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| Course Description |
|
| Course Name |
: |
Ottoman History and Civilization I |
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| Course Code |
: |
SB 301 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
3 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
|
|
| Learning Outcomes of the Course |
: |
Knows about the political history of Anatolia starting from the late XIII century to the beginning of the XV century.
Knows about the culture and civilization of the Ottoman Empire.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To present an overview on the political history of Anatolia starting from the late XIII century to the beginning of the XV century. |
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| Course Contents |
: |
The contents of this course include the problems in the foundation period of the Ottoman Empire; Balkan policy of conquest; imperial process; eastern policy of the Ottoman Empire; culture and civilization of the Ottoman Empire. |
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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 |
Ertugrul Gazi period |
Pre-reading |
Presentation,discussion |
|
2 |
Osman Gazi period |
Pre-reading |
Presentation |
|
3 |
Orhan Bey period |
Pre-reading |
Presentation |
|
4 |
I. Murad Period |
Pre-reading |
Presentation |
|
5 |
Conquest of Rumelia |
Pre-reading |
Presentation, discussion |
|
6 |
Conquest of Rumelia |
Pre-reading |
Presentation |
|
7 |
I.Bayezid Period |
Pre-reading |
Presentation |
|
8 |
Mid-term exam |
None |
Written examination |
|
9 |
Age to political events in the period of interregnum until the conquest of Istanbul |
Pre-reading |
Presentation |
|
10 |
Importance of the History of the Conquest of Istanbul, Turkey and the World |
Pre-reading |
Presentation, discussion |
|
11 |
II. Bayezid period |
Pre-reading |
Presentation |
|
12 |
Yavuz Sultan Selim Term Events |
Pre-reading |
Presentation |
|
13 |
Period of Sultan Süleyman the Magnificent Events |
Pre-reading |
Presentation |
|
14 |
Until the political and economic situation of the Treaty of Küçük Kaynarca |
Pre-reading |
Presentation |
|
15 |
Culture and civilization of the Ottoman Empire |
Pre-reading |
Presentation |
|
16/17 |
Final exam |
None |
Written examination |
|
|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 İslam Ansiklopedisi, MEB Yay., ilgili maddeler
İnalcık, Osmanlı İmparatorluğu: Klasik Çağ (1300-1600), (çev.) R. Sezer, YKY, İstanbul, 2005.
İnalcık, H., “Osmanlı Tarihine Toplu Bir Bakış”, Osmanlı (Siyaset), Yeni Türkiye Yay., c.1 ve 2, Ankara, 1999.
Köprülü, F., Osmanlı İmparatorluğunun Kuruluşu, TTK Yay., Ankara, 1972
Köprülü, M. F., “Osmanlı Devleti’nin Kuruluş ve Gelişmesindeki İtici Güçler”, Osmanlı (Siyaset), Ankara, 1999.
Kürkçüoğlu, E., “Kayıların Anadolu’ya Gelişi”, Osmanlı (Siyaset), Ankara, 1999
İnalcık, H., “Türkler (Osmanlılar)”, İA.,XII/2
Barkan, Ö. L., “Osmanlı İmparatorluğu’nda Bir İskan ve Kolonizasyon Metodu Olarak Vakıflar ve Temlikler: İstila Devirlerinin Kolonizatör Türk Dervişleri”, Vakıflar Dergisi, II, 1942.
Öztuna, Yılmaz, Osmanlı Devleti Tarihi, Cilt I
Öztuna, Yılmaz, Osmanlı Devleti Tarihi, Cilt II
Shaw, Stanford, Osmanlı İmparatorluğu ve Modern Türkiye, Cilt I
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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. |
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. |
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. |
4 |
|
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. |
5 |
|
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 |
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Total Workload: | 66 |
| Total Workload / 25 (h): | 2.64 |
| ECTS Credit: | 3 |
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