KAY771 - THE MAKING of THE MODERN WORLD
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| THE MAKING of THE MODERN WORLD | KAY771 | 1st Semester | 3 | 0 | 3 | 10 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Academic Staff | |||||
| Course objective | There are two essential objectives of this course. First, the fact that history, politics, culture and economy have been sharply separated from one another on the basis of the taken-for-granted divisions of nation-states and/or regions seems to function as a major obstacle before an accurate understanding of social, political and economic phenomena in the making of the modern world. It is possible to argue that Eurocentrism has played a crucial role in the taking root of such an understanding. Therefore, it appears indispensable to approach the web of social, political and economic relations from the start of "proto-globalization" around the late 15th century on from a holistic and relational perspective. Therefore, the essential goal of this course is to go beyond the blinding impacts of the borders of nation-states and areas, and approach the five hundred years of the taking shape of the modern world through the world history perspective. | |||||
| Learning outcomes |
| |||||
| Course Content | The following concepts, themes and processes are covered in this course: world history as a perspective, Orientalism, Eurocentrism, Area Studies, colonialism, postcolonial critique, history of animals, environmental history. | |||||
| References | Amin, Samir. Eurocentrism. New York: Monthly Review Press, 2009. Bernal, Martin. Black Athena: the Afroasiatic Roots of Classical Civilization: the Fabrication of Ancient Greece 1785-1985, Volume I. New Brunswick, N. J.: Rutgers University Press, 1987. Blaut, J. M. The Colonizer's Model of the World: Geographical Diffusionism and Eurocentric History. New York and London: The Guilford Press, 1993. Buck-Morss, Susan. Hegel, Haiti and Universal History. Pittsburgh: University of Pittsburgh Press, 2009. Bulliet, Richard W. Hunters, Herders and Hamburgers: the Past and Future of Human-Animal Relationships. New York: Columbia University Press, 2005. Conrad, Sebastian. What is Global History? Princeton: Princeton University Press, 2016. Crosby, Alfred W. Ecological Imperialism: the Biological Expansion of Europe 900-1900. Cambridge: Cambridge University Press, 2009. Davis, Mike. Late Victorian Holocausts: El Niño Famines and the Making of the Third World. London: Verso, 2001. Dirlik, Arif, Vinay Bahl ve Peter Gran. History after the Three Worlds: Post-Eurocentric Historiographies. New York: Rowman and Littlefield, 2000. Frank, Andre Gunder. ReOrient: Global Economy in the Asian Age. California: University of California Press, 2010. Galeano, Eduardo. Latin Amerika'nın Kesik Damarları. İstanbul: Sel Yayıncılık, 2014. Hodgson, Marshall G. S. Rethinking World History: Essays on Europe, Islam and World History, ed. Edmund Burke III. Cambridge: Cambridge University Press, 1993. Lockman, Zachary. Hangi Ortadoğu? Oryantalizm, Tarih, Siyaset. İstanbul: Küre, 2012. van Norden, Bryan W. Taking Back Philosophy: A Multicultural Manifesto. New York: Columbia University Press, 2017. Rodney, Walter. Avrupa Afrika'yı Nasıl Geri Bıraktı? Ankara: Dipnot, 2015. Said, Edward W. Orientalism. New York: Vintage Books, 1994. Todorova, Maria. Imagining the Balkans. Oxford: Oxford University Press, 2009. Troutt Powel, Eve M. A Different Shade of Colonialism: Egypt, Great Britain, and the Mastery of the Sudan. Berkeley: University of California Press, 2003. Wallerstein, Immanuel. Unthinking Social Science: the Limits of Nineteenth-Century Paradigms. Cambridge: Polity Press, 1991. Wolf, Eric R. Europe and the People without History. California: University of California Press, 2010. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction |
| Week 2 | World History and Historiography: Arif Dirlik, Vinay Bahl and Peter Gran |
| Week 3 | Regions: Latin America, the Balkans, the Middle East, and Africa: Eduardo Galeano, Maria Todorova, Zachary Lockman, Walter Rodney |
| Week 4 | Eurocentric Geography and Its Discontents: J. M. Blaut |
| Week 5 | Eurocentric History and Philosophy: Susan Buck-Morss and Bryan W. van Norden |
| Week 6 | Eurocentrism: Samir Amin |
| Week 7 | Animals: Richard W. Bulliet |
| Week 8 | Midterm |
| Week 9 | Ecological Imperialism: Alfred W. Crosby |
| Week 10 | Late Victorian Holocausts: Mike Davis |
| Week 11 | The Colonized Colonizer: Eve M. Troutt Powel |
| Week 12 | World History and Islam: Marshall G. S. Hodgson |
| Week 13 | Europe and the People without History: Eric R. Wolf |
| Week 14 | Asian Age: Andre Gunder Frank |
| Week 15 | Preparation for the Final Exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 40 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 15 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 12 | 19 | 228 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 10 | 10 |
| Final Exam (Study duration) | 1 | 20 | 20 |
| Total Workload | 28 | 52 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. To acquire advanced theoretical and practical knowledge in the field of specialization. To understand the interactions with other disciplines and analyze social structure and dynamics. | X | ||||
| 2. To develop skills for planning and conducting research, and analyzing/evaluating data in the field of specialization. To find solutions to the problems faced during the research process. To be innovative with original thinking in the field of specialization. | X | ||||
| 3. To contribute to related literature by conducting a research independently or as a member of a research team. | X | ||||
| 4. To follow the recent developments and scholarship in the field of specialization. To have the awareness about lifelong learning and questioning. To develop new ways of thinking and new methods. | X | ||||
| 5. To communicate effectively in oral and written base. Masters a foreign language and effectively uses information technologies. To contribute to related literature by producing articles and books and making presentations in national and international platforms. | X | ||||
| 6. To feel social responsibility. To have a capacity and awareness to contribute to the society. | X | ||||
| 7. To appreciate social, cultural, scientific, and ethical values while conducting studies in the field of specialization. To contribute to the solution of problems faced in this process in the national and international levels. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest