cold War”, Cold War History, Vol. 19, no. 3 (2019),
441-456.

Further significant works on decolonization and the Cold War in the decolonizing world:

Christopher J. Lee, Making a World After Empire: The Bandung Moment and Its Political Afterlives
(Athens: Ohio University Press, 2010)
Naoko Shimazu, “Diplomacy as theatre: Staging the Bandung Conference of 1955”, Modern
Asian Studies, Vol. 48, No. 1 (2014), 225-252.
Christopher E. Goscha and Christian F. Ostermann, Connecting Histories: Decolonization and the Cold
War in Southeast Asia, 1945-1962 (Washington, DC: Stanford University Press, 2009)

13
Matthew Connelly, A Diplomatic Revolution. Algeria’s Fight for Independence and the Origins of the Post-
Cold War Era (Oxford: Oxford University Press, 2002).
Elizabeth Schmidt, Foreign intervention in Africa: From the Cold War to the War on Terror (Cambridge:
Cambridge University Press, 2013).
George White, Jr., Holding the Line: Race, racism, and American foreign policy toward Africa, 1953-1961
(Lanham: rowan & Littlefield, 2005)
Timothy Scarnecchia, “Africa and the Cold War”, in William H. Worger, Charles Ambler,
Nwando Achebe, eds., A Companion to African History (Hoboken: Wiley Blackwell, 2019).

Week 8
Latin America (invited lecture by Dr Sarah Walsh)

This lecture introduces the international history of Latin America in the modern era, with a focus
on the Cold War. It provides an overview of the issues that have characterized Latin American
intra-regional relations and the relations of Latin American countries with the rest of the world.
It examines the relationship between the US and different countries of the region, discussing
various American interventions into Central and South American political developments,
including the successful US efforts to oust democratically elected socialist president Salvador
Allende in Chile.

The seminar this week is devoted to the Suez Crisis simulation. There are no required readings
for this week. The following are recommended readings on Latin America’s Cold War.

William A. Booth, “Rethinking Latin America’s Cold War”, The Historical Journal, 64(4), (2021),
1128-1150.
McPherson, Alan. Intimate Ties, Bitter Struggles: The United States and Latin America since 1945
(Herndon: Potomac Books, 2011).
Hal Brands, Latin America’s Cold War (Cambridge: Harvard University Press, 2010)
Jessica Stites Mor, ed., Human Rights and Transnational Solidarity in Cold War Latin America,
(Madison: University of Wisconsin Press, 2013)
Thomas C. Field Jr., Stella Krepp, and Vanni Pettina, eds., Latin America and the Global Cold War
(Chapel Hill: University of North Carolina Press, 2020)
Rory Miller, Britain and Latin America in the nineteenth and twentieth centuries (London: Longman,
1993).
Salvador Rivera, Latin American unification: A history of political and economic integration efforts
(Jefferson: McFarland, 2014).
Thomas C. Wright, Latin America in the era of the Cuban Revolution (Westport: Praeger, 2000).
Tanya Harmer, Allende’s Chile and the Inter-American Cold War (Chapel Hill: University of North
Carolina Press, 2011)
Michael D. Gambone, Capturing the revolution: The United States, Central America, and Nicaragua,
1961-1972 (Westport: Preager, 2001).
Stephen G. Rabe, The Killing Zone: The United States wages Cold War in Latin America (New York:
Oxford University Press, 2012)
Martha Knisely Huggings, Political policing: The United States and Latin America (Durham: Duke
University Press, 1998)
Stephen G. Rabe, The most dangerous area in the world: John F. Kennedy confronts Communist revolution in
Latin America (Chapel Hill: University of North Carolina Press, 1999).

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Week 9
Asia (I): China (invited lecture by Dr. Pete Millwood)

In recent years, the rise of China and the development of other Asian countries has led to a
reconsideration of Asian modern history. This lecture explores the international history of East
Asia with a focus on post-1949 China and the role of China in the Cold War.

Seminars this week focus on China relations with other powers, particularly India. There are two
required readings:

• Rana Mitter, “China and the Cold War”, in Richard H. Immerman and Petra Goedde.
Eds, The Oxford Handbook of the Cold War (Oxford: Oxford University Press, 2013), 124-
140.
• Zhang Feng, “India in China’s strategic thought”, in Kanti Bajpai, Selina Ho, Manjari
Chatterjee Miller, eds., Routledge Handbook of China–India Relations (London: Routledge,
2020), 139-150.

Recommended bibliography:

For an overview of Chinese foreign relations in the modern era see:

Odd Arne Westad, Restless Empire: China and the World since 1750 (London: Bodley head, 2012).

To interpret current power relations with China in the light of the Cold War:

Hal Brands, The Twilight Struggle. What the Cold War Teaches Us about Great-Power Rivalry Today (New
Haven: Yale University Press, 2022)

For general background on Australian relations with Asia see:

David Goldsworthy, ed, Facing North: A Century of Australian Engagement with Asia. Volume 1, 1901
to the 1970s (Carlton: Melbourne University Press, 2001).

On the end of the Cold War:

Guyatt, Nicholas. ‘The End of the Cold War’, in Immerman and Goedde, The Oxford Handbook of
the Cold War, 605-622.

For further research:

Simon Miles: Engaging the evil empire: Washington, Moscow, and the beginning of the end of the Cold War
(Ithaca: Cornell University Press, 2020).
Kristina Spohr, Post Wall, Post Square: Rebuilding the World after 1989 (London: William Collins,
2020).
Fritz Bartel, The Triumph of Broken Promises: The End of the Cold War and the Rise of Neoliberalism
(Cambridge, Mass.: Harvard University Press, 2022).
Sergey Radchenko, Unwanted Visionaries: The Soviet Failure in Asia at the End of the Cold War (New
York: Oxford University Press, 2014).
Flavia Gasbarri, US foreign policy and the end of the Cold War in Africa: A bridge between global conflict and
the new world order, 1988-1994 (Abingdon: Routledge, 2020).
Andrei Grachev, Gorbachev's Gamble: Soviet Foreign Policy and the End of the Cold War (Cambridge:
Polity, 2008).
Frances FitzGerald, Way Out There in the Blue: Reagan, Star Wars, and the End of the Cold War (New
York: Simon & Schuster, 2000).
Jack Matlock, Reagan and Gorbachev: How the Cold War Ended (New York: Random House, 2004).
Archie Brown, “The Gorbachev Revolution and the End of the Cold War”, Cambridge History of
the Cold War (Cambridge: Cambridge University Press, 2010), vol. III, 244-266.
Mark Galeotti, Gorbachev and His Revolution (New York: St Martin’s Press, 1997.
Sergey Radchenko, Unwanted Visionaries: The Soviet Failure in Asia at the End of the Cold War (New
York: Oxford University Press, 2014).
Una Bergmane, Politics of Uncertainty: The United States, the Baltic Question, and the Collapse of the Soviet
Union (New York, Oxford University Press, 2023).
Vladislav M. Zubok, Collapse: The Fall of the Soviet Union (New Haven, Yale University Press,
2022).

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Week 12
The World since the 1990s

The lecture analyses the 1990s transition to a new international order marked by the influence of
international organizations and the unchallenged leadership of the United States on the global
arena. The lecture also examines new international issues of the period, including new wars and
genocides, failed humanitarian interventions, growing concerns about the environment and
climate change, and emerging threats to international stability.

There are no required readings for seminars this week.

Recommended bibliography:

A general introduction to historical continuity and change after 1989/1991:

Nuno P. Monteiro, Fritz Bartel, eds., Before and After the Fall World Politics and the End of the Cold
War (Cambridge: Cambridge University Press, 2021)

For a retrospective of the last decades of world history:

Johnathan Holslag, World Politics since 1989 (Hoboken: Wiley, 2021).

The 4 quizzes in total count for 20% of your final mark.

SIMULATION PARTICIPATION

There will be two in-class simulations: on the 1938 Munich crisis (in Week 5) and on the 1956
Suez Crisis (in Week 8). All students will participate in both simulations and will be graded
according to their performance—this will count towards 10% of your final mark (5% for each
simulation). Simulation roles will be allocated during the seminar in Week 2.

Detailed instructions for both simulations are provided in the annex to this Subject Guide.

Why simulations?

• Simulations are an interactive learning tool aimed at expanding your knowledge through group
discussion and role-playing. Simulations are not historical re-enactments, but rather attempts to
illuminate the core issues at stake by exploring the constraints and the possibilities that were
inherent in the historical events and periods under discussion.

• They help you develop multiple transferable skills, such as negotiation, policy-making, debating
ideas, and public speaking. Many governmental institutions (e.g. Department of Foreign Affairs,
ASIO) and international organizations (e.g. UN), use simulation exercises as part of their
recruitment processes.

19
• They deepen your knowledge and understanding of historical events and of diplomatic
processes.

• They develop your ability to empathize, they improve your understanding of motivations and
actions of historical figures and their decision-making processes, and they raise your awareness
of the multiplicity of possible viewpoints on events.

• They offer the possibility to share your knowledge and questions with your peers, and to learn
to work and collaborate in a team.

The simulations place part of the responsibility for student learning in your own hands. Insights
and understanding will come from you and your fellow students, and will depend on the effort
you put into the exercise. The simulations can be fulfilling, fascinating, and fun— it depends
largely on you!

Simulation participation will require preparation and collaboration with your fellow students
outside of the classroom and extra research and reading. For detailed information Please see the
section on Simulations in this Subject Guide.

The main criteria we consider in marking simulation participation are:

1) How thorough the preparation was, as judged by the level of mastery of issues and
events shown in the simulation by the delegation members;
2) How well-executed the roles were, in terms of quality of the policy paper prepared, oral
presentation skills, being in character, and responding to events on your feet; and
3) How successful the delegation was in the negotiating table and working as a team
towards their strategic objectives.

In general, we aim to be as generous as possible, knowing that much of your preparation may
not be explicitly apparent.

BOOK REVIEW

Task: Choose and read one of the books from the list further below. Write a review of the book
in 2,000 words.

This task is designed to allow you to engage deeply with a single historiographical account in an
area that you are interested in. This assignment should be taken as an opportunity to initiate
research for the final research essay. Thus, it is recommended that you first choose a topic for
the final research essay and then pick a suitable book from the list.

Where do I find these books?

Hard copies of all these books are available in the Baillieu Library.
E-book copies of most of these books are also accessible through the Library catalogue.

Why a book review?

Book reviews are an essential instrument for researchers and the public in History and other
scientific disciplines. Book reviews are necessary to help make sense of the vast and growing
scholarship in the field. Every year, dozens, probably hundreds, of books on international history

20
are published. The accumulated amount of literature in the field is in the tens of thousands, and
fast growing. This is also the case with other areas of academic research. Reviewing books and
offering a synthetic analysis of their content to other readers has become indispensable for the
functioning of entire academic fields of inquiry. Scholars simply do not have time to read all the
books that are published in their field, reading book reviews allows them to stay updated on
discipline developments. Something similar can be said about the wider public. Not only academic
journals, but also numerous newspapers and magazines on current affairs, such as The New York
Times, or The Economist, commission and publish book reviews. Sometimes, book reviews shape
public opinion even more than the books being reviewed.

Critically reading and writing about a book on international history is an effective manner of
acquiring knowledge about the subject matter, and of gaining deep and nuanced knowledge and
understanding of the workings of diplomacy and international relations. The books for review
suggested in this assignment will give you knowledge relevant to prepare your second written
assignment – the final Research Essay. Choose a book that fits your interests and study plan.

List of books for review

For those interested to make the most of the first part of the subject and the Munich 1938
simulation experience:

• Julie V. Gottlieb, Daniel Hucker, and Richard Toye, eds., The Munich Crisis, Politics and the
People: International, Transnational, and Comparative Perspectives (Manchester: Manchester
University Press).

For those interested in relations between the Cold War and current international affairs:

• Hal Brands, The Twilight Struggle. What the Cold War Teaches Us about Great-Power Rivalry Today
(New Haven: Yale University Press, 2022)

For those planning to write a Final Research Essay on Northeast Asia:

• Odd Arne Westad, Restless Empire: China and the World since 1750 (London: Bodley head,
2012)

• Gregg A. Brazinsky, Winning the Third World: Sino-American Rivalry during the Cold War
(Chapel Hill: University of North Carolina Press, 2017)

• Tsuyoshi Hasegawa, ed, The Cold War in East Asia, 1945-1991 (Stanford: Stanford
University Press, 2011)

• Xiaobing Li, The Cold War in East Asia (London: Routledge, 2018)

• Chen Jian, Mao’s China and the Cold War (Chapel Hill: The University of North Carolina
Press, 2001).

For those planning to write a Final Research Essay on Southeast Asia:

• Mattias Fibiger, Suharto’s Cold War: Indonesia, Southeast Asia, and the World (Oxford: Oxford
University Press, 2023).

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• Robert J. McMahon, The Limits of Empire: The United States and Southeast Asia since World War
II (New York: Columbia University Press, 1999).

• Lien-Hang T. Nguyen, Hanoi's War: An International History of the War for Peace in Vietnam
(Chapel Hill: University of North Carolina Press, 2012).

• Tanvi Madan, Fateful Triangle: How China Shaped U.S.-India Relations during the Cold War
(Washington, DC: Brookings Institution Press, 2020).

• Campbell Craig and Fredrik Logevall, America's Cold War: The Politics of Insecurity, 2nd ed.
(Cambridge, Mass.: Harvard University Press, 2020)

For those interested in Middle East/Africa, Eastern Europe and the Baltic, Latin America and the
Caribbean:

• Lorenz Luthi, ed., Regional Cold Wars in Europe, East Asia, and the Middle East: Crucial Periods
(Stanford: Stanford University Press, 2015).

• Robert H. Donaldson, Joseph L. Nogee, The Foreign Policy of Russia: Changing Systems,
Enduring Interests, 5th edition, (London: M.E. Sharpe, 2014).

• Hal Brands, Latin America’s Cold War (Cambridge, Mass.: Harvard University Press, 2022).

• Stephen J. Randall and David Bright, The Caribbean Basin: An International History (London:
Routledge, 1998).

• John Hiden, Vahur Made, and David J. Smith, eds., The Baltic Question during the Cold War
(London: Routledge, 2008).

• Douglas Little, American Orientalism: The United States and the Middle East since 1945, 3rd ed.
(Chapel Hill: University of North Carolina Pres, 2008).

How do I read the book I have chosen?

Academic history books should not always be read linearly, like you would do with a novel or
literary work. A systematic approach to reading is needed. You may follow these steps.

Before starting close reading, get a sense of the book as a whole. Read the abstract, find
information about the author (or authors), reflect about the date of publication, read the table of
contents, identify what is the main argument or narrative of the book, look at footnotes (primary
and secondary sources used by the author), photographs, graphs, tables, annexes, etc. included.

Plan your reading. Reading an academic monograph may take long. Knowing your own reading
style and the style and length of the book, try to estimate how much time you need. Decide when
you are going to read which pages. Use a reading calendar.

Read critically. You don’t need to read all parts of the book with the same level of carefulness, but
make sure you read and understand the entire book. Crucially, take notes. Take notes not only of

22
what the books tells you about history, but also take notes of your thoughts and impressions while
reading it.

Identify the key arguments and interpretations of the book, as they must be reflected in your book
review.

By the time you finish the book, you should have an idea in your mind of how you are going to
structure your review and what you are going to say. You can read book reviews of the same work
written by others, but be aware that doing this your own opinion of the book might be influenced
and your book review might be less original as a consequence.

Objectives of this book review:

• To demonstrate that you have read and understood the book.

• To convey the key argument or arguments of the book, giving specific examples from the
book.
• To provide relevant information about the author of the book, situating the book and the
author in a wider historiographical context.
• To analyse critically the structure, methodology, sources, narrative of the book.
• To assess critically the book, discussing its historiographical significance, how it helps us
understand history and whether and how the author was successful.

Format requirements and writing tips:

The best way to learn how to write a book review is reading book reviews. In seminars of weeks
2 and 3 we will be working with some examples. Hundreds of examples of history book reviews
can be found in the academic journals listed in the Subject Bibliography. Further examples online
can be seen here https://reviews.history.ac.uk/

Clearly write the complete reference of the book you are reviewing at the top of your assignment
(as a heading or title).

You may write a title for your book review if you wish, but this is not necessary.

The book review should be maximum 2,000 words and written in following format:

Text should be double-spaced and in 12-point font.

Preferred fonts: Arial or Times New Roman.
Allow for sufficient margins but avoid margins of more than 2 cm. Insert page numbers.
Justify (align) the text.

It is not necessary to use other secondary sources to write your book review. However, if you refer
to the opinions of other reviewers, authors, or other similar books, give reference to them by using
footnotes in Chicago A (footnote) style.

It is not necessary to use footnotes to reference pages of the book. When quoting sentences from
the book, the page number can be included between brackets in the text.

23
Direct quotations from the book should be included sparingly, only when it is relevant to know
the exact wording of the author (i.e.: concepts and key arguments). The amount of words of direct
quotations from the book should not exceed 5% of the total of the book review.

Do not copy or paraphrase from the book or from other reviews of the book. By doing this you
may commit plagiarism.

For a book review you do not need to break the text in different headings or sections, but the text
needs to have a coherent structure.

Assessment Criteria

• The review demonstrates that the student has read and understood the book. A personal
interview between instructor and student to discuss the reviewed book may be held as part
of the marking and feedback process.
• The exercise respects the format and extension requirements. The writing is clear, and the
text is coherently structured (up to 30 points).
• The review correctly identifies and describes the key argument or arguments of the book
in a concise, effective and accurate manner, providing specific examples from the book
(up to 30 points).
• The review demonstrates the student’s critical understanding of key concepts, arguments,
historical processes examined in the book (up to 30 points).

All marks are provisional until the Board of Examiners approves final results at the end of
semester. Results may be altered when an error has been made in the application of marking
guidelines, where the results for a cohort appear to be disproportionate, or where an irregular
distribution of grades is observed. Any changes to results will be made in accordance with the
University of Melbourne's Assessment and Results Policy (4.87-91).

FINAL RESEARCH ESSAY

Choose either Option A or Option B.

Option A
Write a 2,400-word Research Essay on the patterns of international relations since 1945 in
one of the regions named below:

Northeast Asia
Southeast Asia
South and Central Asia
The Baltic region
The Bab el-Mandeb straits region (incl. Horn of Africa and South Arabia)
Central America and the Caribbean

In the essay, you should discuss:

a) The strategic relevance of the region;

24
b) What were the main powers in the region in different periods and how were the relations
between them;
c) The main turning points, processes and events in the international history of the region;
d) The international situation of the region by the early twenty-first century.

Research and writing tips:

¨ The single most important recommendation to write a good research essay is to read
relevant bibliography starting with the secondary sources listed in this Subject Guide.

¨ Broadly speaking, the essay should provide an overview of international relations in the
region of your choice in the period between the end of the Second World War and
(at least) the 1990s. The objective of the essay is to explain how and why international
relations have transformed in the region since the end of the Second World War.

¨ Pay attention to wars, revolutions, changes in the international order, border conflicts,
economic processes, etc. and investigate how they transformed the relations between
relevant state actors in the region of your choice.

¨ Both the specific chronological span and spatial scope of the Research Essay may vary
slightly, depending on the topic and approach.

¨ The regions should be considered historical spaces in which different powers have
interacted. The international history of these regions is not simply the history of the
nation-states present in that region. Thus, you might find reasons to discuss the role of
the United States in a North-East Asia essay, even if the United States is geographically
far from this region.

¨ The essay should make an interpretive argument about the patterns of international
relations in the region of your choice. This argument will set the overall narrative that
you create to explain historical change in international relations. For instance, an
interesting essay might start with: “This research essay argues that the rise of (X country)
as a global superpower in the first half of the twentieth century was the most defining
process for international affairs in (Y region)”.

¨ The essay may attempt to provide an overall view, but you may choose to highlight a
specific dimension of international relations: issues of war and peace, economic relations,
foreign influences, nation-building, imperialism, etc.

25
Option B:
Write an essay of 2,400 words, on the research question below:

How did the relations between (choose a country from column A) and (choose a region
from column B) transform since 1945?

A B
China Southeast Asia
India The Caribbean
Japan Latin America
The United States The Baltic region
Russia East Africa
Britain
France
Australia

(You may choose another nation-state or the

United Nations Organization, but this must
be done in consultation with your instructor
and approved by the subject coordinator)

The essay may focus on specific aspects or dimensions of international relations, including
security and military affairs, economic relations and trade, environmental issues, border disputes,
international cooperation, war and peace, ideologies, religion, migration, natural resources, etc.
You may alter the wording of the research question accordingly but please consult with your
instructor.

Most research and writing tips of Option A also apply.

RESEARCH ESSAY GUIDELINES & ASSESSMENT CRITERIA

Format Checklist

Essays must meet the following format guidelines. Papers not meeting these guidelines may be
returned.

• Essays must be typed, double-spaced, and in standard academic 12-point font.

• Pages must be numbered.
• Papers must use footnotes (Chicago style), not parenthetical references.
• Papers must include a bibliography, in alphabetical order by author surname. If you use
primary sources, reference should be divided into “Primary Sources” and “Secondary
Sources”.

Argument

• The argument is robust, significant, clear, and directly responsive to the question or topic
• It is clearly stated in the first paragraph.
• The essay is devoted to building the argument logically and with evidence, without irrelevant

26
digressions.

Research and use of secondary sources

• The essay is based on deep, extensive research in relevant, high-quality scholarly articles and
books that the author has personally consulted (e.g., the author is not relying on online
synopses of books, does not reference books not actually consulted, etc.).
• The bibliography follows the recommendations of the subject guide and prioritizes the use of
the most important scholarly contributions to the field (some of them will be discussed in
classes).
• Events and issues are presented accurately and with necessary definitions and explanations of
terms.
• The essay places its own argument in the context of existing scholarship.

Use of primary sources (optional)

• Primary sources are used to build the argument and to develop an interpretation that is
independent of the secondary sources used.
• The quality and reliability of sources are critically evaluated.

Referencing

• The footnotes are accurate and cite only those works the author of the paper has directly
consulted. Note that we will attempt to verify some of your footnotes.
• Footnotes are used where required.
• Footnotes are in correct Chicago Manual format.
• Footnotes include all necessary information for the reader to identify where the author found
the source.
• There will be a 10-point deduction for papers that have substantially deviated from these
requirements. Papers that contain substantially inaccurate footnotes will fail.

Written expression

• Written expression is clear and precise.

• Words are used accurately, and written expression is economical and effective rather than
wordy.
• The paper is early and logically organised, with headings where appropriate.
• Correct grammar, punctuation, and spelling are used.
• Word choice is accurate and effective.

Attribution

• The essay is in the student’s own writing, except where quotations are used.
• The writing of others is not used directly or in close paraphrasing unless quotation marks are
included.

Title, length, and format

• The paper is within 10% of the required word length.

• The paper is typed, double-spaced, in a standard, black, serif 12-point font such as Times New
Roman, with appropriate margins (minimum 2 cm). Papers that are not formatted correctly

27
will be returned for reformatting and/or will incur a 4-point deduction. Do not single space.
Do not use less than 12pt font. Use a serif font.
• The paper includes page numbers.

WRITING A GOOD ESSAY REQUIRES THE FOLLOWING:

1. Provide a clear, focused, and persuasive answer to the question or discussion of topic.
If you do not provide a clear and thorough answer to the question, or you do not make coherent
arguments about the topic, nothing else about the essay will work. Do more than merely narrate
or summarize. The paper should provide a reasoned analysis that offers a clear message. Provide
the answer at the outset of the essay and then support it.

2. Do thorough research
You should do enough reading to be able to provide reasonably thorough answers to the
question(s) that have been posed. Your bibliographical research need not be exhaustive, but you
don't want to misstate key information or overlook essential points. Follow the
recommendations of the subject guide regarding books and articles relevant to the field and start
by using those. Be careful in selecting further secondary sources as they should be relevant to the
topic.

3. Organize
Each paragraph should have a clear reason for being in the essay, and each should follow
logically from one to the other. Each paragraph should express a distinct idea and use evidence
to elaborate on it. Avoid digression.

4. Explain and define

Always assume your audience is intelligent but uninformed. Do not assume you are writing for
someone who has read the same books or articles you have. If you are writing an essay on a
particular person or event, you must provide a brief explanation or definition of who the person
was or what happened. Your essay should provide enough basic context so that non-experts can
make sense of it.

5. Write well
The quality of your analysis is indistinguishable from the form in which that analysis is delivered.
In other words, writing matters. Writing is a form of communication, and writing is most
effective when your reader understands what you are trying to say with ease—and with pleasure.
Grammatical mistakes, typos, run-on sentences, awkward phrasings: these are obstacles to
communication. Careful rewriting—and in the end, careful proofreading—are essential to
effective communication.

6. Use footnotes and provide a bibliography

Whatever the ostensible format of the essay, you must use standard academic footnotes and
provide references that back up interpretations, arguments, and evidence. A brief guide to
Chicago Manual style for footnote format is on the web. Always include an appropriate title that
conveys the purpose of the essay, and preferably its argument as well. Essays that do not have
footnotes will be returned.

Penalties for Exceeding Word Limit:

Plus 10 percent: no penalty.
More than 10 percent deviation: 1 mark deducted for every further 1% above the limit.

28
Footnotes and bibliography are not included in the word count. However, the footnotes text
should be exclusively used for bibliographical references and not to make elaborate points.

Essay Submission Instructions:

You must submit the essays on Canvas. Please upload these files as Word documents. Do not
submit your assignment in other format that cannot be read by Turnitin anti-plagiarism tool.
All assignments submitted to Canvas go through an originality check in Turnitin.
Most students are able to submit without problems, but submitting from home does seem to
cause problems sometimes, so please plan to submit from a campus computer. If you have
problems, contact the Canvas help desk.
Do NOT turn in a hard copy. Assignments will not be accepted by fax, mail or email. Note that
you are expected to retain a copy of all work submitted for assessment.

Extensions:
If for some reason you think cannot make a deadline, please email the Subject Coordinator
([email protected]) before the due date to request an extension. Requests must be
justified and the approval and length of the extension is decided by the Subject Coordinator.

Late Penalty and Assessment hurdle requirement:

Assessment submitted late without an approved extension will be penalised at five per cent (5%)
of the possible marks available for the assessment task per day or part thereof. All pieces of
assessment must be submitted to pass the subject. Each submitted assessment must be complete,
constitute a genuine attempt to address the requirements of the task and will not be accepted
after 20 University business days from the original assessment due date without written approval.

SPECIAL CONSIDERATION

Special Consideration is available when your work has been hampered by exceptional or
extenuating circumstances outside your control that have had a significant and genuine effect on
your ability to complete the coursework in time. Generally, during semester, you should contact
the Subject Coordinator ([email protected]) for requests for extensions. For long
extension requests at or near the end of semester, you should apply for Special Consideration.
For more information see https://students.unimelb.edu.au/your-course/manage-your-
course/exams-assessments-and-results/special-consideration

PLAGIARISM AND ACADEMIC INTEGRITY

Plagiarism is the use of another person’s work (or a resubmitted version of a substantial part of
one’s own work) without due acknowledgement. Plagiarism includes:

• direct copying from a book, article, website, or another student’s assignment;

• paraphrasing another person’s work with minor changes, but keeping the meaning, form
and/or progression of ideas of the original;
• piecing together sections of the work of others into a new whole;
• submitting an assignment or a significant portion of an assignment that has already been
submitted for assessment in another subject; and/or
• presenting an assignment as independent work when it has been produced in whole or in

29
part in collusion with other people—for example, another student.

The most common (and the most serious) kind of academic dishonesty is using the work of
others for your own gain. This includes purchasing essays you have not written in whole or in
part. Academic dishonesty includes citing sources you have not seen, such as citing a book
referenced on a website when you have only looked at the website.

The University of Melbourne’s Student Academic Integrity Policy (MPF1310) makes clear that
all work submitted by an individual student must be their own. In the case of group work, the
individual contribution of each student must be their own work.

If a student uses artificial intelligence software such as ChatGPT or QuillBot to generate

material for assessment that they represent as their own ideas, research and/or analysis, they are
NOT submitting their own work. Knowingly having a third party, including artificial intelligence
technologies, write or produce any work (paid or unpaid) that a student submits as their own
work for assessment is deliberate cheating and is academic misconduct.

If a student uses AI generated material in the preparation of their assessment submission, this
must be appropriately acknowledged and cited in accordance with the Assessment and Results
Policy (MPF1326).

Plagiarism and academic dishonesty constitute academic misconduct, which is taken very
seriously by the University. Any act of suspected plagiarism or academic dishonesty detected by
your assessor will be investigated, and the student(s) involved will be required to respond via
Faculty and/or University procedures for handling suspected plagiarism. For more information
and advice about how to avoid plagiarism, see the University’s Academic Integrity page at
http://academichonesty.unimelb.edu.au/advice.html.

Ensure that you are aware of how to acknowledge sources appropriately in your assignments.
Please note that you must use footnotes. Social-science citations will not be accepted. A footnote
guide is available on LMS.

The Academic Skills Unit (ACU) has a number of free online resources on referencing at:
http://services.unimelb.edu.au/academicskills/all_resources/research-and-referencing-resources

GRADING SYSTEM

N 0%-49% FAIL - NOT SATISFACTORY

• Work that fails to meet the basic assessment criteria;

• Work that contravenes the policies and regulations set out for the assessment exercise;
• Where a student fails a subject, all failed components of assessment are double marked.

P 50%-64% PASS – SATISFACTORY

• Completion of key tasks at an adequate level of performance in argumentation,

documentation and expression;
• Work that meets a limited number of the key assessment criteria;
• Work that shows substantial room for improvement in many areas.

30
H3 65%-69% THIRD-CLASS HONOURS – COMPETENT

• Completion of key tasks at a satisfactory level, with demonstrated understanding of key

ideas and some analytical skills, and satisfactory presentation, research and
documentation;
• Work that meets most of the key assessment criteria;
• Work that shows room for improvement in several areas.

H2B 70%-74% SECOND-CLASS HONOURS LEVEL B – GOOD

• Good work that is solidly researched, shows a good understanding of key ideas,
demonstrates some use of critical analysis along with good presentation and
documentation;
• Work that meets most of the key assessment criteria and performs well in some;
• Work that shows some room for improvement.

H2A 75%-79% SECOND-CLASS HONOURS LEVEL A - VERY GOOD

• Very good work that is very well researched, shows critical analytical skills, is well argued,
with scholarly presentation and documentation;
• Work that meets all the key assessment criteria and exceeds in some;
• Work that shows limited room for improvement.

H1 80%-100% FIRST-CLASS HONOURS – EXCELLENT

• Excellent analysis, comprehensive research, sophisticated theoretical or methodological

understanding, impeccable presentation;
• Work that meets all the key assessment criteria and excels in most;
• Work that meets these criteria and is also in some way original, exciting or challenging
could be awarded marks in the high 80s or above.
• Marks of 90% and above may be awarded to the best student work in the H1 range.

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SIMULATIONS: STUDENT GUIDELINES

MUNICH 1938

The objective of the simulation is to investigate and recreate the conflict of interests between
different nation-states in Europe as they faced the threatening rise of fascist powers, particularly
Hitler’s Germany, in the late 1930s.

After Hitler’s seizure of power in 1933, Nazi Germany had pursued a revisionist and increasingly
radical foreign policy for the realization of Nazi ideological aims. After the annexation (Anschluss)
of Austria in March 1938, the Nazis centred their attention on Czechoslovakia. The Nazis
denounced the alleged mistreatment of German speaking minority of Czechoslovakia. These
ethnic Germans were concentrated in the Sudetenland, Czechoslovak districts bordering with
Germany and Austria. Nazi Germany presented itself as the defender of this ethnic German group
and threatened with an invasion of Czechoslovakia, in a similar way as the Anschluss had happened
with Austria. This pressure increased in September 1938. Despite the willingness of the
Czechoslovak government to reach a settlement that included wide concessions for the Sudeten
Germans, Hitler demanded a transfer of the Sudetenland to the Reich. When Britain and France
showed their willingness to allow an annexation of the Sudetenland, Hitler increased his demands.
On 26 September, Hitler issued an ultimatum, demanding the swift evacuation of Czechoslovak
police and armed forces from the Sudetenland before the subsequent German military occupation
of the region by 1 October.

The simulation represents a fictional international meeting urgently convened by the League of
Nations in late September 1938 before the actual Munich meeting (28-30 Sept) took place. The
international meeting is an attempt to reach an internationally shared position on the crisis to
influence the development of the Munich meeting.

There are 7 delegations: Britain, Czechoslovakia, France, Republican Spain, Poland, Soviet
Union, and the League of Nations.

All delegations will have one Chief and one Deputy Chief Delegates. During the simulation
the Chief and Deputy Chief Delegates will speak for their groups, being the public face of their
delegations. Delegations of the six countries involved will also have one or two other delegates

32
who will participate in the preparation stage, helping define of the delegation’s strategy, and
participating in negotiations during the simulation, acting as ambassadors. They will help the
Chiefs to formulate their responses, making informed suggestions and helping to modify the
strategy pursued in the course of the negotiations in response to the positions of the other sides.

Research and preparation:

Lectures and readings in weeks 3 and 4 will help you understand the context of the Munich crisis.
The seminar of week 4 is largely devoted to preparation by the delegations. It is expected that all
students have done the required reading of Week 4 (Bell). In addition, for the seminar of week 4,
the members of the delegations should do further research and reading on the historical position
of the country their represent, using the following recommended sources.

All delegations:
Zara Steiner, The Triumph of the Dark: European International History 1933-1939 (Oxford: Oxford
University Press, 2011), 552-668. This work contains the most complete bibliography list on the
crisis. In addition, the following works are particularly recommended:
Igor Lukes and Erik Goldstein, eds., The Munich crisis, 1938: Prelude to World War II (London: Frank
Cass, 1999).
Julie Gottlieb, Daniel Hucker and Richard Toye, eds., The Munich Crisis, politics and the people.
International, transnational and comparative perspectives (Manchester: Manchester University Press, 2021).

Britain:
Martin Kitchen, “Epilogue. Munich and the New Appeasement”, in Id., The Roots of Appeasement
(RosettaBooks, 2015. 1st ed. 1966).
Frank McDonough, Hitler, Chamberlain and appeasement (Cambridge: Cambridge University Press,
2002).
R.A.C. Parker, Chamberlain and Appeasement: British Policy and the Coming of the Second World War
(Basingstoke: Macmillan, 1993).

France:
Martin Thomas: Britain, France and appeasement: Anglo-French Relations in the Popular Front Era
(Washington, DC: Berg, 1996).
Robert J. Young, France and the origins of the Second World War (New York: St Maritn’s Press, 1996).

33
Republican Spain:
Helen Graham, The Spanish Civil War: A Very Short Introduction (Oxford: Oxford University Press,
2005), 87-114.
Michael Alpert, A New International History of the Spanish Civil War (New York: Palgrave Macmillan,
2004).
David Jorge, War in Spain: Appeasement, Collective Insecurity, and the Failure of European Democracies
against Fascism (Abingdon: Routledge, 2021).

Poland:
Anna M. Cienciala, “Polish Foreign Policy 1926-1939. ‘Equilibrium’, Stereotype and Reality”, The
Polish Review 20:1 (1975), 42-57.

Czechoslovakia:
Milan Hauner et. al., “Munich 1938 from the Czech perspective”, East Central Europe, vol. 8, issue
1-2 (1981), 62-96.

Soviet Union:
Ragsdale, Hugh, The Soviets, the Munich Crisis, and the Coming of World War II (Cambridge: Cambridge
University Press, 2004).

League of Nations:
Stan Starygin, “The Munich Appeasement and the Covenant of the League of Nations Legal
Analysis”, International Community Law Review 9 (2007), 305-315.
Peter J. Beck, “Searching for Peace in Munich, not Geneva: The British government, the League
of Nations and the Sudetenland question”, Diplomacy & Statecraft 10:2 (1999), 136-157.

Instructions and schedule

Prior to the seminar:

You need to collaborate with the members of your delegation to define a strategy, the country’s
foreign policy line. This strategy must be historically coherent and based on your research through
secondary sources. “Historically coherent” does not mean it should be exactly the position
defended by the countries at the time!! The simulation is not a re-enactment. The delegation should

34
prepare arguments, proposals, reactions to the potential proposals of other countries. Prepare a
short initial statement to be delivered by the Deputy Chief Delegate during the simulation (the
statement must be delivered orally in no more than 2 minutes).

During the seminar:

The international meeting is hosted and managed by the League of Nations delegation. The League
of Nations controls the meeting agenda and allocates time for statements, negotiation, and votes.

The instructor (your teacher or Subject Coordinator) may play the role of Nazi Germany (and
Fascist Italy), may support the League of Nations, or may play no active role. If a delegation wishes
to open talks with Germany, this can be mentioned to the instructor during the negotiation phase.

Simulation basic structure:

1. Opening (3 min): The League of Nations gives an initial statement. The hosts will then
invite the Deputy Chief Delegates of each delegation
2. 2-minute initial statements by the Deputy Chief Delegate of all the delegations (15
mins): Britain, France, Czechoslovakia, Republican Spain, Soviet Union, Poland.
3. Discussion and Negotiation phase (20-25 minutes). Delegations may deliberate, and/or
open private or public talks with other delegations. At any time, the League of Nations
representatives may call all the delegations to deliver statements, and/or to let negotiation
to continue.
4. Final statements of max. 1 minute by the Chief Delegate of all the delegations (max 8
min): League of Nations, France, Britain, Republican Spain, Soviet Union,
Czechoslovakia, Poland.
5. Conclusion (max 5 min). The League of Nations delegates summarize the situation,
whether there has been an agreement, and whether this might have led to war or another
outcome. The League of Nations delegates may put a joint resolution to a vote.

35
Map 1938 crisis

36
1956 SUEZ CRISIS

It has been argued that the Suez Crisis was the death knell for a European, imperial world order.
On 29 October 1956, Britain and France, along with new state Israel, attempted to militarily annex
the Suez Canal from Egyptian control. They were initially successful, capturing many of their key
targets. But the United States, the Soviet Union, and the United Nations ultimately forced their
withdrawal, demonstrating the balance of power in the world had changed. President of Egypt and
strident Arab nationalist Gamal Nasser was strengthened. Britain and France were humiliated.
Indeed, this crisis is conventionally viewed as the event that marked Britain’s definitive demotion
to the status of a second-rank power on the world stage.

AIMS
In this exercise, students will aim to put themselves in the shoes of international negotiators
working to try to resolve this complex and volatile situation.
Students will play the roles of members of an international “Suez Crisis Peace Negotiation
Working Group.” The Working Group will be made up of 7 delegations, representing each of the
key countries involved plus the United Nations Organization.
Each delegation must identify and promote their state’s objectives in the negotiations. The goal is
to reach some sort of peaceful settlement, whilst at the same time achieving the best outcomes for
the state one represents.
The exercise is designed to allow students:
• to understand the competing political forces and dynamics at work around the world in the mid-
1950s;
• to gain a deeper understanding of the complexity of international negotiation;
• to build skills in critical thinking, analysis, negotiation, public speaking, and mediation

SETTING
The simulation takes place sometime in early November 1956, in the midst of the armed conflict
for the Suez Canal, following the British and French capture of the canal itself and surrounding
territories, and the Israeli capture of the Sinai.
We have left the precise date unspecified, because we don’t want you to try to re-enact exactly
what happened on a particular given date. The main point is that you demonstrate knowledge of
the broader issues and dynamics at play at the time.

37
ROLES and PHASES
All the students will play a role in the simulation. Your performance will be formally assessed and
counted towards your final mark. You will be assessed also considering the performance of the
delegation as a team, so everyone should come prepared to contribute actively to the simulation!
All students will be divided into 7 Delegations: Britain, Egypt, France, Israel, the United States,
the Soviet Union, and UN.
All delegations will have one Chief and one Deputy Chief Delegates. Delegations of the six
countries involved will also have one or two other delegates who will participate in the
negotiations.

Before the seminar: Preparation

At least one week prior to the Working Group simulation, the Delegations should work together
in preparation for the simulation. The Delegations should prepare a strategy that is historically
coherent (but not necessarily equal to the historical events). The Delegations should prepare an
opening statement (a 1-2 minutes speech) which will be delivered by the Deputy Chief.

The Chief and Deputy Chief Delegates will speak for their groups, being the public face of their
delegations. Working in partnership, they will decide on the course of the action that their
delegation will take. In the event of a dispute between the Chief and Deputy Chief, the Chief will
have the final say. During the simulation, the other members of the delegation will participate
actively in the negotiations with other delegations, acting as ambassadors. They will help the Chiefs
to formulate their responses, making informed suggestions and helping to modify the strategy
pursued in the course of the negotiations in response to the positions of the other sides.

For preparation of the simulation, you should use the following materials:

All delegations:
Eric Hobsbawm, “The Third World,” in The Age of Extremes: A History of the World, 1914-1991
(New York: Vintage, 1994)
Simon C. Smith (ed.), Reassessing Suez 1956: New Perspectives on the Crisis and its Aftermath (Aldershot,
UK: Ashgate, 2008).
Keith Kyle, Suez (London: Weidenfeld and Nicolson, 1991)

38
Britain:
Gill Bennett, chapter 2, Six Moments of Crisis: Inside British Foreign Policy (Oxford: Oxford University
Press, 2013)
David Carlton, Britain and the Suez Crisis (Oxford: Blackwell, 1989)
Jonathan Pearson, Sir Anthony Eden and the Suez Crisis: Reluctant Gamble (New York: Palgrave
Macmillan, 2002)
Anthony Eden, The Suez Crisis of 1956 (Boston: Beacon Press, 1960)

United States:
Cole C. Kingseed, Eisenhower and the Suez Crisis of 1956 (Baton Rouge, LA: Louisiana State
University Press, 1995)
David A. Nichols, Eisenhower 1956: The President’s Year of Crisis (New York: Simon & Schuster,
2011)
W. Scott Lucas, Divided We Stand: Britain, the US and the Suez Crisis (London: Hodder & Stoughton,
1991)

United Nations:
Ilya V. Gaiduk, chapter 6, Divided Together: The United States and the Soviet Union in the United Nations,
1945-1965 (Washington DC: Stanford University Press, 2012).
Alasdair Blair, Britain and the World since 1945 (Hoboken: Taylor and Francis, 2014)
Evan Luard, “Round Two in the Middle East: The Suez War”, in Id., A History of the United Nations.
Volume 2: The Age of Decolonization, 1955-1965 (London: Macmillan, 1989), 18-57.
Norrie MacQueen, The United Nations, Peace Operations and the Cold War, 2nd ed. (Hoboken: Taylor
and Francis, 2014), 32-39

Soviet Union:
Alastair Kocho-Williams, Russia’s International Relations in the Twentieth Century (Hoboken: Taylor and
Francis, 2013), 109-11
Galia Golan, “The Soviet Union and the Suez Crisis”, in S. I. Troen and M. Shemesh (eds), The
Suez-Sinai Crisis, 1956: Retrospective and Reappraisal (New York: Columbia University Press, 1990)

Israel and France:

Zach Levey, Israel and the Western Powers, 1952-1960 (Chapel Hill, NC: University of North Carolina
Press, 1997)

39
Sylvia K. Crosbie, A Tacit Alliance: France and Israel from Suez to the Six-Day War (Princeton University
Press, 1974)

Egypt:
Mohamed Heikal, Nasser: The Cairo Documents (London: New English Library, 1972)
Anthony Gorst (ed.), The Suez Crisis (Hoboken: Taylor and Francis, 2013)
Eugene Rogan, The Arabs: A History (New York: Basic Books, 2009)
Alexey Vasiliev, Russia’s Middle East policy: From Lenin to Putin (London: Routledge, 2018)

During the seminar: Structure of the simulation.

The UN Delegates will chair and moderate the Working Group simulation. They will ensure that
each Delegation abides by the speaking times and may also facilitate “breaks” for quiet, “hidden”
negotiations.
The structure for the simulation will be roughly as follows (example for seminars at 5.15PM):

5:15PM Welcome by Instructor. Opening statement by UN hosts (max. 2 mins)

5:20PM The UN Chairperson will allow each Deputy Chief Delegate 1-2 minutes to present their
state’s initial proposals. These may include proposals for possible formulas for a settlement (max.
12 minutes). Important: participants may (if they wish) use notes/cues on cards while speaking,
but presentations must not be read out—you may not read your presentation from a screen or
from a printed copy. This rule applies the whole simulation exercise, which is after all designed to
simulate a real-life situation. In any case, it’s boring for everybody when students simply read a
prepared text! This exercise works best and is most enjoyable when participants react
spontaneously and engage with one another (as they would in real life).

5:35PM The Delegations will have 5 minutes to re-consider and discuss their positions privately
in light of the other delegations’ positions (5 minutes) (break-out groups: country delegations)

5: 40PM Each Chief Delegate will then have 1-2 minutes to respond to the other delegations’
statements, and to offer a proposed solution in light of these (max. 12 minutes). (whole group)

5:50PM The UN hosts will list any points of agreement and sticking points (5 minutes). (whole
group)

40
5:55PM Delegations to conduct off-the-record discussions with other delegations in order to seek
support for their position if required (5 minutes) (break-out groups and negotiation rooms: as per
country delegations’ request)

6:00PM The UN hosts will identify any changes in the list of points of agreement and
sticking points by questioning the groups. The UN hosts may formulate a proposed settlement,
and put this proposal to a vote. Each delegation will have one equal vote. (5 minutes)

6:05PM Delegations will be allowed to deliver a final statement.

The above structure is subject to change, depending on what course the negotiations take.
Time permitting, we will use the remainder of the session to reflect on the process; if not, we will
include a quick de-briefing in the seminar in the following week.

41
SIMULATIONS: TIPS FOR PREPARATION
All students should listen to the Lecture and use the required and recommended readings to gain
a deep and detailed knowledge of the events and their context. Reading primary documents
produced during the crisis will also be valuable in helping you to gain an understanding of the
context in which decision-makers on all sides were operating at the time.

On diplomatic negotiation see: B.R. Berridge, Diplomacy: Theory and Practice (New York: Palgrave
Macmillan, 2015)

Members of the individual delegations should meet up in advance of the simulations to discuss
their priorities and strategies. In the seminar of the week before the simulation there will be time
to work with your delegation in class.

Questions to ask yourself during the preparation phase:

• What outcome are you seeking to achieve, and why? (You should assess what would be the best
outcome; an acceptable outcome; and an unacceptable outcome. And remember that you need to
come up with goals that are actually feasible.)
• What competing considerations might you need to balance? (For example, domestic public
opinion/international strategy)
• What outcomes are your counterparts likely to be seeking to achieve, and why? Do these
potentially conflict with your own? (Remember that the aim is to arrive at a settlement that will
enable all sides to return home after the negotiations without having lost legitimacy at home).
• What constraints and pressures are you (and the other parties) operating under?
• What sensitivities do you need to be aware of (including those arising out of the
history of the shared relationship in question)?
• How can you best communicate your state’s perspective persuasively and effectively, in terms
that the other parties will understand?
• What do you need to know in order to understand your counterparts’ perspectives?
• What common interests, and what differences do you have with the other parties? What kind of
relationship do you have with them presently? And what kind of relationship do you aspire to
have?
• What leverage power do you have? What rewards, incentives, or trade-offs might you be prepared
to offer in order to arrive at a deal? What compromises are you willing to make if necessary? And
alternatively, what threats might you make?

42
• What are the risks associated with the various options and scenarios (both domestically and
internationally)?
You might also wish to reflect on some of key themes in international history: the relationship
between ideology and interests, idealist versus realist approaches in foreign policy, and the effect
of these relationships on global affairs. How did these questions play out in the Suez Crisis? What
were the defining factors driving your own country actions during the crisis?

Remember that you need to:

• Come prepared to justify your position in detail, and to argue for it forcefully.
• Listen carefully to what the other sides are saying.
• Take into account the goals of the other sides.
• Aim to reach a consensus with minimal sacrificing of your state’s position and interests.
• Consider if there is an acceptable “middle ground” that your state could move to.
• Try to be firm but conciliatory. The simulation will not work if everyone is obstinate or too easily
swayed. (As Berridge puts it, “extremes of flexibility and rigidity are both inconsistent with the
logic of negotiation”.)
• Use facts, evidence, and sound argumentation to back up your position. Your position must be
informed by knowledge of the historical context at the time. For example, in the Suez Crisis
simulation, Egypt cannot threaten nuclear war because Egypt did not (and does not) have nuclear
weapons.
• Promote the interests of your country—not your own personal opinion.
• Dress up! Since this exercise involves immersion into an imagined international negotiation
setting, students are encouraged to dress formally. (We understand that most of you won’t have a
suit in your wardrobe that would have been in fashion in 1938 and 1956, but if you do, you are
very welcome to wear it!) You may also want to bring along other props to help create an
atmosphere.
Delegation members can cajole, bribe, threaten, or pursue any other diplomatic course they wish
in order to achieve the best outcome – always in a “diplomatic” way.

As in nearly every case of international peace or war negotiation, there were many complicated,
competing interests at stake here. The simulation is meant to reflect the effort to negotiate a
settlement to the conflict. These sorts of negotiations are common in every international dispute.
More importantly, the real grist of the interaction rarely occurs between national leaders, but is
instead conducted between their advisors in working groups. Advisors and adjuncts in working

43
groups can speak plainly about key issues. National leaders however, are in the press spotlight and
virtually everything they say becomes political. For example, President Barack Obama concluded
negotiations with Iran in 2015 that resulted in the end of weapons grade uranium enrichment in
that country in exchange for ending US-led economic sanctions. The negotiations were conducted
largely in secret, in Switzerland, through intermediaries, assistants, and advisors in the White House
and the State Department. Obama and the Iranian president Hassan Rouhani were keenly aware
of the domestic political problems word of their negotiations could create. Ultimately, Obama’s
political opponents denounced the deal as a danger to the United States. The entire process may
have been derailed had the details come to light earlier.

There is also a practical dimension to the working group model for peace negotiation. There are
often so many details to be worked through that national leaders simply cannot handle the task
themselves. The Paris peace negotiations at the end of World War One went for ten months, with
working groups of advisors and adjuncts for each nation hammering out the multitude of small,
but key details, necessary to achieving peace.

ASSESSMENT OF THE SIMULATIONS

Participation in the simulations will we assessed and counted as the 10% of your final mark. Both
simulations weigh equally (5% Munich 1938 + 5% Suez simulation). The simulations are partially
group assignments, meaning that all the members of the delegation will be assessed as a group, for
their performance in both simulations. However, in some occasions, members of the same
delegation may be awarded a different mark (i.e.: to reward a particularly brilliant intervention). If
a Delegation manages to achieve objectives in the interest of their country, the Delegation as a
whole may obtain the highest grade.

The marks will take into account how thoroughly you and your delegation have prepared for the
simulation, based on the level of mastery of issues and events shown during the simulation, and
the quality of your contribution to the negotiations.

We mark generously for participation in this exercise. If you can demonstrate to us that you have
researched the issues conscientiously, have a good grasp of the issues at stake, and have made a
real effort to take part and contribute to the best of your ability, then you will receive a high mark
for participation.

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00subject Guide 2024 4.0

Uploaded by

00subject Guide 2024 4.0

Uploaded by

The University of Melbourne

SCHOOL OF HISTORICAL AND PHILOSOPHICAL STUDIES

SUBJECT COORDINATOR AND INSTRUCTOR:

Dr Ángel Alcalde is Senior Lecturer in History at the University of Melbourne, SHAPS. He

Appointments can be arranged by email

Dr Alex Burston-Chorowicz is a casual academic teacher at the University of Melbourne,

Students who complete this subject should be able to:

• Develop an understanding of major processes and issues in modern international

Students who complete this subject should be able to:

• Develop their abilities in critical thinking and analysis;

The third is empathetic understanding. Successful practitioners of international relations put

SUBJECT STRUCTURE AND TIMETABLE

26 On International Systems and 29

25 The Cold War: US and USSR as 28

8 22 April Latin America 25 April Simulation 2: Suez Crisis

Chinese Foreign Relations

Cold War Legacies

Further reading of recommended academic books and articles is encouraged.

On the discipline of international history and its differences with IR:

On Imperialism and the global dimension of the Great War see:

For an introduction and a more substantial work on Versailles:

On the history of internationalism and the League of Nations:

• P.M.H. Bell, “The Challenge in Europe, 1935-1941”, in Gordon Martel (ed.), A

The most significant monograph on this period is:

Further reading on fascist and Nazi foreign policy:

For an introduction to Cold War history, read:

Further reading on the US and USSR rivalry and foreign relations:

On the role of the United Nations during the Cold War:

On decolonization and the Third World:

On Cold War Europe:

Further reading on the Socialist bloc:

For an introduction to decolonization:

For an overview of Chinese foreign relations in the modern era see:

For general background on Australian relations with Asia see:

On the end of the Cold War:

For further research:

There are no required readings for seminars this week.

A general introduction to historical continuity and change after 1989/1991:

For a retrospective of the last decades of world history:

Johnathan Holslag, World Politics since 1989 (Hoboken: Wiley, 2021).

The 4 quizzes in total count for 20% of your final mark.

The main criteria we consider in marking simulation participation are:

Where do I find these books?

Why a book review?

List of books for review

For those planning to write a Final Research Essay on Northeast Asia:

For those planning to write a Final Research Essay on Southeast Asia:

How do I read the book I have chosen?

Objectives of this book review:

• To demonstrate that you have read and understood the book.

Format requirements and writing tips:

Text should be double-spaced and in 12-point font.

FINAL RESEARCH ESSAY

Choose either Option A or Option B.

In the essay, you should discuss:

a) The strategic relevance of the region;

Research and writing tips:

(You may choose another nation-state or the

Most research and writing tips of Option A also apply.

RESEARCH ESSAY GUIDELINES & ASSESSMENT CRITERIA

• Essays must be typed, double-spaced, and in standard academic 12-point font.

Research and use of secondary sources

Use of primary sources (optional)

• Written expression is clear and precise.

Title, length, and format

• The paper is within 10% of the required word length.

WRITING A GOOD ESSAY REQUIRES THE FOLLOWING:

4. Explain and define

6. Use footnotes and provide a bibliography

Penalties for Exceeding Word Limit:

Essay Submission Instructions:

Late Penalty and Assessment hurdle requirement:

PLAGIARISM AND ACADEMIC INTEGRITY

• direct copying from a book, article, website, or another student’s assignment;

If a student uses artificial intelligence software such as ChatGPT or QuillBot to generate

N 0%-49% FAIL - NOT SATISFACTORY