Outline

Overview

The unit will equip students with the required analytical and pragmatical skills to study the multiple forces that have shaped our world. It will focus on specific debates and methodological examples, both from established and more recent scholarship on international and global affairs, that will serve as a foundation for research purposes. Students will be guided to frame and develop projects that challenge more conventional local and national points of view and deploy transnational and global frameworks capable of explaining the more complex and pressing problems of our globalised world.

Unit details and rules

Academic unit	History
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	James Curran, james.b.curran@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Final Essay Final research paper	60%	Formal exam period Due date: 03 Jun 2025 at 23:59 Closing date: 09 Jun 2025	4500 words
Outcomes assessed:
Assignment	Essay draft Essay draft	30%	Mid-semester break Due date: 25 Apr 2025 at 23:59	1500 words
Outcomes assessed:
Participation	Participation Marks are awarded for your contributions to the seminar discussion.	10%	Ongoing	Ongoing
Outcomes assessed:

Assessment summary

Essay draft (1500wd) and final essay (4500wd)

Active and scholarly participation in seminars, demonstrating preparation and engagement with the readings

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work that is outstanding for the student鈥檚 present level of enrolment and shows potential for distinguished performance at higher levels.
Distinction	75 - 84	Work that shows proficiency in the discipline of study.
Credit	65 - 74	Promising work suggesting potential for further development.
Pass	50 - 64	Work of an acceptable standard
Fail	0 - 49	Work not of an acceptable standard.

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For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.听

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.听

The icons in the assessment table above indicate whether AI is allowed 鈥� whether full AI, or only some AI (the latter is referred to as 鈥淎I restricted鈥�). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.听

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the鈥�Academic Integrity Policy听and penalties may apply.听

The Current Students website听provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the鈥�.听

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy听reflects the University鈥檚 commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Weekly	2HR Seminar Weekly	Seminar (26 hr)

Attendance and class requirements

Attendance: As per FASS resolutions, 鈥淪tudents are expected to attend a minimum of 90 per cent of timetabled activities for a unit of study鈥�. Also, 鈥淭he case of any formally enrolled student who is absent from 50% or more of classes, regardless of the reasons for the absence, will be automatically referred to the end-of-semester departmental examiners鈥� meeting for a determination as to whether the student should pass or fail the unit鈥�. If you miss class, for a reason beyond your control (e.g. illness, misadventure, etc.), it is important that you email your unit coordinator/seminar leader explaining the reason of your absence, providing supporting documentation when relevant.

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Preparation: Students should commit to spend approximately three hours鈥� preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

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SEMINAR SCHEDULE AND READINGS

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听Week 1 (24 February-)

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Introduction: Incoherence in International Affairs

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Week 2 (3 March-)

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Trump 2.0

How do we account for the rise to the White House of President Donald Trump in November 2016 and his return last year? What are the kinds of socio-economic, cultural and other factors that help to explain his appeal to the American 鈥榟eartland鈥�? 听President Trump came to office with a virtual declaration of war on what so many believed were self-evident American truths, most particularly their concept of exceptionalism and universal mission. How and why is Trump a departure from post-war presidents on this question, and what did his approach to the American story reveal about the United States鈥� state of mood and mind in 2016 and beyond?

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Essential Reading:

Francis Fukuyama, 鈥楢merican Political Decay or Renewal: The Meaning of the 2016 Election鈥�, Foreign Affairs (July/August 2016), pp 58-68.

James Curran, 鈥樷€淎mericanism, not Globalism鈥�: President Trump and the American Mission鈥�, Lowy Institute Analysis Paper, July 2018.

Kagan

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Week 3 (10 March-)

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New Cold War?

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Week 4 (17 March-)

Cold War鈥檚 End

How did Francis Fukuyama and Samuel Huntington respectively interpret the significance of the Soviet Empire鈥檚 demise for the world鈥檚 future? Why should we give thought to these rather theoretical works about world history and the future of international relations? How do they each interpret the nature of history, the problem of history, the fault-lines of the post Soviet world? What are their implications for the contemporary discussion of foreign affairs today? Reflecting on the course of events since the time these essays were written, in the late 1980s and early 1990s, which of the two interpretations has proved the more compelling? What is your response to Huntington鈥檚 claim, made subsequently in the book that emerged from this article, that Australia is a 鈥榯orn country鈥�?

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Essential Reading:

Francis Fukuyama, 鈥楾he End of History?鈥�, The National Interest, Summer 1989, pp 3-18.

Samuel P Huntington. 鈥楾he Clash of Civilisations鈥�, Foreign Affairs, Summer 1993, pp 3-27.

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Week 5 (24 March-)

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Munich Forever

Since the Second World War the so called 鈥楳unich鈥� myth has cast a long shadow over the West鈥檚 thinking on international affairs. Post-war leaders, especially those in the United States (but also in Britain and Australia) have tended to accept the conventional wisdom that Hitler could have been stopped and world war averted if only the democratic nations had stood up to Hitler during the Munich conference over Czechoslovakia in September 1938. American leaders during the Cold War, confronted by a new set of international tensions, applied the 鈥榣essons鈥� of Munich in dealing with the Soviet Union and developed a global policy aimed at containing the spread of international communism. From these assumptions sprang not only a world-wide alliance system which encircled and isolated the communist camp but also American policy towards the Chinese revolution and the civil war in Indochina. The historian Neville Meaney once wrote that these 鈥榠nstant myths created out of the emotion of the moment exercise a tyranny over the mind. They put experience into a straitjacket and apply lessons indiscriminately鈥�. With this statement in mind, let us look this week at how Paul Kennedy and others treat the influence of the Munich myth on world politics, including on Australia鈥檚 relationship with Indonesia in the second half of the twentieth century.

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Essential Reading:

Paul Kennedy, 鈥楢 Time to Appease鈥�, The National Interest, No 108 (July/August 2010), pp 7-17.

David Chuter, 鈥楳unich, or the Blood of others鈥�, in Cyril Buffet and Beatrice Heuser (eds) Haunted by History: Myths in International Relations (Providence: Bergham Books, 1998)

Frederik Logevall and Kenneth Osgood, 鈥楾he Ghost of Munich: America鈥檚 appeasement complex鈥�, World Affairs, Vol. 173, No. 2 (July/August 2010)

John Hirst, 鈥業n Defence of Appeasement: Indonesia and Australian Foreign Policy鈥�, Quadrant (April 1996), pp 10-16.

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Week 6 (31 March-)听听听听

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Strategic Failure

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When in the wake of the 9/11 attacks on New York and Washington DC, the administration of George W. Bush sought to gain international support and approval to attack Iraq, the case he and his advisers presented to American allies and the world revolved around Saddam Hussein鈥檚 supposed cache of weapons of mass destruction. Whilst the 鈥楳unich鈥� myth was again invoked, the grand strategy of 鈥榙emocracy promotion鈥� became the central principle of Bush鈥檚 national security policy. Policymakers in Washington believed that the transformation of Iraq into a Jeffersonian beacon of democracy at the heart of the Middle East would provide the ultimate bulwark against a rising Iran. Indeed they believed that the cases of post war Germany and Japan 鈥� two cases in which the United States helped to create fully functioning pro-western democracies 鈥� were to be repeated in Mesopotamia. Of course, the war did not go as planned: not only did it unleash a violent and prolonged anti-US insurgency in the country, it unleashed rival sectarian, religious and ethnic hatreds amongst Sunni, Shia and Kurd. The war also spawned the rise of Islamic State.听 How are we to come to terms with strategic failure of this kind?

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Essential Reading:

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Following two essays from Merrill and Paterson, Major Problems in American Foreign Relations:

John Lewis Gaddis, 鈥楤ush鈥檚 Bold Grand Strategy and mixed performance鈥�

George C Herring, 鈥楤ush鈥檚 Ideological Excess and Scandalous Incompetence鈥�.

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Peter Feaver and William Inboden, 鈥楲ooking forward through the past: the role of history in Bush White House National Security Policymaking鈥�, in Brands and Suri, The Power of the Past, pp 253-81.

Jeffrey Record, 鈥楾he Use and Abuse of History: Munich, Vietnam and Iraq鈥�, Survival, Vol. 49, No. 1 (Spring 2007), pp 163-80.

The Secret Downing St Memo, 23 July 2002.

George W Bush, Second Inaugural Address, 20 January 2005.

John Howard, Address to the National Press Club, 13 March 2003.

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Week 7 (7 April -)

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The Essay

The Essay: During this seminar we will be discussing the major essay: how you are progressing in locating sources, thinking about the question, determining a structure. You are strongly encouraged to bring along a 1-2 page plan of your essay, setting out the major issues on which you intend to focus and the likely primary and secondary sources. The plan does not have to be comprehensive(and it is not assessable)听 but it may help to clarify your thinking about the historical problem you are tackling and what sorts of material you should be looking at. Discussion in this tutorial will be given over to your plans and any problems you might be experiencing

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Week 8 (14 April-)听听听 Reading Week

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Mid Semester Break 21-25 April

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Week 9 (28 April-)听

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Essay part 2

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Week 10 (5 May-) 听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听

China鈥檚 rise

There is now a firmly established consensus that we are at least in the foothills of a new Cold War where the United States and China are locked in an existential, ideological struggle for respective survival. The Cold War analogy has been contested by scholars, but what is intriguing too is that Washington in the last few years has relinquished its once deeply held view that the more China liberalised economically the more likely it would be that democratic reforms would also follow. What does this debate tell us about American exceptionalist beliefs? Is it indeed a case of 鈥楥hina fever鈥�, or one based around a fundamental ignorance of Chinese history and culture? What history should leaders in the US and the region study in dealing with China?

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Essential Reading:

Odd Arne Westad, 鈥楾he Sources of Chinese Conduct: Are Washington and Beijing Fighting a New Cold War?鈥�, Foreign Affairs (September/October 2019), pp 86-95.

Fareed Zakaria, 鈥楾he New China Scare: Why America shouldn鈥檛 panic about its latest Challenger鈥�, Foreign Affairs (January/February 2020), pp. 52-69.

Kurt Campbell and Ely Ratner, The China Reckoning: How Beijing defied American expectations鈥�, Foreign Affairs (March/April 2018), pp. 60-70.

Alistair Ian Johnston,听鈥楾he Failures of the 鈥淔ailure of Engagement鈥� with China鈥�, Washington Quarterly (Summer 2019), pp 99-114.

James Curran, 鈥楥hina Syndrome鈥�, The National Interest (January 2019)

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Week 11 (12 May-)

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Australia鈥檚 China Fears

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Australia鈥檚 political and diplomatic relationship with China is currently 鈥榮tabilised鈥�. The country remains, however, in the grip of a constant and intense debate about how to deal with Beijing. Newspapers routinely sensationalise a 鈥楥hina threat鈥�, books warn of a 鈥榮ilent invasion鈥�, security officials foam at the mouth over Chinese spy rings, politicians raise the spectre of 鈥榓ppeasement鈥� while vast numbers of Chinese students studying in Australia are allegedly foreign agents. A former Prime Minister claims that the country鈥檚 China policy has been overtaken by 鈥榥utters鈥� in the security agencies, and business leaders, though relieved by 鈥榮tabilisation鈥�, worry for how long that might be the case. 听How to make sense of all this? Amidst this climate of growing anxiety about what China鈥檚 rise means for Australia, it is getting much harder to offer a balanced, grounded view of how Australia might manage this relationship into the future. And whether, in fact, it might become unmanageable. It has not taken long for old fears and phobias to surface. Amidst all the clamorous talk of a 鈥榥ew Cold War鈥� and 鈥榗ontainment鈥�, of China 鈥榗hallenges鈥� or China 鈥榗hoices鈥�, of 鈥榮trategic competition鈥� and 鈥榖inary prisms鈥�, surely the time is propitious for a sanguine and sophisticated debate about what this all means for Australia鈥檚 future and its foreign policy. Does Australia, as Geoff Raby argues, need a new 鈥榞rand strategy鈥� for a new world order? Is the past relevant anymore or should we believe the commentators who say 鈥楥hina changed, therefore Australia鈥檚 policy had to change鈥�?

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Essential Reading:

Hugh White, Power Shift: Australia鈥檚 Future between Washington and Beijing, Quarterly Essay 39 (2010), pp, 1-5, 48-54, 60-71.

Clive Hamilton, Silent Invasion: China鈥檚 Influence in Australia (Melbourne: Hardie Grant Books, 2018), pp. 1-8.

Geoff Raby, China and Australia鈥檚 Grand Strategy (Melbourne: MUP, 2020), pp

Chengxin Pan, 鈥楪etting excited about China鈥� in David Walker and Agnieszka Sobocinska, Australia鈥檚 Asia: From Yellow Peril to Asian Century (Perth: UWAP, 2012), pp.245-67.

Woodard, Garry, 鈥楢ustralia鈥檚 China Policy of strategic ambiguity: navigating between big fish鈥�, Australian Journal of International Affairs (vol 72, no 2 (2017). Pp 163-178.

Allan Gyngell, 鈥楬istory hasn鈥檛 ended: How to handle China鈥�, Australian Foreign Affairs 7 (October 2019), pp 5-28.

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Week 12

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AUKUS

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Week 13 (23 May-)

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The need for nationalism?

Why did Australians in the late nineteenth century think of themselves as essentially a 鈥楤ritish鈥� people? How did they come to identify with this intense form of Britishness, and what does this tell us about Australia鈥檚 response to the emergence of mass nationalism at this time? How did the idea of 鈥楤ritishness鈥� compare with the radical nationalist bush myth? Did the love of the land replace the pride in being part of the British race? How has republicanism fared in Australia? Why has it failed to gain a hold on the imagination of the people? How have historians dealt with the legacy of Britishness in Australian history and historiography? How did Australian politicians give voice to the British idea?

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Essential Reading:

-Meaney, Neville, 鈥楤ritishness and Australian Identity: The Problem of Australian Nationalism in Australian History and Historiography鈥�, Australian Historical Studies 116 (April 2001)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Develop a solid understanding of the concept of globalisation and international studies.
LO2. Identify the social, political, cultural, and economic factors that have shaped the global and international community in which we live today.
LO3. Explain the relationship and interaction between local (regional/national) and global (world-wide) forces and networks.
LO4. Analyse and critically interpret primary and secondary sources to better understand the trans-disciplinary nature of global phenomena.
LO5. Organise bibliographic materials, develop a research method, and consolidate oral and written communication skills.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been redesigned to reflect the expertise of the new seminar leader.

Additional information

Academic integrity:

The Current Student website听provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

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You may only use artificial intelligence and assistance tools for learning purposes but not to complete assessment tasks in this unit. To learn more about using generative AI at USYD, visit: https://canvas.sydney.edu.au/courses/51655.

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

INGS4003: Global Studies Seminar

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Additional information

Disclaimer

On this page

Useful links