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| Course Description |
|
| Course Name |
: |
Ottoman History and Civilization II |
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| Course Code |
: |
SB 302 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
|
| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
|
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| Learning Outcomes of the Course |
: |
Understands the theoretical knowledge about the XVII century when Ottoman Empire fell into depression and tried hard to get rid of it.
Understands the theoretical knowledge about the struggles to prevent the collapse of the state.
Knows about the political developments of Ottoman Empire in XX century.
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
Giving information about the political history of the XVII. and XX. centuries of the Ottoman Empire. |
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| Course Contents |
: |
The contents of this course include 20th century Ottoman Political History and Ottoman-Turkish Constitutional Developments. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Political and Social Structure in the Ottoman Empire |
Pre-reading |
Presentation |
|
2 |
Change and Decline in the Order of the classical Ottoman |
Pre-reading |
Presentation |
|
3 |
Effects of the French Revolution and the Ottoman Empire |
Pre-reading |
Presentation |
|
4 |
XIX. Century Ottoman Modernization |
Pre-reading |
Presentation |
|
5 |
Tulip Period |
Pre-reading |
Presentation |
|
6 |
III. Selim Period |
Pre-reading |
Presentation |
|
7 |
II. Mahmud Period |
Pre-reading |
Presentation |
|
8 |
Mid-term exam |
None |
Written examination |
|
9 |
Tanzimat Period |
Pre-reading |
Presentation |
|
10 |
First Constitutional Era |
Pre-reading |
Presentation |
|
11 |
Second Constitutional Era |
Pre-reading |
Presentation |
|
12 |
Tripoli War and the Balkan Wars |
Pre-reading |
Presentation |
|
13 |
World War I and Ottoman Empire |
Pre-reading |
Presentation |
|
14 |
Armenian Allegations |
Pre-reading |
Presentation |
|
15 |
Armistice Agreement,the occupation and the National Struggle |
Pre-reading |
Presentation |
|
16/17 |
Final exam |
None |
Written examination |
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|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Fahir Armaoğlu, Siyasî Tarih (1789-1960)
Sina Akşin, Jön Türkler ve İttiihat ve Terakki, Ankara, 1996
Sina Akşin, Ana Çizgileriyle Türkiye´nin Yakın Tarihi, Ankara, 2006.
Halil İnalcık, Osmanlı İmparatorluğu: Klasik Çağ (1300-1600), İstanbul, 2005.
Halil İnalcık, “Osmanlı Tarihine Toplu Bir Bakış”, Osmanlı (Siyaset), Cilt 1 ve 2, Ankara, 1999.
Bernard Lewis, Modern Türkiye´nin Doğuşu, Ankara, 2004.
İlber Ortaylı, Batılılaşma Yolunda, İstanbul, 2007.
Bülent Tanör, Osmanlı-Türk Anayasal Gelişmeleri, İstanbul, 2004.
Enver Ziya Karal, Türkiye Cumhuriyeti Tarihi 1918-1965, Ankara, 1981.
Tevfik Çavdar, Türkiye´nin Demokrasi Tarihi (1839-1950), Ankara, 2004.
Niyazi Berkes, Türkiye´de Çağdaşlaşma, İstanbul, 2009
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| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
|
Homeworks/Projects/Others |
0 |
0 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| 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. |
4 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
4 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
5 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
4 |
|
5 |
They explain information production methods of Social Sciences. |
4 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
5 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
4 |
|
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. |
5 |
|
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. |
4 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
4 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
4 |
|
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. |
5 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
4 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
|
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. |
4 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
5 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
5 |
|
19 |
They value life-long learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
0 |
0 |
0 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
5 |
5 |
|
Total Workload: | 66 |
| Total Workload / 25 (h): | 2.64 |
| ECTS Credit: | 3 |
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