This is a follow-up course that picks up where “PSIR 111 History of International Relations I” has left off. The course will examine European politics and diplomacy since 1870 from a global perspective. In addition to three major conflicts of the 20th century (World War I, World War II, and the Cold War), the course will analyze the economic and political problems of the interwar and the post-Cold War periods.
This course analyzes the period between 1871-1991.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| describe the changes in monarchical regimes in Europe after 1789 French revolution changes and insurgencies after these changes |
1 |
1,2,3 | A,C |
| discuss the change in the balance of power in Europe as a result of the second industrial revolution |
1 |
1,2,3 | A,C |
| explain the reasons why Nationalism shaped political life and European imperialism changed the economic, political, and social lives of people in the beginning of 20th Century |
1,2,10 |
1,2,3 | A,C |
| assess the origin of the World War I, motives behind the Russian revolution and economic realities behind the Fascist Movements in Europe. |
1,10 |
1,2,3 | A,C |
| discuss the realities of post World War II Europe and fall of Communism |
1,10 |
1,2,3 | A,C |
| deepen our understanding of current political, religious, social and intellectual conflicts by examining the modern history of European nations |
1,2,3 |
1,2,3 | A,C |
Course Flow
| COURSE CONTENT | ||
| Weeks | Topics | Study Materials |
| 1 |
The Dominant Powers in the Age of Liberalism
European dominant powers changed balance of power as Britain, History of Russia, France and Germany. Second industrial revolution advanced Europe – Volume I: mass production, urbanization and social life. Crimean War defeated Russian army and resulted strength Britain’s position to dominate International Relations |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 684-741 |
| 2 |
Age of European Imperialism
From Colonialism to Imperialism. The New Imperialism and the Scramble for Africa. The European Powers in Asia. Domination of Indigenous Peoples; Social Darwinism. Assessing the Goals of European Imperialism. The ‘’Civilizing Mission’’ |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 819-859 |
| 3 |
The Origins of Great War
Entangling Alliances, The Alliance System, The First Moroccan Crisis The Europe of Two Armed Camps, The Bosnian Crisis of 1908, The Second Moroccan Crisis, The Balkan Wars; Balancing the Causes of the Great War; The Final Crisis, The Outbreak of War. The Schlieffen Plan. The Changing Nature of War. The War Rages On. The Final Stages of the War. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 863-926 |
| 4 |
Revolution The Russia and The Soviet Union
War and revolution, Lenin’s Return, The October Revolution 1917. The Peace of Brest-‐Litovsk, Civil War, The Soviet Union and the democratic Centralism |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 927-954 |
| 5 |
The Elusive Search for Stability in the 1920s
The Resolution of the War. Treaty of Versailles. Settlements in Eastern Europe. National and Ethnic Challenges. Economic and Social Instability. The Rise of Fascism. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 955-992 |
| 6 |
Economies in Crisis, the Great Depression; Fascist Movements;
Nationalist Socialism in Germany, the Collapse of the Weima Republic, Nazi Totalitarianism, Hitler and Mussolini; The Spanish Civil War; the Coming of World War II |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 993-1046 |
| 7 | ARA SINAV | |
| 8 |
World War II
The War in Europe begins, The German invasion of Poland; A Global War, Total War, The German invasion of Russia; Hitler’s Europe, The Nazi ‘’New European Order’’; The Tide Turns; Allied Victory. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 1049-1108 |
| 9 |
Rebuilding Divided Europe
Europe at the end of the War, The Potsdam Settlement, The United Nations and Cold War Alliances; Political Realignments, Divided Germany, Eastern Europe under the Soviet Shadow; Decolonization The Suez Canal Crisis, French Decolonization; Economic and Social Changes; Cold War Crises, The Korean War, Stirrings in Eastern Europe, Soviet-‐U.S Tensions, The Brezhnev Era. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 1109-1146 |
| 10 |
The Cold War and The End of European Empires
Cold War, The Korean War (1950-‐1953), Soviet-‐U.S Tensions, The Brezhnev Era, Nuclear Weapons and Superpower Tension, Decolonization, The Suez Canal Crisis. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 1147-1175
|
| 11 |
The Emergence of Contemporary Europe and the Collapse of Communism
Politics in a Changing Western World; Economic Growth and Limits Threats to Peace; The Fall of Communism. |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 1176-1218 |
| 12 |
Global Changes “Fortress Europe,” European Cooperation and The Uncertainties of a New Age
Immigration to Europe European Community, European Opposition to Globalization, The Threat of Terrorism, A States Empire?, European Responses to U.S. Policy |
John Merriman, A History of Modern Europe – Volume I: From the Renaissance to the Age of Napoleon s. 1219-1239
|
| 13 |
11th September
Attack on Twin Towers, Theory of Afghanistan Operation |
İrfan Polat, 11 EYLÜL TERÖR SALDIRILARI VE AMERİKA BİRLEŞİK DEVLETLERİNİN AFGANİSTAN MÜDAHALESİ YÜKSEK LİSANS TEZİ s.36-84, s. 93-152 |
| 14 |
2008 Russia-‐Georgia Warfare, 2012 NATO Libya Operation
Russian Attack on Georgia, Afghanistan Operation and its Theory |
Ahmet Öztürk, The Russian-Georgian Crisis: A Local Conflict and Its Global Repercussions, Journal of Central Asian and Caucasian Studies (07/2009) |
| 15 | Review |
Related sections of
the textbook |
| 16 | Final |
Related sections of
the textbook |
Recommended Sources
- Eric Hobsbawm. (1994) Age of Extremes, London: Vintage.
- Mark Kishlansky, Patrick Geary and Patricia O’Brian eds. (2008) Civilization in the West, Addison-Wesley Educational Publishers Inc.
- Robin W. Winks and Joan Neuberger. (2005) Europe and the Making of Modernity 1815-1914, New York: Oxford University Press.
Material Sharing
| MATERIAL SHARING | |
| Documents | - |
| Assignments | - |
| Exams | - |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm | 1 | 30 % |
| Participation | 1 | 20 % |
| Final | 1 | 50 % |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 % | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 % | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||||
| No | Program Learning Outcomes | Contribution | ||||||
| 1 | 2 | 3 | 4 | 5 | ||||
| 1 | Students will demonstrate their comprehensive knowledge of the basic concepts and theories of Political Science and International Relations as well as other related disciplines such as Law, Economics and Sociology. | X | ||||||
| 2 | Students will interpret the structure, institutions and operation of national, international and supranational entities via utilization of the concepts and theories of Political Science and International relations and produce project reports that include possible solutions to problems of such institutions when necessary. | X | ||||||
| 3 | Students will demonstrate that they have developed a comparative, analytical and interdisciplinary approach vis-à-vis human societies and political systems. | X | ||||||
| 4 | Students will have improved their skills and awareness of personal responsibility and team membership through conducting group or independent research projects, doing internships and producing their graduation dissertations. | X | ||||||
| 5 | Students will demonsrate proficiency in quantitative and qualitative data collections methods. | X | ||||||
| 6 | Students will prove their understanding of the rapidly-evolving dynamics of national and global environments requires constant self-assessment, life-long learning, and the ability to formulate innovative solutions to maintain their personal and professional development. | X | ||||||
| 7 | Students should be able to critically evaluate the body of knowledge in political science, assess self-competency and direct self-learning efforts accordingly. | X | ||||||
| 8 | Students will implement written and oral communication skills in English and Turkish in both academic and professional settings. | X | ||||||
| 9 | Students should be able to effectively demonstrate their knowledge of written, oral and reading skills in English both in international institutional settings and follow and interpret the global dynamics of the International Relations discipline. | X | ||||||
| 10 | Students will demonstrate their social skills and experience required by public or private institutions or in the academia. | X | ||||||
| 11 | Students will show empathy and respect towards societies other than one’s own. | X | ||||||
| 12 | Students should be able to effectively utilize computer and information technologies commonly-used in the social sciences. | X | ||||||
| 13 | Students will interpret domestic and international developments and express opinions, having acquired advanced knowledge and proficiency in the via communication with international scholars and students. | X | ||||||
| 14 | Students will respect personal, social and academic ethical norms. | X | ||||||
| 15 | Students should understand the personal, social, and ecological dimensions of social responsibility, and show duties of active and global citizenship. | X | ||||||
| 16 | Students should know that universality of social-political and legal rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. | X | ||||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
|
Mid-terms
Quizzes |
1 | 15 | 15 |
| Homework | 3 | 8 | 24 |
| Final examination | 1 | 15 | 15 |
| Total Work Load | 150 | ||
| Total Work Load / 25 (h) | 6 | ||
| ECTS Credit of the Course | 6 | ||