| Course Description |
|
| Course Name |
: |
Urbanization and Population Movements in Turkey |
|
| Course Code |
: |
ESÇ442 |
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| Course Type |
: |
Optional |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Instructor ABDULLAH BALCIOĞULLARI
|
|
| Learning Outcomes of the Course |
: |
Understands the relationship between policy and population change
Describes the properties of the Republican period, the population of our country
Evaluates the characteristics of the cities in Turkey before the Republican Period.
Determines the current problems of Turkey and the relationship between population growth and urbanization.
Identifies the main problems of city life and proposes solutions.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
To be aware of the causes and consequences of urbanization and population movements in Turkey and offers solutions. |
|
| Course Contents |
: |
Demographic movements from Ottoman to republican period, the impact of this change policies, urbanization, and the results, the problems in rural areas, and the effects of urbanization |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Social Studies Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Location and amenities of Turkey |
Reporting Turkey´s position on the map |
Lectures, discussions, group work |
|
2 |
Definition of population, migration, migration causes |
Determining the amounts of the population in different countries |
Lectures, discussions, group work |
|
3 |
Qualitative and quantitative characteristics of the population of Turkey. |
review of population characteristics from tuik.gov.tr |
Lectures, discussions, group work |
|
4 |
Ottoman Empire, the city and the community |
Summarizing the scientific papers related to the town and village life in the Ottoman Empire |
Lectures, discussions, group work |
|
5 |
Population in the early years of the republic and the city |
Preparing the characteristics of the cities in Republican Period |
Lectures, discussions, group work |
|
6 |
The development and characteristics of cities |
Read Ahmet Mithat Efendi´s Berlin´de Üç Gün" |
Lectures, discussions, group work |
|
7 |
characteristics of rural and urban settlements |
Read Hikmet Birand´ın "Anadolu Manzaraları" |
Lectures, discussions, group work |
|
8 |
Mid-term Exam |
Summary of the studies |
none |
|
9 |
Rate of population growth, migration to cities and sociological issues |
Identification of problems in cities in daily newspapers. |
Lectures, discussions, group work |
|
10 |
The effect of urbanization and the natural environment |
Reading the relevant parts of the Ecology book. |
Lectures, discussions, group work |
|
11 |
The effect of urbanization |
Reading the relevant parts of the Ecology book. |
Lectures, discussions, group work |
|
12 |
Urbanization and economic dimension and the natural environment |
Examine the distribution map of industry |
Lectures, discussions, group work |
|
13 |
Present situation and problems of rural population |
To make calls to people living in rural areas about their problems |
Lectures, discussions, group work |
|
14 |
Urbanization and unplanned construction |
Identifying outstanding issues in the current city |
Lectures, discussions, group work |
|
15 |
Urbanization and aesthetic problem |
Turn pictures into a slideshow of various European towns and cities in Turkey to show in the classroom |
Lectures, discussions, group work |
|
16/17 |
Final Exam |
Evaluation of the studies |
Open-ended questions |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
0 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
0 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
0 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
5 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
4 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
0 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
0 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
0 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
5 |
|
13 |
They recognize scientific basis of education. |
0 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
0 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
2 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
0 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
0 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
2 |
|
19 |
They value life-long learning. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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