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Spotlight on Turkey: Continuity and Change. an Interdisciplinary Curriculum

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DOCUMENT RESUME ED 422 263 SO 029 233 AUTHOR Arkin, Linda, Ed.; Greenberg, Hazel Sara; Barasch, Abby, Ed. TITLE Spotlight on Turkey: Continuity and Change. An Interdisciplinary Curriculum. INSTITUTION American Forum for Global Education, New York, NY. ISBN ISBN-0-944675-49-2 PUB DATE 1992-00-00 NOTE 220p.; Color slides accompany the documents. AVAILABLE FROM American Forum for Global Education, 45 John Street, Suite 908, New York, NY 10038; telephone: 212-732-8606 ($30). PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Area Studies; *Cultural Awareness; *Culture; Foreign Countries; Interdisciplinary Approach; *Middle Eastern History; *Middle Eastern Studies; Multicultural Education; Non Western Civilization; Secondary Education; *Social Change; Social Studies; World History IDENTIFIERS *Turkey ABSTRACT This resource guide provides background and source material about the Turkey for secondary teachers and students. In addition to suggested classroom activities, there are background readings and notes for the teachers that can be used for enrichment lessons with students. Each chapter views a single question from multiple perspectives. The six chapters focus on: (1) "Who Are the Turks?"; (2) "Is Turkey a Bridge between East and West?"; (3) "How Do the Turks Express Themselves in Music, Art and Literature?"; (4) "How Did the Turks Create a Tolerant Community?"; (5) "What Is Daily Life among the Turks?"; and (6)"How is Twentieth Century Leadership a 'Lens' for Change?" The volume concludes with a description of the accompanying slides, a 50-item select bibliography, and 14 endnotes. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Fir 111 , ' 7 _ ;..7.7;e47. ;I..; ri;drilitiC.105,-.?7' 7, Ii iIP 1r i , r co:,.. .......,........4., 4"Iic ,411111knolk we. .1,41AVk , ssa U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement jUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) ...Mg;ITT1- SPOTLIGHT ON TURKEY CONTINUITY&CHANGE if(\ r 4111 ) ES 1 jilL .i'i1XI. ;All(' L'1 %.71 S IL1 Conthluitii anb Change k.11 An hiterbisciplinarti Cunicvohnii L.1 LIN The American Forum for Global Education \I 45NewYoSrk johl2 free4 SNY70011e38 908 TeL (212) 732-8606 FAX (212) 791-4132 3 %LI %.71 %.11 %.1 %.1 LI LI LI ILI LI Justin McCarthy, Ph.D., Professor of History, University of Louisville, Louisville, KY Talat S. Ha !man, Ph.D., Research Professor of Turkish Literature, New York University, NYC Oka Bates, Ph.D., Professor of Art History, Hunter College, CUNY, New York City Karl Benziger, Teacher of Social Studies, South Shore High School, New York City Public Schools Robert Croonquist, Teacher of English, Jamaica High School, New York City Public Schools Jo Ann M. Kaya, Teacher of Art, South Shore High School, New York City Public Schools EDITOR Linda Arkin, Director of Instruction, Brooklyn and Staten Island High Schools, NYC Public Schools ASSOCIATE EDITOR Abby Barasch, Program Associate, The American Forum for Global Education PROJECT COORDINATOR Hazel Sara Greenberg, Educational Consultant, The American Forum for Global Education Maps created and executed by Justin McCarthy, Ph.D. Cover designed by Mustafa Pilevneli SPOTLIGHT ON TURKEY: CONTINUITY AND CHANGE (Secondary School Level) Price: $30.00 plus postage and handling. ISBN: 0-944675-49-2 Copyright 1992 by The American Forum for Global Education. All rights reserved. No part may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission from the publisher. The contents of this publication may, however, be reproduced if they are intended solely for non-profit, educational use, except in cases where such reproduction may infringe upon entries protected under their own copyrights. All entries from other sources are so indicated. The American Forum for Global Education is a not-for-profit, non-partisan organization dedicated to promoting national citizenship in a global age. The American Forum was created in 1987 through a merger of Global Perspectives in Education (GPE) and the National Council on Foreign Language and International Studies (NCFLIS). PREFACE This book is about the Turkish experience throughout history, in their literature and through their arts. Contemporary textbooks place little emphasis on the Turks and their role in history. Frequently, this attention can be distorted or presents a stereotype of the Turks. However, with the current world-wide analysis of textbooks and the desire to introduce students to cultures other than their own, a need has developed to examine how people throughout the world are represented in materials used in schools. Daily global contact inan increasingly interdependent world requires that young people have expanded opportunities to read about, discuss and understand the lives and cultures of allgroups around the world. We have come to accept the idea that we live in a pluralistic world and the five andone half billion peoples who make up that world are the product of their history and their culture. Many prefaces state how a better understanding of our globe will come from the young people around the world. Their task will be to teach both those who preceded them and those who will follow them. This is a simple truism which many ofus have come to accept. The concept of the "global village" is now widely acknowledged. But there is the need to enable students to make the leap from mere comprehension to sensitivity about the experiences of the peoples who make up this world. This curriculum guide is designed to give an unbiased and informative presentation of the Turkish people and their nation- Turkey. The American Forum, a not-for-profit educational organization, has worked to sponsor greater global awareness and knowledge. The global perspective of the organization, the educational thrust of its work and the commitment of the network of educators and corporate personnel in increasing international understanding helped motivate the efforts of this guide. Working with renowned scholars and teaching practitioners, we believe we have created a manual which willencourage teachers to teach about Turkey as well as stimulate student interest. We hope it will delight and inspire educators. The classroom strategies are interactive and innovative; the student readingsare challenging and informative; the background information is timely and accurate. Perhaps this type of curriculum guide can supplant many of the misinterpretations found in textbooks. We also hope it will serve as a model for additional enrichment and supplemental materials for classroom use. Hazel Sara Greenberg The American Forum for Global Education MOLDOVA RUSSIA CaspianSea GEORGIA Bucharest0 Black Sea TbilisiARMENIA * AZERBAIJAN 0 SofiaBULGARIA --/ - - - - -_7),.....y---\Samsun\-/ `-----r-----'/- -----s-Trabzon Erzumru Yerevan0 Izmiti Ankara TURKEY Lake Van 1-",7. 0 KahramanmarasSivas ElazigUrfa Diyarbakir AntalyaKonyaLake Tuz CYPRUS SYRIA Baghdad CRETE Mediterranean Sea Beirut JORDAN 6 ES' COPY MA1;1 7 TURKEY IN BRIEF GEOGRAPHY: Turkey's land mass is 780,000 sq km. The European and Asian sidesare divided by the Istanbul Bogazi, (Bosphorus), the Sea of Marmara, and the Canakkale Bogazi (Dardanelles).Anatolia is a high plateau region rising progressively towards the east, and is broken by the valleys of about fifteenrivers, including the Dicle (Tigris) and the Firat (Euphrates). There are numerous lakes andsome, such as Lake Van, are as large as inland seas. In the north, the eastern Black Sea Mountain chain runs parallel to the Black Sea; in the south, theToros Mountains sweep down almost to the narrow, fertile coastal plain along the sea coast. Turkey enjoysa variety of climates, changing from the temperate climate of the Black Sea region, to the continental climate of theinterior, then, to the Mediterranean climate of the Aegean and Mediterranean coastal regions. The coastline of Turkey's fourseas is more than 80,000 km in length. POPULATION: Turkey has 57 million inhabitants, 47% of whom live in the countryside.The three major cities are Istanbul (7.4 million); Ankara, the capital (3.2 million); Izmir (2.7 million);Adana (1.9 million); Antalya (1.1 million); and Bursa (1.6 million). LANGUAGE: The Turkish language belongs to the Ural-Altaicgroup and has an affinity to the Finno Hungarian languages. Turkish is written with Roman characters and is spoken bysome 150 million people in the world. RELIGION: The Turkish population is 99% Moslem. Turkey isa secular state which guarantees complete freedom of worship to non-Moslems. ECONOMY: Tourism: In recent years Turkey has become a major tourist attraction inEurope. With the rapid development of both summer and winter resorts, more andmore people from all over the world are able to enjoy the history, culture, and beautiful sites of Turkey. From swimming in the Mediterraneanto
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  • The American Protestant Missionary Network in Ottoman Turkey, 1876-1914

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    International Journal of Humanities and Social Science Vol. 4, No. 6(1); April 2014 The American Protestant Missionary Network in Ottoman Turkey, 1876-1914 Devrim Ümit PhD Assistant Professor Founding and Former Chair Department of International Relations Faculty of Economics and Administrative Sciences Karabuk University Turkey Abstract American missionaries have long been the missing link in the study of the late Ottoman period despite the fact that they left their permanent trade in American as well as Western conceptions of the period such as “Terrible Turk” and “Red Sultan” just to name a few. From the landing of the first two American Protestant missionaries, Levi Parsons and Pliny Fisk, on the Ottoman Empire, as a matter of fact on the Near East, in early 1820, until the outbreak of the First World War in 1914, American missionaries occupied the increasing attention of the Ottoman bureaucracy in domestic and foreign affairs while the mission work in the Ottoman Empire established the largest investment of the American Board of Commissionaries for Foreign Missions (A.B.C.F.M.) in the world, even above China and India, on the eve of the war. The bulk of the correspondence of the Ottoman Ministry of Foreign Affairs for the period was with the United States and this was chiefly concerned about the American mission schools. Therefore, this paper seeks to examine the encounter between the Ottoman officialdom and the American Protestant missionaries in Ottoman Turkey during the successive regimes of Sultan Abdülhamid II and the Committee of Union and Progress, the Unionists in the period of 1876-1914.
  • The Killing Game: a Theory of Non-Democratic Succession

    The Killing Game: a Theory of Non-Democratic Succession

    Research in Economics 69 (2015) 398–411 Contents lists available at ScienceDirect Research in Economics journal homepage: www.elsevier.com/locate/rie The killing game: A theory of non-democratic succession Georgy Egorov a,n, Konstantin Sonin b,c a Northwestern University, United States b University of Chicago, United States c Higher School of Economics, Moscow, Russia article info abstract Article history: The winner of a battle for a throne can either execute or spare the loser; if the loser is Received 13 April 2015 spared, he contends the throne in the next period. Executing the losing contender gives Accepted 26 May 2015 the winner a chance to rule uncontested for a while, but then his life is at risk if he loses to Available online 16 July 2015 some future contender who might be, in equilibrium, too frightened to spare him. The Keywords: trade-off is analyzed within a dynamic complete information game, with, potentially, an Non-democracy infinite number of long-term players. In an equilibrium, decisions to execute predecessors Succession depend on the predecessors’ history of executions. With a dynastic rule in place, Execution incentives to kill the predecessor are much higher than in non-hereditary dictatorships. Reputation The historical illustration for our analysis contains a discussion of post-World War II Markov perfect equilibrium politics of execution of deposed leaders and detailed discussion of non-hereditary military dictatorships in Venezuela in 1830–1964, which witnessed dozens of comebacks and no single political execution. & 2015 Published by Elsevier Ltd. on behalf of University of Venice. “Who disagrees with our leadership, will get a spit into his face, a blow onto his chin, and, if necessary, a bullet into his head”.
  • Historia Scribere 13 (2021)

    Historia Scribere 13 (2021)

    historia scribere 13 (2021) The Beginnings of an Empire. The Transformation of the Ottoman State into an Empire, demonstrated at the example of Grand Vizier Mahmud Pasha’s life and accomplishments Vera Flatz Kerngebiet: Neuzeit eingereicht bei: Yasir Yilmaz, MA PhD und Univ.-Prof. Dr. Stefan Ehrenpreis eingereicht im: WiSe 2019/20 Rubrik: Seminar-Arbeit Abstract The Beginnings of an Empire. The Transformation of the Ottoman State into an Empire, demonstrated at the example of Grand Vizier Mahmud Pasha’s life and accomplishments The following seminar paper deals with Grand Vizier Mahmud Pasha’s life and the processes that turned an Ottoman principality into the Ottoman Empire. Starting with Sultan Mehmed’s II appointment in 1444, important practic- es such as the nomination of a grand vizier changed significantly. Moreover, Mehmed II built a new palace which reflected the new imperial self-percep- tion, a new code of law was installed, and the empire was centralised. All these developments become especially visible in the life of Grand Vizier Mahmud Pasha Angelovic. The paper examines secondary literature as well as contem- porary sources of Kritobolous and Ibn Khaldun. Sources on Mahmud Pasha’s life are rare and need to be analysed with caution as his posthumous legend influenced the production of literature about his life. 1. Introduction Mahmud Pasha Angelovic, born at the beginning of the 15th century in a town in Ser- bia, became one of the most influential grand viziers of the Ottoman Empire. How did that happen? In 1453, Mehmed II conquered Constantinople and made it the capital of one of the biggest empires of the early modern period.