Wydział Ekonomiczny - Economics (S1)
specjalność: Property Valuation and Real Estate Transactions
Sylabus przedmiotu Economic History:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Economic History | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Ekonomii, Finansów i Rachunkowości | ||
| Nauczyciel odpowiedzialny | Janusz Myszczyszyn <Janusz.Myszczyszyn@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | 2 | Grupa obieralna | 1 |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Basics of microeconomics, macroeconomics, history of economic thought and history. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | The aim of the course is to learn about the intellectual heritage and the conditions of evolution of the structure and organization of social and economic life of man, beginning with the earliest times to modern times. |
| C-2 | The didactic material provided to students is to provide knowledge that a modern economist (manager) should possess about the genesis, stages of the development of the institution of the market economy system. |
| C-3 | The aim of the subject is also to show the relationship between economic thought and the practice of socio-economic life in development processes in the past, linking economic history with micro and macroeconomics, showing similarities and differences in solutions in the past and in modern times. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | An introduction to economic history | 3 |
| T-A-2 | Economic development in Ancient Times and in Medieval | 4 |
| T-A-3 | Geographical discovery and economic development of the world | 3 |
| T-A-4 | The impact of the industrial revolution (technical revolution) on changes in the functioning of societies. The role of England as a pioneer of industrialization and the economic power. | 5 |
| T-A-5 | Political and economic changes in Europe and America in the 18th and the end of the 19th century | 4 |
| T-A-6 | Political and economic changes, with particular emphasis on Polish territories (19th and beginning of the 20th century). | 3 |
| T-A-7 | Economic development of the world in the 20th century (until the Second World War). | 3 |
| T-A-8 | Economic development of the world after the Second World War. | 3 |
| T-A-9 | Post-industrial society in the 20th century and the beginning of the 21st century. | 2 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in classes. | 30 |
| A-A-2 | Preparation for the classes. | 6 |
| A-A-3 | Reading and analysis of the indicated literature. | 5 |
| A-A-4 | Preparation of the thematic presentation. | 5 |
| A-A-5 | Preparing to pass the subject. | 6 |
| A-A-6 | Consultation | 6 |
| A-A-7 | Colloquium | 2 |
| 60 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | information lecture with multimedia presentation |
| M-2 | Didactic discussion |
| M-3 | Student presentations (selected topic) |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Assessment of the presentation prepared by students (given topic). |
| S-2 | Ocena podsumowująca: The test verifying issues described at the lectures. |
| S-3 | Ocena formująca: Student activity during classes. |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17_W01 Defining the basic economic issues related to the functioning of the economy at different times | E_1A_W01 | — | C-1, C-2, C-3 | T-A-1, T-A-4, T-A-3, T-A-2, T-A-6, T-A-5, T-A-7, T-A-8, T-A-9 | M-3, M-1 | S-2, S-1 |
| E_1A_O17_W02 Explaining the principles of operation of mechanisms in the economy and the role of man in creating new institutions in order to advance civilization and socio-economic development in the history | E_1A_W13 | — | C-1 | T-A-4, T-A-3, T-A-6, T-A-5, T-A-7, T-A-8, T-A-9 | M-2, M-1 | S-2, S-1 |
| E_1A_O17_W03 Translation of issues related to the necessity of changes and the main causes and determinants of economic growth and development in particular historical periods. | E_1A_W04 | — | C-2, C-3 | T-A-4, T-A-3, T-A-6, T-A-5, T-A-7, T-A-8, T-A-9 | M-2, M-1 | S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17_U01 Analyzes the behavior of business entities with particular emphasis on the role of the state in the economy | E_1A_U01 | — | C-2 | T-A-5, T-A-7, T-A-8, T-A-9 | M-3, M-1 | S-2, S-1 |
| E_1A_O17_U02 Student determines the directions of changes in the economy and functioning of societies, the division of labor, the role of technical and technological progress, the impact of historical events (wars, elementary disasters) | E_1A_U08 | — | C-2 | T-A-1, T-A-4, T-A-3, T-A-2, T-A-5, T-A-7, T-A-8, T-A-9 | M-2, M-1 | S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17_K01 Student able to formulate conclusions regarding the functioning of the economy in various historical periods | E_1A_K09 | — | C-2, C-3 | T-A-1, T-A-4, T-A-3, T-A-2, T-A-6, T-A-5, T-A-7, T-A-8, T-A-9 | M-2, M-1 | S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17_W01 Defining the basic economic issues related to the functioning of the economy at different times | 2,0 | The student has no basic knowledge about the definition and principles of the functioning of the economy. He does not know the essence or necessity of changes in the functioning of the economy and societies. He did not master basic knowledge in the field of general history and economic effects of changes. He did not attend classes. |
| 3,0 | Student: - knows the basic programming material, - learned the essential content of the program, - medium interested (partly indifferent), - not always willing to participate in the discussion. | |
| 3,5 | Student: - knows the basic programming material, - on average, interested in expressing knowledge - with the help of a teacher, can interpret basic historical events and their impact on the functioning of the economy. | |
| 4,0 | Student: - knows almost all programming material, - knows the essential content of the program almost exactly, - shows interest in new knowledge, - with a little help from the teacher can interpret basic problems. | |
| 4,5 | Student: - knows all the program material, - knows all programming content, - he is interested in the content, - with minimal teacher's help, can interpret basic historical events and their impact on the functioning of the economy. | |
| 5,0 | Student; - knows issues more than program material, - in terms of understanding knowledge - without comments, - great interest in the material - uses the correct language, correct and reliable answers, - independently can interpret basic historical events and their impact on the functioning of the economy. | |
| E_1A_O17_W02 Explaining the principles of operation of mechanisms in the economy and the role of man in creating new institutions in order to advance civilization and socio-economic development in the history | 2,0 | The student has no basic knowledge about the definition and principles of the functioning of the economy. He does not know the essence or necessity of changes in the functioning of the economy and societies. He did not master basic knowledge in the field of general history and economic effects of changes. He did not attend classes. |
| 3,0 | Student: - knows the basic programming material, - learned the essential content of the program, - medium interested (partly indifferent), - not always willing to participate in the discussion. | |
| 3,5 | Student: - knows the basic programming material, - learned the essential content of the program, - medium interested (partly indifferent), - not always willing to participate in the discussion. | |
| 4,0 | Student: - knows almost all programming material, - knows the essential content of the program almost exactly, - shows interest in new knowledge, - with a little help from the teacher can interpret basic problems. | |
| 4,5 | Student: - knows all the program material, - knows all programming content, - he is interested in the content, - with minimal teacher's help, can interpret basic historical events and their impact on the functioning of the economy. | |
| 5,0 | Student; - knows issues more than program material, - in terms of understanding knowledge - without comments, - great interest in the material - uses the correct language, correct and reliable answers, - independently can interpret basic historical events and their impact on the functioning of the economy. | |
| E_1A_O17_W03 Translation of issues related to the necessity of changes and the main causes and determinants of economic growth and development in particular historical periods. | 2,0 | The student has no basic knowledge about the definition and principles of the functioning of the economy. He does not know the essence or necessity of changes in the functioning of the economy and societies. He did not master basic knowledge in the field of general history and economic effects of changes. He did not attend classes. |
| 3,0 | Student: - knows the basic programming material, - learned the essential content of the program, - medium interested (partly indifferent), - not always willing to participate in the discussion. | |
| 3,5 | Student: - knows the basic programming material, - on average, interested in expressing knowledge - with the help of a teacher, can interpret basic historical events and their impact on the functioning of the economy. | |
| 4,0 | Student: - knows almost all programming material, - knows the essential content of the program almost exactly, - shows interest in new knowledge, - with a little help from the teacher can interpret basic problems. | |
| 4,5 | Student: - knows all the program material, - knows all programming content, - is interested in the content, - with minimal teacher's help, can interpret basic historical events and their impact on the functioning of the economy | |
| 5,0 | Student; - knows issues more than program material, - in terms of understanding knowledge - without comments, - great interest in the material, - uses the correct language, correct and reliable answers, independently can interpret basic historical events and their impact on the functioning of the economy |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17_U01 Analyzes the behavior of business entities with particular emphasis on the role of the state in the economy | 2,0 | Student: - he can not characterize the basic assumptions, methods and behavior of the institution, - does not have the ability to articulate and assess changes in the economy, - does not see the economic activity of a human being and its changes during the historical process. He did not attend classes. |
| 3,0 | Student: - can identify and with a great help from the teacher, from with the process of work preparation and activity during classes. | |
| 3,5 | Student: - can identify and prepare a written paper with the help of a teacher, it is rather an activity in the classroom. | |
| 4,0 | Student: - can work independently with a small teacher's help, is active in the classroom. | |
| 4,5 | Student: - can work independently, little help from the teacher - is active in class. | |
| 5,0 | Student: - independently identifies and solves difficulties related to the process of preparation of work, presentation), high activity on classes, - can independently conclude and combine theoretical issues in practical. | |
| E_1A_O17_U02 Student determines the directions of changes in the economy and functioning of societies, the division of labor, the role of technical and technological progress, the impact of historical events (wars, elementary disasters) | 2,0 | Student: - he can not characterize the basic assumptions, methods and behavior of the institution, - does not have the ability to articulate and assess changes in the economy, - does not see the economic activity of a human being and its changes during the historical process. He did not attend classes. |
| 3,0 | Student:: - can identify and with a great help from the teacher, from with the process of work preparation and activity during classes. | |
| 3,5 | Student: - can identify and prepare a written paper with the help of a teacher, it is rather an activity in the classroom. | |
| 4,0 | Student: - can work independently with a small teacher's help, is active in the classroom. | |
| 4,5 | Student: - can work independently, little help from the teacher - is active in class. | |
| 5,0 | Student: - independently identifies and solves difficulties related to the process of preparation of work, presentation), high activity on classes, - can independently conclude and combine theoretical issues in practical. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17_K01 Student able to formulate conclusions regarding the functioning of the economy in various historical periods | 2,0 | Student: - does not show awareness of the essence of problems and economic issues and the role of institutions and changes in the historical process. |
| 3,0 | Student: - shows awareness of the essence of problems and historical and economic issues and the role of institutions in economic development, - is mainly inspired by the teacher. | |
| 3,5 | Student: - shows a certain awareness of the essence of problems and historical and economic issues and the role of economic entities in economic development, - inspiration from the teacher. | |
| 4,0 | Student: - shows awareness of the essence of problems and historical and economic issues and the role of economic entities in economic development n - he is independent | |
| 4,5 | Student: - demonstrates the awareness of the essence of problems and historical and economic issues and the role of economic entities in economic development, to a large extent working independently with the minimum help of the teacher. | |
| 5,0 | Student: - is aware of the essence of problems and historical and economic issues and the role of economic entities in economic development and is independent |
Literatura podstawowa
- Cameron R., Neal L., A Concise Economic History of the World From Paleolithic Times to the Present, OXFORD UNIVERSITY PRESS, OXFORD, New York, 2016, VI
- Pollard S., Tedlow R., Economic History, Routledge, London, 2003
- Kuliszer J.M., Powszechna historia gospodarcza średniowiecza i czasów nowożytnych, T I i II, KiW, Warszawa, 1961
- Skodlarski J., Zarys historii gospodarczej Polski do 1945 roku, PWN, Warszawa, 2007
- Bairoch P, Economics and World History: Myths and Paradoxes., University of Chicago Press, Chicago, 1995
- Skodlarski J., Historia gospodarcza, PWN, Warszawa, 2014
- Ashton T.S., The Industrial Revolution, 1760-1830, Oxford University Press, Oxford, 1997
- Maddison A., The World Economy: Historical Statistics, OECD Development Centre, Paris, 2004
- Baten J., History of the Global Economy, Cambridge University Press, Cambridge, 2016
Literatura dodatkowa
- Myszczyszyn J., Wpływ kolei żelaznych na wzrost gospodarczy Niemiec (1840-1913), Wyd. Uniwersytetu Łódzkiego, Łódź, 2013
- Birnie A., An Economic History of Europe 1760-1930, Routledge, Oxon, 2006
- Kula W., Problemy i metody historii gospodarczej, PWE, Warszawa, 1983
- Myszczyszyn J., Wykorzystanie analizy kliometrycznej w ocenie wpływu kolei żelaznych na wzrost gospodarczy Niemiec, Wyd. Zachodniopomorskiego Uniwersytetu Technologicznego w Szczecinie, Szczecin, 2019