Teaching the Battle of Gallipoli: Investigating Multiple Perspectives

Autor/in	Schur, Joan Brodsky
Titel	Teaching the Battle of Gallipoli: Investigating Multiple Perspectives
Quelle	In: Social Education, 79 (2015) 1, S.44-50 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Leitfaden; Unterricht; Lehrer; War; Teaching Methods; History Instruction; College Preparation; Geography; Guidelines; Career Readiness; Citizen Participation; Foreign Policy; High School Students; Turkish; English; Translation; Primary Sources; Foreign Countries; Arabs; Educational Resources; Ottoman Empire; France; United Kingdom; Russia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Krieg; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Geografie; Richtlinien; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Außenpolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Türkisch; English language; Englisch; Primärquelle; Ausland; Arab; Araber; Bildungsmittel; Frankreich; Großbritannien; Russland
Abstract	Once the Ottoman Empire joined the Central Powers on October 28, 1914, the fate of the Empire hinged on the outcome of World War I. The Ottomans waged war on multiple fronts: in the Caucasus against Russia, and to defend the Gallipoli Peninsula and the Arab territories against the British and French empires. One hundred years later, we live in a world shaped by the outcome of this struggle. How much do students learn about the Ottoman Empire at war, and from whose point of view? One way to globalize the approach to teaching World War I in grades 9-12 using the C3 Framework is to ask the Compelling Question: What were the consequences of the Battle of Gallipoli as seen from multiple perspectives? Original sources in English on the whole reflect the Allied point of view, while Turkish sources translated into English are scarce. The goal is to explore how teachers can harness geographical and historical concepts and skills specified in Dimension 2 of the College, Career, and Civic Life (C3) Framework to help students unearth multiple perspectives. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01