The documents for study are both in a foreign language and in Khmer which are written by the professor himself as well as by the professor’s own research. Each study topic is divided into sections so that the students can easily understand.During lectures, the professor always mentions the history in the past and links it to the present in order to draw it out as a lesson. As for the research methodology, it is also included with this study. Furthermore, before starting each lesson, the professor always elicits questions from the students; and then if there is any important information, the professor will bring it up to explain in order to share the knowledge to the students. And, the recall of the old lessons is also followed before going to a new lesson.
Credits: 3
Lecture Hours: 45
Self-Study Hours: 90
Total Study Hours: 83 Hours
Cambodian studies is a course that provides general support to understanding further coursework in a local context.
Prerequisite
There are no prerequisites for this course. However, students should already have had a basic understanding of the culture, civilization and history from their high school.
The learning outcomes for this Cambodian Studies course will provide the students with knowledge on the culture, civilization and history of Cambodia and the Khmer Empire as well as the culture, civilization and history of the countries in the west and in the region. On successful completion of this course, students will be able to:
1. Knowledge
| Level of Learning | PLO | CLO | Learning Outcome |
|---|---|---|---|
| Understand | PK2 | CK1 | Explain the past culture, civilization and history of Cambodia and the Khmer Empire well and relate it to how it is expressed in the present |
2. Cognitive Skills
| Level of Learning | PLO | CLO | Learning Outcome |
|---|---|---|---|
| Evaluate | PC5 | CC1 | Conclude as to the acceptability of Cambodian cultural and traditional practices in everyday life. |
| Evaluate | PC5 | CC2 | Appreciate the Cambodian culture, civilization and history in the Khmer Empire era as well as in the post- Angkor period |
| Evaluate | PC5 | CC3 | Critique the sources, proofs, and narratives in historical cases studies in order to distinguish between facts and claims and to draw appropriate conclusions from given empirical evidence. |
3. Communication, Information Technology, and Numerical Skills
| Level of Learning | PLO | CLO | Learning Outcome |
|---|---|---|---|
| Apply | PCIT2 | CCIT1 | Utilize basic Internet search skills and typing. |
4. Interpersonal Skills and Responsibilities
| Level of Learning | PLO | CLO | Learning Outcome |
|---|---|---|---|
| Apply | PIP3 | CIP1 | Work in groups to conduct research and produce a research report. |
| Apply | PIP3 | CIP2 | Apply an ethic of respecting and preserving culture. |
The course aims to illustrate Khmer Civilization through the study of history in the pre-Angkor period, the Angkor period, and the modern era. The materials are distributed in 30 lessons in the study plan below. Each lesson is 1.5 class hours each, totaling 45 class hours. The study plan below describes required reading, the topic of the day, discussion topics, and the learning outcome for each lesson. Readings should be done by students as preparation before the start of each class. Quizzes will be given at different points throughout the class to ascertain students’ readiness for the class as well as their comprehension of the lessons. Any change to this study plan will be determined on a case-by-case basis and should there be any change, students will be informed in advance.
| No | Lesson Learning Outcomes | Teaching and Learning Activities, Assessment |
|---|---|---|
| 1 | Sources in Cambodian Historiography 1.Mythical versions of theories regarding the foundation of Cambodia: Khmer, Indian, Chinese (CC2, CC3) | Lecture |
| 2 | Sources in Cambodian Historiography 1.Mythical versions of theories regarding the foundation of Cambodia: Khmer, Indian, Chinese (CC2, CC3) | Lecture Discussion |
| 3 | Kambuja: Origin of the state I 1.Funan and Chenla (CC1, CC2) | Lecture Discussion |
| 4 |
Kambuja: Origin of the state II 1. Unification: Devaraja cult and Suvarnabhumi 2. Discussion:
(CK1, CC1, CC2, CC3) |
Lecture DiscussionReading (8 pages): -Extract from Stories in stone: The Sdok Kok Thom Inscription by Burgess. |
| 5 | Angkor Empire: Foundation 1. Sdok Kok Thom inscription: Hereditary administrators (CK1) | Lecture Reading (7 pages): -A History of Cambodia by Chandler, page 35-42. |
| 6 | Angkor Empire: Historiography and Administration 1.Reality and Significance of the devaraja ritual (CK1, CC3) | Lecture DiscussionReading (approx. 15 pages): -Extract from “Suryavarman I and factionalism at Angkor” by Vickery. -A History of Cambodia by Chandler, page 35-42. |
| 7 | Angkor Empire: Kingship and Society 1. Triadic Pattern of Royal Behavior 2. Angkorean Kingship (CK1, CC3) | Lecture DiscussionReading (22 pages): -A History of Cambodia by Chandler, page 42-64. |
| 8 | Angkorean Glory: Uniqueness of Khmer Art and Culture 1. The 16 styles of Khmer Temple Angkor Wat (CK1, CC2, CC3) |
Lecture DiscussionReading: -Ibid.QUIZ 1 |
| 9 | Angkorean Glory: Uniqueness of Khmer Art and Culture 1. Zhou Daguan’s Records of CambodiaDiscussion: What were the signs of weakness of the Angkor Empire based on Zhou Daguan’s writing? 2. Tumultuous periods preceding the reign of King Jayavarman VII 3. Discussion: Jayavarman VII’s style of leadership and the downfall of the Campa principalities (CK1, CC1, CC2) |
Lecture DiscussionReading (approx. 20 pages): -A Record of Cambodia, by Zhou Daguan (translated by Peter Harris) -A History of Cambodia, by Chandler, page 65-73, 83-89. |
| 10 |
Angkorean Glory: Uniqueness of Khmer Art and Culture
– Fallacy of anachronism: Judgement on the superstitious aspect of ancient medicine.
What are the foundations/infrastructure of a strong society? (CK1, CC2, CC3) |
Lecture DiscussionReading (approx. 20 pages): -A History of Cambodia, by Chandler, page 74-83. -“បណ្តាញផ្លូវសម័យអង្គរនិងរចនាសម្ព័ន្ធពាក់ព័ន្ធ” by Im Sok Rithy -“Living Angkor Road Project” by Im Sok Rithy. This article is for foreign students. |
| 11 | Downfall of the Angkor Empire and Transition to the Middle Period 1. The Climate factor 2. The Commercial factor 3. The fiscal factor (public service under Jayavarman VII) (CK1, CC3) | Lecture DiscussionReading (20 pages): -“Factors That Led to the Change of the Khmer Capital from the 15th to 17th Century”, by Nhim Sotheavin, page 46-57. -A History of Cambodia, by Chandler, page 80-83. -“Temple Occupation and the Tempo of Collapse at Angkor Wat, Cambodia”, by Carter et al., page 1-3. The technical aspects of fieldwork is interesting but is not required reading. -“Climate as a Contributing Factor in the Demise of Angkor” by Buckley et al. |
| 12 | Downfall of the Angkor Empire and Transition to the Middle Period 1. The financial/monetary factor 2. Religious and administrative factor leading to the lack of military readiness 3. Discussion: Competing theories on the same fact 4. Discussion: What factors lead to the downfall of a great empire? (CC3, CIP2) |
Lecture DiscussionReading: -Ibid.QUIZ 2 |
| 13 | The Middle Period 1. Sdach Korn, Ta Trasak Paem, Lovek (CK1) | Lecture Discussion |
| 14 | The Middle Period 1. Historiography of Longvek (CK1) | Lecture Discussion |
| 15 | Transition to the Middle Period: The Religious Factor 1. Transition of sources, Royal Chronicles and gaps in the records, Fall of Angkor according to the Royal Chronicle 2. Analysis on the legend of Ta Trosok Paem: Factual folklore, Buddhist justification of events, and polemical authorship. (CC1, CC3) | Lecture DiscussionReading (17 pages): -ប្រវត្តិសាស្រ្តខ្មែរ by រស់ ចន្ត្រាបុត្រ, page 129-140 -A History of Cambodia, by Chandler, page 91-96. dge |
| 16 | Class Discussion and Assignment Review (CCIT1, CIP1) | Lecture Review Question and Answer Session Discussion |
| 17 | Assignment Review | |
| 18 | French Protectorate 1. Life under French protectorate: Reforms and oppression (CK1, CC2, CIP2) | Lecture Reading (23 pages): -A History of Cambodia, by David Chandler, page 187-210. |
| 19 | First Indochina Conflict 1. Origins of Cambodian Independence 2. Parallel movements for independence 3. Discussion: Foreign interference and the concept of independence/sovereignty (CK1, CC1, CC2) |
Lecture DiscussionReading: -Ibid. |
| 20 | Cambodian Neutrality and the Second Indochina Conflict 1. Origins of Neutrality policy 2. Perils of Neutrality (CC1) | Lecture Discussion MultimediaReading (14 pages): -A History of Cambodia, by David Chandler, page 233-242 and 249-254. |
| 21 | The Cambodian Civil War 1. The 1970 coup and civil war 2. Nixon and Cambodia 3. Discussion: the 1970 Coup in the context of American withdrawal from the region compared to Independence and American engagement in the region in the 1950s (CK1) | Lecture Discussion QUIZ 3 |
| 22 | The Khmer Republic 1. The 1970 coup: Ideology, Causes and Consequences 2. The early years until Operation Chenla I and II (CK1) | Lecture Discussion |
| 23 | The Khmer Republic 1. The Civil War 2. The American Withdrawal 3. The last days of the Khmer Republic and the attempt to negotiate (CK1) | Lecture Discussion Multimedia |
| 24 | The Khmer Rouge Regime: Genesis of the Genocide 1. Organization of the regime 2. The Killing Field 3. Radicalization (CK1, CIP2) | Lecture MultimediaReading (25 pages): -A History of Democratic Kampuchea, by Dy Khamboly (DC-Cam), page 1-40 (Chapter 1-7) and page 56-64 (Chapter 10, 11, Conclusion). Khmer and English versions are available and equally valid |
| 25 | War between Democratic Kampuchea and Vietnam 1. Towards 1979 2. Discussion: What made the Cambodian society degenerate to this point? (CK1) | Lecture Discussion |
| 26 | The Cambodian Civil War: The Third Indochina Conflict 1. Actors and Issues 2. Towards the Paris Peace Agreement (CC2) | Lecture Reading (5 pages): -Extract from The Chronicle of A People’s War |
| 27 | The UNTAC 1. Mandate 2. Issues 3. Evaluation: Was the UNTAC a success story? (CC2, CC3) | Lecture DiscussionReading (5 pages): -Extract from the monograph The “Politics” of a Peacekeeping Operation in Cambodia |
| 28 | Win-Win Policy: An Evaluation 1. Causes and Context 2. DIFID and the three guarantees 3. Complications (CK1, CIP2, CC3) | Lecture Discussion Reading (5 pages): -Extract from The Khmer Rouge: Militarism, Ideology and the Revolution that Consumed a Generation QUIZ 4 |
| 29 | Lessons of History: Ancient History of Cambodia (CCIT1, CIP1) | Review Question and Answer Session Discussion |
| 30 | Lessons of History: Modern History of Cambodia (CCIT1, CIP1) | Review Question and Answer Session Discussion |
| Total Hours: 45hrs | ||
This course is primarily taught through lectures and discussions. Teacher-student interaction and engagement are integral parts of this class. However, because the class is conducted online, much of the interactions and engagement will be imprinted into the quizzes. There are two types of quizzes for this class: Homework Quiz which is primarily the quiz about class reading and Comprehension Quiz which will test students’ knowledge from lecture. Students are encouraged to ask teachers during lecture for any points that are unclear or need clarification.
Grades will be determined based on a grading score, calculated using the following assessments and score allocations:
| Assessment | Weight of each assessment | Learning Outcome Assessed | |
|---|---|---|---|
| CLO | PLO | ||
| Participation | 10% | CK1, CC1, CC3 | PK2, PC5 |
| Midterm | 25% | CK1, CC1, CIP1 | PC5, PCIT2, PK2 |
| Comprehension Quiz | 20% | All CK, CC, CIP, CCIT | PC5, PCIT2, PK2 |
| Assignment | 20% | All CK, CC, CIP, CCIT | PC5, PCIT2, PK2 |
| Final exam | 25% | All CK, CC, CIP, CCIT | PC5, PCIT2, PK2 |
| Total grading score | 100% | ||
During the course there is one assignment: Historical Research Assignment
| Work Group: | Group |
| Output format: | Bound Book Format |
| Language: | Khmer (English allowed for non-Khmer speaking students) |
| Assignment: | The assignment introduces students to understand the benefits of scientific research as applied to the study of local history. Each class is given a different topic which is selected by the professor. The assignment requires students to observe, collect and classify data, establish a hypothesis, provide explanation and make conclusions on a specific event. The assignment papers are compiled into a book and used as a reference for the future intakes. |
Textbooks