Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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ELL324 | ENGLISH CULTURE AND HISTORY | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | English |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. GÜLŞEN FİLAZOĞLU ÇOKLUK |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | This course enables students to possess sophisticated knowledge about English culture and history in order for them to develop a critical socio-historical approach to the characteristics of the significant periods as well as to the important historical events in English history. |
Contents of the Course Unit: | This course provides a thorough view of English culture and history from the Prehistoric Britain to the Edwardian Era. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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identify the characteristics of periods such as the Prehistoric Britain, the Roman Conquest of Britain, the Dark Ages, the Middle Ages, the Tudor Period, the Stuart Age, the Georgian Era, and the Edwardian Era while reading and analysing representative literary texts written in the aforementioned historical periods. |
discuss and interpret the historical events, ideas, and conflicts in British history both verbally and in an essay. |
develop a critical socio-historical approach to English culture and its institutions such as court, the Church, parliament, universities and its traditions of rural and urban life while reading a historical text or writing about a certain period in English history. |
relate the social, political, and historical developments in British history to literary texts while discussing a literary text both verbally and in an essay. |
compare and contrast different historical periods such as the Prehistoric Britain, the Roman Conquest of Britain, the Dark Ages, the Middle Ages, the Tudor Period, the Stuart Age, the Georgian Era, and the Edwardian Era in terms of their distinctive characteristics and social and political backgrounds both verbally and in an essay. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | - | Introduction to the course | Lecture & Discussion |
2 | Reading the Material Assigned | Tudor Britain, the English Reformation and Early Modern Britain | Lecture & Discussion |
3 | Reading the Material Assigned | From the English Civil War to the Glorious Revolution | Lecture & Discussion |
4 | Reading the Material Assigned | The Beginnings of the British Empire (1587-1750) | Lecture & Discussion |
5 | Reading the Material Assigned | Social Order and Everyday Life in 18th Century Britain (1714-1800) | Lecture & Discussion |
6 | Reading the Material Assigned | Politics, War, and Empire 1714-1763 | Lecture & Discussion |
7 | Reading the Material Assigned | The Industrial Revolution: Unraveling the Cause | Lecture & Discussion |
8 | - | MID-TERM EXAM | - |
9 | Reading the Material Assigned | The Industrial Revolution – Pioneers, Machines, and Social Consequences | Lecture & Discussion |
10 | Reading the Material Assigned | Liberalism, Conservatism, Revolution, and Early Social Reforms 1789-1815 | Lecture & Discussion |
11 | Reading the Material Assigned | Political Economy and its Discontents Part I: Radicalism, Luddism, Owenism | Lecture & Discussion |
12 | Reading the Material Assigned | Reform, Class Consciousness, and the Chartist Movement 1819-1848 | Lecture & Discussion |
13 | Reading the Material Assigned | Workshop of the World: Victorian Stability, Industrial Leadership, and the Empire of Free Trade 1848-1875 | Lecture & Discussion |
14 | Reading the Material Assigned | The Struggle for Social Justice Continues: The Women’s Movement Takes Shape 1792-1890 | Lecture & Discussion |
15 | Reading the Material Assigned | The Resurgence of Labour: From Revolutionary Marxism to the Labour Party 1848-1906 | Lecture & Discussion |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Webb, R. K. (1980). Modern England: From the Eighteenth Century to the Present. New York: Harper & Row. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Use information sources, including the most effective methods and current information related to psychology and auxiliary disciplines at a high level. (Bloom 3)
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2 |
Identify problems in psychology and produce solutions. (Blooms 3)
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KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Distinguish normal and abnormal behaviors. (Blooms 2)
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2 |
Interpret and report psychology research. (Bloom 3)
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SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Establish connections between psychology and other social sciences. (Bloom 4)
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SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Apply psychological tests. (Bloom 3).
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2 |
Gain knowledge and skills about contemporary psychology theories and integrate this knowledge and skills to help individuals. (Bloom 6)
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3 |
Conduct various experiments in the field of psychology. (Bloom 6)
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OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Collaborate with the necessary institutions and individuals in the field studies. (6)
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OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Integrate developments in psychology with existing knowledge. (Blooms 6)
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2 |
Scientifically analyze human behavior. (Bloom 4)
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OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Express his/her knowledge and thoughts about the field in a fluent and understandable manner both written and verbally. (Bloom 2)
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2 |
Recognize the individual, national and universal influences of problems in the field of psychology
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OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Integrate the knowledge of computer software, hardware and statistics required by the field of psychology. (blooms 6)
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2 |
Survey the developments in information and communication technologies. (Bloom 4)
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3 |
Support social projects related to psychology. (Blooms 5)
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WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 13 | 5 | 65 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 1 | 10 | 10 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 1 | 10 | 10 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 31 | 0 | 129 |
Total Workload of the Course Unit | 129 | ||
Workload (h) / 25.5 | 5,1 | ||
ECTS Credits allocated for the Course Unit | 5,0 |