The Ottoman
Empire
Level One Individuals and
Societies
Mr. Pentzak
Spring 2015
Pre-test 4/29 & 4/30
1.
2.
3.
4.
5.
What was the capital city of the
Ottoman Empire? What was it called
before they captured the city?
When was the Ottoman Empire
founded? When did it end?
How many modern-day countries were
once ruled by the Ottomans?
What was the main religion of the
empire?
What is a sultan?
Pre-test continued
6.
7.
8.
9.
10.
11.
What is a caliph?
Which sultan was considered to be “The
Magnificent” and what were two things
he accomplished?
What was the sultanate of women?
What is a Divan, and what is its purpose?
What title is given to the sultan’s top
advisor?
During WWI, which side did the
Ottomans fight for?
You have TWO assignments!
Homework 4/29 & 4/30

Do fives trials of the Middle East drag and drop game.
Record scores & average error and bring it to class.
http://www.sheppardsoftware.com/middle-east_G2_drag-drop.html

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Study Vocabulary List Nine & make flashcards:
Pilgrimage
Revolution
Tenets
Crusade
Sultan
Caliph
Mosque
Muhammad (the prophet)
Jesus (of Nazareth)
Abraham (the patriarch)
Vocab List Nine Definitions
1.
2.
3.
Pilgrimage-a journey,
especially a long
one, made to some
sacred place as an
act of religious
devotion
Revolution- a sudden,
extreme, or complete
change in the way
people live, work,
etc.
Tenets- a principle or
belief, especially one
of the main principles
of a religion or
philosophy.
4.
5.
6.
Crusade-any one of the
wars that European
Christian countries
fought against Muslims
to retake the Holy land
during the 11th, 12th,
and 13th centuries
Sultan-a king or ruler of
a Muslim state or
country
Caliph-the chief Muslim
civil and religious ruler,
regarded as the
successor of
Muhammad.
Vocab List Nine Definitions
7.
8.
Mosque- a Muslim
place of worship.
Abraham- an Old
Testament patriarch
regarded by Jews as
the founder of the
Hebrew people
through his son Isaac
and by Muslims as the
founder of the Arab
peoples through his
son Ishmael
9.
10.
Jesus- A Jewish
teacher and prophet
whose life and
teachings form the
basis of Christianity.
Muhammad- An
Arab prophet
regarded as the
founder of Islam or
the restorer of the
monotheistic religion
of Abraham
Vocab Alive




Pilgrimage-a journey,
especially a long one, made
to some sacred place as an
act of religious devotion
Revolution- a sudden,
extreme, or complete
change in the way people
live, work, etc.
Tenets- a principle or belief,
especially one of the main
principles of a religion or
philosophy.
Crusade-any one of the wars
that European Christian
countries fought against
Muslims to retake the Holy
land during the 11th, 12th,
and 13th centuries
 Sultan-a
king or
ruler of a Muslim
state or country
 Caliph-the chief
Muslim civil and
religious ruler,
regarded as the
successor of
Muhammad.
 Mosque- a Muslim
place of worship.

1.
2.
3.
On the front,
please respond to
the following
questions:
What is your
favorite icecream flavor?
Come up with
three adjectives
for your flavor
Why is it the best
flavor? If
someone has
never tried it,
what would you
tell them to
persuade them
to try it?
Take out a blank
sheet of paper
On the back,
number your paper
one through ten
What is this?
What symbols or images can you recognize? Come up with ten associations
 Before
we get
into the details of
the Ottoman
Empire, we need
to get some
background
 The Ottoman
Empire occupied
the land that
birthed three
major religions,
and citizens of
their empire
followed diverse
faiths
The “Big Three”
Monotheistic
Religions

Also known as the
“Abrahamic Religions”




Judaism
Christianity
Islam
Over 50% of the world’s
population belong to one
of these three religions
Judaism, Christianity, and
Islam
Similarities






Trace founder back to
Abraham
All worship the same
god
Originate in the
Middle East
Moral codes and laws
Holyland
All have different sects
within their religion
Differences
 View
of Jesus Christ
 Specific teachings
in their scriptures
 Holidays
 Dietary restrictions
 Rituals (prayer,
conversion,
celebrations)
 Sabbath day
Judaism

14 million believers- Jews/Hebrews




God is “Yahweh” or “Elohim” or “Jehovah”
Approximately 4,000 years old
Abraham is the first Jew (c. 1800 BCE)







Non-evangelical, born into religion, few converts
From Ur in Mesopotamia
Two sons, Isaac and Ishmael
Isaac’s line- Jews and eventually Jesus
Ishmael’s line- Muslims and eventually Muhammad
Torah is their main religious text, written between
1200-400 BCE
Abraham’s grandson Jacob led family into Egypt,
later Jews would be enslaved.
Moses & Ten Commandments
Christianity


2.4 Billion believers-Christians
Based on the teachings of Jesus (4BCE-30CE)





Holy Trinity-Father (God), Son (Jesus), and holy spirit
all one and the same
Main Sects (Catholicism, Orthodox, Protestant)
Bible main religious text, two testaments



Immaculate conception, son of God
Human and divine
Old Testament before Jesus (The Torah/Pentauch)
New Testament is after Jesus (written between 60-90
CE)
Constantine spreads Christianity throughout Roman
Empire
Islam
 1.6
Billion believers-Moslems/Muslims
 God is called “Allah”
 Based on the teachings of the Prophet
Muhammad (c. 570 CE- 632 CE)
 Holy text is called the Quran or Koran

Must be written in Arabic to be called a
Quran, translations are called “Message of
the Quran”
 Main
groups Sunni (~80%) and Shia (~20%)
Bell Ringer 5/1 & 5/4
 What
are the “Big Three” Monotheistic
religions or the three Abrahamic religions?
 Which one is the oldest? The newest?
 Name at least two things all the
Abrahamic religions have in common
 Name at least one thing that is
different/unique about each one
Homework 5/1 & 5/4
 Complete
a three-way venn diagram of
the Abrahamic Religions (Judaism,
Christianity, and Islam)



Include clear labels
Include AT LEAST TWO RELEVANT items in
each section
It must be neat and look nice enough to
hang up in my room!
Include two items per section
Three-Way Venn Diagram of the
Abrahamic Religions
Christianity
Judaism
Islam
https://www.youtube.com/watch?v=0Mt6PjKmESU
Play until 21:50
The Five Pillars of Islam
 The
five pillars of Islam
give the basic outline
of how to live as a
Muslim. Faith in onetrue God (Allah),
prayer, fasting, charity,
and pilgrimage
①
②
③
④
⑤
Shahada
Salat
Sawm
Zakat
Hajj
Shahada
 “Declaration
of Faith” or bearing witness
to the one true God and his messenger
Salat
 “Daily
Prayer” Stop and contemplate
God five times a day
 Pray facing Mecca
1.
2.
3.
4.
5.
Fajr- dawn/sunrise
Zuhr- afternoon
Asr- evening
Maghrib- After sunset/dusk
Isha- dusk until dawn
Sawm
 “Fasting”
or not eating or drinking while
the sun is up during the 9th month of the
Muslim calendar called Ramadan




Feasting and prayer at night
Exceptions: elderly, sick, pregnant, children
Also, no smoking, perfume (sometimes
cursing)
Meant to purify/cleanse the body
Zakat
 “Alms
Giving” or charity. Muslims are
expected to donate a portion of their
wealth of what is left over. In modern
Muslim countries the figure is typically
around 2.5%
Hajj
 “Pilgrimage”
all able-bodied Muslims must
go to Mecca and circumvent (circle
around) the Kaaba seven times

Wear simple garments- all are equal in the
eyes of Allah and all Muslims are brothers
Graphic Organizer of the Five
Pillars of Islam




Create a graphic organizer (in any format: a
tree, a spider web, a rainbow, a soccer ball,
whatever) that displays the five pillars of Islam
You need to include: the Arabic word, the
English translation, and a relevant picture or
illustration
These must be neat, free from
spelling/grammar errors, and colorful
Must be on paper, counts as a quiz grade
Bell Ringer 5/5 & 5/6
 Name
as many of the five pillars of Islam
as you can WITHOUT looking at your
notes.
 Which Vocab List Four word best
describes what the five pillars of Islam
are?
 Are there any pillars that you can make
connections to any other religions we
have studied?
Spread of Islam
 Muhammad
preaches after receiving his
revelation and much of the Arabian
Peninsula becomes Muslim by the time of
his death
 After his death, his successors spread the
faith and a series of military conquests
further spreads Islam
 Much of the Byzantine Empire (Eastern
Roman Empire) falls to Muslim conquerors,
north Africa into the Iberian Peninsula,
and into modern day Iran and Iraq
Caliphates
 After
the death of Muhammad, who would
become the leader of the Muslim faith?
 A Caliph is the religious leader or successor of
Muhammad


Sunni’s believe caliph should be elected
Shia’s believe caliph should be related to
Muhammad
 Four

Main Caliphates
Rashidun (632-661 CE), Umayyad (661-750 CE),
Abbasid (750-1258), Ottoman (1517-1924 CE)
Spread of Islam
Ottoman Origins
A
mercenary was granted a small piece
of land on the Anatolian peninsula in
exchange for military service
 His son Osman I conquered lands around
the land grant, establishing the Ottoman
Empire in 1299 CE
 Explosive growth and expansion follows,
mostly at the expense of the Byzantines
Ottoman Origins continued
 Spread
their influence into Eastern Europe
and the Middle East
 Were able to defend off attacks from
crusading armies and win key victories
 Conquered Constantinople in 1453,
renamed Istanbul and establish it as their
capital city
Reflect…
What are
advantages/disadvantages
of either style?
<European
Ottoman>
Military
 Often
considered to be the superior military
power of the Mediterranean region
 Maintained a large standing army
 Naval power
 Fast, lightweight units
 Mercenary troops, captive soldiers,
conscription (Azabs)
 One of the first to use cannons, guns, and
established an Air Force in 1909
Elite Troops
 Sipahi
 Calvary,
swords,
lances, bows, axes,
maces
 Ethnic Turks
 Given land in
exchange for service
 Led charges in
battle, distract
enemy from infantry
units
Elite Troops
 Janissaries




Infantry, bows/small
blades; then guns
Sultans bodyguards
and seen as battlewinners
Slaves, but were
paid, could marry,
retire and receive
pensions
Christians, European,
ethnically Serbs,
Ukrainian, Greek
Bell Ringer 5/7 & 5/8
 Based
on the previous lecture material,
please answer the following questions.



How were Europeans dressed for battle?
How were Ottomans dressed for battle?
What are the advantages/disadvantages
of each style?
Moscow: 55°N, 37°E
Rome: 43°N, 12°E
Jerusalem: 31°N, 35°E
Major Battles Jigsaw Activity
Directions:
1.
You will download a blank map from my website.
2.
You will then be assigned a number: either 1, 2, 3, or 4
3.
Download the worksheet that matches your number
4.
Find a partner that has the information you need from
either Column A or Column B
5.
Column A has coordinates, but no descriptions.
Column B has descriptions, but no coordinates (fill in
the missing information from your partner’s worksheet
then switch)
6.
Each numbered coordinate will match it’s numbered
description
7.
Plot and label each battle on the map you
downloaded.
8.
Save and send to me: joseph_pentzak@iss.k12.nc.us
Current Event Article
 Go
to my website
 There is a new tab for “Links for Current
Events”
 Choose any of those websites and find an
article about something going on in any
country that was once previously ruled by
the Ottoman Empire
 Copy the link, and type two paragraphs:
One should be a summary (who, what,
where, when, why) and another on the
significance (why it’s important/why we
should care)
Women in the Ottoman
Empire
 Ottoman

What do you think the role of women would
have been like?
 The




Empire was Islamic
Qur'an says:
Women are equal to men
Women should be educated
Women can refuse a potential husband
and seek divorce
Women can own and inherit property
Women continued
 Women
wore veils, which was originally
reserved for the upper class
 Most women were not to be seen in
public, but still retained rights and
influence, having servants acting for
them
 Royal women especially influential

Arrange marriages, diplomatic efforts,
commission mosques, hospitals, art
centers, schools, regents
Harem
 Female
living quarters, their relatives,
servants, and children

Has been translated to mean“forbidden”
 Usually
occupied by multiple women who
were the concubines of the sultan
 Female sphere of influence
Valide Sultan
 The
second most powerful position in the
Ottoman Empire after the Sultan
 Meaning “Mother of the Sultan” or
“Queen Mother”
“A Mother’s right
is God’s right”

 Often
would act
as regent if their
son was underage
or incompetent
Sultanate of Women
The Valide Sultan tradition paved the way for the
Sultanate of Women, a period when the women of
the harem ruled the empire
 1530s-1680s
a series of
infant or insane Sultans
follows the death of
Suleiman.
 Begins with Roxelana
(d. 1558), wife of
Suleiman The
Magnificent
 Ends with Turhan Hatice
(d.1683)
Sultanate of Women
Hurrem (Roxelana)






Ukrainian slave
Becomes the Sultan’s
favorite
Has competition
removed
Marries the Sultan
Her son continues the
line of sultans
Great patron of the
Arts and influenced
foreign affairs
Sultanate of Women continued
Nur-Banu (Cecilia)




Venetian slave
Controlled political
interactions
When the Sultan died,
she hid the body in
an icebox until her
young son got to the
palace 12 days later
First Valide Sultan to
act as regent (157483)
Sultanate of Women continued
Kosem




Greek
1623-32 sole regent
After death of her
son Murad IV, her
other son (mentally
unstable)
overthrown and she
places her 7yr.
grandson 1648-52
Killed on the orders
of her mother-in-law
Turhan Hatice
Turhan Hatice





Russian
12 when placed in
Sultan’s harem,
skipped as Valide
Sultan in favor of
Kosem
Her son was going to
be replaced by new
heir
Orders death of
Kosem
Defers power to the
Grand Vizier
Government
 Ruled by the Sultan,
 Absolute power
 Sultan
inherited title
advised by Grand Vizier and
Divan
 Religiously based law codes
 Legal system had three courts (for
Muslims, Non-Muslims, and trade
disputes)
 Provinces/Regions ruled by Governors
local control
Law



Sharia Law- Based on Holy Teachings of the
Koran, but includes civil laws as well
 Guidelines for prayer, eating/fasting,
customs, relationships, trade, crime,
punishments, etc.
Local law was largely kept in place in order to
integrate diverse cultures into the Empire
Suleiman I drafted
The Kanuns his personal
law code that protected
minorities, peasants,
relaxed criminal punishments,
created improved taxation
systems & allowed for the
removal of corrupt officals
Beys



The former rulers of
conquered territories,
often the kings that were
retained as governors and
continued day-to-day
rule of the province
Could also be appointed
governor of region
selected by the sultan
Controlled regional government
Millets
 Smaller
division of the
Provinces, local areas
usually high in non-Muslim
populations


Usually religious based
groupings
Protects rights of the minority
 Were
able to select their
own leaders that reported
to the Beys

This allowed for a degree of
cultural integrity to be
retained
Decline
 Failure
to enact reforms and modernize in
the 1600-1800s
 Ceded lands back to Hungary and
Austria
 Puppet-states under their control were
more influenced by British and French
rulers
 Eastern Europe destabilizes
 Diplomacy rather than conquest
becomes foreign policy
Fall







WWI, Ottomans fought for the Central Powers,
lost.
Sykes-Picot Agreement partitions the Middle
Eastern areas of the empire into British and
French zones
Post WWI, civil war 1919-1922
1922 Sultanate abolished by Parliament
Republic of Turkey declared October 29, 1923
March 3, 1924 Caliphate abolished
43 modern day countries were once under
Ottoman control