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AUTHOR McCarthy, Justin; McCarthy, Carolyn TITLE Who Are the Turks? A Manual for Teachers. INSTITUTION American Forum for Global Education, , NY. ISBN ISBN-0-944675-71-9 PUB DATE 2003-00-00 NOTE 266p.; Support provided by: the Chamber of Commerce; the Istanbul Chamber of Industry; the Istanbul and Marmara, Aegean, Mediterranean and Black Sea Chamber of Shipping; and the Istanbul Commodity Exchange. With contributions by Talat Halman, Ulku Bates, and Ozlem Sensoy. AVAILABLE FROM American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. Tel: 212-624-1300; Fax: 212-624 1412; e-mail: info@globaled; Web site:

http://www.globaled.org/ . PUB TYPE Books (010) Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS *Cultural Context; Curriculum Enrichment; *Foreign Countries; *Humanities; Secondary Education; *World Geography; *World History IDENTIFIERS Ottothan Empire; *; *Turks

ABSTRACT Teaching about Turkey is currently a priority in world and global history courses. There has been a re-examination of this region, a re- emphasis on the contribution of the peoples of the area to history, and a re- evaluation of the role of the Turks not only in Turkish history but also in Central , Western China, , and . The Turks cannot be relegated to the perimeter of history, particularly in the current political climate. The material in this guide is developed with a humanities perspective. The guide is divided into two main parts:(1) history and related social disciplines; and (2) art and literature. Each part contains lessons that include a lesson plan with instructor notes, key concepts for the material, vocabulary terms, and suggestions for strategies for teaching and for projects, homework readings, and worksheets to photocopy as handouts for students. Some lessons in the guide also include maps and full-page graphics for copying and distributing to students. Additional material is contained in the appendices. (BT)

Reproductions supplied by EDRS are the best that can be made from the original document. Who are the Turks? A Manual for Teachers.

Justin McCarthy Carolyn McCarthy

American Forum for Global Education, New York NY.

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PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improveme BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATI CENTER (ERIC) This document has been reproduced a received from the person or organizatic originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 Points of view or opinions stated in this 1 document do not necessarily represent . . 4

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by Justin McCarthy and Carolyn McCarthy

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Talat Halman, Olkii Bates, and Ozlem Sensoy

The Istanbul and Marmara, Aegean, Mediterranean and Black Sea

The American Forum for Global Education Who Are The Turks? Educational Resource Guide

A Publication of the American Forum for Global Education

Hazel Sara Greenberg, Project Director Linda Arkin, Project Director

ISBN: 0-944675-71-9

Book Design by Beth Lamka Cover Image: Detail of a tile from the Selimiye in , Turkey, 1569-1575. Photo courtesy of The Ministry of Foreign Affairs, Turkey. © 2003 The American Forum For Global Education

The American Forum for Global Education is a private non-profit organization founded in 1970. Its mission is to promote the education of our nation's youth for responsible citizenship in an increasingly interconnected and rapidly changing world. The programs of the American Forum foster a global perspective that includes democratic and humane values, appreciation of cultural differences and commonalities, commitment to sustainable develop- ment, and the ability to think creatively, analytically and systemically about global issues. All Rights Reserved. No part many 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 wishes to acknowledge all publishers and authors for granting permission to reprint materials in Who Are The Turks. In accordance with copyright law, all reprinted materials have been transcribed accurately and credits to sourcesare given. Every at- tempt has been made to obtain permission to reprint enclosed materials. Copyright holders of materials enclosed that are not in the public domain and are not otherwise noted are invited to contact The American Forum for Global Education.

The American Forum for Global Education 120 Wall Street, Suite 2600 New York, New York 10005 Tel: (212) 624-1300 Fax:(212) 624-1412 email: [email protected] Web address: www.globaled.org

iv WHO ARE THE TURKS? To Melih Berk

7 Acknowledgements

The authors wish first to thank those who provided Karagemicioglu and Melih Berk to find illustrations the financial and editorial support that allowed Who and request them from sources in Istanbul, and we owe Are the Turks to be produced: the American Forum for them many thanks. Global Education, Inc, the Istanbul Chamber of Com- merce, the Istanbul Chamber of Industry, the Istanbul We acknowledge the great contribution of those who and Marmara, Aegean, Mediterranean and Black Sea created the first teachers manual on Turkey for the Chamber of Shipping, and the Istanbul Commodity American Forum, Spotlight on Turkey: Linda Arkin, Exchange. Abby Barasch, (Aka Bates, Karl Benziger, Robert Croonquist, Talat Halman, and Hazel Sarah Green- We are indebted to those who provided illustrations: berg. Bogac Gtildere, Hiirriyet newspaper, Image of Tiirkiye magazine, the Istanbul Chamber of Commerce, the Finally, we would like to thank Leslie Friesen, for in- Istanbul Karakoy Rotary Club, Ersin Karabudak, Pinar valuable advice and criticism. Korun of Time Out magazine, the Library of Congress, the Los Angeles County Museum of Art, the Metro- This manual is dedicated to Melih Berk, whose tireless politan Museum of Art, Namik Tan, Yiicel Tanyeri, and effort and desire to portray Turkey accurately was re- the Turkish Foreign Ministry. We depended on Biircin sponsible for the existence of Who Are the Turks.

8

vi WHO ARE THE TURKS? ntents

isook is divided ito two main parts: history and related social disciplines, and art and literature. Each part c s a number 7 lessons that include: 1) aLESSONplan with notes to the instructor, key concepts for the materia o uldry terms, and suggestions and strategies for teaching and for projects, 2)HOMEWORKreadings andWORKSHEETSto photocopy as handouts for students. Some lessons also include maps and full-page graphics for copying and distribution to students. Additional material is available in Appendices at the back of the book.

Past and Present Who Are the Turks? 1 Color plates, Section I after page 6

The Turks' Westward Movement 7

Can We Consider the a Great Period in History? 17 To What Extent Did the Turks Create a Tolerant Community? 37 How did modern Turkey accept the Challenge of Modernization and Europe? 47 How did modern Turkey emerge from the collapse of the Ottoman Empire? 61 Turkish Society 73 The Era After Atatiirk: an Example of a State "Coming of Age?" 83 Turkey in the 21st Century: An Analysis of Domestic Issues 89

Literature and Art Aesthetics 117 The Book of Dede Korkut 123 Nasreddin Hoca Stories 133 Folktales: Cengidilaver 141 Twentieth Century Poetry: Nazim Hikmet 149 Poetry: Painting Pictures with Words 173 Calligraphy 183 Turkish Ceramics 191 Color plates, Section II after page 198 Representational Art 199 Turkish Carpets 205

Appendices Ottoman 221 Presidents of the Turkish Republic 222 Governments and Prime Ministers of the Turkish Republic 223 Food 225 Recipes 228 Language, the Alphabet, and Pronunciation 235 Bibliography 236 Web Sites irks'T COPY AVAELABLE239

9 vii Sources of Illustrations

Ersin Karabudak: 227, and as credited in color plates. Fotografla Tiirkiye (Matbuat Umum Mudurlugu, Munich, 1930): 24, 28, 30, 71, 188, 189, 192, 194, 199, 200, 206, 234, 236. Hiirriyet: x, 72, 79, 80, 82, 90, 102, 103, 106, 109. Image of Tiirkiye: 96, and as credited in color plates. Istanbul: the City Where the Continents, Seas, Roads, Merchants Meet (Istanbul Chamber of Commerce, 1997): 107, 177-179. Istanbul-Inanclarm Bulugugu Kent; Birlikte ye Yanyana (Istanbul Karakoy Rotary Club, 1996): 42-45, 172, and as credited in color plates. Justin McCarthy: maps. Library of Congress: 52, 54, 55, 60. Los Angeles County Museum of Art: as credited in art section. Metropolitan Museum of Art: as credited in art section. Pinar Korun of Time Out: as credited in color plates. Republic of Turkey, Ministry of Culture, Masterpieces of Turkey (Ankara, 1997), 172 and as credited in color plates. Spotlight on Turkey: 203,205, 211-220. Turkish Foreign Ministry: 22, 84, 88, 105. Turkish Seismology Directorate: 110. Yiicel Tanyeri: 56, 59.

10 viii WHO ARE THE TURKS? Introduction for Teachers: Who Are theTurks?

In 1992, The American Forum, Inc. developed a cur- Teaching about Turkey is currently a major priority riculum guide primarily designed to assist secondary in world and global history courses. There has been school teachers and students better understand Turkey. a re-examination of this region, a re-emphasis on the We worked closely with three eminent scholars in the "contribution" of the peoples of the area to history field: Professor Justin McCarthy from University of and a re-evaluation of the role of the Turks not only Louisville, Professor Talat Halman, then at New York in Turkish history but also in Central Asia, Western University and Professor elkii Bates from Hunter Col- China, Eastern Europe and Russia. The Turks cannot lege in . The resulting publication was be relegated to the backwash of history, especially in very well received across the nation and much of the the current political climate. This is a particularly sig- material was introduced into American classrooms. nificant moment for to learn about Turkey, The responses from educators, as well as from Ameri- as well as her neighbors. cans of Turkish descent, indicated the great needfor this material to redress some of the material written The material in this guideis developed with a about Turkey and the Turks in current textbooks. humanities perspective. We are interested in class- Moreover, many Turkish-Americans especially com- rooms which explore the Turks from the viewpointsof mended the guide because of our efforts to present a their history, their geography, their myths and stories, fairer portrait of the Turks and Turkish history. their literature, their art and architecture and their cul- tural heritage. In each of these areas, we have provided In the ten years since the original publication, Turkey lessons and materials for teachers which can easily be commands a much larger role in world affairs. The included into their existing curriculum. Although we secular state remains different from its Middle Eastern have provided "lessons," we do not feel that teachers neighbors, as well as a strong ally of the . cannot be more creative in developing strategies for On a national level, educators have come to realize that this material. Our primary objective is to help supple- the teaching about Turkey in all our curricula has been ment the material currently available and help enrich biased or totally ignored. The development of National the classroom with wonderful readings and visuals. We Standards in social studies areas now includes a good hope this guide will be useful to American teachers and deal of Turkish history, again proving the importance help inform our young citizens about other regions of of the area geographically and historically. We began the globe. to comprehend that what was a small project had far greater significance and there was the need to revise Hazel Sara Greenberg, Director and update the original publication. Linda Arkin, Director The American Forum, Inc.

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Top: Bridge between Europe and Asia over the Bosphorus. Middle: Dancer. Bottom: Hot springs and formations at Pammukkale.

12

x WHO ARE THE TURKS? H0 Vi er:Turks? TI'zipurpose\o s lesson is an attempt to develop a "frame of reference" when wespeak of Turks. iftory book "'id to represent the Turks in a somewhat negative fashion and current newspapers, especially in Europe, refer to Turks in pejorative terms. However, the nameTurk Turk is historical in origin and often geographic in location. Students need to look at the issue of Turkish identity and try todeter- mine the factors which help contribute to the name "Turk."

Performance 1. to develop a definition of the term "Who Are the Turks?" Objectives 2. to understand the complexity of working with this definition 3. to assess the validity of trying to define the term Turk.

Springboard If you were asked to define yourself (e.g. Hispanic, Chinese, African-American, Irish, etc.) what ingredients would you consider when you craft that definition?

Strategy Students will have been given the Reading, Who Are The Turks, for homework reading. Each group will be given (a) a map of Turkey and (b) a map of Central Asia from the Pamirs to the Mediterranean. They will now be assembled into groups of four to discuss the following statements and questions: The simplest definition for the term "Who are the Turks?" is political. Turks have uniformly nomadic origins. Using a map, trace the travels of the Turks into what is modern-day Turkey. What is the ethnic origin of the citizens of modern-day Turkey?

Students will work in groups for about 15 minutes reviewing the reading and the maps and answering the questions. Teacher will then debriefthe class and develop a semantic map:

Summary What are some of the problems we faced when we tried to define the term "Turk?" Would this occur if we tried to define other groups? Why? Please explain.

Application Each of us has some ethnic or national origin. Write a short paragraph similar to the long one on the Turks, attempting to tell who you are.

BEST COPU MIABLIE

1 3 LESSON 1 1 Who Are the Turks?

THE SIMPLEST QUESTIONS CAN BE THE MOST army. The first Seljuk troops were nomads who brought DIFFICULT TO ANSWER. THE TURKS ARE OBVI- all their lives with them families, dwellings (tents), OUSLY A PEOPLE SEPARATE FROM OTHER PEOPLES, animals and belongings. They were at home wherever but a people can be defined in many ways language, the pastures were good for their sheep. Relativelysoon religion, cultural traits, citizenship, loyalty to a ruling after their arrival so many Turks had come that there- house or many other feelings of kinship. The Turks of gion to the southwest of the Caspian Sea, , today are citizens of the Turkish Republic. Thename was Turkish. Large groups of Turks were also spread Turk is also used to describe the people in Turkey who over other regions of Iran and Iraq. share the distinctive Turkish culture, especially the The nomads did not stop once Iran and Iraq were , which all Turkish citizens do not conquered. They were soon raiding into the Byzantine share, no more than all Americans speak English. Ora Empire, which lay to the west of Iran, in . In Turk can also mean a member of the great linguistic 1071, the Byzantine defeat to the Seljuks in a great and cultural family of the Turks, a family that stretches battle at Manzikert opened Anatolia to Turkish settle- from China to Europe, bound together by language ment. Over the next two hundred years the nomads and history. The best way to define the Turks may be to kept moving into Anatolia in great numbers. Although consider which people make up the Turks of Turkey the Turks themselves did not use the term, Anatolia and how they defined themselves politically, firstas had become Turkey. Many other peoples remained subjects of the Ottoman Empire, later as citizens of the there. , Kurds, , and others shared Turkish Republic. the land, and many of them adopted the Turkish The original speakers of the Turkish language language, converted to (forced conversion was lived in Central Asia. They roamed as nomadsover a almost unknown), and became Turks themselves. Be- vast region that today lies in Siberia, Western China, cause the Turks had no concept of "race" that would , Kyrgyzstan, and nearby regions. They exclude anyone, they accepted those who wished to be were known at an early time to both the Chinese and Turks as Turks. The were thus madeup the Middle Eastern Persians and , but they first of the descendants of the Turks of Central Asia and appeared in the Middle East in large numbers, asno- those who had become Turks. madic soldiers, in the tenth century. Finding the Mid- dle East more pleasant than the cold steppes of Central The Turks who first came to Anatoliaaccepted rule Asia, they conquered and remained. by tribal and local leaders, loosely united under the The Turks had converted to Islam while in Central leadership of the Turkish emperors of Anatolia, the Asia. Although some of the Turks in history had been Rum (their name for Rome, since this had been part of Christians and , Islam became the religion of the the Roman, later the Byzantine, Empire) Seljuks. Under vast majority and remains so today. the successors of the Rum Seljuks, the Ottoman sultans, the Turks expanded into Europe. There once againnew The Turkish nomads expanded westwardunder waves of Turks settled and local people transformed the leadership of the Seljuk family of sultans.' The themselves into Turks. Unlike in Anatolia, a majority Seljuks quickly took Iran and Iraq, capturing Baghdad, of the Ottoman subjects in the and Central the capital of the old Abbasid Empire, in 1055. Their Europe retained their language, customs, and religion. forces were unlike what is ordinarily thought ofas an Nevertheless, large Turkish communities took root in

', a term for a secular head of state in an Islamic empire, roughly correspondingto "emperor:'

14 2 WHO ARE THE TURKS? what is now , , and other countries of who were tied to one of the greatest empires of history, Southeastern Europe. As Turks had in all the areas they the Ottoman Empire, then to one of the first successful settled, the European Turks adopted or retained many "developing" countries of the modern world, Turkey. local customs, remaining Turks all the while. Partly because the poetry, art, and other aspects of the Turkish character are little known to the West, Eu- Nineteenth and early twentieth century refugees ropeans and Americans have usually thought of Turks added to the numbers of Turks in Anatolia. The de- as soldiers and administrators. While there is much scendants of the Turks who had lived for five hundred more than this to the Turks, it is true that Turks rank years in Europe were forced from among history's great empire-build- their homes. Large numbers of these ers and rulers. Under the Ottomans Turks were either killed or exiled Tolerance and they conquered vast territories in when the countries of the Balkans the Balkans and the Middle East rebelled against the Ottoman Empire administrative and ruled for six hundred years. The and became independent. They were ability were not Ottoman Empire was founded at the end of the thirteenth century by a joined in their exile by Bosnian Mus- enough for the lims, Bulgarian (Pomaks), Turkish military leader, Osman, and and others who were forced to flee Empire to last his son . They and their suc- to what remained of the Ottoman forever. cessors conquered in Europe, Asia, Empire. Russian invasions of the and Africa. One sultan, , took Ottoman Balkans and the creation what today are Egypt, Jordan, Israel, of new Balkan states resulted in the and Lebanon in one campaign. His expulsion of more than a million Turks. The exiles son, Suleyman the Magnificent, expanded the empire eventually settled in Anatolia and Eastern Thrace (the by taking Iraq and Hungary. When Siileyman died in European part of Turkey). 1566 the Ottoman Empire stretched from the borders The Russians were also responsible for the immi- of Poland in the North to Yemen in the South and from gration of more than two million Turks and other Mus- near Venice in the West to Iran in the East. For centu- lims from the Crimea and the Caucasus Region. Both ries, the Ottoman Empire was the primary homeland regions were overwhelmingly Muslim in population. of the Turks. The Crimean Tatars were Turkish-speakers who had lived in the Crimea for centuries. The Caucasians, pri- The Ottoman Turkish administrative geniuslay in marily the peoples known as , Abhazians, retaining and governing what they had conquered. The and Laz, were not Turks, but were Muslim peoples who survival of any government for six centuries is in itself had lived on their lands since the beginning of his- a testimony to greatness. The Turks proved to be adapt- tory. These groups and others were forced to flee their able to new circumstances. They managed to turn their homelands by Russian armies or laws. They too came system from a nomadic state whose members were to what today is the Turkish Republic. more naturally wanderers than statesmen to a settled empire with laws, land registers, taxation systems, From 1800 to the 1920smore than three million and economic might. Their system was not without refugees came to what is now Turkey. Many of the im- troubles, but revolts and sometimes poor politicians migrants were already Turks in culture and language. could not bring it down. The state was based on toler- Others, such as the Circassians and Bosnians, kept ance of differences among its subjects. Christians and many of their ethnic traditions, but became Turkish Jews were allowed to keep their religious practices and in language and loyalty. The ethnic Turks of modern their means of gaining a livelihood. This was good for Turkey thus are descendents of those who came from the Ottomans, because satisfied subjects did not rebel. Central Asia many centuries ago. A number are also It was also good for the subjects. descendants of peoples whose ancestors were , Tolerance and administrative ability were not Phrygians, or other early peoples of Anatolia. Others enough for the Empire to last forever. In the 1600s descend from the peoples exiled from their homes by and 1700s the Ottomans could not cope with the new Russians and others taken in by the Turks of Turkey. power of Europe. The Europeans were translating the Peoples are often defined by the unique states to benefits of the Renaissance, the Scientific Revolution, which they belong. This is especially true of the Turks, and the discovery of the Americas into military and

15 LESSON 1 3 economic advantage. Europeans began to dismantle Turkey became a secular state. Islam remained the the Empire, taking Ottoman lands for themselves, religion of most of the people, but the state was not causing the great exile of Turks and other Muslims religious. Other changes followed quickly: The veil and mentioned above. Nationalist leaders of ethnic and the fez were banned and Western styles of clothing ap- religious groups, such as the Bulgarians and Greeks, peared. Women were given the vote and elected to par- became affected by European ideas of nationalism. In liament. The Turkish language began to be written in the nineteenth century they revolted, relying on Euro- Western characters, not the Arabic letters used previ- pean military might, especially that of Russia, to create ously. Laws were based on Western legal codes. Schools their new nation states, once again expelling many of followed Western models. In short, Turkey became the Turks that lived within their new borders. rapidly Westernized under Mustafa Kemal. As a sym- bol of change, Mustafa Kemal's government required As the Ottoman Empire compressed,the Turks all Turks to change the habits of centuries and adopt also began to develop a nationalconsciousness. family names, as in the West. Mustafa Kemal himself Driven into Anatolia, the Turkish was given the name Atattirk ("Fa- exiles and the Turks of Anatolia ther Turk") as his surname. An began a slow process of think- Turkey became entire culture began to be altered. ing of themselves not only as a Nevertheless, study of the history religious group, Muslim, or the a secular state... and traditions of the Central Asian mainstay of an empire, Ottoman, Women were given Turkish ancestors of the Turks of but as the Turkish People. Turk- the vote and elected Turkey was stressed, as well. ish philosophers and politicians Why follow the ways of Eu- called upon the Turks to think of to parliament. The rope and America? Ataturk and themselves as a nation. Turkish language the Turkish reformers felt that The ultimate push toward Western ways could not be adopt- Turkish nationhood came after began to be written ed piecemeal. They believed that .Following Otto- in Western characters, copying the industries and econo- man defeat in the war, the Arab not the Arabic letters mies of the West was not possible andMuslimprovinceshad unless one also accepted Western been stripped from the Empire. used previously. schools, business practices, and Anatolia, Istanbul, and a small social customs. It was the whole of portion of Europe were all that the Western culture that allowed was left to the Turks. Then, in 1919, Anatolia was also Europe to develop economically, Atatiirk felt, and he invaded. Aided by Britain and , the Greek army wanted his country to develop, so the country had to landed and took control of Western Anatolia and East- Westernize. Accepting the ways of the West meant ac- ern Thrace. The European Allies took Istanbul them- cepting democracy. Atatiirk kept authority in his own selves. Many Turks already had been driven from both hands, but he deliberately schooled the people in the Europe and Asia into Anatolia, and Anatolia seemed forms and ideas of a democratic society. In the 1950s about to be lost also. Drawing on their old military the Turks created a real democracy which, despite skills, the Turks organized to save what remained. some obstacles, continues to this day. They rallied under the leadership of General Mustafa Westernization is another facet of the Turkish Kemal, defeated the Greeks, and created a new state, makeup. While some Turks would prefer to go back to the Turkish Republic, in Anatolia and Eastern Thrace. old ways, the country as a whole has been committed since the time of Atattirk in the model of the West. Tur- The identity of the modern Turkswas forged in key has been a full member of NATO since 1952 and an the Turkish Republic under the tutelage of Mustafa ally of Europe and America in the Gulf War with Iraq Kemal, who became the first president of the Repub- and the reform of Afghanistan. Turkey is a candidate to lic. Once again the Turks proved adaptable to change. join the European Union. Mustafa Kemal devised political, economic, and social reforms that would bring Turkey into the modern Who are the Turks?They are the descendants of the world. Radical change was legislated covering most nomads from Central Asia and the refugees from the facets of life. Soon after the founding of the Republic, Balkans and the Caucasus, brought together in the

1$ 4 WHO ARE THE TURKS? Turkish Republic. Most of the Turks are Muslims, fol- Anatolia. Other Kurdish-speakers live in Iraq, Iran, lowing the prayers of Islam in the mosque, but living and other parts of what was the . Many in a secular state. They are also the inheritors of the Kurds now also live in cities all over Turkey, integrated governmental traditions of the Ottoman Empire and into the general society. Groups of Arabic speakers live the democracy of Atatiirk and the West. in provinces that border Syria. Of late, large groups of The citizens of today's Turkey do not come from Persians have come to Turkey, refugees from the re- one ethnic group, no more than do the citizens of the gime in Iran. There are also numerous smaller groups United States. As in the United States, the ancestors who have come from all over Europe and Asia. of today's Turkish citizens come from many different The Jews in Turkey are both distinct and inte- places and many different cultures. The majority are grated. Today, their primary language is Turkish, but ethnically Turkish. That is, they speak Turkish at home they have a separate language, Judeo-Espanol, which is and feel themselves to be a part of the great ethnic tra- also used. Most of the Turkish Jews are descended from dition that goes back to Central Asia. Some others are those who were expelled from Spain in 1492. Although "Turks by adoption." They speak Turkish as their first they are economically and politically completely inte- language, but their ancestors came to Turkey, primarily grated into Turkish life, the Turkish Jews retain a strong in the nineteenth century, speaking other languages. sense of ethnic and religious identity. Others are Turkish citizens but do not speak Turkish at By no means do all the ethnic Turks originally home. This too is similar to the United States. come from Anatolia and Eastern Thrace, the area of modern Turkey. The ancestors of many, more than two Of those who are Turks by adoption,the major- million, were exiles from the Balkans and what today ityare the descendants of refugees from the Caucasus is the Armenian Republic. Other Turks were forced and the Balkans. The refugees were driven from their out by the Soviets in the 1950s. Still others came in homes by Russian and Balkan armies and settled in large numbers in the 1980s when the Bulgarian State what today is Turkey. Peoples such as the Circassians first discriminated against them, then allowed them to and the Laz have kept some of the folk traditions from emigrate to Turkey. their old homeland. However, they seldom speak the All of these groups make up the citizenry of the old languages. They have become part of the Turkish Turkish Republic. "melting pot." The largest concentration group of non-Turk- ish speakers, the Kurds, is centered in Southeastern

1< LESSON 1 5 Part of the old city of Istanbul, where the Bosphorus Strait empties into the Marmara Sea. Sultan Ahmet Mosque is in the foreground, and diagonally back of it, the Topkapi Palace of the Ottoman Sultanate perches above the point of the shoreline behind . Hagia Sophia was the great church of the Byzantine Empire, later a mosque, and today a museum. Some of the newer sections of the city can be seen across the water and stretching away to the north.

6 WHO ARE THE TURKS? IHRLI MIRE

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Traditional and Modern:

Top: A bakery in . Right: Miss World 2002, Azra Akin, a Turk. Bottom left: A cafe in Beyoglu.

19 COLOR PLATES I City Scenes, Traditional and Modern:

Left: Copper craftsmen at work. Below: A pepper seller. Bottom: Scene at a sidewalk cafe.

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20 11 WHO ARE THE TURKS? City Scenes, Traditional and Modern:

Top left: Produce at a local market. Top right: Metro riders. Bottom: The saddler's shop.

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2.1 COLOR PLATES I Ill Land of the Old and the New:

Top: Modern towers and shopping. Bottom:Theatre at the Roman city of Ephesus.

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Land of the Old and the New:

Top: Byzantine cisterns under Istanbul. Bottom: Ottoman houses in Arnavutkoy, and a hillside village.

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The subway. Haydarpap Railway Station.

Sailing off the Turkish coast. Bust of Antiochus and other monumental sculptures at the Nemrut Dag National Park, Adiyaman, 1st century B.C.E.

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The Ottoman Imperial palace, Topkapi Sarayi. 24

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Rock climbers. Buildings in Levent, Istanbul. 25 COLOR PLATES I VII Students at Bo.gazici Oniversitesi (Bosphorus University).This English-speaking university has a spectacular location overlooking the straits, next to the 15th century fortifications of Rumeli

Hanging out with friends. Soccer fans.

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Soccer players. Graduation Day.

VIII WHO ARE THE TURKS? OixIx3141 eTurks' Westward Movement 100 X41 lesson will introduce students to the concept of movement across vast geographic regions. The OI4 ks, a people who originated in Central Asia, followed patterns of movement across the Eurasian 01XXIC01141 ns, conquering and incorporating many peoples as they moved westward. 040 0OC*X4

N4403141 Aim How did the Turks' westward movement change the lands they encountered? 001 Performance Students will be able to: WOO Objectives 1. Identify and trace the migration routes of the Turkish people. 30001 2. Explain the relationships between the Turks and other established groups in OCOC4 the Middle East. 30x 3E1 3. Create a hypothesis as to the results of Turkish expansion