GE1501 - Chinese Civilisation - History And Philosophy

* In Semester B 2012/13, GE1501 (English sections) lecture (CB1) will start from Week 1, and tutorials (TB1, TB2) will start from Week 3. 

Course Objectives

1. Introduce basic knowledge, key concepts and major events in Chinese history and philosophy
2. Introduce the assessment of source materials
3. Train critical thinking in historical and philosophical analysis and interpretation
4. Help students identify the “self” in the modern world

 

Assessment and Weight

Assessment	Weight
Class Participation & Performance (Lecture + Tutorial)	20% (12%+8%)
Group Project: Oral Presentation	26%	(10% whole group, 16% individual)
Group Project Written Essay (Final Project)	40%	(8% whole project, 32% individual section)
Online Discussion	14% (7% x 2)

Assignments

Tasks	Times	Contents
Lecture	13	Class participation, class work etc.
Tutorial		Group Project: Oral Presentation Participate in discussion of others’ oral presentation Participate in group consultation * Materials and requirements will be posted on Blackboard
Group Project: Written Essay (Final Project)	1	Written essay in 2000-2500 words, for each student (developed from oral presentation group project, word counts exclude citations and bibliography) Due date: 11:59pm, 28/11/2011
Online Discussion	2	DIS 1: Comment on a designated oral presenter in Tutorial session Due date: 7 days after the oral presentation takes place (400-500 words) DIS 2: Respond to comments you receive from DIS1, and reflect on your oral presentation performance Due date: 11:59pm, 28/11/2011 (400-500 words)

 

Submission Method and Policy

1. Who should submit Group Project Written Essay (Final Project)?
   • Group leader ONLY
2. Where to submit Online Discussion and Group Project Written Essay?
   • Go to the Blackboard system. Follow the links there.
3. What happens to late submissions (Online Discussion & Group Project Written Essay)?
   • Late submission within 24 hours will be accepted, but with 20% taken off
   • No acceptance 24 hours after the deadline

 

 Instructors and Contact: CCIV, 6/F, Amenities Building

Mr. Calvin HT Wong	phone: 3442 2983	e-mail: hoitow@cityu.edu.hk
Dr. Joys HY Cheung	phone: 3442 2714	e-mail: jhcheung@cityu.edu.hk

 

Emailing Instructors

In Subject, please indicate your name and BOTH your Lecture session code (e.g. CA1) and Tutorial session code (e.g. TA3), using this format:

e.g. GE1501__Naomi Wells_ CA1_TA3

This will speed up our identification of you, helping us to respond to you.

 

Core Topics

• Chinese Civilisation: Origins and Special Traits
• Dynastic Cycle in Chinese History
• China and the World in the Pre-modern Period
• Intellectual Foundations
• The Formation of Society in Traditional China

 

Selected Topics

• Language and Literature
• The Civil Examination System and the Intelligentsia
• Agriculture and Commerce
• Science, Technology and Medicine
• Family and Gender
• Arts and Aesthetics
• Music and Operas
• Confucianis
• Buddhism
• Daoism

Course Intended Learning Outcomes

GE1501 Course Intended Learning Outcomes (CILOs)

Course Intended Learning Outcomes (CILOs)

No.	CILOs
1.	Illustrate key events and the three central themes in Chinese history and philosophy;
2.	Demonstrate fundamental knowledge of relevant Chinese historical and documentary sources;
3.	Examine critically the overall historical themes and philosophical concepts and assess ancient source materials through reading assignment and tutorial discussion;
4.	Apply historical and philosophical knowledge, wisdom and perspectives to criticize current issues;
5.	Identify the self in the modern world.

Teaching and Learning Activities (TLAs)

TLAs	Description	CILO1
1. Large Class Learning Activities	Large class learning activities on facts, ideas, themes, theories and research findings. Simple quizzes will be used as assessment. Use of multimedia tools	1,2,3,5
2. Tutorials	20 students will be grouped together to have regular tutorial class. Students will be divided into four groups to present an assigned topic in tutorials.	2,3,5
3. Discussion via e-Portfolio	The e-Portfolio is a student-oriented platform which can track students’ academic progress and enhance the interaction between teachers and students. The e-Portfolio will record students’ works such as reflection and online discussion.  Online discussion topics will connect with the past and present issues from historical and philosophical perspectives.	3,4,5
4. Fieldtrip (optional)	Visits to historic sites or museums can broaden students’ horizons and knowledge about the past and reflect on how history lives in the present day. Fieldtrips are not required but CCIV encourages our teachers to do so. Assessment will be based upon fieldtrip report.	3,5

Assessment Tasks/Activities

Assessment	Weight	CILOs
Class participation	20%（12%+8%）	1, 2, 3
Presentation	14% ( 7% each)	1, 2, 3, 4, 5
Online Discussion and Reflection	26%	4, 5
Group Project	40%	4, 5

 

Tutorial Participation Assessment Criteria

Students who are not giving oral presentation are expected to participate in discussion and other class activities actively.

Letter Grade	Grade Point	Grade Definitions	Description
A+ A A-	4.3 4.0 3.7	Excellent	Identify and analyze the topics critically with excellent grasp of the materials and in-depth knowledge of the subject matter. Interpret independent opinions effectively and efficiently.
B+ B B-	3.3 3.0 2,7	Good	Understand crucial aspects of the topics with initiation of sufficient and definite opinions or queries. Interpret opinions effectively.
C+ C C-	2.3 2.0 1.7	Adequate	Understand adequate aspects of the topics with initiation of opinions or queries.  Organize, clarify and supplement the subject matter of the topics.
D	1.0	Marginal	Understand the topics and put forward relevant opinions or queries.
F	0.0	Failure	fail to understand the topics. Put forward unclear and self-involved opinions.

 

Oral Presentation Assessment Criteria

6 primary aspects:

• Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
• Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
• Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences.
• Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
• Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.
• Mechanics in oral delivery: Fluent expression; appropriate diction, exact time-management.

Letter Grade	Grade Point	Grade Definitions	Description
A+ A A-	4.3 4.0 3.7	Excellent	Strong evidence of the 6 primary aspects.
B+ B B-	3.3 3.0 2,7	Good	Some evidence of the 6 primary aspects.
C+ C C-	2.3 2.0 1.7	Adequate	Limited evidence of the 6 primary aspects.
D	1.0	Marginal	loose organization, but acceptable identified content. adequate understanding of the reading and indication of grasp of the general ideas, limited or irrelevant use of reading materials; simple and unilateral comments, without clear explanation; acceptable pronunciation and expression; few of mistakes in diction, but no influence to general delivery.
F	0.0	Failure	limited familiarity with the facts of the reading and its surface relations, unsystematic ideas which cannot express the subject matter or relevant themes; loose organization, without distinct primary and secondary structure; devoid of personal comment and/or unreasonable opinion; softly voice, indistinct pronunciation and improper diction, seriously over time.

 

Online Discussions Assessment Criteria

DISCUSSION ONE:
6 primary aspects:

• Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
• Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
• Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences.
• Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
• Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound.  Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.
• Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.

DISCUSSION TWO:
2 additional aspects:

• ability to criticize facts and statements of different opinions, provide practical and innovative comments with convincing demonstration;
• ability to stimulate further discussion.

Letter Grade	Grade Point	Grade Definitions	Description
A+ A A-	4.3 4.0 3.7	Excellent	Strong evidence of the 6 (or 8) primary aspects.
B+ B B-	3.3 3.0 2,7	Good	Some evidence of the 6 (or 8) primary aspects.
C+ C C-	2.3 2.0 1.7	Adequate	Limited evidence of the 6 (or 8) primary aspects.
D	1.0	Marginal	adequate content, ability to integrate resources generally based on demand, limited or irrelevant use of resources; loose organization; ability to express relevant points to the subject matter; ability to use references, provide some reasonable personal comments, but no clear demonstration; ability to respond to other comments in simple terms.
F	0.0	Failure	vague and devoid of content, weak ability to integrate limited resources ; loose organization, without distinct primary and secondary levels; unsystematic ideas which cannot express the subject matter or relevant themes; summary of references, no personal idea and comment, or providing unreasonable comment; inability to respond to others, devoid of content and unclear comment.

 

Group Project Essay Assessment Criteria

6 primary aspects:

• Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
• Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
• Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences.
• Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
• Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound.  Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.
• Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.

Letter Grade	Grade Point	Grade Definitions	Description
A+ A A-	4.3 4.0 3.7	Excellent	Strong evidence of the 6 primary aspects.
B+ B B-	3.3 3.0 2,7	Good	Some evidence of the 6 primary aspects.
C+ C C-	2.3 2.0 1.7	Adequate	Limited evidence of the 6 primary aspects.
D	1.0	Marginal	adequate content, ability to integrate resources generally based on demand, limited or irrelevant use of resources; loose organization; ability to express relevant points to the subject matter; references are insufficient, ability to provide some reasonable personal comments, but no clear demonstration; sentence fluency and diction is acceptable.
F	0.0	Failure	vague and devoid of content, weak ability to integrate limited resources ; loose organization, without distinct primary and secondary levels; unsystematic ideas which cannot express the subject matter or relevant themes; summary of references, no personal idea and/ or unreasonable comment; seriously insufficient/ no reference; although expression is not clear, part of the idea can be identified; over use of existing quotations and relevant research.