Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
Contributions of Indian Muslims to the Ottoman Caliphate and the Turkish NationKhalid Noor Mohammed
Postgraduate Student in the International Islamic University Malaysia, Noor Mohammed Khalid, presents his findings about the phenomenal sacrifices made by the Muslims of the Indian sub-continent to the Ottoman Caliphate, and the Turkish nation, subsequently. The period covered is from 1874-1924
Chapter 12 Ways of the World, Worlds of 15th century S Sandoval
AP World History / Ways of the World second edition by Robert W. Strayer. Summary of Chapter 12 An Age of Accelerating Connections 500-1500, The worlds of the fifteenth century.
Imam al ghazali a concise life by edoardo albertdocsforu
Imam Abu Hamid al-Ghazali (1058-1111 CE) is a towering figure in the history of Islamic thought. But did you know that during his lifetime he was a saint, a scholar and a penniless wanderer?
In this short biography you will discover how al-Ghazali rose from his humble background as a fatherless young boy from a small town, to become a successful student, a great teacher and the most famous Islamic thinker of his time. It also reveals why, after years of success, he left behind his prestigious position and his family, and became a poor traveller trying to experience the peace of a content inner life.
Written in a simple style, with explanations, illustrations and images aplenty, this short book brilliantly narrates the life and times of al-Ghazali.
Introduction to Western Humanities - 2 - MesopotamiaRandy Connolly
Second lecture for GNED 1202 (Texts and Ideas). It is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Intro to Western Civilization style course.
L’esprit de Lascaux / The spirit of LascauxEricMayer25
5.000 de culture du cheval : une présentation récente sur la Mongolie par Eric Mayer
5,000 years of horse nomadic culture: a recent presentation on Mongolia by Eric Mayer
L’esprit de Lascaux et 5.000 de culture du cheval : une présentation récente sur la Mongolie par Eric Mayer
The spirit of Lascaux and 5,000 years of horse nomadic culture: a recent presentation on Mongolia by Eric Mayer
EMPAYAR UTHMANI ADALAH EMPAYAR TERAKHIR UMMAH. MENGKAJI SEJARAH UMMAH ADALAH KEBAIKKAN KEPADA IBADAH DAN DAPAT MENGAJAR UMMAH AGAR TIDAK TERPERANGKAP DENGAN TIPUDAYA MUSUH DAN SYAITAN. MUSUH ALLAH SWT SENTIASA INGIN MENJATUHKAN UMMAH DAN UGAMANYA YANG MULIA.
For my Pre-AP students. Please read the information in this PowerPoint. The Ottoman and Mughals are on the test. The Safavids ARE NOT on the test, but ARE included in the DBQ for Friday.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. The OTTOman and mughal empires
The muslim WOrld: 1450-1750
Visit the
Curator
Akbar the Great Taj Mahal Mehmet II
Museum Entrance
Welcome to the Lobby
The Conqueror
Hagia Sophia
Visit the
Curator
2. Name of Museum
Curator Information
Mr. Sill
@sillworld
Smithtown High School West
Social Studies Teacher
Back to Lobby
Note: Virtual museums were first introduced by educators at Keith Valley Middle School in
Horsham, Pennsylvania. This template was designed by Lindsey Warneka under the direction of
Dr. Christy Keeler during a Teaching American History grant module. View the
Educational Virtual Museums website for more information on this instructional technique.
3. Name of Museum
Akbar the Great
“O God, in every temple I see
people that seek you. In every
language I hear spoken,
people praise you. If it be a
mosque, people murmur the
holy prayer. If it be a Christian
Church, they ring the bell for
love of you… It is you whom I
seek from temple to temple.”
Do Now: How did relations between Muslims
and non-Muslims evolve over time? What
would Akbar gain by taking this approach?
Do Now: How did relations between Muslims
and non-Muslims evolve over time? What
would Akbar gain by taking this approach?
7. Babur at the First Battle of Panipat,
Name of Museum
1526
Do Now: Analyze this painting and compare
how Babur and India are similar to Hongwu’s
China and Nobunaga’s Japan.
Do Now: Analyze this painting and compare
how Babur and India are similar to Hongwu’s
China and Nobunaga’s Japan.
This painting depicts Babur in battle
with Ibrahim Lodi, ruler of the Lodi
Dynasty.
The 16th-century battles of Panipat,
which took place 30 years apart, are
little known in the West. But they
were pivotal events in the making of
the Mughal Empire as the dominant
power of northern India.
An Illustration from the Baburnama, c.
1590-1593
"By the grace of the Almighty God, this
difficult task was made easy to me and
that mighty army, in the space of a half a
"By the grace of the Almighty God, this
difficult task was made easy to me and
that mighty army, in the space of a half a
day was laid in dust."
day was laid in dust."
8. Name of Museum
Babur (1526-1530)
Founder of the Mughal Dynasty
• Military general who invaded
and conquered Northern India
• Writer, loved music and art
• Did little to ___________ administer
the
empire – Son, Humayun, almost
lost power
Back to Lobby
9. Name of Museum Jesuits at Akbar’s Court
The Akbarnāma, Abu'l-Fazl ibn Mubarak (1551-1602).
Akbar constructed a special _________________
where he presided over intellectual discussion with
representatives of many religions – Muslim, Hindu,
Christian, Buddhist, Jewish, Jain, and Zoroastrian.
“House of Worship”
Back to Room 1
10. Back to Room 1
Name of Museum
Akbar the Great (1542-1605)
Do Do Now: Now: How How did did relations relations between between Muslims Muslims and and non-non-Muslims
Muslims
evolve evolve over over time? time? What What would would Akbar Akbar gain gain by by taking taking this this approach?
approach?
“The Hindus and idol-worshippers…now erected new idol temples in the city and…
in opposition to the Law of the Prophet which declares that such temples are not to
be tolerated. Under Divine guidance I destroyed these edifices, and I killed those
leaders of infidelity who seduced others into error…”
- Sultan of Delhi Firuz Shah (1351-1389)
“O God, in every temple I see people that seek you. In every language I hear
spoken, people praise you. If it be a mosque, people murmur the holy prayer. If
it be a Christian Church, they ring the bell for love of you… It is you whom I seek
from temple to temple.”
- Akbar the Great (1542-1605)
11. Religious Tolerance
Name of Museum
Hinduism
• Accepted ______________ –
•Encouraged intermarriage
•Abolished Jizya
____ tax on non-Muslims
•Promoted Hindus to high gov’t
positions
•Allowed Hindu temples to be built
•Ordered Muslims to respect _____
cows
Din-I-Ilahi
• The ________ attempted to Blend faiths
together and unite Hindus and Muslims
• Faith did not last after Akbar’s death
12. Social Reforms
Name of Museum
•Akbar encouraged widow remarriage
and prohibited the act of ______
•Akbar discouraged child marriages
•Encouraged special market days for
women only, to help women trapped
in _______, seclusion in their homes.
•Women could own land and they
were paid salaries for their work
•Women were educated and they
learned how to paint and write poetry
•Women could participate in business
activities.
Back to Room 1
sati
purdah
13. Name of Museum
Akbar The Great PPoolliittiiccaall SSyysstteemm
• Great military commander
• Expanded the empire to twice its size!
• Reformed government -
absolute
• Emperor had ___________ power
• Vazirs – royal officials who advised
Emperor
•Mansabdari System – _____________
system that divided empire into small
regions led by Mansabars (governors)
• ___________– anyone could gain high
office
Bureaucratic
Meritocracy
14. Name of Museum Legacy
Back to Room 1
Akbar moved
capital to Agra and
built the Red Fort
Akbar moved
capital to Agra and
built the Red Fort
in 1573
in 1573
16. Name of Museum
The Taj Mahal
Taj Mahal is regarded by many as
the finest example of Mughal
architecture
___________ , combining
elements from Islamic, Persian,
Ottoman Turkish and Indian
architectural styles.
Back to Room 2
• Took 22 years to complete
(1631-1653)
• The construction had a labor force of
20,000 workers
_____________
• Over 1,000 elephants were used
• 28 types of precious and semi-
TToommbb o of fS Shhaahh J Jaahhaann a anndd M Muummtatazz M Maahhaal l precious stones were used
18. Name of Museum
Determine which group is most likely to dominate the
Eastern Mediterranean and give three reasons why?
Determine which group is most likely to dominate the
Eastern Mediterranean and give three reasons why?
19. Consolidation ooff PPoowweerr
Osman Bey:
1299-1326
•Osman led group of Turks in the
•Osman led group of Turks in the
Anatolian Peninsula.
Anatolian Peninsula.
military
•Expands power with superior _______.
•Attracts warriors by accepting others
and giving them generous rewards!
•Expands power with superior _______.
•Attracts warriors by accepting others
and giving them generous rewards!
20. Consolidation ooff PPoowweerr
Leader Among Equals
•Creates capital city at Bursa and rules as a “____________________”
•Bursa becomes major commercial and intellectual center with inns,
•Creates capital city at Bursa and rules as a “____________________”
•Bursa becomes major commercial and intellectual center with inns,
shops, schools, libraries and mosques.
shops, schools, libraries and mosques.
professional
•Used wealth to establish _____________ cavalry force equipped with
•Used wealth to establish _____________ cavalry force equipped with
heavy armor and financed by land grants!
heavy armor and financed by land grants!
21. Shift to
Empire
OOssmmaann ddiieess iinn 11332266
“The Ghazi is the instrument of the
religion of Allah, a servant of God
who purifies the earth from the filth
of polytheism; the Ghazi is the sword
of God, he is the protector and the
“The Ghazi is the instrument of the
religion of Allah, a servant of God
who purifies the earth from the filth
of polytheism; the Ghazi is the sword
of God, he is the protector and the
refuge of the believers. If he
becomes a martyr in the ways of
God, do not believe that he has died-he
refuge of the believers. If he
becomes a martyr in the ways of
God, do not believe that he has died-he
lives in beatitude with Allah, he
lives in beatitude with Allah, he
has eternal life.”
has eternal life.”
-Ahmadi, Poet
-Ahmadi, Poet
What is the purpose of the
Ghazi? How does this justify
the conquest of others?
What is the purpose of the
Ghazi? How does this justify
the conquest of others?
Back to Lobby
22. Name of Museum Concerns about
last of the
Byzantine
I will slit the throat of the
Bosporus and prevent
anything from reaching
I will slit the throat of the Empire
Bosporus and prevent
anything from reaching
Constantinople!
Constantinople!
26. Name of Museum
Dragging the ships on land to avoid the chain
Dragging the ships on land to avoid the chain
boom
boom
Back to Room 3
27. Name of Museum FATIH
SULTAN
MEHMET
II
How does this painting
show the combination of
Western European and
Turkish Muslim
traditions?
Gentile Bellini
(Italian, ca. 1429–1507)
29. The ConquesNta moef o fC Mousneusmtantinople in
1453
Back to Room 3 Fatih Sultan Mehmet II
30. The Conquest of Constantinople in
1453
Mehmet II
Sultan claimed the legacy of the Abbasid Empire
as the protector of the faith, the Caliph.
Canons – Gunpowder Empire
Mehmet II: 1444-1481- Called “The Conqueror”
• 1453 – 80,000 soldiers laid siege to Constantinople
Mehmet II: 1444-1481- Called “The Conqueror”
• 1453 – 80,000 soldiers laid siege to Constantinople
and conquered the Byzantine Empire.
and conquered the Byzantine Empire.
Istanbul
• Renamed city ____________and made it the capital.
• Renamed city ____________and made it the capital.
31. The Conquest of Constantinople in
The Conquest of Constantinople in
1453
1453
Back to Room 3
“What a city we have given to plunder and destruction.”
32. Name of Museum Istanbul becomes new Islamic
Istanbul becomes new Islamic
Capital
Capital
The city and the buildings
are mine, but I resign to
your valor the captives and
the spoil, the treasures of
gold and beauty; be rich
and be happy.”
-Mehmet II, Speech to Officers
-Mehmet II, Speech to Officers
after conquest
after conquest
of Constantinople, 1453
of Constantinople, 1453
How does this quote demonstrate
the growing power of Mehmet II?
How does this quote demonstrate
the growing power of Mehmet II?
Back to Room 4
33. TTuurrnnss HHaaggiiaaN SSamooe ppofhh Miiuaase uiimnnttoo aa MMoossqquuee
•Turns alter to face
____________
•Eventually covers up
Christian mosaics and
•Turns alter to face
____________
Mecca
•Eventually covers up
Christian mosaics and
icons
icons
34. Turns ChristianNa mCei toyf M iunsetuom a Muslim City
•Added minarets, Islamic symbols and art
•Added minarets, Islamic symbols and art
Constantine
•Mehmet II equates himself to _______________ as founder of New
•Mehmet II equates himself to _______________ as founder of New
Constantinople…. Istanbul
Constantinople…. Istanbul
Back to Room 4
35. Now that
Mehmet II has
taken
Constantinopl
e, what does
he need to do
to create an
Empire?
36. Name of Museum Istanbul becomes new Islamic
Istanbul becomes new Islamic
Capital
Capital
Back to Room 4
Agra Fort is among the finest examples of the fusion architecture that has dominated the Mogul period. The assimilation of these different styles has given the buildings within the fort a distinctive look. To name a few, for example, the Jahangir Palace built by Akbar is the most magnificent blend of Persian and local style where as Divan-e-Aam mixes subtleness of Turkish exteriors with the complex pattern of Persian architecture. Other buildings within the premises of Agra Fort either have a mixed style or conform predominantly to the Islamic style. Some of the important buildings inside the Agra Fort include Jahangir Mahal, Divan-e-Aam, Divan-e-Khash, Khas Mahal, Anguri Bagh, Musamman Burj, Moti Masjid, Mina Masjid and Shish Mahal among others.
He who picks the rose of happiness Has his heart pierced by a thorn
Extract from a poem recited at the tragic death of Mumtaz Mahal.
Ustad-Ahmad Lahori was main architect
Historians do not know exactly how Osman was able to rule the region. Some say he was an Islamic zealot who united Anatolia in a religious campaign against the Christian Byzantine Empire. Most historians reject this idea because the Ottomans were not religious zealots when they ruled – they were tolerant in their governance and included Jews and Christians in the government.
Other Historians believe that it was his military expertise and inclusive mentality that helped gain allies and gain loyalty from other warriors in the region – giving land, booty, and other rewards to those who joined him.
Could Compare to Alexander the Great – Great warrior, generous to soldiers, blended cultures - territory
Defeated the Serbs in the Balkans at the Battle of Kosovo in 1389 and began to dominate the region.
Could Compare to Alexander the Great – Great warrior, generous to soldiers, blended cultures - territory
Defeated the Serbs in the Balkans at the Battle of Kosovo in 1389 and began to dominate the region.
Constantinople stands in the middle of the Ottoman Empire – Not a direct threat, but Ottomans worried about them gaining outside help from the Venetians, Genoese, or other Christian group.
identifies Mehmet as Victor Orbis, or Conqueror of the World. The sultan’s depiction, which was heavily repainted in the nineteenth century, fuses elements of European and Islamic culture. Bellini depicts the sultan under an arch and in near profile—both associated with power in the West since the time of the Roman Empire. Yet Mehmet is also represented in the trappings of Islamic power. In addition to a deep red caftan and luxurious brown fur mantle, the sultan wears a wrapped turban over a red taj, a headdress indicative of his rank as well as his identity as a Muslim.
He was contractually obligated to allow his soldiers to rape, loot and pillage the city. Some accounts say that he put a stop to it after only one day, instead of allowing the usual three day period. Apparently, the city never recovered from the devastation of the 4th crusade in 1204. Mehmet did not want to inherit an empty shell of a city. He wanted to keep the infrastructure intact and rebuild its grandeur.
This quote reflects Mehmet’s power because he is the one allowing the officers to take the captives and spoils, and he also reminds them that the city and the buildings are his.
Story of Mehmet pouring dirt on his turban in sign of humility
Blends Imperial Byzantine traditions with nomadic Turkish, Persian and Arab traditions!
Tears down Church of Holy Apostles and builds his Mosque
It’s one thing to conquer, another thing to rule! Byzantine Empire was always concerned about the growth of the Ottomans, but it was Mehmet II who they feared!
