| CHILD DEVELOPMENT (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 | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | GE-Elective |
| Course Level: | Associate |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assoc. Prof. DERYA TARBUCK |
| 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: | 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 |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 2 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 60 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| 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 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 12 | 6 | 72 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 2 | 2 | 4 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| 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) | To be able to fulfill the professional requirements of the profession in the field of child development and education and to have knowledge of ethical principles and rules | 1 |
| 2) | Paying attention to children about proper and good usage of Turkish language. | 1 |
| 3) | To be able to monitor the development of typically developing children and prepare activities that support their development. | 1 |
| 4) | To have knowledge and skills on communicating effectively with children and strengthening families' communication skills. | 1 |
| 5) | Apply and practice drama,play and music activities | 1 |
| 6) | Use of basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development | 1 |
| 7) | To be able to monitor the development of children with special needs, plan and implement activities to support their development | 1 |
| 8) | To have knowledge and training skills regarding safe and conscious media use of children and families | 1 |
| 9) | To plan and carry out all activities (Turkish, music, drama, art, games, movement, science, mathematics, trips, tool and material development) carried out in pre-school education institutions within a daily, weekly, monthly and annual flow | 1 |
| 10) | To have knowledge and practical skills regarding the branches of art (painting, literature, etc.) used to support children's development. | 1 |
| 11) | To have knowledge and skills in the field of child nutrition | 1 |
| 12) | To have knowledge and skills about child health and diseases and first aid intervention. | 1 |