EDUCATION AND TRAINING INFORMATION SYSTEM (ECTS INFORMATION PACKAGE)
| AcademicYear | Course Code | Course Name | Year of Study | Offered semester | ECTS | Theory+Practice (Hour) |
|---|---|---|---|---|---|---|
| 2024-2025 | HIST 161 | Global History I: Cultural Encounters from Antiquity to the 20th Century | Year I | Fall Only | 6 | 4+0 |
| English | |
| Core | |
| Bachelor's Degree | |
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Bülent Bilmez, Prof. (Fall) İbrahim Can Usta, Research Assistant (Fall) |
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| This course is the first of a two-semester overview of global history that examines pivotal encounters, exchanges, and conflicts between cultures and civilizations that profoundly influenced the course of human history. We selectively cover the various regions of Asia, Africa, Europe, the Middle East and the Americas while looking at major global processes such as migration, trade and the spread of religion. These global processes are contextualized within major historical developments such as the formation and dissolution of states and empires. HIST 161 begins with ancient trade networks of the Fertile Crescent to the spread of monotheism in late antiquity and the early Middle Ages, through Columbus' arrival in the Americas in 1492. HIST 162 continues from the 16th century until the Second World War, covering major developments including the rise of the Atlantic trade system, industrialization, modernization, the emergence of the nation-states, colonialism, the Russian revolution and the rise of fascism. | |
Upon successful completion of the course, students will be able to;
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| Face to Face | |
| Guha, Ranajit. Dünya Tarihinin Sınırında Tarih, trans. Erkal Ünal (İstanbul: Metis Yayınları, 2006). Harman, Chris. A People’s History of the World: From the Stone Age to the New Millennium. London; New York: Verso, 2008. | |
| Theoretical lectures(Lecture), Study time for Theoretical Lectures (Lecture), In-class practice(Class), Study time for In-class practice (Class), Participation, Study time for midterm(s), Study time for final exam | |
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Does not require consent
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| Students are required to regularly attend classes having carefully read the weekly- assignments beforehand. Improper use of technology and mobile devices (smart phones, laptops, notepads, Ipads and voice recorders etc.,) to text, check email, play games, engage with social media or record classes, which takes you and everyone else away from the learning environment in the class, is strictly forbidden and will be treated in accordance with Istanbul Bilgi University’s Academic Regulations. |
| Introduction to History and Culture/Course Requirement | |
| Chapter 1, “Becoming Human,” • Precursors to Modern Humans • The First Modern Humans • The Beginnings of Food Production • Emergence of Agriculture in Other Areas • Revolutions in Social Organization | |
| Chapter 2, “Rivers, Cities, and First States, 4000-2000BCE” • Settlement, Pastoralism, and Trade • Between the Tigris and Euphrates Rivers: Mesopotamia • The Indus River Valley: A Parallel Culture • The Gift of the Nile: Egypt • The Yellow and Yangzi River Basins: East Asia • Life on the Margins of Afro-Eurasia | |
| “Nomads, Territorial States, and Microsocieites, 2000-1200BCE” • Nomadic Movement and the Emergence of Territorial States • The Rise of Territorial States in Southwest Asia and Egypt • Nomads and the Indus River Valley • Rise of the Shang State (1600–1045 BCE) • The South Pacific (2500 BCE–400 CE) • Microsocieties in the Aegean World • Europe—The Northern Frontier • Early States in the Americas | |
| “First Empires and Common Cultures in Afro-Eurasia, 1200- 350BCE” • Forces of Upheaval and the Rise of Early Empires • The Neo-Assyrian Empire • The Persian Empire • Imperial Fringes in Western Afro-Eurasia • Foundations of Vedic Culture in South Asia (1500– 400 BCE) • The Early Zhou Empire in East Asia (1045–771 BCE) | |
| “Worlds Turned Inside Out, 1000-350 BCE” • Alternative Pathways and Ideas • Eastern Zhou China (770–221 BCE) • The New Worlds of South Asia • Common Cultures in the Americas • Common Cultures in Sub-Saharan Africa • Warring Ideas in the Mediterranean World | |
| Midterm | |
| “Shrinking the Afro-Eurasian World, 350 BCE- 250 CE” • Political Expansion and Cultural Diffusion • The Emergence of a Cosmopolitan World • Converging Influences in Central and South Asia • The Transformation of Buddhism • The Formation of the Silk Road • Taking to the Seas: Commerce on the Red Sea and Indian Ocean | |
| “Han Dynasty China and Imperial Rome, 300 BCE- 300 CE” • China and Rome: How Empires Are Built • The Qin Dynasty • The Han Dynasty • The Roman Empire | |
| “The Rise of Universal Religions, 300-600 CE” • Universal Religions and Common Cultures • Empires and Religious Change in Western: Afro-Eurasia • The Silk Road • Political and Religious Change in South Asia • Political and Religious Change in East Asia • Faith and Cultures in the Worlds Apart | |
| “New Empires and Common Cultures, 600-1000 CE” • • Religions, Empires, and Agricultural Revolutions • The Origins and Spread of Islam • The Tang State • Early Korea and Japan • The Christian West | |
| “Becoming “The World,” 1000-1300 CE” • • Commercial Connections • Sub-Saharan Africa Comes Together • Islam in a Time of Political Fragmentation • India as a Cultural Mosaic • Song China: Insiders versus Outsiders • China’s Neighbors Adapt to Change • Christian Europe • The Mongol Transformation of Afro-Eurasia | |
| “Crises and Recovery in Afro-Eurasia, 1300s-1500s CE” • Collapse and Integration • Islamic Dynasties • Western Christendom • Ming China | |
| Evaluation | |
| Evalution | |
| Final | |
| Final |
| Assesment Methods And Criteria | Quantity | Percentage (%) |
|---|---|---|
| Participation | 1 | 20 |
| Midterm(s) | 1 | 30 |
| Final exam | 1 | 50 |
| Total (%) | 100 |
| History | Curriculum | Prerequisites / Conditions Graph |
| Course List for Exchange Students - All |
| Course List for Exchange Students - English |
| M = Master | D = Develop | I = Introduce | N = None |
| Graduates of the programs will be able to; |
| 1. Identify and describe large historical transformations |
| 2. Demonstrate a good understanding of major developments and historical controversies in historical writing |
| 3. Demonstrate the ability to relate their projects to other social science disciplines and apply different conceptual frameworks and methodological approaches emanating from these disciplines |
| 4. Formulate the aims of their research project clearly, construct well-grounded historical arguments, and reach a consistent and well-articulated conclusion |
| 5. Differentiate between the primary and secondary sources, assess their value, and critically evaluate their content |
| 6. Explain the relevance of their own approach in historical writing and with regard to a broader framework of reference, including contemporary social, economic, political, and cultural concerns |
| 7. Demonstrate the ability to recognize the plurality and diversity of human experience including race, ethnicity, language, gender, and culture, and refrain from using discriminatory interpretations |
| Program | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| History | I | I | N | N | N | I | I |