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HIS32620

Academic Year 2026/2027

International Relations in the Asia Pacific, 1890s-1950s (HIS32620)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Dr Steffen Rimner
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module charts in 11 weeks the history of U.S.-Asian relations from the U.S. entrance into Asia as a colonial power to the legacy of the Second World War. It engages with comparisons and connections across a broad variety of U.S.-Asian relationships: their cultural, economic, social and political aspects. It asks how transnational and international forces between U.S. and Asian societies and governments shaped key dynamics of the global twentieth century.

Giving attention to the social basis of transnational and international relations, we will examine how and why U.S. and Asian migrants, lobbyists, NGOs and other private actors developed a sustained impact on global politics. In terms of ideology, this period saw a stronger, if intermittent, support for U.S. overseas expansion than ever before (in the Philippines, Japan, China and elsewhere). In economic respect, U.S. business capital followed and penetrated increasingly global, Asian markets. In diplomacy, Washington became morally and strategically entangled with new enemies, competitors and partners in Asia and elsewhere. In none of these developments did the U.S. act alone or necessarily act first. All across, the global dimension of U.S.-Asian interactions carried lessons and warnings of history.

Our discussions and analyses will incorporate that on any issue, at least two possible perspectives could clash. We will juxtapose the perspectives, interests, actions and arguments of U.S. and Asian actors to understand social, political and cultural counterparts. The course will be sensitive to U.S.-Asian configurations that paralleled developments in the Pacific and Europe.

About this Module

Learning Outcomes:

On successful completion of this module, students will be able to
1) Critically engage with the historical foundations of US-Asian relations today
2) Articulate the knowledge acquired with a critical mind and with eloquence (both written and oral)
3) Understand why the 1890s to the 1950s gave birth to the problems that continued to haunt the Asia-Pacific region afterwards
4) Select, analyse and contextualize primary sources in the context of their own time and place
5) Engage in analytic, respectful and reading-based discussion of thorny issues of U.S.-Asian relations
6) Produce, organize, progress in and complete a substantial research project of 4,000 words (final essay) on a chosen topic of U.S.-Asian relations

Indicative Module Content:

1) Introduction: Whose Interdependence? The Asia Pacific in Global History
2) Migration, Crisis and Opportunity across the Asia Pacific
3) Asia Pacific Competition: The Empires Assemble
4) Turn of the “Asian Century”? The U.S. in the Philippines and China
5) Race and Superiority
6) Did China rise already?
7) Who owns the Postwar
8) Asian American Fusion
9) Enemies for How Long
10) From Japanese Internment to Iron Curtain
11) Postwar Asia

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 3
 

Student Effort Hours:
Student Effort Type Hours
Lectures

11
Seminar (or Webinar)

22
Specified Learning Activities

95
Autonomous Student Learning

95
Total

223

Approaches to Teaching and Learning:
• active/task-based learning: primary source analysis
• critical writing
• reflective learning
• enquiry & problem-based learning
• collective debate

This small-group, seminar-based module combines a one-hour weekly lecture and a two-hour seminar. The weekly lecture provides an overview of the weekly theme, with a special focus on the divergent, international perspectives on every political event or strategy and its historical consequences.
On any issue, there were always at least two possible perspectives. Our discussions and analyses will juxtapose the perspectives, interests, actions and arguments of U.S. and Asian actors to understand social, political and cultural counterparts. The course will be sensitive to specific global configurations that connected U.S.-Asian relationships to analogous developments in the Pacific and Europe.

Each seminar will promote active and task-based learning. Analytic skills, including critical reading and argumentative writing will culminate in the final essay of 4,000 words. Autonomous learning is advanced through homework readings, classroom debates, the final essay and optional weekly reflections essays that can improve the participation grade.

Generative AI is not permitted in this module. Questions can be addressed to the module coordinator.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second Lazer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Midterm essay: Students address one of two possible analytic questions, applying analytical and methodological skills acquired in the seminar, readings and lectures. Week 6 Graded No
30
 No
Assignment(Including Essay): Final Essay. Students apply synthetic knowledge from across the module to contextualize one of two major historical questions while engaging critically with existing interpretations and frameworks. Week 12 Graded No
50
 No
Participation in Learning Activities: Students are graded on their contribution to seminars throughout the
semester: A = consistent, well-informed contributions throughout semester. B = periodic, well-informed contributions to seminars
 Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

• Written feedback on 1,500 words Essay Assignment • Written and oral feedback and advice concerning primary sources, secondary literature and historical analysis for preparation of 4,000 words final essay (individual student meetings)

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 15:00 - 15:50
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 10:50
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