Middle East
Teacher's Guide

March 8, 2000 Update
Remember, the "Kids' Versions" are aimed at K-6.

Check out this date's update
The team generated the following reports: Try the following activities:

Monica - Mevlana Rumi: Divine Love Throughout all Things

The team visits the Mevlana. Rumi's final resting place in Konya.

Follow Monica suggestion to read more of Rumi's poetry. Or, analyze some of the excerpts in this dispatch so students have a deeper understanding of their meaning.

Brian - For His Eyes Only: The Adventures of Secret Agent 006.5
Kid's version available

Brian moonlights as secret agent 006.5 and learns about Kemal Ataturk, the father of the Turkish Republic. He learns of Ataturk's role in the Turkish War of Independence, and his resulting rise to the presidency of Turkey.

Following Brian's "007" storytelling (and based on info in his dispatch), have students write up a dossier on Kemal Ataturk that reveals the who, what, where and when about this man. They can add in anything else they learn in the update as well (or elsewhere).

Kavitha - Whirling, Whirling As Fast As You Can!

A description of Turkey's world renowned Whirling Dervishes are given. Plus, there is a brief history of Rumi's life and Sufism. It includes various excerpts of Rumi's poetry scattered throughout the text.

Religious fundamentalists throughout the ages have scorned Sufism and banned Rumi's poetry and dervish meetings. Can students think of any poets (writings) or dancers (dancing) that exist today that upset society? Who are they and why are they deemed a "problem" or "bad?" Do students agree?

Monica - Father of the Nation, Builder of the Capital
Kid's version available

A visit to Ataturk's mausoleum in Ankara. Insights into Ankara's growth and development and descriptions of Mustafa Kemal Ataturk's life are presented.

To read of Mustafa Kemal Ataturk's life is to meet a man who was passionate at a young age about his country. Ask students to discuss their passion for their own country. Would they be willing to go to war? How badly would they fight to keep their freedoms? Or what would they fight for (to change) if they had to?

Abeja - London, Paris, New York, Istanbul

The team invites you on a shopping trip to the old district of Pera, once the community of foreign merchants in Istanbul, and now an upscale shopping area. While there, we'll learn about the disintegration of the Ottoman Empire before and during WWI.

It's interesting to see how this city has changed from it's old ways, at the turn of the century. Have students "look back in time" at the city they live in. What was it like 100 years ago? How have the fashions, geography, politics, architecture, shopping etc. changed? If there's a historical society in your area, it might be worth a visit to familiarize students with their city, or town, in the "old days."

Monica - Troy Through the Eyes of a Thirteen-Year-Old

A thirteen-year-old describes the ancient site of Troy.

Make sure your students know the full story of the city Troy, as told in Homer's The Iliad. Though The Iliad is a fictional story, it is thought to be founded on historical fact, supported by the discovery of the ancient city of Troy that Monica and Genesis visited.

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