OTTOMANS IN TUNUSIA THROUGH THE EYES OF OTTOMANS AND SPANISH

 How can we develop arguments from historical sources?

Dr. Yasin DOĞAN*

eople have a tendency to believe that their point of view reflects absolute right. The most important reason for such tendency is that people are not aware of the existence of other perspectives. Many P issues in history are controversial because when looked at from a different perspective, one can reach different conclusions. “The presence of Ottoman in ” is also a controversial issue. Innovative history teachers know that the best way to teach about controversial issues is to bring the different ideas of different persons to classrooms and get them discussed in the class objectively. In this activity, students will analyze the positions of different parties, their perspectives and the factors leading to their respective perspectives. They will make justified explanations about how thoughts and evaluations differ depending on the perspectives both sides hold.

INTENDED LEARNING OUTCOMES

QQ All students: will suggest theses based on the sources telling about the capture of Tunisia by Ottoman.

QQ Most students: will put forward arguments to support or disapprove the theses suggested by her/himself and others.

Grade: 9 QQ Some students: evaluate the arguments which was developed Time: 80 minutes. earlier about the capture of Tunisia by Ottoman.

Key Question: How can we develop arguments from historical sources?

The Aim of the Lesson: To suggest and evaluate arguments Preparation based on the different sources Make copies of the Information Note, Worksheet-1 and 2 focusing on the relationship between according to the number of students. If you have more than 30 Ottoman and Tunisia. students in the class, you may want to do pair work.

Curricular links: Students inquire the different point of views about a historical event, fact and object using evidence and data.

Students evaluate the impact of political and military activities’ of the period of Suleyman the Magnificent to in terms of being a world power. * Adıyaman University, Faculty of Education, Adıyaman 70 LESSON PLAN Ottomans in Tunusia Through the Eyes of Ottomans and Spanish

answer oneofthesequestions. Ask yourstudentstocome upwiththreequestionsaboutwhattheylearnedin thisclass,and Evaluation: STARTER YoucanevaluateyourstudentsbyusingtheEvaluationForm. • Get • 5. 4. Ask • 3. Ask • 2. 1. Ask yourstudentstoreadtheInformationNote Ask • Ottoman-Tunisia relations.Askthemtoreadthesources. contains sources that includes two different perspective about the Hand outWorksheet-1tostudents.Tellthemthattheworksheet Worksheet-2. by theprosecutors.Theyshouldfillsecondcolumnof now havetorefutethearguments/evidencesputforwardbefore space. their decisions at the bottom of Worksheet-2 into the allocated Ask is what othershavewritten. prosecutor the by Ask yourstudentstoswapcourtrecordswitheachotherandread forward put evidences and case The Example: explains others havewritten. Spain of King the your studentstoswapcourtrecordswitheachotherandreadwhat élites, Tunisian to letter his In Example: You cangivethefollowingasanexample: Their task is to make a case for the capture of Tunisia by Ottoman. make asimulationinwhichtheyarerequiredtobeprosecutor. Hand outWorksheet-2andtellthestudentsthattheyaregoingto that… journal his in wrote he as Barbaros by disapproved as… such evidences using condition the Example: According to the King of Spain, the capture of Tunisia by by Tunisia of capture the Spain, of King the to According Example: Tunisians. for situation unjust an is Ottomans the perspectives task istomakedecisionaboutthecasetakingintoaccount Worksheet-2. Askthemtoreadafewexamples. Worksheet-2 (thefirstcolumn).Youcangivethefollowingexample. their cases.Theseevidencesshouldbeputontherelevantspacein them your your your your to students students students students share which their to to to to are think write imagine find justified in favour evidence themselves their themselves decisions and cases from rejection. as in with the a the as defense the sources a allocated They judge rest lawyer. should of now. to the space support class. Their write They of 15 min. 15 min. 20 min. 7 min. 15 min. time 8 min. INFORMATION NOTE  Therefore, exceptforMorocco,allNorthAfricanshoresenteredunderthecontrolofOttoman. totally on24August1574.Inordernottoberebuiltagain,thecastlewasdestroyedtotally. Gumrukhane CitadellocatedontherightsideofHalkulvadCastle.Thecastlewascaptured The Spanishforcesrespondedwithcanonfiresaswell.SinanPashafirstmanagedtocapture The OttomannavycameinfrontoftheHalkulvadCastleandfireditscanonson14July1574. bigger campaignwasplanned.ThisdutygiventoKocaSinanPasha. weather, downontheagendaagain.TheyreallywantedtogetbackTunisia so thistimeevena The Ottomangovernmentputthemilitarycampaign,whichwasoncecancelledbecauseof IV. getting harsher.In1573,SpaingaveTunusiatoalocaladministrator. could notmakeittoTunisiaandhadreturnİstanbul,becausetheweatherconditionswas In 1573,itwas decided that, Kılıç Ali , should gotoTunusia. However, Kılıç AliPasha, forces. in 1569,hedidnotmanagetogettheHalkuvadCastle.ItstayedundercontrolofSpanish Although UluçAliPasha,JudgeofCezayir,tookTunisiaundertheOttomandominationagain III. Spain inMediterraneanSea. Harbour andCastlewasincreased,becauseitbecameoneofthebiggeststrongbases Şarklen forhishelp.Emperorsetamilitaryforcehere.So,theimportanceofHalkulvad Tunisia forwhichhewassuccessful.MevlayHasangavetheHalkulvadCastletoEmperor navy inordertoreestablish the ruleofMevlayHasanandtoendOttomandominationin A yearlater,Şarklen,theEmperorofRoma-Germen,cametoTunisiawithcrusades’ II. Castle whichhadanstrategicimportancebecauseitcontrolledtheaccesstoharbour. Hasan, out oftheregion and heconquested the city of Tunisia. He also captured theHalkulvad commander oftheOttomannavy.Onhisfirstexpedition,heforcedKingregion,Mevlay the invitationofSüleymanMagnificent,BarbarosHayrettinPashabecamegeneral Erhan AFYONCU,“ThecountriesoccupiedbyOttoman” Tunisia wentundertheOttomandominationinSeptember1534forfirsttime.Upon I. Today’s Newspaper Today’s (The originalmanuscriptisshortened). , 18September2011-12-11 71 THE INFORMATION NOTE Ottomans in Tunusia Through the Eyes of Ottomans and Spanish 72 1 WORKSHEET Ottomans in Tunusia Through the Eyes of Ottomans and Spanish Q Q Q Q except fortwoorthreeofthem.ThefugitiveTunisianLordwasgivenhavenamong hard time”.AllSheikhscametogether,andtheylikedmyresponse.Theyallunderdomination ease. Whenyoureceivemyletter,gototheSahradesertsandinformpeople.Donotevergivethem I respondedtheirletterasfollows:“Wewilltreatyouhavealwaysbeentreated.Berelievedandat obey allyourruleswithourheartandsoul.Weareatservice”. every yearfromtheLordofTunisiawithSultan’spermission.Ifyoudonotneglecttosentusaids,we thank youverymuch.WearethesonsofSheikhssinceourancestorandbefore.receivemanyaids When theyreceivedandreadtheletters,wrotebacktomesayingthat:“Mr.Pasha,wetookyourgifts, from you.IfthefugitiveandtraitorLordofTunisiacometoyou,youdon’taccepthim’’. “You feel safe as nothing is going to change. You live as you have always lived. But I want something said: have tobeunitedlikesiblings”.AfterthatIwrotelettersArabSheikhswholiveoutskirtsofTunisia. “If youcannotgetalongwitheachotherwell,Idon’ttakeanyresponsibilityfortheconsequences.You Tunisia andhadameetingwiththem.Isaid: pleased and went on their routines. However, insurgents were executed. I invited the people and soldiers of people camefromalloverTunisiaandcongratulatedapplaudedmeforthreedays.Allwere …………… IenteredTunisia.settleddowninthepalaceoffugitiveTunisianLord.soldiersand I am the Emperor of Christians and the King Spain, Carlos, who lives for god’s sake and mercy. Although I I Although mercy. and sake god’s for lives who Carlos, Spain, King the and Christians of Emperor the am I On BehalfoftheGreatGod: do not know you in person, I am well acquainted with you due to your great and good reputation for which which for reputation good and great your to due you with acquainted well am I person, in you know not do I am writing this letter to you. I learned that the cruel king of (Süleyman the Magnificent) Turks sent one of of one sent Turks Magnificent) the (Süleyman of king cruel the that learned I you. to letter this writing am I his captains with his navy to Tunisia. Having driven away the king of Tunisia feloniously, he killed notables notables killed he feloniously, Tunisia of king the away driven Having Tunisia. to navy his with captains his and knights of the city without any reason and declared himself as the master of the city and the kingdom. the and city the of master the as himself declared and reason any without city the of knights and As a fair king, I find impossible to accept this. Since I respect the king of Tunisia and since they are neighbor neighbor are they since and Tunisia of king the respect I Since this. accept to impossible find I king, fair a As of our Kingdoms of Sardinia, Sicilia and Napoli, I am ready to give him help though sea or by land whenever whenever land by or sea though help him give to ready am I Napoli, and Sicilia Sardinia, of Kingdoms our of he asks for it without asking anything in return. It is not right and fair for such an old and virtuous king to to king virtuous and old an such for fair and right not is It return. in anything asking without it for asks he lose of all of his knights, lands and reputation. You are the noblemen of Tunisia and you must not be the the be not must you and Tunisia of noblemen the are You reputation. and lands knights, his of all of lose prisoners of the cruel, arrogant and repressive Turk. For this reason, I ask from you, as the real noblemen noblemen real the as you, from ask I reason, this For Turk. repressive and arrogant cruel, the of prisoners and knights of the , to not accept such a vulgar situation and stand by and defend your your defend and by stand and situation vulgar a such accept not to Tunisia, of kingdom the of knights and king. For noblemen as you are, to die for liberty is more honorable than to live as prisoners. prisoners. as live to than honorable more is liberty for die to are, you as noblemen For king. For all these reasons, I decided to send my ambassador who has taken this letter to you to your country. If If country. your to you to letter this taken has who ambassador my send to decided I reasons, these all For you require any wish from me or my kingdom, you are ensured that it will be provided with pleasure. with provided be will it that ensured are you kingdom, my or me from wish any require you Madrid, 14th day of December of 1534. Me the King the Me 1534. of December of day 14th Madrid, To honorable and honest Bedia and Muratib Muratib and Bedia Sheikh honest and honorable To Tunusian Lords Source 2:ConditionOfTunusiaAccordingToTheLetterKingSpainWhoSentItSome Source1: TheConditionOfTunusiaAccordingToBarbarosHayrettinPasha Muzaffer Arıkan, P.SpainishDocumentsabout OurToledoMarine HistoryI. Memoirs ofBarbarosHayrettinPasha.VolumeII.pp:132 ...... THE CASEOFPROSECUTOR:" ...... " ...... Evidences areexaminedand thecourthasreachedfollowingdecision: JUSTIFIED DECISIONOFTHEJUDGE 4. 3. 2. 1. Because As theProsecutorpleaseputyourevidenceto support theabovecase ...... 4. 3. 2. 1. Because As thedefencelawyerpleaseputyourevidence to disapprovetheabovecase THE COURT RECORD THE COURT 73 2 WORKSHEET Ottomans in Tunusia Through the Eyes of Ottomans and Spanish 74 EVALUATION FORM Ottomans in Tunusia Through the Eyes of Ottomans and Spanish S/he decidedobjectively. S/he pointedoutthecontradictionsinsources. S/he evaluatedtheevidencesoftwosidesinordertodecide. S/he interpretedthesourcesinordertodecide. S/he quoteddirectlyfromthesourcesinordertodecide. S/he disapprovedthecaseobjectively. S/he supportedthecaseobjectively. S/he usedhis/herpriorknowledgetodisapprovethecase. S/he usedhis/herpriorknowledgetosupportthecase. S/he interpretedthesourcesinordertodisapprovecase. S/he interpretedthesourcesinordertosupportcase. the case. S/he quoteddirectlyfromhisorherownsourcesinordertodisapprove case. S/he quoteddirectlyfromhisorherownsourcesinordertosupportthe S/he madeuseonlyhis/herownsourcesinordertodisapprovethecase. S/he madeuseonlyhis/herownsourcesinordertosupportthecase. S/he wrotethecasesentencecorrectly. Adequate Less than adequate Inadequate