1. Bell Ringer 4-10-14: List 3 reasons why this subject is relevant to our learning.

2. 3000- 2000 BCE Roman Empire570 ACE Umayyad and Abbasid Rule Turkish Invasion Sultan and Caliphate Mongol Invasions and Mamluk rulers Ottoman Empire 1453 Sultan Selim III 1789-1807 OE 1800-1890

3. RulerProblemsAttempts at ReformSuccesses/ Failures Sultan Selim III 1789-1807 The OE was losing a war with Austria and Prussia (C). The OE did not have representation in Europe Europe had gunpowder, modernization, Napoleon had Egypt. The Janissaries, derebeys, and ruling classes were all against the military reform Sultan Selim had in mind He reformed the military by: hiring European advisors, new weapons and training tactics, and he raised the salaries of Janissaries. New military academies The sultan tried to create a new military unit, the nizam-i jedid (new order). This new unit was made of young male Turkish peasants [1797] Finances reforms by taking forfeited taxes on liquor, tobacco, and coffee. The sultan made permanent embassies in the European capitals. The soldiers were resisting his attempts at reform The sultan was not able to completely merge his new unit with the old Janissaries His new embassies did not do much, his representatives could not speak the European languages and relied on translators The Janissaries led a rebellion and ended Selim’s rule Sultan Mahmud II (1808- 1839) OE The OE needed a stronger army Millet System was against the ‘Nation State’ Idea Bribes were a problem in the government Loosing territory to Europe Reconstruction and Repopulation He killed many Janissaries when they tried to rebel the same way they did with other rulers He raised the salaries Focused on training officers and physicians for the army (Imperial War College Created a Navy Decrees of 1839 with Grand Viziers that were European friendly He was able to make a new army and gain power. (derebeys and Janissary power reduced) He added a salary cavalry Europeanized the OE as a centralized state Control of Waqf revenue Lessened the ulama control of the state Debt to Europe and loss of land to Europe

4.  The most striking evidence of the new direction in which the empire was being taken is contained in two royal decrees that defined the very essence of the Tanzimat. The first of them, the Hatti Sharif of Gülhane, was issued in 1839 at Rashid Pasha's insistence. The decree was not a piece of legislation but rather a statement of royal intent the sultan issued to his subjects. In it the Ottoman ruler promised certain administrative reforms, such as the abolition of tax farming, the standardization of military conscription, and the elimination of corruption. These sentiments had been expressed previously, but what made the Hatt-i Sharif so remarkable was the sultan's pledge to extend the reforms to all Ottoman subjects, regardless of their religion. In 1856, at the conclusion of the Crimean War, Aliand Fuad Pashas encouraged the promulgation of a second decree, the Hatti Hümayan, in which the principles of 1839 were repeated and the guarantees of the equality of all subjects were made more explicit. Thus, Muslim and non Muslim were to have equal obligations in terms of military service and equal opportunities for state employment and admission to state schools. (Cleveland, 83)

5.  The intent of the two decrees was to secure the loyalty of the Christian subjects of the empire at a time of growing nationalist agitation in the European provinces. It appears that during the period of Ottoman decentralization in the eighteenth and early nineteenth centuries, the millets acquired a greater degree of autonomy than they had previously possessed. The decrees of 1839 and 1856 sought to break down the religious and cultural autonomy of the millets and to create the notion of a common Ottoman citizenship, or Ottomanism, which would in theory replace the religious ordering of society in which Muslims were dominant. The pledges were not fully implemented, as much due to Christian preference for new nationalist affiliations as to lingering Muslim feelings of superiority, but the attempt to replace religious affiliation with secular identity continued with the proclamation of a NationalityLaw in 1869. (Cleveland, 83)

6. RulerProblemsAttempts at ReformSuccesses/ Failures Mehmet (Muhammad) Ali (1805-1849) Egypt Egypt was in chaos because of corrupt rulers, invasion by the French, and out of date military Had to be cautious so he wouldn’t be overthrown like Selim III. The Mamluks had too much power in Egypt. Industrialized Egypt Modernized the Army through education and training in Europe Supported the OE by using his army to put down rebellions against the OE He bribed the Janissaries to break the derebeys power. He also used his troops to stop the Janissaries rebellion he knew was going to happen. Ali embraced the printing press He turned to Sudanese people for troops to make a slave army, then to Egyptian peasants Ali took land away from rich Egyptians (Mamluks and ulama) The Janissaries caused a massacre on June 15, 1826, that destroyed the Ottoman’s military institution. Without the Mamluks interfering Ali was able to start his idea of a military reform with training schools and trips to Europe. He also improved medicine, engineering, and chemistry with his reform It spread information throughout Egypt The Sudanese slave army failed but the peasant army had 130,00+ troops By taking the land he was able to use the tax money for what he wanted to and took power away from the richer classes Ali’s reforms led to Egypt having more contact with western Europe. Nasir al-Din Shah (1848- 1896) Persia Modern Day Iran He had no military security or stable administration Made an initial attempt to improve his bureaucracy and officer corps by opening a new institution of higher learning. He failed at upgrading the military He opened up a new college taught by Europeans The power of religious establishment increased the authority of the temporal government He did build the Cossack Bridge

7. REFLECTION

8. 1. Summarize Document 7 and 2. 2. Compare and Contrast Document 6 and 5 3. Draw conclusions and generalizations that explain what the Greek Revolt showed about the effects of reform on the OE. EC: OPVL any document.