FACULTY OF ARTS AND SCIENCES
Department of Sociology
SOCIAL MEDIA
SOC 315 | Course Introduction and Application Information
| Course Name |
History of Revolutions
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
SOC 315
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course has two goals. One is to introduce the sociological literature on revolutions, and the other is to acquaint students with the main cases of revolutions. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course focuses on theories of revolutions along with the cases of main revolutions that emerged in the modern world. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | Presentation and an overview of the course, course organization, requirements and methods of evaluation |
| 2 | What is a protest? What is a social movement? | Donatella Della Porta and Mario Diani. 2006. “Studying Social Movements”, chapter 1 In Social Movements: An Introduction. Oxford: Blackwell. 1- 29. Hank Johnston, 2014. “What is a Social Movement”? chapter 1 in What is a Social Movement. Polity Press. |
| 3 | What is a revolution? | Berch Berberoglu. 2019. “Introduction: Dynamics of Social Movements, Revolution, and Social Transformation” in The Palgrave Handbook of Social Movements, Revolution, and Social Transformation-Springer International Publishing. |
| 4 | Theoretical Approaches to Revolutions | John Foran.2015. “Theorizing revolutions” in Taking Power: On the Origins of Third World Revolutions. Jack A Goldstone. 1982. The Comparative and Historical Study of Revolutions. Annual Review of Sociology 8:187-207. Berch Berberoglu. 2019. “The Marxist Theory of Social Movements, Revolution, and Social Transformation” in The Palgrave Handbook of Social Movements, Revolution, and Social Transformation-Springer International Publishing. |
| 5 | Theoretical Approaches to Revolutions | Ernesto Laclau. 1990. New Reflections on the Revolution of Our Time. |
| 6 | MIDTERM EXAM | |
| 7 | The French Revolution | Documentary Screening |
| 8 | The French Revolution | Eric Hobsbawm. 1996. “The French Revolution” in The Age of Revolution: 789-1848. Jack Goldstone. 2016. “The Developing Crisis of French Absolutism, 1700–1789” in Revolution And Rebellion in the Early Modern World: Population Change and State Breakdown in England, France, Turkey, and China, 1600–1850. |
| 9 | The Russian Revolution | Documentary Screening |
| 10 | The Russian Revolution | James Defronzo. 2015.”The Russian Revolutions and Eastern Europe” in Revolutions and Revolutionary Movements, Westview Press. |
| 11 | The Chinese Revolution The Cuban Revolution | James F. Petras. 2019. “Twentieth-Century Socialist Revolutions and Their Class Components: Russia, China, Cuba, and Vietnam” in The Palgrave Handbook of Social Movements, Revolution, and Social Transformation-Springer International Publishing. James Defronzo. 2015. “Revolution in China” in Revolutions and Revolutionary Movements, Westview Press. James Defronzo. 2015. “The Cuban Revolution” in Revolutions and Revolutionary Movements, Westview Press. |
| 12 | The Iranian Revolution | Maryam Poya IRAN 1979: Long live Revolution! ... Long live Islam? |
| 13 | The Revolutions of 1989 | Adrian Pop. 2013. The 1989 Revolutions in Retrospect. Europe-Asia Studies, Volume 65, Issue 2 Michael Bernhard. 2010. The revolutions of 1989: twenty years later. Angelaki, Volume 15, 2010 - Issue 3 |
| 14 | Revolutions of Our Time? | Asef Bayat. 2017. “Half Revolution, No Revolution” in Revolution without Revolutionaries: Making Sense of the Arab Spring. Stanford University Press. |
| 15 | Review of the semester | |
| 16 | Final exam |
| Course Notes/Textbooks | the related chapters in the books mentioned |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
15
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
2
|
50
|
| Final Exam |
1
|
35
|
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
50
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
50
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
15
|
3
|
45
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
10
|
10
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
2
|
20
|
40
|
| Final Exam |
1
|
37
|
37
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories. |
X | ||||
| 2 | To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods. |
X | ||||
| 3 | To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology. |
X | ||||
| 4 | To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team. |
X | ||||
| 5 | To be able to diagnose the social dynamics behind personal problems by using sociological imagination. |
X | ||||
| 6 | To be able to define social problems at local, national, and global level, and offer new policies for solutions. |
X | ||||
| 7 | To be able to apply commonly-used computer programs for data collection and analysis in sociological research. |
|||||
| 8 | To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data. |
X | ||||
| 9 | To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences. |
X | ||||
| 10 | To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research. |
|||||
| 11 | To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1). |
|||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
|||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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