
Faculty of Humanities
Dept of Social Sciences and International Studies
Unit Outline
INTR1000 Legacies of Empire
Semester 1, 2015

Unit study package code:
INTR1000
Mode of study:
Internal
Tuition pattern summary:
Note: For any specific variations to this tuition pattern and for precise information refer to the Learning
Activities section.
Lecture: 2 x 1 Hours Weekly
Tutorial: 1 x 1 Hours Weekly
This unit does not have a fieldwork component.
Credit Value:
25.0
Pre-requisite units:
Nil
Co-requisite units:
Nil
Anti-requisite units:
Nil
Result type:
Grade/Mark
Approved incidental fees:
Information about approved incidental fees can be obtained from our website. Visit
fees.curtin.edu.au/incidental_fees.cfm for details.
Unit coordinator:
Title:
Name:
Phone:
Email:
Building:
Room:
Associate Professor
Bobbie Oliver
+618 9266 3215
[email protected]
209
310
Teaching Staff:
Name:
Phone:
Email:
Building:
Room:
Simon Stevens
+6189266 5130
[email protected]
209
247
Administrative contact:
Name:
Phone:
Email:
Building:
Room:
Julie Kivuyo
+618 9266 1128
[email protected]
208
428
Learning Management System:
Blackboard (lms.curtin.edu.au)
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 1 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.
Syllabus
This unit examines some of the problems created in the aftermath of imperialism. In South Asia, the end of British rule created the states of India and
Pakistan. The end of Dutch rule led to the emergence of the modern Indonesian state. A hurried British withdrawal from Palestine contributed to the complex
problems of the modern Middle East. The countries examined may vary, but the unit will provide a solid introduction to studies of globalisation and the
contemporary world.
Introduction
Welcome to Legacies of Empire. This unit is the first of two pre-major units in the majors of History and International Relations. Because it provides
students with an historical and political context for the modern world, it covers quite a lot of territory, which we hope to introduce in the two weekly lectures
and then consoldiate in tutorials the following week. This year the Unit will be jointly coordinated by Associate Professor Bobbie Oliver and Dr Simon
Stevens. Please note that Dr Stevens will be on campus only on Mondays and Tuesdays. It is always best to arrange by email if you want to see either of
the Coordinators, or your tutor.
We hope that you enjoy this unit and look forward to working with you.
Unit Learning Outcomes
All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies,
you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in
your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as
assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit.
Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of
the assessments you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of
learning process in each unit.
Graduate Attributes
addressed
On successful completion of this unit students can:
1 Apply criteria to judge bias in texts about the past
2 Compare differing historical approaches such as the emphases given by social political economic and cultural history to
past events
3 Evaluate the relevance of historical understanding to contemporary social and political issues
4 Develop a clear coherent written argument
5 Access evaluate and synthesise appropriate information to explore a research interest
Curtin's Graduate Attributes
Apply discipline knowledge
Thinking skills
Information skills
(use analytical skills to solve problems)
(confidence to investigate new ideas)
Communication skills
Technology skills
International perspective
Cultural understanding
(value the perspectives of others)
(value the perspectives of others)
Learning how to learn
(apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
Professional Skills
(work independently and as a team)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 2 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
Learning Activities
WEEKLY READINGS AND TUTORIAL QUESTIONS
Note: There is no text book for this unit but weekly readings are essential. All the set readings are available either in the LibraryE-Reserve section or via
online books and journals. Check with your tutor if you have difficulty accessing any of them. Please be aware that readings may be changed or added to
during the course of the semester, and lecture topics may also be changed if circumstances make it necessary.
You can find an excellent, broad overview of the events and themes covered in this unit on Youtube, including the the TV version of an influential book: Niall
Ferguson, Empire: How Britain Made the Modern World. The first section of this video begins at http://www.youtube.com/watch?v=rSbMBh0YC1c and to whet
your appetite we will be showing this in the first lecture. You may find Ferguson's statements quite controversial. For example, was the British Empire really
built on the British love of sugar, caffeine and tobacco?
We strongly recommend that you watch other parts of this video, which we'll refer to from time to time. Ferguson is a high profile and influential
international relations scholar and historian, and once you tap into his controversial status you'll begin to get a flavour of some of the discussions and
arguments surrounding this topic in the contemporary world. Contemporary relevance will be a key component of the questions we ask and the answers we
consider.
Lecture Topics – Please see the Weekly Timetable on the Last Page of this Unit
Tutorial Topics
Week 2 (w/b 9 March): How did Britain become an economic power?
Readings:
l
l
John Darwin, (2009) 'The commercial republic', chapter 3, pp. 112-143 in The Empire Project. The Rise and Fall of the British World System, 1830-1970,
Cambridge, Cambridge University Press, (Available as an e-book.)
Philippa Levine (2013), The British Empire: Sunrise to Sunset, Routledge, Second Edition, chapter 3, 'Settling the New World'.
Tutorial questions:
1.
2.
John Darwin writes that the 'economic energy to sustain the show of empire' was the foundation of the British world-system (pp. 141-142). What
factors allowed this economic energy to grow so powerful - in other words, what were the roots of finance capitalism?
Compare Darwin's chapter with Ferguson's explanation of how British economic began (see Empire: How Britain Made the Modern World. Part 1 (of 5)
Why Britain? http://www.youtube.com/watch?v=rSbMBh0YC1c. To what does Ferguson attribute the rise of Britain as a economic power? Do you find
any conflict between Darwin's and Ferguson's arguments?
Week 3 (w/b 16 March): Nation, State and Empire
Readings:
l
Krishan Kumar, 'Nation-states as empires, empires as nation-states: two principles, one practice?', in Theory and Society, 39.2 (2010): 119-143.
Tutorial Question:
1.
There are important overlaps in the features of empires and nations, according to Kumar. What are these?
Week 4 (w/b 23 March): Religion and Empire
Readings:
l
l
l
l
William Marshall, ‘The Church of England’ in J. Cannon, ed. The Oxford Companion to British History, Library On Line resource, revised 2009 edition.
John Darwin, The Empire Project. The Rise and Fall of the British World System, 1830–1970,Cambridge, 2009, pp. 41-49. [e-book].
Niall Ferguson, Empire: How Britain made the Modern World, Penguin, chapter 3, ‘The Mission’ or watch the TV version at
http://www.youtube.com/watch?v=1ZclmgPRrgM
Clayton Roberts, et. al, A History of England, Volume II: 1688 to the present. Fifth edition, Pearson Education Inc., ‘Religion and Doubt’, (2009), pp. 62835.
Tutorial Questions:
Marshall writes (p. 209): ‘As the British Empire spread throughout the world by commerce and the sword in the 18th and 19th centuries, the church followed
…[and sometimes led]. Two overseas dioceses in 1800 increased to 72 in 1882 and 450 dioceses inthe 1990s.'
1.
2.
Did the Church of England’s close association with the British nation state help or hinder its success in evolving, as Marshall states, from being
‘merely the Church of the English people [to] a world wide communion of many nations and tongues’?
To what extent were other Christian Churches (Dissenters and Catholics) disadvantaged by not sharing this privileged relationship with the state?
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 3 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
3.
What was 'the mission'?
Week 5 (w/b 30 March): Slavery, race and racism
Readings:
l
l
Seymour Drescher Antislavery Debates: Tides of Historiography in Slavery and Antislavery', European Review, 19.1(2011): 131-148.
Davis, David Brion. Inhuman Bondage: The Rise and Fall of Slavery in the New World. Oxford: Oxford University Press, 2006. [Read chapter 12:
“Explanations of British Abolitionism”].
Question: According to the nineteenth-century historian William E. H. Lecky the “crusade of England against slavery may probably be regarded as among the
three or four perfectly virtuous pages comprised in the history of nations”. W. E. H. Lecky, History of European Morals from Augustus to Charlemagne,
volume 1, 3rd ed. (New York: D. Appleton & Co., 1895), 153.
1.
2.
3.
Discuss
Why did Britain abolish slavery throughout her empire?
What are Drescher's main criticisms of Eric Williams' thesis?
Please Note: Weeks 6 and 7 are class free weeks.
WEEK 8 (W/b 20 April): Ireland
Reading:
l
l
Kevin Kenny (2004), Ireland and the British Empire, Oxford University Press, especially chapters 1, 5 and 7. (e-book)
John Darwin (2009), The Empire Project. The Rise and Fall of the British World System, 1830–1970,Cambridge, 'Ireland', pp.353-7 and 'the dominions and
Ireland' pp. 406-410. [e-book].
Question:
According to Kevin Kenny, 'Ireland has been described as both the first and the last colony of the British Empire. But just as often historians have omitted
the Irish case from British Imperial history altogether'. What were some of the ways in which the Empire impacted upon Ireland?
Week 9 (w/b 27 April): The Colonisation of Africa
Readings:
l
l
McKenzie, J. M. Partition of Africa, 1880-1900: And European Imperialism in the Nineteenth Century. London: Methuen, 1983. [Read pages 10-43].
Pellar Jr, John Anthony. “World Society, International Society and the Colonization of Africa.” Cambridge Review of International Affairs, 2013.
DOI:10.1080/09557571.2012.737304
Questions:
1.
2.
3.
Why did the major European empires “scramble” for colonies in Africa from the 1880s on?
What is the difference between a formal and informal empire? Explain with examples.
What is Pellar’s argument? How valid is it?
Week 10 (w/b 4 May): South Africa
Readings: l
l
Bill Nasson (2000), ‘South Africa’s Post-Boer, Boer War’ in Peter Dennis and Jeffrey Grey, eds, The Boer War. Army, Nation and Empire. The 1999 Chief
of Army/Australian War Memorial Military History Conference, pp. 14-30. Dennis & Grey is an e-book and you can download individual chapters.
John Darwin (2009), The Empire Project. The Rise and Fall of the British World System, 1830–1970, Cambridge, 'South Africa', pp. 402-406. (e-book)
Questions:
1.
2.
According to Nasson, what impact did the Anglo-Boer War have on South Africa?
What impact did Britain's establishment of concentration camps have upon Afrikaner nationalism?
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 4 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
3.
Why wasn't South Africa a 'British nation' according to Darwin (p. 402)?
Week 11 (w/b 11 May): The Middle East
Readings:
l
l
l
Peter Mansfield, A History of the Middle East, chapter 10, ‘The Second World War and its Aftermath’, pp. 219-238.
John Keay, ‘Palestine partitioned’ in Sowing the wind: the seeds of conflict in the Middle East, 2003, pp. 366-77.
John Darwin, The Empire Project. The Rise and Fall of the British World System, 1830–1970, Cambridge, 2009,pp. 375–85 (‘West of India: the British in the
Middle East’).e-book
Question:
1.
What were the major consequences of the British and French empires post-World War I carve-up of the Middle East?
Week 12 (w/b 18 May): Suez and East of Suez
Readings:
l
l
l
Niall Ferguson, Empire, pp. 354-363.
L. J. Butler, 'Imperial Aftermath', in Britain and Empire: Adjusting to a Post-Imperial World, London: Tauris, 2002, chapter 6.
Nicholas J. White, Decolonisation: The British experience since 1945, Routledge, 2014, Chapter. 6, 'Suez: 1956: Did it matter?' (E-book). Questions:
1.
2.
To what extent was the Suez Crisis a factor in Britain's abandonment of its 'East of Suez policy'?
What does the Suez Crisis teach us about the British and French Empires in the immediate post war period?
Week 13 (w/b 25 May): Post-Imperial Britain
Readings:
l
l
l
Malcolm Pearce and Geoffrey Stewart (2002), British Political History 1867-2001: Democracy and Decline, 3rd edition, Routledge, London, chapter 11,
‘Life in Socialist Britain, 1940-51’. E-reserve
C. Roberts, D. Roberts & D.R. Bisson (2009), A History of England, vol. II, 5th edition, Pearson, chapter 30, ‘Life in Socialist Britain’. (E-reserve)
John Darwin (2009), The Empire Project. The Rise and Fall of the British World System, 1830–1970, Cambridge, 2009, Chapter 14, (e-book).
Question: l
Discuss some of the current problems related to Britain’s former role as an empire and the creation of a modern multicultural society within Britain
itself.
Week 14 (w/b 1 June): Is the USA an Empire?
Readings:
l
l
l
l
G. John Ikenberry, 'Illusions of Empire: Defining the New American Order', in Foreign Affairs, vol 83, no 2 (March 2004): pp. 144-154.
Niall Ferguson, Empire, pp. 373-381.
Niall Ferguson, Colossus: The Price of America's Empire, New York: Penguin, 2004, pp. 1-13.
Immerman, Richard H.(2010) Empire for Liberty: A History of American Imperialism from Benjamin Franklin to Paul Wolfowitz. Princeton: Princeton
University Press, Introduction.
Question:
Ikenberry writes, 'The debate on empire is back.' Briefly outline some reasons why the question of whether the USA is an imperial power is receiving so much
interest.
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 5 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
Learning Resources
Library Reserve
There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:
http://link.library.curtin.edu.au/primo/course?INTR1000
Recommended texts
You do not have to purchase the following textbooks but you may like to refer to them.
l
John Darwin (2009), The Empire Project. The rise and fall of British World-System, 1830–1970, Cambridge.
l
Niall Ferguson (2004), Empire. How Britain made the Modern World, Penguin.
Assessment
Assessment schedule
Task
1
Value %
4
Unit Learning
Outcome(s) Assessed
Group exercise
20 percent
Week: Group Exercise
Day: Day of Tutorial
Time: Time of Tutorial
Short essay
20 percent
Week: Week 5
1,2,4
Day: Saturday
Time: 12 midnight Western
Australian time
Major essay
40 percent
Week: Week 14
1,2,3,4,5
Day: Saturday
Time: 12 midnight (WA time)
In-class test
20 percent
Week: Each week
Day: Monday or Thursday
Time: After lecture
2
3
Date Due
1,2,3,4,5
3
Detailed information on assessment tasks
1. Group Exercise
Each week students are required to attend a one hour tutorial on the day and at the time for which they have registered. The tutorial will consist of
group discussion of one or more set questions from the previous week's lectures and the listed readings. At the end of the tutorial, students will
complete an evaluation of what they learned in the tutorial and hand this to the tutor. 2. Short Essay – 1000 words.
Choose ONE of the tutorial questions that you have studied in weeks 2, 3, 4 or 5. The question will be the title for the essay. Do not attempt to make
up your own title.
Correct referencing is required for this essay. Students may use any of the approved Curtin University styles. The list of references (or bibliography)
should include at least four works with full bibliographic details. We will discuss referencing and essay writing in tutorials.
Note that unpublished online sources will not count as part of your four essential references (Wikipedia, blogs etc). Again, we will discuss this aspect
to make sure you understand the difference between online material and published material (e.g. articles) that is available online!
3. Major Essay – 2000 words.
Choose ONE of the following topics. We will discuss in tutorial and/or lecture what is required for this essay.
Correct referencing is required for this essay. Students may use any of the approved Curtin University styles. The list of references (or bibliography)
should include at least six works with full bibliographic details. We will discuss referencing and essay writing in tutorials.
Note that unpublished online sources will not count as part of your four essential references (Wikipedia, blogs etc). Again, we will discuss this aspect
to make sure you understand the difference between online material and published material (e.g. articles) that is available online!
TOPICS:
1. What were the main factors in the swift disintegration of the Soviet Empire?
Suggested Readings:
l
l
Raymond Pearson, , ‘Moscow 1991: Disintegration of the Inner Empire’, chapter 7, in The Rise and Fall of the Soviet Empire, Basingstoke:
Macmillian, 1998, pp. 135-155. (E-reserve)
Paul Dukes, ‘Maturity’, chapter 5 in The Superpowers. A short history, London: Routledge. (E-reserve)
2. In what ways can the Commonwealth be seen as a successful transformation of Britain’s imperial role?
Suggested Readings:
l
W. David McIntyre (1999), 'Commonwealth Legacy', in Judith M. Brown & Wm. Roger Louis, eds., The Oxford Historyof the British Empire: the
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 6 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
l
Twentieth Century, vol 4, Oxford: Oxford University Press, pp. 693-702.
John Darwin (2009), The Empire Project. The Rise and Fall of the British World-System, 1830–1970, Chapter 13 'The Third World Power, 19511959'.
3. Why did Britain and France, in the main, follow two different policies in relation to their colonies in the aftermath of the Second World War?
Suggested Readings:
l
l
l
Anthony Clayton, 'Introduction: The Historical Perspective', in The Wars of French Decolonization, UK: Longman, 1994.
Charles Fosdick, ‘The French Empire’ in John McLeod (ed) The Routledge Companion to Post Colonial Studies, London: Routledge, 2007, pp. 3245.
Nicholas J. White (2014), Decolonisation: The British experience since 1945, Routledge, chapter 7, 'British decolonization in comparative
perspective'.
4. Discuss the part played by gender in the 'civilising mission' of the British Empire.
Suggested Readings:
l
l
l
Philippa Levine and Roger Louis (eds) Gender and Empire: Oxford History of the British Empire Companion. Oxford: Oxford University
Press, 2001.
Rosalind O'Hanlon, 'Gender in the British Empire', in Judith M. Brown & Wm. Roger Louis, eds., The Oxford History of the British Empire:
the Twentieth Century, vol 4, Oxford: Oxford University Press, 1999, pp. 379-397.
Philippa Levine (2013), The British Empire. Sunrise to Sunset, Routledge, Chapter 9, 'Gender and Sexuality'.
5. Examine the way in which one particular country was 'decolonized', and assess the legacies of the imperial experience for that country.
Suggested readings:
l
l
l
Martin Shipway (2008), Decolonization and its Impact: a Comparative Approach to the End of the Colonial Empires. Malden, MA: Blackwell.
J. P. Daughton (2010), review of above book in American Historical Review, Feb 2010, pp. 200-201.
W. McIntyre (1998), British Decolonization, 1946-1997 : when, why, and how did the British Empire fall (New York: St Martin's Press).
End of Topics.
4. Class Test (Quiz).
Each week, after one or both of the lectures, students will be required to log into Blackboard and answer a quiz question (multiple choice or other
format) based solely from the lecture material. That is, you will have to have listened to the lecture before you can answer the question. It will be
timed at 10 minutes and will consist of selecting one or more of a number of possible answers to a question. The test score will automatically
register in my grades. You must complete 10 tests out of a possible 15. Each test will be marked out of 10 and the 20% grade will be calculated
on your marks out of 100.
Pass requirements
There are 4 parts to assessment in this unit - see above. ALL parts must be attempted in order to pass the unit.
A final score of 50% or over for the total unit is necessary to pass.
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated
consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual,
available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policy
This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are
consistently applied.
1.
2.
All assessments students are required to submit will have a due date and time specified on this Unit Outline.
Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10% of the total
allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 7 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the
student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.
Assessment extension
A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must
apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as
prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the
student's control that prevent them from completing/submitting the assessment task.
The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time.
An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an
acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension
will not be accepted after the date of the Board of Examiners' meeting.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.
Supplementary assessments
Supplementary assessments are not available in this unit.
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
Academic Integrity (including plagiarism and cheating)
Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and
cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from
the course.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting
work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also
plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to
determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or
assistance during an examination or test.
For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or
academicintegrity.curtin.edu.au.
Additional information
Referencing Style:
The referencing style for this unit is left to the student's discretion. But whatever style is used must be applied consistently and
accurate within the system chosen..
More information on this referencing style can be obtained at http://libguides.library.curtin.edu.au/content.php?pid=141214
Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also
print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a
student. These include:
l
l
l
l
l
the Student Charter
the University's Guiding Ethical Principles
the University's policy and statements on plagiarism and academic integrity
copyright principles and responsibilities
the University's policies on appropriate use of software and computer facilities
Information on all these things is available through the University's "Student Rights and Responsibilities website at: students.curtin.edu.au/rights.
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 8 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under
standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning
disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly
disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for
more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-andwellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please
get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing
Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student
feedback system (see evaluate.curtin.edu.au/info/).
To view previous student feedback about this unit, search for the Unit Summary Report at
evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.
Recent changes to this unit include:
Unit material has been updated with new topics and readings. The Class Test has been converted to an on-line quiz and will have exactly the same
requirements for internal and external students. INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 9 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS


Faculty of Humanities
Dept of Social Sciences and
International Studies
Program calendar
Program Calendar – Semester 1 2015
Week
Date
Lecture
Date
Lecture
Mondays 10 to 11am
Thursdays 13.00 to 14.00
Room 213:104
Room 213:104
(Dr Simon Stevens until otherwise
(A/Prof Bobbie Oliver unless
otherwise
indicated.
indicated)
Orientation
23 February
1.
2 March
Introduction
5 Mar
Economics, land tenure
2.
11 March
Nation, state and empire
12 Mar
Mechanics of control
3.
16 March
Empire and Religion (A/P Bobbie Oliver)
19 Mar
Class and Empire
4.
23 March
Slavery, race and racism
26 Mar
India & Pakistan
5.
30 March
Ireland
2 Apr
Gender and Empire (Dr Marilyn Metta)
6.
6 April
7.
13 April
8.
20 April
The colonialisation of Africa
23 Apr
The French Empire (Guest TBA)
9.
27 April
ANZAC DAY HOLIDAY - No classes
30 Apr
South Africa
10.
4 May
The Middle East
7 May
China
11.
11 May
Suez and East of Suez
14 May
Indonesia (Dr Mark Briskey)
12.
18 May
Indochina
21 May
Post-Imperial Britain
13.
25 May
Is the USA an Empire? (Mr Kyle Sargon)
28 May
The British Commonwealth
14.
1 June
The End of the Soviet Empire (Dr Alexey
Muraviev)
4 June
Conclusions
INTR1000 Legacies of Empire
Bentley Campus
20 Feb 2015
Dept of Social Sciences and International Studies, Faculty of Humanities
Page: 10 of 10
CRICOS Provider Code
WA 00301J, NSW 02637B
The only authoritative version of this Unit Outline is to be found online in OASIS
