|
Week |
Subject |
Related Preparation |
| 1) |
World War I and the Middle East
|
|
| 2) |
The Middle East in the interwar period:
Türkiye
(1919-1945) |
|
| 3) |
The Middle East in the interwar period:
Iranian
(1919-1945) |
|
| 4) |
The Middle East in the interwar period:
Sweetcorn
(1919-1945)
|
|
| 5) |
The Middle East in the interwar period:
Syria,Iraq,
(1919-1945)
|
|
| 6) |
Political developments in Jordan Lebanon and Saudi Arabia
(!919-1945) |
|
| 7) |
Palestine and Zionism under Mandate |
|
| 8) |
Midterm Week |
|
| 9) |
Palestine issue and the Establishment of the State of Israel |
|
| 10) |
Iran during the Cold War
1945-1970 |
|
| 11) |
Egypt during the Cold War
1945-1970 |
|
| 12) |
Syria, Iraq and Lebanon during the Cold War
1945-1970 |
|
| 13) |
Israel and Palestine Issue during the Cold War
1948-1970 |
|
| 14) |
General evaluation 20th Century and the Middle East:Re-designing the Middle East after the Gulf War |
|
| Course Notes: |
T.G |
| References: |
T.G. Fraser, Modern Ortadoğu’nun Kuruluşu, Remzi Kitapevi, , İstanbul, Kasım 2011.
-Roger Owen, 20. Yüzyılda Ortadoğu Ekonomileri Tarihi, Sabancı Üniv. Yay., İst. 2002.
-Arthur Goldschmidt, Lawrence Davidson, Kısa Ortadoğu Tarihi, Doruk yay., İst. 2018.
-William L. Cleveland, Modern Ortadoğu Tarihi, Agora kitaplığı, İst. 2008.
-Sean McMeekın, Osmanlı’da Son Fasıl: Savaş-Devrim ve Ortadoğu’nun Şekillenişi, YKY, İst. 2015.
-Ortadoğu’da Değişim ve Türkiye, Edit: Atila Sandıklı, Erdem Kaya, Bilgesam yay., İst. 2014.
-Ortadoğu: Aktörler, Unsurlar, Sistemler, Edit: Mehmet Şahin, Kopemik yay., İst. 2019.
|
|
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. |
5 |
| 3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
3 |
| 4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
5 |
| 5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
4 |
| 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. |
4 |
| 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. |
5 |
| 9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
4 |
| 10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
5 |
| 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. |
3 |
| 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. |
4 |
| 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. |
5 |
| 15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |