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| Course Description |
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| Course Name |
: |
Human Rights and Democracy |
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| Course Code |
: |
SB 307 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Instructor ANDAÇ ÇUHADAR
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| Learning Outcomes of the Course |
: |
Explains the concepts; human, individual and citizen.
Explains the concepts of democracy and human rights.
Explains the historical developments of democracy and human rights.
Explains the basic rights in constitution.
Discusses the different understandings of democracy.
Analyzes the terms for the realization of democracy.
Evalutes the major problems in the field of human rights.
Discusses the concept of "democratic culture".
Evaluates the standards of democracy at school and home.
Evaluates the the role of the social sciences teacher in terms of protecting the human rights and forming a democratic culture.
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| Mode of Delivery |
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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 |
: |
To give students basic information about the human rights and democracy. |
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| Course Contents |
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The contents of this course include information about the definition of human rights and democracy and its historical development; the concepts of democracy, liberty and equality, different understandings of democracy, democratic culture, democracy at school and home, democratic citizenship; rights and freedoms, children and women rights, national and international regulations about human rights (Universal Declaration of Human Rights, European Convention on Human Rights, Convention on Rights of Children etc.); major problems in the field of human right, human rights and democracy education.
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| Language of Instruction |
: |
Turkish |
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| Work Place |
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Classroom of Social Studies Education |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Intoduction to the lesson. |
none |
Lecture |
|
2 |
The definition of human rights and democracy and its historical development; |
pre-reading |
Lecture, question-answer, discussion, case study |
|
3 |
the concepts of democracy, liberty and equality, different understandings of democracy, |
scientific research
observation |
Lecture, question-answer, discussion, case study |
|
4 |
Different understandings of democracy, |
scientific research
observation
|
Lecture, question-answer, discussion, case study |
|
5 |
Major problems of democracy |
pre-reading |
Lecture, question-answer, discussion, case study |
|
6 |
Elite theories and democracy |
pre-reading |
Lecture, question-answer, discussion, case study |
|
7 |
Democratic culture, democracy at school and home, democratic citizenship; |
pre-reading, observation |
Lecture, question-answer, discussion, case study |
|
8 |
Examination |
|
Examination |
|
9 |
The history of human rights |
pre-reading |
Lecture, question-answer, discussion, case study |
|
10 |
Rights and freedoms, children and women rights, national and international regulations about human rights |
pre-reading |
Lecture, question-answer, discussion, case study |
|
11 |
Universal Declaration of Human Rights, European Convention on Human Rights, Convention on Rights of Children etc. |
pre-reading |
Lecture, question-answer, discussion, case study |
|
12 |
Major problems in the field of human rights,
|
pre-reading |
Lecture, question-answer, discussion, case study |
|
13 |
Human rights and democracy education |
curriculum analysis |
Lecture, question-answer, discussion, case study |
|
14 |
Democracy in family
Democracy in school |
research |
panel |
|
15 |
Democracy education or democratic education? |
research |
panel |
|
16/17 |
Final examinations |
|
examination |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
Demokratik Okullar: Ed. M. Apple
Toktamış Ateş: Demokrasi
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
70 |
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Homeworks/Projects/Others |
2 |
30 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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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. |
5 |
|
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. |
3 |
|
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. |
0 |
|
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. |
5 |
|
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. |
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. |
4 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
|
19 |
They value life-long learning. |
2 |
| * 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 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
1 |
14 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
2 |
8 |
16 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
5 |
5 |
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Total Workload: | 68 |
| Total Workload / 25 (h): | 2.72 |
| ECTS Credit: | 3 |
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