The Ottomans Build a Vast Empire PDF

LESSON PLAN 1 Hagia Sophia, Istanbul, Turkey Wall mural, Ladakh, India OBJECTIVES...

LESSON PLAN 1 Hagia Sophia, Istanbul, Turkey Wall mural, Ladakh, India OBJECTIVES Describe the Ottoman Empire’s origins. The Ottomans Build a Vast Empire Trace the expansion of Ottoman power. Identify achievements under Suleyman the Lawgiver. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES Explain the empire’s slow decline. EMPIRE BUILDING The Many modern societies, from ghazi Mehmed II Ottomans established a Muslim empire that combined many Algeria to Turkey, had their origins under Ottoman rule. Ottoman sultan Suleyman the Lawgiver FOCUS & MOTIVATE cultures and lasted for more Timur the devshirme Discuss why leaders today rarely get nick- than 600 years. Lame janissary names such as “the Wise.” (use of family names reduces need for distinguishing SETTING THE STAGE By 1300, the Byzantine Empire was declining, and the labels) What other leaders have had nick- Mongols had destroyed the Turkish Seljuk kingdom of Rum. Anatolia was inhab- names? (Possible Answer: Ronald ited mostly by the descendants of nomadic Turks. These militaristic people had Reagan, the Great Communicator) a long history of invading other countries. Loyal to their own groups, they were not united by a strong central power. A small Turkish state occupied land between the Byzantine Empire and that of the Muslims. From this place, a strong leader INSTRUCT would emerge to unite the Turks into what eventually would become an immense empire stretching across three continents. Turks Move into Byzantium Turks Move into Byzantium TAKING NOTES Critical Thinking Many Anatolian Turks saw themselves as ghazis (GAH zees), or warriors for Comparing List the How did new technology help the main rulers of the Islam. They formed military societies under the leadership of an emir, a chief Ottoman Empire and Ottomans? (They used muskets and commander, and followed a strict Islamic code of conduct. They raided the terri- their successes. cannons in their conquests.) tories of the “infidels,” or people who didn’t believe in Islam. These infidels Why do you think the Ottomans were Rulers Successes lived on the frontiers of the Byzantine Empire. tolerant of the people they conquered? Osman Establishes a State The most successful ghazi was Osman. People in (Possible Answer: to avoid unrest) the West called him Othman and named his followers Ottomans. Osman built a Do you think the actions of Timur the small Muslim state in Anatolia between 1300 and 1326. His successors expanded Lame were justified? Why? (Yes—He it by buying land, forming alliances with some emirs, and conquering others. The Ottomans’ military success was largely based on the use of gunpowder. opposed imperialism. No—He destroyed They replaced their archers on horseback with musket-carrying foot soldiers. Baghdad.) They also were among the first people to use cannons as offensive weapons. In-Depth Resources: Unit 4 Even heavily walled cities fell to an all-out attack by the Turks. Guided Reading, p. 45 (also in Spanish) The second Ottoman leader, Orkhan I, was Osman’s son. He felt strong enough to declare himself sultan, meaning “overlord” or “one with power.” And in 1361, the Ottomans captured Adrianople (ay dree uh NOH puhl), the second most important city in the Byzantine Empire. A new Turkish empire was on the rise. TEST-TAKING RESOURCES The Ottomans acted kindly toward the people they conquered. They ruled Test Generator CD-ROM through local officials appointed by the sultan and often improved the lives of the Strategies for Test Preparation peasants. Most Muslims were required to serve in Turkish armies but did not have to pay a personal tax to the state. Non-Muslims did not have to serve in the Test Practice Transparencies, TT65 army but had to pay the tax. Online Test Practice The Muslim World Expands 507 SECTION 1 PROGRAM RESOURCES ALL STUDENTS Reading Study Guide (Spanish), p. 167 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 4 Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 4 Guided Reading, p. 45 Primary Source: Suleyman the Magnificent, p. 52 Skillbuilder Practice: Categorizing, p. 49 STRUGGLING READERS Literature: from The Bride of Suleiman, p. 56 History Makers: Suleyman, p. 59 In-Depth Resources: Unit 4 Formal Assessment Guided Reading, p. 45 Section Quiz, p. 285 Building Vocabulary, p. 48 Skillbuilder Practice: Categorizing, p. 49 eEdition CD-ROM ENGLISH LEARNERS Reteaching Activity, p. 62 Voices from the Past Audio CD In-Depth Resources in Spanish Reading Study Guide, p. 167 Geography Transparencies Guided Reading, p. 126 Reading Study Guide Audio CD GT18 The Fall of Constantinople, 1453 Skillbuilder Practice: Categorizing, p. 129 World Art and Cultures Transparencies AT39 Military Campaigns of Suleyman Teacher’s Edition 507 CHAPTER 18 Section 1 Timur the Lame Halts Expansion The rise of the Ottoman Empire was briefly interrupted in the early 1400s by a rebellious warrior and conqueror from Samark- and in Central Asia. Permanently injured by an arrow in the leg, he was called Timur-i-Lang, or Timur the Lame. Europeans called him Tamerlane. Timur burned the powerful city of Baghdad in present-day Iraq to the ground. He crushed Powerful Sultans Spur the Ottoman forces at the Battle of Ankara in 1402. This defeat halted the expan- Dramatic Expansion sion of their empire. Critical Thinking Powerful Sultans Spur Dramatic Expansion How did the conquest of Constanti- Soon Timur turned his attention to China. When he did, war broke out among the nople help unite the empire? (made four sons of the Ottoman sultan. Mehmed I defeated his brothers and took the trade between territories in Asia and throne. His son, Murad II, defeated the Venetians, invaded Hungary, and overcame the Balkans easier) an army of Italian crusaders in the Balkans. He was the first of four powerful sul- Why were the conquests of Selim the tans who led the expansion of the Ottoman Empire through 1566. Grim culturally significant? (included Mehmed II Conquers Constantinople Murad’s son Mehmed II, or Mehmed the religious centers, Mecca and Medina, Conqueror, achieved the most dramatic feat in Ottoman history. By the time Mehmed took power in 1451, the ancient city of Constantinople had shrunk from and an intellectual center, Cairo) a population of a million to a mere 50,000. Although it controlled no territory out- side its walls, it still dominated the Bosporus Strait. Controlling this waterway meant that it could choke off traffic between the Ottomans’ territories in Asia and History from Visuals in the Balkans. Mehmed II decided to face this situation head-on. “Give me Constantinople!” he Interpreting the Map thundered, shortly after taking power at age 21. Then, in 1453, he launched his attack. What is the status of Crete and Cyprus? (not part of the empire) Does this indi- cate that the Ottoman Empire was a land-based or a sea-based empire? Ottoman Empire, 1451 (land-based: a sea-based empire would Ottoman Empire, 1451–1566 Acquisitions to 1481 Acquisitions to 1521 have conquered the islands) Considering Dni 40° E Vienna AUSTRI A est Acquisitions to 1566 er events in England, Spain, and Portugal, R. 0° HUNGARY why is this important? (Their sea-based FRANCE Danube R. empires were colonizing the world.) Belgrade CRIMEA A Ca dr Extension Compare the Ottoman and ia Black Sea ti CA sp I TAL Y c Byzantine empires. (They faced similar Se BAL KANS UC AS ia Rome a Bosporus US Adrianople geographic and political barriers.) M n Madrid TS Taranto Constantinople. Naples Sea (Istanbul) 40° N SPAIN GREECE SKILLBUILDER Answers Palermo 1. Location Mediterranean Sea, Red Sea, Algiers Athens E up Tunis M Black Sea, Adriatic Sea, Persian Gulf e Tehran hr a ALGERIA d tes Tig i t 2. Movement between 1521 and 1566 TUNISIA e r R. ri Crete SYRIA sR r a n Cyprus. e a n S e a PERSIA Baghdad A FRICA PALESTINE Damascus Tripoli Jerusalem MESOPOTAMIA 0 500 Miles TRIPOLI Cairo Interactive This map is available in 0 1,000 Kilometers EGYPT Pe ARABIA an interactive format on the eEdition. S A H A R A rs ia GEOGRAPHY SKILLBUILDER: Interpreting Maps Ni n le Re R. G 1. Location To which waterways did the Ottoman Empire have access? ul d 2. Movement In which time period did the Ottoman Empire gain the most land? f Se Medina a 508 Chapter 18 Name ______________________________________________________________ CHAPTER 18 Section 1 (pages 507–51) Date ______________________ TÉRMINOS Y NOMBRES ghazi Guerrero del islam The Ottomans Build Osmán Ghazi triunfador que construyó un pequeño estado en Anatolia a Vast Empire Timur el Inválido Conquistador de Persia y Rusia DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Mehmet II Conquistador que hizo A NTES DE LEER a Estambul su capital En el capítulo anterior, leíste acerca de los cambios en Suleimán el Legislador Gobernante Europa entre 1300 y 1600. que llevó al imperio otomano a su cúspide Name ______________________________________________________________ En______________________ Date esta sección, leerás acerca del surgimiento del imperio janíseros Fuerza de lucha formada otomano durante el mismo período. en territorios cristianos conquistados CHAPTER 18 Section 1 (pages 507–51) TERMS AND NAMES devshirme Política para crear el A L LEER ghazi Warriors for Islam ejército del sultán Usa la línea cronológica para tomar notas sobre los acon- The Ottomans Build Taking Notes and Understanding Challenging Vocabulary Osman Successful ghazi who built a smalltecimientos principales en la historia del imperio otomano. state in Anatolia a Vast Empire Sultan Rulers of Muslim states Timur the Lame Conqueror of Persia and Russia Mehmed II Conqueror who 1300–1326 made 1402 BEFORE YOU READ Istanbul his capitalOsmán edifica un imperio Class Time 30 minutes unfamiliar words that appear in the text. As a In the last chapter, you read about changes Suleyman the Lawgiver pequeño Rulerenwho Anatolia in Europe during 1300-1600. brought Ottoman Empire to its height In this section, you will read about the rise of the devshirme Policy for creating the Ottoman Empire during the same period. sultan’s army janissary Soldier slave drawn from Task Taking notes using a graphic organizer; class, review the lists. Have students look up AS YOU READ Use the time line below to take notes on the major events in the history of the Ottoman Empire. conquered Christian territories 1451 1520–1566 understanding vocabulary words in the main text words in a dictionary or glossary. Discuss the defi- © McDougal Littell Inc. All rights reserved. 1300-1326 1451 nitions of each and the context in which each is Osman builds a small empire in Anatolia ghazis, o guerreros del islam. Atacaban las tierras Purpose To improve understanding of content Turks Move Into Byzantium (pages 507–508) de los no musulmanes. El ghazi más sobresaliente fue Osmán. Los used. Students may want to draw pictures or sym- ¿Cómo comenzó el europeos occidentales pensaban que su nombre imperio otomano? era Othman y llamaron a sus seguidores otomanos. Instructions Provide each student with a copy of 1402 1520-1566 En 1300, el Mediterráneo del este también pre- Entre 1300 y 1326, Osmán construyó un reino fuerte aunque pequeño en Anatolia. Los dirigentes bols to help them remember the words. senció cambios. El imperio bizantino se eclipsó. El estado turco de los seljuk había sido destruido. que sucedieron a Osmán en el poder se llamaron sultanes, o “aquéllos con poder”. Extendieron su © McDougal Littell Inc. All rights reserved. the Reading Study Guide for this section, in Anatolia, en la actual Turquía, estaba habitada por grupos de turcos nómadas. Se consideraban reino mediante compras de tierras. También for- maron alianzas con otros jefes y conquistaron a English or Spanish, as appropriate. Then divide Rebellious is related to belligerent; both refer Turks Move Into Byzantium themselves as ghazis, or warriors for Islam. They raided the lands where non-Muslims lived. CHAPTER 18 THE MUSLIM WORLD EXPANDS 167 (pages 507–508) The most successful ghazi was Osman. students into pairs. Have each pair use the to warlike behavior. How did the Ottoman Empire begin? Western Europeans thought his name was Othman. They called his followers Ottomans. Between 1300 and 1326, Osman built a strong but Reading Study In 1300, the world of the eastern Mediterranean small kingdom in Anatolia. Leaders who came was also changing. The Byzantine Empire was fad- after Osman called themselves sultans, or “ones graphic organizer and the questions in the study Head-on means to confront directly. ing. The Seljuk Turk state had been destroyed. Anatolia, the area of modern Turkey, was now inhabited by groups of nomadic Turks. They saw with power.” They extended the kingdom by buy- ing land. They also formed alliances with other chieftains and conquered everyone they could. Guide: Spanish Translation guide to take notes on the Ottoman Empire. A tactic is a way of completing a goal. CHAPTER 18 THE MUSLIM WORLD EXPANDS 167 As students take notes, have them keep a list of Thundered means spoke loudly, similar to the Reading Study Guide 508 Chapter 18 noise associated with lightning.  CHAPTER 18 Section 1 The Conquest of Constantinople Kritovoulos, a Greek who served in the Ottoman administration, recorded the following about the Ottoman takeover of Constantinople. The second source, the French Analyzing Primary Sources miniature at the right, shows a view of the siege of Constantinople. The Conquest of Constantinople Ask students to compare the comments PRIMARY SOURCE by Kritovoulos with the information in the After this the Sultan entered the City and looked about text on page 508 about Constantinople in to see its great size, its situation, its grandeur and beauty, its teeming population, its loveliness, and the 1451. How do they differ? (Kritovoulos costliness of its churches and public buildings and of discusses the size and grandeur of the the private houses and community houses and those of city. The text on page 508 explains that the officials.... When he saw what a large number had been killed the city’s population was quite small.) and the ruin of the buildings, and the wholesale ruin and destruction of the City, he was filled with Answers to Document-Based Questions compassion and repented not a little at the destruction 1. Comparing and Contrasting Agree— and plundering. Tears fell from his eyes as he groaned deeply and passionately: “What a city we have given Both depict a grand city filled with over to plunder and destruction.” churches and other public buildings. KRITOVOULOS, Life of Mehmed the Conqueror Disagree—The painting does not show the destruction of the city. 2. Making Inferences Possible Answer: DOCUMENT-BASED QUESTIONS 1. Comparing and Contrasting In what details do the He was sad to see the loss of wealth two sources agree? disagree? and beauty, particularly when it might 2. Making Inferences Why do you think the sultan bring trade and prestige to the wept over the destruction? Ottoman Empire. Geography Transparencies Mehmed’s Turkish forces began firing on the city walls with mighty cannons. GT18 The Fall of Constantinople, 1453 One of these was a 26-foot gun that fired 1,200-pound boulders. A chain across the Golden Horn between the Bosporus Strait and the Sea of Marmara kept the Turkish fleet out of the city’s harbor. Finally, one night Mehmed’s army tried a daring tac- tic. They dragged 70 ships over a hill on greased runners from the Bosporus to the harbor. Now Mehmed’s army was attacking Constantinople from two sides. The More About... city held out for over seven weeks, but the Turks finally found a break in the wall and entered the city. Selim the Grim Mehmed the Conqueror, as he was now called, proved to be an able ruler as well Like many tyrants of his age, Selim was as a magnificent warrior. He opened Constantinople to new citizens of many reli- fond of literature and the arts and wrote Analyzing Motives gions and backgrounds. Jews, Christians, and Muslims, Turks and non-Turks—all poetry in three languages. But his troops Why was taking flowed in. They helped rebuild the city, which was now called Istanbul. Constantinople so knew him as Yavuz—“the Inflexible.” He Ottomans Take Islam’s Holy Cities Mehmed’s grandson, Selim the Grim, came important to went through officers called viziers so Mehmed II? to power in 1512. He was an effective sultan and a great general. In 1514, he defeated the Safavids (suh FAH vihdz) of Persia at the Battle of Chaldiran. Then quickly that the phrase “May you become A. Answer The city controlled many he swept south through Syria and Palestine and into North Africa. At the same time the Sultan’s vizier” came to be under- waterways that kept that Cortez was toppling the Aztec Empire in the Americas, Selim captured Mecca stood as a curse. the Ottoman and Medina, the holiest cities of Islam. Finally he took Cairo, the intellectual cen- Empire divided. ter of the Muslim world. The once-great civilization of Egypt had become just another province in the growing Ottoman Empire. The Muslim World Expands 509 DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Reporting on the Conquest of Constantinople Class Time 30 minutes analysis of military strategy Task Preparing a newscast on the Ottoman capture of Constantinople reports on reactions from Mecca, Baghdad, or other cities Purpose To understand the drama and significance of this historical event stories on human-interest topics Instructions Divide the class into three groups. Each group should plan interviews with people on the scene and present a newscast on the Ottoman conquest of Constantinople. commentaries expressing opinions on the situation Students should use their textbooks as sources of facts, details, and quota- biographies of key leaders tions. Newscasts might include: After each group presents its newscast, have students compare the a summary of the week’s events newscasts for depth, interest, and balance. updates on breaking developments Teacher’s Edition 509 CHAPTER 18 Section 1 Suleyman the Lawgiver The Ottoman Empire didn’t reach its peak size and grandeur until the reign of Selim’s son, Suleyman I (SOO lay mahn). Suleyman came to the throne in 1520 and History Makers ruled for 46 years. His own people called him Suleyman the Lawgiver. He was known in the West, though, as Suleyman the Lawgiver Suleyman the Magnificent. This title was a tribute to the splendor of his court and to his cultural achievements. How well does the United States govern- The Empire Reaches Its Limits Suleyman was a superb ment follow the policies of Suleyman? military leader. He conquered the important European city (It follows most, except it often does not of Belgrade in 1521. The next year, Turkish forces captured balance its budget.) the island of Rhodes in the Mediterranean and now domi- Suleyman’s income of $10 million nated the whole eastern Mediterranean. Suleyman the Lawgiver Applying their immense naval power, the Ottomans cap- a year far outstripped that of his 1494–1566 tured Tripoli on the coast of North Africa. They continued European contemporaries. In the halls of the U.S. Congress are conquering peoples along the North African coastline. World Art and Cultures Transparencies images of some of the greatest Although the Ottomans occupied only the coastal cities of lawgivers of all time. Included in that AT39 Military Campaigns of Suleyman the group are such persons as Thomas North Africa, they managed to control trade routes to the inte- Magnificent: 1529 Siege of Vienna Jefferson, Moses, and Suleyman. rior of the continent. In-Depth Resources: Unit 4 Suleyman’s law code prescribed In 1526, Suleyman advanced into Hungary and Austria, penalties for various criminal acts throwing central Europe into a panic. Suleyman’s armies History Makers: Suleyman, p. 59 and for bureaucratic and financial then pushed to the outskirts of Vienna, Austria. Reigning corruption. He also sought to reduce bribes, did not allow imprisonment from Istanbul, Suleyman had waged war with central without a trial, and rejected promo- Europeans, North Africans, and Central Asians. He had Suleyman the Lawgiver tions that were not based on merit. become the most powerful monarch on earth. Only Charles He also introduced the idea of a V, head of the Hapsburg Empire in Europe, came close to balanced budget for governments. rivaling his power. Critical Thinking What does the third paragraph under Highly Structured Social Organization Binding the RESEARCH LINKS For more on Ottoman Empire together in a workable social structure was this headline imply about the influence Suleyman, go to classzone.com Suleyman’s crowning achievement. The massive empire of the Ottoman Empire in northern required an efficient government structure and social organ- Africa? (Besides controlling the coastal ization. Suleyman created a law code to handle both crimi- cities, they had influence inland.) nal and civil actions. He also simplified the system of How did the devshirme system taxation and reduced government bureaucracy. These changes bettered the daily strengthen the Ottoman Empire? life of almost every citizen and helped earn Suleyman the title of Lawgiver. The sultan’s 20,000 personal slaves staffed the palace bureaucracy. The slaves B. Answer The sul- (by providing an efficient bureaucracy tan had a loyal and by including Christians) were acquired as part of a policy called devshirme (dehv SHEER meh). Under the force that was devshirme system, the sultan’s army drafted boys from the peoples of conquered highly trained and What can you infer about the relation- Christian territories. The army educated them, converted them to Islam, and trained able to run and ship of religion to other activities from them as soldiers. An elite force of 30,000 soldiers known as janissaries was defend his empire. the description of the Mosque of trained to be loyal to the sultan only. Their superb discipline made them the heart Suleyman? (was connected to of the Ottoman war machine. In fact, Christian families sometimes bribed officials Making education and health care) to take their children into the sultan’s service, because the brightest ones could rise Inferences to high government posts or military positions. What were the As a Muslim, Suleyman was required to follow Islamic law. In accordance with advantages of the devshirme system Islamic law, the Ottomans granted freedom of worship to other religious communities, to the sultan? particularly to Christians and Jews. They treated these communities as millets, or nations. They allowed each millet to follow its own religious laws and practices. The head of the millets reported to the sultan and his staff. This system kept conflict among people of the various religions to a minimum. 510 Chapter 18 SKILLBUILDER PRACTICE: CATEGORIZING Organizing Information About Suleyman Class Time 45 minutes As a class, make a list of Suleyman’s accomplishments. Then divide stu- Task Grouping facts about Suleyman’s accomplishments dents into small groups. Have each group organize the accomplishments Purpose To improve skill at organizing information into categories. Compare the categories the groups chose and which facts they placed in each. (Possible Answer: Political—Law code, balanced Instructions Explain that grouping information into categories is a valuable budgets. Military—Controlled eastern Mediterranean and North Africa, skill. Historians categorize data so they can identify patterns more easily. invaded Europe, was most powerful ruler of his time. Culture—Religious Ask students to study the table of contents and determine how this text- tolerance; studied many subjects; art, literature, and architecture book organizes information into chapters. (It uses a mixture of chronology flourished under his rule.) and geography.) Discuss how material would be covered if the book For more practice, have students complete the Skillbuilder Practice activity were organized only by chronology. (Organized only by chronology, each for this section, found in In-Depth Resources: Unit 4. chapter would cover the entire world for one time period.) 510 Chapter 18  Cultural Flowering Suleyman had CHAPTER 18 Section 1 broad interests, which contributed to the cultural achievements of the empire. He found time to study poetry, history, geography, astronomy, mathe- matics, and architecture. He employed The Empire Declines Slowly one of the world’s finest architects, Sinan, who was probably from Critical Thinking C. Possible Albania. Sinan’s masterpiece, the What methods could the Ottomans Answer flowering Mosque of Suleyman, is an immense have used to produce better rulers? of architecture, art, complex topped with domes and half and literature (Possible Answers: hold elections, have domes. It includes four schools, a oldest child inherit the throne, use library, a bath, and a hospital. a lottery) Comparing Art and literature also flourished Which cultural under Suleyman’s rule. This creative Do you think Suleyman was a wise achievements of period was similar to the European ruler? (Yes—He led expansion and cul- Suleyman’s reign ▲ Sinan’s were similar to Renaissance. Painters and poets looked to Persia and Arabia for models. The works Mosque of tural flowering. No—He set a pattern for the European that they produced used these foreign influences to express original Ottoman ideas Suleyman in succession that destroyed the empire.) Renaissance? in the Turkish style. They are excellent examples of cultural blending. Istanbul is the largest mosque In general, what factor caused the in the Ottoman decline of the Ottoman Empire? The Empire Declines Slowly Empire. (weak leadership) Despite Suleyman’s magnificent social and cultural achievements, the Ottoman Empire was losing ground. Suleyman killed his ablest son and drove another into In-Depth Resources: Unit 4 exile. His third son, the incompetent Selim II, inherited the throne. Primary Source: Suleyman the Magnificent, Suleyman set the pattern for later sultans to gain and hold power. It became cus- p. 52 tomary for each new sultan to have his brothers strangled. The sultan would then Literature Selection: from The Bride of keep his sons prisoner in the harem, cutting them off from education or contact Suleiman, p. 56 with the world. This practice produced a long line of weak sultans who eventually brought ruin on the empire. However, the Ottoman Empire continued to influence the world into the early 20th century. SECTION 1 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 1 ASSESSMENT ghazi Ottoman sultan Timur the Lame Mehmed II Suleyman the Lawgiver devshirme janissary Have students work in pairs to answer USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the questions. 2. Which do you consider more 3. By what means did the early 6. EVALUATING DECISIONS Do you think that the Ottomans