Bilir, Hami BahadırCeylan, BerkantSel, BilgehanÇolak, Sena NurAyrancı, Enes Ubeydullah2020-06-302020-06-302019http://hdl.handle.net/11693/53900Ankara : İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2019.This work is a student project of the Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.The History of Turkey course (HIST200) is a requirement for all Bilkent undergraduates. It is designed to encourage students to work in groups on projects concerning any topic of their choice that relates to the history of Turkey. It is designed as an interactive course with an emphasis on research and the objective of investigating events, chronologically short historical periods, as well as historic representations. Students from all departments prepare and present final projects for examination by a committee, with 10 projects chosen to receive awards.Includes bibliographical references (pages 20-21).Türkiye Birinci Dünya Savaşı'nın verdiği buhran ortamından çıkma çabaları içerisindeydi. Fakat bu pek mümkün olmamaktadır çünkü kapıda İkinci Dünya Savaşı tehdidi vardı. Türkiye savaşa girmek istememişti ve ekonomik devrimler sayesinde muasır medeniyetler arasına girmeye çalışılmıştı. Eğitimde yapılacak olan reformlar sayesinde köyden kente bir kalkınma zinciri kurulmaya çalışılmıştı. Bu zincirin ilk halkası köy enstitüleri olmuştu. 1940'ta açılan Trabzon Beşikdüzü Köy Enstitüsü açıldığı bölgenin halkının modern tarım, hayvancılık, balıkçılık, tekstil, demircilik gibi alanlarda eğitilmesini sağlamıştı. Fakat bir kesim halkın bu okullara yaptığı iftiraları sonucunda yeni seçilen parti tarafından kısa süre sonra kapatıldı. Köy enstitülerinin kapatılmasıyla istenmeyen sonuçlar doğdu.Turkey was working to recover from the crisis which the First World War had started. However, this was not readily possible due to the upcoming Second World War.Turkey did not want to enter the war and aimed to be one of the most modern countries by reforming the economy. Educational reforms were made to improve the living standards, starting from villages to cities. Village institutes have been the first component of these reforms. Trabzon Beşikdüzü Village Institute ensured the education of the people living in the villages in the areas like modern agriculture, husbandry, fishing, textile and smithery. However, village institutes were closed by the newly elected party due to the slanders which had been being made. Dreadful outcomes arose after village. institutes had been closed.34 pagesTurkishCreative Commons Attribution-NonCommercial-ShareAlikeKöyKöy enstitüsüEğitimEkonomiKalkınmaÜretimVillageVillage instituteEducationEconomyDevelopmentProductionÖZTÜRK HIST 200-1/1 2018-19Student ProjectSPB3009