Radford College

History (T) – The End of Empires – South East Asia
Unit Outline: Semester 2, 2009

This unit should enable students to
§ Understand something of the traditional life of the peoples of South East Asia.
§ Gain knowledge and understanding about the colonial powers of South East Asia and of the National liberation movements which developed to oppose them.
§ Develop a critical awareness of the process of decolonization and the problems faced by Indonesia, Malaysia and the Philippines after decolonization occurred.

July 20
23-25 Year 12 Revue

July 27
28 Yr 12 AST Practice (P1-2)
29-1/8 Snowsports Interschools Comp
30 Chemistry Quiz

August 3
6 Maths Comp

August 10
11 Geology Exc Yr 11-12
12 Year 12 AST Practice Period 5
13 Moderation Day 2,
13 Year 12 AST Practice

August 17
17 Yr 11 Oxygen Factory Per 2
19 Science Olympiad - Physics
20-21 Year 12 Human Movement excursion
20-21 Year 11 Geography Excursion

August 24
24 AST Practice P4
26 Science Olympiad - Biology
28 AST Practice P5

August 31
1-2 Year 12 AST First Sitting
4 Year 11 Bus. M’ment Excursion

September 7
8 House Athletics
8-11 Snowsport Nationals
10-11 Year 11/12 Fasdhion Excursion

Document Study
7 September 2009
September 14
15 Year 11/12 geology Excursion
17 Yr 11 Interim Reports due
17-18 Year 12 Geography Excursion

Essay Due
Anytime week 9
September 21
22 P/T Interviews
24 ASC Athletics
25 Year 12 Bus. M’ment Excursion

September 28–October 9

October 12
13 Human M’ment Exc Yr 11
13-14 Year 12 AST Second Sitting
15-17 Senior Drama

Seminars begin
Seminars for two weeks
October 19
20 Biology Exc Yr 12
22 Year 11 Legal Studies Exc.
23-25 Moruya Jazz festival

October 26
27 Year 12 Legal Studies Excursion

November 2
3 Public Holiday
4 Music A & T Recitals (Evening)
5 ACT Athletics

November 9

November 16
17 Seniors Last Day
18 Senior Exams
19 Senior Exams
20 Senior Exams


November 23
23 Senior School Exams
24 Senior School Exams

November 30
1 Unit Score Checking
1 Appeals for Semester 2 Unit results close
2Course Score Checking Day
2 Appeals for Course Scores close


Choose one of the following and write a 1000-1200 word essay. Include a cover sheet and an annotated bibliography (refer to section 5 of History Handbook).

1. Explore how Indonesia is important for anthropologists and ethnographers beginning from the 19th century to the present. Choose one ethnographic study to demonstrate your thesis.

2. What has been the impact of U.S. foreign policy in Indonesia during the Cold War era (1947 to 1989)? Choose one U.S. president and the corresponding Indonesian leader for your essay.

3. Asia regardless has accused Australia of “megaphone diplomacy”. Critically discuss with reference to Indonesia how Australia should respond to alleged human rights abuses.

4. Look at the economic history of Indonesia during the rule of its military leader and president Sukarno. Do individual personalities and leadership qualities affect economic growth?

5. How does radical Islam in Indonesia fit into a moderate and modern society? Look at the origins of the early Islamic independence movement and show how it impacts on the political landscape of modern politics.

6. Explore the role of women in independence movement post World War II in South East Asia. Choose an individual or movement in one either Indonesia, Malaysia or the Philippines (Burma).

Weight 25%

Check list for formatting an essay

Title page: The title page should contain:
o name and student number
o unit title
o question title/name
o teacher
o due date
o word count.
o NO pictures, Bold or Underlining
o Font 12pt Times New Roman (only)

o Stapled in the top left corner. Do not use a folder or insert individual sheets in clear plastic sleeves.
o Margins - minimum 2.5 cm, maximum 3 cm all around.

o Double or 1.5 space throughout
o ‘long quotations’ that are more than 3 lines are to be single spaced and indented, without quotation marks and NO italics
o Leave 1 blank line between paragraphs

o Use Times New Roman (only)
o Sizes are 12 for the text and for headings


o Put numbers in line with the right margin at the bottom of each page


o Check that your bibliography conforms to Radford Referencing and Bibliographies

You are to present an entertaining and informative seminar on one of the topics below. You are expected to use a variety of multimedia aids. The seminar is to be 15-20 in length. A summary sheet MUST be provided for each member of the class, which includes your bibliography. Seminar topics will be chosen by ballot in class.


Outline the reasons why Dutch administrators introduced the Ethical Policy to Indonesia and determine the effectiveness of the policy.

Critically analyse the political administration of Sukarno during the 1950s and the 1960s.

Outline the significance of the military’s role in politics since Indonesia’s independence. How relevant is that institution in Indonesian politics today?

Critically assess how colonial rule impacted upon the traditional lifestyle of the people of Malaysia.

Discuss the impact of WWII on the society of Malaysia.

Critically analyse the impact of the Industrial Revolution on the economic policies of the colonial governments of SEA.

Outline the experiences of POWs captured in South East Asia during WWII

Compare and contrast the process of colonisation used by the British in Malaysia with that of the Dutch in Indonesia.

Outline the development of communism is Malaysia (not the emergency).

Outline the formation and policies of the Federated Malay States.

Critically analyse the nature of The Emergency in Malaysia and the consequences of this historical period.

Explain why Singapore withdrew from the Federation of Malaysia; has this proved to be a wise political decision?

Critically analyse the political administration of Mahathir.

Critically assess how colonial rule impacted upon the traditional lifestyle of the people of the Philippines.

Compare and contrast the Spanish and American colonial governments of the Philippines.

Critically assess the role of the Catholic Church in Filipino society.

Critically assess the effectiveness of the Marco era. What benefits, if any, did this political administration bring the Philippines?

Outline the contribution that women have made to the political world of the Philippines since independence.

Weight 20%

Document Study
Document Study is an exam style assessment done during a double period. You will be expected to write one essay style answers.

Weight 25%

Formal exam during exam weeks.

Weight 30%

Course Content:

§ Traditional life in Indonesia before the Dutch colonial rule.
§ The nature of Dutch colonial rule.
§ The impact of Japanese occupation on Nationalist movements.
§ Post war struggle for independence.
§ Parliamentary government.
§ Rise of Sukarno.
§ Sukarno’s “guided democracy”.
§ Dispute over West Irian.
§ Suharto.

§ Traditional life in Malaysia before British colonial rule.
§ British rule of Malaya and Singapore.
§ Impact of World War II.
§ Formation of the Federation of Malaya.
§ The Emergency.
§ Singapore’s withdrawal from the Federation.
§ Foreign relations.
§ Racial difficulties.
§ Dr Mahathir Mohamad and his foreign policy.

§ Traditional life in the Philippines before Spanish colonial rule.
§ Spanish colonial rule.
§ American colonial rule.
§ Early acknowledgement by USA of right to self rule.
§ Impact of Japanese occupation.
§ Establishment of independent republic.
§ Communist insurgency.
§ Marcos era including imposition of martial law.
§ The overthrowing of Marcos regime.
§ Problems facing the Aquino government.

Penalties for Late Submission of Work:

Whenever possible, students should apply for an extension in advance, providing due cause and adequate documentary evidence for late submission.
A late penalty will apply unless an extension is granted. The penalty for late submission is 5% (of the possible marks) per calendar day late (including weekends and public holidays) until the notional zero is reached. If an item is more than 7 days late, it receives the notional zero. Submission of work on a weekend or public holiday is not acceptable.

The notional zero will be a score, which lies between 0.1 of a standard deviation below the lowest genuine score for that item and zero.

Moderation Procedures:

  • As per BSSS guidelines and History Handbook.

Method of Unit Score Calculation:

The method used to generate unit scores in each course is detailed in the Senior School Handbook 2005, section 4.

Senior School Handbook:

Further information on assessment and other Senior School issues such as attendance and appeals can be found in the Senior School Handbook.

Assessment Criteria:

Students will be assessed on the degree to which they demonstrate:

§ Accuracy, thoroughness, comprehension and appreciation of perspective in locating, selecting, recording and acknowledging relevant data from sources.
§ Accuracy, thoroughness and comprehension in the classification, analysis and evaluation of information.

§ Accuracy, thoroughness and comprehension in detecting bias and drawing conclusions from sources.
§ Imagination, independence and discipline in hypothesising, synthesising, constructing arguments and testing assumptions against the available evidence.
§ Consideration of alternative approaches and explanations and facility in responding empathically to specific questions demonstrating metacognitive skills.

§ Fluency, clarity and literacy using the conventions of historical representation.
§ Competence and imagination in the use of a variety of media such as writing, oral presentation, role play, debate, music, film, models, statistics.
§ The capacity to exchange ideas, share tasks and consult with others in examining historical problems.

Grade Descriptors:

Unit Grades for ‘T’ courses.

A student who achieves the grade A
makes apt and thoughtful application of information from sources, appreciates differences in perspective, argues a case or is imaginative where appropriate, and is coherent and articulate in communication.
A student who achieves the grade B
accesses relevant information from obvious sources, showing comprehension of key issues, recognising differences in perspective, and is coherent in communication.
A student who achieves the grade C
produces outcomes which are heavily reliant on a single source, partially identifies differences in values with simple comprehension of the range of possibilities and is generally coherent in simple analysis or response.
A student who achieves the grade D
responds to sources and concepts with variable accuracy and limited comprehension of values, reflecting some use of relevant materials and communicating adequately in structured or guided forms.
A student who achieves the grade E
accesses relevant sources when assisted and records and repeats given information, showing limited comprehension of values and key concepts.