| GASTRONOMY AND CULINARY ARTS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0518 | Introduction to General Turkish History | Fall | 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: | English |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assist. Prof. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | The course aims to narrate the general history of the Turks, starting from the earliest periods when Turks emerged onto the historical stage in Central Asia, including pre-Islamic Turkish history. By discussing the homeland of the Turks and their areas of expansion, it will examine their geographical, political, military, economic, religious, and cultural relations. Through a comparative analysis of the course of Turkish history in different regions and periods, it will elucidate the place and significance of Turkish history within world history and cultures. |
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The students who have succeeded in this course; The students who have succeeded in this course are able to; 1) It lists the stages of the Turkish cultural history from the past to the present; 2) It describes the civilizations and organizational structures of Turkish states; 3) It periodizes and compares Turkish history and culture; 4) It evaluates the contribution of Turkish culture to the common civilization of humanity; 5) It identifies the countries and cultural domains where Turkish communities have lived throughout the historical process; 6) It analyzes the elements that constitute Turkish culture (art, science, literature, mythology, belief, etc.). 7) It lists the Turkish states established in history; 8)It analyzes the interaction of Turkish culture with other cultures; 9)It explains the geographical, social, political, cultural, religious, mythological, and economic factors that shape Turkish culture. |
| In Turkestan, from the beginning until the 13th century, Turkish political life, state organization, Turkic Migrations, their Causes and Consequences, belief and cultural life, art (handicrafts, architecture, music, anthropology), and Turkish oral culture. The Turks adopting Anatolia as their homeland. Turkish military organization and culture. Teaching methods and techniques used in the course are: lecture, individual work, reading, discussion and use of digital resources. |
| Week | Subject | Related Preparation |
| 1) | Nomads of Herodotus: Scythians, Sarmatians, and Amazons According to Herodotus, and Their Common Features with the Turkic People. | |
| 2) | The Scourge of God: The Great Migration, the political relations between Attila and the European Huns with the West and East, how the European Huns disappeared in Europe. | |
| 3) | China's Belligerent Neighbors: The establishment of the first Turkish state in history, Sino-Turkish relations, the cultural exchange of the Uyghurs. | |
| 4) | The Turkish Dynasty that Chose Judaism: The arrival of the Khazars north of the Black Sea, their relations with the Eastern Roman Empire, wars with Arab armies, and their adoption of Judaism. | |
| 5) | İnterregnum in Gok Turks Khanate II. Gok Turks Khanate Gok Turks and Ancient Turkish State Model | |
| 6) | The Conversion of the Turks to Islam: The political reasons for the Turks' conversion to Islam, Ahmed Yesevi, and the madrasa culture. | |
| 7) | The Resurgence of Alp Er Tunga: The establishment, development, and legacy left by the Great Seljuk Empire. | |
| 8) | Midterm Week | |
| 9) | New Homeland: The reasons and process of the Turks adopting Anatolia as their homeland. The cultural and architectural aspect of Anatolia's Turkification. Its commercial background." | |
| 10) | The Blue Wolf and Its Calamity: The political history of Genghis Khan and his successors in Asia. The process of Turkification among the Mongols. The Code of Genghis Khan. Pax-Mongolica. | |
| 11) | Arrow, Steel and Horse: Turkish military organization, culture, and Turkish military tactics | |
| 12) | Turkish Art: Turkish architecture in Turkistan and Turkey, kurgans, handicrafts, Turkish attire | |
| 13) | Legend or Reality?: Turkish legends and mythology (Oğuz Kağan Epic, Ergenekon Epic, and Türeyiş Epic) along with Orkhon Inscriptions, Yenisei Inscriptions, and Other Inscriptions | |
| 14) | Spice or Fabric?: Turkish dominion on the Silk Road, cultural exchange along the Silk Road, and the cultural map of the Silk Road." |
| Course Notes / Textbooks: | "1) The Great Seljuk Empire - A.C.S. Peacock 2) The Huns, Rome and the Birth of Europe - Hyun Jin Kim 3) The Black Sea - Charles King 4) The travels of Marco Polo - L.F. Benedetto 5) Göktürk İmparatorluğu/ Ali Kemal Meram 6) The Silk Roads : A History of the Great Trading Routes Between East and West - Geordie Torr " |
| References: | "1) İlhami Durmuş, “İskit İmparatorluğu’nun Yıkılış Nedenleri”, Akademik Bakış, 1-2, 2008, s. 199-21 2) Şerif Baştav, “Attila ve Hunlar”, Tarihte Türk Devletleri, I, Ankara 1987, s. 37-55 3) Omeljan Pritsak, “Hazar Hakanlığı’nın Museviliğe Geçişi”, (trc. A. T. Özcan), Karadeniz Araştırmaları Dergisi, 13, 2007, s. 15-43. 4) Sadi Yang Chao Chun, “Türkiye ve Çin Arasındaki Kültür Mübadelesinin Tarihi Geçmişi”, (trc. T. Özkaya), Erdem, 5-15, 1989, 749-772. 5) Saadettin Gömeç, “Türk Tarihinde Peçenekler”, Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi, 53, 2013, s. 251-266. 6) Ali Sevim, Erdoğan Merçil, Selçuklu Devletleri Tarihi, Ankara 2014, s. 19-173. 7) Kemal Eraslan, “Ahmed-i Yesevi”, Erdem, 7-21, 1995, 799-820. 8) Osman Turan, “Selçuklu Kervansarayları”, Belleten, 1946, 10-39, 1946, s. 471-496. 9) Tahir Erdoğan Şahin, “İpek Yolu: Tarihsel Geçmişi, Kültürü ve Türk Dünyası İçin Önemi”, Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Tarih Bölümü Tarih Araştırmaları Dergisi, 39-67, 2020, s. 71-97. 10) Mehmet Alparslan Küçük, “İslam Öncesinde ve Sonrasına Türk Geleneğinde Bir Yaşam Stili: Okçuluk”, International Journal of Cultural and Social Studies, 4, 2018, s. 178-191. 11) Oktay Aslanapa, “Türk Halı Sanatı”, Erdem, 3, 1987, 99-109. 12) W. Bang, Reşit Rahmeti Arat, Oğuz Kağan Destanı, 1936, İstanbul. 13) Nebi Bozkurt, “İpek Yolu”, Diyanet İslam Ansiklopedisi, 22, 369-373." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Quizzes | 2 | % 20 |
| Midterms | 1 | % 20 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 4 | 52 |
| Quizzes | 2 | 10 | 20 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 115 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Possess advanced level theoretical and practical knowledge supported by textbooks with updated information, practice equipments and other resources. | 2 |
| 2) | Interpret and evaluate data, define and analyze problems, develop solutions based on research and proofs by using acquired advanced knowledge and skills within the field. | 4 |
| 3) | Inform people and institutions, transfer ideas and solution proposals to problems in written and orally on issues in the field. - Share the ideas and solution proposals to problems on issues in the field with professionals and non-professionals by the support of qualitative and quantitative data. | 5 |
| 4) | Evaluate the knowledge and skills acquired at an advanced level in the field with a critical approach. -Determine learning needs and direct the learning. -Develop positive attitude towards lifelong learning. | 3 |
| 5) | Act in accordance with social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field. - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security. | 4 |
| 6) | Take responsibility as a team member in order to solve unexpected complex problems faced within the implementations in the field. - Planning and managing activities towards the development of subordinates in the framework of a project. | 3 |
| 7) | Organize and implement project and activities for social environment with a sense of social responsibility. | 1 |
| 8) | Monitor the developments in the field and communicate with peers by using a foreign language at least at a level of European Language Portfolio B1 General Level. | 3 |
| 9) | To be able to carry out an advanced work on the field independently and take responsibility. | 3 |