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| Course Description |
|
| Course Name |
: |
History of Civilization |
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| Course Code |
: |
TEB310 |
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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) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Lecturer AYDIN CAN
|
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| Learning Outcomes of the Course |
: |
Explains the basic terms, conceptions and definitions peculiar to the
discipline of history.
Defines and explains the first socio-economic, cultural, religious and
political formations and structures in the history of mankind.
exemplification.
Analyses the Important events and developments in the history of mankind and their causal relationship comparatively.
Synthesizes the data which s/he obtains from the historical sources directly and objectively.
Criticises the dynamics of the modern world by taking their first
instances into consideration.
|
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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 |
: |
The basic purpose of this course is to acquaint students with the basic evolutionary developments in the History of Western Civilizations and to enable them analyze these
developments, through a comparative perspective, in the economic, sociopolitical, cultural and scientific field for understanding the dynamics of the modern world. |
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| Course Contents |
: |
The contents of the course starting from the the Prehistoric Ages the first civilizations, Ancient Greek and Roman cultural and political developments, the Byzantine Empire and the basic important developments in Europe during the Medieval Age. |
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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 |
The definition of civilization and culture |
|
Audio-visual assisted presentation |
|
2 |
MESOPOTAMIAN CIVILIZATION |
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Audio-visual assisted presentation |
|
3 |
EGYPTIAN CIVILIZATION |
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Audio-visual assisted presentation |
|
4 |
ANATOLIAN CIVILIZATION |
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Audio-visual assisted presentation |
|
5 |
EGE-ROME-HELEN CIVILIZATIONS |
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Audio-visual assisted presentation |
|
6 |
CHINESE CIVILIZATION-INDIAN CIVILIZATION,
PHOENICIAN-IBRANI CIVILIZATIONS |
|
Audio-visual assisted presentation |
|
7 |
MID-TERM |
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MULTIPLE-CHOICE TEST |
|
8 |
IRANIAN Hellenistic , ISLAMIC CIVILIZATIONS |
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Audio-visual assisted presentation |
|
9 |
CENTRAL ASIAN TURKIC CIVILIZATION |
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Audio-visual assisted presentation |
|
10 |
CENTRAL AMERICAN CIVILIZATIONS
Aztec Maya İnca toltek |
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Audio-visual assisted presentation |
|
11 |
Europe in the middle ages ;geographical discoveries, Renaissance and Reformation |
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Audio-visual assisted presentation |
|
12 |
Age of Enlightenment, the French Revolution
|
|
Audio-visual assisted presentation |
|
13 |
CORNERSTONES OF CIVILIZATION-I |
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Audio-visual assisted presentation |
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14 |
CORNERSTONES OF CIVILIZATION-II |
|
Audio-visual assisted presentation |
|
15 |
General evaluation |
|
Audio-visual assisted presentation |
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16/17 |
FINAL EXAM |
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MULTIPLE-CHOICE TEST |
|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Can, Aydın,. Uygarlık Tarihi Ders Notları, Adana 2010
Muhammet Şahin, Uygarlık Tarihi ,Ankara 2002
Nazmi Özçelik, İlkçağ Tarihi ve Uygarlığı, Ankara 2002
Emine Yamanlar, Uygarlık Tarihi, Ankara 1999
İsmail Güven vd. Uygarlık Tarihi, Ankara 2007
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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 |
60 |
|
Homeworks/Projects/Others |
1 |
40 |
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Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
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 can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. |
0 |
|
2 |
They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. |
0 |
|
3 |
They can take individual and group responsibility to solve the problems encountered related to classroom management. |
0 |
|
4 |
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. |
0 |
|
5 |
They can criticise and/or explain the characteristics of philosophical, literary and other works of art. |
3 |
|
6 |
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. |
1 |
|
7 |
They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. |
3 |
|
8 |
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. |
0 |
|
9 |
They can develop appropriate learning materials and use the information and communication technologies in this process effectively. |
5 |
|
10 |
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. |
0 |
|
11 |
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. |
0 |
|
12 |
They can evaluate the periods of Turkish literature and the important people, events and the phenomena. |
0 |
|
13 |
They can acquire self-learning ability. |
3 |
|
14 |
They can communicate effectively with students, teachers, friends, school management and parents. |
2 |
|
15 |
They can improve themselves about the cultural and social aspects. |
2 |
|
16 |
They have the knowledge and skills required by the field of study. |
0 |
|
17 |
They can apply the basic principles and general objectives of education. |
3 |
| * 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) |
13 |
2 |
26 |
|
Out of Class Study (Preliminary Work, Practice) |
13 |
2 |
26 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
5 |
5 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
8 |
8 |
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Total Workload: | 70 |
| Total Workload / 25 (h): | 2.8 |
| ECTS Credit: | 3 |
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