Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
The Impact of Technology on the Ottoman Empire’s Expansion
Nicholas Baker and Ryan Borden
Virginia Tech Blacksburg, VA
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Attachment A: PowerPoint with pictures of Constantinople for Just Do It Activity/Along with
questions and directions.
Attachment B: Rubric for Just Do It Activity
Attachment C: The Ottoman Empire Expansion PowerPoint Presentation
Attachment D: Worksheet for Map Activity
Attachment E: Rubric for Map Activity
Attachment F: Directions and Questions for Fishbowl/Think Pair Share Activity
Attachment G: Rubric for Fishbowl/Think Pair Share Activity
Attachment H: Directions and Terms needed for Visual Poster Activity
Attachment I: Rubric for Visual Poster
Attachment J: Copied text from World History Human Legacy. 2008 Pgs. 497-504
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Title: The Impact of Technology on the Ottoman Empire’s Expansion
Lesson Author: Nicholas R. Baker and Ryan Borden
Key Words: The Ottoman Empire, Osman I, Mehmed II or Mehmed The
Conqueror, Constantinople, Istanbul, Byzantine Empire, Cannons,
Janissaries, Ghazis, Millets, Dome, Suleyman I, Safavid Empire, Battle of
Chaldiran, Seljuk Turk Empire, Sultan, 1453 Fall of Constantinople, Sinan.
Grade Level: 10-12
Time Allotted: 1hr 45 minutes (1 block)
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
Our topic is of great importance because it had a significant impact on the
geopolitical landscape of the world. Asia Minor and the Ottoman Empire
were greatly impacted as a whole by technological changes related to the
Ottoman Empires expansion. It also covers certain sections of the SOL that
will be covered later in the lesson plan.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson will take place during the discussion on various Asian Empires. This
discussion would likely take place when introducing the Ottoman Empire after discussing
the Mughal Empire last class.
Key Concept(s) include definition:
The Ottoman Empire: Formed under Osman I who became the empire’s
first sultan. Osman I essentially united the nomadic tribe of the ghazis and
formed the foundation of the Ottoman Empire. The term Ottoman was
given by Westerners that represented the descendants of Osman I.
Osman I: First sultan of the Ottoman Empire that united the nomadic
ghazi tribes. Osman I essentially founded the Ottoman Empire.
Mehmed II or Mehmed The Conqueror: Mehmed II was a prominent
sultan who was responsible for defeating Constantinople (the capital for
eastern Christianity) and eradicating the Byzantine Empire. Mehmed
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
became known as Mehmed the Conqueror after his defeat of the Byzantine
Empire. Mehmed II used canons to batter the cities wall for two months.
This was a major technological achievement that was utilized by the
Byzantine Empire. Mehmed was also responsible for essentially rebuilding
Constantinople into an Islamic city known as Istanbul.
Constantinople/Istanbul: Constantinople was the capital of the
Byzantine Empire. Constantinople was a major trade hub between the
Mediterranean Sea and Black Sea. The city of Constantinople fell in 1453
when Ottoman Forces conquered the city. The city was rebuilt into an
Islamic city known as Istanbul.
Byzantine Empire: The Byzantine Empire was essentially the Eastern
Roman Empire.
Cannons: Cannons are massive weapons that were designed to take out
heavily fortified cities and cause massive damage on enemy combatants.
Janissaries: Captured Christian boys taken from conquered areas to serve
as the sultans bodyguard/ personal troops. Noted for their use of
gunpowder weapons.
Ghazis: Nomadic people who were considered the “Warriors for Islam.”
Millets: Religious communities that were formed for non-Muslims. They
were able to follow their own laws and chose their own leader.
Suleyman I: Naval expansion of the Ottoman Empire. Carried out many
domestic reforms, reformed tax systems, and etc. He ruled at the height of
the Ottoman Empire. The Ottoman Empire expanded into Syria, Egypt,
North Africa, and conquered Mecca and Medina.
Safavid Empire: Persian based empire that originated in Iran. The
Safavid Empire was defeated due to the Battle of Chaldiran where the
Ottoman Empire wiped them out.
Battle of Chaldiran: This battle essentially led to the defeat of the
Safavid Empire by the Ottoman Empire.
Seljuk Turk Empire: Existed prior to the Ottoman Empire. Turkey split
up and created independent states.
Sultan: or leader/ruler.
1453 Fall of Constantinople: Important event that saw the demise of
the Byzantine Empire by the Ottoman Empire ruled by Mehmed II. The
siege of Constantinople took place over a two month period between April
and May of 1453. Landmark siege that saw the use of the cannon to take
out Constantinople’s land walls.
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Sinan: designer of the Mosque of Suleyman I. He invented technological
achievements in architecture by combining the dome with rectangular
structure buildings.
Asia Minor: General region that the Ottoman Empire originated in.
Modern day area of Turkey.
Venetian Empire: Helped the Ottoman Empire conquer the Byzantine
Empire during the Fall of Constantinople in 1453. The Venetian Empire
essentially was dominant over the sea during the battle using Greek Fire
for one of the first times in history.
Greek Fire: is a device that the Venetian Naval force placed on the bow of
their ships. Some sort of flammable material was launched from this device
and then they would set this material on fire. Essentially, modern day
flame thrower.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme VIII: Science, Technology,
and Society
(a)
Science, and its practical application, technology, have had a
major influence on social and cultural change, and on the ways
people interact with the world. Scientific advances and technology
have influenced life over the centuries, and modern life, as we
know it, would be impossible without technology and the science
that supports it
Explanation: The Ottoman Empire’s use of military technology
greatly impacted their ability to expand so fast and efficiently over
time. These military technological advances such as the invention
of the use and invention of the cannon used by Mehmed II to take
out cities fortified by massive walls that surround the city. The
technological advance and application of the cannon essentially
was one of the major factors that led to the expansion of the
Ottoman Empire. The Ottoman Empires expansion and eventual
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
conquest of Constantinople significantly altered the entire Asia
Minor region, North Africa, and various other territories that were
conquered by the Ottoman Empire.
(b)
There are many questions about the role that science and
technology play in our lives and in our cultures. What can we learn
from the past about how new technologies result in broader social
change, some of which is unanticipated? Is new technology always
better than that which it replaces? How can we cope with the
ever-increasing pace of change, perhaps even the concern that
technology might get out of control? How can we manage
technology so that the greatest numbers of people benefit? How
can we preserve fundamental values and beliefs in a world that is
rapidly becoming one technology-linked village? How do science
and technology affect our sense of self and morality? How are
disparate cultures, geographically separated but impacted by
global events, brought together by the technology that informs us
about events, and offered hope by the science that may alleviate
global problems (e.g., the spread of AIDS)? How can gaps in
access to benefits of science and technology be bridged?
Explanation: For this lesson we are tying changes in technology
to territorial expansion. The Ottoman Empire was able to use
advances in gunpowder technology to expand their territories and
alter the balance of power throughout the entire region of Asia
Minor, North Africa, and the Arabian region. The balance of power
in these areas were greatly affected by the Ottoman Empire and
its technological advances.
SOL*: World History & Geography 1500 – Present
STANDARD WHII.5a
The student will demonstrate knowledge of the status and impact
of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by
a) describing the location and development of the Ottoman Empire. STANDARD WHII.5a
The student will demonstrate knowledge of the status and impact
of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by
a) describing the location and development of the Ottoman Empire.
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Essential Knowledge
Essential Skills
(minimum for SOL Resource Guide)
Original location of the Ottoman
Empire
• Asia Minor
Expansion and extent
of the Ottoman Empire
• Southwest Asia
• Southeastern Europe, Balkan
Peninsula
• North Africa
(minimum for SOL Resource Guide)
Use maps, globes, artifacts, and
pictures to analyze the physical and
cultural landscapes of the world and
to interpret the past. (WHII.1b)
Identify and compare contemporary
political boundaries with the
locations of civilizations, empires,
and kingdoms. (WHII.1d)
Development of the Ottoman Empire
• Capital at Constantinople renamed
Istanbul
• Islamic religion as a unifying force
that accepted other religions
• Trade in coffee and ceramics
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
The day’s big question: How did the various technological
advancements contribute to the expansion of the Ottoman
Empire?
(Sub-Question: In what ways did technological advancements
contribute to the expansion of the Ottoman Empire? How did this
alter the entire region?)
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Students will be able to analyze and study the Fall of Constantinople in relation to their
knowledge of key terms and ideas related to the expansion of the Ottoman Empire and how it
was able to expand using technological advances in military tactics and the introduction of
gunpowder weaponry.
Obj. 2 Students will be able to map important locations within the Ottoman Empire and will be
able to map its expansion.
Obj. 3 Students will be able to analyze, summarize, and construct a poster using historical
evidence to illustrate how the Ottoman Empire was able to expand using technological advances
during the time period.
(Assessment): By the end of the lesson students will be able to analyze
and determine the progression and impact of technology specifically
gunpowder weaponry such as the musket and cannon on the rapid
effective massive expansion of the Ottoman Empire.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Just Do It Activity: Visual discovery responding to
a question through written assessment. Understanding monitored
through instructors proximity control. This activity is where
students will look at two pictures of Constantinople and list
several issues that an invading force would have to take the city
and explain why the city was strategically located between the
Mediterranean Sea and the Black Sea. As a class the instructor will
discuss with students what they came up with during the Just Do
It Activity.
Assessment 2. Mapping Activity. Students will map important
locations such as Asia Minor, Turkey, Constantinople/Istanbul,
the Mediterranean Sea, the Black Sea, the Byzantine Empire, the
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Safavid Empire, and etc. Students will map the expansion of the
Ottoman Empire under the three sultans Osman I, Mehmed II,
and Suleyman I.
Assessment 3. Think Pair Share and Fishbowl Discussion: I want
students to discuss how Mehmed II was able to expand and
conquer the Byzantine Empire using the technological advances of
gunpowder weaponry. During this activity I want students to
analyze why gunpowder weaponry is important and how it ties to
the expansion of the Ottoman Empire and its impact on the
Empire as a whole.
Assessment 4. Wrap Up: Students will be able to creatively
summarize the lessons major points by building and creating a
poster illustrating how the use of gunpowder weapons such as
muskets and Mehmed’s cannons, architecture, and various
technological advances had a significant impact on the Ottoman
Empire and its ability to expand. Emphasis will be on students’
knowledge and application of key terms discussed during lecture
such as Janissaries, Ghazis, Millets, and etc.
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Materials: Historical
Source(s): List here and include copies
in materials section below
Additional
Materials/Resources: List here and
include copies in materials section- textbooks
etc page numbers, websites etc
Images for Ottoman Empire PowerPoint including map from map activated retrieved from
Google Images
Ramirez, S., Stearns, P., and Wineburg, S., World History Human Legacy Teachers Edition. Holt
Rinehart Winston 2008 Pgs.: 497-504
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
The Hook: The instructor presents several pictures of Constantinople and has students
describe and explain several issues that a military force would come across when
invading a city. This will help students to realize the importance later on during the
lesson on the use of gunpowder weaponry.
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Time Allotment: 5 minutes
Instructors will monitor
students and provide
guidance if necessary. (See
Attachment B) Instructors will
ask students to turn in their
responses at the end of the
activity.
Instructor starts PowerPoint slideshow with
several pictures of Constantinople. (See
Just do it. Attachment A) Instructor will ask students
to take out a piece of notebook paper and
a pencil or pen to answer the following
question, “What possible issues would an
invading force encounter when trying to
conquer the city of Constantinople?”
Instructor will introduce the topic of the day as well as the big questions
Transition: and the learning objectives. Instructor will then start PowerPoint slideshow
presentation. Time Allotment 5-10 minutes (See Attachment C)
Time Allotment: 10-20 minutes
Instructor will walk around
the room and make sure that
students are on task and that
To ensure students will achieve or grasp
they complete their
Objective objective one instructor will facilitate a
worksheet. Instructor will ask
#1
map activity after introducing the ghazis,
the Ottomans, and Osman I. Instructor will them to turn in their activity
at the end of the activity.
hand out the map activity worksheet and
(See Attachment E)
have students answer the questions that
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
the worksheet asks. (See Attachments D)
Transition:
The instructor will continue the PowerPoint presentation and complete the
entire presentation/lecture. Time Allotment: 20-30 minutes
Time Allotment: 10-15 minutes
Objective
#2
To ensure students will achieve or grasp
objective two the instructor will facilitate a
fishbowl/think pair share activity with
students. The instructor will ask students
to discuss and answer questions on how
Mehmed II was able to expand and
conquer the Byzantine Empire using the
technological advances of gunpowder
weaponry. During this activity the
instructor will want students to analyze
why gunpowder weaponry is important and
how it ties to the expansion of the
Ottoman Empire and its impact on the
Empire as a whole. (See Attachment F)
Instructors will then engage students in a
fishbowl discussion activity where students
will discuss how the invention of new
technologies impacted the Ottoman
Empire’s ability to expand so rapidly and
effectively. Students will discuss as a class
the two questions on worksheet. (See
Attachment F)
Instructors will guide and
observe students and
facilitate the overall group
discussion. Students will turn
in their think pair share
responses after the activity.
(See Attachment G)
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
(Covers Objectives #3 and 4):
Time Allotment: 10-15 minutes
Instructors will ask students to be able to creatively summarize the lessons major points
by building and creating a poster illustrating how the use of gunpowder weapons such
as muskets and Mehmed’s cannons, architecture, and various technological advances
had a significant impact on the Ottoman Empire and its ability to expand. Emphasis will
be on students’ knowledge and application of key terms discussed during lecture such
as Janissaries, Ghazis, Millets, and etc. (See Attachment H and I)
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
 Differential Instruction by taking into account the learning process, learning modalities,
critical literacy levels, and critical thinking abilities.
 Multiple types of activities adhering to different learning modalities (Visual, Body
Kinsthetic, Auditory, and Written).
 Instructors will provide scaffolding through the Just Do It Activity and Fishbowl Activity.
 Instructors will promote critical literacy and thinking skills
 See Case Manager for Student (s)
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Running Head: The Impact of Technology on the Ottoman Empire’s Expansion
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
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