Day 1 of Week 4 – Start of Class and Do-Now

When you enter the classroom…

● Put silenced phones on the cell phone shelf.

Materials you should have on your desk…

● Your Course Reader.

● Your laptop.

Do-Now Activity... (5 minutes)

On your laptop, open up your document that has the quote sandwich that you
wrote over the weekend. Re-read your paragraph and identify and label…
● your overall claim (what makes an empire successful?)
● The elements of your two quote sandwiches: top slices, meats,
lettuces, and bottoms slices.
(Refer to page 6 of your Course Reader to remind yourself of the
Class Agenda – Introduction to the Ottoman and Safavid
Empires
1. Do-Now Take-Aways.
2. DBQ: Assignment Description and Rubric.
3. Ottoman and Safavid Empire Map Analysis.
4. Homework Review.
What did you learn by taking a
second look at your quote
sandwich?

What does reviewing your work

more than once allow you to do as
a historian and writer?
Big Slide
 
 Homework Review

Read and annotate pages 23-24 of your Course Reader

(Ottoman Empire Founding Myth).
 
Day 2 of Week 5 - Start of Class + Do-Now
When you enter the classroom…

● Put silenced phones on the cell phone shelf.

Materials you should have on your desk…

● Your notebook with a pencil or pen.

Do-Now Activity... (4 minutes)

Word Vomit -  Silently free write (write until I tell you to stop) in your
notebooks/page 24 of your Course Readers and consider the following
questions:
● Why do societies create founding myths?
● What can we learn from founding myths?
Class Agenda – Founding Myths

● Establishing Harkness Table Expectations.

● Harkness Table Discussion.
● Exit Ticket - Glow and Grow.
● Homework Review.
Establishing Harkness Table Expectations

What is a Harkness Table Discussion? What are some

goals that we have for this discussion? What
expectations do we have for this conversation?
Harkness Table Discussion

● Why do societies create founding myths?

● What can we learn from founding myths?
● Why are they important for us to know?
Harkness Table Exit Ticket – Glow and Grow

Complete the Harkness Table Exit Ticket that I am

passing out.
 Homework Review

Based on your assigned system (millet system, devshrime, janissary, or

royal fratricide), find 1-2 reliable sources and answer the questions on
pages 25-26. Remember to include a citation!

millet system: Alidroos, Rakan M., Raina

devshrime: Zain, Rakan Q., Josie
janissary: Josephine, Issam, Langqing
royal fratricide: Fadi, Iman, Nabil, Margaret
Day 3 of Week 5 - Start of Class + Do-Now Activity
When you enter the classroom…

● Put silenced phones on the cell phone shelf.

● Sit according to the labels on the whiteboards/what you researched last

night.

● Pick up the Guided Reading Worksheet from the Class Buffet.

Materials you should have on your desk…

● Your Unit 2 Course Reader.

● Your notebook with a pencil/pen.

Do-Now Activity... (4 minutes)
FreeWrite: Independently and silently answer the
Class Agenda – Diversity and Bureaucratic Systems in the Ottoman
Empire
1. Homework Review.
2. Review Do-Now.
3. Diversity and Bureaucracy Jigsaw.
4. Review Definitions.
5. Class Discussion.
 Homework Review

Read and annotate pages 28-31 of your Course Reader and answer your
assigned question (Your names are written next to the question) according
to the Guided Research Worksheet you picked up from the Class Buffet. Your
question should be written in your Course Reader and find the definitions for
two of your assigned vocabulary words.
Review Do-Now

In your small group, discuss your answers to the Do-Now question.

What do we mean by diversity in an empire? How

does diversity connect to your group’s bureaucratic
system?
Diversity and Bureaucratic Systems Jigsaw
Gather in the following groups. Sit near the #s on the whiteboa

Group 1 Group 2 Group 3

Alidroos Rakan M. Raina
Josie Rakan Q.
Zain
Issam Langqing
Josephine Nabil Iman
Fadi Margaret
Diversity and Bureaucratic Systems Jigsaw
In your groups, complete the following tasks:

As presenters: share your bureaucratic system (how your system

works, advantages/disadvantages, what this tells us about diversity,
the source where you gathered the information) with your peers as
well as your responses to the questions on pages 25-26.
As Listeners: Take notes on what your classmates share on page 27.

When everyone is done presenting and listening…Then, return

to the Do-Now question and discuss it with your group:
Based on your research from last night, how do you think
bureaucracies within empires impact diversity? How does
diversity within empires impact bureaucracy?
Millet System
an independent court of law pertaining to "personal law" under which a
confessional community (a group abiding by the laws of Muslim Sharia,
Christian Canon law, or Jewish Halakha) was allowed to rule itself under
its own laws.
Devshirme
Ethnically diverse, Christian boys were recruited by force to serve the
Ottoman government. The boys were generally taken from the Balkan
provinces, converted to Islam, and then passed through a series of
examinations to determine their intelligence and capabilities.
 Janissary
It was composed of war captives and Christian youths pressed into service;
all the recruits were converted to Islam and trained under the strictest
discipline. It was originally organized by Sultan Murad I.
The Janissaries came from different ethnic groups and gained great power
in the Ottoman Empire and made and unmade sultans, giving them new
leadership positions.
 Fraticide
Killing off every single heirs to the throne once the first son is born. It kills off
diversity because you are ensuring that only the bloodline gets to the throne.
Class Discussion
From your group discussion, lets discuss:

How do you think bureaucracies within

empires impact diversity? How does
diversity within empires impact
bureaucracy?
Day 4 of Week 5 - Start of Class + Do-Now Activity
When you enter the classroom…

● Put silenced phones on the cell phone shelf.

Materials you should have on your desk…

● Your Unit 2 Course Reader opened to pages 28-31.

● Your notebook with a pen or pencil.

Do-Now Activity... (4 minutes)
Grab a whiteboard marker from the bin on my
desk. Come up to the two whiteboards in the
front of the classroom and write down a level 2
or level 3 question that you have about last
Class Agenda – Diversity and Bureaucratic Systems in the Safavid
Empire

1. Homework Review.
2. Question Mapping.
3. Guided Reading Discussion.
 Homework Review
In your notebooks, handwrite a response in your notebook to ONE of the
following questions (listed on your WAAG on al-Khazneh). Your responses
should be 3-4 sentences.

1. Was Shah Abbas’ policy towards rebellious officials a good idea?

2. What might be the significance of having multiple lingua francae in one empire?

3. What was the purpose of the Shah’s reforms?

4. In what way was Shah Abbas’ force “recruited from the Christian north” modeled
after Ottoman janissaries? In what way did this force differ from the Ottoman
Janissaries?
Question Mapping

Which questions are similar?

What are some key themes that we see across these level
2 and level 3 questions?

What seems to be most interesting for the class to

continue to explore?
Guided Reading Discussion

I will be leading a discussion based on the questions you were asked

to answer last night. Be prepared to contribute when we come to your
question or vocabulary word.

While contributing… Answer the question when

you are called on! Don’t be afraid to put yourself out
there.

While listening… based on your classmate’s

contributions, add annotations and definitions to the
Day 5 of Week 5 - Start of Class + Do-Now Activity
When you enter the classroom…

● Put silenced phones on the cell phone shelf.

Materials you should have on your desk…

● Your notebook open to your paragraph response (last night’s HW)

● Your Unit 2 Course Reader opened to pages 30-31.

Do-Now Activity... (4 minutes)

Silent Skim: Return to pages 30-31 of your Course
Reader. Spend the next 4 minutes briefly scanning these
pages AND your annotations so we feel up to date to
continue our reading discussion.
Class Agenda – Ottoman versus Safavid Empires

1. Homework Review.
2. Guided Reading Discussion Contd.
3. Mapping the Ottoman and Safavid Empires.
4. Harkness Table #1 Review.
 Homework Review
Read “The Roles and Rights of Women: Safavid
and Ottoman Empires” on pages 32-35 of your
Course Reader. While you are annotating, keep the
question in mind: What was the role of women in
the Ottoman and Safavid Empire?
Guided Reading Discussion Contd.

I will be continuing the discussion based on the questions you

answered the other night. Be prepared to contribute when we come to
your question or vocabulary word.

While contributing… Answer the question when

you are called on! Don’t be afraid to put yourself out
there.

While listening… based on your classmate’s

contributions, add annotations and definitions to the
Review Do-Now
1. Was Shah Abbas’ policy towards rebellious officials a
good idea?

2. What might be the significance of having multiple

lingua francae in one empire?

3. What was the purpose of the Shah’s reforms?

4. In what way was Shah Abbas’ force “recruited from the

Christian north” modeled after Ottoman janissaries? In
Review HW Questions

1. Was Shah Abbas’ policy towards rebellious officials a good

idea?

2. What might be the significance of having multiple lingua

francae in one empire?

3. What was the purpose of the Shah’s reforms?

4. In what way was Shah Abbas’ force “recruited from the

Christian north” modeled after Ottoman janissaries? In what
way did this force differ from the Ottoman Janissaries?
What is the role of diversity in terms of the
functions and set up of both the Ottoman and
Safavid empires?

Similarities Differences

With a partner, identify at least 2 similarities

and differences between the Ottoman and
Safavid Empires according to this questions.
Come up to the whiteboards and write them
Review Harkness Table Discussion

Silently review the Rubric and the Class Glows and

Grows.

What GOOD questions do you have?

#1 Rule: You cannot complain/question the final

grade. This is the grade that the class earned. I do