1. What is an empire? Think, Pair, Share
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

2. Empire: An extensive group of states or countries under a single supreme authority
Instructional Approach(s): The teacher should present the information on the slide. The teacher may want to ask students to identify a group that might be considered an “empire” today.

3. Essential Question: How did European partitioning of the Middle East (Southwest Asia) after the breakup of the Ottoman Empire lead to regional conflict?
Instructional Approach(s): The teacher should present the lesson essential question.

4. Standards:
SS7H2a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire led to regional conflict.
SS7H2c. Describe how land and religion are reasons for continuing conflicts in the Middle East.
Instructional Approach(s): The teacher should introduce the standards aligned to the essential question.

5. Conflict & Change
What Enduring Understanding would we use to connect this lesson to other historical events?
Instructional Approach(s): The teacher should present the information on the slide. The teacher may want to ask students to identify a group that might be considered an “empire” today.

6. At one time in history, a large empire known as the Ottoman Empire stretched across Europe, Africa, and Southwest Asia.
Instructional Approach(s): The teacher should present the information on the slide.

7. Instructional Approach(s): The teacher should use the map to show the extent of the Ottoman Empire before World War I.

8. Watch the video clip below. Pause the video at 1 min 10 secs
Watch the video clip below. Pause the video at 1 min 10 secs. Look carefully at the map then click play. Describe the map at the end. What happened?
Instructional Approach(s): The teacher should show the video clip below. Pause the video at 1 minute 10 seconds. Ask students to take note of the map at that point. Then, click play. Ask students to describe the map at the end. Then discuss what happened. The students learned about WWI in 6th grade social studies so many of them should be able to come up with the answer based on the time period.

9. World War I Happened!
Instructional Approach(s): The teacher should briefly discuss World War I (1-2 minutes) with the class. Students learned about the causes of World War I in 6th grade social studies. Stick to the basic cause and effect aspects of the war.

10. The Ottoman Empire ended up on the losing side of World War I and the empire collapsed.
The collapse created a lack of central authority in the region. European countries stepped in to establish order in the region.
Instructional Approach(s): The teacher should present the information on the slide.

11. What does Partitioning mean?
Partitioning: Divide into parts
What does Partitioning mean?
Instructional Approach(s): The teacher should pose the question to the class. Ask for student responses. When ready, click the mouse to reveal the answer.

12. The main part of the Ottoman Empire became Turkey while the rest was partitioned (divided) by Britain and France.
Instructional Approach(s): The teacher should present the information on the slide. Click to the next slide to have students compare the Ottoman Empire before World War I and after its breakup.

13. Turn to an elbow partner and discuss the changes in the map of the Middle East after the fall of the Ottoman Empire.
Instructional Approach(s): The teacher should use the map to show the extent of the Ottoman Empire before World War I. Have a brief (1-2 minutes) classroom discussion about the differences in the two maps.

14. Desiring immediate control of the area and looking to future oil profits, Britain and France established borders that did not exist previously.
Instructional Approach(s): The teacher should present the information on the slide.

15. Use your graphic organizer to summarize the effects of European partitioning.
Instructional Approach(s): The teacher should give each student a copy of the Fall of the Ottoman Empire Graphic Organizer [linked on the curriculum map] to record important information during the lesson. Students should not record all of the information on each slide. The teacher should guide students to summarize the main points in the five “effect” pins. Additionally, the teacher can have students record any additional information on the bottom of the graphic organizer.

16. Effects of European Partitioning
Britain and France created borders that did not take into account local cultures and tribes.
The borders were based on the oil interests of Europe, not the best interests of the people in the Middle East
Local cultures were ignored and tribal unities were disrupted
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

17. Sunni and Shia Muslims were merged into Iraq.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

18. The Kurd ethnic group (mountain people) was divided among Turkey, Iraq, and Iran.
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer.

19. It has been said that Great Britain and France “drew lines in the sand”. Turn to a seat partner and discuss what is meant by this statement.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

20. Effects of European Partitioning
Borders that had been fluid over many centuries were now tightly defined
None of the countries wanted Europe in charge of them
The stage was set for big problems in the years ahead
The conflicts created during the partitioning of the Ottoman Empire still cause trouble today
Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer.

21. What is left because of its fall (effects)
Summarizer
What is left because of its fall (effects)
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.
Why it fell