| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Princ.Of Atatürk and History Of Turkish Revolution | ATA 202 | 4 | 4 + 0 | 4 | 4 |
| Precondition Courses | None |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Öğr.Gör. BETÜL YAZĞAN |
| Course Lecturers | Öğr.Gör. AYNUR ÇÖMLEKÇİ, Öğr.Gör.Dr. HATİCE AKAN, Öğr.Gör. BETÜL YAZĞAN, Öğr.Gör. ADEM ARI, Prof.Dr. HALUK SELVİ, Öğr.Gör. CEMİLE EBRU SAYGI, Öğr.Gör.Dr. NİHAN EYÜBOĞLU ERDEM, RESÜL NARİN, |
| Course Assistants | Research Assistants |
| Course Category | General Education |
| Course Objective | To criticize the reasons of the Ottoman collapse, Balkan Wars, WWI, dynamics of the National Struggle. To get students to explain well the concepts like revolution and reform. Additionally to summarize political developments in completed phase of Turkish Revolution and establishment process of new state, Ataturk Revoluitons in the political and social fields |
| Course Content | Events, thoughts and principles in the rise and development process of Modern Turkey |
| Development Goals |
|---|
|
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Acquires a knowledge of the sources belonging to the Principles of Atatürk | Discussion, Lecture, | Multiple Choice Tests, |
| 2 | Apprehends the renovation movements in Ottoman State | Discussion, Lecture, | Multiple Choice Tests, |
| 3 | Apprehends the historical origins of Atatürks Principles | Discussion, Lecture, | Multiple Choice Tests, |
| 4 | Understands the state structure of Turkish Republic | Discussion, Lecture, | Multiple Choice Tests, |
| 5 | Apprehends the Turkish case in 21th century | Discussion, Lecture, | Multiple Choice Tests, |
| 6 | Apprehends Atatürks understanding of republic and peace | Discussion, Lecture, | Multiple Choice Tests, |
| 7 | Apprehends Atatürks Principles and Revolution | Discussion, Lecture, | Multiple Choice Tests, |
| 8 | Apprehends the importance of Republic | Discussion, Lecture, | Multiple Choice Tests, |
| 9 | To be able to identify historical roots of Turkish Revolution, to claim consciously Ataturks revolutions | Discussion, | Multiple Choice Tests, |
| 10 | To be able to interpret by energy which take from Turkish history and Turkish National Struggle, student claims his state and nation | Discussion, Lecture, | Multiple Choice Tests, |
| 11 | To be able to recognize internal and external threat towards Republic, Secularism and Turkish Nation, he is on the alert | Discussion, Lecture, | Multiple Choice Tests, |
| 12 | To be able to recognize his country, homeland and nation he has a consciousness producing policies to them | Discussion, Lecture, | Multiple Choice Tests, |
| 13 | To be able to know the difficulties in establishment of Turkish Grand National Assembly (TGNA) | Discussion, Lecture, | Multiple Choice Tests, |
| 14 | To be able to learn the National Struggles difficulties | Discussion, Lecture, | Multiple Choice Tests, |
| 15 | To be able to analyse the Treaty of Sevres | Discussion, Lecture, | Multiple Choice Tests, |
| 16 | Discussion, Lecture, | Multiple Choice Tests, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | - Content and aim of history of Ataturk Principles and Revolution - Concepts like reform | |
| 2 | - The structure of Ottoman Empire and its dissolution reasons - Recovery and reform efforts in the state | |
| 3 | - Constitutional development and intellectual transactions in the state - The Ottoman geopolitics and foreign policy | |
| 4 | - The administration of CUP and last phase - WWI and the Ottoman Empire | |
| 5 | - Mondros Armistice and Occupations, Paris Peace Conference - National Independence Determination and Mustafa Kemal | |
| 6 | - Mustafa Kemals opinions and his pass to Anatolia - Period of the Congress | |
| 7 | - Occupation of Istanbul and reactions - Opening Turkish Grand National Assembly (TGNA) and its features | |
| 8 | - First activities of the TGNA and first codes - Reactions to TGNA, internal rebellions, opposite groups, the press in the National Struggle | |
| 9 | MIDTERM EXAMINATION | |
| 10 | - National Struggle Fronts (south and southeast) - National Struggle Fronts (east) and the Armenian Question | |
| 11 | - National Struggle Fronts (west), first occupations and national army - Establishment of regular army and financial sources of the National Struggle | |
| 12 | - Treaty of Sevres and its impact on Turkish Nation - Fronts in the National Struggle, Inonu I-II, Sakarya and Great Attack | |
| 13 | - Political aspect of National Struggle, Mudanya Armistice, Lozan Peace Conference, Foreign policy in the Ataturk period - Revolutions in the political, educational, cultural, jurisprudence and social fields | |
| 14 | - Principles of Atatürk (Republicanism, Nationalism, Populism, Secularism, Etatism, revolutionism) |
| Resources | |
|---|---|
| Course Notes | [1] http://www.aiit.sakarya.edu.tr/ |
| Course Resources | 1. Kemal Atatürk, Nutuk I, II, III, İstanbul, 1967. 2. Atatürk İlkeleri ve İnkılap Tarihi I, II, III, Yüksek Öğretim Kurulu Başkanlığı Yayınları, Ankara, 1990. 3. Mehmet Alpargu-İsmail Özçelik-Nuri Yavuz, Atatürk İlkeleri ve İnkılap Tarihi, Ankara, 2003. 4. ?Atatürk? maddesi, İslam Ansiklopedisi, Millî Eğitim Bakanlığı, Ankara, 1990. 5. Atatürk İnkılabı, Kültür Bakanlığı, Ankara, 1990. 6. Atatürkçülük, I, II, III, Genelkurmay Başkanlığı, Ankara, 1983. 7. Ergün Aybars, Türkiye Cumhuriyeti Tarihi I, İzmir, 1987. 8. Meclis-i Mebusan Zabıt Cerideleri 9. Türkiye Büyük Millet Meclisi Zabıt Ceridesi |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | ||||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | ||||||
| 3 | • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. | ||||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | ||||||
| 5 | • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. | ||||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | ||||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | ||||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | ||||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | ||||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | ||||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | ||||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | ||||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | ||||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | ||||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | ||||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | ||||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | ||||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | ||||||
| 27 | • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. | ||||||
| 28 | • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. | ||||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | ||||||
| 30 | They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. | ||||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | ||||||
| # | Contribution of Course Learning Outcomes to Program Outcomes | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 | PÇ 15 | PÇ 16 | PÇ 19 | PÇ 20 | PÇ 21 | PÇ 22 | PÇ 23 | PÇ 24 | PÇ 25 | PÇ 26 | PÇ 27 | PÇ 28 | PÇ 29 | PÇ 30 | PÇ 31 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Acquires a knowledge of the sources belonging to the Principles of Atatürk | |||||||||||||||||||||||||||
| 2 | Apprehends the renovation movements in Ottoman State | |||||||||||||||||||||||||||
| 3 | Apprehends the historical origins of Atatürks Principles | |||||||||||||||||||||||||||
| 4 | Understands the state structure of Turkish Republic | |||||||||||||||||||||||||||
| 5 | Apprehends the Turkish case in 21th century | |||||||||||||||||||||||||||
| 6 | Apprehends Atatürks understanding of republic and peace | |||||||||||||||||||||||||||
| 7 | Apprehends Atatürks Principles and Revolution | |||||||||||||||||||||||||||
| 8 | Apprehends the importance of Republic | |||||||||||||||||||||||||||
| 9 | To be able to identify historical roots of Turkish Revolution, to claim consciously Ataturks revolutions | |||||||||||||||||||||||||||
| 10 | To be able to interpret by energy which take from Turkish history and Turkish National Struggle, student claims his state and nation | |||||||||||||||||||||||||||
| 11 | To be able to recognize internal and external threat towards Republic, Secularism and Turkish Nation, he is on the alert | |||||||||||||||||||||||||||
| 12 | To be able to recognize his country, homeland and nation he has a consciousness producing policies to them | |||||||||||||||||||||||||||
| 13 | To be able to know the difficulties in establishment of Turkish Grand National Assembly (TGNA) | |||||||||||||||||||||||||||
| 14 | To be able to learn the National Struggles difficulties | |||||||||||||||||||||||||||
| 15 | To be able to analyse the Treaty of Sevres | |||||||||||||||||||||||||||
| 16 |
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Kısa Sınav | 25 |
| 2. Kısa Sınav | 25 |
| 3. Kısa Sınav | 25 |
| 1. Ödev | 25 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 40 |
| 1. Final | 60 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 2 | 2 | 4 |
| Assignment | 1 | 12 | 12 |
| Final examination | 1 | 2 | 2 |
| Total Workload | 100 | ||
| Total Workload / 25 (Hours) | 4 | ||
| dersAKTSKredisi | 4 | ||