SPEECH AND LANGUAGE THERAPY
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
GEP1518	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.

Basic information

Language of instruction:	Turkish
Type of course:	GE-Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Hybrid
Course Coordinator :	Dr. 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.

Learning Outcomes

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.

Course Content

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

Weekly Detailed Course Contents

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)	midterm
8)	The Resurgence of Alp Er Tunga: The establishment, development, and legacy left by the Great Seljuk Empire.
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."

Sources

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."

Evaluation System

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

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	13	3	39
Study Hours Out of Class	13	6	78
Quizzes	2	1	2
Midterms	1	2	2
Final	1	2	2
Total Workload			123

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice.	4
2)	To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection.	4
3)	To use information and health technologies in practice and research in the field of Speech and Language Therapy.	4
4)	To communicate effectively with advisee, colleagues for effective professional relationships.	4
5)	To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level.	4
6)	To use life-long learning, problem-solving and critical thinking skills.	4
7)	To act in accordance with ethical principles and values in professional practice.	3
8)	To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach.	3
9)	To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively.	3
10)	To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy.	3
11)	To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community.	3