teach the ottoman empire(1)

8/9/2019 Teach the Ottoman Empire(1)

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Teach Ottoman

Empire Unit

Abbey R. McNair

[email protected]


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y @ p g

Unit Information

• Full lesson plans are in the attachedDocument package

• All sources are cited in the notes portion of

the ppt.• All pictures not cited were taken by the

author

•Any questions that you might have can beemailed to Abbey R. McNair [email protected]

mailto:[email protected]:[email protected]


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Day One


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Introduction to the Ottoman Empire

• Essential Question: How was the ByzantineEmpire able to last for over a thousandyears? And what was the significance of the

Byzantine Empire to world history?


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Where did the Ottomans come from?

• Name came from“Osman,” a leader of awestern Anatoliannomadic group who

began expansionisticmoves in the 14th century.

• Gradually these nomadstook over Anatolia and

became the borderbetween Islam andByzantine Christian


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Evolving Ottoman State•

Built their empire by absorbing the Muslims of Anatolia(most Ottomans became Muslims) and by protecting theGreek Christians in Anatolia. – On the promise of obedience and payment of the jitza, Muslims

guaranteed the lives and property of Jews and Christians. – The Ottomans came to rule:

• Serbs• Bosnians• Croats• other Orthodox peoples

– The people who submitted to Ottoman domination

(voluntarily) were treated well, but those who opposed andfought the Ottomans…the Ottomans were ruthless.

• The Ottoman empire became a “frontier empire”composed of many ethnicities and religions


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9/90Battle of Mohacs


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Sultan Mehmet II (1451-1481)

• Was one of the greatest Sultans

• Called the Fatih (the

Conqueror)• During his rule all of

Turkey/Anatolia wasbrought under his

control and theByzantine Empire wasdefeated


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• 1453: The Siegeand Capture ofthe City of

Constantinople – Six week siege of

the city

– The Golden Hornwas thoroughlyfortified andprotected


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•City walls


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• Chain across the harbor


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BUT the Byzantine Emperor could not competewith the ingenuity of the Ottomans and thewestern technology they used

• The Turks carried their boats over steep hills tocome behind the chain across the harbor

• Cast one of the largest cannons in history and

bombarded the city from behind – Cannon shots shattered the city gate and the

victorious Turks looted the city for three days


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• The Conquest ofConstantinople = the

Imperial phase of theOttomans

– Constantinople wasrenamed Istanbul

– Mehmet II cleaned upthe city and beganmany building

mosques, markets,water fountains, baths,and other publicfacilities


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Topkapi Palace


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The Sultan’s Bedchamber


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Haman


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• Mehmet II encouraged people to move toIstanbul

– Bribed people from the Ottoman territories withhomes and jobs

The Grand

Bazzar


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• Many Jewishpeople, who werecruelly oppressedin Western Europe(akaReconquista),

moved to Istanbuland found Turkeyto be a “haven” =a mass migrationof Jewish peoplesoon followed


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Illustrate your notes


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Summary question

• How did the Ottomans keep the heritage ofthe Byzantine Empire alive? How were theOttoman and Byzantine empires alike?


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Day Two


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Ottoman Expansion

• Essential Question: What happened in 1453to make it a turning point in world history?


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• For the next 200 years the Ottomans will be asignificant power in the Middle East

– The Empire will continually expand


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Ottoman War College in Istanbul


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Some achievements of theOttoman Sultans:

• Bayezid II – gained control of the EasternMediterranean trade routes, eliminated thePortuguese form the Red Sea and the Persian Gulf.

• Selim I (aka Selim the Grim) – The Ottomans defeated

the Safavids and marks the beginning of fourcenturies of Ottoman domination of Arab lands.

• The greatest Sultan was Suleiman I (aka Suleiman theMagnificent)

– Experienced administrator and soldier

–

Extended the empire to its widest extent (gunpowderplayed a key role; as did the disunity of their opponents)

– Fell in love with and married a slave girl –Hϋrrem/Roxalena


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• Suleiman the“Lawgiver”

– Sultanic law codes

– Reformed the

government – Balanced the budget

– Reinforced Islamic

law


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• Suleiman the“Magnificent”

– Grandeur of his court – Built palaces, mosques,

schools, libraries,

hospitals, roads, bridges,etc.

– Cultural explosion (paxOttomanica) – literary,

artistic, and scientificachievements

– Pasha Sinan – Suleiman’s Architect


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“Blue” Mosque


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Bridge on theDrina (Bosnia)


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Mostar, BH


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Ottoman expansion policies

– Fight the Ottomansand suffer (like theMongol policy)

– Accept Ottomandomination


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• Conversion to Islam

• Millet system (non-Muslims formed smallcommunities and were allowed to keep theirfaith (Jewish or Christian) as long as they paidthe jitza (a tax).

• Local officials were replaced by Ottoman

government officials


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• Ottomaninfrastructure

– Built roads and

bridges


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• Timar

– Landed estates were given (for life, but they werenot hereditary) to the Ottoman ruling class.

– Given to those who were committed to theIslamic faith, loyal to the Sultan, well versed in theTurkish language and the culture of the Imperialcourt


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• Devshirme – Christian youths captured(sometimes given) by

the Ottoman agents and recruited for the Imperial

civil service and standing army• Converted to Islam

• The brightest 10% entered the Palace school and weretrained for civil service

• The others were sent to Turkish farms and weretrained for toughness = Janissaries

• Janissaries were the elite army corps who wereabsolutely loyal to the Sultan


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• Devshirme Read

Aloud Activity – Read with a

partner

– Answer thesummary

question on thebottom of thesheet


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Days Three and Four


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Coffeehouse Research Days

EssentialQuestion:

Have you everbeen to a

coffeehouse?

What did youdo there?


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Turkish Coffeehouses

• During Ottoman timescoffeehouses were placeswhere men would cometogether and form publicopinion. They first openedas a place for people to waitbefore going into the

mosques for prayer andsoon became a place wheremen would meet outside ofthe home.

P f i l


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• Professional groups started

having “their”own coffeehouse;where people intheir society would

go to discuss

importantdecisions andideas.


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• Coffee’s history in

Turkey began inthe 16th centuryand is traditionallymade by boiling

very fine coffeepowder in a cezve.

• Traditionallyserved in smallcups and drunk inone gulp.


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Assignment

• You will be researching a historical figurefrom the Ottoman period.

• For that person you will create a “trading

card” and also, you will be taking on thisperson’s persona on ________________ forour coffeehouse.

• The rest of the period you will need toresearch your person, fill out the handout,and then create your trading card.

Trading Card Example


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Trading Card Example

(only yours will be historical)


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Day Five

Ott W ’ R l d th


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Ottoman Women’s Roles and theHarem

• Essential Question: What do you think aharem is? What is the role of women inMuslim society?


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Islam and

Modesty – Women

resided in

seclusion inthe harem

– Purdah

S d l t


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The Harem – Sacred place, sanctuary,

place of honor, respect,

and religious purity – Private quarters of the

family – not visited by non-family members (femalevisitors were allowed, butnot common)

– Boys remained with theirmothers in the harem untilthe ages of 10-11

http://www.pbase.com/helenpb/gallery_the_splendors_of_topkapi_palacehttp://www.pbase.com/helenpb/gallery_the_splendors_of_topkapi_palace


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The Roles of Women

– Self-worth tied to the production ofchildren

– A child held the legal status of its father =

advancement for the mother

– Little is known about ordinary women, butwe know a fair amount about royal and

wealthy women


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Lady Mary Wortley Montagu

– Arrived in Istanbul in1717 with her husbandthe British ambassadorto the Ottoman court

– She wrote voluminouslyof her travels andseems to be mostlyunbiased andappreciative of thecultures her travels towith her husband


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Rights of Women

– Liberty through Purdah (covered while in public)

– Ability to hold and control money/propertyacquired through dowries, inheritance, gifts,

salaries, and divorce – Wealthy women were great patrons of the arts

and of charitable foundations (most of the moneythey donated went to organizations that helped

women)


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• Class Read Aloud and Analysis oflife in the harem


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Day Six


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Decline of the Ottoman Empire

• Essential Question: What challenges do alllarge empires face? What challenges do youthink the Ottomans might have face?


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• Ottoman history (1566-1792) has been called“the Era of Decline in Faith and State”

– The Decline is relative to

• The Ottoman Golden Age

• European Expansion and Advancements

– And the decline was slow, gradual, interrupted by

periods of growth, and lasted for more than threecenturies


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Ottoman Decline was caused by


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– Weak leadership

Selim II(aka the Sloth)


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Corrupt government

officials


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–

Powerful janissaries and janissary revolts


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– Heavy taxes =revolts andunhappy

peasantry

The Ottoman Empire was very diverse ethnically


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p y y+ nationalism = many groups wanting their

freedom

– New World silver flooding the market and causing


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New World silver flooding the market and causingsilver to inflate = inflation


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– Trade routes changing to bypass the Middle East in favorof water routes


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The Ottomans

signedcapitulations

with theEuropeancountries = loss

of revenue


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– Loss of intellectualism = loss of innovation = fallbehind the Europeans in technology


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Illustrate your notes

D S


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Day Seven


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Turkish Coffee House

• Take out your trading cards and name tags• Place your cookies on the middle table

• Today’s Rules: – Talk to as many people as possible, that being said stay

on topic – The purpose of this coffeehouse is to discuss ideas (not

to eat as many cookies as possible).• Be polite• Share• And clean up after yourself!


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Summary

• Who do you think had the best plan?

• Can the Empire be saved?


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Day Eight

WWI d th E d f th


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WWI and the End of the

Ottoman Empire• Essential Question: Was the class able to

come up with a plan to save the Ottoman

Empire? What was it?

I th 8th C t d l


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• In the 18th Century more wars and lossesresulted in reform attempts:

– The Tulip Period (1718-1730) = first borrowing ofEuropean art and culture


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Ottomanscontinued to lose

territory to the

Russians and theEuropeans


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– Tanzimat Period (1839-76)

• Reforms around a new concept of justice

– Equality before the law

– Ottomanism = patriotism, but not yetnationalism

– Constitution and a Parliament formed

• The reforms failed; Sultan Abdulahemidput an end to the reforms while puttingdown rebellions

Departure of Mehmed VI, last Sultan of the Ottoman Empire, 1922.


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– Young Turks

• Constitutional,parliamentary governmentestablished

• Growing sense ofnationalism

• Ottomans enteredWWI on the side ofGermany = lost


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– Treaty of Versailles• Empire partitioned

• Kemal Ataturk (andothers) fought forIndependence = newRepublic of Turkeyand an end to theOttoman Empire

(1923).


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– The New Republicof Turkey

• Secularism

•

Ataturk’s reforms


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• Read Aloud: Young Turks

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Summary Question

• Although the Ottoman Empire ended in theearly 1900’s its effects on the region/worldcan still be seen today. What is the Ottoman

legacy?

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Day Nine

Th B k t i M


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The Burkstonian Museum

• When was the last time you visited amuseum? What did you see?


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• You and your partner have been hired ascurators at the Burkstonian Museum andhave been charged with researching and

designing a new exhibit for the “OttomanEmpire” Wing.


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• You are assigned one part of the Ottoman Empire’sculture to research and present to the Board ofDirectors (the rest of the class and me).

• In the roles of historian/archeologist and

curator/docent, you need to – research the culture and design a layout for the museum

display;

– choose five artifacts for the culture display and have a

separately written identification card explaining each ofthe artifacts.

• You will need to createa display window


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a display window(poster) for you aspect

of Ottoman culture andmight also be asked togive a short “guided

tour” of your display.

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Grading

• Written information (50pts): do the identificationcards reveal careful research? Do they includespecific, accurate information? Do they appropriatelyexplain artifacts, its uses, and what it represents?

• Artifacts (100 pts): Does your artifact reveal thought,preparation, and creativity? Do they accuratelyreflect your assigned cultural aspect?

• Overall Design (50pts): Is the overall design creative

and thoughtful? Is the display visually appealing?• Bibliography (25 pts): properly formatted and a

good variation of sources

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