The Ottomans Build a Vast Empire • Trace the Expansion of Ottoman Power

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LESSON PLAN 1 Hagia Sophia, Istanbul, Turkey Wall mural, Ladakh, India OBJECTIVES • Describe the Ottoman Empire’s origins. The Ottomans Build a Vast Empire • Trace the expansion of Ottoman power. • Identify achievements under Suleyman the Lawgiver. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Explain the empire’s slow decline.

EMPIRE BUILDING The Many modern societies, from • ghazi • Mehmed II Ottomans established a Muslim Algeria to Turkey, had their • Ottoman • Suleyman the FOCUS & MOTIVATE empire that combined many origins under Ottoman rule. • sultan Lawgiver cultures and lasted for more • Timur the • devshirme Discuss why leaders today rarely get nick- than 600 years. Lame • janissary names such as “the Wise.” (use of family names reduces need for distinguishing SETTING THE STAGE By 1300, the Byzantine Empire was declining, and the labels) What other leaders have had nick- Mongols had destroyed the Turkish Seljuk kingdom of Rum. Anatolia was inhab- names? (Possible Answer: Ronald ited mostly by the descendants of nomadic Turks. These militaristic people had Reagan, the Great Communicator) a long history of invading other countries. Loyal to their own groups, they were not united by a strong central power. A small Turkish state occupied land between the Byzantine Empire and that of the Muslims. From this place, a strong leader INSTRUCT would emerge to unite the Turks into what eventually would become an immense empire stretching across three continents. Turks Move into Byzantium

Turks Move into Byzantium TAKING NOTES Critical Thinking Comparing List the Many Anatolian Turks saw themselves as ghazis (GAH•zees), or warriors for • How did new technology help the main rulers of the Islam. They formed military societies under the leadership of an emir, a chief Ottoman Empire and Ottomans? (They used muskets and commander, and followed a strict Islamic code of conduct. They raided the terri- their successes. cannons in their conquests.) tories of the “infidels,” or people who didn’t believe in Islam. These infidels Rulers Successes • Why do you think the Ottomans were lived on the frontiers of the Byzantine Empire. tolerant of the people they conquered? Osman Establishes a State The most successful ghazi was Osman. People in (Possible Answer: to avoid unrest) the West called him Othman and named his followers Ottomans. Osman built a • Do you think the actions of Timur the small Muslim state in Anatolia between 1300 and 1326. His successors expanded Lame were justified? Why? (Yes—He it by buying land, forming alliances with some emirs, and conquering others. The Ottomans’ military success was largely based on the use of gunpowder. opposed imperialism. No—He destroyed They replaced their archers on horseback with musket-carrying foot soldiers. Baghdad.) They also were among the first people to use cannons as offensive weapons. In-Depth Resources: Unit 4 Even heavily walled cities fell to an all-out attack by the Turks. • Guided Reading, p. 45 (also in Spanish) The second Ottoman leader, Orkhan I, was Osman’s son. He felt strong enough to declare himself sultan, meaning “overlord” or “one with power.” And in 1361, the Ottomans captured Adrianople (ay•dree•uh•NOH•puhl), the second most important city in the Byzantine Empire. A new Turkish empire was on the rise. TEST-TAKING RESOURCES The Ottomans acted kindly toward the people they conquered. They ruled Test Generator CD-ROM through local officials appointed by the sultan and often improved the lives of the Strategies for Test Preparation peasants. Most Muslims were required to serve in Turkish armies but did not have to pay a personal tax to the state. Non-Muslims did not have to serve in the Test Practice Transparencies, TT65 army but had to pay the tax. Online Test Practice The Muslim World Expands 507

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 167 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 4 Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 4 • Guided Reading, p. 45 • Primary Source: Suleyman the Magnificent, p. 52 • Skillbuilder Practice: Categorizing, p. 49 STRUGGLING READERS • Literature: from The Bride of Suleiman, p. 56 • History Makers: Suleyman, p. 59 In-Depth Resources: Unit 4 Formal Assessment • Guided Reading, p. 45 • Section Quiz, p. 285 • Building Vocabulary, p. 48 • Skillbuilder Practice: Categorizing, p. 49 eEdition CD-ROM ENGLISH LEARNERS • Reteaching Activity, p. 62 Voices from the Past Audio CD In-Depth Resources in Spanish Reading Study Guide, p. 167 Geography Transparencies • Guided Reading, p. 126 Reading Study Guide Audio CD • GT18 The Fall of Constantinople, 1453 • Skillbuilder Practice: Categorizing, p. 129 World Art and Cultures Transparencies • AT39 Military Campaigns of Suleyman Teacher’s Edition 507 wh10te-041801-0507-0511 8/22/03 10:51 AM Page 508

CHAPTER 18 • Section 1 Timur the Lame Halts Expansion The rise of the Ottoman Empire was briefly interrupted in the early 1400s by a rebellious warrior and conqueror from Samark- and in Central Asia. Permanently injured by an arrow in the leg, he was called Timur-i-Lang, or Timur the Lame. Europeans called him Tamerlane. Timur burned the powerful city of Baghdad in present-day Iraq to the ground. He crushed Powerful Sultans Spur the Ottoman forces at the Battle of Ankara in 1402. This defeat halted the expan- Dramatic Expansion sion of their empire.

Critical Thinking Powerful Sultans Spur Dramatic Expansion • How did the conquest of Constanti- Soon Timur turned his attention to China. When he did, war broke out among the nople help unite the empire? (made four sons of the Ottoman sultan. Mehmed I defeated his brothers and took the trade between territories in Asia and throne. His son, Murad II, defeated the Venetians, invaded Hungary, and overcame the Balkans easier) an army of Italian crusaders in the Balkans. He was the first of four powerful sul- • Why were the conquests of Selim the tans who led the expansion of the Ottoman Empire through 1566. Grim culturally significant? (included Mehmed II Conquers Constantinople Murad’s son Mehmed II, or Mehmed the religious centers, Mecca and Medina, Conqueror, achieved the most dramatic feat in Ottoman history. By the time Mehmed took power in 1451, the ancient city of Constantinople had shrunk from and an intellectual center, Cairo) a population of a million to a mere 50,000. Although it controlled no territory out- side its walls, it still dominated the Bosporus Strait. Controlling this waterway meant that it could choke off traffic between the Ottomans’ territories in Asia and History from Visuals in the Balkans. Mehmed II decided to face this situation head-on. “Give me Constantinople!” he Interpreting the Map thundered, shortly after taking power at age 21. Then, in 1453, he launched his attack. What is the status of Crete and Cyprus? (not part of the empire) Does this indi- cate that the Ottoman Empire was a

land-based or a sea-based empire? Ottoman Empire, 1451 (land-based: a sea-based empire would Ottoman Empire, 1451–1566 Acquisitions to 1481 Acquisitions to 1521 Dn AUSTRIA ies have conquered the islands) Considering te Acquisitions to 1566 Vienna r

R 40° E events in England, Spain, and Portugal, .

0° HUNGARY why is this important? (Their sea-based Danube R FRANCE . CRIMEA empires were colonizing the world.) Belgrade Adriatic Sea C Black Sea a Extension Compare the Ottoman and C s A p ITALY U C A i Byzantine empires. (They faced similar BALKANS S U a Rome Bosporus S Adrianople M n T geographic and political barriers.) Madrid S Taranto Constantinople . Naples S (Istanbul) e 40° N a SPAIN GREECE SKILLBUILDER Answers Palermo Athens 1. Location Mediterranean Sea, Red Sea, Algiers E M u p Tunis h e r Black Sea, Adriatic Sea, Persian Gulf d a Tehran t T ALGERIA e i i s g t R r TUNISIA e . i 2. Movement between 1521 and 1566 r Crete s r a Cyprus SYRIA R n e a n . S e PERSIA a Baghdad PALESTINE Damascus AFRICA Tripoli Jerusalem MESOPOTAMIA 0 500 Miles TRIPOLI Cairo 0 1,000 Kilometers Interactive This map is available in Persian Gulf SAHARA EGYPT ARABIA

an interactive format on the eEdition. N il GEOGRAPHY SKILLBUILDER: Interpreting Maps e Red Sea R. 1. Location To which waterways did the Ottoman Empire have access? 2. Movement In which time period did the Ottoman Empire gain the most land? Medina

508 Chapter 18 Name ______Date ______CHAPTER 18 Section 1 (pages 507–51) TÉRMINOS Y NOMBRES ghazi Guerrero del islam Osmán Ghazi triunfador que The Ottomans Build construyó un pequeño estado en Anatolia Timur el Inválido Conquistador de a Vast Empire Persia y Rusia Mehmet II Conquistador que hizo ANTES DE LEER a Estambul su capital En el capítulo anterior, leíste acerca de los cambios en Suleimán el Legislador Gobernante DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Europa entre 1300 y 1600. que llevó al imperio otomano a su cúspide Name ______DateEn __esta______sección, leerás acerca del surgimiento del imperio janíseros Fuerza de lucha formada otomano durante el mismo período. en territorios cristianos conquistados CHAPTER 18 Section 1 (pages 507–51) TERMSAL LEER AND NAMES devshirme Política para crear el ghazi Warriors for Islam ejército del sultán Usa la línea cronológica para tomar notas sobre los acon- Osman Successful ghazi who built a The Ottomans Build smalltecimientos state in Anatolia principales en la historia del imperio otomano. Sultan Rulers of Muslim states Taking Notes and Understanding Challenging Vocabulary a Vast Empire Timur the Lame Conqueror of Persia and Russia BEFORE YOU READ Mehmed II Conqueror who1300–1326 made 1402 Istanbul his capitalOsmán ediﬁca un imperio In the last chapter, you read about changes Suleyman the Lawgiverpequeño Ruler en who Anatolia in Europe during 1300-1600. brought Ottoman Empire to its height Class Time 30 minutes unfamiliar words that appear in the text. As a In this section, you will read about the rise of the devshirme Policy for creating the Ottoman Empire during the same period. sultan’s army janissary Soldier slave drawn from AS YOU READ conquered Christian territories class, review the lists. Have students look up Use the time line below to take notes on the major 1451 1520–1566 Task Taking notes using a graphic organizer; events in the history of the Ottoman Empire. words in a dictionary or glossary. Discuss the defi- understanding vocabulary words in the main text 1300-1326 1451 Osman builds a small empire in Anatolia ghazis, o guerreros del islam. Atacaban las tierras nitions of each and the context in which each is All rights reserved. Turks Move Into Byzantium (pages 507–508) de los no musulmanes. Purpose To improve understanding of content ¿Cómo comenzó el El ghazi más sobresaliente fue Osmán. Los imperio otomano? europeos occidentales pensaban que su nombre used. Students may want to draw pictures or sym- era Othman y llamaron a sus seguidores otomanos. 1402 1520-1566 Entre 1300 y 1326, Osmán construyó un reino

© McDougal Littell Inc. En 1300, el Mediterráneo del este también pre- Instructions Provide each student with a copy of fuerte aunque pequeño en Anatolia. Los dirigentes senció cambios. El imperio bizantino se eclipsó. El que sucedieron a Osmán en el poder se llamaron bols to help them remember the words. estado turco de los seljuk había sido destruido. sultanes, o “aquéllos con poder”. Extendieron su Anatolia, en la actual Turquía, estaba habitada por reino mediante compras de tierras. También for- the Reading Study Guide for this section, in grupos de turcos nómadas. Se consideraban maron alianzas con otros jefes y conquistaron a

All rights reserved. CHAPTER 18 THE MUSLIM WORLD EXPANDS 167 • Rebellious is related to belligerent; both refer Turks Move Into Byzantium themselves as ghazis, or warriors for Islam. They raided the lands where non-Muslims lived. English or Spanish, as appropriate. Then divide (pages 507–508) The most successful ghazi was Osman. How did the Ottoman Empire Western Europeans thought his name was to warlike behavior. begin? Othman. They called his followers Ottomans. Between 1300 and 1326, Osman built a strong but

© McDougal Littell Inc. Reading Study students into pairs. Have each pair use the In 1300, the world of the eastern Mediterranean small kingdom in Anatolia. Leaders who came was also changing. The Byzantine Empire was fad- after Osman called themselves sultans, or “ones ing. The Seljuk Turk state had been destroyed. with power.” They extended the kingdom by buy- • Head-on means to confront directly. Anatolia, the area of modern Turkey, was now ing land. They also formed alliances with other Guide: Spanish graphic organizer and the questions in the study inhabited by groups of nomadic Turks. They saw chieftains and conquered everyone they could. guide to take notes on the Ottoman Empire. •A tactic is a way of completing a goal. CHAPTER 18 THE MUSLIM WORLD EXPANDS 167 Translation As students take notes, have them keep a list of • Thundered means spoke loudly, similar to the Reading Study Guide 508 Chapter 18 noise associated with lightning. wh10te-041801-0507-0511 8/22/03 10:52 AM Page 509

CHAPTER 18 • Section 1

The Conquest of Constantinople Kritovoulos, a Greek who served in the Ottoman administration, recorded the following about the Ottoman takeover of Constantinople. The second source, the French Analyzing Primary Sources miniature at the right, shows a view of the siege of Constantinople. The Conquest of Constantinople Ask students to compare the comments PRIMARY SOURCE by Kritovoulos with the information in the After this the Sultan entered the City and looked about text on page 508 about Constantinople in to see its great size, its situation, its grandeur and beauty, its teeming population, its loveliness, and the 1451. How do they differ? (Kritovoulos costliness of its churches and public buildings and of discusses the size and grandeur of the the private houses and community houses and those of city. The text on page 508 explains that the officials. . . . When he saw what a large number had been killed the city’s population was quite small.) and the ruin of the buildings, and the wholesale ruin and destruction of the City, he was filled with Answers to Document-Based Questions compassion and repented not a little at the destruction 1. Comparing and Contrasting Agree— and plundering. Tears fell from his eyes as he groaned deeply and passionately: “What a city we have given Both depict a grand city filled with over to plunder and destruction.” churches and other public buildings. KRITOVOULOS, Life of Mehmed the Conqueror Disagree—The painting does not show the destruction of the city. 2. Making Inferences Possible Answer: DOCUMENT-BASED QUESTIONS 1. Comparing and Contrasting In what details do the He was sad to see the loss of wealth two sources agree? disagree? and beauty, particularly when it might 2. Making Inferences Why do you think the sultan bring trade and prestige to the wept over the destruction? Ottoman Empire. Geography Transparencies Mehmed’s Turkish forces began firing on the city walls with mighty cannons. • GT18 The Fall of Constantinople, 1453 One of these was a 26-foot gun that fired 1,200-pound boulders. A chain across the Golden Horn between the Bosporus Strait and the Sea of Marmara kept the Turkish fleet out of the city’s harbor. Finally, one night Mehmed’s army tried a daring tactic. They dragged 70 ships over a hill on greased runners from the Bosporus to the harbor. Now Mehmed’s army was attacking Constantinople from two sides. The More About . . . city held out for over seven weeks, but the Turks finally found a break in the wall and entered the city. Selim the Grim Mehmed the Conqueror, as he was now called, proved to be an able ruler as well Like many tyrants of his age, Selim was as a magnificent warrior. He opened Constantinople to new citizens of many reli- fond of literature and the arts and wrote Analyzing Motives gions and backgrounds. Jews, Christians, and Muslims, Turks and non-Turks—all poetry in three languages. But his troops Why was taking flowed in. They helped rebuild the city, which was now called Istanbul. Constantinople so knew him as Yavuz—“the Inflexible.” He Ottomans Take Islam’s Holy Cities Mehmed’s grandson, Selim the Grim, came important to went through officers called viziers so Mehmed II? to power in 1512. He was an effective sultan and a great general. In 1514, he quickly that the phrase “May you become A. Answer The city defeated the Safavids (suh•FAH•vihdz) of Persia at the Battle of Chaldiran. Then controlled many he swept south through Syria and Palestine and into North Africa. At the same time the Sultan’s vizier” came to be under- waterways that kept that Cortez was toppling the Aztec Empire in the Americas, Selim captured Mecca stood as a curse. the Ottoman and Medina, the holiest cities of Islam. Finally he took Cairo, the intellectual cen- Empire divided. ter of the Muslim world. The once-great civilization of Egypt had become just another province in the growing Ottoman Empire.

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DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Reporting on the Conquest of Constantinople Class Time 30 minutes • analysis of military strategy Task Preparing a newscast on the Ottoman capture of Constantinople • reports on reactions from Mecca, Baghdad, or other cities Purpose To understand the drama and significance of this historical event • stories on human-interest topics Instructions Divide the class into three groups. Each group should plan • interviews with people on the scene and present a newscast on the Ottoman conquest of Constantinople. • commentaries expressing opinions on the situation Students should use their textbooks as sources of facts, details, and quota- • biographies of key leaders tions. Newscasts might include: After each group presents its newscast, have students compare the • a summary of the week’s events newscasts for depth, interest, and balance. • updates on breaking developments

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CHAPTER 18 • Section 1 Suleyman the Lawgiver The Ottoman Empire didn’t reach its peak size and grandeur until the reign of Selim’s son, Suleyman I (SOO•lay•mahn). Suleyman came to the throne in 1520 and History Makers ruled for 46 years. His own people called him Suleyman the Lawgiver. He was known in the West, though, as Suleyman the Lawgiver Suleyman the Magnificent. This title was a tribute to the splendor of his court and to his cultural achievements. How well does the United States govern- Suleyman was a superb ment follow the policies of Suleyman? The Empire Reaches Its Limits military leader. He conquered the important European city (It follows most, except it often does not of Belgrade in 1521. The next year, Turkish forces captured balance its budget.) the island of Rhodes in the Mediterranean and now domi- Suleyman’s income of $10 million nated the whole eastern Mediterranean. a year far outstripped that of his Suleyman the Lawgiver Applying their immense naval power, the Ottomans cap- 1494–1566 European contemporaries. tured Tripoli on the coast of North Africa. They continued In the halls of the U.S. Congress are conquering peoples along the North African coastline. World Art and Cultures Transparencies images of some of the greatest Although the Ottomans occupied only the coastal cities of lawgivers of all time. Included in that • AT39 Military Campaigns of Suleyman the group are such persons as Thomas North Africa, they managed to control trade routes to the inte- Magnificent: 1529 Siege of Vienna Jefferson, Moses, and Suleyman. rior of the continent. In-Depth Resources: Unit 4 Suleyman’s law code prescribed In 1526, Suleyman advanced into Hungary and Austria, penalties for various criminal acts throwing central Europe into a panic. Suleyman’s armies • History Makers: Suleyman, p. 59 and for bureaucratic and financial then pushed to the outskirts of Vienna, Austria. Reigning corruption. He also sought to reduce from Istanbul, Suleyman had waged war with central bribes, did not allow imprisonment without a trial, and rejected promo- Europeans, North Africans, and Central Asians. He had Suleyman the Lawgiver tions that were not based on merit. become the most powerful monarch on earth. Only Charles He also introduced the idea of a V, head of the Hapsburg Empire in Europe, came close to balanced budget for governments. Critical Thinking rivaling his power. • What does the third paragraph under Highly Structured Social Organization Binding the RESEARCH LINKS For more on this headline imply about the influence Ottoman Empire together in a workable social structure was Suleyman, go to classzone.com Suleyman’s crowning achievement. The massive empire of the Ottoman Empire in northern required an efficient government structure and social organ- Africa? (Besides controlling the coastal ization. Suleyman created a law code to handle both crimi- cities, they had influence inland.) nal and civil actions. He also simplified the system of • How did the devshirme system taxation and reduced government bureaucracy. These changes bettered the daily strengthen the Ottoman Empire? life of almost every citizen and helped earn Suleyman the title of Lawgiver. The sultan’s 20,000 personal slaves staffed the palace bureaucracy. The slaves B. Answer The sul- (by providing an efficient bureaucracy tan had a loyal were acquired as part of a policy called devshirme (dehv•SHEER•meh). Under the and by including Christians) force that was devshirme system, the sultan’s army drafted boys from the peoples of conquered • What can you infer about the relation- highly trained and Christian territories. The army educated them, converted them to Islam, and trained able to run and ship of religion to other activities from them as soldiers. An elite force of 30,000 soldiers known as janissaries was defend his empire. the description of the Mosque of trained to be loyal to the sultan only. Their superb discipline made them the heart Suleyman? (was connected to of the Ottoman war machine. In fact, Christian families sometimes bribed officials Making education and health care) to take their children into the sultan’s service, because the brightest ones could rise Inferences to high government posts or military positions. What were the As a Muslim, Suleyman was required to follow Islamic law. In accordance with advantages of the Islamic law, the Ottomans granted freedom of worship to other religious communities, devshirme system to the sultan? particularly to Christians and Jews. They treated these communities as millets, or nations. They allowed each millet to follow its own religious laws and practices. The head of the millets reported to the sultan and his staff. This system kept conflict among people of the various religions to a minimum.

510 Chapter 18

SKILLBUILDER PRACTICE: CATEGORIZING

Organizing Information About Suleyman Class Time 45 minutes As a class, make a list of Suleyman’s accomplishments. Then divide stu- Task Grouping facts about Suleyman’s accomplishments dents into small groups. Have each group organize the accomplishments Purpose To improve skill at organizing information into categories. Compare the categories the groups chose and which facts they placed in each. (Possible Answer: Political—Law code, balanced Instructions Explain that grouping information into categories is a valuable budgets. Military—Controlled eastern Mediterranean and North Africa, skill. Historians categorize data so they can identify patterns more easily. invaded Europe, was most powerful ruler of his time. Culture—Religious Ask students to study the table of contents and determine how this text- tolerance; studied many subjects; art, literature, and architecture book organizes information into chapters. (It uses a mixture of chronology flourished under his rule.) and geography.) Discuss how material would be covered if the book For more practice, have students complete the Skillbuilder Practice activity were organized only by chronology. (Organized only by chronology, each for this section, found in In-Depth Resources: Unit 4. chapter would cover the entire world for one time period.)

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Cultural Flowering Suleyman had CHAPTER 18 • Section 1 broad interests, which contributed to the cultural achievements of the empire. He found time to study poetry, history, geography, astronomy, mathe- matics, and architecture. He employed The Empire Declines Slowly one of the world’s finest architects, Sinan, who was probably from Critical Thinking C. Possible Albania. Sinan’s masterpiece, the • What methods could the Ottomans Answer flowering Mosque of Suleyman, is an immense have used to produce better rulers? of architecture, art, complex topped with domes and half (Possible Answers: hold elections, have and literature domes. It includes four schools, a oldest child inherit the throne, use library, a bath, and a hospital. a lottery) Comparing Art and literature also flourished Which cultural under Suleyman’s rule. This creative • Do you think Suleyman was a wise achievements of period was similar to the European ruler? (Yes—He led expansion and cul- Suleyman’s reign ▲ Sinan’s were similar to Renaissance. Painters and poets looked to Persia and Arabia for models. The works Mosque of tural flowering. No—He set a pattern for the European that they produced used these foreign influences to express original Ottoman ideas Suleyman in succession that destroyed the empire.) Renaissance? in the Turkish style. They are excellent examples of cultural blending. Istanbul is the largest mosque • In general, what factor caused the in the Ottoman decline of the Ottoman Empire? The Empire Declines Slowly Empire. (weak leadership) Despite Suleyman’s magnificent social and cultural achievements, the Ottoman In-Depth Resources: Unit 4 Empire was losing ground. Suleyman killed his ablest son and drove another into exile. His third son, the incompetent Selim II, inherited the throne. • Primary Source: Suleyman the Magnificent, Suleyman set the pattern for later sultans to gain and hold power. It became cus- p. 52 tomary for each new sultan to have his brothers strangled. The sultan would then • Literature Selection: from The Bride of keep his sons prisoner in the harem, cutting them off from education or contact Suleiman, p. 56 with the world. This practice produced a long line of weak sultans who eventually brought ruin on the empire. However, the Ottoman Empire continued to influence the world into the early 20th century.

SECTION1 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 1 ASSESSMENT • ghazi • Ottoman • sultan • Timur the Lame • Mehmed II • Suleyman the Lawgiver • devshirme • janissary Have students work in pairs to answer USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the questions. 2. Which do you consider more 3. By what means did the early 6. EVALUATING DECISIONS Do you think that the Ottomans Formal Assessment significant to the Ottoman Ottomans expand their empire? were wise in staffing their military and government with Empire, the accomplishments 4. Why was Suleyman called the slaves? Explain. • Section Quiz, p. 285 of Mehmed II or those of Lawgiver? 7. EVALUATING COURSES OF ACTION How did Suleyman’s Selim the Grim? Explain. 5. How powerful was the selection of a successor eventually spell disaster for the Rulers Successes Ottoman Empire compared to Ottoman Empire? RETEACH other empires of the time? 8. ANALYZING MOTIVES Do you think that Suleyman’s Have pairs of students create charts religious tolerance helped or hurt the Ottoman Empire? that answer the questions who, what, 9. WRITING ACTIVITY EMPIRE BUILDING Using the description of Mehmed II’s forces taking Constantinople, write a where, when, why, and how about the newspaper article describing the action. Ottoman Empire. In-Depth Resources: Unit 4 CONNECT TO TODAY CREATING A TIME LINE Create a time line showing events in the decline of the Ottoman Empire • Reteaching Activity, p. 62 and the creation of the modern nation of Turkey.

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ANSWERS

1. ghazi, p. 507 • Ottoman, p. 507 • sultan, p. 507 • Timur the Lame, p. 508 • Mehmed II, p. 508 • Suleyman the Lawgiver, p. 510 • devshirme, p. 510 • janissary, p. 510 2. Sample Answer: Osman—Established Muslim 4. He created a law code, simplified taxation, 9. Rubric Newspaper articles should state in Anatolia. Orkhan I—Captured and reduced bureaucracy. • present the basic facts clearly. Adrianople. Mehmed I—Defeated his brothers. 5. It was the most powerful. • include significant details. Murad II—Invaded Europe. Mehmed II more 6. Yes—The slaves received excellent education • use a newspaper style. important because he conquered and had opportunities, so they were loyal. CONNECT TO TODAY Constantinople. Selim the Grim—Captured No—They would be alert for opportunities to Rubric Time lines should Mecca, Medina, and Cairo. Suleyman I—Was rebel or escape. • list historically significant events. most powerful ruler of his time. 7. set a pattern of killing able rulers • cover the period 1566 to 1923. 3. buying land, forming alliances, using 8. Helped—It kept people content. Hurt—It did • use parallel language for all entries. new technology not promote unity.

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LESSON PLAN 3 OBJECTIVES Hagia Sophia, Istanbul, Turkey Wall mural, Ladakh, India • Describe the rise of the Mughal Empire. • Analyze the achievements of Akbar. The Mughal Empire in India • List triumphs and failures of Akbar’s successors. • Explain why the empire declined. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

POWER AND AUTHORITY The The legacy of great art and deep • Mughal • Sikh FOCUS & MOTIVATE Mughal Empire brought Turks, social division left by the • Babur • Shah Jahan Persians, and Indians together Mughal Empire still influences • Akbar • Taj Mahal Note that Hindu-Muslim relations are in a vast empire. southern Asia. • Aurangzeb a key issue in this section. Discuss the tension between India and Pakistan. SETTING THE STAGE The Gupta Empire, which you read about in Chapter 7, (India is mostly Hindu; Pakistan is mostly crumbled in the late 400s. First, Arabs invaded. Then, warlike Muslim tribes Muslim. Both want to control Kashmir.) from Central Asia carved northwestern India into many small kingdoms. Leaders Have students check maps to see how called rajputs, or “sons of kings,” ruled those kingdoms. The people who invaded the disputed border of Kashmir is shown. descended from Muslim Turks and Afghans. Their leader was a descendant of Timur the Lame and of the Mongol conqueror Genghis Khan. They called themselves Mughals, which means “Mongols.” The land they invaded had been INSTRUCT through a long period of turmoil. Early History of the Mughals TAKING NOTES Early History of the Mughals Following Chronological The 8th century began with a long, bloody clash between Hindus and Muslims in Critical Thinking Order Create a time line of the Mughal emperors this fragmented land. For almost 300 years, the Muslims were able to advance only • What can you infer about the military and their successes. as far as the Indus River valley. Starting around the year 1000, however, well-trained balance between Muslims and Hindus 1494 Turkish armies swept into India. Led by Sultan Mahmud (muh•MOOD) of Ghazni, between 700 and 1000? (It was they devastated Indian cities and temples in 17 brutal campaigns. These attacks left roughly even.) Babur the region weakened and vulnerable to other conquerors. Delhi eventually became • Do you think the comment on Delhi’s the capital of a loose empire of Turkish warlords called the Delhi Sultanate. These ruin is truthful? (may be exaggerated) sultans treated the Hindus as conquered people. • What enabled Babur to found the Delhi Sultanate Between the 13th and 16th centuries, 33 different sultans ruled Mughal Empire? (military power this divided territory from their seat in Delhi. In 1398, Timur the Lame destroyed Delhi. The city was so completely devastated that according to one witness, “for and skill) months, not a bird moved in the city.” Delhi eventually was rebuilt. But it was not In-Depth Resources: Unit 4 until the 16th century that a leader arose who would unify the empire. • Guided Reading, p. 47 (also in Spanish) Babur Founds an Empire In 1494, an 11-year-old boy named Babur inherited a kingdom in the area that is now Uzbekistan and Tajikistan. It was only a tiny kingdom, and his elders soon took it away and drove him south. But Babur built TEST-TAKING RESOURCES up an army. In the years that followed, he swept down into India and laid the Test Generator CD-ROM foundation for the vast Mughal Empire. Babur was a brilliant general. In 1526, for example, he led 12,000 troops to Strategies for Test Preparation victory against an army of 100,000 commanded by a sultan of Delhi. A year later, Test Practice Transparencies, TT67 Babur also defeated a massive rajput army. After Babur’s death, his incompetent son, Humayun, lost most of the territory Babur had gained. Babur’s 13-year-old Online Test Practice grandson took over the throne after Humayun’s death. 516 Chapter 18

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 171 • Primary Sources: Akbar, p. 54; Jahangir’s Birthday, In-Depth Resources: Unit 4 Reading Study Guide Audio CD (Spanish) p. 55 • Guided Reading, p. 47 • Connections Across Time and Cultures, p. 61 • Geography Application, p. 50 STRUGGLING READERS • History Makers: Shah Jahan, p. 60 In-Depth Resources: Unit 4 Formal Assessment • Guided Reading, p. 47 eEdition CD-ROM • Section Quiz, p. 287 • Building Vocabulary, p. 48 Power Presentations CD-ROM • Geography Application, p. 50 Critical Thinking Transparencies ENGLISH LEARNERS • Reteaching Activity, p. 64 • CT18 Muslim Empires in Anatolia and India In-Depth Resources in Spanish Reading Study Guide, p. 171 • CT54 Chapter 18 Visual Summary • Guided Reading, p. 128 Reading Study Guide Audio CD World Art and Cultures Transparencies • Geography Application, p. 130 • AT40 Mughal miniature painting GIFTED AND TALENTED STUDENTS classzone.com 516 Chapter 18 In-Depth Resources: Unit 4 wh10te-041803-0516-0523 8/22/03 10:55 AM Page 517

Growth of the Mughal CHAPTER 18 • Section 3 Akbar’s Golden Age Empire, 1526–1707 Babur’s grandson was called Akbar, which means “Greatest One.” Akbar certainly lived up to his name, ruling Mughal Empire, 1526 (Babur) Kabul KASHMIR AddedTIBET by 1605 (Akbar) India with wisdom and tolerance Added by 1707 (Aurangzeb) History from Visuals PUNJAB from 1556 to 1605. Lahore H A Military Conqueror Akbar recog- . I M hmaputr Interpreting the Map R Bra a R. s A u L nized military power as the root of his Ind A Y A S Have students identify the Indus River, Delhi G strength. In his opinion, “A monarch an ges which was as far as the Arab conquests Agra R should ever be intent on conquest, . Benares penetrated into India. otherwise his neighbors rise in arms Patna BENGAL against him.” Tropic of Cancer Dacca Extension Compare the sizes of the Like the Safavids and the Ottomans, Calcutta Mughal Empire in 1707 and the

Akbar equipped his armies with heavy Surat United States today, excluding Alaska artillery. Cannons enabled him to break DECCAN and Hawaii. (The United States is into walled cities and extend his rule Bombay PLATEAU slightly larger.) into much of the Deccan plateau. In a Arabian Sea Bay brilliant move, he appointed some of rajputs as officers. In this way he turned Bengal SKILLBUILDER Answers

potential enemies into allies. This com- Madras 1. Movement before 1605

bination of military power and political Pondicherry 2. Human-Environment Interaction the Calicut wisdom enabled Akbar to unify a land Himalaya Mountains of at least 100 million people—more 0 300 Miles Cochin 80° E CEYLON than in all of Europe put together. 0 600 Kilometers A Liberal Ruler Akbar was a genius Akbar’s Golden Age at cultural blending. He was a Muslim, and he firmly defended reli- GEOGRAPHY SKILLBUILDER: Interpreting Maps gious freedom. He permitted people 1. Movement During which time period was the most territory Critical Thinking of other religions to practice their added to the Mughal Empire? • Do you think Akbar’s taxes were fair? faiths. He proved his tolerance by 2. Human-Environment Interaction What landform might have Why? (Yes—Payments increased with prevented the empire from expanding farther east? marrying, among others, two Hindus, wealth. No—Some paid more a Christian, and a Muslim. He than others.) A. Possible Answer allowed his wives to practice their religious rituals in the palace. He proved his tol- • How might Akbar have appealed to Both men were erance again by abolishing both the tax on Hindu pilgrims and the hated jizya, or bureaucrats to work hard? (Possible extremely tolerant— tax on non-Muslims. He even appointed a Spanish Jesuit to tutor his second son. Akbar in both his Akbar governed through a bureaucracy of officials. Natives and foreigners, Answer: permanent land grants) personal life and • How did the stonework created under government poli- Hindus and Muslims, could all rise to high office. This approach contributed to the cies, and Suleyman quality of his government. Akbar’s chief finance minister, Todar Mal, a Hindu, Akbar reflect his religious toleration? through the millet created a clever—and effective—taxation policy. He levied a tax similar to the (Akbar was a Muslim; stonework often system. present-day U.S. graduated income tax, calculating it as a percentage of the value portrayed Hindu themes.) of the peasants’ crops. Because this tax was fair and affordable, the number of In-Depth Resources: Unit 4 Comparing peasants who paid it increased. This payment brought in much needed money for In what ways the empire. • Primary Source: Akbar, p. 54 were Akbar’s atti- Akbar’s land policies had more mixed results. He gave generous land grants to his • Connections Across Time and Cultures: How tudes toward reli- bureaucrats. After they died, however, he reclaimed the lands and distributed them as to Treat the Conquered, p. 61 gion similar to those of Suleyman he saw fit. On the positive side, this policy prevented the growth of feudal aristocra- the Lawgiver? cies. On the other hand, it did not encourage dedication and hard work by the Mughal officials. Their children would not inherit the land or benefit from their parents’ work. So the officials apparently saw no point in devoting themselves to their property.

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Evaluating Taxation Class Time 40 minutes • the functions of government Task Debating the merits of increasing the percentage of tax as • the economic impact of a graduated tax income increases • the fairness of a graduated tax Purpose To understand the reasons for and against a graduated income • alternative methods of funding government tax; to improve persuasive speaking skills Groups should prepare notes or outlines that address these issues. Instructions Divide the class into four or six groups. Half of the groups When groups are ready, select one group from each side and have them should develop arguments in favor of graduated income taxes. The other debate the issue. Students in the other groups should vote on which side half should oppose them. presented its arguments most convincingly. Each group should consider issues such as the following:

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CHAPTER 18 • Section 3 A Flowering of Culture As Akbar extended the Mughal Empire, he welcomed influences from the many cultures in the empire. This cultural blending affected art, education, politics, and language. Persian was the language of Akbar’s court and of high culture. The common people, however, History Makers spoke Hindi, a mixture of Persian and a local language. Hindi remains one of the most widely spoken languages in Akbar India today. Out of the Mughal armies, where soldiers of Sensitive to public opinion, Akbar stood many backgrounds rubbed shoulders, came yet another new at an open palace window each morning language. This language was Urdu, which means “from the so that his people could see him. He soldier’s camp.” A blend of Arabic, Persian, and Hindi, Urdu is today the official language of Pakistan. wanted them to feel a connection with Akbar their emperor. 1542–1605 The Arts and Literature The arts flourished at the Mughal Akbar was brilliant and curious, court, especially in the form of book illustrations. These especially about religion. He even small, highly detailed, and colorful paintings were called invented a religion of his own—the miniatures. They were brought to a peak of perfection in the Akbar’s Successors “Divine Faith”—which combined Safavid Empire. Babur’s son, Humayun, brought two mas- elements of Hinduism, Jainism, ters of this art to his court to teach it to the Mughals. Some Christianity, and Sufism. The religion of the most famous Mughal miniatures adorned the Critical Thinking attracted few followers, however, and • What evidence shows Nur Jahan’s abil- offended Muslims so much that they Akbarnamah (“Book of Akbar”), the story of the great ity to exert power? (Jahangir’s family attempted a brief revolt against Akbar emperor’s campaigns and deeds. Indian art drew from in 1581. When he died, so did the Western traditions as well. members took orders from her.) “Divine Faith.” Hindu literature also enjoyed a revival in Akbar’s time. The • What caused Shah Jahan to build the Surprisingly, despite his wisdom poet Tulsi Das, for example, was a contemporary of Akbar’s. B. Answer His Taj Mahal? (in memory of his wife) and his achievements, Akbar could combination of mil- not read. He hired others to read to He retold the epic love story of Rama and Sita from the fourth itary might and • How did Aurangzeb’s use of tax money him from his library of 24,000 books. century B.C. Indian poem the Ramayana (rah•MAH•yuh•nuh) political wisdom weaken the empire? (He used it for war in Hindi. This retelling, the Ramcaritmanas, is now even more enabled him to get and repression.) popular than the original. rid of enemies and RESEARCH LINKS For more on Akbar, build allies. In-Depth Resources: Unit 4 go to classzone.com Architecture Akbar devoted himself to architecture, too. The style developed under his reign is still known as Akbar • Geography Application, p. 50 Drawing • Primary Source: Jahangir’s Birthday, p. 55 period architecture. Its massive but graceful structures are decorated with intricate stonework that portrays Hindu themes. The capital city of Conclusions How was Akbar Fatehpur Sikri is one of the most important examples of this type of architecture. able to build such Akbar had this red-sandstone city built to thank a holy man who had predicted the an immense birth of his first son. empire? More About . . . Akbar’s Successors Nur Jahan With Akbar’s death in 1605, the Mughal court changed to deal with the changing According to legend, Nur Jahan was times. The next three emperors each left his mark on the Mughal Empire. born while her parents were fleeing Jahangir and Nur Jahan Akbar’s son called himself Jahangir (juh•hahn•GEER) Persia. They abandoned her under a tree, —“Grasper of the World.” And he certainly did hold India in a powerful grasp. It was not his hand in the iron glove, however. For most of his reign, he left the affairs but a cobra protected her from the hot of state to his wife. sun with its hood until her remorseful Jahangir’s wife was the Persian princess Nur Jahan. She was a brilliant politician parents returned. At age 30, Nur Jahan who perfectly understood the use of power. As the real ruler of India, she installed was called to serve at court, where the her father as prime minister in the Mughal court. She saw Jahangir’s son Khusrau emperor noticed her. Four years later, he as her ticket to future power. But when Khusrau rebelled against his father, Nur married her. Jahan removed him. She then shifted her favor to another son. This rejection of Khusrau affected more than the political future of the empire. It was also the basis of a long and bitter religious conflict. Jahangir tried to promote Islam in the Mughal state, but was tolerant of other religions. When Khusrau 518 Chapter 18

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Investigating Mughal Art Class Time 15 minutes • Based on this painting, what do you think a Task Studying and noting features of a Mughal painting coronation is? (a ceremony in which a ruler comes to Purpose To understand how art can function as a power) primary source • What similarities do you see between this miniature

AT40, Festivities During the Occasion of the Coronation of © McDougal Littell Inc. Jahangir. Refer to the User’s Guide at the back of the intricate designs)

MS E-14, fol. 21a. Institute of Oriental Studies, St. Petersburg, Russia/Giraudon/Art transparency book for background information about this • How does this painting show evidence of cultural Resource, New York. miniature painting. Use the following questions to spark blending? (People of many different skin colors World Art and Cultures a discussion: are pictured, and they are wearing a variety Transparencies of costumes.) 518 Chapter 18 wh10te-041803-0516-0523 8/22/03 10:56 AM Page 519

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Women Leaders of the Indian Subcontinent Since World War II, the subcontinent of India has seen minister in 1988, the first woman to run a modern the rise of several powerful women. Unlike Nur Jahan, Muslim state. She was reelected in 1993. however, they achieved power on their own—not Khaleda Zia became Bangladesh’s first woman prime Connect to Today through their husbands. minister in 1991. She was reelected several times, the Indira Gandhi headed the Congress Party and last time in 2001. She has made progress in empowering Women Leaders of the Indian dominated Indian politics for almost 30 years. She women and girls in her nation. was elected prime minister in 1966 and again in 1980. Chandrika Bandaranaike Kumaratunga is the president Subcontinent Gandhi was assassinated in 1984 by Sikh separatists. of Sri Lanka. She was elected in 1994 with 62 percent of South Asia has given the world six Benazir Bhutto took charge of the Pakistan People’s the votes cast. She survived an assassination attempt in women prime ministers. Sirimavo Party after her father was executed by his political 1999 and was reelected. enemies. She won election as her country’s prime Bandaranaike of Ceylon—an island off the southern tip of India that is now called Sri Lanka—was the world’s first woman prime minister. She initially took office in 1960. Ask students to speculate on why women have often held political power in this region. (Possible Answer: tradition of powerful women dating back to Nur Jahan)

Indira Gandhi Benazir Bhutto Khaleda Zia Chandrika Bandaranaike Kumaratunga More About . . .

Mumtaz Mahal rebelled, he turned to the Sikhs. This was a nonviolent religious group whose doc- According to popular stories, it was love trines blended Buddhism, Hinduism, and Sufism (Islamic mysticism). Their leader, Guru Arjun, sheltered Khusrau and defended him. In response, the Mughal rulers at first sight between Mumtaz Mahal and Analyzing Causes had Arjun arrested and tortured to death. The Sikhs became the target of the Prince Khurram, who later became Shah How did the Mughals’ particular hatred. Jahan. On seeing her, the prince report- Mughals’ dislike of Shah Jahan Jahangir’s son and successor, Shah Jahan, could not tolerate compe- edly said, “Oh, that I were a glove upon the Sikhs develop? C. Answer Sikhs tition and secured his throne by assassinating all his possible rivals. He had a great that hand.” Mumtaz traveled everywhere sheltered and passion for two things: beautiful buildings and his wife Mumtaz Mahal with her husband, even on military defended Jahangir’s (moom•TAHZ mah•HAHL). Nur Jahan had arranged this marriage between campaigns. She gave birth on the battle- son, who had Jahangir’s son and her niece for political reasons. Shah Jahan, however, fell gen- field to four sons, including the next rebelled against his uinely in love with his Persian princess. father. emperor, Aurangzeb. In 1631, Mumtaz Mahal died at age 39 while giving birth to her 14th child. To enshrine his wife’s memory, he ordered that a tomb be built “as beautiful as she was In-Depth Resources: Unit 4 beautiful.” Fine white marble and fabulous jewels were gathered from many parts • History Makers: Shah Jahan, p. 60 of Asia. This memorial, the Taj Mahal, has been called one of the most beautiful buildings in the world. Its towering marble dome and slender minaret towers look like lace and seem to change color as the sun moves across the sky. The People Suffer But while Shah Jahan was building lovely things, his country Tip for English Learners was suffering. There was famine in the land. Furthermore, farmers needed Have students create a collage of images tools, roads, and ways of irrigating their crops and dealing with India’s harsh and comments about the Taj Mahal. environment. What they got instead were taxes and more taxes to support the build- Ask, Why do people find the Taj Mahal so ing of monuments, their rulers’ extravagant living, and war. beautiful? (Possible Answer: its color, detail, and symmetry) The Muslim World Expands 519

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Idioms Class Time 15 minutes • Soldiers of many backgrounds “rubbed shoulders,” which means they Task Learning to recognize and understand idioms lived and worked together. The context of the paragraph can help Purpose To improve understanding of challenging texts readers understand this idiom—the soldiers spoke a language that was a blend of their different languages. Instructions Explain that an idiom is a commonly used expression whose intended meaning is different from its literal meaning. For example, if • Each of the next three emperors “left his mark” on the Mughal Empire, you complain about having a frog in your throat, it means that your voice which means he made important and lasting changes to it. is hoarse or scratchy. It does not mean that you have swallowed an • Nur Jahan had a hand in an “iron glove,” which means that she had animal! Challenge students to find the three idioms on page 518 and power over people. determine their meanings. Invite students to share idioms from other languages. (Possible Answer: in Spanish, estar a un grito—literally, “to be on a scream”—means to be in pain.) Teacher’s Edition 519 wh10te-041803-0516-0523 8/22/03 10:57 AM Page 520

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More About . . .

Aurangzeb’s Harshness Shah Jahan preferred his mystical, humane son, Dara Shikoh, over his younger, fiercer son, Aurangzeb. Aurangzeb never forgot this. One legend claims that Aurangzeb jailed his father and had Dara Shikoh’s severed head delivered to Shah Jahan with the mes- sage: “Your son sends this [gift] to your majesty to let him see that he does not forget him.” Aurangzeb was strict in less violent ways as well. For example, he forbade parties that involved drinking, singing, and dancing, and he tore down all large-scale pre-Mughal monuments built by Hindus. As a result, the only pre-Mughal architecture remaining in India is in the southern

sections that Aurangzeb never conquered. ▲ Mirrored in a All was not well in the royal court either. When Shah Building the Taj Mahal reflecting pool is Jahan became ill in 1657, his four sons scrambled for the the Taj Mahal, a Some 20,000 workers labored for 22 throne. The third son, Aurangzeb (AWR•uhng•zehb), monument to years to build the famous tomb. It is moved first and most decisively. In a bitter civil war, he exe- love and the made of white marble brought from Mughal Empire. Historyin Depth 250 miles away. The minaret towers cuted his older brother, who was his most serious rival. are about 130 feet high. The Then he arrested his father and put him in prison, where he Building the Taj Mahal building itself is 186 feet square. died several years later. After Shah Jahan’s death, a mirror The design of the building is a was found in his room, angled so that he could look out at The Taj Mahal was designed by a team of blend of Hindu and Muslim styles. the reflection of the Taj Mahal. architects that included Indians, Persians, The pointed arches are of Muslim and others. Claims that it was designed design, and the perforated marble Aurangzeb’s Reign A master at military strategy and an windows and doors are typical of a aggressive empire builder, Aurangzeb ruled from 1658 to by an Italian or by fourth-century Hindus style found in Hindu temples. 1707. He expanded the Mughal holdings to their greatest size. The inside of the building is a have little support. However, the power of the empire weakened during his reign. glittering garden of thousands of carved marble flowers inlaid with tiny This loss of power was due largely to Aurangzeb’s oppres- precious stones. One tiny flower, one sion of the people. He rigidly enforced Islamic laws, outlawing inch square, had 60 different inlays. drinking, gambling, and other activities viewed as vices. He Rubric Brochures should appointed censors to police his subjects’ morals and make sure they prayed at the appointed times. He also tried to erase all the • include relevant facts and details. INTERNET ACTIVITY Use the Internet to gains Hindus had made under Akbar. For example, he brought • use inviting, persuasive language. take a virtual trip to the Taj Mahal. back the hated tax on non-Muslims and dismissed Hindus from • include attractive visuals. Create a brochure about the building. Go to classzone.com for your research. high positions in his government. He banned the construction of new temples and had Hindu monuments destroyed. Not surprisingly, these actions outraged the Hindus.

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Evaluating Aurangzeb Class Time 30 minutes history of India, biographical dictionaries, and the Internet. Groups Task Collecting historical accounts of Aurangzeb and analyzing how they should write one-paragraph descriptions of the sources, evaluating how portray him critical or sympathetic each is toward Aurangzeb. Then, as a class, make a Purpose To recognize the disagreements among historians list of the sources found by students and rank them from most critical to most sympathetic. Discuss why historians disagree on Aurangzeb. Instructions Divide students into heterogeneous groups. Explain that (Possible Answer: Aurangzeb was intelligent, serious-minded, and a Aurangzeb is a controversial figure in Indian history. Historians differ widely skilled military strategist. Under his rule, the Mughal Empire reached its on how to evaluate his reign. largest size. However, his ruthlessness and violence caused great turmoil Have each group find three or more sources describing Aurangzeb. Groups and contributed to the collapse of the empire.) might check general encyclopedias, encyclopedias of history, books on the

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D. Answer He depleted the empire’s resources The Hindu rajputs, whom Akbar had converted from potential enemies to allies, CHAPTER 18 • Section 3 and began the weakening of cen- rebelled. Aurangzeb defeated them repeatedly, but never completely. In the south- tral power that led west, militant Hindus called Marathas founded their own state. Aurangzeb captured to its ruin. their leader but could never conquer them. Meanwhile, the Sikhs transformed themselves into a militant brotherhood. They began building a state in the Punjab, The Empire’s Decline Recognizing an area in northwest India. Effects Aurangzeb levied oppressive taxes to pay for the wars against the increasing and Decay How did numbers of enemies. He had done away with all taxes not authorized by Islamic Aurangzeb’s per- law, so he doubled the taxes on Hindu merchants. This increased tax burden deep- sonal qualities and Critical Thinking ened the Hindus’ bitterness and led to further rebellion. As a result, Aurangzeb political policies • How large an impact did the famine needed to raise more money to increase his army. The more territory he conquered, affect the Mughal have on Aurangzeb’s empire? (Possible Empire? the more desperate his situation became. Answer: substantial, as the number of The Empire’s Decline and Decay deaths equaled the present population of a large city, such as Houston) By the end of Aurangzeb’s reign, he had drained the empire of its resources. Over 2 million people died in a famine while Aurangzeb was away waging war. Most of • What is a one-sentence summary of the his subjects felt little or no loyalty to him. impact of the reign of Aurangzeb? As the power of the central state weakened, the power of local lords grew. After (Possible Answer: His aggressive and Aurangzeb’s death, his sons fought a war of succession. In fact, three emperors oppressive policies led to ruin for the reigned in the first 12 years after Aurangzeb died. By the end of this period, the Mughal Empire.) Mughal emperor was nothing but a wealthy figurehead. He ruled not a united empire but a patchwork of independent states. As the Mughal Empire rose and fell, Western traders slowly built their own power in the region. The Portuguese were the first Europeans to reach India. In fact, they arrived just before Babur did. Next came the Dutch, who in turn gave way to the French and the English. However, the great Mughal emperors did not feel threatened by the European traders. Shah Jahan let the English build a forti- fied trading post at Madras. In 1661, Aurangzeb casually handed them the port of Bombay. Aurangzeb had no idea that he had given India’s next conquerors their first foothold in a future empire. ASSESS

SECTION3 ASSESSMENT SECTION 3 ASSESSMENT Using students’ answers to question 2, TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Mughal • Babur • Akbar • Sikh • Shah Jahan • Taj Mahal • Aurangzeb create a time line on the board. Discuss which emperors had positive or USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING negative effects. 2. Which of the Mughal emperors 3. How did Akbar demonstrate 6. CLARIFYING Why were Akbar’s tax policies so successful? on your time line had a tolerance in his empire? 7. MAKING INFERENCES Why was Nur Jahan able to hold so Formal Assessment positive effect on the empire? 4. What pattern is seen in the much power in Jahangir’s court? • Section Quiz, p. 287 Which had negative effects? ways individuals came to 8. EVALUATING COURSES OF ACTION Why were the policies power in the Mughal Empire? of Aurangzeb so destructive to the Mughal Empire? 1494 5. Why did the empire weaken 9. WRITING ACTIVITY POWER AND AUTHORITY Write a RETEACH under the rule of Aurangzeb? compare-and-contrast essay on the policies of Akbar Use the following transparencies or the Babur and Aurangzeb. Use references from the text in your response. Reteaching Activity to review this section and chapter. Critical Thinking Transparencies CONNECT TO TODAY CREATING A BIOGRAPHY • CT18 Muslim Empires in Anatolia and India Select one of the women leaders in Connect to Today on page 519. Research • CT54 Chapter 18 Visual Summary her life and write a short biography of her. In-Depth Resources: Unit 4 The Muslim World Expands 521 • Reteaching Activity, p. 64

ANSWERS

1. Mughal, p. 516 • Babur, p. 516 • Akbar, p. 517 • Sikh, p. 519 • Shah Jahan, p. 519 • Taj Mahal, p. 519 • Aurangzeb, p. 520 2. Sample Answer: 1494, Babur; early 1500s, 4. new leader killed all opponents 9. Rubric Compare-and-contrast essays should Humayun; 1556, Akbar; 1605, Jahangir 5. He oppressed people, provoked Hindus and • identify similarities between the men. (and Nur Jahan); early 1600s, Shah Jahan; Sikhs, and increased taxes to pay for wars. • explain differences in policies. 1658, Aurangzeb. Positive—Babur expanded 6. They were fair and affordable, so more • draw conclusions about each reign. the empire; Akbar oversaw a flowering of people paid. CONNECT TO TODAY culture. Negative—Jahangir, Nur Jahan, and 7. She knew how to use power, and he Rubric Biographies should Shah Jahan sparked religious conflict; apparently lacked interest in ruling. • present biographical data. Aurangzeb waged costly wars. 8. He ended policies of toleration, which led to • explain how the leader came to power. 3. He married women from different ethnic bitterness and rebellion. • identify actions or policies of the leader. groups and abolished the taxes on Hindu pilgrims and non-Muslims.

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