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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 |
The meaning of modernization and its developmental period. |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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2 |
Administrative and Reform Movements and Modernization |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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3 |
The Minorities in the Otoman and their effects to the modernisation |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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4 |
Constitutional Period and Westernisation Efforts in Ottoman |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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5 |
Constitutional II. Period and Westernisation Efforts in Ottoman |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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6 |
Period of II. Constitutional Governance (1908-1912) |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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7 |
Period of II. Constitutional Governance (1912) |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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8 |
Mid-term Examination |
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9 |
Period of II. Constitutional Governance (1914-1918) |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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10 |
Movements of Westernization: Period of Constitutional II, Union and Progress Party (İttihat ve Terakki 1913-1918) |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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11 |
Union and Progress Party (İttihat ve Terakki 1913-1918) |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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12 |
1919 Elections and the Parliament |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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13 |
1920 Elections and the Parliament |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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14 |
Turkish Republic and modernization |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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15 |
Turkish Republic and modernization |
Reading the related parts of the books in bibliography. |
Lecture, Question-Answer, Discussion, Self Study |
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16/17 |
Final Examination |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
0 |
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2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
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3 |
They develop original materials student-oriented instruction and use information technologies. |
0 |
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4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
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5 |
They explain information production methods of Social Sciences. |
2 |
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6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
5 |
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7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
5 |
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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. |
5 |
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10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
3 |
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11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
3 |
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12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
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13 |
They recognize scientific basis of education. |
0 |
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14 |
They evaluate themselves in terms of their own professional qualifications. |
0 |
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15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
3 |
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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. |
5 |
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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 |
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18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
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19 |
They value life-long learning. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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