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.

3

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:

5

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


▪ 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.


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


▪ 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.


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


▪ 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.


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


▪ 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:


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.


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


▪ 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.


Hobsbawm, Eric (1994) Age Of Extremes - 1914-1991. Chapter 7, pp. 199-222.


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


▪ 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:



Hosking, Geoffrey (2012) Russian History: A Very Short Introduction. Oxford University

Press. Chapters 5&6, pp. 78-110.


the World, 1914-1945. Chapter 4, pp. 62-78.


Chapter 3, pp. 131-181.

Class 10, LECTURE, Thursday, 27 Sept: USSR and Comintern


▪ 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.


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


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.



University Press. Chapter 6, pp.197-219.

Class 12, LECTURE, Thursday, 4 Oct: The Weimar Republic


▪ 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.


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


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.


113.


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


▪ 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:


Chapter 5, pp. 256-313.



the World 1914-1945, pp287-293.

Class 16, SEMINAR, Tuesday, 23 Oct: Asia, Latin America and Africa in the Interwar

Years


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:


Books. Chapter 11, pp. 345-366.


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


▪ 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:


University Press. Chapters 3&4, pp. 107-127 & pp. 137-158.


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


▪ 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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University Press. Chapters 3&4, pp. 92-107 & pp. 128-137.


Burk, Kathleen (1981) Economic Diplomacy between the Wars. The Historical Journal,

24:4, pp. 1003-1015.


the World, 1914-1945. Chapter 14, pp. 303-316.

Class 20, SEMINAR, Tuesday, 13 Nov: Society and Culture in the Interwar Period


▪ 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.


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


▪ 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:


79.


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

13


▪ 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


▪ 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:


99.


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


▪ 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.


Books. Chapter 13, pp.404-432.

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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


▪ 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:


the World 1914-1945. Chapter 18, pp. 407-425.



Books. Chapter 14, pp. 435-456.


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


▪ 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.


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


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


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


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.

https://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf

https://libweb.anglia.ac.uk/referencing/files/Referencing%20Guide%202016%20(APA%206th%20Edition)%20.pdf

https://libweb.anglia.ac.uk/referencing/files/Referencing%20Guide%202016%20(APA%206th%20Edition)%20.pdf

fall semester 2018 his203g international relations between ... · and ideas that shaped...

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