form 2b - city u
TRANSCRIPT
1
Form 2B
City University of Hong Kong
Course Syllabus
offered by Department of Economics and Finance
with effect from Semester A 2017/18
Part I Course Overview
Course Title:
World Economic History: Europe and China
Course Code:
GE2224
Course Duration:
1 Semester
Credit Units:
3
Level:
B2
Proposed Area: (for GE courses only)
Arts and Humanities
√ Study of Societies, Social and Business Organisations
Science and Technology
Medium of Instruction:
English
Medium of Assessment:
English
Prerequisites: (Course Code and Title)
Nil
Precursors: (Course Code and Title)
Nil
Equivalent Courses: (Course Code and Title)
Nil
Exclusive Courses: (Course Code and Title)
Nil
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Part II Course Details
1. Abstract
The course looks primarily at history and comparisons of economic development in Europe (or the West)
and China in the period 960 – 1949. The focus of the course is on explaining economic development of
Europe and China during this period. Students will see that land and sea geography, availability and
shortages of natural resources, agricultural know-how, cultural, psychological and philosophical aspects of
mankind, languages, health issues, religions, government policies and strategies, scientific and technology
developments including military warfare and know-how, and economic practices (free market or planned
economies) play very important roles in shaping up where we are today economically. This course also
looks at certain past economic bubbles, the Great Depression and the financial turmoil in 2008 and 2009.
The instructor will be lecturing on these historical economic issues and events. Students are expected to
discuss these issues in class, articulate their views on various historical economic issues in written group
and individual assignments, visit selected museums, and watch certain assigned documentaries.
Course Aims
The course looks primarily at history and comparisons of economic development in Europe (or the West)
and China in the period 960 – 1949. The Song Dynasty came into power in China in 960. China under Song
Dynasty was known to be quite prosperous with very intensive industrial activities, steel making and coal
mining. The Communist Party of China took over the government of China in 1949 and China opened up in
1978. We will not look at economic issues in post-1949 China as these issues are covered in other courses
at the university.
Even though primary focus is on the period after 960, we will briefly look at important historical events in
China and Europe before the year 960 such as the unification of coin currency when China was unified
under the First Emperor of China, Qin Shi Huang (221-210 B.C.). Although the USA, Middle East, Africa,
South America, Japan and rest of Asia regions are also important and have notable developments in the
period 960-1949, the course focuses primarily on Europe and China with references to USA, Middle East,
Africa, South America, Japan and other Asian countries as trading partners of Europe and China and for
certain significant events. However, we will look at the Great Depression which originated in the USA in
1929.
The focus of the course is on explaining economic development of Europe and China during this period.
Students will see that geography, natural resources availability and shortages, farming know-how, man’s
way of life as shaped by philosophy, culture and languages, public health, religious beliefs, government
policies, scientific and technology developments, military prowess, and economic systems play very
important roles in shaping up where we are today economically.
Students will see the significance of these broad interacting factors. Participation in this course adds to a
better understanding of how people have evolved economically over time. At the end of the course, students
will have a better understanding on how people, firms and governments should chart their future based on
the economic lessons learned in the past. Students should also be able to appraise the economic mistakes
made in the past and make critical analyses on what to avoid for the future.
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The course also aims to develop students’ creativity and originality through various assessment tasks that
involve the discovery and innovative process. Seminars will encourage students to develop their discovery
attitude through class discussions and Q&A. Lectures will stress issues regarding economics and its history
to help students to discover economy evolution in different countries.
Students will be asked to write essays and museum visiting reports so that they will discover the underlying
economic theories of certain articles, old documents and museum exhibition through critical thinking and
come up with their own ideas.
The final examination which covers topics discussed in the lectures and in-class discussions will also reveal
students’ accomplishments of discovery and innovation.
Upon completion of this course, students should be able to:
i. generally compare economic developments of Europe and China during this period.
ii. explain how Europe and China develop differently over time due to several factors including
agricultural know-how, inherent geographical factors, cultural values and government policies.
iii. analyse the causes for financial bubbles, and financial crisis of 1929 – 1940s, and the financial turmoil
in 2008 and 2009.
2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of
performance.)
No. CILOs# Weighting*
(if applicable)
Discovery-enriched
curriculum related
learning outcomes
(please tick where
appropriate)
A1 A2 A3
1. Compare and explain how Europe and China develop
differently over time due to several factors including
inherent geographical factors, natural resources,
institutions (basically a set of formal rules and laws,
and informal norms and codes governing relationships
among individuals and firms), cultural values and
morality, technological progress, religions, health
issues, military know-how, government policies
including analyzing how certain government policies
and practices had led to countries not realizing their full
potential, and how certain policies produce good and
sustainable economic results.
50% √
2. Appraise the factors leading to changes in population
growth rates in Europe and China; e.g. examining the
increase in population in Europe particularly so during
the Industrial Revolution in the 18th and the 19th
centuries, and examining the factors leading to China’s
existing 1.3 billion population; discover the differences
between Europe and China in terms of market form and
institutional settings.
15% √
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No. CILOs# Weighting*
(if applicable)
Discovery-enriched
curriculum related
learning outcomes
(please tick where
appropriate)
A1 A2 A3
3. Evaluate economic performance in China during the
period 960-1949 and ascribe factors that lead to periods
of notably high economic growth and low economic
growth in China during the Sung, Yuan, Ming, Qing
dynasties, Republic of China-era and the Republic of
China-era; develop creative and divergent thinking
skills from the historical development perspective.
15% √
4. Describe certain notable market reforms including
monetary systems and market economy mechanisms in
the various Chinese dynasties. Students are encouraged
to innovatively form their own viewpoints regarding
market reforms and to exercise their critical thinking
skills.
10% √
5. Analyze certain notable financial bubbles such as the
Tulip mania, South Sea Bubble, and the Great
Depression, the financial turmoil of 2008-2009 and
describe their causes including human behavior and
psychology.
10% √
* If weighting is assigned to CILOs, they should add up to 100%. 100%
# Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. A1: Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers.
A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems.
A3: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes.
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3. Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students’ achievement of the CILOs.)
TLA Brief Description CILO No. Hours/week
(if applicable)
1 2 3 4 5
Seminars and
in-class discussion
based on teaching
notes, books,
articles, selected
documentaries on
economic history
To provide the facts of the historical
economic past, offer both (or several) sides, if
any, on historical issues and to motivate
discussions.
To familiarize students with significant
economic issues in China and Europe during
the period 1960-1949.
Students will be asked to watch selected
documentaries, e.g, Guns, Germs, and Steel,
to get a better understanding of the economic
history of the world.
The Lecturer will lead a critical discovery
discussion in the first 45 minutes of each
seminar. Students are encouraged to express
their opinions without revealing any of the
following PowerPoint notes. The lecturer will
follow up with questions to encourage the
students to think more critically.
The lecture notes of the seminars are
designed according to the structure of the
discussion at the beginning of each seminar.
Students are also encouraged to raise
questions during the lecture.
Students will develop their attitude to be
creative and innovative through the
discussion and critical thinking.
√ √ √ √ √ 3 hours per
week
Two individual
essays (one page
each, about 250
words)
To develop students’ ability to analyze and
critique past economic issues; describe past
mistakes and good practices and possibly
offer recommendations on good economic
practices for the future.
Students will choose two from the ten topics
provided or choose their own topics and
analyse and compare the economy, institute
arrangement and government systems, e.g.
the legal system in feudal society and
contemporary society, the capitalistic
economy evolution, and the landownership
and price of land in Song dynasty.
√ √ √ √
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TLA Brief Description CILO No. Hours/week
(if applicable)
1 2 3 4 5
Group project
a. Mid-length
essay (double
spacing, about
800words, 4
pages)
b. Presentation
Old documents like maps, accounting
records, property transaction deeds, paintings,
books, and other cultural artefacts are readily
available in public libraries and on-line.
Students are encouraged to find an article of
interest and use them as anchor to develop
their views about economics.
A main learning outcome is that students will
be able to use information from such
documents to form a view either to support or
revoke a commonly accepted view in
economic history and they will be assessed on
how well they can achieve this outcome.
Each group has different learning outcomes
based on the document they research on.
Students’ abilities and skills to discover and
innovate will be developed to a large extent.
Through meetings and discussion with the
lecturer on the document, students are
required to discover the economic
background of the document, analyse the
information from the document, explore the
behaviour of agents at that time, innovate a
possible alternative judgement to avoid
stereotyping, and compare early economies
with modern economy and business. The
group report with the artefact will be an
accomplishment of discovery and innovation.
√ √ √ √ √
Visits to museums
and exhibitions
(followed by one
individual
one-page essay,
about 250 words)
Organized tours to museums and exhibitions
for ancient Chinese coins and artefacts, for
example, provide insight on how economies
in Europe and China functioned.
The reports are required to focus on a
particular session or group of exhibits that
reveal some economic context or
implications. A simple overview of the
exhibition will not be accepted.
Discussion with lecturer is encouraged, and
lecturer will develop students’ discovery and
innovative learning skills by challenging
students’ views and developing students’
critical thinking.
√ √ √ √
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4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.)
Assessment Tasks/Activities CILO No. Weighting* Remarks
1 2 3 4 5
Continuous Assessment: 70%
Short essay assignments
√ √ √ √ 45% a. Two short essays of
10% each (total 20%)
b. One mid-length
GROUP essay on
analysis of old
documents/ maps/
books/ artefacts, etc.
(25%)
Contributions to in-class
discussion and group
presentations
√ √ √ √ √ 15%
The group presentation
is on short essay
assignments b.
Museum visit report √ √ √ √ 10%
Examination: 30% (duration: 2 hours, if applicable)
Final exam √ √ √ √ √ 30% Open book
* The weightings should add up to 100%. 100%
Students are to compare and explain the economic develop of Europe and China through the scenario
questions, to answer the “what if” questions. Accomplishment of discovery and innovation would be
reflected in that students will discover the interrelationships between institutional settings and economy
development.
Students are required to pass both coursework and examination components in order to pass the course.
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Form 2B
5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)
Assessment Task Criterion Excellent
(A+, A, A-)
Good
(B+, B, B-)
Fair
(C+, C, C-)
Marginal
(D)
Failure
(F)
Final Examination
Show superior grasp
of all aspects of the
course and
demonstrate strong
evidence of original
thinking and
evidence of
extensive knowledge
base in the
comparisons
between economic
development in
Europe and China in
the period 960-1949.
Students have
demonstrated very
strong overall ability
to discover and
innovate, and
showed very strong
evidence of
accomplishments of
discovery.
Show reasonable
grasp of the key
aspects of the
course and
demonstrate good
evidence of
original thinking
and evidence of
reasonable
knowledge base in
the comparisons
between economic
development in
Europe and China
in the period
960-1949.
Students have
demonstrated
strong overall
ability to discover
and innovate, and
showed strong
evidence of
accomplishments
of discovery.
Show acceptable
coverage of most
aspects of the
course, and
demonstrate some
evidence of original
thinking and
evidence of
acceptable
knowledge base in
the comparisons
between economic
development in
Europe and China in
the period 960-1949.
Students have
demonstrated some
ability to discover
and innovate, and
showed satisfactory
evidence of
accomplishments of
discovery.
Show marginal
coverage of some
aspects of the
course, and
demonstrate
marginal
evidence of
original thinking
and evidence of
marginal
knowledge base
in the
comparisons
between
economic
development in
Europe and
China in the
period 960-1949.
Students have
demonstrated
marginal ability
to discover and
innovate, and
showed marginal
evidence of
accomplishments
of discovery
Show little
familiarity and
weakness in
original thinking
and evidence of
extensive
knowledge base
in the
comparisons
between
economic
development in
Europe and
China in the
period 960-1949.
Students have
demonstrated
little evidence of
ability to
discover and
innovate, and
showed little
evidence of
accomplishments
of discovery
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Form 2B
Assessment Task Criterion Excellent
(A+, A, A-)
Good
(B+, B, B-)
Fair
(C+, C, C-)
Marginal
(D)
Failure
(F)
Short essay assignments
Demonstrate
excellent ability to
apply the learnt
concepts and high
degree of originality
to form a
personalized
perspective on
issues related to the
comparisons
between economic
development in
Europe and China in
the period 960-1949.
Show strong
evidence of
reflection on own
position based on a
comprehensive
understanding of
theory and the facts.
Generalizes
principles, models or
practices to generate
new insights and
questions. A soundly
structured essay
with balanced and
compelling
conclusions
thoroughly grounded
in the arguments
presented.
Demonstrate good
appreciation of the
issues, theory and
the facts with
indications of
reflection on own
position.
Generalizes
principles, models
or practices to
generate new
insights and
questions. Some
new insights and
questions offered
with clear
evidence of
learning from the
course content and
of the ability to
apply it. A
well-structured
essay with
conclusions
properly grounded
in the arguments
and convincingly
justified.
Demonstrate some
ability to apply the
learnt concepts but
the arguments fall
short of a
comprehensive
understanding of the
issues, theory and
the facts. Some
evidence of learning
from the course
content. Fair
justification of
arguments and
conclusions but little
originality
demonstrated and
improvement on the
essay structure
needed.
Demonstrate little
evidence of
learning from the
course content
and of the ability
to apply it. The
arguments are
relevant and
accurate but
isolated,
addressing the
issues only in
part and lacking
both a strong
grounding in
theory and
understanding of
the facts. Very
little originality,
weak justification
of conclusions
and poorly
structured.
Demonstrate
weakness in
issues related to
the comparisons
between
economic
development in
Europe and
China in the
period 960-1949.
Demonstrate little
understanding of
theory and the
facts. Very weak
in discussing
issues at hand.
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Form 2B
Assessment Task Criterion Excellent
(A+, A, A-)
Good
(B+, B, B-)
Fair
(C+, C, C-)
Marginal
(D)
Failure
(F)
Contributions to in-class
discussion and group
presentations
1. Able to always
present and
communicate
answers to in-class
and on-line
exercises excellently
in oral and/or
written format.
2. Proactively
participate in class
and on-line
discussions by
offering innovative
ideas and asking
questions related to
economic
development in
Europe and China in
the period 960-1949.
1. Able to
frequently present
and communicate
answers to class
and on-line
exercises in oral
and/or written
format.
2. Proactively
participate in class
and on-line
discussions by
offering some
innovative ideas
and asking
questions related
to economic
development in
Europe and China
in the period
960-1949.
1. Occasionally
present and
communicate
answers to class and
on-line exercises in
oral and/or written
format.
2. Occasionally
active when urged to
participate in class
and on-line
discussions by
offering some
acceptable ideas and
asking limited
questions related to
economic
development in
Europe and China in
the period 960-1949.
1. Occasionally
present and
communicate
answers to class
and on-line
discussions fairly
in oral and/or
written format.
2. Reactively
participate in
class and on-line
discussions by
offering very
limited ideas and
asking very few
questions related
to the
development of
economic
development in
Europe and
China in the
period 960-1949.
1. Does not
present and
communicate
answers to class
and on-line
discussions fairly
in oral and/or
written format or
does it in a very
poor manner.
2. Does not
participate in
class and on-line
discussions and
offering no or
very limited ideas
and does not ask
questions related
to the
development of
economic
development in
Europe and
China in the
period 960-1949.
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Form 2B
Assessment Task Criterion Excellent
(A+, A, A-)
Good
(B+, B, B-)
Fair
(C+, C, C-)
Marginal
(D)
Failure
(F)
Museum visit report
Able to participate
in visits actively,
raise meaningful
questions frequently
during the visits, and
relate first-hand
experiences to the
theme of the course
very well, and also
write a very good
short paper that
summarizes the
visit.
Able to participate
in visits, raise
some meaningful
questions during
the visits, and
relate first-hand
experiences to the
theme of the
course and also
write a good short
paper that
summarizes the
visit.
Occasionally
participate in visits,
raise some questions
during the visits, and
show some ability to
relate first-hand
experiences to the
theme of the course
and also write a
satisfactory short
paper that
summarizes the
visit.
Reactively
participate in
visits, raise very
few questions
during the visits,
and poorly relate
first-hand
experiences to
the theme of the
course, and also
write a
marginally
satisfactory short
paper that
summarizes the
visit.
Does not raise
any questions
during the visits
and also write an
unsatisfactory
short paper about
the visit.
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Form 2B
Part III Other Information (more details can be provided separately in the teaching plan)
1. Keyword Syllabus
1. A macro and long term view of the world from 1st to the 20th Century (the Angus Maddison data)
Population trend
GDP and GDP per capita
2. The basis of economic development:
Land, labor and technology
Institutional arrangements: culture, rules of laws, governance (soft power)
3. Medieval Europe (8-14th century) and China (Song and Yuan Dynasty)
Medieval Europe
Nature of the Medieval Europe economy-the agrarian economy and manorialism as an aftermath of
the fall of the Roman Empire
Manorialism as a basis for nurturing innovation, agricultural development and population growth.
Revival of commercial activities, urbanization and sea freights
Crises leading to the end of the Medieval era and stagnation
Song
Song (960-1127/1127-1279) as a continuation of the Tang Empire
Stability, population growth, agriculture and technology advancements
Currency and credit-unification and invention of paper money
Start of urbanization and commercialization
The rise of the south (Southern Song)-migration of population and changes in agriculture.
Yuan
Yuan (1271-1368) as a period of changing (a) from nomadic to farming,(b) from simple to complex
institutional arrangements.
Land ownership consolidation
Trade facilitating-intraregional and international
Develop large communication networks: the courier stations
From canals to sea freights
Money unification (into pure paper money)
4. Reviving of Europe (mid 15th to 17th century) and China (Ming Dynasty, 1368-1644)
Europe
Europe’s second logistics: escape from the Dark Age and prelude to the Enlightenment (the Age of
Reason-discovery of the independent self)
Conquest and rise of the “western” Europe-expansion of resources and population growth.
Rise of maritime exploration and discovery of trade with Asia.
Colonization began with Spain and Portugal dominating the Indian Ocean and then the America’s and
the Price Revolution
Role of the government: nationalism, political power, and imperialism
Ming (1368-1644)
Period of stability after driving out the Mongols
Rapid population growth
Commercial enterprise development
Overseas trade under disguise of the tributary system
Underdeveloped financial/monetary structure
Biased towards defence expenditure
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Form 2B
5. Rise of Modern Industry in Europe-Industrial Revolution (18th-19th Century) and China’s Qing Dynasty
(1644-1911)
Europe (18th-19th Century)
Rise of manufacturing, the use of mechanically powered machine and the use inanimate energy
source.
Rise in agriculture productivity and industrial revolution
Why industrial revolution first occurred in UK before moving to other European countries
Rise of free trade
Qing (1644-1911)
Manchu well prepared to take over the Ming and rule the empire
More arable land and agriculture technology leading to rapidly rising population
Flourishing commercial activities and rising urbanization
Small government facilitating market development.
6. The World Economy in the 20th Century
Europe (Early 20th Century)
Great depression and government control
Coordination and the formation of international institutions
Rise of imperialism.
Nationalistic China-an emerging civil society (1911-1949)
Return to stability with rising agriculture productivity and population
Development of modern manufacturing sector
Rise of the Chinese bourgeoisie
Cultural change-the May Fourth Movement
Confusing monetary system
2. Reading List
2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of
e-books, e-journals available from the CityU Library.)
1. Rondo Cameron and Larry Neal, A Concise Economic History of the World: From Paleolithic
Times to the Present, Oxford University Press, USA, 2003.
Chapter 3 Economic Development in Medieval Europe, pp.44-76.
Chapter 6 Economic Nationalism and Imperialism, pp. 128-159.
Chapter 8 Economic Development in the 19th Century: Basic Determinants, pp. 187-218.
2. JK Fairbank and EO Reischauer, China, Tradition & Transformation, Revised Edition, Boston:
Houghton Mifflin Co., 1989,
Chapter 8 State and Society under the Ming, pp. 177-210.
3. JK Fairbank, China, a New History, Cambridge: Harvard University Press, 1992.
Chapter 8. The Paradox of Growth without Development, pp.167-186.
(optional) Chapter 13. The Quest for a Chinese Civil Society, pp. 257-278.
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Form 2B
4. Joseph Chai, An Economic History of Modern China, Cheltenham: Edward Elgar Publishing
Ltd., 2011.
Chapter 6 Why China Failed to Industrialize, pp. 54-59.
5. Kenneth Pomeranz, The Great Divergence: China, Europe and the Making of the Modern
World Economy, Princeton: Princeton University Press, 2000.
Chapter 2 market Economies in Europe and Asia, pp. 69-107.
(optional) Chapter 6 Abolishing the Land Constraint: The Americas as a New Kind of
Periphery, pp.264-297.
6. S. Engerman and R. Gallman, eds., Cambridge Economic History of the United States, Vol. III,
Cambridge: Cambridge University Press, 2000.
Chapter 5. Peter Temin, The Great Depression pp. 301-28.
7. N. Crafts, Forging Ahead and Fall Behind: the Rise and Relative Decline of the First Industrial
Nation, Journal of Economic Perspectives, Vol. 12, No. 2, 1998, pp. 193-210.
2.2 Additional Readings (Additional references for students to learn to expand their knowledge about the subject.)
Online Resources:
Beijing Digital Palace Museum: http://www.dpm.org.cn/
CityU e-Book
Qing History Archives 清史:第一历史档案馆
http://lib.cityu.edu.hk/search~S8?/X{214f73}{213021}{27462a}{21353d}{27455f}{214442}{276
079}&searchscope=8&SORT=D/X{214f73}{213021}{27462a}{21353d}{27455f}{214442}{276
079}&searchscope=8&SORT=D&SUBKEY=%E7%AC%AC%E4%B8%80%E5%8E%86%E5%8
F%B2%E6%A1%A3%E6%A1%88%E9%A6%86/1%2C133%2C133%2CB/frameset&FF=X{214f
73}{213021}{27462a}{21353d}{27455f}{214442}{276079}&searchscope=8&SORT=D&2%2C
2%2C
Nationalist China History Archives 民国史:第二历史档案馆
http://lib.cityu.edu.hk/search~S8?/X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{276
079}&searchscope=8&SORT=DZ/X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{27
6079}&searchscope=8&SORT=DZ&extended=0&SUBKEY=%E7%AC%AC%E4%BA%8C%E5
%8E%86%E5%8F%B2%E6%A1%A3%E6%A1%88%E9%A6%86/1%2C126%2C126%2CB/fram
eset&FF=X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{276079}&searchscope=8&
SORT=DZ&2%2C2%2C
History and Maps
http://www.artsmia.org/art-of-asia/history/ming-dynasty-map.cfm
Fordham University Internet Medieval /Modern Europe (open)Sourcebook
http://www.fordham.edu/Halsall/sbook1j.asp
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Form 2B
Resource Planning and Consultation: Refer to the Explanatory Notes (Please indicate the requirements and planning for special resources to support the course offering, and consult expertise in other related
disciplines if the proposal covers content beyond your own discipline.)
Nil
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Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course is
aligned to and relate them to the CILOs stated in Part II, Section 2 of this form:
GE PILO Please indicate which CILO(s) is/are related to this
PILO, if any
(can be more than one CILOs in each PILO)
PILO 1: Demonstrate the capacity for self-directed
learning √ CILOs 1 and 2
PILO 2: Explain the basic methodologies and
techniques of inquiry of the arts and
humanities, social sciences, business, and
science and technology
√ CILOs 2 and 3
PILO 3: Demonstrate critical thinking skills
√ CILOs 3, 4 and 5
PILO 4: Interpret information and numerical data
√CILOs 2 and 3
PILO 5: Produce structured, well-organised and
fluent text √ CILO 1
PILO 6: Demonstrate effective oral communication
skills
PILO 7: Demonstrate an ability to work effectively
in a team
PILO 8: Recognise important characteristics of
their own culture(s) and at least one other
culture, and their impact on global issues
PILO 9: Value ethical and socially responsible
actions
PILO 10: Demonstrate the attitude and/or ability to
accomplish discovery and/or innovation √ CILOs 3, 4 and 5
GE course leaders should cover the mandatory PILOs for the GE area (Area 1: Arts and Humanities; Area 2: Study of
Societies, Social and Business Organisations; Area 3: Science and Technology) for which they have classified their
course; for quality assurance purposes, they are advised to carefully consider if it is beneficial to claim any coverage
of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the
curricular mapping of GE programme: http://www.cityu.edu.hk/edge/ge/faculty/curricular_mapping.htm.)
A. Please select an assessment task for collecting evidence of student achievement for quality assurance
purposes. Please retain at least one sample of student achievement across a period of three years.
Selected Assessment Task
Group Project
Essay on an old document with presentation
Annex