Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

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Instructional Approach(s): The teacher should present the information on the slide. The teacher may want to ask students to identify a group that might be considered an “empire” today.

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Instructional Approach(s): The teacher should present the lesson essential question.

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Instructional Approach(s): The teacher should introduce the standards aligned to the essential question.

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Instructional Approach(s): The teacher should present the information on the slide. The teacher may want to ask students to identify a group that might be considered an “empire” today.

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Instructional Approach(s): The teacher should present the information on the slide.

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Instructional Approach(s): The teacher should use the map to show the extent of the Ottoman Empire before World War I.

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Instructional Approach(s): The teacher should show the video clip below. Pause the video at 1 minute 10 seconds. Ask students to take note of the map at that point. Then, click play. Ask students to describe the map at the end. Then discuss what happened. The students learned about WWI in 6th grade social studies so many of them should be able to come up with the answer based on the time period.

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Instructional Approach(s): The teacher should briefly discuss World War I (1-2 minutes) with the class. Students learned about the causes of World War I in 6th grade social studies. Stick to the basic cause and effect aspects of the war.

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Instructional Approach(s): The teacher should present the information on the slide.

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Instructional Approach(s): The teacher should pose the question to the class. Ask for student responses. When ready, click the mouse to reveal the answer.

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Instructional Approach(s): The teacher should present the information on the slide. Click to the next slide to have students compare the Ottoman Empire before World War I and after its breakup.

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Instructional Approach(s): The teacher should use the map to show the extent of the Ottoman Empire before World War I. Have a brief (1-2 minutes) classroom discussion about the differences in the two maps.

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Instructional Approach(s): The teacher should present the information on the slide.

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Instructional Approach(s): The teacher should give each student a copy of the Fall of the Ottoman Empire Graphic Organizer [linked on the curriculum map] to record important information during the lesson. Students should not record all of the information on each slide. The teacher should guide students to summarize the main points in the five “effect” pins. Additionally, the teacher can have students record any additional information on the bottom of the graphic organizer.

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Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

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Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

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Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer.

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Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

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Instructional Approach(s): The teacher should present the information on the slide while the students record any important information on their graphic organizer.

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Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.

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