| Week |
Subject |
Related Preparation |
| 1) |
WWI: Evolution and Results of War Signed Treaties, Russian Revolution, League of Nations, Wilson Principles |
|
| 2) |
Period Between Two Wars The Period of Pacts and Temporary Peace (1918-1929) Depression Period (1929-39) |
|
| 3) |
Rise of Fascism and Appeasement Policies Towards WW II, the beginning of war and its spread in Europe |
|
| 4) |
World War II Changes in balance with the United States, developments in Asia, the end of the war, conferences, the establishment of the UN |
|
| 5) |
The Beginning of the Cold War Bipolar International System, Truman Doctrine (Marshall), NATO / Warsaw Pact, Containment Policy, Suez Crisis SEATO, CENTO, Berlin Crisis and Wall, Cuban Crisis |
|
| 6) |
Transition to Multicentre Towards Détente, strengthening Europe, The Non-Aligned Movement, Latin America, Change in USSR Policy (20th Congress) |
|
| 7) |
Détente: Helsinki Process, OSCE, Disarmament (SALT I-II), Sino-Soviet Conflict |
|
| 8) |
midterm |
|
| 9) |
Developments in Asia and Middle East: Vietnam War, 67-73 Arab-Israeli Wars, Oil Crisis, Iranian Revolution, USSR's Occupation of Afghanistan, Iran-Iraq War |
|
| 10) |
The End of the Cold War and Restructuring: “New Thought” Glasnost / Perestroika, defeat and disintegration in Afghanistan, the fall of the Berlin Wall, the Gulf War and Unipolarity |
|
| 11) |
Transition Period: New World Order, Problems in USSR geography, Yugoslavia, Somalia, Rwanda, Bosnia, Kosovo, New Westphalia, Changing Power Balances |
|
| 12) |
Entering the 21st Century: The Power of Russia (Putin's Munich Speech), 9/11, Bush Doctrine, Global War on Terror, Afghanistan and Iraq Intervention, the 2008 Georgian War and the new balance of power |
|
| 13) |
Understanding the present: the rise of the Asia-Pacific region, the Arab Spring and the Middle East, Ukraine / Crimea, the revival of Russia |
|
| 14) |
General Evaluation |
|
| 15) |
Final |
|
| Course Notes / Textbooks: |
John Merriman, A History of Modern Europe: From the Renaissance to the Present
|
| References: |
Gül Akyılmaz, Siyasi Tarih
• Sina Akşin, Kısa 20. Yüzyıl Tarihi
• Rifat Uçarol, Siyasi Tarih: 1789-2014
• Antony Best, Justi M. Hanhimaki, Joseph A. Maiolo, Kirsten E. Schulze, 20. Yüzyılın Uluslararası Tarihi
• Edward Whiting Fox, The Emergence of the Modern European World
• Eric Hobsbawm, Kısa 20. Yüzyıl: 1914-1991 Aşırılıklar Çağı
• J.A.S. Grenville, A History of the World in the Twentieth Century
• Henry Kissinger, Diplomasi
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. |
1 |
| 2) |
Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. |
1 |
| 3) |
To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. |
1 |
| 4) |
To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. |
1 |
| 5) |
Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. |
1 |
| 6) |
Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. |
1 |
| 7) |
Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. |
1 |
| 8) |
Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. |
1 |
| 9) |
Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. |
1 |
| 10) |
Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. |
1 |
| 11) |
Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. |
1 |
| 12) |
Participate the society and other professional groups about child development. |
1 |
| 13) |
Have the ability to use advanced computer skills in terms of European computer use license. |
1 |
| 14) |
Have the ability to use advanced computer skills in terms of European computer use license. |
1 |
| 15) |
They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. |
1 |