Agenda OBJ: To identify and illustrate key cultural and historical characteristics of the Ottoman Empire by creating a travel brochure. 1. Journal 2. Notes- Empires of the Middle East 3. Ottoman Travel Brochure HW: Study your notes for 10 minutes

Journal: Pretend you have created an army and have decided to conquest territory in order to create an empire. As the commander of your army and ruler of your new nation, where in the world would you place your empire? Why there?

Ottoman Empire Began on Asia Minor- Anatolian Peninsula Spread to Bosporus and Dardanelles Straits Controlled Egyptian and African lands at its greatest height Mesopotamia, Egypt and Arabia- Heartland of the Islamic world Lasted from 1299 to 1922

Beginnings of the Ottoman Empire Mehmed II- led Ottomans to expand empire Took Constantinople (capital) in March 1453 Sultan Selim I Declared himself caliph- defender of the faith and successor to Muhammad Controlled Mecca, Medina, and Jerusalem How might this cause problems between religious groups later on?

Government of the Ottomans Governed provinces through local rulers Rulers trained at an official school Appointed rulers = pashas “Gunpowder Empire”- combined conquered territories and dominated because of use of technology (firearms) Grand Vizier- chief minister of imperial council, ran meetings and communicated sultan’s desires Like a Vice President

Topkapi- “Iron Gate”

Society in Middle Eastern Empires Divided by occupation Divided by occupation Ruling class Ruling class Artisans- craft guilds Artisans- craft guilds Merchants Merchants Peasants Peasants Pastoral people/ nomadic herders Pastoral people/ nomadic herders Within each class- education system, laws/ rules, and jobs Within each class- education system, laws/ rules, and jobs Religion- Muslims Religion- Muslims Tolerant of other religions (Required to pay a tax) Tolerant of other religions (Required to pay a tax)

Women of the Ottoman Empire Tolerant attitude towards women’s power Tolerant attitude towards women’s power Turkish traditions Turkish traditions Women could own and inherit property Women could own and inherit property No forced marriage No forced marriage

Art Patrons of the arts Pottery, rugs, armor, jewelry, and silk Rugs- Huge industry! Artists came from all over the empire to decorate the sultan’s palace Architecture- mosques, modeled after the Hagia Sophia Topped with domes framed by towers- minarets Sinan- greatest Ottoman architect, created over 80 mosques Suleymaniye Mosque, Istanbul/ Constantinople

Great Ruler of the Ottoman Suleyman I- “the magnificent” Suleyman I- “the magnificent” The Lawgiver The Lawgiver Ruler of the Ottoman Golden Age Ruler of the Ottoman Golden Age Exchange of Western customs- Westernization Exchange of Western customs- Westernization European clothing European clothing Western Furniture and Art Western Furniture and Art

The End of the Ottomans Sultans after Suleyman Sultans after Suleyman Tried to avoid Westernization Tried to avoid Westernization Created laws against Western customs and goods Created laws against Western customs and goods Decline- Issues in govt. and culture caused the Ottomans to begin losing territory and control Decline- Issues in govt. and culture caused the Ottomans to begin losing territory and control Defeat of the Ottomans by the Allies in World War I ( ) brought the end of the Ottoman monarchy. Defeat of the Ottomans by the Allies in World War I ( ) brought the end of the Ottoman monarchy.

Travel Brochure- The Ottoman Empire Fold your sheet of paper in to thirds. Design a front cover and 2 nd cover to bring interest to your brochure. The inside columns- The far left must outline the geography, climate, and natural features of the Ottoman Empire The middle column needs to describe culture and society The far right column must contain 3 detail reasons (in complete sentences) why someone should travel to the Ottoman Empire. **The brochure must be colored and neat! The writing must be completed in blue or black ink!!!

Agenda:   OBJ: To analyze Islamic culture and how we see it in modern society by discussing Middle Eastern accomplishments and creating an Islamic tile.   1. Journal   2. Lecture- Islamic Accomplishments   3. Islamic Tile

Journal: You are the archaeologist and you have just discovered this artifact. What do you think this is? What was it used for? You are the archaeologist and you have just discovered this artifact. What do you think this is? What was it used for?

Economy  Trade flourished throughout the Middle East. Indian and Mediterranean Seas Linked India with China, Africa, and Europe  Development of banking Use of coins/ money- Abbasid dinar Sakk- check  Farming Used ancient methods Large landowners/ independent farmers

City Appearance  Extravagant palaces and mosques  Public buildings included fountains, public baths, decorated courtyards  Extensive planning in all cities (Damascus and Baghdad)  Bazaar- covered market place Cleanliness and inspections were mandatory to ensure great quality products  Cordoba- elegant city Over 70 libraries, 700 mosques and 25 free schools “melting pot” of cultures, over 500,000 people Philosophers, poets, doctors, etc.

Social Classes  Society of “sophistication”  Classes determined at birth and by your practiced religion  Clear classes- Upper class- Muslims by birth Middle class- converts to Muslim  paid tax to upper class Lower class- non Islamic population  protected people- Christians, Jews, and Zoroastrians Slaves  Typically prisoners of war and non- Muslims  Household work or military services

Women in the Muslim Empire  Spiritual equality in Quran Unequal socially- “Men are the managers of the affairs of women”  Many more legal rights than other women at the time  Differences in social and family order in daily life Depended on wealth status Access to education for most women  Male Guardians required (Could not leave home without an escort)  Polygamy- multiple wives Dowry paid to the bride, most men could only afford one  Covering of the body- traditional Arab practice Hijab- headscarf Chador- full head, body scarf Burka- veil that covers all

Knowledge  Attitude of curiosity in education 800’s- House of Wisdom  Majority of people spoke the Arabic language  Philosophers- commentary on Greek/ Roman philosophy Sufism- believe in having a personal relationship with god (Closely related to Islam)  Mathematics and Natural Sciences  Astrolabe- used to determine location based on the position of the heavens

Knowledge continued  Medical Encyclopedia- contagious diseases Rulers encouraged medical education to ensure their own health  Literature Writing of history, stories, and poetry The Arabian Nights, stories passed on through generations, Aladdin story added in 18th Century Translation of literature  Preserved ancient works  Art and Architecture Blend of multiple cultures Minaret- spiral staircase/column, typically built on mosques Arabesques- repeated designs used to ornately decorate

Middle Eastern Architecture Tile Each pair of students should have Each pair of students should have 1 pair of scissors 1 pair of scissors 1 glue stick 1 glue stick 1 piece of card stock 1 piece of card stock Pieces of colored paper Pieces of colored paper Create a decorative tile that might be seen in a Middle Eastern Palace. Create a decorative tile that might be seen in a Middle Eastern Palace. Remember- Lots and color as well as patterns should be used to create your tile! Remember- Lots and color as well as patterns should be used to create your tile! The entire board must be filled in and with your name on the back. The entire board must be filled in and with your name on the back.