AUDIOMETRY (TURKISH) | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
GEP1511 | European History | Fall Spring |
3 | 0 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | Turkish |
Type of course: | GE-Elective |
Course Level: | Associate (Short Cycle) |
Mode of Delivery: | E-Learning |
Course Coordinator : | Assoc. Prof. DERYA TARBUCK |
Recommended Optional Program Components: | None |
Course Objectives: | The aim of this course is to thematically analyze important events of the Early Modern European History. Political, Social, Religious and Intellectual events will be discussed following the chronological order. |
The students who have succeeded in this course; By the end of this course, students will be able to • Describe the main events that occured in Europe • Identify the key factors which have contributed to the rise of Enlightenment ideas. • Understand the key theoretical arguments and concepts used to explain the nature of the Scientific Revolution. • Discuss and evaluate the reasons of Industrial revolution. • Employing key concepts/theoretical arguments, analyze the impact of the French Revolution in Europe. . Understand the major events in European history in chronological order. . Develop a chronological understanding of events, and engage critically with historical texts and thematic discussions. |
The transition from the Middle Ages to the Early Modern Era. Early Modern identities and social structures. Absolutist regimes and systems of government. Political and economic effects of geographical discoveries. The Renaissance and Humanism. Reformation and Counter-Reformation movements. Political changes in the Early Modern Era (Peasant Wars, Thirty Years' War, etc.). The Scientific Revolution and the Age of Enlightenment. The effects of the French Revolution and the Industrial Revolution. |
Week | Subject | Related Preparation |
1) | Introduction to the Course | |
2) | An assessment of Europe's transition from the Middle Ages to the Early Modern Age. | |
3) | Early Modern Identities We explore the formation and evolution of identities during the early modern period, including religious, national, and social identities. | |
4) | Absolutist Regimes Focuses on the development of absolutist political systems in countries such as France, Spain, and Russia. | |
5) | Geographical Discoveries Examines the 15th- and 16th-century overseas explorations and their transformative impact on Europe and the world. | |
6) | Renaissance and Humanism | |
7) | Reformation and Counter-Reformation Explores the religious upheavals of the sixteenth century, including Martin Luther’s challenge to the Catholic Church and the subsequent Catholic reform efforts. | |
8) | Midterm Week Midterm1 | |
9) | Political changes in the Early Modern Period (Peasant Wars, 30 Years War ... etc.) | |
10) | Scientific Revolution (Copernicus, Galileo, Kepler, and Newton and consider the philosophical implications of their discoveries.) | |
11) | Enlightenment | |
12) | Enlightenment II Midterm II Assessment covering Weeks 7 to 10. | |
13) | French Revolution | |
14) | Industrial Revolution Explores the transformation of economies and societies brought about by industrialization. |
Course Notes / Textbooks: | Stephen J. Lee, Aspects of European History (Routledge, 1982): Avrupa tarihinin temel olaylarına dair detaylı tematik bir analiz sunar. Norman Davies, Europe, A History (Oxford, 1996): Avrupa tarihinin genel bir anlatısını içerir ve kronolojik bir perspektif sağlar. Mary Wiesner Hanks, Europe: Avrupa'nın sosyal, dini ve kültürel yönlerine dair ayrıntılı bilgiler sunar. |
References: | Stephen J. Lee, Aspects of European History (Routledge, 1982) Norman Davies, Europe, A History (Oxford, 1996) Mary Wiesner Hanks, Europe |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 2 | % 40 |
Final | 1 | % 60 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 13 | 3 | 39 |
Study Hours Out of Class | 12 | 6 | 72 |
Midterms | 2 | 2 | 4 |
Final | 1 | 2 | 2 |
Total Workload | 117 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | The student acquires theoretical and practical knowledge related to his field at a basic level. | |
2) | The student owns information about moral discipline and ethical rules related to his field. | |
3) | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | |
4) | The student manages a duty independently by using the knowledge about his field at a basic level. | |
5) | The student possesses the consciousness of wholelife learning. | |
6) | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | |
7) | The student is sensitive to and he monitors progress about the events related to his field of study and in the agenda of the society and the world. He informs relevant people and institutions by using his acquired basic knowledge and skills about these issues. | |
8) | The student supports the social environment projects and activities with a sense of social responsibility. | |
9) | The student monitors the information about his field and communicates with his colleagues by using a foreign language. | |
10) | The student uses information and communication technologies with basic level of computer software which his field of study requires. | |
11) | The student contributes to the stages of data collection, interpretation, implementation and announcing the results related to his field of study in accordance with social, scientific, cultural and ethical values. | |
12) | The student complies with and contributes to quality management and processes. | |
13) | The student has sufficient consciousness about individual and public health, environmental protection and work safety issues. | |
14) | The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities. |