The compelling question be staged by having students read an excerpted article from and National Geographic discuss the archaeological hunt for Suleiman’s remains. Teachers may want to have students brainstorm reasons why people have a fascination with finding the remains of an individual as well as reasons why Suleiman might be referred to as “magnificent.” Supporting Question 1 The first supporting question—“How was Suleiman characterized during his reign?”—asks students to examine descriptions of Suleiman to assess why Europeans would describe him as while he was known as “magnificent,” Lawgiver” to those within the Ottoman Empire. Featured Source A is an inscription on a Moldavian fortress in “the which Suleiman describes himself. Featured Sources B and C are excerpts from two books on Suleiman that provide context for the label thereby enabling students to begin building the elements of their arguments in “magnificent,” response to the compelling question. Supporting Question 2 The second supporting question—“How did Suleiman expand the Ottoman students determine the methods and conditions through which Suleiman was able to conquer such a vast area. The formative performance task asks students to write a summary of Suleiman’s actions that led to expansion. Featured Source A is a map illustrating the expansion of the Ottoman through various periods in its history. Featured Source B includes an excerpted article discussing the conditions in Europe that allowed Suleiman to expand his empire and describing his aggressive tactics. This source contains violent descriptions, and teachers should consider this content when choosing to use this source in class. Featured Source C is an excerpt from a secondary account that speaks to the barbarism of Suleiman’s soldiers in their unsuccessful attempt to take Vienna. Supporting Question 3 The supporting question—“What changes did Suleiman make to the governance of the Ottoman students to reflect on the bureaucratic structure established prior to and during Suleiman’s reign. The formative performance task asks students to summarize the reforms Suleiman instituted as emperor. Featured Source A provides a description of the governing structure in the Ottoman Empire and Suleiman’s role in its establishment. Featured Source B is an excerpt from The Turkish Letters, which provides a description of the Ottoman governing system from the perspective of a Holy Roman Empire ambassador.
The compelling question be staged by having students read an excerpted article from National Geographic and discuss the archaeological hunt for Suleiman’s remains. Teachers may want to have students brainstorm reasons why people have a fascination with finding the remains of an individual as well as reasons why Suleiman might be referred to as “magnificent.” Supporting Question 1 The first supporting question—“How was Suleiman characterized during his reign?”—asks students to examine descriptions of Suleiman to assess why Europeans would describe him as “magnificent,” while he was known as “the Lawgiver” to those within the Ottoman Empire. Featured Source A is an inscription on a Moldavian fortress in which Suleiman describes himself. Featured Sources B and C are excerpts from two books on Suleiman that provide context for the label “magnificent,” thereby enabling students to begin building the elements of their arguments in response to the compelling question. Supporting Question 2 The second supporting question—“How did Suleiman expand the Ottoman students determine the methods and conditions through which Suleiman was able to conquer such a vast area. The formative performance task asks students to write a summary of Suleiman’s actions that led to expansion. Featured Source A is a map illustrating the expansion of the Ottoman through various periods in its history. Featured Source B includes an excerpted article discussing the conditions in Europe that allowed Suleiman to expand his empire and describing his aggressive tactics. This source contains violent descriptions, and teachers should consider this content when choosing to use this source in class. Featured Source C is an excerpt from a secondary account that speaks to the barbarism of Suleiman’s soldiers in their unsuccessful attempt to take Vienna. Supporting Question 3 The supporting question—“What changes did Suleiman make to the governance of the Ottoman students to reflect on the bureaucratic structure established prior to and during Suleiman’s reign. The formative performance task asks students to summarize the reforms Suleiman instituted as emperor. Featured Source A provides a description of the governing structure in the Ottoman Empire and Suleiman’s role in its establishment. Featured Source B is an excerpt from The Turkish Letters, which provides a description of the Ottoman governing system from the perspective of a Holy Roman Empire ambassador.
NewYork_9_Suleiman.docx