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. 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.

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

5. 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.

6. 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.

7. 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.

8. It has been said that Great Britain and France “drew lines in the sand”. Turn to your elbow partner and discuss what is meant by this statement. Hint: It’s a metaphor.
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.

9. What does Partitioning mean?
Partitioning: Divide into parts
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.

10. A League of Nations and the Mandate System
The Allied Nations (Allies) defeated the Central Powers in WWI.
As a part of the peace accords at the end of WWI, a League of Nations was created.
U.S. president Woodrow Wilson suggested its creation through his famous 14 Points speech that was given towards the end of WWI. It was founded on January 10, 1920; and dissolved during WWII in 1940.
The purpose of the League was find peaceable solutions to conflicts so that another war like WWI would never happen again. Obviously, it was not as effective as hoped—think WWII.

11. Mandate System
Purpose: to divide the former Ottoman Empire and German territories among the Allied Powers.
The League of Nations created new boundaries and partitions for countries at the end of WWI.
These boundaries and partitions would be agreed upon and honored by all nations, even though not all nations were involved in the decisions.
It was mostly European countries (Great Britain and France) who created these boundaries and partitions. Europeans did not fully understand and appreciate the different cultures and differences among the people of these lands.
Therefore, they made decisions that were not always the best for those involved.
Although these partitions were meant to solve problems, they oftentimes created new problems.

12. 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.

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. 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.

15. 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.

16. The Kurd ethnic group (mountain people) was divided among Turkey, Iraq, Syria 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.

17. 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.

18. Effects of European Partitioning
Borders that had been fluid over many centuries were now tightly defined with new countries and territories such as—Palestine, Turkey, Syria, Iraq, etc.
None of the countries wanted Europe in charge of them.
Great Britain and France gained influence over many countries in Southwest Asia (Middle East).
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.