DOCSLIB.ORG

The Women of the Early Modern Turk and Moor Plays

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Women of the Early Modern Turk and Moor Plays The Women of the Early Modern Turk and Moor Plays A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Lamiya Mohamed Almas IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY John Watkins August 2009 © Lamiya M Almas 2009 i Acknowledgements No Ph.D. student has ever gone through such an exciting experience and completed such an arduous task alone. I am no exception. I have been supported, influenced and inspired by many whom I would like to acknowledge. First and foremost, this dissertation was made possible with the help and guidance from Allah the most Gracious the most Merciful. I am speechless in expressing enough gratitude to Allah for His profound generosity in all aspects that made it all possible. I would also like to give credit and thanks to those teachers, friends and family members who have supported me and this project for the past several years. I am among the fortunate students to have had John Watkins as my adviser. John is extraordinarily devoted to his students. I would like to thank him for his unwavering belief in my work, his constant encouragement and enthusiastic insights on my drafts that facilitated and stimulated the process of completing this dissertation. The candor with which he has always interceded for my interest as a graduate student in the English Department is something I will always remember about him. I simply cannot thank him enough. Early in my graduate career, I was deeply influenced by the work of the foremost scholar on Islam in early modern England, Nabil Matar, who later on became my greatest mentor. To him I owe much. He does not know it, but reading his masterpiece Islam in Britain was a turning point in my graduate career. It opened up endless possibilities in a field I saw close to my heart. I am very fortunate to have worked with him as a young scholar, and very fortunate to have had him on my dissertation committee. I would like to thank him for his exceptional generosity with his expertise, for his perceptive wisdom on a mountain of drafts, and for his brilliance, enthusiasm and support. I would also like to thank my committee members Donald Ross and Edward Griffin who have assisted me immensely. Donald Ross’s frequent emails the he called “nag-o-grams” kept me focused on writing and completing the dissertation. I want to ii especially thank Edward Griffin for agreeing to be on my committee at short notice, and for his insightful feedback on the dissertation. I express my heartfelt gratitude to my parents, Mohamed and Hasna, for all their sacrifices for me to be the very first PhD holder in both my immediate and extended family. Thank you for believing in me, and instilling confidence in me. Thank you for celebrating my successes and supporting me in all my decisions. You have taught me more than you can ever imagine. Thank you for your constant prayers and thoughts. I also would like to thank my siblings Arwa, Mueen and Liza for enduring me being away from them for so long and missing out on their successes in life, and for their unwavering support and encouragement. There was a never a moment that I did not feel they were with me in their thoughts and prayers. I would also like thank my best friend Aqbal for her solid belief in me and my capabilities. Thank you for reminding me of my priorities in life, and striving to show me that life is about balance. I wish you would know how much I cherish the times that you have been with me, whether in person or over the phone listening attentively to my every word and always knowing what to say at the right time. Thank you for always making me feel special. Aqbal you are indeed my other self. Lastly, I thank my husband, Khaled. I appreciate his relentless efforts to make the whole dissertation process as comfortable as possible. His merry spirit made the frequent late night trips to the library so enjoyable. He knew how to lighten up my life with his laughter and how to help me keep things in perspective. He reminded me of the important things in life. Thank you for respecting the times when I simply had to work. You never cease to amaze me. I am so happy to have found you and kept you in my life. For these and a million more, I also dedicate this dissertation to you. iii For my parents, Mohamed and Hasna and my husband, Khaled iv Table of Contents Acknowledgements i Dedication iii Introduction 1 Chapter 1 11 Overshadowed by Elizabeth Chapter 2 54 Lust is a Definite Must Chapter 3 86 The Conversion of Turkish Harem Women Chapter 4 117 Roxolana, the most Popular Concubine on the English Stage Conclusion 152 Works Cited 158 1 Introduction Oh, were you of our faith, I’d swear great Mullisheg To be a god on earth. ---Thomas Heywood, The Fair Maid of the West (P2.5.2.118-119) Diplomacy makes strange bed-fellows. As the Virgin Queen took the helm of England’s domestic and foreign policy, her encounter with the infidel was inevitable and unavoidable. The infidel Saracen of Medieval times is now reincarnated in the form of the Turk and Moor, and the sheer hostility was replaced with a sense of ambivalence towards them, a love-hate relationship that welcomed a political and military union against a hostile Spain: . the English attitude toward the Ottoman threat was not simply and universally one of fear and loathing. As long as the Turkish expansion was at the expense of Roman Catholic power, it was not, from the Protestant point of view, an altogether negative phenomenon. The Turks were often seen by the Protestants as a scourge sent by God to punish Roman papal pride, and some Protestant writers expressed a hope that the rival powers of pope and sultan would annihilate each other, leaving a power vacuum that might be filled by an expansion of Protestant Reformation. 1 And, in matters of religion, there was always room for negotiations to find common ground. Indeed, it was rumored that Elizabeth “made advances to the Porte 2 on the ground that she and the Great Turk were alike enemies of idolaters.” 3 That their queen was declaring to be “semi-Musselman,” to use Barton’s expression, may not have sat well with either her subjects or her enemies, but it certainly did with the Turks: To such an extent were the Turks persuaded of the similarity between Protestantism and Islam that if we are to believe a contemporary report, addressed to the emperor, Sinan Pacha told the Roman ambassador that 1 Daniel J Vitkus, Three Turk Plays from Early Modern England (New York: Columbia UP, 2000)7; see also Kenneth M Setton, “Lutheranism and the Turkish Peril,” Balkan Studies 3.1 (1962): 151. 2 Also known as “Sublime Porte,” which was a name for the Ottoman court; it was in reference to the high palace gate at which justice was administered. 3 Samuel C. Chew, The Crescent and the Rose: Islam and England During the Renaissance (New York: Oxford UP, 1937) 104. 2 to be good Mussulmans all that was wanting to the English was that they should raise a finger and pronounce the Eshed or confession of faith. 4 Elizabeth, like many leaders of many nascent European empires at the time, was involved in “. negotiation, compromise, ingenuity, diplomacy, bargaining, and ingratiating ambassadors (often bearing comically unwieldy gifts as tribute),” 5 to survive and flourish in the midst of a raging and expansionist Ottoman Empire. 6 She had solicited Ottoman favor by presenting Sultan Mahomet III with an elaborate organ 7 and by sending a letter to Sultan Murad III arguing the benefit of good “so that by mutual traffique, the East may be joined and knit with the West.” 8 Her military involvement in the crisis in Barbary was also a hot topic, as was her welcoming and accommodating the Moroccan ambassador to London in 1600. Less mentioned correspondences with the Ottomans were those between Elizabeth and the Sultan Valide, the Venetian Safiye. Barton claims that “Elizabeth herself assisted to maintain a good understanding by entering into a correspondence with the Sultan Valide.” 9 No opportunity for diplomacy was to be wasted. The nature of the correspondence between the two women may be discerned through the translation of a letter from Safiye to Elizabeth: 4 Edward Barton, and Edwin Pears, “The Spanish Armada and the Ottoman Porte,” The English Historical Review 8.31 (1893) 439-466. 5Mohja Kahf, Western Representation of Muslim Women: From Termagant to Odalisque (Austin: U of Texas P, 1999) 57. 6 There was no question that the Islamic Empire of the Ottomans, the Barbary state of North Africa, and the Moghuls in India were powerful states of varying degrees, and England found itself, like the rest of Europe, forced to acknowledge their sovereignty and integrity. For Moghuls on the English stage in 1676, see John Dryden, Aurengzebe ed. Frederick M. Link (Lincoln: U of Nebraska P, 1993) 7 Thomas Dallam, John Covel, and James Theodore Bent, “The Diary of Master Thomas Dallam” Early Voyages and Travels in the Levant Ed. J. Theodore Bent, F.S.A., F.R.G.S. (London, 1893) 4-6.Thomas Dallam, a herald of Queen Elizabeth, wrote a diary of more than one hundred pages during his one-year journey in the East, in which he mentions carrying a letter and an organ (a gift from the Queen) to Sultan Mahomet III .
Load more

Recommended publications
  • The Near & Middle East
    February 2021 February The Near & Middle East A Short List of Books, Maps & Photographs Maggs Bros. Ltd. Maggs Bros. MAGGS BROS. LTD. 48 BEDFORD SQUARE LONDON WC1B 3DR & MAGGS BROS. LTD. 46 CURZON STREET LONDON W1J 7UH Our shops are temporarily closed to the public. However, we are still processing sales by our website, email and phone; and we are still shipping books worldwide. Telephone: +44 (0)20 7493 7160 Email: [email protected] Website: www.maggs.com Unless otherwise stated, all sales are subject to our standard terms of business, as displayed in our business premises, and at http://www.maggs.com/terms_and_conditions. To pay by credit or debit card, please telephone. Cover photograph: item 12, [IRAQ]. Cheques payable to Maggs Bros Ltd; please enclose invoice number. Ellipse: item 21, [PERSIA]. THE ARABIAN PENINSULA Striking Oil in Abu Dhabi 1 [ABU DHABI]. VARIOUS AUTHORS. A collection of material relating to the discovery of oil in Abu Dhabi. [Including:] ABU DHABI MARINE AREAS LTD. Persian Gulf Handbook. Small 8vo. Original green card wrappers, stapled, gilt lettering to upper wrapper; staples rusted, extremities bumped, otherwise very good. [1], 23ff. N.p., n.d., but [Abu Dhabi, c.1954]. [With:] GRAVETT (Guy). Fifteen original silver-gelatin photographs, mainly focusing on the inauguration of the Umm Shaif oilfield. 9 prints measuring 168 by 216mm and 6 measuring 200 by 250mm. 14 with BP stamps to verso and all 15 have duplicated typescript captions. A few small stains, some curling, otherwise very good. Abu Dhabi, 1962. [And:] ROGERS (Lieut. Commander J. A.). OFF-SHORE DRILLING.
    [Show full text]
  • Reading Around the World
    Reading Around Name:__________________________________ The World Phone/ Email___________________________________ Date: ___________________________________ Passport of Reading Suggestions Let the Adventure Begin! Our Spring Reading Challenge is a virtual trip around the world. We’ve divided the world into 21 regions, and invite you to travel the world by reading a book for each, OR by spending an hour learning a language spoken in that region, using the online program Mango (a free program offered by the library). As you travel, use the dots to indicate each country you have visited. Once you’ve visited 7 or more re- gions, stop by the library for a free gift (while supplies last). How to get to Mango: Go to the Auburn Public Library website. Scroll down until you see the Mango logo on the home page. It’s under the Quick Link section just below digital main library logo. Once there, sign in as a guest using the barcode number on your library card. This booklet will give you examples of both fiction and nonfiction books for each region, but you are not lim- ited to these books. Let us know if we can help! Rules: North America You must read at least 7 of the regions. Please list This includes: U.S., Canada, Mexico, Cuba, Jamaica, Barbados, Domin- them on the Travel Itinerary and put a sticker on ican Republic, Haiti, Puerto Rico, and Trinidad the region on the map you were given. Fiction: This reading challenge will go until all of the prizes have been claimed. Prizes will be claimed on a first Girl in Translation by Jean Kwok come first serve basis.
    [Show full text]
  • Archiving Possibilities with the Victorian Freak Show a Dissertat
    UNIVERSITY OF CALIFORNIA RIVERSIDE “Freaking” the Archive: Archiving Possibilities With the Victorian Freak Show A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English by Ann McKenzie Garascia September 2017 Dissertation Committee: Dr. Joseph Childers, Co-Chairperson Dr. Susan Zieger, Co-Chairperson Dr. Robb Hernández Copyright by Ann McKenzie Garascia 2017 The Dissertation of Ann McKenzie Garascia is approved: Committee Chairperson University of California, Riverside ACKNOWLEDGEMENTS This dissertation has received funding through University of California Riverside’s Dissertation Year Fellowship and the University of California’s Humanities Research Institute’s Dissertation Support Grant. Thank you to the following collections for use of their materials: the Wellcome Library (University College London), Special Collections and University Archives (University of California, Riverside), James C. Hormel LGBTQIA Center (San Francisco Public Library), National Portrait Gallery (London), Houghton Library (Harvard College Library), Montana Historical Society, and Evanion Collection (the British Library.) Thank you to all the members of my dissertation committee for your willingness to work on a project that initially described itself “freakish.” Dr. Hernández, thanks for your energy and sharp critical eye—and for working with a Victorianist! Dr. Zieger, thanks for your keen intellect, unflappable demeanor, and ready support every step of the process. Not least, thanks to my chair, Dr. Childers, for always pushing me to think and write creatively; if it weren’t for you and your Dickens seminar, this dissertation probably wouldn’t exist. Lastly, thank you to Bartola and Maximo, Flora and Martinus, Lalloo and Lala, and Eugen for being demanding and lively subjects.
    [Show full text]
  • Florentine and Ottoman Women of the 14Th-16Th Centuries, a Comparative
    For more resources, visit the CMES Website For more educational resources, visit the CMES Outreach Website `FLORENTINE and OTTOMAN WOMEN OF THE 14th - 16th CENTURIES - - A COMPARATIVE CURRICULUM UNIT Louise Forsyth Poly Prep Country Day School Teach Ottoman Empire Travel Seminar 2009 Length: One to two periods (forty-five to ninety minutes) Level: high school (9-12) When best to use it: at the end of the Italian Renaissance unit in European or world history classes or while studying the early Ottoman Empire Aims: . to evaluate what the Renaissance meant for Italian women, particularly in Florence . to provide a comparison to the conditions of European women with non- European women . to have students examine stereotypical images of Eastern and Western women . to expose students to the social history of the early Ottoman Empire . to introduce students to a variety of issues that are barely touched upon in most textbooks (sumptuary laws, European slavery, prostitution, etc.) . to have students use primary and secondary sources as the basis for learning Lessons: The following materials may be used in one of two ways. A. The teacher can make a handout of the documents and give students a homework assignment, along the lines of the sample assignment at the end of this packet. The next day student responses can be the basis for class discussion. B. Use the documents for in-class activities on Italian and Ottoman women. See below. USING THE DOCUMENTS IN CLASS [minimum: 45 minutes] Introduction: (5 minutes) • Introduce the topic by eliciting student images of the general differences between the lives of Western Christian women and (Ottoman or Turkish) Muslim women.
    [Show full text]
  • Reflections of the Bible in Shakespeare's Richard Iii
    REFLECTIONS OF THE BIBLE IN SHAKESPEARE'S RICHARD III By. FLEUR.FULLER Bachelor of Arts Texas Technological College Lubbock, Texas 1960 Submitted to the faculty of the Graduate School of the. Oklahoma Stat.e University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August~ 1962 OKLAHOMA STATE UNIVERSITY LIBRARY NOV 8 1962 REFLECTIONS OF THE BIBLE IN SHAKESPEARE'S RICHARD III Thesis Approved: :V«Nid sThesis. B~J~ Adviser lJ(My:.a R~ 7i5eanorthe Graduate School 504442 ii ACKNOWLEDGEMENTS I am grateful to Dro David So Berkeley for the idea which led to this study and for numerous contributions ·while the investigation was being made. I am also indebted to Dr" Daniel Kroll for several valuable suggestions, to Mro Joe Fo Watson for help in Biblical interpretation, and to Miss Helen Donart for assistance in procuring books through inter-library loano iii TABLE OF CONTENTS Page INTRODUCTION 1 Chapters: I. THEME 6 0 oll• • 411 • II IJ Ill e • ti O 11 II< Ii' • lJ, 'Ill II Ill Ill lb Iii • Ill • 0 .. Ill ljl 11' dt ,0, Ill O • (J• Ill O I! fl, 0 «. di• ,ft 6 II. CHARACTERIZATION 28 III. PLOTTING Ill O 41 0 Ill 11> Ill ,a, II II II fl, 'II- fl O II ti' II It 'II fl Cl> Ill .. 0 $ t, ell 41• • II fl O ,q, fl to Cl II ill Ill (t Cl II II 59 CONCLUSION 73 NOTES 76 BIBLIOGRAPHY 82 iv INTRODUCTION That Shak:espeare' s i,mrks are saturated with Biblical allusions is indisputableo Even the most casual reader of Shakespeare cannot fail to recognize many direct Scrip- tural references, and, through the years, Shakespearean scholars
    [Show full text]
  • The History of the Jamestown Colony: Seventeenth-Century and Modern Interpretations
    The History of the Jamestown Colony: Seventeenth-Century and Modern Interpretations A Senior Honors Thesis Presented in Partial Fulfillment of the Requirements for graduation with research distinction in History in the undergraduate colleges of the Ohio State University By Sarah McBee The Ohio State University at Mansfield June 2009 Project Advisor: Professor Heather Tanner, Department of History Introduction Reevaluating Jamestown On an unexceptional day in December about four hundred years ago, three small ships embarked from an English dock and began the long and treacherous voyage across the Atlantic. The passengers on board envisioned their goals – wealth and discovery, glory and destiny. The promise of a new life hung tantalizingly ahead of them. When they arrived in their new world in May of the next year, they did not know that they were to begin the journey of a nation that would eventually become the United States of America. This summary sounds almost ridiculously idealistic – dream-driven achievers setting out to start over and build for themselves a better world. To the average American citizen, this story appears to be the classic description of the Pilgrims coming to the new world in 1620 seeking religious freedom. But what would the same average American citizen say to the fact that this deceptively idealistic story actually took place almost fourteen years earlier at Jamestown, Virginia? The unfortunate truth is that most people do not know the story of the Jamestown colony, established in 1607.1 Even when people have heard of Jamestown, often it is with a negative connotation. Common knowledge marginally recognizes Jamestown as the colony that predates the Separatists in New England by more than a dozen years, and as the first permanent English settlement in America.
    [Show full text]
  • Russia (D) Netherlands (E) England
    Also in the 500 Questions to Know by Test Day series 5 Steps to a 5: 500 AP Biology Questions to Know by Test Day 5 Steps to a 5: 500 AP Calculus Questions to Know by Test Day 5 Steps to a 5: 500 AP Chemistry Questions to Know by Test Day 5 Steps to a 5: 500 AP English Language Questions to Know by Test Day 5 Steps to a 5: 500 AP English Literature Questions to Know by Test Day 5 Steps to a 5: 500 AP Environmental Science Questions to Know by Test Day 5 Steps to a 5: 500 AP Human Geography Questions to Know by Test Day 5 Steps to a 5: 500 AP Microeconomics/Macroeconomics Questions to Know by Test Day 5 Steps to a 5: 500 AP Physics Questions to Know by Test Day 5 Steps to a 5: 500 AP Psychology Questions to Know by Test Day 5 Steps to a 5: 500 AP Statistics Questions to Know by Test Day 5 Steps to a 5: 500 AP U.S. Government & Politics Questions to Know by Test Day 5 Steps to a 5: 500 AP U.S. History Questions to Know by Test Day 5 Steps to a 5: 500 AP World History Questions to Know by Test Day Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher, with the exception that the program listings may be entered, stored, and executed in a computer system, but they may not be reproduced for publication, with the exception that the program listings may be entered, stored, and executed in a computer system, but they may not be reproduced for publication.
    [Show full text]
  • Jo in T Crisis Committees
    TMUN JOINT CRISIS COMMITTEES GOVERNMENT THE SULTAN AND THE IMPERIAL COUNCIL To a larger extent than the kings of contemporary Western governments, the Sultan is central to the Ottoman system.1 His theoretical powers are absolute; he is the only one authorized to pass binding laws, and, as commander in chief of all armies and appointer of his own government, he can enforce them (McCarthy 109).2 In practice, the Sultan’s powers are checked by the people around him: having spent his life within the walls of theTopkapi palace, he relies on bureaucrats and scribes to inform him; he is influenced by members of his harem, who are politically savvy and leverage their close relationship with him; and he must consider the interests of powerful institutions, such as the Janissaries.3 Perhaps wary of these interests, Mahmud II has so far presented himself as conservative and pious.4 However, he is gradually filling government posts with people loyal to him, suggesting hemaybe consolidating power.5 J The Sultan’s authorityS is acted upon by hisImperial Council--the central government O E I N of the Ottoman Empire.E It is composed mainly of viziers, and headed by the Grand Vizier, who TT T I 6 C represents the Sultan’s interests in the council. Other members of the Imperial Council have R I MM SIS CvariedO over time, but for the purpose of this committee, all delegates will be considered part of the Imperial Council. 1 Justin McCarthy, The Ottoman Turks: An Introductory History to 1923(New York: Routledge, 2013), 107.
    [Show full text]
  • THE MYTH of 'TERRIBLE TURK' and 'LUSTFUL TURK' Nevs
    THE WESTERN IMAGE OF TURKS FROM THE MIDDLE AGES TO THE 21ST CENTURY: THE MYTH OF ‘TERRIBLE TURK’ AND ‘LUSTFUL TURK’ Nevsal Olcen Tiryakioglu A thesis submitted in partial fulfillment of the requirements of Nottingham Trent University for the degree of Doctor of Philosophy December 2015 Copyright Statement This work is the intellectual property of the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed in the owner(s) of the Intellectual Property Rights. i Abstract The Western image of Turks is identified with two distinctive stereotypes: ‘Terrible Turk’ and ‘Lustful Turk.’ These stereotypical images are deeply rooted in the history of the Ottoman Empire and its encounters with Christian Europe. Because of their fear of being dominated by Islam, European Christians defined the Turks as the wicked ‘Other’ against their perfect ‘Self.’ Since the beginning of Crusades, the Western image of Turks is associated with cruelty, barbarity, murderousness, immorality, and sexual perversion. These characteristics still appear in cinematic representations of Turks. In Western films such as Lawrence of Arabia and Midnight Express, the portrayals of Turks echo the stereotypes of ‘terrible Turk’ and ‘lustful Turk.’ This thesis argues that these stereotypes have transformed into a myth and continued to exist uniformly in Western contemporary cinema. The thesis attempts to ascertain the uniformity and consistency of the cinematic image of Turks and determine the associations between this image and the myths of ‘terrible Turk’ and ‘lustful Turk.’ To achieve this goal, this thesis examines the trajectory of the Turkish image in Western discourse between the 11th and 21st centuries.
    [Show full text]
  • Looking Behind the Veil Treee.Pdf
    Bohemian Grove Woods, Samuel P. Taylor State Park, and a separate redwood grove owl stands at the head of the lake in the Grove and, since 1929, has represents the act of embracing the revelry of Bohemian Grove while near Duncan Mills, down river from the current location. served as the site of the yearly "Cremation of Care" ceremony (see setting aside the "dull cares" of the outside world. From Wikipedia, the free encyclopedia below). The club's motto, Weaving Spiders Come Not Here, is taken The first parcel of the grove was purchased from Melvin Cyrus Meeker [edit] (Redirected from Bohemian grove) from the second scene of Act 2 from A Midsummer Night's Dream; it who developed a successful logging operation in the area. Gradually Jump to: navigation, search signifies that the club and the grove are not for conducting business, over the next decades, members of the club purchased land Alex Jones' exposé Bohemian Grove is a 2700 acre (11 km²) campground located in but exchanging friendship and free sharing of common passion, surrounding the original location to the perimeter of the basis in which Monte Rio, California belonging to a private San Francisco-based summarized in the term, "the Bohemian Spirit." it resides. This was done to secure the rights to the water, so that its men's fine arts club known as the Bohemian Club, which was founded water supply would not be affected by uphill operations. [edit] in 1872. The club's membership includes many artists, particularly Cremation of Care musicians, as well as many high-ranking business leaders and [edit] The Cremation of Care was devised in 1893 by a member named government officials.
    [Show full text]
  • Islamic Gunpowder Empires : Ottomans, Safavids, and Mughals / Douglas E
    “Douglas Streusand has contributed a masterful comparative analysis and an up-to- S date reinterpretation of the significance of the early modern Islamic empires. This T book makes profound scholarly insights readily accessible to undergraduate stu- R dents and will be useful in world history surveys as well as more advanced courses.” —Hope Benne, Salem State College E U “Streusand creatively reexamines the military and political history and structures of the SAN Ottoman, Safavid, and Mughal empires. He breaks down the process of transformation and makes their divergent outcomes comprehensible, not only to an audience of special- ists, but also to undergraduates and general readers. Appropriate for courses in world, early modern, or Middle Eastern history as well as the political sociology of empires.” D —Linda T. Darling, University of Arizona “Streusand is to be commended for navigating these hearty and substantial historiogra- phies to pull together an analytical textbook which will be both informative and thought provoking for the undergraduate university audience.” GUNPOWDER EMPIRES —Colin Mitchell, Dalhousie University Islamic Gunpowder Empires provides an illuminating history of Islamic civilization in the early modern world through a comparative examination of Islam’s three greatest empires: the Otto- IS mans (centered in what is now Turkey), the Safavids (in modern Iran), and the Mughals (ruling the Indian subcontinent). Author Douglas Streusand explains the origins of the three empires; compares the ideological, institutional, military, and economic contributors to their success; and L analyzes the causes of their rise, expansion, and ultimate transformation and decline. Streusand depicts the three empires as a part of an integrated international system extending from the At- lantic to the Straits of Malacca, emphasizing both the connections and the conflicts within that AMIC system.
    [Show full text]
  • Kivunim Academic Booklet 2015-16
    KIVUNIM ACADEMIC PROGRAM 2015-16 STUDY THE PAST • EXPERIENCE THE PRESENT • BUILD THE FUTURE 300 Central Park West Suite 12J2 New York, NY 10024 917-930-3092 Israel Office: Beit Shmuel. 6 Eliyahu Shama Street, Jerusalem 94108 [email protected] WWW.KIVUNIM.ORG BUILDING WORLD CONSCIOUSNESS Table of Contents INTRODUCTION.............................................................................................. 1 ACADEMIC PROGRAM – Credit Distribution............................................... 4 THE JEW IN HISTORY: HOMELANDS IN EXILE? ........................................ 5 Unit I -- Medieval Spain and Portugal • Ancient & Modern Greece Ottoman Empire and Turkey……………………………….7 Unit II -- India .......................................................................................... 17 Unit III -- Morocco ................................................................................... 20 Unit IV – Central Europe: Bulgaria • Hungary • The Czech Republic German……………………………………………………………….26 LAND, PEOPLE, IDEAS: THE CHALLENGE OF ZIONISM......................... 32 ARABIC AND HEBREW LANGUAGES........................................................ 45 Arabic Language....................................................................................... 46 Arabic Language and Arab Culture ........................................................ 49 Hebrew Language..................................................................................... 54 VISUAL THINKING: THE ART OF SEEING……………………………………60 KIVUNIM AND THE ARTS: MUSIC AND FILM
    [Show full text]