turkey on our minds and in our classrooms - World Affairs Council

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INTEGRATING STEM TOPICS INTO YOUR TEACHING National Geographic: Gobekli Tepe—The Birth of a Religion http://ngm.nationalgeographic.com/2011/06/gobekli-tepe/mann-text We used to think agriculture gave rise to cities and later to writing, art, and religion. Now the world’s oldest temple suggests the urge to worship sparked civilization. The Smithsonian Institution: Gobekli Tepe—The World’s First Temple? http://www.smithsonianmag.com/history-archaeology/gobekli-tepe.html Predating Stonehenge by 6,000 years, Turkey's stunning Gobekli Tepe upends the conventional view of the rise of civilization. Project Troia http://www.uni-tuebingen.de/troia/eng/index.html Project Troia is an archeological excavation taking place in the northwest region of Turkey. The site at Troy has become an important point of reference for the chronology of the ancient world from the early Bronze Age through the Roman Empire. In 1988, the excavations at Troy were resumed, and this site tracks the international groups carrying out the work in the area. EDUCATIONAL RESOURCES ABOUT TURKISH HISTORY Remains of the Day: Learning About Ancient Civilizations Through Artifacts http://learning.blogs.nytimes.com/2001/12/26/remains-of-the-day/ In this lesson, students learn about how archaeologists discovered and pieced together artifacts that indicate a Celtic presence in ancient Turkey. Students then research ancient civilizations and create archaeological digs containing items representative of these cultures. (Grade Levels 6-12) Digging Into the Past http://learning.blogs.nytimes.com/2000/08/15/digging-into-the-past/ In this lesson, students participate in an excavation simulation. Then, students learn about the ruins of Sardis and determine what clues scientists would use to determine if artifacts found in the excavation are of Persian, Greek, Roman, Byzantine, or Lydian origin. Byzantium http://www.discoveryeducation.com/teachers/free-lesson-plans/byzantium.cfm Students will create a timeline to conceptualize the shifts in leadership, technology, and the arts that occurred in what is now called Istanbul from 700 B.C.E. to 1600 C.E. The Ottoman Empire http://school.discoveryeducation.com/lessonplans/programs/suleyman/ Students will understand the geographic span and economic importance of the Ottoman Empire during the reign of Suleyman the Magnificent. (Grade Levels 9-12) World Affairs Council Resource Packet: What the Rest of the World can Learn from Turkey Today – March 20, 2012 48
GLOBAL COMPETENCE MATRIX Global Competence is the capacity and disposition to understand and act on issues of global significance. INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTION Students investigate the world beyond their immediate environment. Students recognize their own and others’ perspectives. Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions. Students: Students: Students: Students: ■■ Identify an issue, generate a question, and explain the significance of locally, regionally, or globally focused researchable questions. ■■ Use a variety of languages and domestic and international sources and media to identify and weigh relevant evidence to address a globally significant researchable question. ■■ Analyze, integrate, and synthesize evidence collected to construct coherent responses to globally significant researchable questions. ■■ Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. ■■ Recognize and express their own perspective on situations, events, issues, or phenomena and identify the influences on that perspective. ■■ Examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives. ■■ Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge. ■■ Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives. ■■ Recognize and express how diverse audiences may perceive different meanings from the same information and how that affects communication. ■■ Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies. ■■ Select and use appropriate technology and media to communicate with diverse audiences. ■■ Reflect on how effective communication affects understanding and collaboration in an interdependent world. ■■ Identify and create opportunities for personal or collaborative action to address situations, events, issues, or phenomena in ways that improve conditions. ■■ Assess options and plan actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives, and potential consequences. ■■ Act, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally, or globally and assess the impact of the actions taken. ■■ Reflect on their capacity to advocate for and contribute to improvement locally, regionally, or globally. The Global Competence Matrix was created as part of the Council of Chief State School Officers’ EdSteps Project in partnership with the Asia Society Partnership for Global Learning. Copyright 2011 www.edsteps.org
Page 1 and 2: TURKEY ON OUR MINDS AND IN OUR CLAS
Page 3 and 4: BACKGROUND INFORMATION ON TURKEY BA
Page 5 and 6: BACKGROUND INFORMATION ON TURKEY Mi
Page 7 and 8: BACKGROUND INFORMATION ON TURKEY Ca
Page 9 and 10: TURKISH POLITICS AND ECONOMICS GENE
Page 11 and 12: TURKISH POLITICS AND ECONOMICS Fore
Page 13 and 14: TURKISH POLITICS AND ECONOMICS CAN
Page 15 and 16: TURKISH POLITICS AND ECONOMICS LESS
Page 17 and 18: TURKEY AND THE EUROPEAN UNION Europ
Page 19 and 20: RELIGION AND ETHNIC DIVERSITY GENER
Page 21 and 22: RELIGION AND ETHNIC DIVERSITY The I
Page 23 and 24: RELIGION AND ETHNIC DIVERSITY TimeW
Page 25 and 26: WOMEN IN TURKEY GENERAL RESOURCES W
Page 27 and 28: WOMEN IN TURKEY ARTICLES & LESSON P
Page 29 and 30: HISTORY AND CULTURE Catalhoyuk http
Page 31 and 32: HISTORY AND CULTURE Remains of the
Page 33 and 34: HISTORY AND CULTURE CULTURE AND THE
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Page 37 and 38: HISTORY AND CULTURE Archive of Turk
Page 39 and 40: HISTORY AND CULTURE TURKISH NEWS SO
Page 41 and 42: LOCAL AND NATIONAL OPPORTUNITIES WI
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