The modern world is a product of centuries of conflict, rivalry and strategic cooperation between empires seeking to expand or protect their power across domains spanning from economic systems to religion and culture. Throughout Europe and the Mediterranean, Asia, the Americas, Africa, and the Pacific, the past 2000 years have seen radical historical transformations as empires rose, sought to create and sustain the conditions of their dominance, and fell. Understanding these dynamics has also been among the most innovative areas of historical inquiry. This course explores these processes and how historians have interpreted their significance and legacies, from the Roman Empire to the present. It places the complex and always contested ‘rise of the West’ in a global frame by investigating a range of topics from early Medieval kingdoms, the Spanish conquest of the Americas and the colonisation of India, Australia and New Zealand, to the Cold War. In doing so, it explores the technologies that enabled imperial growth, the ideologies that legitimated it, the resistance of many who fought against it, and associated movements of populations and international relations. Through a diversity of historical perspectives, it examines the impact of imperial exchanges in transforming institutions, environments and modes of life.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. demonstrate a good understanding of major transitions, processes and developments in the history of empires;
2. evaluate and critically analyse case studies illustrating important themes and issues in the history of empires;
3. conduct research critically engaging with primary resources and scholarly debates regarding empires in history;
4. formulate logical arguments substantiated with primary source evidence and relevant historiography; and
5. express ideas and arguments about the history of empires clearly and effectively in both oral and written modes of communication.

Research-Led Teaching

This course is designed around the research expertise of staff across the School of History. Guest lectures throughout semester will introduce students to different styles of, and approaches to, 'doing' history which will help you to decide what kinds of history you're interested in, and whose courses you may like to take in later-year study.

Examination Material or equipment

The take-home exam will take place during the exam period. It will be open-book based on assigned course readings, and resources available on Wattle and via ANU Library.

Required Resources

Students are required to access weekly tutorial resources provided via the course Wattle Site. Further resources are available via databases and catalogues through the ANU Library. Students are also eligible to register for reading cards at the National Library, which provides access to electronic resources on- and off-site, as well as hard-copy collections such as maps and manuscripts.

Recommended Resources

Although there are no prescribed texts for the course, to support your learning students may like to consult the following items as preliminary background readings:

Jane Burbank and Frederick Cooper, Empires in World History: Power and the Politics of Difference (Princeton: Princeton University Press, 2010). Chifley 2 hr loan and an e-copy has been placed in Week 1 Supplementary readings.

 

Krishan Kumar, Visions of Empire: How Five Empires Shaped the World (Princeton: Princeton University Press, 2017), Chifley 2 hr loan and ANU Library ebk

Students may also be interested in consulting volumes from A Cultural History of Western Empires (Bloomsbury, 2019). There are 6 volumes spanning Antiquity through to the modern world, and each volume includes thematic essays on such topics as: War, Trade, Environment, Labour, Mobility, Sexuality, Resistance, and Race. These volumes are in Chifley on 2-day loan.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Appeals

If you genuinely believe you have received an inappropriate or incorrect result, you are entitled to apply for a review of your grade. This must be done within 20 working days of the formal notification of your result for that particular piece of coursework. Your first point of contact should always be the course convenor. See ANU’s Assessment Rules 2.12 for further information.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction: Empires and Global History	Course Introduction Lecturers: Dr Karo Moret Miranda and Dr Meaghan McEvoy Rome and the Concept of Empire Guest Lecturer: Assoc. Prof. Caillan Davenport
2	Rome and Byzantium	The Decline of Rome and the Rise of Byzantium Lecturer: Dr Meaghan McEvoy
3	The Early Islamic Caliphates	The Early Islamic Caliphates Guest Lecturer: Dr Romney David Smith
4	The Unexpected Rise and Fall of a Medieval Empire	The Mongols: Exploring the Sources Guest Lecturer: Dr Tania Colwell
5	Early Modern Empires	The Pen is Mightier than the Sword? Representing the ‘Turk’ Guest lecturer: Dr Mark Dawson, mark.dawson@anu.edu.au
6	Extending Empire into the New World	Reuniting the Globe: The European Encounter with the ‘New World’ Lecturer: Dr Karo Moret Miranda, karo.moret@anu.edu.au
7	French Empires in the Mediterranean and Caribbean	Napoleon and Empire: Geopolitics, Logic and Legacies Guest Lecturer: Dr Alexander Cook, alexander.cook@anu.edu.au and Assoc.Prof. Laurence Brown, laurence.brown@anu.edu.au
8	The Changing Dynamics of Empire	From ‘Plantation’ to ‘Factory’: The Commercial Drivers of Empire and the Rise of the ‘Second British Empire’ Guest Lecturer: Prof. Nicholas Brown, nicholas.brown@anu.edu.au
9	Gender, Indigeneity, and Empire	Gender, Race and Colonialism: Sexing the Imperial Encounter Guest Lecturer:Dr Karen Downing, karen.downing@anu.edu.au and Dr Karen Fox, karen.fox@anu.edu.au
10	Science, Empire, and the Environment	Empires of Settlement: New Challenges, Conflicts, and Consequences Guest Lecturer: Assoc. Prof. Ruth Morgan, ruth.morgan@anu.edu.au
11	America and Empire	Empire by Invitation: The United States and the Problem of Empire Guest Lecturer: Assoc.Prof. Amanda Laugesen
12	Africa. Legacies and reflections	New Imperialism: The Scramble for Africa - A New Age of Empires? Congo & Anti-Colonial Nationalism and Decolonisation Lecturer: Dr Karo Moret Miranda

Tutorial Registration

Students are required to attend 1 x 50 minute tutorial every week between weeks 1-12. See HIST1214 Wattle site for details about registering for a class. Registration will be open from the week prior to the commencement of teaching.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Tutorial participation	10 %	*	2, 4-5
Primary Source Task – Exhibition Item Report	20 %	20/03/2023	1-4
Research Essay	30 %	24/04/2023	1-5
Take-home examination	40 %	07/06/2023	1-5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students must attempt all written assessment tasks to be eligible to pass the course. Failure to do so will result in a grade of NCN (Not Completed) even if marks for other completed components result in a Passing total (50+).

Examination(s)

The take-home exam will take place during the exam period. It will be open-book based on assigned course readings, and resources available on Wattle and via ANU Library.

Assessment Task 1

Tutorial participation

Due Date: Continuous; Value: 10%; Learning Outcomes: 2, 4-5

Tutorial Participation consists of regular in-class engagement with, and discussion of, the assigned sources

Tutorial discussion. Students are expected to read and critically assess the assigned primary (textual & visual-material) sources and secondary readings in order to be prepared to make regular contributions to weekly discussions. Focus questions are provided on Wattle and in the HIST1214 Course Outline to guide and support students’ analysis and discussion.

All prescribed primary and secondary sources are located on Wattle, as will be a selection of supplementary readings to support written assessments. Readings labelled ‘Essential readings’ are, you guessed it, essential. This means that everyone shares responsibility for contributing to discussion, which is the best way to benefit from the discussion yourself. Readings average around 50 pages/week, which is standard in History courses. 

Reading – expectations of your time: Reading can be slow, especially primary sources. Set aside about 3 hours in your schedule to do the tutorial readings. You should probably be able to do 20–25 pages in an hour. You will want to read primary sources more slowly and in more detail, and reflect on these in response to the assigned questions before coming along to the tutorials.

Participation will be assessed on the basis of frequency and quality/relevance of contributions to discussion, demonstrated familiarity and engagement with the readings, and willingness to participate individually or in groups as requested.

Attendance requirements: Students are expected to attend a minimum of 10 tutorials in person or online as appropriate across the twelve-week semester AND to contribute actively to in-class discussions with questions or ideas to receive a strong participation grade. Unexplained absences from more than 2 tutorials may adversely affect a student’s final mark. See below for how to gain credit for missed classes. 

Absences from tutorials: Students are expected to attend at least 10 of the 12 weekly tutorials. If you are unwell and can provide a medical certificate documenting the period when you are unable to work, the missed tutorial will not count as an unexplained absence. (Medical certificates don’t have to specify particular health conditions, simply note the period when the student was unable to work).

Students unable to attend tutorials in a given week should first advise their tutor of their likely absence in advance. If students wish to gain credit for participation in a week when they have missed classes, they will be expected to be submitted on Wattle to the relevant week’s Tutorial Discussion Forum the following 2 (two) written pieces:  

a) a 200-word critical reflection on one or more of the readings in relation to the focus questions to be emailed to the tutor. The reflection may:  

-assess the assigned materials/questions as a group OR 

-concentrate on one of the questions and/or readings/sources in depth OR consider how the readings responded to or contradicted your expectations of the topic

AND 

b) A brief comment/reflection of around 100 words and a question relating to the tutorial materials should be submitted on Wattle to the relevant week’s Tutorial Discussion Forum. 

As per tutorial contributions, these written make-up pieces will be assessed on the quality/relevance of individual reflections and students’ demonstrated familiarity and engagement with the readings. They should be emailed to your tutor and posted onto Wattle by the Friday immediately after the relevant tutorial. 

Assessment Task 2

Primary Source Task – Exhibition Item Report

Due: Monday 20 March @ 5 pm/17h (week 5). Late submission is permitted subject to the penalties outlined in Late Submission section below.

Word limit: 1000 words Value: 20% Learning outcomes: 1–4

Approximate return date: end of mid-semester break

Task overview

Source analysis skills are essential components of scholarly historical and academic research. Importantly, source analysis skills are transferable to the real world, particularly with respect to the museum and heritage sectors. They are also essential for reading the newspaper or any other form of media. This assessment asks students to imagine that they are preparing an exhibition entitled ‘Empires in Global History’ and that they need to justify their choice of a source for display. They are asked:

-       to identify a primary source which illustrates one or more of the themes discussed in this course concerning historical empires and processes of imperialism and

 -       to develop an argument based on a critical analysis of the source about the source’s value in an exhibition on ‘Empires in Global History’. The report should analyse the source to show how it sheds light on a theme related to empire or imperialism in order to demonstrate its relevance to the exhibition.

 

Students can write about a textual, visual, a material object or inmaterial source of their choice. They may select a source which is the focus of a past or future tutorial – these are identified clearly as primary sources throughout the course outline – or an item which has been discussed in lectures, or they may select a source from outside the course materials.

Students may select a source which they think will contribute to their research for the essay due in Week 8 – the feedback from the source analysis will then assist in their preparation of the essay.

Assessment criteria – general

Reports will be assessed on:

-             the quality of the arguments about the relationship between the source and course themes and the value/limitations of the source for understanding aspects of empire/imperialism;

-             the student’s demonstrated familiarity with the source and its circumstances of production; and

-             the historical contextualisation of the source in relation to patronage, production, and purpose.

They will also be assessed on the logical structure of the discussion; clarity of written expression; signposting and internal consistency of the discussion; use of evidence to support claims made; and referencing.

 

Research expectations & referencing

Students should expect to consult a minimum of 6 scholarly studies to develop their understanding of the chosen source, its historical context and evidentiary value.

Essays should be submitted in Word Doc format. Scholarly referencing standards, specifically footnotes and bibliography that follow the Chicago Manual of Style format, are required by the School of History to support arguments and cite quotations. For a student-friendly guide to essay writing written by a History tutor, see Will Scates Francis’ Minimanual of the Essay Writer. For more detailed guidance, see also the ANU History Essay Presentation and Referencing Guide . These are both available on Wattle.

 

Keep a copy of the assignment, your drafts, and your research notes for your records. Students are advised to save each new draft under a new file name - this can help you to follow how your ideas change over time. Your tutor may ask to see your research notes or drafts in order to provide constructive advice and feedback.

Word limits and penalties

A 10% allowance above or below the requested word limit for each assignment is permitted. For example, candidates may write between 900 and 1100 words for the Primary Source Task. Essays shorter than 900 words or longer than 1100 words will be liable to a penalty of 10% of the total possible marks.  

History counts everything in the main body of the essay, including direct quotations. Footnotes and bibliography are not included in the word-count, so you may need to tweak your word-processing software to exclude these components from its tally. Ask your tutor if you are unsure how to do this. 

Assessment Task 3

Research Essay

Due: Monday 24 April @ 5 pm/17h (week 8). Late submission is permitted subject to the penalties outlined in Late Submission section below.

Word limit: 2000 words Value: 30% Learning outcomes: 1–5

Approximate return date: week 12

Task overview

This course examines the historical processes of imperialism, and the rise and fall of empires through the lens of diverse case-studies. Select one of the case-studies considered across the unit and use it to develop an argument in response to one of the following research essay questions. You’re welcome to select a case-study of an empire from outside the unit, but you must check with the course convenor who needs to approve your choice first.

 

1.    Select one of the following themes below: how did that theme play a role in the expansion of your chosen empire?

-       Biology, ecology, and the environment (you may focus on one or more of these)

-       Commerce and economics

-       Gender

-       Population mobility

-       Race

-       Religion and Reformation (you may focus on one or both of these)

-       Scientific discovery and the Enlightenment (you may focus on one or both of these)

-       Technological innovation

 2.    Imperial power was created and sustained through a range of different strategies. Identify at least two examples of strategies used to create and sustain power in your case-study: how they were used and what were their consequences?

 3.    How did expanding empires attempt to negotiate with local and indigenous populations, and how did local cultures respond to European imperial expansion?

4.Imperial  power is rarely sustained indefinitely. What were the most important factors contributing to the disintegration of your empire of choice, and why do you think those factors exerted particular pressure on that empire?

5.    Historical empires have left lasting legacies across the globe. Identify two or three important long-term consequences which emerged from your imperial case-study: how were these legacies produced and why were they significant?

 

Assessment criteria – general

Essays will be assessed on:

-       the quality of the argument

-       the extent to which arguments are supported with critical analysis of primary and scholarly sources

-       the quality of the sources used and demonstrated familiarity with relevant evidence and scholarship (Wikipedia will not gain you any points)

-       the logic of the argument and the structure in which its presented

-       presentation (inclusion of properly formatted footnotes and bibliography)

 

*Video resources on preparing an essay and a recorded Essay preparation workshop facilitated by Academic Skills will be available to students on the HIST1214 Wattle site in the weeks ahead of the due date.

Research expectations & referencing

Students should expect to consult relevant primary sources (textual, visual or material as appropriate to their topic) and a minimum of 10 scholarly studies (monographs, book chapters and journal articles) for their essay. Students are encouraged to consult ANU databases to locate primary and secondary sources (scholarly studies) additional to those listed in the course guidelines since effective database searching is a key historical research skill.

Essays should be submitted in Word Doc format. Scholarly referencing standards, specifically footnotes and bibliography that follow the Chicago Manual of Style format, are required by the School of History to support arguments and cite quotations. For a student-friendly guide to essay writing written by a History tutor, see Will Scates Francis’ Minimanual of the Essay Writer. For more detailed guidance, see also the ANU History Essay Presentation and Referencing Guide on Wattle.

Keep a copy of the assignment, your drafts, and your research notes for your records. Save each new draft under a new file name - this can help you to follow how your ideas change over time.

Word limits and penalties

A 10% allowance above or below the requested word limit for each assignment is permitted. For example, candidates may write between 1800–2200 words for the Research Essay. Essays shorter than 1800 words or longer than 2200 words will be liable to a penalty of 10% of the total possible marks.  

History counts everything in the main body of the essay, including direct quotations. Footnotes and bibliography are not included in the word-count, so you may need to tweak your word-processing software to exclude these components from its tally. Ask your tutor if you are unsure how to do this. 

Assessment Task 4

Take-home examination

Due: Wednesday 7 June @ 5 pm/17h. Late submission is not permitted.

Word length: 2000 words Value: 40% Learning Outcomes: 1-5

Exams are the opportunity for students to put together what you have learnt across the semester. They enable students to show off their analytical and interpretative skills, and their ability to synthesise course material from across the semester, in an independent way. The take-home exam will be based on tutorial and other materials available on Wattle and the ANU Library.

Details about the exam will be provided to students in the second half of semester.

It is not ANU practice to provide written feedback on exams.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

See individual task details for expected dates of return.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assessments is not permitted.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students