Study Etymology
Character Education, English, Geography, Reading, Social Studies
Words with Turkish origin have entered our vocabulary through different means: trade, war and the Ottoman Empire expansion, newspapers and contact with neighboring countries with which we then had diplomatic and other contact. Begin with the following words to look at what they add to our understanding and daily life. Ask students to provide a definition, the etymology of each and what each reveals about the life and culture of Turkey.
Aga Khan, Asian, baklava, Balkan, borek, Casaba, Cassock/Cossack, coffee, doodle, fez, kiosk, lackey, oda, ottoman, Ottoman, pastrami, shish kebab, sofa, Tartar, Turk, yogurt, yurt
Syrian Refugees
Art, Character Education, Geography, Journalism, World History
Read and discuss the KidsPost article, “ Syrian refugee kids show the effects of war in their artwork.” This article was originally published in 2016. Do your students expect the same programs to be in place? Share these 2018 figures with them:
According to the UN Refugee Agency, “Turkey hosts over 2.9 million registered Syrians. The majority of them live in urban areas, with around 260,000 accommodated in the 21 government-run refugee camps. There are more than a million registered Syrians in Lebanon and 660,000 in Jordan. Iraq has also seen a growing number of Syrians arriving, hosting more than 241,000, while in Egypt UNHCR provides protection and assistance to more than 122,000.
“Palestine refugees are particularly vulnerable with an estimated 460,000 people receiving regular assistance around Syria. School attendance has dropped by more than 50 per cent and roughly one-quarter of schools have been damaged, destroyed or are used as collective shelters. More than half of Syria's hospitals have been destroyed or badly damaged. Water supply has decreased to less than 50 per cent of its pre-crisis levels. An estimated 9.8 million people are considered food insecure and many more are living in poverty.”
Teachers may try to help students understand what it means to be a refugee who has escaped bombing of one’s home or city. Ideas for discussion include:
• What is the population of your town? Your state? Teachers might ask students to locate a city that has a population of 2.9 million or close to it.
• What basic needs and services would be required for this many people? You might compare this to the amount of similar items needed for the students of your school each week — food, water and coffee, paper goods — or find out what emergency agencies use during the first week of a natural disaster in a school shelter.
• Imagine that your home was destroyed by wildfires. You only had time to grab family pets and a few items in order to escape. What would you take? How would you survive in the next weeks — in a shelter, hotel, with friends or family? Should you, or could you, pay for the necessities?
• What kind of class would they organize for refugee students in a tent camp? What activities would they organize? Are any supplies or equipment needed?
Map It
Geography, Social Studies, World History
Depending on your class, study a map of the Byzantine era or modern Turkey. Locate capital cities and other important sites for the time period of your study. You may also give students the "Turkey Today" activity that asks students to read maps presenting different types of information about Turkey.
Travel to World Heritage Sites
Geography, World History
World Heritage sites are cultural and natural legacies from the past that must be preserved for the future. Although they are found in particular countries or regions, World Heritage designees “belong to all the peoples of the world, irrespective of the territory on which they are located.” UNESCO encourages measures to protect and safeguard the properties.
In Turkey archaeological sites, edifices and places from different religious traditions, the birthplace of the Ottoman Empire, and natural landscapes are included on its Heritage list.
Teachers might use the archaeological site of Troy to illustrate the information to be found about each of the World Heritage selections in Turkey. The description may be read in different languages. Documentation of its value, meeting of criterion, and authenticity introduce the site, demonstrate concise argumentation and hint to Turkey’s culture. Discuss how the maps, documents and gallery are persuasive and support the inclusion of Troy as a World Heritage identified cultural heritage.
Students may be assigned to learn more about one of the World Heritage sites. Locate on a map of Turkey, introduce it and find a unique way to bring it to life in a class presentation.
Do a Word Find
English, Journalism, Social Studies, World History
In “From Constantinople to Ankara” students must locate 30 terms related to the history and culture of Turkey. After students have completed the word find, teachers may ask students to select a person, a faith or religion-related word, or any term. Do a one-day search in books and online to learn how this term relates to the history and culture of Turkey.
Eat Turkey and More
Character Education, Geography, Home Economics
Check your local phone book or an online source for restaurants that serve Turkish cuisine. What are they named? Do you find Perge, Aspendos, Myra or Kekova? Turkish restaurants are often names for places in the home country.
What dishes are on the menu? Do students recognize some of them? How have they become part of our everyday meals? Teachers might review some of the suggestions in Teachers Notes for using the FOOD section of The Washington Post to introduce Turkish foods. Have students eaten baklava, pastrami, a shish kebab or yogurt? You might even ask about turkey (guinea fowl) that found its way into Europe from North Africa that was under Ottoman or Turkish rule.
Have fun planning — and maybe sampling — Turkish cuisine.