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James.Belich@Vuw.Ac.Nz SCHOOL OF HISTORY, PHILOSOPHY, POLITICAL SCIENCE AND INTERNATIONAL RELATIONS /STOUT RESEARCH CENTRE HISTORY PROGRAMME/STOUT RESEARCH CENTRE Trimester 3, 2009-10 Tuesday, 5 January to Sunday 21 February HIST 428: SPECIAL TOPIC: GLOBALISING NEW ZEALAND HISTORY COURSE CO-ORDINATOR: James Belich ROOM: Room 101, 14 Waiteata Road PHONE: 463 6885 EMAIL: [email protected] SEMINAR TIMES: Tuesdays and Thursdays, 2 – 4 pm. VENUE Stout Research Centre Seminar Room, 12 Waiteata Road OFFICE HOURS: TBA COMMUNICATION OF ADDITIONAL INFORMATION Information about any changes to the timetable or programme will be communicated to all students by email. The Stout Centre Administrator, Louise Grenside, is an additional point of contact for students: [email protected]; phone 463 5305. COURSE CONTENT This course explores some major issues in global history and tests hypotheses about them in the laboratory of New Zealand history. Topics include the expansion of Europe and the responses of indigenous peoples to it; the nature and causes of 19th century mass-migration; the roles of gold rushes, war, race and history in the ideology of settler societies; and the rise of and fall of ‘Greater Britain’. COURSE DELIVERY The course is delivered through 12 two-hour classes held over six weeks, 5 January-11 February 2010. The first four classes will consist of open discussion led by the lecturer and based on the close perusal of the relevant class readings by all students. The next seven classes will centre on student presentations, with a concluding open discussion class to finish. COURSE LEARNING OBJECTIVES By the end of the course students should have a broader appreciation of key themes in New Zealand history; a more concrete sense of some major issues in modern global history; and an enhanced set of analytical skills enabling them to independently convert information on such themes and issues into historical understanding. 1 READING Class reading is supplied in the HIST 428 Book of Readings which you should purchase from the Student Notes Distribution Centre, ground floor, Student Union Building. Recommended background reading is: James Belich, Making Peoples and Paradise Reforged, Penguin, 1996 and 2001. Alfred Crosby, Ecological Imperialism. The Biological Expansion of Europe, 900-1900, Cambridge University Press, 1986. Kenneth Pomeranz, The Great Divergence. China, Europe, and the Making of the Modern World Economy, Princeton University Press, 2000. It would also be useful to read James Belich, Replenishing the Earth. The Settler Revolution and the Rise of the Anglo-world, 1783-1939, Oxford University Press, 2009. Further reading is listed below, by seminar, as is the reading for each seminar presentation/essay topic. EXPECTED WORKLOAD This is a full 30 point Honours course concentrated into a six week period, with an additional week for completing the long essay. The expected workload is therefore full-time – about 40 hours per week including seminar attendance. Given that the course remains very intensive, beginning reading in advance would be helpful. ASSESSMENT This course is 100% internally assessed. Two pieces of work are required: 1. Seminar presentation-essay: 40%. A seminar paper of about 2500 words verbally presented, and also submitted in written form, at the relevant class. Student presentations commence two weeks after the course begins. One topic per student will be allocated from those listed for Classes 5-11. This will be done on a first-come first- served basis by emailing Louise Grenside [email protected] your first and second choices and receiving email confirmation from her. Note that some Classes have two topics, a) and b). The reading is listed under each topic. Please note that Class Reading and Further Reading should also be included in your research, but that extensive summary of these in presentations is to be avoided since everyone else will have read them too. 2. Long Essay: 60%. An essay of about 5000 words. Students may choose any listed topic, including those for Classes 1-4, except that chosen for their seminar-essay. The reading list should be extended through your own bibliographic research. Alternatively, you can design your own Long Essay topic in consultation with me, but in this case the time constraints should be borne in mind. All long essays are due on Friday 19 February. Please note carefully that extensions beyond Monday 22 February are not possible because university regulations require that all marking be completed that week. MARKING CRITERIA will be as normal for History Honours, and will in particular reward initiative and accuracy in research, and imagination and independence of mind in analysis. MANDATORY COURSE REQUIREMENTS Students must complete both assignments and attend at least ten seminars. 2 ACADEMIC INTEGRITY AND PLAGIARISM Academic integrity means that university staff and students, in their teaching and learning are expected to treat others honestly, fairly and with respect at all times. It is not acceptable to mistreat academic, intellectual or creative work that has been done by other people by representing it as your own original work. Academic integrity is important because it is the core value on which the University’s learning, teaching and research activities are based. Victoria University’s reputation for academic integrity adds value to your qualification. The University defines plagiarism as presenting someone else’s work as if it were your own, whether you mean to or not. ‘Someone else’s work’ means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes: Material from books, journals or any other printed source The work of other students or staff Information from the internet Software programs and other electronic material Designs and ideas The organisation or structuring of any such material Find out more about plagiarism, how to avoid it and penalties, on the University’s website: http://www.victoria.ac.nz/home/study/plagiarism.aspx GENERAL UNIVERSITY POLICIES AND STATUTES Students should familiarise themselves with the University’s policies and statutes, particularly the Assessment Statute, the Personal Courses of Study Statute, the Statute on Student Conduct and any statutes relating to the particular qualifications being studied; see the Victoria University Calendar or go to the Academic Policy and Student Policy sections on: http://www.victoria.ac.nz/home/about/policy The AVC(Academic) website also provides information for students in a number of areas including Academic Grievances, Student and Staff conduct, Meeting the needs of students with impairments, and student support/VUWSA student advocates. This website can be accessed at: http://www.victoria.ac.nz/home/about_victoria/avcacademic/Publications.aspx 3 SEMINAR PROGRAMME AND ESSAY TOPICS 1) Tuesday 5 Jan: History, ‘Prehistory’ and Polynesian Expansion Class Reading Richards, Colin, ‘The substance of Polynesian voyaging’, World Archaeology, 40(2), 2008, pp.206–223. Anderson, Atholl, ‘Retrievable time: prehistoric colonisation of South Polynesia from the outside in and the inside out’, in Tony Ballantyne and Brian Moloughney, eds., Disputed Histories. Imagining New Zealand’s Pasts, Dunedin, Otago University Press, 2006, pp.25-41. Further Reading Belich, James, Making Peoples, Ch. 1 and 2. Questions to consider Do historians have a role in the study of ‘prehistory’? When, how and why did Polynesians come to New Zealand and its outliers? What might their New Zealand experience suggest about the general dynamics of Polynesian expansion? 2) Thursday 7 Jan: European Expansion and Divergence Class Reading Bayly, Christopher, The Birth of the Modern World, 1780-1914, Malden, Blackwell, 2004, pp.49-83. Pomeranz, Kenneth, ‘Political economy and ecology on the eve of industrialization: Europe, China, and the global conjuncture’, American Historical Review, 107(2), 2002, pp.425-446. Jones, Eric L., ‘The European miracle: environments, economies, and geopolitics in the history of Europe and Asia’, Cambridge University Press, 2003 (orig 1981), Afterword to 3rd edition, pp.239-59. Further Reading Stokes, Gale, ‘The Fate of Human Societies: A Review of Recent Macrohistories’, American Historical Review, 106, (2), 2001, pp.508-525. Questions to consider When, how, why and to what extent did Europe diverge from the rest of the world? What were the global consequences of its divergence? 3) Tuesday 12 Jan: Institutions or Conjunctures? An Anglo Divergence? Class reading North, Douglas C. and Robert Paul Thomas, ‘An economic theory of the growth of the Western World’, The Economic History Review, 23 (1), 1970, pp.1-17. 4 Acemoglu, Daron, Simon Johnson and James Robinson, ‘The Rise of Europe: Atlantic trade, institutional change, and economic growth’, American Economic Review, 95(3), 2005, pp.546-79. Belich, James, ‘How much do institutions matter? Cloning Britain in New Zealand,’ in Jack Greene, ed., Exclusionary Empire. English Liberty Overseas, 1600–1900, New York, Cambridge University Press, 2009, pp.248-68. Further Reading Sokoloff, Kenneth L. and Stanley L. Engerman, ‘History lessons: institutions, factor endowments, and paths of development in the New World’, Journal of Economic Perspectives, 14, 2000, pp. 217-232. Questions to consider Assess institutional explanations for the rise of Western Europe in general and Britain in particular. Was the ‘European divergence’ actually an English divergence? How important
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