Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Week 1: The Ottoman Empire in the 19th Century… Reformist Sultans: III. Selim and Mahmut II |
Deringil, Selim, “II. Mahmud’un Dış Siyaseti ve Osmanlı Diplomasisi”,
İstanbul Üniversitesi Edebiyat Fakültesi,Tarih Araştırma Merkezi,Sultan II.Mahmud ve Reformları Semineri,Bildiriler, İstanbul, 1990, s. 59-70.
Kuran, Ercüment, “Sultan II. Mahmud ve Kavalalı Mehmed Ali Paşa’nın Gerçekleştirdikleri Reformların Karşılıklı Tesirleri”,İstanbul Üniversitesi Edebiyat Fakültesi Tarih Araştırma Merkezi,Sultan II.Mahmud ve Reformları Semine ri,Bildiriler,İstanbul, 1990, s. 107-111.
Özcan, Besim, “Sultan III. Selim Devri Islahat Hareketleri (Nizâm-ı Cedîd)”,
Türkler, Ankara, 2002, c. XII, s. 671-683.
Özçelik, A. Selçuk, “Sened-i İttifak”,İstanbul Üniversitesi Hukuk Fakültesi Mecmuası, İstanbul, 1959, c. XXIV, sy. 1-4, s. 6-11
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2) |
II. Week: Tanzimat and Modernization
Tanzimat edict
Ottoman Identity
Tanzimat Intelectuals
The Egypt Question
Eastern Question |
Carter Findley, “Tanzimat” Modern Dünyada Türkiye 1839-2010, derleyen Reşat Kasaba, (İstanbul: Kitap Yay. 2011) s. 37-69.
TÜSİAD Tarih 1839-1939 sf. no. 128-145. Osmanlı İmparatoluğu’nda Reform (1839-1876)
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3) |
III. Week: I. Constitutional Monarchy and II. Abdulhamid Period
The Great Crisis (1875-1878)
Politics and Nationalism
Absolutism and Abdülhamid's Regime |
ric J. Zurcher, “1873-1878 Bunalımı ve Sonuçları” ve “Gerici İstibdat ya da Islahatların Doruğu?: Sultan II. Abdülhamid’in Saltanatı” Modernleşen Türkiye’nin Tarihi, (İstanbul, İletişim Yay, 2007) s. 109-136.
TÜSİAD Tarih 1839-1939 :Osmanlı İmparatorluğunda Mutlakiyet ve Modernleşme (1876-1908) s. 166-172
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4) |
Week V: Young Turks and II. Constitutionalism
Young Turks
Announcement of Constitutional Monarchy
Difficult Start (1908-1909)
Painful Years (1909-1913)
Union and Progress (1913-1918)
Turkish Nationalism and National Economics |
Erik J. Zürcher, “İkinci Meşrutiyet Dönemi,” Modernleşen Türkiye’nin Tarihi, (İstanbul: İletişim Yayınları, 1999), s.139-193.
TÜSİAD Tarih 1839-1939:Osmanlı İmparatorluğunda Mutlakiyet ve Modernleşme (1876-1908) s. 186-211.
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5) |
Week V: World War I
From Peace to War
A Worldwide War
Ottoman Empire and I.World War
Towards the End of the Empire
A Total War
Battle Behind the Front
Combates of War (Armistice period) |
TÜSİAD Tarih 1839-1939:Osmanlı İmparatorluğunda Mutlakıyet ve Modernleşme (1876-1908) s. 230-235.
Şevket Pamuk, ‘Sanayi Devrimi ve Sonrası’ Osmanlı Türkiye İktisadi Tarihi 1500-1914) (İstanbul: İletişim Yay. 2002) s. 191-197.
Eric Hobsbawm, “Endüstri Devrimi” ve “Fransız Devrimi” Devrim Çağı 1789-1848 (Ankara: Dost Kitabevi Yay. 2005) s. 36-88
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6) |
VI. Week: National Struggle and Fronts
The Beginning of the National Struggle
Grand National Assembly of Turkey
Anatolian War (Fronts)
The end of the Ottoman Empire |
TÜSİAD Tarih 1839-1939: Birinci Dünya Savaşı (1914-1918) s. 284-304.
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7) |
VII. Week: Republic and Revolutions 1923-1930
Treaty of Lausanne and the People's Party
Formation of the New State
Republic ,Revolutions and Problems |
TÜSİAD Tarih 1839-1939: Türkiye’de Cumhuriyet ve Devrimler (1923-1930)
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8) |
Midterm Exam |
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9) |
IX. Week: Single Party Period 1930s
Party and State in the 1930s
Ideological Foundations of the Regime
Atatürk and İnönü
Shaping the Society
Turkey's Foreign Policy in the 1930s |
TÜSİAD Tarih 1839-1939: Türkiye’de Tek Parti Yönetimi (1931-1939) s. 340-361.
Erik Jan Zürcher. Kemalist Tek Parti Devleti 1925 1945, Modernleşen Türkiye’nin Tarihi’nin içinde. (İstanbul: İletişim Yayınları, 2002) s. 257-298.
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10) |
X. Week: II. The political environment before World War II and II. The effects of World War II in Turkey |
TÜSİAD Tarih 1839-1939.: Savaşa Doğru s. 408-417
TÜSİAD Tarih 1939-2000.: II. Dünya Savaşının Türkiye’ye Etkileri s. 64-79.
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11) |
XI. Week: Transition to Multiparty Political Life 1950s
Democratic Party (DP)
Years with Menderes
Growth Period Based on Agriculture
Turkey and Cold War
September 6-7 Events (1955)
1958 Economic crisis and political unrest
May 27, 1960 Coup |
TÜSİAD Tarih 1939 2000.: Çok Partili Hayata Doğru 1946-1961. s. 288-307. s. 344-347.
Erik Jan Zürcher. “Demokrasiye Geçiş 1945-1950”, Modernleşen Türkiye’nin Tarihi’nin içinde. (İstanbul: İletişim Yayınları, 2002) s. 299-317.
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12) |
XII. Week: 1960s
The Turbulence Period 1961-1982
Constitution of 1961
Rising Social Tension
Coalition governments
Imported Substitution Development Model |
TÜSİAD Tarih 1939 2000:. s. 308-321. s. 348-351.
Eric Jan Zürcher, ”İkinci Türkiye Cumhuriyeti” Modernleşen Türkiye’nin Tarihinin İçinde, İstanbul: İletişim, 2002, s. 351-404.
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13) |
XIII. Week: 1970s
The 1970s and the Cyprus Problem
CHP's "Left of the Middle"
Nationalist Front Governments
Transformations in Everyday Life
January 24 Decisions |
TÜSİAD Tarih 1939-2000 : s. 308-321.
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14) |
XIV. Week 14: 1980s and 1990s
September 12 and 1982 Constitution
Rise of liberalism: 1983 elections and years with Özal
Neo-liberal Policies and Export-oriented Economic Growth
The Return of the Banned to Politics
New Coalitions Period
Rise of the Welfare Party
Relations between Turkey and the European Union
Transformations in Everyday Life |
TÜSİAD Tarih 1939-2000.: s. 322-339. s. 352-373.
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15) |
Final exam |
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Ability to evaluate artistic, cultural, aesthetic developments and influences through historical and contemporary art and design products, |
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1.1 Has theoretical knowledge in the field of communication theories, visual culture, art and cinema history, advertising, brand and media management. |
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1.2 Has the theoretical knowledge about new media technologies, interactive media design, multi-media management, web design, oyun digital game design ından which are various fields of digital design. |
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1.3 Has theoretical knowledge in photography, film language and production processes, video post production, three dimensional design. |
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1.4 Has the knowledge to plan and conduct projects in the field and to make monitoring and evaluation. |
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2) |
Develops creative designs with the knowledge acquired in the field. |
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2.1 Has practical knowledge of creative directing during commercial shooting. |
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2.2 To make manual and computer aided drawing |
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2.3 Uses current graphics software in computer environment. |
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2.4 Having basic video capture and camera usage information; Video montage, Know editing techniques, |
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2.5 Web designing, developing and managing a web page effectively and effectively, |
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2.6 To be able to use current graphics software in computer environment, |
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2.7 Designs computer games and mobile applications in a manner that dominates digital and design areas. |
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2.8 To be able to use the technical equipments related to photography and image effectively and effectively, |
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2.9 Plans and conducts marketing activities of institutions and organizations through digital media and social media. |
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3) |
Having enough knowledge to make creative directives during commercials, |
1 |
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3.1 Experience all processes in business life. |
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3.2 Takes part in the activities related to the field of education in an enterprise operating in its field. |
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3.3 Compares theoretical knowledge and application. |
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3.4 Compiles the knowledge and experience gained in the field. |
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4) |
Gaining the competencies defined as the institutional outcomes of our university at the basic level in relation to the field, developing in line with the expectations of the business world and society. |
1 |
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4.1 Gains the ability to analyze and solve problems. |
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4.2 Has ethical and social responsibility awareness. |
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4.3 Takes responsibility as a team member in the field of business and operations. |
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4.4 Be aware of written, oral communication and interaction. |
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4.5 Follows advanced technologies and developments related to digital transformation. |
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4.6 Gain awareness of lifelong learning. |
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4.7 Has awareness of citizenship competence. |
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4.8 Evaluates the developments in the field with an entrepreneurial understanding. |
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4.9 To be able to communicate in a Foreign Language (English) defined at least at the A2 level of the European Language Portfolio. |
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