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| Course Description |
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| Course Name |
: |
Contemporary History of the World |
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| Course Code |
: |
SB 308 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Spring (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 the 20th century and the world´s political, economic, social and cultural variations in this century.
Understands the problems that the world faces in the 21st century and produces solutions.
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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 |
: |
The aim of this course is to teach students about the recent Turkish history and the history of the world from an objective perspective.
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| Course Contents |
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The contents of this course include information on the general characteristics of the 20th century; The First World War; The Second World War and the aftermath of the Cold War Era; the political situation of Middle East in world politics.
20th General characteristics of the century
The First World War
The Second World War
And the aftermath of the Cold War Era
Middle East in World Politics
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| Language of Instruction |
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Turkish |
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| Work Place |
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Classroom |
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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 |
General characteristics of the 20th century |
Pre-reading |
Presentation |
|
2 |
Changing the balance of power in the 20th century around the world |
Pre-reading |
Presentation |
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3 |
The political, economic and social status of the countries in the world in the 20th century. |
Pre-reading |
Presentation |
|
4 |
Causes of World War I, and distribution process. |
Pre-reading |
Presentation |
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5 |
The results and impact of World War I |
Pre-reading |
Presentation |
|
6 |
World War I and the Ottoman Empire |
Pre-reading |
Presentation |
|
7 |
State of the world´s governments in the interwar period |
Pre-reading |
Presentation |
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8 |
Mid-term exam |
None |
Written examination |
|
9 |
The Second World War |
Pre-reading |
Presentation |
|
10 |
Cold War Era |
Pre-reading |
Presentation |
|
11 |
Turkish Foreign Policy in the Cold War Era |
Pre-reading |
Presentation |
|
12 |
Turkish Foreign Policy after the Cold War |
Pre-reading |
Presentation |
|
13 |
Developments in Asia |
Pre-reading |
Presentation |
|
14 |
Developments in the Middle East |
Pre-reading |
Presentation |
|
15 |
Outlining the main points of the political and economic developments in the world from the 1960´s to the present day. |
Pre-reading |
Presentation |
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16/17 |
Final exam |
None |
Written examination |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 AĞAOĞLU, Samet, Siyasi Günlük, DP’nin Kuruluşu, İstanbul 1992
BARUTÇU, Faik Ahmet, Siyasi Anılar (1939-1954), İstanbul 1977.
GÜRÜN, Kamuran, Dış İlişkiler ve Türk Politikası, AÜ SBF Yay., Ankara 1983.
MCNEİLL, W.H., Dünya Tarihi, çev. Alaaddin Şenel, Ankara 2001.
SANDER, Oral, Siyasi Tarih (1918-1994), Ankara 1994.
UÇAROL, Rıfat, Siyaset Tarihi, İstanbul 2000.
TANÖR, Bülent, Boratav, Korkut, Akşin, Sina, Türkiye Tarihi V, Cem Yayınevi, İstanbul 2000.
ZÜRCHER, Erik Jan, Modernleşen Türkiye’nin Tarihi, İletişim Yayınları, İstanbul 2003.
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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 |
100 |
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Homeworks/Projects/Others |
0 |
0 |
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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. |
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. |
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 |
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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 |
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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 |
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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. |
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 |
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13 |
They recognize scientific basis of education. |
5 |
|
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 |
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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. |
4 |
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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. |
4 |
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18 |
They reach information sources and evaluate their learnings in a critical attitude. |
5 |
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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) |
13 |
3 |
39 |
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Out of Class Study (Preliminary Work, Practice) |
13 |
2 |
26 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
0 |
0 |
0 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 75 |
| Total Workload / 25 (h): | 3 |
| ECTS Credit: | 3 |
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