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| Course Description |
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| Course Name |
: |
HISTORY OF EARLY MODERN AND MODERN PERIOD |
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| Course Code |
: |
SB 305 |
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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) |
: |
|
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| Learning Outcomes of the Course |
: |
Learns about the new and modern period in Europe.
Comprehends the changes in the development of Ottoman Empire.
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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 |
: |
To give theoretical information to the students starting from the XV. century until World War I. including political, social, cultural, military and religious developments and changes. |
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| Course Contents |
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The contents of this course include the Age of Enlightenment; The Renaissance and Reformation; Period of revolutions; Imperialism and The First World War. |
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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 |
Evaluation of European historical resources in the new and modern period. |
Pre-reading |
Presentation |
|
2 |
Main reasons for the rise of the West |
Pre-reading |
Presentation, Discussion |
|
3 |
The effects of geographical discoveries and inventions to the Turkish World. |
Pre-reading |
Presentation, Discussion |
|
4 |
Renaissance |
Pre-reading |
Presentation |
|
5 |
Reform |
Pre-reading |
Presentation |
|
6 |
The Thirty Years War |
Pre-reading |
Presentation |
|
7 |
Democracy movements in the UK, and the age of enlightenment |
Pre-reading |
Presentation |
|
8 |
Mid-term exam |
None |
Written examination |
|
9 |
The effect of the French Revolution and Europe, echoes of the French Revolution in the Ottoman Empire. |
Pre-reading |
Presentation |
|
10 |
America´s independence |
Pre-reading |
Presentation |
|
11 |
Revolutions of 1830-1848 |
Pre-reading |
Presentation |
|
12 |
Industrial revolution |
Pre-reading |
Presentation |
|
13 |
National Associations of German and Italian |
Pre-reading |
Presentation |
|
14 |
İmperialism |
Pre-reading |
Presentation |
|
15 |
The First World War and Its Consequences |
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) |
 Kennedy, P., Büyük Güçlerin Yükseliş ve Çöküşleri, T. İş Bank. Yay., Ankara, 1993.
Ağaoğulları, M. A. ve Köker, L., Tanrı Devleti’nden Kral Devlete, İmge Yay., Ankara, 1991
Sosyal, İ., Fransız İhtilali ve Türk –Fransız Diplomatik Münasebetleri, TTK Yay., Ankara, 1987.
Armaoğlu, F., 19. Yüzyıl Siyasî Tarihi, TTk, Ankara, 1999.
Arnold, D., Coğrafî Keşifler Tarihi, Alan Yay., İstanbul, 1995.
Ateş, T., Siyasal Tarih, Der Yay., İstanbul, 1999.
Bayur, Y. H., Hindistan Tarihi, TTK Yay., Ankara, 1950.
Boorstin, J. D., Keşifler ve Buluşlar, T. İş Bankası Yay., Ankara, 1996.
Esmer, Ş., Siyasi Tarih, İstanbul, A.Ü. Siyasal Bilgiler Fakültesi Yay., Ankara, 1994
Tanilli, S., Yüzyılların Gerçeği ve Mirası, Adam Yay., İstanbul, 1999.
Oral, Sander, Siyasi Tarih İlkçağlardan 1918´e, Ankara, 2006.
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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 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
|
Homeworks/Projects/Others |
0 |
0 |
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Total |
100 |
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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. |
4 |
|
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. |
3 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
4 |
|
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. |
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. |
5 |
|
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. |
5 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
4 |
|
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. |
4 |
|
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 |
10 |
10 |
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Total Workload: | 71 |
| Total Workload / 25 (h): | 2.84 |
| ECTS Credit: | 3 |
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