Teachers Notes for the Ottoman Cairo Unit

Teacher's Notes for the Ottoman Cairo Unit

This unit introduces the Ottoman Turks who invaded Egypt in 1517 and assumed control of the country. The main purpose of this unit is to study the French invasion of Egypt in 1798, and the interaction between the French and Egyptians during the occupation.

Activities:

Distribute the handout "The French in Egypt," and have students answer the questions. Talk about the texts from Napoleon and al-Jabarti and talk about the bias and cultural misunderstandings on both sides.

Have your students do further research on the French and Egyptian viewpoints and have a class debate, with one side taking the side of the French, the other the side of the Egyptians.

Have your students research the Ottoman Empire, paying particular attention to the military and technological advances that made the Ottomans the dominant military power in the region in the 16^th century. Have your students create a series of maps depicting the beginnings, rise, peak, and gradual decline of the Empire's territorial holdings. Have your students research the factors that contributed to the decentralization and decline of the Empire's power. Discuss the effect of the Ottoman Empire's growth on European trade.

Have students research the rising European interest in India, paying special attention to the French presence in India and the conflict with the British that led to their expulsion. Map the main trade routes to Asia and the colonies that the Europeans had taken by the late 18^th century, and would take during the 19^th century in order to facilitate that trade. Then analyze the reasons why Napoleon was so keen on finding the fastest route back to India, and why the French government was so willing to allow him to do so.

Have your students research and describe how the invasion of Egypt led to the European "rediscovery" of Egypt, and the birth of Egyptology as a scientific field. Discuss the impact of the discovery of the Rosetta stone on the field.

Building on number 5, have your students discuss and debate the issues of removing archaeological treasures such as Cleopatra's needles and the Elgin marbles from their country of origin. The discussion need not focus exclusively on Egyptian antiquities.

This unit can be applied to the following standards

National Standards for World History

Era 6: The Emergence of the First Global Age, 1450-1770

1B: The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia and the Americans in the late 15^th and early 16^th centuries.

Therefore, the student is able to:

Compare the success of the Ottoman, Indian, Chinese, Japanese, Vietnamese and Siamese powers in restricting European commercial, military and political penetration. (7-12)

Era 7: An Age of Revolutions, 1750-1914

3A: The student understands how the Ottoman Empire attempted to meet the challenge of Western military, political and economic power.

Therefore, the student is able to:

Explain the impact of the French invasion of Egypt in 1798 and analyze the subsequent efforts of Muhammad Ali to found a modern state and economy. (5-12)

TEKS

Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.

The student is expected to:

(A) evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies; and

(B) describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation.

Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.

The student is expected to:

(A) identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels;

(B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs; and

History. The student understands the impact of political and economic imperialism throughout history.

The student is expected to:

(A) analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires; and

(B) summarize effects of imperialism on selected societies.