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Week |
Subject |
Related Preparation |
1) |
Ders Tanıtımı ve de Ders İçeriğinin Açıklanması |
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2) |
The end of the Byzantine Constantinople & Formation of the Ottoman Istanbul |
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Philip Mansel, Constantinople, chapter 2, “City of God”
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3) |
Ruling of multi-religious & multi-ethnic Istanbul under the Ottoman Rule |
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Philip Mansel, Constantinople, chapter 2, “City of God”
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4) |
The Golden Age of the Ottomans
Hagia Sophia: From an imperial church to an imperial mosque.
Sinan: The Chief Architect of the Empire
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Gülru Necipoglu, The Age of Sinan: Architectural Culture in the Ottoman Empire (Reaktion Books, London, and Princeton University Press, Princeton, NJ, 2005, 2010). Excerpt.
Gülru Necipoğlu, “The life of an Imperial Monument: Hagia Sophia after Byzantium,” in Hagia Sophia from the Age of Justinian to the Present, R. Mark, A. S. Çakmak (NY: Cambridge University Press, 1992): 195-225.
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5) |
Oppressive imperial policies, 16th & 17th centuries
Istanbul Society in pre-Tanzimat Period
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Madeline Zilfi, “The Kadızadelis: discordant Revivalism in the 17th Century Istanbul”, Journal of Near Eastern Studies, vol. 45, no. 4, 1986, 251-269.
Ekrem Işın, “Daily Life in Istanbul in Pre-Modern Period” in Daily Life in Istanbul.
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6) |
Leisure and Pleasure in the City |
Shirine Hamadeh, The City’s Pleasures, Istanbul in the 18th Century, Excerpt
Cengiz Kırlı: “Coffeehouses in Istanbul”
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7) |
Modernization / Westernization in the Empire
Enraged Sultan and “the Greek Intrigue” (1821)
Difficult times in the city & Social Tension
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Philip Mansel, “Mahmud II” in Constantinople, city of the World’s Desire, chapter 10.
Hakan Erdem, “Do Not Think of the Greeks as Agricultural Labourers’: Ottoman Responses to the Greek War of Independence,” in Citizenship and the Nation-State in Greece and Turkey, pp. 67-84.
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8) |
Istanbul Society after the years of the Greek Revolt (1821)
Declaration of Reforms
Tanzimat –Reorganization– 1839 Imperial Reform Edict
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Şükrü Hanioğlu, A Brief History of the Late Ottoman Empire, Princeton, Oxford: Princeton University Press, 2008, chapters 2, 3 & 4.
Philip Mansel, Mahmud II,” in Constantinople, city of the World’s Desire, chapter 10.
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9) |
European armies in Istanbul, Crimean War
Municipal Reform & Imperial Power Exhibition
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Murat Gül: Istanbul Between the Crimean War and First World War, in Emergence of Istanbul, chapter 2.
Philip Mansel, “City of Marvels” in Constantinople, City of the World’s Desire, chapter 11.
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10) |
Social & Cultural Life in the City
Theatres, Literary Societies
Populations in the city
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Philip Mansel, Constantinople, City of the World’s Desire, chapter 12.
Aron Rodrigue, The Beginnings of Westernization and Community Reform Among Istanbul’s Jewry, 1854-1865.
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11) |
Istanbul in the eyes of the travelers |
Lady Mary Wortley Montagu, The Turkish Embassy Letters (Longman)
Ubicini, The Letters From Turkey
Gerard Nerval, Voyage to the Orient. Excerpt
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12) |
Ottoman Parliament / Constitution (1876)
Ottoman-Russian War & The difficult year, 1878
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Philip Mansel, “Yıldız”, in Constantinople, City of the World’s Desire, Chapter 13.
Florian Riedler, “Armenian Labor Migration to Istanbul” in The City on the Ottoman Empire, Migration and the Making of Urban Modernity, eds. U. Freitag, M. Fuhrmann, N. Lafi, F. Rriedler, New York: Soass, Routladge, 2011.
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13) |
A new Hope: Second Ottoman Parliament 1908 /The Young Turk Revolution
Celebration & Disappointment
Nationalism in Cosmopolitan Istanbul
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Philip Mansel, “Young Turks” in Constantinople, City of the World’s Desire, chapter 14. |
14) |
First World War I
The city under occupation Lausanne & forced exchange of populations
Istanbul under the rule of Turkish Republic
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Philip Mansel, “The Death of a Capital” in Constantinople, city of the World’s Desire, chapter 15.
John Freely, The Imperial City, the last Chapter
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15) |
Final Exam |
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16) |
Final Exam |
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Course Notes: |
Philip Mansel, Constantinople, The World’s Desire, chapters 1, 2, 10-15.
Halil İnalcık, “Policies of Mehmed II towards Greek Population of Istanbul and Byzantine Buildings of the City”.
Halil İnalcık, The Status of the Greek Patriarch Under the Ottomans
Gülru Necipoglu, The Age of Sinan: Architectural Culture in the Ottoman Empire (Reaktion Books, London, and Princeton University Press, Princeton, NJ, 2005, 2010). Excerpt.
Gülru Necipoğlu, “The life of an Imperial Monument: Hagia Sophia after Byzantium,” in Hagia Sophia from the Age of Justinian to the Present, R. Mark, A. S. Çakmak (NY: Cambridge University Press, 1992): 195-225.
Madeline Zilfi, “The Kadızadelis: discordant Revivalism in the 17th Century Istanbul”, Journal of Near Eastern Studies, vol. 45, no. 4, 1986, 251-269.
Ekrem Işın, “Daily Life in Istanbul in Pre-Modern Period” in Daily Life in Istanbul.
Shirine Hamadeh, The City’s Pleasures, Istanbul in the 18th Century, Excerpt
Cengiz Kırlı: “Coffeehouses in Istanbul”
Hakan Erdem, “Do Not Think of the Greeks as Agricultural Labourers’: Ottoman Responses to the Greek War of Independence,” in Citizenship and the Nation-State in Greece and Turkey, pp. 67-84.
Şükrü Hanioğlu, A Brief History of the Late Ottoman Empire, Princeton, Oxford: Princeton University Press, 2008, chapters 2, 3 & 4.
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References: |
Murat Gül: Istanbul Between the Crimean War and First World War, in Emergence of Istanbul, chapter 2.
Aron Rodrigue, The Beginnings of Westernization and Community Reform Among Istanbul’s Jewry, 1854-1865.
Lady Mary Wortley Montagu, The Turkish Embassy Letters (Longman)
Ubicini, The Letters From Turkey
Gerard Nerval, Voyage to the Orient. Excerpt
Florian Riedler, “Armenian Labor Migration to Istanbul” in The City on the Ottoman Empire, Migration and the Making of Urban Modernity, eds. U. Freitag, M. Fuhrmann, N. Lafi, F. Rriedler, New York: Soass, Routladge, 2011.
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |