Time

Week 1 Lesson 1

Curriculum Links
Historical Knowledge and Understanding Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) Historical Skills Chronology, terms and concepts Sequence historical events, developments and periods (ACHHS148) History questions and research Identify a range of questions about the past to inform a historical inquiry (ACHHS150) {In the know/want to know chart.} Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence (ACHHS153)

Specific Objectives Students will be able to:

Point out on a map the extent of the Ottoman Empire. Describe the 2 old powers (Roman and Persian Empire), which the Ottoman Empire came from. List and briefly explain why the three forces for change on pp110-111 of Retroactive 8 had an impact on the Ottoman Empire.

Teaching and Learning Activities

Motivation/engagement Show 3 different images on p107 Nelson. Ask students where they think these places are. They are ALL part of Ottoman Empire! Introduction Read to class overview on p102 from Nelson. Students read same passage individually.

Resources
Nelson Connect with History 8: photocopy of P107. Handout adapted from Nelson Connect with history p102. Map of Ottoman Empire. Handout about coat of arms. Jacaranda Retroactive 8: photocopy of p110-111. Board and white board.

Assessment
Homework: Create concept map based on p110 heading The Forces for Change. Finish any comprehension questions not completedcollect at next lesson.

K/W chart Write down what they know in K column and what they want to know in W column. Teacher input/handout Discussion of coat of arms Map Look at map of Ottoman empire. Where did it reach? Individual reading Read p110-111 in Retroactive 8. Comprehension questions. Review Review reading p110 as class.

Lesson 2

Historical Knowledge and Understanding Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) Historical Skills Chronology, terms and concepts Sequence historical events, developments and periods (ACHHS148) Analysis and use of sources Identify the origin and purpose of primary and secondary sources (ACHHS152) Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Draw conclusions about the usefulness of sources (ACHHS154) Historical Knowledge and Understanding Significant developments and/or cultural achievements that reflect the power and

List and describe 3 factors in empires ability to establish itself so extensively. Order chronologically important events in establishment of the Ottoman Empire. Discuss and obtain answers from documents about the establishment of the Empire.

Review- Post It! Give students a post-it note as they come in the class to write down a key word/sentence/fact from previous lesson about what they remember. Stick on board and discuss. Review of previous lesson. Class reading P112-113 Retroactive 8 Concept map Take the information from the reading and create a concept map with important points. Timeline Using dates from reading, create timeline as a class on the board. Document study jigsaw exercise Review document study skills. In groups of 4, each examine 1 of 4 sources relating to establishment of Ottoman empire. Share with experts of each source, then with group.

Post it notes Jacaranda Retroactive 8: photocopy of p112-113. Pens and paper Whiteboard and markers. Source study handout. Jigsaw template. Document study skills handout.

Collect concept maps and comprehension questions from homework of previous lesson.

Homework: (would depend on ability of class and resourceswould they have computers at home?) Go home and research 1 other important date to add to timelinewithin same time period that has been discussed in class. Jot down a few notes as to why it is important.

Lesson 3

Recount the capture of Constantinople. Identify the important

Motivation/engagement Who has heard of Istanbul? Show picture and on map. Used to be Constantinople. Review previous lesson

Map of Turkey (with Istanbul marked). Pp116-118 of Nelson:

Discuss dates from previous class. Collect notes on new added date.

influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055) Historical Skills Analysis and use of sources Draw conclusions about the usefulness of sources (ACHHS154) Explanation and communication Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) Perspectives and Interpretations Identify and describe points of

individuals in the capture of Constantinople. Explain why the capture of Constantinople was such an major event in Ottoman history.

Share some ideas about timeline. Reading passage Read pp116-118. Discuss the question Why was the takeover of Constantinople seen as a fall on one side but as a liberation on the other? Snowball activity Everybody write something they have learnt about fall of Constantinople on blank piece of paper. Crumple up and begin snowball fight. When finished, each student picks up piece of paper and reads fact. Discuss. Newspaper article Look at newspaper format- headings, pictures, and captions. Students to write a short article as if they were at the fall of Constantinople. Use facts from research activity and snowball activity. Give students a newspaper template to fill out.

Connecting With History. Blank paper and pens. Newspaper article as example. Newspaper template.

Homework: Finish newspaper article.

view, attitudes and values in primary and secondary sources (ACHHS155) Lesson 4 Historical Knowledge and Understanding The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009) Historical Skills Chronology, terms and concepts Use historical terms and concepts (ACHHS149) Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Perspectives and Interpretations Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155) Week 2 Describe the features the different social classes in the Ottoman Empire. Outline the role and rank of each of these groups. Describe the role of women in society. Motivation/Hook Social classes on pieces of cardboard on board. Students discuss as class how they think they should be organised. Jigsaw activity In groups of 4, students each assigned a social class to become an expert on. Students use books and internet to find information. Share with class in jigsaw method. Think Pair Share Distribute handout about women in Ottoman society. Discuss statement- were women powerful or powerless? Talk in pair, share with class. Mini debate Divide students according to their view on the matter- argue for powerless or powerful. Diagram Based on information from text, create mind map of how different social classes/ groups linked together. Whiteboard Markers Card of each social class. Blue tack. Jigsaw grid fill in. Computers/lap tops with internet access. Handout about women in Ottoman empire. Collect newspaper articles from previous lesson

Homework: Finish diagram.

Lesson 5

Historical Knowledge and Understanding The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009) Historical skills Historical questions and research Identify a range of questions about the past to inform a historical inquiry (ACHHS150) Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Explanation and communication Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

Develop questions about daily life in the Ottoman Empire. Describe features of six aspects of daily life in the Ottoman Empire: food, occupations, marriages, religious life, bazaars and coffee houses. Summarise reading and use these notes to write paragraphs.

Question development Students have time to develop some questions about what they want to learn and know about from each section. Use K/W chart for each feature. Reading activity In groups of 4-5, each group of students reads a passage about aspect of daily life i.e. marriage, religion. Jot down major points. Journalist activity Expert group of students on one subject come to front of the class- students ask their questions they developed earlier to the group, write down answers. Write up Students need to write a summary paragraph based on responses for each aspect. Extension Research want to know questions that couldnt be answered.

K/W template for 6 aspects. Reading passages on 6 different topics. Pens and paper. Extension: Books/internet access.

Collect diagram from previous lesson Homework: Finish writing up paragraphs for each response.

Lesson 6

Historical Knowledge and Understanding The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009) Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055) Historical skills Chronology, terms and concepts Use historical terms and concepts (ACHHS149) Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence

Outline whom the architect Sinan was. Identify key features of Ottoman architecture, in particular Suleiman and Selimye mosque. Describe housing of different social classes in Ottoman Empire.

Motivation/Introduction Show students this website on projector- 3D tour of Suleiman mosque. Show how to use. Students can then explore themselves. http://www.3dmekanlar.com/en/big-selimiyemosque-2.html Class discussion What were features you noticed? Brainstorm on board. Handout and questions Profile on Sinan the architect. Answer comprehension Qs. Teacher input Powerpoint visually outlining features of Ottoman Empire architecture incl. minarets, domes, porticos, collanades, decoration. Handout Read about every day housing for people in Ottoman Empire. Source analysis Look at pictures of housing what features do you notice? Contrast with images of mosques and architecture seen earlier. Discuss as class.

Computer and projector Computer lab/laptop access http://www.3dmek anlar.com/en/bigselimiye-mosque2.html Profile handout on Suleiman and question sheet. Powerpoint. Housing reading passage. Source sheet.

Homework: Homework: Design own building using traditional features talked about- label features.

(ACHHS153) Explanation and communication Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) Historical Knowledge and Understanding Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) Historical Skills Historical questions and research Identify and locate relevant sources, using ICT and other methods (ACHHS151) Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Explanation and communication Develop texts, particularly

Lesson 7

List some art forms that were popular in the Ottoman empire. List some of these art forms distinctive features. Describe influences on the type of art found in Ottoman society.

Review/engagement: Link up activity Get one student to mention one thing they remember from the class. The student to their right needs to think of something that links with the last comment. Continue until topic exhausted or all students had a turn. Introduction- Slideshow. Show images of Ottoman Empire art, including calligraphy, painting, mosaics, ceramics, metal work, weaving. Teacher input Explanation about artistic styles of the time. Distribute handout with notes. Class reading Read passage together as a class about the influences on art in Ottoman Empire. What countries influenced? Research activity Students choose an art type and find an image showing an example of Ottoman Empire art. In a computer document, students should copy in image (reference correctly!) and write a paragraph answering briefly why they chose the

Slideshow of images. Artistic style handout. Influences on Ottoman art reading (based on p125 Retroactive). Computer lab/laptops. Printer.

Collect Ottoman architecture designs.

descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)

image, write some of the features that make it recognisable as of the Ottoman Empire and list where influences may have come from (refer to handouts if necessary). Print out page. In small groups, present your image. Explain challenges in establishing a system of law in the Ottoman Empire. Describe how these were remedied. Define shariah and kanuns. Describe the difference between these and how these interacted. Reading passage In groups, read 3 challenges p118 Retroactive. Predict solutions- what could Ottoman Empire do? Share with class. Give the students handout (based on same page) containing the solutions. Document study Handout about shariah and kanuns, including documents. Answer Qs. (P118) Inside/outside circle Give students time to think and write about something they have learnt about Ottoman Empire law. Students form 2 circles, one inside the other so two students are facing each other. Each student tells each other their fact, each write down the others on piece of paper (encourage different facts). Inside circle moves one to right. Again share facts and write down. By end of activity, each student should have a list of notes. Engagement/introduction What are these 3 symbols? cross, star of David, crescent and star. Stick on board. Teacher input- slideshow. Policy of religious tolerance. What was Empires 3 religious symbols. Blue tack and whiteboard. Power point on religion in Homework: Write 2 paragraphs about the side of the debate you agree with and P118 Retroactive handout. Document study handout. Paper and pens.

Lesson 8

Historical Knowledge and Understanding The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009) Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054) The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055) (??)

Week 3 Lesson 9

Historical Knowledge and Understanding Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)

Explain the Empires attitude towards religion. List some of the restrictions placed on non-Muslims.

Historical Skills Chronology, terms and concepts Use historical terms and concepts (ACHHS149) Perspectives and Interpretations Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155) Explanation and communication Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

Define and explain the purpose of devshirme. Define and explain the purpose of the millet system

attitude towards religion? Pair activity In pairs, one student will read about devshirme, one will read about millet system. Then explain concept to one another. Take notes. Review as class, add to notes. Class discussion/board work In two columns, write ways in which the Empire was tolerant and in what ways was it restrictive? How do you think Jewish and Christian people felt about these policies? Graffiti board Each group gets A3 paper with topic on it related to religious tolerance. Write all they can remember, and then rotate to next group- add information to new A3 paper than comes to you. Casual debate- allow people to keep religion/not? Divide students in two groups. Students have time as group to write down notes on one side of the debate Is it better to let conquered people keep religion or not? What are benefits to allowing them to continue with their religious beliefs, what are the negatives?

Ottoman Empire. Reading on devshirme. Reading on millet system. A3 paper with topics.

why- was it a good idea for Ottomans to let conquered people keep religion?

Lesson 10: Oral assessment- see assessment overview for details Historical Knowledge and Lesson Explain how the Understanding 11 political system was The way of life in the Ottoman structed in the Empire (social, cultural, Ottoman Empire?

Motivation/engagement Show picture of sultan- what do you think he does? Show picture of vizier- what do you think he

2 images Reading passage about political

Collect homework from previous lesson.

economic and political features) and the roles and relationships of different groups in society (ACDSEH009) The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055) Historical Skills Chronology, terms and concepts Use historical terms and concepts (ACHHS149) Explanation and communication Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)

Define the following groups of people: sultan, diwan, grand vizier, aga of janissaries, beylerbey, sanja. Describe the roles of these people.

does? Dictogloss activity Students listen to teachers reading of text about political system. Students solely listen and focus on meaning. Text read aloud again and students required to write down key words and phrases. Students should compare notes with partner, adding and clarifying information. Pair with another pair and pool notes again. Definition exercise Students draw term out of envelope. Get into groups with those with like terms. Discuss in groups your role. Then mix with those with other roles and try to form a government system. Concept map Map structure out on paper. Hot seat activity Students divided into 3 teams. Each nominate one person to come and sit with their back to the whiteboard. Write one of the terms learnt on the board i.e. diwan, vizier etc Their team mates have to describe to them without using the term. First to guess wins point for team. Introduction Write Suleiman the just, the lawgiver, the magnificent and the conqueror on the board. Brainstorm what type of person this person would be. Document study

structure. Slips of paper with roles. Paper and pens. Whiteboard and markers.

Lesson 12

Historical Knowledge and Understanding The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman

Describe who Suleiman the Magnificent was. Identify areas of his influence in Ottoman society. Explain why

White board and markers. Document study Pp 125-127 photocopied from Nelson:

Homework: finish interview questions.

Empire (ACDSEH055) Historical Skills Chronology, terms and concepts Use historical terms and concepts (ACHHS149) Historical questions and research Identify a range of questions about the past to inform a historical inquiry (ACHHS150) Analysis and use of sources Identify the origin and purpose of primary and secondary sources (ACHHS152)

Suleiman was called the just, the lawgiver, the magnificent and the conqueror.

Compare and contrast images of Suleiman. Reading comprehension Read pp125-127 of Nelson and answer Qs. Review Revisit the just, the lawgiver, the magnificent and the conqueror on the board. Now with the information from reading, fill in 4 columns about why Suleiman was called each of these things. Placemat As a group, write down on an A3 piece of paper as many things about Suleiman as you can remember. Interview Students pretend they must interview Suleiman the magnificent. What questions would you ask him? Write 10 questions that you could ask him.

Connect With History. 4 column fill out sheet. A3 paper and pens.

Lesson 13

Historical Knowledge and Understanding The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009) Significant developments and/or cultural achievements that reflect the power and

Explain importance of trade to the Ottoman Empires economy. List some of the products that were traded. Locate on a map where the products came from.

Introduction/engagement Show pictures of salt, gold and rubies. What do these have in common? Class brainstorm. Research activity Go online and find out what major items of trade were in the Ottoman Empire. Identify points on a world map and write what was traded from that place. Map activity Compare own map with map on p119 of Nelson. How similar?

Pictures of salt, gold and rubies. Computer lab/ laptop access. Pictures of world maps. Map from p119 Nelson. Tariff information handout. Whiteboard

influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) Historical skills Historical questions and research Identify and locate relevant sources, using ICT and other methods (ACHHS151) Analysis and use of sources Locate, compare, select and use information from a range of sources as evidence (ACHHS153) Draw conclusions about the usefulness of sources (ACHHS154) Explanation and communication Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

and markers. Reading Handout about tariff system. Class brainstorm Consider the question Why was knowledge the most valuable item carried around the empire?