| Course Name | Economic History |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| ECON 203 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to give students a background on economic developments and origins of contemporary society. The main focus of the course will be the emergence and the development of social and economic systems, and how these systems have come to shape our contemporary world, by giving emphasis on the European context. Keeping this aim in mind, we will first consider what economic history is (what kind of a discipline it is, how is different from economics, etc.), and then consider what in human history had paved the way to capitalism. The course will be ended with a brief discussion of the contemporary era, in which the process of globalization is said to be prevalent. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | The aim of this course is to inform students about the historical development of economic processes and institutions and the evolution of production, distribution, consumption patterns, and the factors of production in the world and particularly in Western Europe. Some of the topics on this course include: economic processes in the ancient world and middle ages, geographical expansion of the Western world, industrial revolution, developments in agriculture, finance, banking sectors during the expansion process of the main European countries, application of technology, developments in telecommunication and transportation, the role of the state, the growth of the world economy and impact of the European industrialized countries on the rest of the world, and the economic developments of the post World War I and II. |
| Related Sustainable Development Goals | |
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| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction & terminology | Chapter I (1) |
| 2 | Economic question(s) & documentary part I | Chapter I (2) |
| 3 | Economic development in ancient times & the premarket society (part I) | Chapter II (1) & Chapter II (2); pp. 18 29 |
| 4 | Medieval Europe & the premarket society (part II) | Chapter III (1) & Chapter II (2); pp. 29 44 |
| 5 | Nonwestern economies on the eve of western expansion & documentary part II | Chapter IV (1) |
| 6 | Europe’s overseas expansion and transformation in Europe | Chapters V VI (1) |
| 7 | The emergence of market society & the age of revolution | Chapter III (2), Chapter VII (1) & Chapter IV (2) |
| 8 | Paths of economic development | Chapter III (2), Chapter VII (1) & Chapter IV (2) |
| 9 | The age of high imperialism & documentary part III | Chapters XI XII (1) |
| 10 | The world economy in the twentieth century | Chapter XIII (1) & Chapter VI (2) |
| 11 | The drift of modern economic history | Chapter VII (2) & Chapter XIV (1) |
| 12 | Rebuilding of world economy | Chapter XV (1) |
| 13 | World economy at the beginning of the twentieth century | Chapter XV (1) |
| 14 | Review of the semester | |
| 15 | Review of the semester | |
| 16 | Review of the semester |
| Course Notes/Textbooks | Rondo Cameron and Larry Neal (2003) A Concise Economic History of the World, 4th Edition, Oxford University Press; and Robert L. Heilbroner (1989) The Making of Economic Society, PrenticeHall, Inc. |
| Suggested Readings/Materials | Dennis Sherman (eds.) (2006) Western Civilization, Images and Interpretations, Vol. I, McGrawHill; and Gerald Diamond (1999) Guns, Germs and Steel, W. W. Norton & Co. (also available in documentary format from National Geographic Society); and Gordon Child (1960) What Happenened in History, Pelican.; and Eric Hobsbawm, (1990) Industry and Empire, Penguin. |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 10 |
| Presentation / Jury | ||
| Project | 1 | 20 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 60 | |
| Weighting of End-of-Semester Activities on the Final Grade | 40 | |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 3 | 48 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 14 | |
| Presentation / Jury | |||
| Project | 1 | 25 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 25 | |
| Final Exams | 1 | 30 | |
| Total | 190 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. | X | ||||
| 2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. | X | ||||
| 3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. | |||||
| 4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. | X | ||||
| 5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. | |||||
| 6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. | |||||
| 7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. | |||||
| 8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. | X | ||||
| 9 | To be able to take the responsibility as an individual and as a team member. | |||||
| 10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. | X | ||||
| 11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout human history to their field of economics. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
