|
Week
|
Topics
|
Study Metarials
|
|
1
|
Information about the course content
|
R2- Chapter 1
|
|
2
|
Introduction of definitions of diplomacy and related resources
|
R2- Chapter 2
|
|
3
|
Introduction of definitions of diplomacy and related resources
|
R2- Chapter 3
|
|
4
|
Italian Diplomacy and Italian Ambassadors/Bailo in Istanbul
|
R1- Chapter1
|
|
5
|
Italian Diplomacy and Italian Ambassadors/Bailo in Istanbul
|
R1- Chapter 2
|
|
6
|
Ottoman Diplomacy and Practices in Classical Age
|
R2- Chapter 4
|
|
7
|
The Change of Classical Age Ottoman Diplomacy
|
R2- Chapter 5
|
|
8
|
The Change of Classical Age Ottoman Diplomacy
|
R2- Chapter 6
|
|
9
|
Ottoman Diplomacy and Ambassadors in the 17th Century
|
R2- Chapter 6
|
|
10
|
Ottoman Diplomacy and Ambassadors in the 18th Century
|
R2- Chapter 8
|
|
11
|
III. Selim Period and the Establishment of Continuous Diplomacy
|
R2- Chapter 9
|
|
12
|
Causes and Consequences of Change in Ottoman Diplomacy
|
R2- Chapter 10
|
|
13
|
The nature of Ottoman diplomatic relations between the 15-17. Centuries
|
R3- Chapter 1
|
|
14
|
The nature of Ottoman diplomatic relations between the 15-17. Centuries
|
R3- Chapter 2
|
|
Prerequisites
|
-
|
|
Language of Instruction
|
Turkish
|
|
Responsible
|
Dr. Güner DOĞAN
|
|
Instructors
|
-
|
|
Assistants
|
-
|
|
Resources
|
R1-Turan, Ş. (2020). Türkiye-İtalya İlişkileri, Selçuklulardan Bizans`ın Sona Erişine. TTK Yayınları, Ankara.
R2-Turan, N. S. (2015). İmparatorluk ve Diplomasi, Osmanlı Diplomasisinin İzinde. Bilgi Üniversitesi Yayınları, İstanbul.
|
|
Supplementary Book
|
R3- Doğan, G. (2017), Venediklü İle Dahi Sulh Oluna. İletişim Yayınları, İstanbul.
|
|
Goals
|
Studying Ottoman Diplomacy until the end of the 17th century
|
|
Content
|
To introduce the sources related to diplomacy, to reveal the dynamics of Ottoman Diplomacy, to understand the changing nature of Ottoman Diplomacy.
|
|
Program Learning Outcomes |
Level of Contribution |
|
1
|
They use research methods and techniques and theoretical information effectively on the basis of the knowledge they have gained in their areas.
|
3
|
|
2
|
The education, teaching and experience they have gained in their fields are used to serve the community.
|
2
|
|
3
|
They have the proficiency of working as a member of a team or individually within a project in their fields.
|
2
|
|
4
|
They evaluate the information and findings obtained in their fields analytically.
|
3
|
|
5
|
They share quantitative and qualitative data they have obtained from their studies in their field through a various means of communication.
|
-
|
|
6
|
They take part in planning of different social, cultural and artistic activities.
|
-
|
|
7
|
They follow theoretical and practical knowledge in other areas of sciences and humanities by using a foreign language and share this information with persons and organizations in related fields. (European Language Portfolio B1 General Level)
|
-
|
|
8
|
They put ethical values into consideration in the process of sharing information in their fields.
|
3
|
|
9
|
They make inter-disciplinary research and investigation in the field of humanities.
|
3
|