| History | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | HIS103 | ||||||||
| Ders İsmi: | General Turkish History | ||||||||
| Ders Yarıyılı: | Fall | ||||||||
| Ders Kredileri: |
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| Language of instruction: | Turkish | ||||||||
| Ders Koşulu: | |||||||||
| Ders İş Deneyimini Gerektiriyor mu?: | No | ||||||||
| Type of course: | Required | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | RA ESRA KARADAĞ | ||||||||
| Course Lecturer(s): | |||||||||
| Course Assistants: |
| Course Objectives: | Examining and evaluating the sources of General Turkish History, making approaches to the basic problems of Turkish history. |
| Course Content: | The sources of general Turkish history, the old Turkish language Orhon Inscriptions, Uyghurs and Turks' settled life, Turkish tradition, state tradition, Turkish perception will be discussed. |
The students who have succeeded in this course;
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| Week | Subject | Related Preparation |
| 1) | Concepts of Turk and Turan, Homeland of Turks and Established First Turkish Civilizations | |
| 2) | Asian Hun State and Tabgachs | |
| 3) | First Gokturks | |
| 4) | Second Gokturks | |
| 5) | Kyrgyz, Turgish, Karluks, Oghuz, Kimeks | |
| 6) | The Oldest Turkic Tribes in Eastern Europe: Scythians, Sarmatians, Roksalan, Yağız, Huns and Attila, Avars, Khazar Khaganate, Pechenegs, Uzz (Oguz), Cumans and Kama (Chuman) Bulgars State | |
| 7) | Culture and Organization in Pre-Islamic Turks | |
| 8) | Mid-Term | |
| 9) | The Establishment and Rise of the Uyghur State | |
| 10) | Seljuks, Iraq and Khorasan Seljuks, Kirman Seljuks | |
| 11) | Syrian Seljuks and Anatolian Seljuks | |
| 12) | Other Turkish states established in the Middle East: Eastern Anatolia and İzmir Turkmen Beys, Atabeyliks, Anatolian Principalities, Delhi Turkish Sultanate, Turkish States Established in Egypt and Syria, Khwarazm Shahs, Karakoyunlu, Akkoyunlu, Safavid-Afshar-Kaçarlar | |
| 13) | Turkish states established in Central Asia and Kipchak steppes: Turkish-Mongol Empire and its continuation, Golden Horde State, Kazan Khanate, Astirhan Khanate, Kasım Khanate, Crimean Khanate, Nogay Khanate, Nogai Khanate and Siberian Khanate | |
| 14) | Timurid Empire (1370-1507) Mughal Empire (Indo-Turkish Sultanate) Turkish States and Dynasties Established in Iran: Safavids and Shah Ismail, Afshar Dynasty, Qajar Dynasty | |
| 15) | Final |
| Course Notes / Textbooks: | • Osman Turan, Türk Cihan Hâkimiyeti Mefkuresi Tarihi, Ötüken Yayınları, İstanbul, 2018 • Osman Turan Doğu Anadolu Türk Devletleri Tarihi, Ötüken Yayınları, İstanbul, 2004 • Celalettin Yavuz, Avrasya’da Türk Jeopolitiği-Türklere Açılan Geniş Ufuklar, Ötüken Yayınları, Ankara, 2010 • Arslan Tekin, Türk'ün Tarihi, Kariyer Yayınları, İstanbul, 2012 • İ. Hakkı Uzunçarşılı, Anadolu Beylikleri ve Akkoyunlu, Karakoyunlu Devletleri, TTK Yayınları, Ankara, 1984 • Tarihte Türk Devletleri Sempozyumu, Tebliğ Özetleri, Ankara Üniversitesi, 20-22 Mayıs 1985, Ankara Üniversitesi Basımevi, 1985 • Türk Dünyası El Kitabı, Türk Kültürünü Araştırma Enstitüsü, Cilt I, 3. Baskı, Ankara, 2001 |
| References: | • Bahaeddin Ögel, İslamiyet’ten Önce Türk Kültür Tarihi, Ankara, 1991 • Zeki Veli Togan, Umumi Türk Tarihine Giriş, İstanbul, 1946 • Laszlo Rasonyi, Türk Devletlerinin Batıdaki Varisleri ve İlk Müslüman Türkler, Yay. Haz. Ş.K. Seferoğlu, Adnan Müderrisoğlu, Türk Kültürünü Araştırma Enstitüsü, Ankara, 1983 • Kuruluş ve Çöküş Süreçlerinde Türk Devletleri Sempozyumu, Bildiriler, Sakarya Üniversitesi, 5-6 Kasım 2007, Yay. Haz. Mehmet Alpargu, M. Bilal Çelik, Sakarya Üniversitesi Yayınevi, 2007 |
| Ders Öğrenme Kazanımları | 1 |
2 |
4 |
3 |
5 |
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| Program Outcomes | |||||||||||
| 1) To Examine concepts related to history discipline, ideas and data with social science research method, define, analyze and discuss topics that have not yet surfaced, and develop recommendations based on relevant scientific findings and evidence. | |||||||||||
| 2) By using history methodology, to have the skills of critical thinking, creative thinking, interpreting and synthesizing, and work on the field can be carried out independently or jointly. | |||||||||||
| 3) To inform listeners who are not experts in matters related to history and express thoughts clearly in written and oral form. | |||||||||||
| 4) To be able to use textbooks containing up-to-date information on general culture and related secondary sciences, as well as high-level knowledge and skills supported by course materials and scientific resources in profession and research. | |||||||||||
| 5) To collect, solve, interpret information on issues that are not illuminated due to historical information and lack of findings and to share with related persons, institutions and organizations. | |||||||||||
| 6) Along with the computer software required by the fields, to use advanced informatics and information technologies. | |||||||||||
| 7) To know the interests, wants and needs of the people working in the field and to recognize the socio-economic and cultural characteristics of the surrounding area; to plan, implement and manage the teaching and learning processes appropriate to these characteristics. To provide active participation of students in the learning process. | |||||||||||
| 8) To follow the theoretical and practical knowledges in the field of history using at least one foreign language and to share these knowledges with the relevant experts and non-experts. | |||||||||||
| 9) To support the universality of social, cultural rights in the field; to gain social justice consciousness, and possess historical and cultural heritage. | |||||||||||
| 10) To strive continuously improve in the field of history and collect, analyze and interpret informations in the field. | |||||||||||
| 11) To gain access to new knowledge and ideas and life-long learning awareness. | |||||||||||
| 12) To behave and participate in quality management and processes. | |||||||||||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To Examine concepts related to history discipline, ideas and data with social science research method, define, analyze and discuss topics that have not yet surfaced, and develop recommendations based on relevant scientific findings and evidence. | 3 |
| 2) | By using history methodology, to have the skills of critical thinking, creative thinking, interpreting and synthesizing, and work on the field can be carried out independently or jointly. | 5 |
| 3) | To inform listeners who are not experts in matters related to history and express thoughts clearly in written and oral form. | 3 |
| 4) | To be able to use textbooks containing up-to-date information on general culture and related secondary sciences, as well as high-level knowledge and skills supported by course materials and scientific resources in profession and research. | 5 |
| 5) | To collect, solve, interpret information on issues that are not illuminated due to historical information and lack of findings and to share with related persons, institutions and organizations. | 3 |
| 6) | Along with the computer software required by the fields, to use advanced informatics and information technologies. | 1 |
| 7) | To know the interests, wants and needs of the people working in the field and to recognize the socio-economic and cultural characteristics of the surrounding area; to plan, implement and manage the teaching and learning processes appropriate to these characteristics. To provide active participation of students in the learning process. | 3 |
| 8) | To follow the theoretical and practical knowledges in the field of history using at least one foreign language and to share these knowledges with the relevant experts and non-experts. | 1 |
| 9) | To support the universality of social, cultural rights in the field; to gain social justice consciousness, and possess historical and cultural heritage. | 4 |
| 10) | To strive continuously improve in the field of history and collect, analyze and interpret informations in the field. | 4 |
| 11) | To gain access to new knowledge and ideas and life-long learning awareness. | 5 |
| 12) | To behave and participate in quality management and processes. | 3 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |