The aim of this course is to teach students the research methods and different approaches in history.
| Traditions of history writing of different cultures in the pre-modern period; emergence of history as an academic discipline in 19th century; different schools and approaches in historiography of the 20th century, such as, nationalist and marxist historiography, Annales school, structuralism and post-structuralism, sub-altern and gender studies. |
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| 1) Explains the sources of history | 1,2,3 | A,B,C |
| 2) Explains the history writing in pre-modern period | 1,2,3 | A,B,C |
| 3) Explains the emergence of history as an academic discipline | 1,2,3 | A,B,C |
| 4) Explains the basic concepts of modern historiography | 1,2,3 | A,B,C |
| 5) Explains the major developments in social sciences and theri reflections in historiography in the 20th century | 1,2,3 | A,B,C |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction | Weekly Reading assignment |
| 2 | Sources of history; primary and secondary sources | Weekly Reading assignment |
| 3 | Basic concepts of historiography | Weekly Reading assignment |
| 4 | Cultures of historiography in pre-modern period | Weekly Reading assignment |
| 5 | Themes of history | Weekly Reading assignment |
| 6 | Historian and his/her facts | Weekly Reading assignment |
| 7 | Midterm | Discussion on paper topics |
| 8 | Emergence of history as an academic discipline | Weekly Reading assignment |
| 9 | Marxist historiography, Annales school and structuralism I | Weekly Reading assignment |
| 10 | Marxist historiography, Annales school and structuralism II | Weekly Reading assignment |
| 11 | Post-modernism and the revival of narrative | Weekly Reading assignment |
| 12 | Sub-altern studies | Weekly Reading assignment |
| 13 | Gender studies | Weekly Reading assignment |
| 14 | Review Class | Discussion on paper topics |
Recommended Sources
|
John Tosh, The Pursuit of History, (Pearson Longman: London, 2006)
Martha Howell & Walter Prevenier, From Reliable Sources. An Introduction to Historical Methods, (Cornell University Press: Ithaca and London, 2001)
Edward H. Carr, What is History? (Vintage Books; New York, 1961)
Wilhelm von Humboldt, “On the Historian's Task”, History and Theory, Vol. 6, No. 1 (1967), pp. 57-71
Daniel Woolf, “Historiography” in New Dictionary of the History of Ideas, I”, ed. Maryanne Cline Horowitz, Thomson Gale, 2005
G. G. Iggers, Historiography in the Twentieth Century. From Scientific Objectivity to the Postmodern Challenge,Wesleyan 2005
Marc Bloch, The Historian’s Craft, Vintage, 1964
Peter Novick, That Noble Dream: The 'Objectivity Question' and the American Historical Profession, Cambridge University Press, 1988
Gertrude Himmelfarb, “Telling It as You Like It: History and the Flight from Fact,” in The Postmodern History Reader, ed. Ketih Jenkins (New York: Routledge, 1997), 158-74.
R. Guha and Gayatri Spivak eds., Selected Subaltern Studies, (N.Y.: Oxford, 1988)
Dipesh Chakrabarty, Provincializing Europe: Postcolonial Thought and Historical Difference (Princeton: Princeton University Press, 2000)
John Beverley, Subalternity and Representation: Arguments in Cultural Theory (Durham: Duke University Press, 1999) |
Material Sharing
x
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Presentations | 1 | 30 |
| Term paper | 2 | 50 |
| Attendance and Participation | 3 | 20 |
| Total | 100 | |
| Contrıbutıon Of Term Paper To Overall Grade | 50 | |
Course’s Contribution to Program
| COURSE’S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To equip the students with the theoretical and practical skills necessary to pursue academic studies. | X | |||||
| 2 | To provide the students skills such as analytical and critical thinking, interdisciplinary and multi-dimensional approach, deducing results and interpretation, necessary for a successful history education. | X | |||||
| 3 | To provide the students with skills to relate historical issues to contemporary, local, regional and global problems. | X | |||||
| 4 | To provide students with skills to use English in oral and written presentations and source languages to study the primary sources. | X | |||||
| 5 | To provide the students with skills to use the contemporary technologies. | X | |||||
| 6 | To provide the students with skills to become creative in team-work and skills for efficient oral and written communication. | X | |||||
| 7 | Educating the students to become professionally and socially responsible and ethical individuals. | x | |||||
ECTS
x