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1
TQF3
Course Specification
Name of institution
Campus/faculty/department
Mahidol University
International College
Section 1 General Information
1. Course code and course title
Thai
ICSS 204 ประวัติศาสตร์โลก ก (ระหว่างปี ค.ศ. ๑๔๐๐ - ๑๗๖๓)
English
ICSS 204 World History A (c.1400 – 1763)
2. Number of credits
4 (4-0-8)
(Lecture 4 hours/week; laboratory 0 hours/week; self study 8 hours/week)
3. Curriculum and type of subject
3.1 Curriculum
Offer in all International College undergraduate programs
3.2 Type of subject
General Education course in Social Science (Major version = ICSO 210)
4. Responsible faculty member Members of faculty of the Social Science Division, MUIC
5. Trimester / year of study
5.1 Trimester
As specified in the SSD annual schedule.
5.2 Number of students Maximum 40 students per class section
6. Pre-requisites
None
7. Co-requisites
None
8. Venue of study
MUIC
9. Date of latest revision
September 2015
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Section 2 Goals and Objectives
1. Goals
- Outline key events, issues and themes in world history between c.1400 – 1763
- Develop awareness of close links between past and present
- Introduce historical methodology and the use of primary and secondary sources
- Encourage critical thinking and evaluation of texts
- Develop essay writing skills
2. Objectives of development/revision
To revise the course in the light of contemporary understanding
Section 3 Course Management
1. Course descriptions
ประวัติศาสตร์ โลกบางแง่มุมที่คดั สรรแล้วจากราวปี ค.ศ. ๑๔๐๐ ถึงราวปี ค.ศ. ๑๗๖๓ เน้นพลังทาง
การเมืองและเศรษฐกิจที่นาสังคมหลากหลายในโลกมาอยูด่ ว้ ยกันและสร้างภูมิหลังให้กบั โลกสมัยใหม่
อารยธรรมตามประเพณี เดิมของทวีปเอเชีย ยุโรปและแอฟริ กา การปฏิวตั ิดินปื น การแผ่ขยายโพ้นทะเลของ
ยุโรปตะวันตก การพัฒนาเศรษฐกิจโลก การก่อตัวของรัสเซี ย สมบูรณาญาสิ ทธิ์ และรัฐธรรมนูญนิยมใน
ฐานะรู ปแบบของรัฐบาล การพิมพ์และการปฏิวตั ิทางวิทยาศาสตร์
Selected aspects of world history from c.1400 to c.1763, concentrating on the political and economic
forces which brought the various societies of the world together and created the background for the
modern world; the traditional civilizations of Asia, Europe and Africa; the gunpowder revolution; the
overseas expansion of Western Europe; the development of a world economy; the emergence of Russia;
absolutism and constitutionalism as forms of government; printing and the Scientific Revolution.
2. Credit hours / trimester
Lecture
Additional class Laboratory / field trip/ internship
Self study
3
48 hours
(4 hour x 12 weeks)
3.
None
None
96 hours
(8 hours x 12 weeks)
Number of hours that the lecture provides individual counseling and guidance
1 hour / week
Section 4 Development of Students’ Learning Outcome
1. Expected outcome of students’ skill and knowledge
Students will have a better understanding of early modern history.
1. Teaching methods
Lectures and tutorial discussions
2. Evaluation methods
1. Morality and Ethics
1.1 Expected outcome on morality and ethics
 (1) Have personal discipline, integrity and responsibility
 (2) Have professional ethics
 (3) Be aware of and appreciate cultural differences
 (4) Have academic honesty
1.2 Teaching methods
1) Discussion of issues to make students informed
2) Individual and/or group assignments and discussion
1.3 Evaluation methods
1) Written examinations and assignments
2) Class attendance, class participation and behavior
3) Quality of individual and/or group assignments
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4) Academic honesty behavior during the examination period and individual responsibility for
work.
2. Knowledge
2.1 Expected outcome on knowledge development
 (1) Understanding of key principles and theories relating to the course or field of social
science
 (2) Knowledge of the process and techniques of research in order to solve problem and add
up to the knowledge in the career
 (3) Ability to integrate the knowledge from social science to other related field of study
1.2 Teaching methods
1) Lectures which involve questions and class discussion on certain topics and special lecture
sessions conducted by experience practitioners from related field
2) Project assignments and presentations
3) Field trips
1.3 Evaluation methods
1) Written examinations and assignments
2) Quality of individual and/or group projects/assignments
3) Presentation of knowledge synthesis
4) Class attendance and class participation
3. Intellectual development
3.1 Expected outcome on intellectual development
 (1) Ability to think critically, systematically and creatively
 (2) Ability to search, consolidate and evaluate ideas and evidence for problem solving
(3) Ability to integrate knowledge and skills to appropriately solve problems in social
science
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3.2 Teaching methods
1) Lecture
2) Class and Group discussion
3.3 Evaluation methods
1) Written examinations and assignments
2) Presentation of knowledge synthesis
3) Class attendance and class participation
4. Interpersonal relationship and responsibility
4.1 Expected outcome on interpersonal relationship and responsibility
 (1) Have ability to effectively articulate to other people who may come from diverse
backgrounds
(2) Have ability to work, and be responsible for own assigned work, duties and roles in the
workgroup appropriately, including participating in helping work colleagues and
solving group problems
 (3) Respect of others, sense of personal discipline, willingness to listen to a variety of
points of view
4.2 Teaching methods
1) Group projects and assignments
2) Class participation
4.3 Evaluation methods
1) Written examinations and assignments
2) Group presentation of knowledge synthesis
3) Class attendance and class participation
5. Mathematical analytical thinking, communication skills, and information technology skills
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5.1 Expected outcome on Mathematical analytical thinking, communication skills, and information
technology skills
(1) Can select and apply appropriate statistical and mathematical methods to research
problem
 (2) Development of analytical thinking and communication skills
 (3) Good use of English communication skills including speaking, listening, reading,
writing and presentation skills.
5.2 Teaching methods
1) Lecture and discussion
2) Assignments and presentations
5.3 Evaluation methods
1) Written examination
2) Presentation of the knowledge synthesis
3) Class attendance and class participation
Section 5 Teaching and Evaluation Plans
1.
Teaching plan: World History is an enormous field of study and the present course is necessarily
selective. The topics normally covered are listed below, but the lecturer may change these from time to time.
Week
1
2
3
4
5
Topic
Introduction and Course Overview / Maps
and the Geographical Context
The Fifteenth-Century World
The Muslim Gunpowder Empires
The Rise of Europe
The Discovery of the New World and the
Hours
4
4
4
4
4
Teaching methods/
multimedia
Lecture
Tutorial discussion
"
"
"
“
Instructor
SSD Faculty
"
"
"
"
7
6
Columbian Exchange
Mid-Term Examination
"
4
Review
Exam
Lecture
Tutorial discussion
"
2+2
4
9
10
11
Europe and Asia I: Old Imperialism in
South and Southeast Asia
Europe and Asia II: Trade and Christianity
in East Asia
The Seventeenth-Century Crisis in Eurasia
Sugar, Slavery and the Atlantic System
Rethinking the Rise of the West
4
4
4
"
"
"
"
"
"
12
Review
4
"
13
Final Exam
2
Classroom
discussion
Exam
7
8
2. Evaluation plan
Expected outcomes
1.1 (1)-(2)-(3)-(4)
2.1 (1)-(2)-(3)
3.1 (1)-(2)-(3)
4.1 (1)-(2)-(3)
5.1 (1)-(2)-(3)
1.1 (1)-(2)-(3)-(4)
2.1 (1)-(2)-(3)
3.1 (1)-(2)-(3)
5.1 (1)-(2)-(3)
1.1 (1)-(2)-(3)-(4)
2.1 (1)-(2)-(3)
3.1 (1)-(2)-(3)
Methods / activities
Class Attendance &
Participation
Discussions
"
"
"
Week
Percentage
1-12
10
Mid-Term Exam
6
20
Essay
11
30
8
5.1 (1)-(2)-(3)
1.1 (1)-(2)-(3)-(4)
Final
13
2.1 (1)-(2)-(3)
3.1 (1)-(2)-(3)
5.1 (1)-(2)-(3)
Conditions subject to change based on class situation.
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Section 6 Teaching Materials and Resources
1. Texts and main documents
1.1 Robert B. Marks, The Origins of the Modern World: A Global and Ecological Narrative from the
Fifteenth to the Twenty-First Century, 2nd ed., Lanham, Maryland: Rowman & Littlefield, 2007,
‘Chapter 1 – The Material and Trading Worlds, circa 1400’.
1.2 Extracts from Sidi Ali Reis, Mirat ul Memalik (The Mirror of Countries), 1557.
1.3 David S. Landes, The Wealth and Poverty of Nations: Why Some are So Rich and Some So Poor,
New York: W. W. Norton & Company, 1998, ‘Chapter 3 – European Exceptionalism: A Different
Path’ & ‘Chapter 4 – The Invention of Invention’.
1.4 Extracts from Fray Bernardino de Sahagún, General History of the Things of New Spain [The
Florentine Codex: Book 12 – The Conquest of Mexico], trans. Arthur J. O. Anderson and Charles E.
Dribble, Santa Fe, NM: School of American Research, 1955.
1.5 Extracts from Miguel Leon-Portilla (ed.), The Broken Spears: The Aztec Account of the Conquest of
Mexico, Expanded and Updated Edition, Boston: Beacon Press, 2006.
1.6 Extracts from Bernal Díaz, The Conquest of New Spain, trans. J. M. Cohen, Baltimore: Penguin
Books, 1963.
1.7 John M. Hobson, The Eastern Origins of Western Civilisation, Cambridge & New York: Cambridge
University Press, 2004, ‘Chapter 7 – The Myth of the Vasco da Gama Epoch, 1498 – c.1800’.
1.8 David Mungello, ‘Chinese Responses to Early Christian Contacts’ in Wm. Theodore de Bary and
Richard Lufrano (comps), Sources of Chinese Tradition, Volume 2: From 1600 through the Twentieth
Century, 2nd ed., New York: Columbia University Press, 2000.
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1.9 William S. Atwell, ‘Some Observations on the ‚Seventeenth-Century Crisis‛ in China and Japan’,
Journal of Asian Studies, 45, 2 (February 1986), pp. 223-244.
1.10
Anthony Reid, ‘The Seventeenth-Century Crisis in Southeast Asia’, Modern Asian Studies,
24:4 (October 1990), pp. 639-659.
1.11
John F. Richards, ‘The Seventeenth-Century Crisis in South Asia’, Modern Asian Studies,
24:4 (October 1990), pp. 625-638.
1.12
Extracts from John Barbot, ‘A Description of the Coasts of North and South Guinea’ in
Thomas Astley and John Churchill, eds., Collection of Voyages and Travels, 1732.
1.13
Extracts from James Barbot, Jr., "A Supplement to the Description of the Coasts of North
and South Guinea," in Awnsham and John Churchill, Collection of Voyages and Travels, 1732.
1.14
Extracts from Thomas Bluett, Some Memoirs of the Life of Job, the Son of Solomon, 1734.
1.15
Extracts from Alexander Falconbridge, An Account of the Slave Trade on the Coast of Africa,
1788.
1.16
Extracts from Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano or
Gustavus Vassa the African, 1789.
1.17
Jack A. Goldstone, ‘The Rise of the West – or Not? A Revision to Socio-Economic History’,
Sociological Theory, 18:2 (July 2000), pp. 175-194.
2. Documents and important information
2.1 Christopher Columbus: Extracts from ‘Journal of the First Voyage of Columbus [1492]’, in Julius E.
Olson and Edward Gaylord Bourne (eds), The Northmen, Columbus and Cabot, 985-1503: Original
Narratives of Early American History, New York: Charles Scribner's Sons, 1906.
2.2 Vasco da Gama: Extracts from Voyage Around Africa to India, 1497-1498, in Oliver J. Thatcher
(ed.), The Library of Original Sources, Vol. V: 9th to 16th Centuries, Milwaukee: University
Research Extension Co., 1907.
2.3 Ferdinand Magellan: Extracts from Voyage Round the World, 1519-1522, in Oliver J. Thatcher (ed.),
The Library of Original Sources, Vol. V: 9th to 16th Centuries, Milwaukee: University Research
Extension Co., 1907.
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2.4 Francis Pretty: Extracts from Sir Francis Drake’s Famous Voyage Round the World [1577-1580], in
C. W. Eliot (ed.), The Harvard Classics, Vol. XXXIII: Voyages and Travels: Ancient and Modern,
with Introductions, Notes and Illustrations, New York: P. F. Collier and Son, c.1910.
2.5 Amerigo Vespucci: Account of His First Voyage, 1497, in C. W. Eliot (ed.), The Harvard Classics,
Vol. XLIII: American Historical Documents, 1000-1904, New York: P. F. Collier and Son, c.1910.
3. Documents and recommended information
3.1 Jerry H. Bentley, Herbert F. Ziegler and Heather E. Streets-Salter, Traditions and Encounters, A Brief
Global History Volume II: From 1500 to the Present, 2nd ed., Boston: McGraw-Hill, 2010, Part V.
3.2 Jack Goldstone, Why Europe? The Rise of the West in World History, 1500-1850, New York:
McGraw-Hill, 2009.
3.3 Robert B. Marks, The Origins of the Modern World: A Global and Ecological Narrative, 2nd ed.
Lanham, Maryland: Rowman & Littlefield, 2002, pp. 1-94.
3.4 William H. McNeill, The Rise of the West: A History of the Human Community (With a Retrospective
Essay), Chicago & London: University of Chicago Press, 1991 [1963], pp. xv-xxx, 484-725.
3.5 John E. Wills Jr., The World from 1450 to 1700, Oxford & New York: Oxford University Press, 2009.
Section 7 Evaluation and Improvement of Course Management
1. Strategies for effective course evaluation by students
1.1 Student evaluations of content covered
1.2 Student suggestions for improvements to the course
2. Evaluation strategies in teaching methods
2.1 Student evaluations of content covered
2.2 Student suggestions for improvements to the course
3. Improvement of teaching methods
3.1 Workshop for all Divisional faculty
4. Evaluation of students’ learning outcome
4.1 Examinations
5. Review and improvement for better outcome
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5.1 Review of all Divisional examination papers by the Divisional Standards Committee