ECTS - World History from the French Revolution to the Present
World History from the French Revolution to the Present (HUM102) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| World History from the French Revolution to the Present | HUM102 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | To teach the students the important events in the world in 19th and the 20th centuries within a historical perspective. To make them acquire the necessary competence to understand the current events within this perspective. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The important events in the world in the 19th and 20th centuries, especially during the First and Second World Wars and Cold War. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | French Revolution. 1815 Wien Congress. 1830 and 1948 Revolutions. | |
| 2 | The First World War Period. (Establishment of national unity in Germany and Italy, the beginning of the First World War and its progress, the entry of the Ottoman State to the war, Paris Conference and Peace Agreements.) | |
| 3 | -Temporary Peace Period (1919-1929) (Locarno Agreements, the non-aggression and non-intervention policy of the Soviets, the rise to power of the Fascism in Italy, the USA’s reclusion, the attempts at disarmament.) | |
| 4 | - The Period of Crises (1929-1939). (Japanese attack on Manchuria and China, the coming to power of the National Socialists in Germany, Italy’s attack on Ethiopia and Albania, Spanish Civil War, annexation of Austria and Chekoslavakia by Germany.) | |
| 5 | -The Second World War Period. (Causes of the Second World War, the German superiority in Europe, establishing the balance in the War, the victory of Allies, Yalta and Potsdam Conferences, Turkey in the Second World War.) | |
| 6 | The Cold War Period (1945-1960): The superiority of the Soviets in Europe. (The Soviet threat to Turkey and Iran, Greek Civil War, the forming of the Cominform.) | |
| 7 | Midterm | |
| 8 | The Cold War Period (1945-1960): The attempts of the Western Europe to keep balance (Truman doctrine, Marshall Aid, the founding of NATO) | |
| 9 | The Cold War Period (1945-1960): The progress of events in the Middle East in 1955-1960 Period. (Foundation of the State of Israel, 1948-1949 Arab-Israel War, the Suez Crisis, 1957 Syria Crisis, 1958 Iraq Revolution.) | |
| 10 | The Cold War Period (1945-1960): The progress of events in the Far East in 1950-1954 Period. (Korean and Indo-China Wars, the founding of SEATO.) -The progress of events in the Eastern Block (Chekoslavakia, East Berlin, Poland and Hungary uprisings.) | |
| 11 | The changes in the Eastern Block. (Soviet-China conflict, occupation of Chekoslavakia, Chinese Revolution.) -Changes in the Western Block. (1958 Berlin Crisis, Cuba Crisis, French dissent from NATO.) | |
| 12 | -The softening between the Blocks. (The Association of the Non-aligned, disarmament agreement, the security in Europe and cooperation, Helsinki Declaration.) | |
| 13 | -The progress of events in Asia in the aftermath of the Second World War. -The Middle East in 1960-1980 Period. (Arab-Israel Wars in 1967 and 1973, 1973 Oil Crisis, Israel-Egypt Peace, Iran Revolution.) | |
| 14 | -Occupation of Afghanistan. -The progress of events in the Middle East in 1980-1990 Period. (Iran-Iraq War, Arab-Israel relations, Gulf Crisis.) -Chine Opening policy to the West. | |
| 15 | -The end of the Eastern Block. (Gorbachov Period, nationalist movements in Soviet Republics, the 1989 Revolutions in Europe, the Union of Germany, the foundation of the Middle Asia Republics.) -New world order. | |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. 20. Yüzyıl Siyasi Tarihi Cilt-1 (1914-1980), Türkiye İş Bankası Kültür Yayınları, Ankara, 1992. |
|---|---|
| 2. 20. Yüzyıl Siyasi Tarihi Cilt-2 (1980-1990), Türkiye İş Bankası Kültür Yayınları, Ankara, 1994. | |
| 3. Siyasi Tarih Cilt-1, Oral Sander, İmge Kitapevi, Ankara, 2011. | |
| 4. Siyasi Tarih Cilt-2, Oral Sander, İmge Kitapevi, Ankara, 1989. | |
| 5. Siyasi Tarih, Rıfat Üçok, Der Yayınları, İstanbul, 2015. | |
| 6. Büyük Güçlerin Yükseliş ve Çöküşleri, Türkiye İş Bankası Kültür Yayınları, Ankara, 1994. | |
| 7. Siyasal Tarih, Toktamış Ateş, Der Yayınları, İstanbul, 2001. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 50 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | |||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | |||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | |||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | |||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | |||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | |||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | |||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | |||||
| 11 | Gains the ability to conduct resource research to access information and to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | |||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||