fall semester 2018 his203g international relations between ... · and ideas that shaped...
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Fall Semester 2018
HIS203G International Relations between the Wars
Number of ECTS credits: 6
Classes
Tuesdays, 16:30-18:00
Thursdays, 16:30-18:00
Room VeCo3
Office hours and Location
Thursdays, 18:00-19:00, Vesalius College
Course Description
The primary objective of the course is to examine and review the interwar period in the history
of the twentieth century. The lectures will cover international and domestic events in between the
outbreak of the Great War and the aftermath of the Second World War, such as: the collapse of
the European Empires and the rise of the United States; the Versailles Treaty and the creation of
the League of Nations; the Bolshevik Revolution, Communism and the creation of the Soviet
Union; the collapse of the Weimar Republic and the rise of Nazism in Germany. Apart from
deciding the shape of the international system and the world order until today, these events have
also had an overwhelming impact on the appearance of the study of International Relations (IR)
as an academic discipline. In this respect, the secondary objective of the course is to reflect on
the implications of the interwar period for the study of IR. The course takes an interdisciplinary
approach and is suitable for all students who have a strong interest in the history and
international relations of the twentieth century.
Course Prerequisites
HIS101G Global History since 1945
Learning Objectives
2
The course objectives are:
In terms of knowledge:
▪ To provide students with an in-depth knowledge of historical events, processes, actors
and ideas that shaped international relations in the first half of the 20th
century.
▪ To facilitate understanding of broad trends related to international affairs in the interwar
period (e.g. emergence of core-periphery system and transformation of international
order; transformation of political units (empires and nation-states); development of global
security and economy; evolution of ideologies; transformation of societies, demographic
and migration trends etc.).
▪ To provide a good knowledge of historiography and literature in the field.
▪ To deepen students’ understanding of International Relations as an academic discipline.
In terms of skills:
▪ To enhance students’ abilities of critical thinking and rigorous academic analysis.
▪ To strengthen the skills of practical application of IR research methods.
▪ To develop the skills of group discussion and debating, being able to draw conclusions
and defend a position with arguments.
▪ To develop the skills of applying both macro- and micro-perspectives towards the
analysis of IR; being able to interpret single events as parts of wider trends.
In terms of attitudes:
▪ To apply academic methods of analysis, characterized by accuracy, critical reflection and
curiosity.
▪ To maintain openness to numerous possible explanations and perspectives.
▪ To stimulate thinking in inter-disciplinary and multicultural paradigms.
Course materials
Compulsory and additional readings for lectures and seminars will be available on Canvas.
Please make sure to read compulsory texts and take notes before each class.
The books listed below contain material relevant for the course. For each class you will be asked
to read one or two selected chapters/articles.
Carr, Edward ([1965] 1990) International Relations Between the Two World Wars.
Palgrave Macmillan.
Carr, Edward ([1939] 2001) The Twenty Years’ Crisis, 1919-1939. Palgrave Macmillan.
Hobsbawm, Eric (1994) The Age of Extremes - 1914-1991. Vintage.
Keylor, William (2001) The Twentieth Century World: An International History. Oxford
University Press.
Kissinger, Henry ([1994] 2003) Diplomacy. Simon & Schuster.
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World, 1914-1945. Hodder Arnold.
Mazower, Mark (1998) Dark Continent: Europe's Twentieth Century. Penguin.
Roberts, John (2002) Europe, 1880-1945. Routledge.
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Roberts, John (1999) Twentieth Century. The History of the World 1901 to 2000. Penguin
Books.
Steiner, Zara (2005) The Lights that Failed: European International History, 1919-1933.
Oxford University Press.
Indicative list of peer reviewed journals, related to the discipline of International Relations
International Security; International Organization; European Journal of International Relations;
Journal of European Integration; Journal of Strategic Studies; Millennium: Journal of
International Studies; International Studies Perspectives; Global Responsibility to Protect;
European Journal of International Law; Survival; Political Studies Review; The Hague Journal of
Diplomacy; Security Studies; International Studies Quarterly; Western European Politics;
Security Dialogue; Geopolitics; Politics and Society; Review of International Studies;
International Political Science Review; American Journal of International Law; Democratization;
Global Governance; International Studies Review; Foreign Affairs; International Peacekeeping;
Space and Policy.
Course schedule
Week Dates Days L/S Topics Week 27 Aug - 31 Tuesday, 28 Aug S Class 1: Introduction to the Course 1 Aug Thursday, 30 Aug L Class 2: Global Transformation and Modernity:
Reasons, Processes, Consequences Week 3 Sept - 7 Tuesday, 4 Sept S Class 3: World Map, Empires and Nations 2 Sept Thursday, 6 Sept L Class 4: IR: Birth and Development of the
Academic Discipline Week 10 Sept - Tuesday, 11 Sept S Class 5: Ideologies of Progress 3 14 Sept Thursday, 13 Sept L Class 6: World War I: Causes, Historiography and
Analysis of International Conflicts Week 17 Sept- 21 Tuesday, 18 Sept S Class 7: WWI: Belligerent Actions, 1914-1918 4 Sept Thursday, 20 Sept L Class 8: The Paris Peace Conference and
Consequences of WWI Week
5 24 Sept - Tuesday, 25 Sept
28 Sept S Class 9: The Russian Revolution and Establishment
of the USSR
Thursday, 27 Sept L Class 10: USSR and Comintern Week 1 Oct - 5 Tuesday, 2 Oct S Class 11: The Rise of the United States 6 Oct Thursday, 4 Oct L Class 12: The Weimar Republic in the Interwar
Years Week 8 Oct - 12 Tuesday, 9 Oct S No class scheduled, revision for the midterm exam 7 Oct Thursday, 11 Oct L Class 13: Midterm Exam Week
8 15 Oct - 19 Tuesday, 16 Oct
Oct S Class 14: The United Kingdom and France in the
Interwar Years
Thursday, 18 Oct L Class 15: Central and Eastern Europe (CEE) in the
Interwar Years Week
9 22 Oct - 26 Tuesday, 23 Oct
Oct S Class 16: Asia, Latin America and Africa in the
Interwar Years
Thursday, 25 Oct L Class 17: The League of Nations and Collective
Security Break 29 Oct - 2
Compulsory reading:
4
Week
10
Week
11
Week
12
Week
13
Week
14
Week
15
Nov
5 Nov- 9
Nov
12 Nov - 16
Nov
19 Nov- 23
Nov
26 Nov - 30
Nov
3 Dec - 7
Dec
10 Dec- 14
Dec
Tuesday, 6 Nov S Class 18: Simulation Game
Thursday, 8 Nov L Class 19: The International Economic Order in the
Interwar Years and The Great Depression
Tuesday, 13 Nov S Class 20: Society and Culture in the Interwar
Period
Thursday, 15 Nov L Class 21: Mussolini and the Rise of Fascism in
Italy
Tuesday, 20 Nov S No class
Thursday, 22 Nov L Class 22: The Democracies Falter
Tuesday, 27 Nov S Class 23: The Rise of Hitler and Nazism in
Germany
Thursday, 29 Nov L Class 24: World War II: Causes, Historiography
and belligerent actions 1939-1945
Tuesday, 4 Dec S Class 25: World War II: The Peace Conference and
Consequences of WWII
Thursday, 6 Dec L Class 26: The First Half of the 20th Century in the
Context of Global Transformation and reflections
on the Discipline of IR between the Wars
Tuesday, 11 Dec Final exam
Schedule and Readings:
Class 1, Tuesday, INTRODUCTION, 28 Aug: Introduction to the Course
▪ Explanation of the course structure and syllabus
▪ Explanation of the evaluation
Class 2, LECTURE, Thursday, 30 Aug: Global Transformation and Modernity: Reasons,
Processes, Consequences
Questions for group discussion:
▪ Why study international relations in the interwar period? What is the relevance of the first
half of the 20th
century for our understanding of international relations today? ▪ What is the added value of studying broad trends?
▪ Why is the long 16th
century important to understand international affairs in the 20th
and
21st
centuries?
▪ Why is the long 19th
century important to understand international affairs in the 20th
and
21st
centuries?
▪ How did the “global transformation” shape today’s international relations?
Compulsory reading:
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Buzan, Barry and Lawson, George (2015) Introduction. In: The Global Transformation:
History, Modernity and the Making of International Relations. Cambridge University
Press. Chapter 1, pp. 1-10.
Additional Readings:
El-Ojeili, Chamsy (2014) Reflections on Wallerstein: The Modern World-System, Four
Decades on. Critical Sociology, 41:4-5, pp. 1–22.
Class 3, SEMINAR, Tuesday, 4 Sept: World Map, Empires and Nations
Questions for group discussion: ▪ What is an empire? What are the differences between an empire and a nation-state?
▪ What were the characteristics of the European empires at the beginning of the 20th
century? ▪ How did the “global transformation” in the 19
th century affect European empires?
▪ What were the characteristics of the international world order at the end of the 19th
-
beginning of the 20th
century?
Compulsory reading:
Keylor, William (2011) The Twentieth Century World and Beyond. Oxford University
Press. Prologue, pp. 3-39.
Additional readings:
Burbank, Jane and Cooper, Frederick (2010) Empires in World History. Princeton
University Press. Chapter 1, pp. 1-23.
Williams, Andrew; Hadfield, Amelia and Rofe, Simon (2012) International History and
International Relations. Routledge. Chapter 5, pp. 120-150.
Halperin, Sandra and Palan, Ronen (2015) Introduction: Legacies of Empire. In: Legacies
of Empire: Imperial Roots of the Contemporary Global Order. Cambridge University
Press. Introduction, pp. 1-24.
Class 4, LECTURE, Thursday, 6 Sept: International Relations: Birth and Development of
the Academic Discipline
Questions for group discussion:
▪ What are the relations between the disciplines of History and IR? What is the role of
History and historiography in the study of IR? What could IR learn from History?
▪ What is the mainstream academic narrative about the emergence and development of IR
in the interwar period?
▪ Is the mainstream narrative a myth?
▪ What are the implications of studying the emergence of IR as a discipline for academic
analysis in the field today?
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Schmidt, Brian (2012) On the History and Historiography of International Relations. In:
Carlsnaes, Walter; Risse, Thomas and Simmons, Beth (eds.) Handbook of International
Relations. Sage Publishing. Chapter 1, pp. 3-28.
Guzzini, Stefano (1998) Classical Realism: Carr, Morgenthau and the Crisis of
Collective Security. In: Realism in International Relations and International Political
Economy. Routledge. Chapter 2, pp. 15-31.
Additional readings:
Williams, Andrew; Hadfield, Amelia and Rofe, Simon (2012) History and International
Relations. In: International History and International Relations. Routledge. Chapter 1, pp.
7-32.
Schmidt, Brian (1998) Lessons from the Past Reassessing the Interwar Disciplinary
History of International Relations. International Studies Quarterly, 42, pp. 433–459.
Craig, Gordon (1983) The Historian and the Study of International Relations. The
American Historical Review, 88:1, pp. 1-11.
Class 5, SEMINAR, Tuesday, 11 Sept: Ideologies of Progress
Questions for group discussion:
▪ What is an ideology and what are its functions? To what extent are ideologies relevant for
understanding international relations in the interwar period and why?
▪ What were the main premises of the dominant ideologies at the beginning of the 20th
century (liberalism, socialism, nationalism and ‘scientific’ racism)?
▪ What was the impact of these ideologies on international relations in the interwar period?
Compulsory reading:
Malešević,' Siniša (2011) Ideology. In: Dowding, Keith (ed.) Encyclopedia of Power.
Sage. Pp. 333-339.
Buzan, Barry and Lawson, George (2015) Ideologies of progress. In: The Global
Transformation: History, Modernity and the Making of International Relations.
Cambridge University Press. Chapter 4, pp. 97-126.
Additional readings:
Malešević, Siniša (2006) The Dominant Ideology of Modernity. In: Identity as Ideology.
Palgrave. Chapter 4, pp. 83-108.
Leader Maynard, Jonathan (2013) A Map of the Field of Ideological Analysis. Journal of
Political Ideologies, 18:3, pp. 299-327.
Class 6, LECTURE, Thursday, 13 Sept: World War I: Causes, Historiography and
Analysis of International Conflicts
Questions for group discussion:
▪ What are the main levels of analysis in the explanation of the outbreak of WWI?
▪ What are the main historiographical approaches to the study of the Great War?
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Compulsory reading:
Nye, Joseph (2007) Understanding International Conflicts: An Introduction to Theory
and History. Longman. Chapters 2&3, pp. 33-85.
Additional readings:
Hobsbawm, Eric (1987) The Age of Empire: 1875–1914. Weidenfeld & Nicolson.
Chapter 13, pp. 302-328.
Clark, Christopher (2014) Online lecture “Sleepwalkers: How Europe Went to War in
1914”, available on Youtube: https://youtu.be/6snYQFcyiyg?t=1
Class 7, SEMINAR, Tuesday, 18 Sept: WWI: Belligerent Actions, 1914-1918
Questions for group discussion:
▪ What were the main events and battles of the war?
▪ Why did a European war turn into the first global war?
▪ Why did the Entente win and the Axis lose?
Compulsory reading:
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World 1914-1945. Arnold and Oxford University Press. Chapter 3, pp. 38-61.
Roberts, John (2002) Europe, 1880-1945. Routledge. Chapter 9, pp. 220-252.
Additional readings:
Berghahn, Volker (2005) Europe in the Era of Two World Wars: From Militarism and
Genocide to Civil Society, 1900-1950. Princeton University Press. Chapter 2, pp. 33-57.
Class 8, LECTURE, Thursday, 20 Sept: The Paris Peace Conference and Consequences of
WWI
Questions for group discussion:
▪ Critically assess the aims of the major powers during the war and at the Paris peace
conference.
▪ What were the main characteristics of the Treaty of Versailles? Was it a just or an unjust
peace? Were German criticisms justified?
Compulsory reading:
Keylor, William (2001) The Twentieth Century History: An International History. Oxford
University Press, pp. 72-91.
Additional readings:
Hobsbawm, Eric (1994) Age Of Extremes - 1914-1991. Chapter 7, pp. 199-222.
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World, 1914-1945. Chapters 5&6, pp. 79-120.
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Boyce, Robert (2009) The Great Interwar Crisis and the Collapse of Globalization.
Palgrave Macmillan. Chapter 1, pp.23-76.
Class 9, SEMINAR, Tuesday, 25 Sept: The Russian Revolution and Establishment of the
USSR
Questions for group discussion:
▪ What were the reasons for the Revolution in Russia? Was it inevitable?
▪ Assess the course of the revolution. What was the role of major powers in the revolution
in Russia?
Compulsory reading:
Hobsbawm, Eric (1994) Age Of Extremes - 1914-1991. Chapter 2, pp. 54-84.
Additional readings:
Hosking, Geoffrey (2012) Russian History: A Very Short Introduction. Oxford University
Press. Chapters 5&6, pp. 78-110.
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World, 1914-1945. Chapter 4, pp. 62-78.
Steiner, Zara (2005) The Lights that Failed: European International History, 1919-1933.
Chapter 3, pp. 131-181.
Class 10, LECTURE, Thursday, 27 Sept: USSR and Comintern
Questions for group discussion:
▪ What was the Soviet view of the international system? How did it evolve over time?
▪ What were the Soviet foreign policy objectives and tools? Assess the role of Comintern.
▪ How did the revolution in Russia affect the course of international politics?
Compulsory reading:
Armstrong, David (1993) Revolution and World Order. The Revolutionary State in
International Society. Oxford University Press. Chapter 4, pp. 112-157.
McDermott, Kevin and Agnew, Jeremy (1996) The Comintern: A History of
International Communism from Lenin to Stalin. Macmillan. Introduction, pp. xvii-xxv.
Additional readings:
Carr, Edward (1982) The Twilight of the Comintern 1930-1935. Pantheon Books.
Claudin, Fernando (1975) The Communist Movement: from Comintern to Cominform.
Monthly Review Press.
Class 11, SEMINAR, Tuesday, 2 Oct: The Rise of the United States
Questions for group discussion:
9
▪ What were the reasons for the US’ increasing presence in the international arena in the
early 20th
century?
▪ Characterize the continuities and changes in US foreign policy before and after the Great
War. Explain the reasons for these.
▪ Discuss and evaluate the main features of the “New World Order”.
Compulsory reading:
Burk, Kathleen (1992) The Lineaments of Foreign Policy: The United States and a “New
World Order” 1919-39. Journal of American Studies, 26:3, pp. 377-391.
Kissinger, Henry (1994) Diplomacy. Simon&Schuster. Chapter 1, pp. 17-28.
Additional readings:
Keylor, William (2001) The Twentieth Century History: An International History. Oxford
University Press. Chapter 6, pp.197-219.
Class 12, LECTURE, Thursday, 4 Oct: The Weimar Republic
Questions for group discussion:
▪ Discuss the origins of the Weimar Republic. What were the continuities and changes as
compared to the previous period of German history?
▪ Assess critically the constitution and the impact of Versailles Treaty on the Weimar
Republic.
▪ What were the major characteristics of political, economic and social developments in the
1920s and 1930s?
▪ Characterize the foreign policy of the Weimar Republic (objectives, tools, results).
Explain the results.
Compulsory reading:
Roberts, John (2002) Europe 1880-1945. Routledge. Chapter 13, pp.367-381.
Additional readings:
Weitz, Eric (2009) Weimar Germany: Promise and Tragedy. Princeton University Press.
Class 13, LECTURE, Thursday, 11 Oct: Midterm Exam
▪ Please see the section “Course Assessment” below for the information on the midterm
exam.
Class 14, SEMINAR, Tuesday, 16 Oct: The United Kingdom and France in the Interwar
Years
Questions for group discussion:
10
▪ What were the major characteristics of political, economic and social developments in the
UK and France in 1920s and 1930s?
▪ Characterize the foreign policy of the UK and France (objectives, tools, results). Explain
the results.
Compulsory reading:
Bell, P.M.H. (2013) The Origins of the Second World War in Europe. Chapter 6, pp.80-
99.
Bell, P.M.H. (2013) The Origins of the Second World War in Europe. Chapter 7, pp.100-
113.
Additional readings:
Roberts, John (2002) Europe 1880-1945. Routledge. Chapter 12, pp. 316-322.
Roberts, John (2002) Europe 1880-1945. Routledge. Chapter 12, pp. 323-335.
Jackson, Peter (2011) French Security and a British “Continental Commitment” after the
First World War: a Reassessment. English Historical Review 126:519, pp. 345-385.
Johnson, Gaynor (2003) British Policy towards Europe, 1919-1939’, Historical Journal,
46:2, pp. 479-492.
Jacobson, Jon (1983) Strategies of French Foreign Policy after WWI. Journal of Modern
History, 55:1, pp. 78-95.
Class 15, LECTURE, Thursday, 18 Oct: Central and Eastern Europe (CEE) in the
Interwar Years
Questions for group discussion:
▪ Evaluate the handling of minority problems in Central and Eastern Europe in the interwar
period.
▪ Why did the states of Central and Eastern Europe find it difficult to form adequate
defensive alliances?
▪ Assess the impact of the USSR on the domestic and foreign policies of the CEE states.
Compulsory reading:
Steiner, Zara (2005) The Lights that Failed: European International History, 1919-1933.
Chapter 5, pp. 256-313.
Additional readings:
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World 1914-1945, pp287-293.
Class 16, SEMINAR, Tuesday, 23 Oct: Asia, Latin America and Africa in the Interwar
Years
Questions for group discussion:
11
▪ What were the major characteristics of political, economic and social developments in
Asia, Latin America and Africa in 1920s and 1930s?
▪ Characterize the role of the great powers in these developments.
Compulsory reading:
Roberts, John (1999) Twentieth Century. The History of the World 1901 to 2000. Penguin
Books. Chapter 11, pp. 345-366.
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World 1914-1945. Please choose one chapter (corresponding to one region) out of
chapters 7-11, pp. 123-253.
Class 17, LECTURE, Thursday, 25 Oct: The League of Nations and Collective Security
Questions for group discussion:
▪ Discuss and assess the efforts in creating a system of collective security after WWI.
▪ What was the impact of the League of Nations on international relations between the
wars?
▪ Why were collective security efforts ultimately so unproductive?
Compulsory reading:
Keylor, William (2001) The Twentieth Century History: An International History. Oxford
University Press. Chapters 3&4, pp. 107-127 & pp. 137-158.
Additional readings:
Steiner (2005) The Lights that Failed: European International History 1919-1933.
Chapter 7, pp. 349-386.
Class 18, SEMINAR, Tuesday, 6 Nov: Simulation Game
▪ Topic to be confirmed two weeks before the class.
Class 19, LECTURE, Thursday, 8 Nov: The International Economic Order in the Interwar
Years and the Great Depression
Questions for group discussion:
▪ What were the main consequences of WWI for the structure of the international
economy?
▪ What were the main actions aiming for post-war economic restoration?
▪ What were the reasons for the Great Depression? How was it handled and why were
these policies chosen?
Compulsory reading:
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Keylor, William (2001) The Twentieth Century History: An International History. Oxford
University Press. Chapters 3&4, pp. 92-107 & pp. 128-137.
Additional readings:
Burk, Kathleen (1981) Economic Diplomacy between the Wars. The Historical Journal,
24:4, pp. 1003-1015.
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World, 1914-1945. Chapter 14, pp. 303-316.
Class 20, SEMINAR, Tuesday, 13 Nov: Society and Culture in the Interwar Period
Questions for group discussion:
▪ What is the added value of studying societal and cultural developments for the
understanding of international affairs?
▪ What were the major trends in the development of European societies and culture in the
interwar period? How can they be explained?
Compulsory reading:
Hobsbawm, Eric (1994) The Age of Extremes - 1914-1991. Chapter 6, pp.178-198.
Additional readings:
Roberts, John (2002) Europe, 1880-1945. Routledge. Chapter 14, pp.382-403.
Class 21, LECTURE, Thursday, 15 Nov: Mussolini and the Rise of Fascism in Italy
Questions for group discussion:
▪ What is Fascism (historiography and conflicting interpretations)? Discuss its main ideas,
institutions and development in Italy.
▪ Characterize the foreign policy of Fascist Italy (objectives, instruments, results) until
WWII.
Compulsory reading:
Bell, P.M.H. (2013) The Origins of the Second World War in Europe. Chapter 5, pp.60-
79.
Additional readings:
Mallet, Robert (2003) Mussolini and the origins of the Second World War, 1933-1940.
Palgrave. Chapter 1, pp. 1-15.
Tuesday, 20 Nov: no class
Class 22, LECTURE, Thursday, 22 Nov: The Democracies Falter
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Questions for group discussion:
▪ Discuss the process of collapse of the ideology of liberalism and democracy in Europe in
1930.
▪ What were the underlying reasons for this process?
▪ How can the falter of liberalism in the 1930s be explained while analyzed in the context
of the long-term perspective of the 19th
-21st
centuries?
Compulsory reading:
Hobsbawm, Eric (1994) The Age of Extremes - 1914-1991. Chapter 4, pp. 109-141.
Class 23, SEMINAR, Tuesday, 27 Nov: The Rise of Hitler and Nazism in Germany
Questions for group discussion:
▪ What are the similarities and differences between the ideologies of Fascism and Nazism?
▪ Discuss the reasons for the rise of Nazism in Germany.
▪ Characterize the foreign policy of Nazi Germany (objectives, instruments, results) until
WWII.
Compulsory reading:
Bell, P.M.H. (2013) The Origins of the Second World War in Europe. Chapter 6, pp.80-
99.
Additional readings:
Panayi, Panikos (2001) Weimar and Nazi Germany: Continuities and Discontinuities.
Pearson. Chapters 1&5, pp. 3-32 and pp. 134-172.
Class 24, LECTURE, Thursday, 29 Nov: World War II: Causes, Historiography and
belligerent actions 1939-1945
Questions for group discussion:
▪ What are the major historiographic approaches and debates about WWII? What are their
arguments and counter-arguments?
▪ What were the causes of war and how were they presented in History and IR literature?
▪ What were the main strategies, events and battles of the war?
▪ To what extent was military strategy in WWII influenced by the lessons of WWI?
▪ Explain the reasons behind the Allied victory.
Compulsory reading:
Bell, P.M.H. (2013) The Origins of the Second World War in Europe. Chapters1&4,
pp.3-14 & pp. 43-54.
Roberts, John (1999) Twentieth Century. The History of the World 1901 to 2000. Penguin
Books. Chapter 13, pp.404-432.
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Additional readings:
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World 1914-1945. Chapters 16&17, pp. 345-404.
Nye, Joseph (2007) Understanding International Conflicts: An Introduction to Theory
and History. Longman. Chapter 4, pp. 87-114.
Class 25, SEMINAR, Tuesday, 4 Dec: World War II: The Peace Conference and
Consequences of WWII
Questions for group discussion:
▪ Critically assess the aims of the major powers during the war and at the Paris Peace
Conference.
▪ What were the main characteristics of the Paris Peace Treaties?
▪ What were the consequences (political, geopolitical, economic, societal and ideological)
of the Allied victory?
▪ Characterize the International Order in 1945.
Compulsory reading:
Marks, Sally (2002) The Ebbing of European Ascendancy: An International History of
the World 1914-1945. Chapter 18, pp. 407-425.
Additional readings:
Roberts, John (1999) Twentieth Century. The History of the World 1901 to 2000. Penguin
Books. Chapter 14, pp. 435-456.
Hobsbawm, Eric (1994) Age Of Extremes - 1914-1991. Chapter 7, pp. 199-222.
Class 26, LECTURE, Thursday, 6 Dec: The First Half of the 20
th Century in the Context of
Global Transformation and reflections on the discipline of IR between the Wars
Questions for group discussion:
▪ Summarize the main developments in international relations in the interwar years.
▪ Was core-periphery order eroding in 1940-1950?
▪ Discuss and explain the evolution of ideologies in the interwar period.
▪ Can the emerging international system be labelled as “Decentered Globalism”? What are
the arguments for that conceptualization?
▪ How does an understanding of international relations in the interwar period help us to
understand international affairs today?
▪ How is the interwar period explained by Liberal and Realist theories of International
Relations?
▪ What are the enduring questions in IR that are reflected in international relations in the
interwar period?
15
Compulsory reading:
Buzan, Barry and Lawson George (2015) The Global Transformation: History,
Modernity and the Making of International Relations. Chapters 7&9, pp. 197-234 & pp.
271-304.
Walt, Stephen (1998) International Relations: One World, Many Theories. Foreign
Policy, No. 11, pp.29-46.
EXAM, Thursday, 13 Dec
▪ Please see the section “Course Assessment” below for the information on the final
examination.
Course Assessment
The students will be evaluated on the basis of their performance as follows:
Participation in Class Discussions 10%
Midterm Exam 20%
Research Paper for Simulation Game 30%
Final Exam 40%
Total 100%
Description of Activities and Grading Criteria
Participation in Class Discussions (10%): Active participation in class discussions is essential.
It is expected that all students participate in group discussions and debates every seminar. The
assessment of class participation will be based on the following criteria: frequency of
participation, length of answers, references to academic literature and other sources,
argumentation, clear and coherent structure of extended answers, usage of primary sources and
visual materials.
Criteria A to A- (20.0 to
16.1) B+ to B- (16.0
to 13.7) C+ to C- (13.6
to 12.2) D+ to D (11.4 to
10.0) F (9.9 to 0)
Frequency
participation of A student
participates in
class discussions
several times in
every class
A student
participates in
class discussions
one or several
times in 75% of
classes
A student
participates in
class discussions
one or several
times in 50% of
classes
A student
participates in
class discussions
one or several
times in 25% of
classes
A student does
not participate
in discussions.
Length
answers of At least 2
extended
answers (7-10
mins) with a
visual
presentation (ppt
2 extended
answer (7-10
mins) with a visual
presentation (ppt
or any other
1 extended
answers (7-10
mins) with a
visual
presentation (ppt
or any other
1 extended
answer (7-10
mins) with a
visual
presentation (ppt
or any other
No extended
answers were
given during the
course
16
or any other
programme) programme) programme) programme)
Argumentation Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
with some minor
deviations
Arguments are
relatively clear,
more implicit,
rather than
straightforward,
occasionally
supported with
evidence
Arguments are
relatively clear,
not
comprehensive,
more implicit,
rather than
straightforward,
almost not
supported with
evidence
Position without
clear arguments
and evidence
Clarity and
coherence of an
answer
An answer is
clear and
structured in
logical way
containing all
necessary
elements
(introduction,
puzzle/problem,
description and
discussion of
events/processes,
comparisons,
conclusions etc.)
An answer is
clear and
structured in
logical way
containing most
of the necessary
elements
An answer lacks
in clarity, there
are some
problems with
the structure and
logical flow,
which does not
prevent an
answer from
conveying main
arguments
An answer lacks
in clarity, there
are major
problems with
the structure and
logical flow,
which does not
prevent an
answer from
conveying main
arguments
An answer is not
clear, not based
on a logical
structure and
contains only
few elements of
a logical answer
References to
academic
literature and
other secondary
sources
An answer
contains
references to
compulsory and
recommended
literature, as well
as references to
several
additional
secondary
sources
An answer
contains
references to
compulsory and
recommended
literature, as
well as
references to
once additional
secondary
source
An answer
contains
references to
compulsory and
recommended
literature
An answer
contains
references only
to compulsory
literature
An answer does
not contain any
references to
secondary
sources
Usage of
primary sources
and visual
materials
An answer
contains
meaningful
references to
several primary
sources. An
answer is
supported with
several visual
materials
An answer
contains
meaningful
references to
one or two
primary sources.
An answer is
supported with
several visual
materials
An answer
contains
references to
one or two
primary sources
OR An answer
is supported
with several
visual materials
An answer does
not contain
references to
primary sources,
but is supported
with at least one
visual material
An answer does
not contain
references to
primary sources
and visual
materials
Formal criteria Correct spelling
and grammar,
sources of all
primary and
secondary
materials are
clearly indicated,
correct and
consistent use of
Use of language
with occasional
flaws in
spelling,
grammar OR
occasional
mistakes in
references and
citations
Use of language
with occasional
flaws in
spelling,
grammar AND
occasional
mistakes in
references and
citations
Very flawed use
of language with
many spelling
and grammar
and multiple
mistakes and
references and
citations
Very flawed use
of language with
many spelling
and grammar
and no
references and
citations
17
citation
Midterm (20%) and Final Exams (40%): the exams will be in class and will include short
questions and essay questions drawn from the compulsory readings, as well as from class notes.
The midterm exam will cover the material of classes 1 to 12. The final exam will cover the
whole course.
Criteria A to A- (20.0 to
16.1) B+ to B- (16.0
to 13.7) C+ to C- (13.6
to 12.2) D+ to D (11.4 to
10.0) F (9.9 to 0)
Clear, concise
and coherent
structure of an
answer
An answer is
structured in a
coherent and
logical way –
with clear
subsections –
supporting the
clarity of the
argument and
analysis
An answer is
structured in a
coherent and
logical way –
with clear
subsections –
supporting the
clarity of the
argument and
analysis, but
containing some
unclear places,
e.g. the sub-
sections could
be clearer or
better organised
An answer is
structured in a
way what makes
it somewhat
unclear. An
answer is either
too short or
abounds in
unnecessary
details
An answer is
structured in a
way what makes
it very unclear.
No logical
structure. An
answer is either
too short or
abounds in
unnecessary
details
An answer is
structured in
such a way that
it is impossible
to understand
arguments. An
answer is either
too short or
contains
irrelevant
information
Knowledge of
main definitions,
facts, dates,
actors, events
and processes
An answer
demonstrates a
good knowledge
of main
definitions,
facts, dates,
actors, events
and processes
An answer
demonstrates a
good knowledge
of main
definitions,
facts, dates,
actors, events
and processes,
with some minor
information
missing
An answer
demonstrates a
some knowledge
of main
definitions,
facts, dates,
actors, events
and processes,
with some
important
information
missing
An answer
demonstrates
limited
knowledge of
main definitions,
facts, dates,
actors, events
and processes,
with some
important
information
missing
An answer
demonstrates no
knowledge of
main definitions,
facts, dates,
actors, events
and processes
Argumentation Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
with some minor
deviations
Arguments are
relatively clear,
more implicit,
rather than
straightforward,
occasionally
supported with
evidence
Arguments are
relatively clear,
not
comprehensive,
more implicit,
rather than
straightforward,
almost not
supported with
evidence
Position without
clear arguments
and evidence
Compare,
Contrast and
Synthesis
A student
compares,
contrasts and
synthesizes a
A student
compares,
contrasts and
synthesizes a
A student
mentions some
of the key
authors and
A student
mentions one or
two authors and
compares and
No synthesis
and/or
comparing &
contrasting or
18
wide range of
key authors and
arguments
several key
authors and
arguments
arguments, but
does not fully
and actively
synthesize the material or
compares and
contrasts in a
limited manner;
or only does one
of the two
synthesizes to a
very limited
extent
arguments and
authors
Knowledge of
compulsory
literature
A student refers
through an
answer to many
relevant ideas
and authors
from the
compulsory
readings, as well
as from
additional
readings
A student refers
through an
answer to
several relevant
ideas and/or
authors from the
compulsory
readings
A student refers
occasionally to
relevant ideas
and/or authors
from the
compulsory
readings
A student refers
to one relevant
idea and/or
author from the
compulsory
readings
A student does
not include any
references to
compulsory
literature
Formal criteria Correct spelling
and grammar,
sources of all
primary and
secondary
sources are
clearly
indicated,
correct and
consistent use of
citation
Use of language
with occasional
flaws in
spelling,
grammar OR
occasional
mistakes in
references and
citations
Use of language
with occasional
flaws in
spelling,
grammar AND
occasional
mistakes in
references and
citations
Very flawed use
of language with
many spelling
and grammar
and multiple
mistakes and
references and
citations
Very flawed use
of language with
many spelling
and grammar
and no
references and
citations
Research Paper for Simulation Game (30%)
The research paper aims to advance an in-depth knowledge of several specific questions related
to international relations in the interwar period, as well as the skill of practical application of
several IR theories. Each student will be assigned a topic 3 weeks before the Simulation Game
and is expected to produce a research paper which will show how that topic can be analysed
from different IR perspectives.
Main requirements to the research paper include:
▪ 2500 words, references and bibliography excluded
▪ Clear, concise and coherent structure
▪ Clear and justified research question
▪ Logical argumentation
▪ Demonstrated ability to compare, contrast and synthesize
▪ Compliance with formal criteria
The research paper is due on 6 November 2018 both in hard copy and electronically:
19
▪ The electronic copy must be submitted by 10am, 6 November 2018 via Turnitin (late
submission will be penalised by deduction of 5 points out of 100 for each day of delay)
▪ The hard copy must be submitted on 6 November 2018 in class
Criteria A to A- (20.0 to
16.1) B+ to B- (16.0
to 13.7) C+ to C- (13.6
to 12.2) D+ to D (11.4 to
10.0) F (9.9 to 0)
Clear, concise
and coherent
structure
A paper is
structured in a
coherent and
logical way –
with clear
subsections –
supporting the
clarity of the
argument and
analysis
A paper is
structured in a
coherent and
logical way –
with clear
subsections –
supporting the
clarity of the
argument and
analysis, but
containing some
unclear places,
e.g. the sub-
sections could
be clearer or
better organised
A paper is
structured in a
way what makes
it somewhat
unclear. An
answer is either
too short or
abounds in
unnecessary
details
A paper is
structured in a
way what makes
it very unclear.
No logical
structure. An
answer is either
too short or
abounds in
unnecessary
details
A paper is
structured in
such a way that
it is impossible
to understand
arguments. An
answer is either
too short or
contains
irrelevant
information
Clear and A paper A paper A paper A paper A paper does not justified explicitly states explicitly states explicitly states implicitly poses contain any research the research the research the research the research research question question and question and question and question and question and its
justifies why it justifies why it justifies why it justifies it only justification matters by matters by matters by to a very limited referring to referring to referring to extent evidence and evidence and evidence or several one secondary secondary secondary source sources sources
Logical
argumentation Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
Arguments are
clear,
comprehensive,
straightforward
and supported
with evidence
with some minor
deviations
Arguments are
relatively clear,
more implicit,
rather than
straightforward,
occasionally
supported with
evidence
Arguments are
relatively clear,
not
comprehensive,
more implicit,
rather than
straightforward,
almost not
supported with
evidence
Position without
clear arguments
and evidence
Compare,
Contrast and
Synthesis
A student
compares,
contrasts and
synthesizes a
wide range of
key authors and
arguments
A student
compares,
contrasts and
synthesizes a
several key
authors and
arguments
A student
mentions some
of the key
authors and
arguments, but
does not fully
and actively
synthesize the material or
compares and
contrasts in a
A student
mentions one or
two authors and
compares and
synthesizes to a
very limited
extent
No synthesis
and/or
comparing &
contrasting or
arguments and
authors
20
limited manner;
or only does one
of the two
Formal criteria Correct spelling
and grammar,
sources of all
primary and
secondary
sources are
clearly
indicated,
correct and
consistent use of
citation
Use of language
with occasional
flaws in
spelling,
grammar OR
occasional
mistakes in
references and
citations
Use of language
with occasional
flaws in
spelling,
grammar AND
occasional
mistakes in
references and
citations
Very flawed use
of language with
many spelling
and grammar
and multiple
mistakes and
references and
citations
Very flawed use
of language with
many spelling
and grammar
and no
references and
citations
Grading Scale of Vesalius College:
Vesalius College grading policy is in line with the Flemish Educational norms, as follows:
Letter grade Scale of 20 Scale of 100
A 17.0-20.0 85-100
A- 16.1-16.9 81-84
B+ 15.3-16.0 77-80
B 14.5-15.2 73-76
B- 13.7-14.4 69-72
C+ 13.1-13.6 66-68
C 12.3-13.0 62-65
C- 11.5-12.2 58-61
D+ 10.7-11.4 54-57
D 10.0-10.6 50-53
F 0-9.9 0-49
Vesalius College Attendance Policy
As the College is committed to providing students with high-quality classes and ample
opportunity for teacher-student interaction, it is imperative that students regularly attend class.
As such, Vesalius College has a strict attendance policy.
Participation in class meetings is mandatory, except in case of a medical emergency (e.g.
sickness). Students will need to provide evidence for missing class (doctor’s note). If evidence is
provided, the missed class is considered as an excused class. If no evidence is provided
immediately before or after the class, the missed class is counted as an absence.
21
Participation implies that students are on time: as a general rule, the College advises that students
should be punctual in this regard, but it is up to the professor to decide whether to count late
arrivals as absences, or not. Academic Honesty
Academic dishonesty is NOT tolerated in this course.
Academic honesty is not only an ethical issue but also the foundation of scholarship. Cheating
and plagiarism (including self-plagiarism) are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in writing to
the Associate Dean for Students and submitted to the Student Conduct Committee for
disciplinary action.
If you refer to someone else’s work or your own past work, appropriate references and citations
must be provided. Grammar, spelling and punctuation count, so use the tools necessary to correct
before handing in assignments.
All papers are submitted through Turnitin system and therefore automatically checked for
plagiarism.
While there are several referencing systems, in this course we will use APA. Please make sure to
read carefully the documents on “Acknowledging, Paraphrasing, and Quoting Sources” and “APA
referencing style”.
Courtesy
Proper classroom etiquette includes arriving on time and staying for the full lecture, refraining
from distracting other students during the lecture, listening attentively until the professor
dismisses the class, and treating the opinions of other students with respect.