A LOOK AT OUR PAST ΜΙΑ ΜΑΤΙΑ ΣΤΟ ΠΑΡΕΛΘΟΝ ΜΑΣ GEÇMİŞİMİZE BİR BAKIŞ

(1,1) -1- Chemise-MILKO.
indd 18/05/11 09:31
Housing traditions in Cyprus
Kbrsta konut gelenekleri
Education in Cyprus
Kbrsta moda
Fashion in Cyprus
Kbrsta kahvehane gelenekleri
Coffee shop traditions in Cyprus
Lefkoa Surlariinde binalar
Buildings in walled Nicosia
Life in bazaars in Cyprus
Bazaars in Cyprus as seen by

travellers
Children in the mines in Cyprus
Wedding traditions and the role of

women in Cyprus
Konular:
Topic:
retmenlere
Genel notlar
General notes for the Teacher
Acknowledgements
Introduction 2
Introduction 1
Preface
indekiler
Contents
Gemiimize Bir Bak
A Look at our Past
Kbrsta eitim
Kbrstaki pazar yerlerinde yaam
Gezginlerin gzyle Kbrsta pazar
yerleri
Kbrsta madenlerdeki ocuklar
Kbrsta evlilik gelenekleri ve
kadnn rol
Teekkr
Giri 2
Giri 1
nsz
A Look at our Past
Gemiimize Bir Bak
A set of supplementary teaching

and learning materials
Yardmc eitim ve retim

materyal seti
Text Council of Europe 2011
2011
Metin Avrupa Konseyi 2011
This publication may be photocopied for use in

schools and other education establishments
Published in 2011 by:

Council of Europe Publishing
F-67075 Strasbourg Cedex
2011 :

F-67075 Cedex
Bu yayn okul ve dier eitim kurumlarnda

oaltlarak kullanlabilir.
Yaym Tarihi: 2011
Avrupa Konseyi Yaymevi
First edition
Birinci Bask
Printed and bound in. by..
...............
..
Basm ve derleme:
: Brian Carvell
Editrler: Barry Page (ngilizce); Dr Stavroula

Philippou (Yunanca); Sidestreets (Trke)
General
Editor:
Brian
Car vell
Editors: Barry Page (English); Dr Stavroula

Philippou (Greek); Sidestreets (Turkish)
Proof readers: Dr Chara Makriyianni, Dr Kyriakos
Pachoulides, Dr Meltem Onurkan Samani
Translations: Maria Louca, Yiola Klitou (Greek);
im Seroyda, Fatma Tuna (Turkish)
The opinions expressed in this publication are those
of the authors and do not necessarily reflect the
official views and policy of the Council of Europe.
The publishers would like to thank the following
for permission to reproduce photographs,
illustrations and other copyright material in this
publication:
Rita Severis: Topic 1 Sources A, B, Topic 7 Source A;
Folk rt Museum of the Society of Cypriot Studies,
Lefkosia: Topic 1 Source C; Pan Cyprian Federation
of Labour: Topic 2 Sources A, B, C; Brian Carvell:
Topic 3 Source B, Topic 5 various pictures, Topic 6
Picture 6; Laiki Group Cultural Centre of Marfin
Popular Bank: Topic 3 Source C, Topic 6 Picture
1,Topic 7 Sources C,D; Mary Evans Picture Library
(London): Topic 3 Source D; Ano Mangoian: Topic
4 Source B; Alev Tugberk: Topic 5 various
photographs, Topic 9 various photographs; Maria
Mavrada: Topic 5 various photographs, Topic 9
various photographs; Eleni Avraam-Antoniou: Topic
6 various photographs; Leventis Municipal Museum:
Topic 7 Source B; Hasan Samani: Topic 8 Source A;
Meryem Okszolu: Topic 8 Source B; zay and
Seluk Akif: Topic 8 Sources C D; Department of
Antiquities, Cyprus: Topic 9 Sources H, J, K, L;
Cultural Services Ministry of Education and Culture,
Cyprus: Topic 9 Source M.
Every effort has been made to contact copyright
holders. We apologise to anyone whose rights have
been inadvertently overlooked and will be happy
to rectify errors and omissions.
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Genel Editr: Brian Carvell
Dzeltmenler: Dr Chara Makriyianni, Dr Kyriakos

eviriler: Maria Louca, Yiola Klitou (Yunanca); im
Seroyda, Fatma Tuna (Trke)
Bu yaynda belirtilen grler yazarlara ait olup,
Avrupa Konseyinin resmi grlerini ve politikalarn
yanstmayabilir.
Yaymevi aada isimleri verilen kii ve kurululara
bu yaynda kullanlan fotoraf. izim ve dier
materyallerin kullanm hakk izni vermelerinden
dolay mteekkir olduunu belirtir.
Rita Severis: Konu 1 Kaynaklar A, B, Konu 7 Kaynak
A; Kbrs almalar Halk Sanat Mzesi, Lefkoa:
Konu 1 Kaynak C; Tm Kbrs i Sendikas: Konu 2
Kaynaklar A, B, C; Brian Carvell: Konu 3 Kaynak B,
Konu 5 deiik fotoraflar, Konu 6 Fotoraf 6; Laiki
Group Marfin Popular Bank Kltrel Merkezi: Konu
3 Kaynak C, Konu 6 Resim 1, Konu 7 Kaynaklar C,D;
Mary Evans Fotoraf Ktphanesi (Londra): Konu 3
Kaynak D; Avo Mangoian: Konu 4 Kaynak B; Alev
Tuberk: Konu 5 deiik fotoraflar, Konu 9 deiik
fotoraflar; Maria Mavrada: Konu 5 deiik
fotoraflar, Konu 9 deiik fotoraflar; Eleni AvraamAntoniou: Konu 6 deiik fotoraflar; Leventis
Belediye Mzesi: Konu 7 Kaynak B; Hasan Samani:
Konu 8 Kaynak A; Meryem kszolu: Konu 8
Kaynak B; zay and Seluk Akif: Konu 8 Kaynaklar
C D; lka Blm, Kbrs: Konu 9 Kaynaklar H, J,
K, L; Milli Eitim ve Kltr Bakanl Kltr
Hizmetleri Bakanl, Kbrs: Konu 9 Kaynak M.
Yaym hakkna sahip kii ve kurululara ulamak
iin her trl aba gsterilmi olup, yaym hakk
istenmeyerek de olsa ihlal edilen kii ve
kurululardan zr diler ve eer gzden kaan yaym
hakk varsa hatalarn dzeltileceini belirtmek
isteriz.
The Council of Europe has 47 member

states, covering virtually the entire continent of Europe. It seeks to develop common democratic and legal principles
based on the European Convention on
Human Rights and other reference texts
on the protection of individuals. Ever
since it was founded in 1949, in the aftermath of the Second World War, the
Council of Europe has symbolised
reconciliation.
47
,
.

.
1949,
, ,

.
Avrupa Konseyi neredeyse btn ktay

kapsayan 47 yeye sahiptir. Konsey,
Avrupa nsan Haklar Szlemesi ve
kiilerin korunmasna ilikin dier metinlere dayal ortak demokrasi ve hukuk
prensiplerinin gelitirilmesini
amalamaktadr. Avrupa Konseyi, 1949
ylnda kurulduundan bu yana, kinci
Dnya Savann sonrasnda, uzlamann
bir sembol haline gelmitir.
retmenlere
Genel notlar
Topic:
Konular:

women in Cyprus

kadnn rol

travellers

yerleri
Fashion in Cyprus
Kbrsta moda
Education in Cyprus
Kbrsta eitim
(1,1) -1- Chemise-MILKO.indd 18/05/11 09:31
Gemiimize Bir Bak
Basm ve derleme:
...............
..
Birinci Bask
First edition

Yaym Tarihi: 2011
2011 :

F-67075 Cedex


2011

materyal seti

A Look at our Past
Car vell
Teekkr
Brian
Editor:
Acknowledgements
General
Giri 2
: Brian Carvell

Introduction 2
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Gemiimize Bir Bak

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A Look at our Past

yanstmayabilir.

reconciliation.
47
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1949,
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isteriz.

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A set of supplementary teaching and learning materials
Yardmc eitim ve retim materyal seti
PREFACE
A look at our past is a supplementary interactive teaching pack on non-political aspects
of the history of Cyprus. It has been prepared within the framework of teacher training activities
conducted by the Council of Europe in Cyprus in co-operation with the Association for Historical
Dialogue and Research, a unique non-governmental body which brings together history educators
from all Cypriot communities, and with the strong support of teacher trade unions from all parts of
Cyprus. Although the Council of Europe is well known as a European intergovernmental organisation,
it has always placed great importance on its work with civil society. We value highly the input of all
citizens, particularly with regard to such issues as strengthening social cohesion and encouraging a
peaceful process of co-operation.
This is the third publication to appear in English, Greek and Turkish. The first, Multiperspectivity in Teaching and Learning History, was published in 2005 and the second The use of sources in teaching and
learning history appeared in 2009. The main aim of all these publications is to respond to the most
urgent methodological needs of practising teachers by collecting examples of innovative teaching
approaches and sharing experiences between local educators and their colleagues from various other
European countries.
In recent years, Council of Europe programmes conducted in different countries have paid special
attention to promoting the ideas of intercultural dialogue in all areas, including education and history
teaching, as a basis for building a culture of living together. Our organisation has always supported
the view that diversity and intercultural dialogue are essential tools for building mutual understanding, trust and confidence in Europe. This is reflected in Recommendation (2001)15 on Teaching history
in twenty-first-century Europe, and the White Paper on Intercultural dialogue Living together as equals in
dignity, both adopted by all member states of the Council of Europe.
These documents emphasise the idea that history teaching in the new millennium should:
unite people rather than divide them;

reflect the historical picture in its full complexity, without creating images of an enemy;
use multiperspectivity and present different points of view;
eliminate prejudices and stereotypes;
use innovative methods based on dialogue;
encourage people to co-operate and thereby contribute to creating appropriate conditions
for a stable peace.
The Third Summit of the Heads of State and Government (Warsaw, 2005) identified intercultural dialogue as one of the key missions of the Council of Europe, along with fostering democracy, human
rights and the rule of law.
The activities conducted in Cyprus are an important contribution to this collective work. The experience gained has been reflected in Recommendation (1880) on History teaching in conflict and postconflict areas adopted by the Councils Parliamentary Assembly in 2009. This affirmed that history
teaching can be a tool to support peace and reconciliation in conflict and post-conflict areas, as well
as tolerance and understanding when dealing with such phenomena as migration and immigration.
Further that, in this increasingly globalised world, there is validity in adopting a multiple perspective
iii
A LOOK AT OUR PAST

approach in teaching one that assists and encourages students to respect diversity and cultural
difference rather than one which may serve only to reinforce the more negative aspects of nationalism. And, finally, that history teaching which adopts a multiperspective standpoint will give students
analytical skills as well as subject knowledge. This in turn will help them to develop the kind of critical
mind that is resistant to manipulation.
Teaching and learning history in todays ever changing world is a challenging task. If the challenge is
to be met, it requires the development of new teaching methods and approaches capable of responding to the demands of multicultural societies. It needs initiatives in initial and in-service teacher training that are designed to enable teachers to acquire intercultural communication skills. It calls for the
creation of partnerships of all the actors involved: schools, families, NGOs, museums, libraries and
archives.
If young people are to find their place in the multicultural societies of the 21st century, they have to
be helped to develop an in depth understanding of the present-day world and an ability to evaluate
political, social, economic and cultural processes. The Council of Europe has embarked on the challenging task of finding a basis for consolidation and joint action in a situation of growing diversity in
its new inter-governmental project on Shared histories for a Europe without dividing lines launched in
2010.
The activities developed in Cyprus will provide a valuable input to the development of this project.
We are convinced that present-day education should play a crucial role in conflict transformation and
processes of violence prevention. It should promote a culture of living together and seek to motivate
young people to communicate peacefully with representatives of different cultures, religions and
linguistic groups on the basis of dialogue.
lf LAFSDTTIR
Director of Education and Languages
Council of Europe
iv

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vi
NSZ
Gemiimize bir bak, Kbrs tarihinin politik olmayan ynlerini kapsayan etkileimli bir
destek retim paketidir. Bu paket, Kbrsn tm toplumlarndan tarih eitimcilerini biraraya getiren
ve zgn bir sivil rgt olan Tarihsel Diyalog ve Aratrma Derneinin ibirlii ve Kbrsn tm kesimlerinden retmen sendikalarnn gl desteiyle, Kbrsta Avrupa Konseyi tarafndan yrtlen
retmenlerin hizmetii eitimi program erevesinde hazrlanmtr. Avrupa Konseyi, her ne kadar
Avrupann hkmetleraras bir kurumu olarak tannm olsa da, sivil toplum rgtleriyle yapt almalara da her zaman ok nem vermitir. Biz, tm yurttalarn katlm ve katksna, -zellikle de sosyal
uyumun glendirilmesi ve barcl bir ibirlii srecinin desteklenmesi gibi konular sz konusu oluncabyk deer veririz.
Bu alma ngilizce, Rumca ve Trke olarak kan nc yaynmzdr. Tarih retimi ve reniminde
oklu Bak Alar adl ilk yayn 2005de yaynlanm ve ikinci yayn olan Tarih retimi ve reniminde
Kaynaklarn Kullanm 2009 ylnda kmtr. Tm bu yaynlarn temel amac, yaratc retme yntemleri rneklerini toparlayp, yerel eitimciler ile dier eitli Avrupa lkelerindeki meslektalar arasnda
deneyim paylam salayarak, alan retmenlerin en acil yntemsel ihtiyalarna cevap vermektir.
Son yllarda, eitli lkelerde uygulanan Avrupa Konseyi programlar, birlikte yaama kltr gelitirilmesine ynelik bir temel olarak eitim ve tarih retimi de dahil olmak zere her alanda kltrleraras
diyalog grlerini desteklemeye zel gayret gstermitir. Kurumumuz, Avrupada karlkl anlay ile
gvenin gelitirilmesinde, eitlilik ve kltrleraras diyaloun gerekli aralar olduu grn her
zaman desteklemitir. Bu yaklam, her ikisi de Avrupa Konseyi ye devletlerinin tm tarafndan kabul
edilmi olan Yirmi birinci Yzyl Avrupasnda Tarih retimi stne Tavsiye Karar (2001)15 ve Kltrleraras
Diyalog Onurlu bir ekilde Eit Olarak Yaamak zerine Beyaz Kitapa, yanstlmtr.
Bu belgeler yeni milenyumda tarih retiminin aadaki gibi olmas gerektii fikrini vurgular:
halklar blmek yerine birletirmek;

tarihin resmini tm karmaklyla yanstmak ve dman imgeleri yaratmamak;
oklu bak alar kullanmak ve farkl grleri sunmak;
nyarg ve klielere yer vermemek;
diyaloa dayal yaratc yntemler kullanmak;
halklar ibirliine tevik etmek ve bylece kalc bir bar iin gerekli uygun artlar oluturmak.
Devlet ve Hkmet Bakanlar nc Zirvesi (Varova, 2005), Avrupa Konseyinin demokrasi, insan
haklar ve hukukun stnl ilkelerini korumann yannda anahtar misyonlarndan birinin kltrleraras diyalog olduunu belirtmitir.
Kbrsta yaplan faaliyetler bu toplu almaya nemli bir katk oluturur. Buradan kazanlan deneyim,
Konseyin 2009 ylndaki Parlamento Toplantsnda kabul edilen (1880) sayl atma ve atma Sonras
Blgelerde Tarih retimi nerisine yanstlmtr. Bu neri, atma ve atma sonras blgelerde bar
ve uzlamay ve ayni zamanda g ve iltica gibi olaylarla baederken hogr ve anlay desteklemek
iin tarih retiminin bir ara olabileceini beyan etti. Buna ek olarak, gittike kreselleen bir dnyada,
milliyetiliin daha olumsuz yanlarn vurgulamaya hizmet eden yaklamlar yerine, rencilerin eitlilik ve kltrel farkllklara sayg duymasna yardmc olan ve destekleyen retimde oklu bak alar
yaklamn kullanmak geerlidir. Ve son olarak, oklu bak alar ieren bir tarih retimi, rencilere,
vii
GEMMZE BR BAKI
konu hakknda bilginin yansra analiz yapma becerileri de kazandracaktr. Bu ise maniplasyon ve
suistimale direnli eletirel zihinler gelitirmelerine yardmc olacaktr.
Bugnn gittike deien dnyasnda tarih retimi ve renimi zorlu bir itir. Bu zorluk alacaksa,
ok kltrl toplumlarn taleplerine cevap verebilecek yeni retim yntemleri ve yaklamlarnn
gelitirilmesi gerekir. retmenlerin kltrleraras iletiim becerileri kazanmasn salayacak ekilde
gelitirilmi balang ve hizmetii eitim giriimlerine ihtiya vardr. Bu konuda okullar, aileler, sivil
toplum rgtleri, mzeler, ktphaneler ve arivler gibi tm paydalar arasnda ortaklk gelitirilmesi
gereklidir.
Eer gen insanlar 21. yzyln ok kltrl toplumlar iinde yerlerini bulacaklarsa, gnmz dnyasyla ilgili derin bir anlay ve politik, sosyal, kltrel sreleri anlama yetenei gelitirmelerine yardmc
olmak gerekir. Avrupa Konseyi, 2010 ylnda balatt Snrlar olmayan bir Avrupa iin Paylalan Tarihler konulu yeni devletleraras projesiyle gittike gelien eitlilik ortamnda birlik ve ortak eylem iin
bir temel oluturmak adna zorlu bir greve girimitir.
Kbrsta yaplan aktiviteler bu projenin gelitirilmesine deerli bir katk koyacaktr. Gnmz eitiminin,
atmalarn dnmnde ve iddet srelerinin nlenmesinde nemli bir role sahip olmas gerektiine inanyoruz. Bu eitim, birlikte yaama kltrn desteklemeli ve genleri farkl kltr, din, dil
gruplarn temsil eden insanlarla diyaloa dayal, barc bir ekilde iletiim kurmaya tevik etmelidir.
lf LAFSDTTIR
Eitim ve Diller Blm Bakan
Avrupa Konseyi
viii
INTRODUCTION 1
This teaching pack is a result of the collective work of Cypriot practising teachers from
all communities developed in the framework of the Council of Europe activities held in Cyprus. Starting in 2004, activities based on multicultural interactions have provided training for about 700 educators across the divide. Each activity had its own emphasis, while building upon a common basis that
primarily addressed the multicultural Cypriot teaching community as a whole. History educators from
Austria, Germany, Norway, Portugal, Serbia, Spain and the United Kingdom shared their experiences
with Cypriot colleagues on how to reflect cultural diversity so that pupils might understand it as an
enriching factor helping them to live in a multicultural environment.
The idea for this teaching tool came from Cypriot educators who appreciated the Council of Europes
experience within regional projects, such as the Black Sea Initiative, and stressed that it would be
useful to have similar supplementary teaching materials for Cypriot schools. They suggested an emphasis on social, economic, cultural and everyday historical issues, reflecting the past of Cyprus as a whole
and highlighting its multicultural nature. The CoE supported the initiative and this publication is the
result of the joint work that has taken place. When developing the project, the CoE was concerned to
meet its commitments by providing: continuity in the work; an equal standing for all the participants;
full transparency of co-operation; and a wide forum for discussion using multiperspectivity. In these
ways the CoE sought to ensure a strong basis for mutual confidence and trust.
The materials consist of a variety of sources collected by the participants in the seminars, suggestions
for teachers and activities for pupils developed in the framework of these activities . They aim to:
develop interactive methods when teaching about cultural diversity through school history;
present diversity as an enriching factor communicating with representatives of different

cultures on the basis of tolerance and mutual respect.
enable pupils to acquire skills such as critical thinking and the ability to reach independent
conclusions;
It was not by chance that the main focus of the Council of Europes activities in Cyprus was on teacher
training activities. Our work in different regions has clearly shown that nowadays teachers can play a
crucial role in processes of reconciliation and conflict-transformation. A history teacher today is not
just a professional who is well-versed in history and child psychology but also one who is responsible
for harmonising human relationships. Therefore, there is a growing need to give history teachers support, supplying them with efficient training and innovative pedagogical instruments and, as a result,
helping them to acquire competences of intercultural communication.
The pack is not a course or a book but rather a series of snapshots of Cypruss multicultural past: a collection of interactive cards which can be used creatively by teachers and their pupils. It is an open
model which seeks to arouse the curiosity of teachers and pupils alike, motivating them to reflect and
to carry out further independent research. In addressing pupils of different age groups - primary, secondary and upper-secondary schools - our hope is that this will be an invitation to lifelong learning.
These teaching materials offer teachers and their pupils what might be termed a dialogue approach
to work. What does dialogue mean in this context? It is a multi-faceted notion which combines:
ix
A LOOK AT OUR PAST
the level of knowledge: that is an exchange of information through which one acquires
knowledge about others;
the level of understanding: at this level knowledge transforms into understanding through
the ability to analyse differences on the basis of open-mindedness and the acceptance of
differences as positive factors;
the level of evaluation: the stage of determining how far one is in agreement or disagreement
with the standpoint of others. And finally
the level of action: responding accordingly in a society and building relationships with different peoples of diverse cultural backgrounds.
This analysis of the mechanisms of a dialogue brings us to the question of values and attitudes. One
of the main conditions for the development of a dialogue is an understanding of global human values
and, most of all, the value of a human life. Therefore, the teaching pack is based on topics from everyday life, illustrating meeting points which brought together different peoples of diverse cultural
backgrounds from Cyprus and the outside world, so that pupils may better understand the role of
civil society. Other important elements are open-mindedness and tolerance. They help us to perceive
the world in ways that are not narrowly constrained and underpin the ability to respect differences.
A further crucial element which constitutes a basis for dialogue is mutual respect. It consists of two
components: self-respect and respect for others. These two components correspond to the two stages
in a dialogue: self-expression and the ability to listen to others - including those who have different
perspectives on the world. Curiosity too plays an important role both in the education process and
in aiding dialogue. The teaching pack therefore includes a lot of visual materials designed to be attractive to young people and motivating them towards further learning and research.
The Secretariat hopes that this example of recent creative work by Cypriot teachers representing different communities will help to strengthen links between them and, as a result, help their pupils to
understand and fully appreciate the multicultural dimension of Cyprus.
Tatiana MINKINA-MILKO
Deputy Head History Education Division
Council of Europe
1

. 2004,
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MINKINA-MIKO

xii
GR 1
Bu retim paketi, Avrupa Konseyinin Kbrsta destekledii aktivitelerin erevesinde
gelitirilmi olup, Kbrstaki tm toplumlardan retmenlerin ortak almasnn bir sonucudur. 2004
ylndan balayarak, Adann tmnde yaklak 700 eitimciye kltrleraras iletiim konusunda eitim
verildi. ok kltrl bir Kbrsl eitimci topluluuna hitap eden ve ortak bir temele dayandrlan aktivitelerin her birinde ayr bir konu vurguland. Avusturya, Almanya, Norve, Portekiz, Srbistan, spanya
ve Birleik Krallktan tarih eitimcileri, Kbrsl meslektalaryla, rencilerin kltrel eitlilii ok kltrl
bir toplumda yaamalarna yardmc olan bir zenginlik unsuru olarak alglamalarna yardmc olacak
ekilde nasl yanstlabilecei konusundaki tecrbelerini paylatlar.
Bu retim arac fikri, Avrupa Konseyinin Karadeniz Giriimi gibi blgesel projelerindeki deneyimini
takdir eden ve Kbrstaki okullar iin de benzeri destekleyici materyallerin yararl olacan vurgulayan
Kbrsl eitimcilerden geldi. Eitimciler, Kbrsn gemiini btnsel olarak yanstan sosyal, ekonomik,
kltrel ve gnlk tarihsel konularn vurgulanmasn ve Kbrsn ok kltrl doasna dikkat ekilmesini nerdiler. Konsey bu giriimi destekledi. Bylece, bu yayn, sz konusu ortak almann bir rn
olarak ortaya kt. Projeyi gelitirirken, Konsey unlar salayarak taahhtlerini yerine getirmeye nem
verdi: almalarda devamllk; tm katlmclar iin eit stat; ibirlii konusunda tam effaflk; ve oklu
bak alarn kullanarak geni bir tartma alan yaratmak. Konsey bu ekilde karlkl gven ve inanca
dayal gl bir temel salamaya almtr.
Materyaller, katlmclarn seminerlerde toparladklar eitli kaynaklar ile retmenlerin, bu erevede
gelitirilmi olan, rencileriyle kullanabilecekleri aktivite nerilerinden olumaktadr. Bu materyallerin
amac:
okullardaki tarih dersleri araclyla kltrel eitlilii retirken, etkileimli yntemler gelitirmek;
rencilerin eletirel dnme ve bamsz sonulara ulama becerilerinin gelimesini salamak;
farkl kltrleri temsil eden kiilerle hogr ve karlkl saygya dayal iletiimde, eitlilii
zenginlik unsuru olarak vurgulamak.
Avrupa Konseyinin Kbrstaki aktivitelerinin temel odann retmen eitimi olmu olmas tesadf
deildir. Farkl blgelerdeki almalarmz bize gnmzde retmenlerin uzlama ve atmann
dntrlmesinde ok nemli bir rol oynayabileceini net olarak gstermitir. Bugn bir tarih retmeni yalnzca tarih ve ocuk psikolojisi konusunda az iyi laf yapan bir profesyonel deil, ayn zamanda
insan ilikilerini uyumlu hale getirmekle de sorumlu kiidir. Bu nedenle, tarih retmenlerine destek
vermek, onlara etkin eitim ve yaratc pedagojik aralar sunmak ve sonu olarak kltrleraras iletiim
iin gerekli becerileri gelitirmelerine yardmc olmak konusunda artan bir ihtiya vardr.
Bu paket bir ders veya kitap deil, Kbrsn ok kltrl gemiinden kesitlerdir: retmenler ve rencilerinin yaratc bir ekilde kullanabilecekleri interaktif kartlar kolleksiyonudur. Bu, retmenlerin ve
rencilerin merakn uyandrmay hedefleyen, dnmeleri ve daha fazla aratrma yapmalar iin
motive eden bir ak modeldir. Farkl yalardan renciler gz nnde bulundurulunca - ilkokul, ortaokul ve lise mit ediyoruz ki bu model, yaamboyu renmeye bir davet oluturur.
Bu retim materyalleri retmenler ve rencilerine almada diyalog yaklam diyebileceimiz
bir yaklam salar. Diyalog bu balamda ne anlama geliyor? Diyalog, aadakilerin bileiminden
oluan ok ynl bir kavramdr:
xiii
GEMMZE BR BAKI
bilgi seviyesi: birisinin bakalar hakknda bilgiye sahip olmasn salayan enformasyon alverii;
deerlendirme seviyesi: birisinin bir baka kiiyle ne oranda fikir birlii veya fikir atmas iinde
olduunu deerlendirme seviyesi. Ve son olarak -
eylem seviyesi: toplum iinde uygun davranmak ve farkl kiilerle ilikiler gelitirmek.
anlama seviyesi: bu seviyede, ak grllk ve farkllklar olumlu unsurlar olarak kabul etmek
temeline dayanarak, farkllklar analiz edebilme becerisi yoluyla bilginin anlaya dnmesi
gerekleir;
Bu ekilde bir diyaloun mekanizmalarnn analizi, bizi deerler ve tutumlar konusuna getirir. Bir diyaloun gelimesi iin ana artlardan bir tanesi, evrensel insani deerleri ve daha da nemlisi insan
yaamnn deerini anlamaktr. Bu yzden, bu retim paketi gnlk yaamdan konulara deinerek,
Kbrstan ve d dnyadan farkl halklar biraraya getiren buluma noktalarn gsterip, rencilerin sivil
toplumun roln daha iyi anlamalarna yardmc olur. Dier nemli unsurlar ise ak grllk ve
hogrdr. Dnyay dar olmayan ekillerde alglamamza yardmc olurlar ve farkllklara saygy desteklerler. Diyalog iin temel oluturan bir baka nemli unsur ise karlkl saygdr. ki bileenden oluur:
kendine sayg ve bakalarna sayg. Bu iki bileen bir diyalogdaki iki aamaya denk gelir: z ifade ve
dnyaya dair farkl grleri olan insanlar da dahil olmak zere, bakalarn dinleyebilme becerisi. Merak
da eitim sreci ve diyalou salamakta nemli bir role sahiptir. Bu yzden, retim paketi genlere
ekici gelecek ekilde tasarlanm olup, onlar daha ok renme ve aratrmaya tevik edecek pek
ok grsel materyalden olumaktadr.
Bakanlmz, farkl toplumlar temsil eden Kbrsl retmenler tarafndan yaplm bu en yeni ve yaratc alma rneinin, aralarndaki ba glendireceini ve bunun sonucunda rencilerinin de Kbrsn
ok kltrl boyutunu anlamalarna ve tam olarak takdir etmelerine yardmc olacan mit eder.
Tatiana MINKINA-MILKO
Tarih Eitimi Birimi Bakan Yardmcs
Avrupa Konseyi
xiv
INTRODUCTION 2
A look at our past represents one of the tangible outcomes of the much valued and longstanding cooperation with the Council of Europe, as well as the collective work and inspirational
initiatives taken by educators in Cyprus, under the aegis of the Council of Europe, to enrich the teaching and learning of history across the existing divide.
The dialogue approach that this publication follows, is the same approach that the Council of Europe,
the Association for Historical Dialogue and Research (AHDR), and the teacher trade unions of Cyprus
followed throughout their seven-year cooperation; from the organisation of the first interactive workshop to the editing of the first draft of this publication, dialogue and cooperation remained the key
concepts and core principles of the whole process.
Recognising the values of the Universal Declaration of Human Rights, the European Convention for the
Protection of Human Rights and Fundamental Freedoms, the UNESCO aims on education, and the
Council of Europes recommendations relevant to history teaching, the Association for Historical
Dialogue and Research envisions a society where dialogue on issues of history, historiography, history
teaching and history learning is welcomed as an integral part of democracy and is considered as a
means for the advancement of historical understanding and critical thinking. Unavoidably then, the
idea for creating an educational material that encourages further learning and research as the present
teaching pack does, could only be saluted and embraced by AHDR as part of its contribution to the
advancement of historical understanding amongst the public and more specifically amongst children,
youth and educators.
2011, the publication year, also coincides with a turning point in the history of the Association: the
awaited completion of the Home for Cooperation. Located in the buffer zone Nicosia, Cyprus, the
Home for Cooperation will function as a shared space for inter-communal and international cooperation and dialogue, hosting a library and archive, conference and exhibition spaces, and working
space for other organisations. AHDR greatly appreciates the long-standing support shown by the
Council of Europe towards this very special project, which will serve, together with publications such
as A look at our past, as a flagship for the potential and achievements for all civil society working towards
dialogue in Cyprus.
The Board of AHDR would like to thank the Council of Europe for entrusting the Association as its
main partner, as well as teacher trade unions and teachers of Cyprus for strengthening research on
history education.
Dr Chara Makriyianni
President of the Association
for Historical Dialogue and Research
Dr Meltem Onurkan Samani

Secretary of the Association
for Historical Dialogue and Research
xv
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xvi
GR 2
Gemiimize Bir Bak, Avrupa Konseyiyle gerekletirilen olduka deerli ve uzun soluklu
ibirliinin somut sonularndan birini temsil etmekte olup, Kbrstaki mevcut blnmln her iki
tarafnda Tarih retimi ile renimini zenginletirmek amacyla Kbrsl eitimcilerin - Avrupa Konseyinin
gzetiminde- kolektif almas ile ilham veren giriimlerinin bir sonucudur.
Bu yaynn dayand diyalog yaklam Avrupa Konseyi, Tarihsel Diyalog ve Aratrma Dernei (AHDR)
ile Kbrstaki retmen Sendikalarnn yedi yllk ibirlikleri boyunca benimsedikleri yaklamla ayndr;
diyalog ve ibirlii, ilk etkileimli atlye almasndan bu yaynn ilk taslann ortaya kmasna kadarki
tm srecin anahtar kavramlar ile temel ilkeleri olmutur.
Evrensel nsan Haklar Bildirgesi, Avrupa nsan Haklar ile Temel zgrlkleri Koruma Konvansiyonu,
UNESCO Eitim Amalar ve Avrupa Konseyinin tarih retimiyle ilgili tavsiyelerini benimseyen Tarihsel Diyalog ve Aratrma Dernei tarih, tarihilik, tarih retimi ve renimiyle ilgili konularda diyaloun
demokratik bir toplumun gerekli unsuru olduu ve tarihsel anlay ile eletirel dncenin gelitirilmesinde bir ara olduunun dnld bir toplum hedeflemektedir. Kanlmaz olarak, bu retim
paketinin hedefledii gibi daha ileri renme ve aratrmay cesaretlendiren bir eitim materyali
yaratma fikri, genelde tm toplumda ve zelde ocuklar, genler ve eitimciler arasnda tarihsel anlayn ileri gtrlmesine bir nebze olsun katkda bulunmak isteyen Tarihsel Diyalog ve Aratrma
Dernei tarafndan selamlanabilir ve kucaklanabilirdi.
Bu yaynn basm yl olan 2011, ayn zamanda Derneimizin tarihinde bir dnm noktas olup, heyecanla beklediimiz Home for Cooperation (Dayanma ve birlii Evi)nin al ylna denk dmektedir. Kbrs-Lefkoadaki ara blgede yer alan Home for Cooperation, toplumlararas ve uluslararas
ibirlii ile diyalog iin ortak bir mekan olarak grev yapacak ve bnyesinde ktphane, ariv, konferans
salonu ile dier rgtlere alma alanlar barndracaktr. Tarihsel Diyalog ve Aratrma Dernei, Gemiimize Bir Bak gibi yaynlarla birlikte, Kbrsta diyalog iin alan tm sivil toplum rgtlerine
gelecekte baar rnei olabilecek bu ok zel projeye Avrupa Konseyinin vermi olduu uzun soluklu
destee minnettardr.
Tarihsel Diyalog ve Aratrma Dernei Ynetim Kurulu, ana ortak olarak Derneimize gsterdii gven
icin Avrupa Konseyine ve tarih eitiminde aratrmann gelitirilmesine verdikleri destek iin Kbrstaki
retmen sendikalar ile tm retmenlere teekkr eder.
Dr Chara Makriyianni
Bakan
Tarihsel Diyalog ve Aratrma Dernei
Dr Meltem Onurkan Samani

Genel Sekreter
Tarihsel Diyalog ve Aratrma Dernei
xvii
ACKNOWLEDGEMENTS
The Secretariat of the Council of Europe would like to thank its main partner, the inter-communal
Association for Historical Dialogue and Research (AHDR) for its valuable input into the organisation of
the training seminars and in the preparation of this publication. The members of the Board of AHDR
namely: Dr Chara Makriyianni (President), Ms Fezile Isk (Vice-President), Dr Meltem Onurkan Samani
(Secretary), Dr Charis Psaltis (Research Director), Dr Kyriakos Pachoulides (Treasurer), Mr Dervi omunolu
(Project Director), Mr Marios Epaminondas (International Administrator), Ms Rena Hoplarou (Press
Officer), Mr Loukas Perikleous (Organisational Secretary) and Dr Stavroula Philippou (Board Member),
all deserve special mention for their contribution and continuous support to the Council of Europe
efforts. We also thank the Consultants of the Associations Multiperspectivity and Intercultural Dialogue
in Education Project: Ms Alev Tuberk, Ms irin Jetha Daseven, Ms Tlin Aker, Ms Daphne Lappa and
Dr Eleni Lytra.
We are also grateful to the teacher trade unions, across the existing divide, for their compelling support,
namely the President and Executive Board of the Association of Teachers of Technical Education of
Cyprus, OLTEK; the President and Executive Board of the Cyprus Greek Teachers Organisation, POED;
the Secretary General and Executive Board of the Cyprus Turkish Secondary Education Teachers Union,
KTOES; the Secretary General and Executive Board of the Cyprus Turkish TeachersTrade Union, KTS;
the President and Executive Board of Organisation of Secondary School Teachers of Cyprus, OELMEK.
We thank the Administration of the Ledra Palace, the JW Fulbright Centre, the Goethe Institute, and
the Cyprus Community Media Centre for providing the venue to the seminars and workshops. These
seminars and workshops were also supported by the AHDRs project on Multiperspectivity and Intercultural Dialogue in Education (MIDE), which is a two-year research and education initiative sponsored
by the United Nations Development Programme Action for Cooperation and Trust.
A special word of thanks should be addressed to all the people and organisations who gave permission
to reproduce photographs, illustrations and other copyright material in this publication.
We extend our gratitude to the workshop animators, who also acted as authors of the topics, and in
some cases (Topics 5,6 and 9) provided photographs for use in the publication, for their contributions
to this work: Ms Luisa de Bivar Black (Topics 2 and 6), Mr John Hamer (Topics 1 and 8), Mr Brian Carvell
(Topics 3 and 5), Dr Stavroula Philippou (Topic 3), Mr Mete Ouz (Topic 3), Ms cim zenli zmatyatl
(Topic 3), Ms Zacharoula Malas (Topics 1 and 7), Mr Dervis omunoglu (Topic 1), Mr Marios Epaminondas (Topic 2), Dr Dilek Latif (Topic 2), Dr Hasan Samani (Topics 6 and 8), Ms Eleni Avraam-Antoniou
(Topic 6), Ms Maria Mavrada (Topics 5 and 9), Ms Alev Tuberk (Topics 5 and 9), Ms Fezile Isk (Topic 4),
Ms Despina Pashia (Topic 4), Dr Catherine Thompson (Topic 7), Dr Meltem Onurkan Samani (Topic 7),
Ms Rena Choplarou (Topic 8), Mr Chris Rowe (Topic 9).
Special thanks are also due to the large number of Cypriot teachers, teacher trainers and advisors who
attended the seminars which resulted in the preparation of this publication. Their contributions and
ideas have formed an important part of the finished work.
Grateful thanks to Brian Carvell, who provided general editorial advice, design and preparation of the
texts for publishing.
This publication would not have been possible without the generous financial support of the Norwegian Ministry of Education and Research.
xviii

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xix

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xx
TEEKKR
Avrupa Konseyi Sekreterlii, eitim seminerlerinin dzenlenmesinde ve bu yaynn hazrlanmasnda
koyduu deerli katklardan dolay ana orta olan toplumlararas Tarihsel Diyalog ve Aratrma Dernei
(AHDR)ne teekkr eder. AHDR Ynetim Kurulu yeleri Dr Chara Makriyianni (Bakan), Sn. Fezile Ik
(Bakan Yardmcs), Dr Meltem Onurkan Samani (Genel Sekreter), Dr Charis Psaltis (Aratrma Direktr),
Dr. Kyriakos Pachoulides (Sayman), Sn. Dervi omunolu (Proje Direktr), Sn. Marios Epaminondas
(Uluslararas likiler Sorumlusu), Sn. Rena Hoplarou (Basn Danman), Sn. Loukas Perikleous (rgtlenme Sekreteri) ve Dr. Stavroula Phillippou (Ynetim Kurulu yesi)nin, Avrupa Konseyi abalarna
vermekte olduklar destek ve katklarndan zellikle bahsetmek gerekir. Ayrca Dernein MIDE porojesi
danmanlar Sn. Alev Tuberk, Sn. Shirin Jetha Daseven, Sn. Tulin Aker, Sn. Daphne Lappa ve Dr Eleni
Lytraya teekkr ederiz.
Ayrca Adann her iki tarafndan retmen Sendikalarna Kbrs Teknik retim retmenleri Birlii,
OLTEKe; Kbrs Rum retmenler rgt, POEDe; Kbrs Trk Orta Eitim retmenler Sendikas
KTOESe; Kbrs Trk retmenler Sendikas, KTSe; ve Kbrs Ortaretim retmenler rgt,
OELMEKe gl desteklerinden dolay minnettarz.
Ledra Palace, JW Fulbright Merkezi ve Goethe Enstits ynetimlerine, seminerler ile altaylarn
yaplmasna olanak salayan UNDP-ACTa teekkr ederiz. Bu yaynda kullanlan fotoraflarn, izimlerin ve dier telif hakk sakl materyallerin kopyalanmasna izin veren tm ahs ve kurululara teekkrlerimizi zellikle bildirmek isteriz.
Bu almada yer alan ve ayn zamanda konularn yazarlar da olan altay yneticileri ve baz durumlarda (rnein Konu 5, 6, ve 9) yaymda kullanlmak zere fotoraflar salayan: Sn. Luisa de Bivar Black
(Konu 2 ve 6), Sn. John Hamer (Konu 1 ve 8), Sn. Brian Carvell (Konu 3 ve 5), Dr Stavroula Philippou
(Konu 3), Sn. Mete Ouz (Konu 3), Sn. im zenli (Konu 3), Sn. Zacharoula Malas (Konu 1 ve 7),
Sn. Dervi omunolu (Konu 1), Sn. Marios Epaminondas (Konu 2), Dr Dilek Latif (Konu 2), Dr Hasan
Samani (Konu 6 ve 8), Sn. Eleni Avraam-Antoniou (Konu 6), Sn. Maria Mavrada (Konu 5 ve 9), Sn. Alev
Tuberk (Konu 5 ve 9), Sn. Fezile Ik (Konu 4), Sn. Despina Pasia (Konu 4) , Dr Catherine Thompson
(Konu 7), Dr Meltem Onurkan Samani (Konu 7), Sn. Rena Choplarou (Konu 8) ve Sn. Chris Rowe (Konu 9)a
minnettarlmz belirtmek isteriz.
Ayrca, bu yaynn hazrlanmasna yol aan seminerlere katlan ok sayda Kbrsl retmen, retmen
eitmenleri ve danmanlara zel teekkr bor biliriz. Onlarn katklar ve fikirleri bu almann son
halinin nemli bir ksmn oluturur.
Brian Carvelle genel yazm tavsiyeleri, yayn tasarm ve basma hazrl iin minnetle teekkr ederiz.
Norve Eitim ve Aratrma Bakanlnn cmert finansal destei olmadan bu yayn mmkn olmayacakt.
xxi
General Notes for the Teacher
retmenlere Genel Notlar
GENERAL NOTES FOR THE TEACHER

Introduction
A Look at our Past is a set of supplementary teaching and learning materials for school history prepared by teachers and teacher trainers in Cyprus with the help of Council of Europe experts. The
writing team combines expertise in materials preparation, teacher training, classroom practice and
assessment of learning and teaching. Writing has been undertaken after in-depth seminars with
Cypriot teachers on the relevant topics. The whole set of materials has been peer reviewed and tested
by a further group of Cypriot teachers, representative of all communities in Cyprus.
The learning materials are topic based and are intended to be used alongside other learning materials
and textbooks for history. There are nine topics; each topic is presented as a set of Source Cards and
Activity Cards for pupils along with additional Teacher Notes. For ease of use each topic is colour
coded. A Look at our Past does not constitute a whole course; it provides insights into some chosen
topics at chosen times. The learning materials have been written in such a way as to encourage teachers to adapt them and extend them. They may be used as a model for teachers to construct further
materials on other topics. The overall design and construction of the materials has been undertaken
with a view to both pupils and teachers enjoying engaging with the past.
Overall scheme
The nine topics have been carefully chosen to represent various facets of the social history of Cyprus
and have some internal links. They are all relevant to the curricula currently in force in Cypriot schools.
Although mainly conceived for the teaching of history, certain topics will be of interest to teachers of
geography, citizenship and perhaps languages. It is up to teachers to use these learning materials in
the way each thinks best.
Each topic provides a range of opportunities for developing historical skills and concepts in pupils.
Groups of topics also provide different pedagogical foci. Pupils and teachers are encouraged to
approach each topic by considering an overarching enquiry question. The main learning intentions
are set out in relation to this enquiry question and key methodologies, activities and assessment are
also linked. The scheme as a whole is progressive in the sense that methodologies are introduced
sequentially and exploited cumulatively: thus Topics 13 explore the use of sources and the concept
of multiperspectivity; Topics 46 add interactive methods and the concept of interculturality (or
development of intercultural competences) while continuing to afford opportunities for developing
skills in using sources and appreciating multiperspectivity; Topics 79 add integrating the assessment
of pupils progress to all the foregoing. Table 1 shows the overall scheme development.
The Source Cards
Each topic has four or five photocopiable Source Cards. The sources are both visual and written. Some
sources are used for only one activity while others may be used in several activities. The Source Cards
are intimately linked to the Activity Cards although teachers may also like to use the Source Cards in
the context of lessons and schemes they are already teaching. Where appropriate the original sources
have been adapted so that they can be used in schools.
A LOOK AT OUR PAST

The Activity Cards
Each topic has two or three photocopiable Activity Cards. The activities on the Activity Cards are
progressive. In the main it is likely that Activity Card 1 of each set will be used in Primary Schools, while
Activity Cards 2 and 3 will be used in Lower Secondary and Upper Secondary schools respectively.
This is not a hard and fast rule: some primary pupils may want to try the activities on the more advanced
cards and some secondary pupils may enjoy the enquiries on the earlier cards. The Activity Cards
contain a mixture of: discrete activities which can be completed in one sitting; investigations where
pupils gradually build up understanding; and more in-depth enquiries and suggestions for extension
work. All the work suggested on the Activity Cards is linked to the overarching enquiry question of
the topic.
The Teacher Notes
The Teacher Notes:
give a brief introduction to the topic;

expand a little on the enquiry question and learning intentions;
suggest some pedagogical approaches; and give a list of all the sources used, with references.
Where appropriate, links to other topics are indicated. The pedagogical approaches are in some cases
transferable to other topics in the set and to the teaching and learning of history in general. The
learning intentions should not be seen as restricted to a certain age group. Primary pupils will often
prove capable of asking questions and understanding issues at a deeper level. Older pupils may well
benefit from, and greatly enjoy, activities designed with younger pupils in mind. Teachers should be
flexible in responding to the learning process.
Table 1: Unifying scheme for A Look at our Past
The use of sources and multiperspectivity
Key
focus
Topic
Enquiry question
Main learning intentions
Methods/activities/
assessment focus
Wedding
traditions and
the role of
women in Cyprus
How do our wedding

ceremonies reflect
changing attitudes to
women over time?
Understanding
similarities and
differences in wedding
ceremonies in Cyprus
over time and in
different cultures
Investigations using
sources; group work;
presentations
Children in the
mines in Cyprus
Why do we no longer accept

that children should work in
mines?
Understanding the past

of all Cypriot children;
understanding change
Source analysis; group

work; debate
Bazaars in Cyprus
as seen by
travellers
How did travellers in the past

see Cypriots?
Understanding the
viewpoints of others
Making observations
from sources;
co-operative work;
presentations
Assessing pupils progress
Interactive methods and developing intercultural

competences
Key
focus
Main learning intentions
Methods/activities/
assessment focus
Topic
Enquiry question
Life in bazaars in
Cyprus
What can we learn about the

multicultural nature of
Cypriot society by studying
the activities that take place
in bazaars at different times
in history?
How we use sources

to demonstrate that
diversity is a
characteristic of public
places
Using visual sources;

group work;
presentations
Buildings in
walled Nicosia
Can you discover the

multicultural character of the
walled city of Nicosia
through the study of its
architectural monuments?
Developing historical
concepts such as
chronology, continuity
and change, similarity
and difference
Making observations;
co-operative work;
presentations
Coffee shop
traditions in
Cyprus
How do our coffee shop

traditions help us to
understand our neighbours?
Developing
multicultural awareness
Analysing visual
sources and preparing
presentations
Fashion in Cyprus
What does what we wear

teach us about ourselves?
Developing empathy
Active learning;
teacher observation
and pupil
self-assessment
Education in
Cyprus
How have schools and

attitudes to our young
people changed during
the last 100 years?
Carrying out an enquiry;

developing empathy;
critical thinking
Gathering evidence
from sources;
formative assessment
Housing
traditions in
Cyprus
What do our homes tell us

about our past?
Understanding changes
through time
Learning outside the

classroom; summative
assessment
Time required for the activities and classroom organisation

The activities are designed so that a teacher can integrate them with other lessons relating to a similar part of the curriculum. Therefore each card could form the basis of a short scheme of work lasting
two or three lessons if used stand alone; or up to a whole term when used in conjunction with other
materials. Children can work at their own speed and therefore individual children or whole groups
can be working on different activities during the same period. The activities often lend themselves
well to group work in which children co-operate to get to the best outcomes; they also lend themselves well to children making presentations to the rest of the class about their findings. When group
work is suggested, very often each of the groups will use the same set of sources. One of the reasons
for this is to help pupils understand that any one source may provide evidence in a variety of ways
and can be helpful in answering many different questions.
Assessment of pupils learning
The nature of the topics and the sources puts an emphasis on assessment of pupil responses through
teacher observation. In many of the suggested activities, the main focus is on involvement and awareness, not formal learning and the acquisition of knowledge. Each Activity Card has suggestions for
the type of assessment relevant to the enquiries or activities followed.
A LOOK AT OUR PAST

Pupil self-assessment
Assessment can be by a combination of teacher observation and professional judgement, and pupil
self-assessment. As the focus of the topics is as much on cultural understanding and empathy as well
as more traditional historical skills, assessment must also explore the extent to which the pupil is
aware of, or sensitive to, the ideas of others and accepts the validity of different perspectives.
As pupils progress through each topic, they are invited to create more lengthy responses. Pupils can
be evaluated according to criteria which they help establish. The following principles should act as a
guide:
1. Learning intentions are shared with the pupils:
Explicit links are made between new learning and prior learning
Learning intentions are shared at the start of the lesson, where appropriate; during the lesson
in language that the pupils understand; and at the end of the lesson. A plenary session is used
to revisit learning intentions and consolidate learning.
Effective questioning is related to the learning intentions and is used to promote thinking,
discussion, understanding and learning
2. Pupils know what they are trying to achieve:
Success criteria (related to the learning intentions) are negotiated and shared with the pupils
Good responses/answers are modelled by the teacher.
3. Pupils are involved in assessing their own work and that of others:
Marking is done against the agreed success criteria

Opportunities are provided for pupils to reflect and talk about their progress and set personal
targets.
4. Pupils and teachers work together to assess the learning:
Pupils are given feedback on how to improve their work

Pupils are given time and opportunities to respond to the feedback
Together, pupils and teacher set appropriate targets for improvement
Success is celebrated.
Formative assessment
The Activity Cards are constructed in ways that will help teachers make formative assessments or
assessment for learning. In formative assessment teaching, learning and assessment combine in order
to help pupils make progress, and to identify and help pupils to overcome any barriers that may be
hindering such progress.
You may find that a useful starting point is to consider the various ways in which a pupil might find
a question or activity in history difficult. For example, it might be because:
the sources presented are complicated in terms of language or underlying concepts;

the way the task is presented gives pupils only limited guidance: for example, the tasks could
be made more difficult by not giving the pupils Things to think about on certain Activity
Cards;
pupils need a body of knowledge and the ability to relate that to the sources in order to make
sense of them; see, for example, the final task on Thinking about the chronology on Topic 8,
Activity Card 2;
pupils find the way in which they have to communicate their answers more or less demanding;
for example if they have to produce an extended piece of writing rather than a short answer.
Considering the different dimensions of difficulty and determining how successfully a pupil is achieving in each of them is an important aspect of assessment for learning. A further consideration is
establishing progression within a specific concept or skill. The example given below relates to the skill
of investigating a given set of sources a skill that is central to most topics in this set.
Questions on many of the first Activity Cards for each topic ask pupils to extract relevant information
from sources; pupils are at the base of the progression pyramid. Later questions for example in Topic
8 Education: How old do you think the students are? and Do you think the students are pleased to
be in school and having their photograph taken? require pupils to go beyond what is given in the
sources and to make inferences from them. The final three questions on Activity Card 1 in Topic 8, for
example, introduce pupils to the notion of putting forward hypotheses and matching them to the
available evidence.
For most topics, the questions on Activity Cards 2 and 3 follow a similar hierarchy in terms of the
particular skill, but in the context of a wider variety of more complicated sources, with more limited
guidance and in ways that require pupils to apply recalled knowledge. In addition, pupils are asked
to produce arguments both for and against a given hypothesis. In other words, for these pupils, the
various dimensions of difficulty have all been extended.
Formative assessment may focus upon progress within a specific concept or skill or may be concerned
with the broader development of pupils historical knowledge and understanding. In addition to
investigation, undertaking an historical enquiry also requires, as a minimum, an understanding of the
nature of evidence including, for example, assessing issues of reliability and utility and the ability to
communicate the findings.
Figure 1: Dimensions of difficulty
Figure 2: Progression in an investigation
Dimensions of difficulty
Nature of the source(s) /
material
Investigation
Progression
Can put forward explanations
or suggest hypotheses and
provide supporting evidence
How the task

is presented
Nature of
response required
Extent / complexity of
knowledge to be recalled
Can make valid inferences from

sources (ie go beyond the given)
AND/OR
Can compare and cross-refer between sources
of the same and different type
Can extract relevant information from sources
Extent /AND/OR
complexity of
Can distinguish
between description
and explanation
knowledge
to be recalled
A LOOK AT OUR PAST

As a way of extending the activities on Activity Card 1 in Topic 8, in order to address other elements
of historical enquiry, teachers could ask pupils to consider, for example, whether the photographs are
a reliable representation of how young people at the time looked; or, more generally, how true is it
that The camera never lies? Similar examples can be constructed for other topics.
Findings, at all levels, can be communicated in a variety of ways and provide a range of evidence for
assessing pupils progress. For example:
Short pieces of writing

Pictorial presentation
PowerPoint presentation
Contribution to class discussion
Drama activities.
Figure 3: Elements of an historical enquiry
Historical enquiry
Investigation
Assessing evidence
Communicating findings
Summative assessment
In addition to the responses required by each Activity Card, for a summative assessment of the learning
that has taken place in each topic, primary pupils might be asked to give a brief oral presentation,
possibly on behalf of a pair or group; lower secondary pupils might be set the task of writing a short
essay; upper secondary pupils might be required, for example, either by writing or an oral presentation,
to present an evaluation of the degree of change and continuity over the past hundred years.

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15
RETMENLERE GENEL NOTLAR

Giri
Gemiimize bir bak, okullardaki tarih derslerinde yardmc ve retim ve renim materyal seti
olup, Avrupa Konseyi uzmanlarnn yardmyla Kbrsta retmenler ve retmen eitmenleri tarafndan
hazrlanmtr. Yaz ekibi bnyesinde, retim-renimde lme ve deerlendirme, snf uygulamalar,
retmen eitimi ve materyal hazrlanmas gibi uzmanlk alanlar bir araya getirilmitir. Yazm almalar,
ilgili konular zerine Kbrsl retmenlerle yaplan derinlikli seminerlerin ardndan gerekletirilmitir.
Hazrlanan materyal setinin btn, Kbrstaki tm toplumlar temsil niteliine sahip Kbrsl bir baka
retmen grubu tarafndan e uzman deerlendirmesine tabi tutulmu ve denenmitir.
Hazrlanan renim materyalleri konu temelli olup, tarih eitimiyle ilgili ders kitaplar ile dier materyallerin yannda kullanlmaya yneliktir. Materyallerde dokuz konu bulunmaktadr; her balk renciler
iin bir dizi Kaynak Kartlar ve Aktivite Kartlar ile sunulmakta ve retmenler iin de baz ek retmen
Notlar bulunmaktadr. Kolay kullanm asndan her konu ayr bir renkle simgelenmitir. Gemiimize
bir bak, btnlkl bir ders dizisi oluturmamakta; esas olarak, belirlenmi tarihsel dnemlerde baz
seilmi konu balklaryla ilgili anlay kazandrmaktadr. renim materyalleri, retmenlerin onlar
uyarlamasna ve gelitirmesine tevik edecek ekilde hazrlanmtr. Bunlar, retmenlerin baka konularda da materyaller hazrlamalar iin model olarak kullanlabilirler. Materyallerin genel tasarm ve
yaps, hem rencilerin hem de retmenlerin gemile muhatap olurken bundan keyif almalarn
salamay da hedeflemektedir.
Genel plan
Bu dokuz konu bal, Kbrsn sosyal tarihinin eitli ynlerini yanstmak amacyla dikkatlice seilmi
olup, aralarnda baz i balantlar bulunmaktadr. Tm, Kbrs okullarnda yrrlkte olan mfredatla
ilgilidir. Esasen tarih retimine ynelik olarak tasarlanm olsalar da, belirli baz konular corafya,
vatandalk ve belki dil retmenlerinin de ilgisini ekecektir. Bu renim materyallerini kendilerine
gre en iyi ekilde kullanmak, retmenlerin insiyatifine braklmtr.
Her bir konu, rencilerin tarih becerileri ile kavramlarn gelitirmek iin bir dizi olanak salamaktadr.
Konu gruplar, ayn zamanda farkl pedagojik odaklar da oluturmaktadr. renciler ve retmenler,
her bir bala genel bir aratrma sorusunu ele alarak yaklamaya tevik edilmektedir. Ana renme
amalar bu aratrma sorusuna gre dzenlenmi olup, anahtar yntemler, aktiviteler ve lmedeerlendirme de bununla balantldr. Bir btn olarak plan; aamal olarak ilerlemekte, yntemler
belirli bir srayla sunulmakta ve tm toplu olarak kullanlmaktadr. yle ki; 1-3 aras Konu balklar
kaynaklarn kullanmn ve oklu bak as kavramn ele almakta; 4-6 aras konular kaynaklar kullanarak ve oklu bak alarn takdir ederek beceriler gelitirme olanan salamaya devam ederken,
etkileimli (interaktif ) yntemler ve kltrleraraslk kavramn (veya kltrleraras becerilerin geliimini)
de eklemekte; 7-9 aras konular rencilerin nceki balklardaki ilerlemesinin deerlendirilmesini ve
btnletirilmesini eklemektedir. Tablo 1 genel ema geliimini gstermektedir.
Kaynak Kartlar
Her konu balnn, fotokopisi yaplabilecek ekilde hazrlanm drt veya be Kaynak Kart vardr.
Kaynaklar hem grsel hem de yazl olarak hazrlanmtr. Baz kaynaklar sadece bir aktivite iin kullanlrken
bazlar ise birden fazla aktivite iin kullanlabilir. Kaynak Kartlar Aktivite Kartlaryla ok yakndan ilikilidir;
17
GEMMZE BR BAKI
ancak retmenler yine de Kaynak Kartlarn halihazrda rettikleri dersler ve emalar kapsamnda da
kullanabilirler. Orijinal kaynaklar okullarda kullanlmak amacyla uygun grlen yerlerde adapte edilmitir
Aktivite Kartlar
Her baln fotokopisi yaplabilecek ekilde hazrlanm iki veya Aktivite Kart vardr. Aktivite
Kartlarndaki etkinlikler aamal olarak ilerlemektedir. Genel olarak, her dizideki 1. Kart lkokullarn
kullanmna uygunken, 2. ve 3. Kartlar srasyla Ortaokul ve Liselerde kullanlacaktr. Bu kat bir kural
deildir: baz ilkokul rencileri daha ileri kartlardaki aktiviteleri de denemek isteyebilirler ve baz
ortaokul-lise rencileri de daha nceki kartlardaki aratrma sorularndan keyif alabilirler. Aktivite
Kartlar, bir seferde tamamlanabilecek mnferit aktiviteler; rencilerin kademeli olarak bir anlay
gelitirdii incelemeler; ve almann geniletilmesi iin gerekli detayl sorgulama ve nerilerin bir
karmn iermektedir. Aktivite Kartlarnda nerilen tm almalar, konu bal altndaki aratrma
sorusuyla balantldr.
retmenlere Notlar
retmenlere notlar, konuyla ilgili ksa bir giri yapar; aratrma sorusunu ve renme amalarn biraz
aar; baz pedagojik yaklamlar nerir; ve referanslaryla birlikte, kullanlan kaynaklarn bir listesini verir.
Uygun olduu durumlarda dier konularla olan balantlar belirtilir. Pedagojik yaklamlar, baz durumlarda materyal setindeki dier konu balklarna ve genel tarih retimi ile renimine de aktarlarak
kullanlabilir. renme amalar belirli bir ya grubuyla snrl grlmemelidir. lkokul rencileri sklkla
daha st dzeyde sorular sorma ve konular anlama kapasitesi gsterebilirler. Daha byk renciler
ise daha kk renciler iin hazrlanm aktivitelerden faydalanabilir ve bundan ok keyif alabilirler.
retmenler, renme srecini dzenlemekte esnek olmaldrlar.
Tablo1: Gemiimize bir bak iin btnleyici ema
Kaynaklarn kullanm ve oklu bak as
Ana
Odak
18
Balk
Temel Aratrma Sorusu
Ana renme Amac
Metodlar/Aktiviteler/
lme-Deerlendirme
oda
Kbrsta evlilik
gelenekleri ve
kadnlarn rol
Kadna ynelik olarak zaman

ierisinde deien tutumlar
dnlerimiz nasl yanstr?
Zaman ierisinde ve
farkl kltrlerde Kbrs
dn trenlerindeki
benzerlikler ile
farkllklar anlamak
Kaynaklar kullanarak
yaplan aratrmalar;
grup almas;
sunumlar
Kbrsta
madenlerdeki
ocuklar
ocuklarn madenlerde
almasn neden artk kabul
etmiyoruz?
Tm Kbrsl ocuklarn
gemiini anlamak;
deiimi anlamak
Kaynak analizleri; grup

almas; tartma
Gezginlerin
gzyle Kbrsta
Pazar yerleri
Gemite gezginler
Kbrsllar nasl gryorlard?
Bakalarnn bak
alarn anlamak
Kaynaklardan
gzlemler yapmak;
ibirlii almas;
sunumlar
rencilerin geliiminin deerlendirilmesi
nteraktif metodlar ve kltrleraras

beceriler gelitirmek
Ana
Odak
Ana renme Amac
Metodlar/Aktiviteler/
lme-Deerlendirme
oda
Balk
Temel Aratrma Sorusu
Kbrstaki Pazar
yerlerinde yaam
Tarihin farkl dnemlerinde

Pazar yerlerinde gerekleen
aktiviteleri inceleyerek Kbrs
toplumunun ok kltrl
doasyla ilgili ne
renebiliriz?
eitliliin kamu
alanlarnn bir zellii
olduunu gstermek
iin grsel kaynaklar
nasl kullanrz?
Grsel kaynaklarn
kullanm; grup
almas; sunumlar
Lefkoa Surlariindeki binalar
Mimari antlarn inceleyerek

Lefkoa Surlariinin ok
kltrl zelliklerini
kefedebilir misiniz?
Devamllk ve deiim,
benzerlik ve fark,
kronoloji gibi tarihsel
kavramlar gelitirmek
Gzlemler yapmak;
ortak alma;
sunumlar
Kbrsta
kahvehane
gelenekleri
Kahvehane geleneklerimiz
komularmz anlamamza
nasl yardmc olur?
ok kltrl farkndalk
yaratmak
Grsel kaynaklar
incelemek ve sunum
hazrlamak
Kbrsta moda
Giydiklerimiz bize kendimizle

ilgili ne retir?
Empati gelitirme
Aktif renme;
retmen gzlemi ve
rencinin
z- deerlendirmesi
Kbrsta eitim
Getiimiz 100 yl iinde

okullar ve genlere ynelik
yaklamlar nasl deiti?
Sorular sorma; empati

gelitirme; eletirel
dnme
Kaynaklardan kant
toplama;
biimlendirici
deerlendirme
Kbrsta konut
gelenekleri
Evlerimiz bize gemiimizle

ilgili ne anlatyor?
Zaman iindeki
deiiklikleri anlamak
Snf dnda renme;

zetleyici
deerlendirme
Aktiviteler ve snf dzenlemesi iin gereken sre

Aktiviteler, retmenler tarafndan mfredatn benzer alanlarndaki ilgili dier derslerle btnletirilebilecek
ekilde tasarlanmtr. Dolaysyla her kart, tek bana kullanld zaman iki veya ders srebilecek
ksa bir plann; dier materyallerle birlikte kullanld zaman ise btn bir dnem kullanlabilecek bir
plann temelini oluturabilir. ocuklar kendi sratlerine gre alabilirler ve dolaysyla da bireysel
olarak her ocuk veya gruplarn btn ayn sre iinde farkl aktiviteler stnde alabilir. Aktiviteler
genellikle ocuklarn en iyi sonular elde edebilmek iin ibirlii yaptklar grup almalarna uygundur; ayn zamanda, ocuklarn bulgular hakknda snfn geriye kalanna sunum yapmalarna da
elverilidir. Grup almalar nerildii zamanlarda, sklkla tm gruplar ayn kaynak dizisini kullanacaktr.
Bunun bir nedeni de, rencilerin tek bir kaynan eitli ekillerde ifade edilebileceini ve birok farkl
soruyu cevaplamaya yarayabileceini anlamalarna yardmc olmaktr.
rencilerin renme srelerinin deerlendirilmesi
Kaynaklar ile konu balklarnn doas, retmenlerin gzlem yoluyla, rencilerin tepkileri ile yantlarn
deerlendirmelerine vurgu yapmaktadr. nerilen aktivitelerin ounluunda temel odak noktas,
19
GEMMZE BR BAKI
rgn eitim yoluyla renme ve bilgi kazanm deil, rencilerin katlm ve farkndaldr. Her bir
Aktivite kart, izlenen aktiviteler veya aratrma sorularna uyumlu lme-deerlendirmenin tr zerine neriler iermektedir.
rencinin z Deerlendirmesi
Deerlendirme, retmenin gzlemi ve profesyonel muhakemesi ile rencinin z-deerlendirmesinin
bir birleimi olabilir. Konu balklarnn odakland nokta, geleneksel tarih becerileri olduu kadar
empati ve kltrel anlay olduundan, deerlendirme, rencinin bakalarnn fikirlerine ynelik
farkndal veya duyarlln ve farkl bak alarnn geerliliini ne kadar kabul ettiini lmelidir.
renciler her bir konuda ilerlerken onlardan daha uzun cevaplar vermeleri istenir. renciler,
oluturulmasna yardmc olduklar kriterlere gre deerlendirilebilirler. Aada yer alan esaslar bir
klavuz olarak kullanlmaldr:
1. renme amalar rencilerle paylalr:
Yeni bilgi ile nceden renilenler arasnda ak balantlar kurulur.
renme amalar, rencinin anlayabilecei bir dilde dersin banda, uygun olduunda ders
srasnda ve dersin sonunda paylalr. renme amalarn yeniden gzden geirmek ve
renilenleri pekitirmek amacyla ders sonunda bir deerlendirme sresi ayrlabilir.
Etkili sorgulama, renme amalaryla ilikili olup dnme, tartma, anlama ve renmeyi
gelitirmek iin kullanlr.
2. renciler neyi baarmaya altklarn bilirler:
Baar kriterleri (renme amalaryla ilgili) rencilerle tartlr ve paylalr.

retmen tarafndan iyi yantlar rnek olarak verilir.
3. renciler hem kendilerinin hem de dierlerinin almalarnn deerlendirilmesine dahil olurlar:
Not verme baar kriterlerine aykrdr.

rencilere dnmeleri, kendi geliimleriyle ilgili konumalar ve kiisel hedefler koymalar
iin frsat verilir.
4. renciler ve retmenler renme srecini deerlendirmek iin birlikte alrlar:
rencilere almalarn nasl iyiletirebilecekleri konusunda geribildirim yaplr.

rencilere geribildirime yant verecek zaman ve frsat tannr.
retmen ve renciler, iyiletirme iin birlikte uygun hedefler belirler.
Baar kutlanr.
Biimlendirici deerlendirme
Aktivite kartlar, retmenlerin biimlendirici deerlendirme yapmalarna veya retici/renme iin
deerlendirme yapmalarna yardmc olacak ekilde hazrlanmtr. Biimlendirici deerlendirme,
rencilerin, ilerleme kaydetmesine ve bu ilerlemeye mani olabilecek engelleri belirleyip bunlar
amalarna yardmc olmak amacyla retim, renim ve deerlendirmeyi birletirir.
Yararl bir balang noktasnn, tarihle ilgili bir soru veya aktivitenin renciye zor gelecei eitli
ekillerini dnmek olduunu grebilirsiniz. Bunun nedenleri rnein unlar olabilir:
20
Sunulan kaynaklar, kullanlan dil veya altnda yatan kavramlar asndan karmaktr.
Yerine getirecekleri grevin rencilere anlatl biimi onlar iin yeterince aklayc deildir.
rnein, belirli Aktivite Kartlar zerindeki dnlmesi gerekenler ksm rencilere verilmezse, ocuklar iin grevler daha zor hale gelebilir.
rencilerin bir bilgi temeline ve bir anlam karabilmek iin bu temeli kaynaklarla ilikilendirme
becerisine ihtiyalar vardr. rnein, Sekizinci balk altndaki 2. Aktivite kartnda Kronolojiyle
ilgili dnmek konusundaki son deve baknz.
renciler cevap vermeleri gereken ekli biraz zorlu bulabilirler; rnein, kendilerinden ksa
bir cevap vermeleri yerine uzun bir yaz yazmalar istenirse.
Zorluun farkl boyutlarn gz nnde bulundurmak ve rencinin bu zorluklarn herbirini amada

ne kadar baarl olduunu belirlemek, renimin deerlendirilmesi asndan nemlidir. Dier bir
nokta ise, belirli bir kavram veya beceri konusunda ilerleme kaydedilmesidir. Aadaki rnek, bu
materyal setindeki konu balklarnn ou iin esas oluturan, sunulmu kaynaklarn incelenmesi ve
sorgulanmas becerisiyle ilgilidir.
Her bir balk altndaki ilk Aktivite Kartlarnn oundaki sorular, rencilerin kaynaklardan ilgili bilgileri
ayrmalarn talep ediyor; burada, renciler ilerleme piramidinin tabanndadrlar. Daha sonraki sorular,
rnein sekizinci balk altndakiler: Eitim: Sizce renciler ka yandadr? ve Sizce renciler okulda
olmaktan ve fotoraflarnn ekilmesinden memnun mudurlar?, rencilerin kaynaklarda verilenin
tesine gitmelerini ve onlardan karmlar yapmalarn ister. Sekizinci baln 1. Aktivite kartndaki son
soru, rencilere varsaymlar ne srme kavramn tantr ve bunlar var olan kantlarla ilikilendirmeyi
retir.
Birok konu altnda 2. ve 3. Aktivite Kartlarndaki grevler, belirli beceriler konusunda benzer bir hiyerari
takip eder. Ancak bu grevler, gitgide daha geni ve karmak kaynak eitliliine sahip olup, rencilere
daha snrl bir rehberlik verir ve onlardan gemite rendikleri bilgileri hatrlayp kullanmalar istenir.
Bunun yannda rencilerden belli bir varsaymn lehinde ve aleyhinde argmanlar retmeleri istenir.
Bylece, renciler iin zorluun eitli boyutlar ele alnm olur.
Biimlendirici deerlendirme belirli bir kavram veya beceri ile ilgili ilerleme zerine odaklanabilir veya
daha geni anlamda, rencilerin tarih bilgisi ve anlaynn geliimiyle birlikte ele alnabilir. nceleme/
sorgulamann yansra bir tarih aratrmas yapmak, asgari olarak, kaynaklarn gvenirlii ile yararlln
deerlendirebilmek ve bulgular ilikilendirebilmek gibi beceriler de dahil olmak zere, kantn doasn
anlamay da gerektirir.
8. balktaki 1. Aktivite kartnda yer alan aktiviteleri gelitirmenin bir yolu olarak, tarihsel aratrma/
sorgulamann dier unsurlarn ele almak amacyla rencilerden, rnein, fotoraflarn, o zamanlarda
genlerin nasl grndklerini gvenilir bir ekilde yanstp yanstmadn dnmelerini isteyebilirsiniz; veya daha genel anlamda, Fotoraf makinesi hibir zaman yalan sylemez? sznn ne kadar
doru olduunu sorabilirsiniz. Baka konu balklar altnda da buna benzer rnekler gelitirilebilir.
Bulgular, her dzeyde, eitli ekillerde kullanlarak rencilerin geliimlerini deerlendirebilmek iin
bir dizi ipucu salayabilir. rnein:
Ksa yazlar
Resimli sunum
Power point sunumlar
Snftaki tartmalara katlma
Drama aktiviteleri
21
GEMMZE BR BAKI
ekil 1: Zorluk boyutlar
ekil 2: Bir sorgulama/incelemede ilerleme
Zorluk boyutlar
Sorgulama/nceleme
Kaynan (veya kaynaklarn)/

materyalin yaps
lerleme
Aklamalar ileri srlebiliyor veya
varsaymlarda bulunabiliyor ve
destekleyici kantlar verebiliyor
Grevin
nasl anlatld
Istenen
cevaplarn
yaps
Kaynaklardan geerli karmlar yapabiliyor

(r. verilenin tesini dnebiliyor)
VE/VE Y A
Ayn ve farkl trdeki kaynaklar karlatrabiliyor
ve bunlar arasnda balant kurabilivor
Kaynaklar iindeki ilgili bilgileri ayrt edebiliyor
YA
Extent VE/VE
/ complexity
of
Tanm/tasvirknowledge
ile aklama arasnda
ayrm yapabiliyor
to be recalled
Hatrlanmas gereken bilginin

boyutu/karmakl
ekil 3: Tarihsel sorgulamann unsurlar
Tarihsel sorgulama
nceleme
Kantlarn deerlendirilmesi
Bulgularn aktarlmas/iletiimi
Biimlendirici Deerlendirme: Her Aktivite kartnda istenen cevaplarn yannda, her balk altnda
gerekleen renmenin daha zetleyici bir deerlendirmesi iin, ilkokul rencilerinden, belki ikili
gruplar halinde, szl olarak ksa bir sunum yapmalar; ortaokul rencilerinden ksa bir kompozisyon
yazmalar; lise rencilerinden de, rnein, yazl ya da szl olarak getiimiz yz yl boyunca yaanan
deiiklikler ile srekliliklerin bir deerlendirmesini yapmalar istenebilir.
22
TOPIC 1
WEDDING TRADITIONS
AND THE ROLE OF WOMEN IN CYPRUS
TEACHER NOTES
Introduction to the topic
Pedagogical approaches
The focus of this topic is to enable pupils to explore issues of continuity and
change, similarity and difference, source interpretation and empathetic
understanding by investigating wedding ceremonies and the light they
throw on the role of women during the past 150 years. The key aspects of
the investigation are:
Pupil learning will be guided by the questions and activities on the cards.
However, as pupils learn best when they are actively and emotionally
engaged with the stimulus material, teachers should adopt active learning
strategies to encourage critical and creative thinking and discussion by the
pupils. Among the strategies that can be used are:
The ways in which the customs, rituals and symbols associated with
weddings have (a) changed; and (b) remained the same and the
reasons for this;
How to account for the similarities and differences both within and
between Greek and Turkish Cypriot wedding ceremonies;
How wedding ceremonies and the traditions associated with them
provide evidence about the position of and attitudes towards women
in Cypriot society, and how these have changed over time.
Learning intentions
The enquiry question for this topic is: How do our wedding ceremonies
reflect changing attitudes to women over time? Specific learning intentions
for each age group are:
Level One Activity Card (Primary): Pupils will:
describe and begin to interpret visual sources;
empathise with others;
assess the utility of sources;

understand the social and cultural significance of aspects of wedding customs and symbols;
empathise with others.
use their knowledge and understanding of contemporary society

to make valid comparisons with the past;
assess the relative reliability and adequacy of sources;
explore the nature of societies past and present;
consider issues of stereotyping.
A LOOK AT OUR PAST
What do you think the two people in the photograph are doing?
What do you think they are feeling/thinking?
Now the photograph has a caption, do you want to alter any of

your earlier responses?
2. Introduce practical activities, for example:
consider an aspect of their family history.
interpret and begin to put forward hypotheses to explain visual

and documentary sources;
When do you think this photograph was taken: recently;

50 years; 80 years; or 100 years ago?
(Then add the caption to the photograph)
respond to a source;
Level Three Activity Card (Upper Secondary): Pupils will:
appreciate similarity and difference;
Level Two Activity Card (Lower Secondary): Pupils will:
1. Use Source C as part of an initial warm-up activity. If possible, project

the photograph on to a screen and, without giving the pupils any clues (e.g.
without providing a caption, and no mention of weddings!), ask them to
discuss and explain their responses to questions such as:
Henna demonstration: Pupils are informed that brides (both

Greek-Cypriots and Turkish-Cypriots) used henna to decorate their
hands. Demonstrate how henna was/is used.
Preparing and serving herse/ressi: This played an important
part in both Greek and Turkish Cypriot wedding ceremonies.
Role play: In addition to the visual and documentary sources
provided here, use other kinds of material (e.g. tapes of wedding
songs, videos of wedding dances, family memorabilia and recollections) to enable groups of pupils to simulate both a traditional
and a modern wedding. Ask the pupils to freeze the action at
points where they think the ceremony reflects a significant aspect
of attitudes towards women.
3. Avoidance of stereotyping: using contemporary sources (including

newspaper and TV reports) consider how significant ethnicity is in explaining
differences, as opposed, for example, to economic, social or personal factors.
4. Interpreting rituals and symbols: the meaning of rituals and symbols is
often difficult to determine, and they commonly have more than one
interpretation. For example, with reference to the painting reproduced as
Source C (Source Card 2):
WEDDING TRADITIONS AND THE ROLE OF WOMEN IN CYPRUS

Slaughter of chicken/
cockerel under brides
feet
Cocks blood indicates both the consolidation

of mans power over his wife and the solid
foundations of the new house itself.
Also: According to tradition a building would
collapse if its foundations did not contain a
living being.
Throwing of pomegranate against the house
The bursting of a pomegranate in front of the

new house symbolises wealth, happiness and
fertility.
Photograph of a Greek-Cypriot bride wearing Amalia dress,

Costas and Rita Severis Collection.
Photograph of a Turkish-Cypriot bride wearing Bindali dress,

Costas and Rita Severis Collection.
Michael Kassalos (Askeia 1885, Larnaka 1974) The Wedding, oil

painting on canvas. Folk rt
Museum of the Society of Cypriot Studies, Lefkosia.
Kutlu Adali (1963) Dagarcik (Rucksack Notes from the villages I

visited), Nicosia. pp. 208212. (Translated).
Lia Mylona (1980) The Cypriot Woman, Nicosia p. 29.
Also: this is supposed to avert evil; that is why

the phrase let our enemies burst like the
pomegranate is sometimes told.
Links to curriculum
Alternatively: the custom is sometimes associated with the myth of Persephone who was
made by Pluto, god of the underworld, to eat
a seed of pomegranate in order to forget her
mother (and proper marriage) and marry
Pluto.
Links to other topics in the pack
Discuss the significance of ritual and symbols in other contexts (e.g. religion,
sport, festivals).
A LOOK AT OUR PAST
Sources available for this topic on pupil Source Cards:
The curriculum area of history is Social history of Cyprus. The theme can
also be linked to the curriculum subjects of social studies, civics and citizenship.
The role of women is explored in most topics and particularly in Topic 6

Coffee shop traditions in Cyprus; Topic 9 Housing traditions in Cyprus; and
Topic 7 Fashion in Cyprus.
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KONU 1
KIBRISTA DN
GELENEKLER VE K ADININ ROL
RETMENLERE NOTLAR
Konuya giri
Bu konunun amac, rencilerin, dn trenlerini ve bunlarn getiimiz 150
yl boyunca kadnn temsil ettii rol zerine tuttuklar aratrarak sreklilik
ile deiim, benzerlik ile farkllk, yorumlama ile empatik anlama konularn
sorgulamalarn salamaktr. Sorgulamann nemli noktalar unlardr:
Dnlerle ilgili adet, gelenek ve sembollerin ne ekilde (a) deitii;

(b) ayn kald ve bunun nedenleri;
Kbrs Rum ve Trk dn trenlerinin kendi iindeki ve birbirleri
arasndaki benzerlikler ile farkllklar;
Dn trenleri ve ilgili geleneklerin, Kbrs toplumunda kadnlarn
konumu ile kadnlara ynelik tutumlar konusunda nasl kantlar sunduu
ve zaman iinde bunlarn nasl deitii.
renme amalar
Bu konunun aratrma sorusu yledir: Dn trenlerimiz zaman iinde
kadnlara ynelik deien tutumlar nasl yanstr? Her ya grubu iin belirli
renme amalar yledir:
duyduklarnda ve aktif bir ekilde katlm gsterebildiklerinde en iyi rendiklerinden, retmenler rencilerin eletirel ve yaratc dnmeleri ile
tartmalarn destekleyecek aktif renme stratejileri benimsemelidir.
Kullanlabilecek stratejiler arasnda unlar vardr:
1. Kaynak Cyi balangta snma aktivitesi olarak kullann. Mmkn olduu
durumlarda, fotoraf bir ekrana yanstp rencilere herhangi bir ipucu
vermeden (r. bir altyaz-balk vermeden ve dnlerden bahsetmeden!)
aadaki gibi sorulara verilebilecek cevaplar tartmalarn ve anlatmalarn
isteyin:
Grsel kaynaklar tarif edebilecek ve yorumlamaya balayacak;

Benzerlik ve farkll anlayla karlayacak;
Bakalaryla empati kuracak;
kinci dzey kart (ortaokul): renciler:
Grsel ve yazl kaynaklar aklayabilmek iin yorumlama yapabilecek ve varsaymlar ne srecek;

Kaynaklarn yarar derecesini deerlendirecek;
Dn gelenekleri ile sembollerinin sosyal ve kltrel nemini
anlayacak;
Bakalaryla empati kuracak.
nc dzey kart (lise): renciler:
Gnmz toplumuyla ilgili bilgi ve anlaylarn, gemile geerli

kyaslamalar yapmak iin kullanacak;
Kaynaklarn izafi gvenilirlii ile yeterliliini deerlendirecek;
Toplumlarn gemii ile imdiki halinin doasn inceleyecek;
Tektipletirme konular zerinde dnecek.
Pedagojik Yaklamlar
renme srecinde, renciler, kartlardaki sorular ve aktivitelerle ynlendirileceklerdir. Ancak, renciler, uyarc materyallere duygusal olarak ilgi
GEMMZE BR BAKI
Sizce ne hissediyor/dnyorlar?
Resmin altyaz baln grdkten sonra, daha nce verdiiniz

cevaplar deitirmek ister misiniz?
2. Uygulamal aktiviteler ekleyin, rnein:
Kaynaklara tepki verecek;

Kendi aile tarihlerinin bir kesitini dnecek.
Sizce fotoraftaki iki kii ne yapyor?
(Ardndan resmin baln gsterin)
Birinci dzey kart (ilkokul): renciler:
Sizce bu fotoraf ne zaman ekilmitir yakn zamanlarda m;

50 yl; 80 yl; veya 100 yl nce mi?
Knann gsterilmesi: renciler gelinlerin (Kbrsl Rumlar ve Trkler)

ellerini knayla sslediklerini renirler. Knann gemite/
gnmzde nasl kullanldn gsterin.
Herse hazrlamak ve ikram etmek: Bunun hem Kbrsl Rum hem
de Kbrsl Trk dn trenlerinde nemli bir yeri vard.
Rol yapma oyunu: Burada verilen grsel ve yazl kaynaklara ek
olarak, rencilerin gruplar halinde hem geleneksel hem de
modern bir dn gsterisi yapmalarn salamak iin farkl trde
materyaller (r. dn ark kasetleri, dn oyunlar videolar,
ailelerden hatrlanmaya deer eyler ve anlar) de kullann.
rencilerden, dn treninin kadnlara ynelik olarak nemli
bir boyutunu yansttn dndkleri blmlerinde sahneyi
dondurmalarn isteyin.
3. Tektipletirmekten kanmak: ada kaynaklar kullanarak (gazete ve

televizyon haberleri dahil) farkllklar anlatrken, rnein ekonomik, sosyal
ve kiisel faktrlerle karlatrldnda etnik kkenin ne kadar nemli yer
tuttuunu gsterin.
4. Trensel adetlerin ve sembollerin yorumlanmas: Trensel adetlerin ve
sembollerin anlamn belirlemek olduka zor olup, genellikle birden fazla
ekilde yorumlanrlar. rnein Kaynak D (Kaynak kart 2) olarak verilen resimle
ilgili:
KIBRISTA DN GELENEKLER VE KADININ ROL

Gelinin ayaklar altnda
tavuk/horoz kesilmesi
Horozun kan, erkein ei zerindeki gcnn

pekitirilmesini ve yeni evin salam temellerini ifade eder.
Ayrca: Gelenee gre bir binann temellerinde canl bir varlk bulunmazsa o bina kecektir.
Eve nar atlmas
Yeni evin nnde nar patlatlmas zenginlik,

mutluluk ve dourganl simgeler.
Ayrca: Nazar uzaklatrdna inanlr; bu
yzden bazen dmanlarmz nar gibi atlasn
denir.
Bundan baka: Bu gelenek bazen, annesini
(ve kurallara uygun bir evlilii) unutup, onunla
evlenmesi iin yeralt tanrs Pluton tarafndan
nar tanesi yedirilen Persefonun efsanesi ile
ilikilendirilir.
Trensel adetler ile sembollerin nemini baka balamlarda tartn (r. din,
spor, festivaller).
GEMMZE BR BAKI
renci kaynak kartlarnda bulunan kaynaklar

A
Amalia giyen bir Kbrsl Rum gelinin fotoraf, Costas ve Rita

Severis Koleksiyonundan.
Bindall giyen bir Kbrsl Trk gelinin fotoraf, Costas ve Rita

Severis Koleksiyonundan.
Michael Kassalos (Askeia, 1885, Larnaka 1974) Dn, Tual zerine

yalboya tablo, Kbrs Aratrmalar Dernei, Halk Sanat Mzesi.
Kutlu Adal (1963), Daarck Gittiim kylerden notlar, Lefkoa. S.

208-212.
Lia Mylona (1980), Kbrsl Kadn, Lefkoa s.29.
Mfredatla iliki
Tarih ders mfredatndaki yeri Kbrsn sosyal tarihidir. Bu tema sosyal bilgiler, yurttalk ve vatandalk derslerinin mfredatlaryla da ilikilendirilebilir.
Paketteki dier konularla iliki

Kadnn rol birok balkta, zellikle altnc balkta: Kbrsta kahvehane
gelenekleri; dokuzuncu balkta: Kbrsta konut gelenekleri; ve yedinci balkta:
Kbrsta moda blmlerinde de ele alnmaktadr.
TOPIC 1 / 1 / KONU 1
WEDDING TRADITIONS AND THE ROLE OF WOMEN IN CYPRUS /

/
SOURCE CARD 1 / 1 / KA
KAYNAK KARTI 1
Source A / / Kaynak A
A LOOK AT OUR PAST / / GEMMZE BR BAKI
Source B / B / Kaynak B

/
SOURCE CARD 2 / 2 / KAYNAK KARTI 2
Source C / / Kaynak C

/
Source D
Kaynak D
On the third day, the ressi is cooked at the grooms house together
with other meals until midday. The bride is brought to the fore in
her own home with ornamented head and wedding dress. Her
family members put money or jewels on her dress as the wedding
musicians play inside and the drum and the pipe outside. After
the bride is decorated with money and jewels, she goes to a visit
of the streets of the village, the [] flag being in front, the villagers and the drum-piper players following the bride. Then, the
parade goes to the grooms house. As they approach the house,
a pomegranate is given to the bride that she throws on the door
of the groom. The groom opens the door and they all watch
someone dancing with a jug in his hand. The family members
donate money to the musicians and finally the jug is thrown on
the ground and it will be broken. The groom throws coins to the
air and as the villagers collect the money, he gets the bride and
they enter together into his house. The bride stays at home until
the evening and the groom goes outside the home. He comes
in the evening and goes to the mosque in the arms of his two
friends and with the other villagers. After the evening prayers,
they return home. The hodja recites the wedding-prayer. The
groom kisses the hand of the hodja and later the hands of his
father and his father-in-law. After the groom performs the evening
prayer, the aunt gives the bride to him for the first night to be
together.
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nc gn damadn evinde le vaktine kadar dier yemeklerle

birlikte herse piirilir. Gelin, gelinliiyle ve ba sslenmi bir ekilde
kendi evinin n tarafna getirilir. Aile yeleri, ieride dn algclar mziklerini yaparken ve darda davul zurna alnrken,
gelinin elbisesine para veya mcevher takarlar. Gelin, para ve
mcevherle donatldktan sonra, kyn sokaklarn gezmeye
balar; kyller ile nde () bayra davulcu-zurnaclar onu takip
eder. Bunun ardndan dn alay damadn evine doru devam
eder. Eve yaklarlarken geline bir nar verilir ve gelin bunu damadn odasnn kapsna atar. Damat kapy aar ve hep birlikte, elinde
bir testiyle dans eden kiiyi izlerler. Aile yeleri mzisyenlere para
takarlar ve son olarak da testi yere atlp krlr. Damat havaya bozuk
para atar ve kyller paralar toplarken gelini alr ve birlikte eve
girerler. Gelin gece oluncaya kadar evde kalr; damat ise evin dna
kar. Gece olunca gelir ve iki arkadann kolunda, dier kyllerle
birlikte camiye gider. Akam namazndan sonra eve dnerler. Hoca
dn ezann okur. Damat hocann, ve ardndan da kendi babasnn ve kaynpederinin elini per. Damat akam duasn okuduktan sonra, yenge, birlikte geirecekleri ilk gece iin gelini damada
verir.

/
Source E
Kaynak E
Dowry Agreement
eyiz Anlamas
In the name of the Holy Trinity, the Virgin Mary, The Apostle Barnabas and
of Madam Mariannou
, ,
.
Baba, Oul ve Kutsal Ruh, Meryem Ana, Havari Barnabas ve Madam

Mariannou adna
Dowry agreement of our eldest girl, daughter of me, Constantis, son of

Marikkou, and of my late wife Maritsou, to take as her lawful husband Georkatzi son of Paskali, with all the blessings of our heart.
,

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Ben Marikkou olu Constantis ve merhum eim Maritsounun kz olan en

byk ocuumuzun, Paskali olu Georkatziyi yasal ei olarak almas iin
yaplan eyiz anlamas. kinci, bir tanesi, iki parmak kalnlnda budak yerleriyle dolu bir ahaptan yaplm, dier ise boyanmam tarafndan reine
damlatan am odunundan 4 ikon. kisi ksa ve biri yere kadar uzun olan
gmlek. Deliksiz ve ok sk iki korse, Pedianos Nehrinde ykanp temizlenmi
iki jpon, bir uzun orap teki (dier tekini dnden nce recek vakti var),
evde dokunmu ifte enli izgili kumatan bir elbise, benim, Marikkounun
Constantisinin, son Zeytin Festivalinden iki sene nce kendime aldm evde
dokunmu renkli kuma, iyi ans getirmesi iin iki para kuma (bir tanesinin
birka delii var ama tamir edilebilir), iki ift ayakkab (bir iftine bir aydan az
bir sre nce pene yaplm), 45 pikke uzunluunda rg kuak, adet
167 pikke uzunluunda iplik yuma, 25 sikke, 22 paraes ve 3 aspro, 2
dekape edilmi tencere, dekape edilmemi bir tava, iek desenli iki bardak,
biri biraz atlak olmak zere drt orba kasesi, merhum bykannemden
kalan bir metal srahi, bir fincan, bir kevgir, bir elek, kapaksz kk bir tencere,
yeni ahaptan bir amar sopas, bir toprak lamba, samandan bir dek ve
daha iyisini dikmek isterlerse diye makara iplik, bir eein bir kere dnebilmesine yetecek byklkte bir arazi, bir krpe horoz ve iki tavuk, yarm
okka ev yapm makarna (vaktimiz olursa onlar iin daha fazlasn da yapacaz),
iki litre ya ve 12 dirhem kei peyniri, 40 dizi sarmsak, yenilebilecek kadar
yumuamas iki byk kavanoz de kuru baklagil; bylece damat ve gelin, tm
akrabalar ve bu eyiz anlamasn yazan retmenimiz Madam Marioannou
gibi en yakn komularyla birlikte bugn ve yarn yiyip iip mutlu olacaklardr.
Amin.
Second, 4 icons, the first in wood full of knots two fingers thick, the other
three of pine wood dripping resin on the unpainted side. Three shirts, two
short and one long to the ground. Two bodices completely without holes
and very strong, two petticoats clean washed in the Pedianos river, one half
pair of stockings (the other she has time to knit before the wedding), a dress
of homespun cloth double-width and striped and another coloured homespun cloth which Constantis of Marikkou bought myself the year before last
from the Olive Fair, two pieces of cloth (one has a few holes but they can be
mended) for good luck, two pairs of shoes (one of them was resoled not a
month ago), 45 pikkes of wick waistband, three balls of thread 167 pikkes,
25 coins, 22 paraes and 3 aspra, two saucepans scoured and a frying pan
unscoured, two glasses with a flower pattern, four soup plates, one slightly
cracked, one metal jug of my late grandmother, a cup, a colander and a sieve,
a small saucepan without a lid, a dolly-stick of new wood, a clay lamp, a straw
mattress and three reels of thread in case they want to sew a better one, a
piece of land big enough for a donkey to roll over once, two hens with a
cockerel, half an oke of hand-made macaroni (and if we have time well make
them some more), 2 litres of oil and 12 drams of goat cheese, 40 strings
of garlic and two large jars of dried pulses for them to soften enough to eat,
drink and be merry all day today and tomorrow, bridegroom, bride and all
the relatives and the closest neighbours, such as Madam Mariannou our
teacher, who is writing this dowry agreement. Amen.
The father-in-law, Constantis son of Marikkou
and their late lamented Maritsou
Witnessed by
Kaynpeder, Marikkou olu Constantis ve

yokluuyla ac veren Maritsou
ahitler
WEDDING TRADITIONS AND THE ROLE OF WOMEN IN CYPRUS / /

ACTIVITY CARD 1 / 1 / AKTVTE KARTI 1
PAGE 1 / 1 / SAYFA 1
How do our wedding ceremonies reflect
changing attitudes to women over time?
Before starting this enquiry you need to bring some
photographs of weddings from your house.
Work with a partner and describe the photographs
you have brought. What is special about the wedding
clothes?
Next, look at Source Card 1.
Working with your partner, describe what you see in
Sources A and B.

;

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, 1.
/ / .
Things to think about:
Which things about these photographs are

similar? Which things are different?
Think about the womens dresses. What are
they made of?
Why do you think the women are not smiling?
Bu aratrmaya balamadan nce evinizden baz dn

fotoraflar getirmeniz gerekiyor.
Bir arkadanzla birlikte aln ve getirdiiniz fotoraflar anlatn. Dn kyafetlerinin ne gibi zellikleri var?
Daha sonra, kaynak kart 1e bakn.
Arkadanzla birlikte alarak, A ve B kaynaklarnda ne
grdnz anlatn.
zerinde dnlecekler:
Fotoraflarda neler birbirine benziyor? Neler

birbirinden farkldr?
; ;
Kadnlarn kyafetlerini dnn. Hangi malzemeden yaplmlardr?
.
;
Sizce kadnlar ne dnyor?
What do you think the women are thinking?

When were these photographs taken?
Dn trenlerimiz, zaman iinde kadnlara

ynelik deien tutumlar nasl yanstr?
;
;
Bu fotoraflar ne zaman ekilmitir?

Sizce kadnlar neden glmsemiyorlar

Sources A and B are both photographs taken about
140 years ago. Photograph A is of a Greek Cypriot
wearing an Amalia style dress and photograph B is of
a Turkish Cypriot wearing a Bindali dress.
Now compare the womens dresses in these photographs with the dresses in your own wedding photographs. How are the older dresses similar to or different from the wedding dresses of today?

140 .

Bindali.
.

;
What colours are wedding dresses then and

now?
What are the women wearing on their heads?

What other differences in style can you see?
What do you think the women are thinking?
To complete your enquiry, think about the role of

women 140 years ago and now. Do you think it has
changed? If so how do the wedding dresses show that
the role of women has changed?
;
;

140 .
; ,
;
Her iki resim de 140 yl kadar nce ekilmitir. Resim

Ada, Amalia tarz bir elbise giyen Kbrsl Rum, Resim
Bde Bindall giyen bir Kbrsl Trk grlyor.
imdi kendi getirdiiniz dn fotoraflarndaki gelinliklerle, kartta verilen fotoraflardaki gelinlikleri kyaslayn. Eski gelinliklerin, gnmzn gelinlikleriyle ne
gibi benzerlikleri veya farkllklar var?
zerinde dnlecekler:
Gemiteki ve gnmzdeki gelinliklerin renkleri nasldr?
Kadnlar balarna ne takyorlar?
Sizce kadnlar ne dnyorlar?
Tarzlarnda baka ne gibi farkllklar grebiliyorsunuz?
almanz tamamlamak iin 140 yl ncesinde ve

gnmzde kadnlarn roln dnn. Bu roln deitiini dnyor musunuz? Eer yleyse, gelinlikler
kadnlarn rolnn deitiini nasl gsteriyor?

For this enquiry you will start with Source Card 2.
Source C is a painting of a Greek Cypriot wedding
scene. Look at the drawing and describe what you see.
The appearance and expression of the bride

and groom
The setting of the picture
The involvement of people other than the bride
and groom.
Next look at all the symbols in the picture.

Draw a table with two columns and in the left-hand
column make a list of all the symbols you can see. In
the right-hand column write what you think each
symbol means.

;

2.
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:
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.
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Dnlerimiz zaman iinde kadnlara

Bu aratrmaya kaynak kart 2 ile balayacaksnz. Kaynak
C bir Kbrs Rum dnnden bir sahnenin izimidir.
izime bakn ve ne grdnz anlatn.
zerinde dnlecekler:
Gelin ve damadn grnleri ve ifadeleri

Resmin dekoru
Gelin ve damat dndaki insanlarn ne ekilde
dahil olduklar
Ardndan resimdeki sembollere bakn.

ki stunlu bir tablo izin ve ilk stunda, grebildiiniz
tm sembollerin bir listesini yapn. kinci stunda her
semboln, size gre ne anlama geldiini yazn.

Next look at Source D which is a description of part of
the Turkish Cypriot wedding customs.
,
.
Kbrs Trk dn geleneklerinin bir ksmnn tarifini

yapan Kaynak Dye baknz.
Make a list of the similarities and differences between

the account in Source D and the picture (Source C).

( ).
Kaynak Ddeki anlatm ve resim (Kaynak C) arasndaki

benzerlikler ve farkllklarn bir listesini yapn.
What is the role of the religious men?
zerinde dnlecekler:
:
Think about the symbols you identified.
What differences are there between the things

that men and women are described or shown
as doing?
To complete your enquiry describe the sort of person

you think the bride was expected to be. Is a bride today
expected to be like this? Explain your answer.

.
; .
Din adamlarnn rol nedir?

Tanmladnz semboller hakknda dnn.
Erkek ve kadnlarn yapt sylenen veya gsterilen farkl eyler nelerdir?
almanz tamamlamak iin, bir gelinin nasl olmasnn beklendiini anlatn. Gnmzn gelinlerinin de
yle olmalar bekleniyor mu? Cevabnz aklayn.

Look at all the sources (AE) to help you with this
investigation. Make a table with two columns. The
left-hand column should be headed Past customs and
rituals and the right-hand column Present-day customs
and rituals.
Using the table you have made:
Write down past customs of the nineteenth to

the early twentieth century that are mentioned
or seen in the sources (or that you have heard
of during your investigation).
Write present customs (and those of the late
twentieth century) that you know of, in order
to compare.
Next, choose up to 10 customs and rituals that you

think have a special meaning and try to explain them.
Recall previous knowledge to help you with this task.
You can make another table to present this information.

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.

.
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Dnlerimiz zaman iinde kadnlara

Bu incelemede size yardmc olmas iin tm kaynaklara
(A-E) bakn. ki stundan oluan bir tablo yapn. Sol
taraftaki stunun bal Gemi gelenekler ve trensel adetler, sa taraftaki stunun bal Gnmzdeki
gelenek ve trensel adetler olmaldr.
Yapm olduunuz tabloyu kullanarak:
Kaynaklarda belirtilen veya grlen (ya da aratrmanz yaparken duyduunuz) on dokuzuncu

yzyldan yirminci yzyln balarna kadar olan
gemi trensel adetleri yazn.
Kyaslayabilmek iin, bildiiniz gnmz (ve

yirminci yzyln sonlarna ait) trensel adetlerini
yazn.
Adet ve geleneklerden, zel bir anlam olduunu

dndklerinizden en fazla 10 tanesini seerek,
aklamaya aln. Bu grevi yaparken nceden edindiiniz bilgileri hatrlamaya aln.
Bu bilgileri sunmak iin baka bir tablo da yapabilirsiniz.

Next, discuss the following with your classmates:
Why do you think customs and rituals have

changed or remained the same?
What do you think is the importance of traditions in a society?
Write an essay about both these ideas.

How useful were the sources you were given in helping with all the activities in this investigation?
What other sources would be helpful? Where might
you find other sources?
Lastly, you can complete your investigation by explaining how reliable you think wedding ceremonies are as
an indicator of the position of women in society.
/ /
:

;
;
.

;
;
;
,

.
Snf arkadalarnzla tartn:
Sizce, neden adet ve gelenekler deiti veya

ayn kald?
Sizce bir toplumda geleneklerin nemi nedir?
Bu iki fikirle ilgili bir kompozisyon yazn.

Bu aratrmadaki aktivitelere yardmc olmas iin size
verilen kaynaklar ne kadar yararl oldu?
Baka ne gibi kaynaklar yararl olurdu? Baka kaynaklar
nerede bulabilirdiniz?
Son olarak, size gre, kadnlarn toplumdaki konumunun bir gstergesi olarak dn trenlerinin ne kadar
gvenilir olduunu aklayarak almanz tamamlayn.
TOPIC 2
CHILDREN IN THE MINES IN CYPRUS

TEACHER NOTES
During the British period in Cyprus, children from all communities were
working in Cypriot mines facing difficult and dangerous working conditions:
very long working hours; low wages; lack of protection; accidents that caused
severe disabilities, etc. Many of these children related their experiences and
there are many photographs of their work and their struggle for a better
life. Child labour occurred in other countries at different times in history;
Cyprus is not alone in these experiences. Child labour is still a concern in
the world especially in the less developed countries. Childrens rights are
not universally accepted and respected in all countries.
This topic is important because, while learning about the specific situation
of Cyprus working children in the mid-twentieth century, it is possible to
explore the issues of child labour, focusing on the questions of money
versus education and the role of children in the family.
Through a consideration of the sources suggested, pupils can explore

several important historical and social concepts, namely: social dynamics;
making comparisons; continuity and change; and multiperspectivity. Historical skills can also be developed through this topic: skills such as distinguishing fact from opinion; empathy with the working children; the value
of different sources; usefulness and reliability of the sources; historical enquiry
leading to the need for other sources to help understanding.
Social dynamics, the changing role of children and women in Cyprus society,
improvements in living conditions: all these issues can be explored and
deepened when studying the situation of Cypriot working children. A
scheme of work based on the cards in this pack could end with the teacher
and pupils reflecting on child labour today.
Learning intentions
The enquiry question for this topic is: Why do we no longer accept that
children should work in mines? All activities are designed to give children
an insight into this question and to form their own views about a general
answer to it. The main learning intention linked to this broad enquiry is for
the pupils to understand that the present consensus on the value of education rather than work for young children is the result of a shared past.
Included in the activities are several other learning intentions such as:
considering the different concepts and values of other generations;
understanding the multicultural nature of Cypriot society;

appreciating cultural diversity.
A LOOK AT OUR PAST
Discuss the authors captions to the other pictures (see below in

references)
The sources in this topic can be used in group work effectively.
Give each group a set of all sources, and then ask different questions of each group. The pupils then have to say which sources
they needed to answer their question. Examples of questions
could be: What were the legal aspects of child labour? What was
the life of working children like?

All the photographs on these Source Cards are courtesy of the Pan Cyprian
Federation of Labour (PEO) and all copyrights belong to the Federation. All
the written sources, courtesy Mr Loukas Antoniou, are adapted from his
book. (See references below).
A
A young miner carrying a wagon with unwrought asbestos for

processing at the mills, 1956: Pan Cyprian Federation of Labour.
(2004) 50 years PEO, cited in Antoniou, L. (2004). Mikra heria: H
sinisfora ton pedion sta metallia tis Kuprou ton 20o aiona [Little hands:
The contribution of children in the mines of Cyprus in the 20th Century].
Nicosia: The Centre for the Study of Childhood and Adolescence,
p. 44.
Children complaining because they have stopped their daily glass

of milk, as a means to pressure their striking parents: Compare us
with the children of the directors of the Cyprus Mining Company,
1948, strike at Mavrorouni Lefka Mine: Pan Cyprian Federation of
Labour. (2004) 50 years PEO, cited in Antoniou L. op. cit. p. 90.
We will fight with our parents, 1948, strike at Mavrorouni Lefka Mine:
Pan Cyprian Federation of Labour. (2004) 50 years PEO, cited in
Antoniou, L. op. cit., p. 82.
understanding what changes over time and what remains the

same;
understanding how law is involved in the changing conditions
and life style of the working class;
Use Source B as a warm up. Ask pupils to talk about the photograph
addressing questions such as: Why are these girls together? Why
are they holding pickets? Then give the pupils the authors explanation (Children are showing solidarity to their striking parents
at Mavrovouni Lefka 1948. They are complaining because the
company has stopped giving them a daily glass of milk, as a means
of pressure towards the striking workers) or ask pupils to read the
Turkish on the placards. Ask pupils whether they have changed
their opinion now.
CHILDREN IN THE MINES IN CYPRUS

D
Antoniou, L. (2004). Mikra heria: H sinisfora ton pedion sta metallia

tis Kuprou ton 20o aiona [Little hands: The contribution of children
in the mines of Cyprus in the 20th Century]. Nicosia: The Centre for
the Study of Childhood and Adolescence. pp.223.
Links to curriculum
These questions could be integrated into history topics such as The Industrial Revolution and Modern History of Cyprus; geography topics such as
Cyprus and Europe or Child Labour; citizenship education (the change in
perceptions and legislation in reference to child labour over the last century);
and language, when discussing about different professions and their transformation over time.
Antoniou, op. cit. pp. 412.
Antoniou, op. cit. p. 26.
Many of the sources in this topic could be valuable for Topic 8 Education in
Cyprus.
Historical period
All the sources in this topic relate to the post-war period of the twentieth
century. However, historically, child labour has been in evidence for a long
period before this. Teachers may want to make links with other historical
periods in presenting the topic.
A LOOK AT OUR PAST

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KONU 2
KIBRISTA MADENLERDEK OCUKLAR

RETMENLERE NOTLAR
Konuya giri
Kbrsta ngiliz dneminde tm toplumlarn ocuklar uzun alma saatleri,
dk yevmiyeler, korunma yoksunluu ve ciddi sakatlanmalara neden olan
kazalar gibi zor ve tehlikeli alma artlaryla kar karya kalarak Kbrs
madenlerinde alyordu. Bu ocuklarn bir ou tecrbelerini anlattlar.
Ayrca, yaptklar iin ve daha iyi bir hayat iin verdikleri mcadelenin birok
fotoraf bulunuyor. ocuk iilii, tarihin farkl dnemlerinde dier lkelerde
de yaanm bir olgudur. Kbrs, bu tip tecrbeler yaam tek lke deildir.
ocuk iilii dnyada, zellikle az gelimi lkelerde halen endie konusudur. ocuk haklar henz evrensel olarak her yerde kabul edilmemitir ve
ocuk haklarna tm lkelerde ayn sayg gsterilmemektedir.
renme srecinde, renciler, kartlardaki sorular ve aktivitelerle

ynlendirileceklerdir. Ancak, renciler, uyarc materyallere duygusal olarak
ilgi duyduklarnda ve aktif bir ekilde katlm gsterebildiklerinde en iyi
rendiklerinden, retmenler rencilerin eletirel ve yaratc dnmeleri
ile tartmalarn destekleyecek aktif renme stratejileri benimsemelidir.
nerilen kaynaklar gz nnde bulundurarak, renciler, sosyal dinamikler,

karlatrma yapma, sreklilik ve deiim, oklu bak as gibi nemli birok
tarihi ve sosyal kavram kefedebilirler. Ayrca, bu konunun allmas yoluyla
tarihsel beceriler gelitirilebilir: gr ile gerei birbirinden ayrt etmek,
alan ocuklarla empati kurmak, farkl kaynaklarn deeri, kaynaklarn
kullanlrl ve gvenilirlii, anlamaya yardmc olmas iin farkl kaynaklara
duyulan ihtiyac takiben yaplacak tarih incelemesi gibi.
renme Amalar
Bu konunun aratrma sorusu udur: ocuklarn madenlerde almas
gerektii fikrini neden artk kabul etmiyoruz? Btn aktiviteler, ocuklarn,
bu sorunun i yzn anlamalar ve sorunun genel cevabnn yannda kendi
grlerini de oluturmalar hedefiyle tasarlanmtr. Bu geni soruya bal
olan temel renme amac, rencilerin, u anda kk ocuklar iin iten
ok eitimin nemli olduuna dair fikir birliinin, gemite yaanan paylalm
tarihin sonucu olduunu anlamalardr. Aktiviteler arasnda, aadaki gibi
birok baka renme amac da bulunmaktadr:
dier nesillerin farkl kavramlarn ve deerlerini gz nnde bulundurmak;

zaman iinde nelerin deitiini ve nelerin ayn kaldn anlamak;
yasalarn, ii snfnn yaam tarz ile koullarnn deiimini nasl
etkilediini anlamak;
GEMMZE BR BAKI
kltrel eitlilii takdir etmek.
Pedagojik Yaklamlar
Aslnda bu konu nemli bir konudur; nk, yirminci yzyln ortalarnda

Kbrsta alan ocuklarla ilgili durumu renirken, eitim karsnda para
konusuna ve ocuklarn aile iindeki rolne daha yakndan bakarak, ocuk
iilii sorunlarn da irdelemek mmkndr.
Sosyal dinamikler, Kbrs toplumunda ocuk ve kadnlarn deien rol, yaam

koullarnn iyiye gitmesi : Tm bu konular, Kbrsl alan ocuklarn durumu
allrken detayl bir ekilde ele alnabilir. Bu paketteki kartlara dayal alma
plan, retmen ve rencilerin gnmzdeki ocuk iilii zerine konuma
ve deerlendirmeleriyle sonlandrlabilir.
Kbrs toplumunun ok kltrl doasn anlamak;
Kaynak Byi snma aktivitesi olarak kullann. rencilere, fotoraflar

zerine konumalarn salayacak yle sorular yneltin : Bu kz
ocuklar niye birlikteler? Niye pankart tutuyorlar? Daha sonra
rencilere, yazarn aklamalarn sunun (ocuklar, Mavrovouni
Lefkedeki 1948 grevinde ailelerine destek olup dayanma
sergiliyorlard. ikayet ediyorlard; nk irket, grevdeki iilere
bask olmas amacyla, ocuklarna verdii gnlk bir bardak st
kesmiti.) veya pankartlardaki Trke yazlar okumalarn isteyin.
imdi, fikirlerini deitirip deitirmediklerini sorun.
Yazarn dier resimlere koyduu etiketleri tartn.
Bu konunun kaynaklar, etkili bir ekilde grup almas iin
kullanlabilir. Her bir gruba, tm kaynaklar ieren birer set datn
ve her bir gruba farkl sorular sorun. Sorular, rnein yle olabilir:
ocuk iiliinin yasal boyutlar nelerdi? alan ocuklarn hayat.
renci kaynak kartlarnda bulunan kaynaklar

Kaynak kartlarda bulunan fotoraflar Pan Kbrs i Federasyonu (Pan Cyprian
Federation of Labour [PEO]) tarafndan nezaketen salanm olup, tm haklar
federasyona aittir. Btn yazl kaynaklar, Loukas Antoniounun kitabndan
alnmtr. (Aadaki referanslara baknz).
A
Gen bir madenci yk arabasyla ham asbesti ilenmesi iin tesise

gtrrken, 1956: Pan Kbrs i Federasyonu. (2004) 50 yl PEO,
Antoniou, L. alnt (2004). Mikra heria: Hsinisfora ton pedion sta
metallia tis Kuprou ton 20 aiona [Kk eller: 20. yzylda Kbrs
madenine ocuklarn katks] Lefkoa: ocukluk ve Ergenlik nceleme
Merkezi, s.44.
Grevdeki ebeveynlerine bask yaratmas amacyla gnlk bir bardak

stlerinin kesilmesinden ikayet eden ocuklar: Bizi Kbrs Maden irketi
mdrlerinin ocuklaryla kyaslayn, 1948, Mavrorouni Lefke Madenindeki grev: Pan Kbrs i Federasyonu. (2004) 50 yl PEO, Antoniou, L. alnt, s.90.
KIBRISTA MADENLERDEK OCUKLAR

C
Ailelerimizle birlikte savaacaz, 1948, Mavrorouni Lefke Madenindeki grev: Pan Kbrs i Federasyonu. (2004) 50 yl PEO, Antoniou, L. alnt, s.82.
Mfredatla ilikisi
Buradaki aratrma sorular, Sanayi Devrimi ve Kbrsn yakn dnem tarihi
gibi Tarih dersi konularnda; Kbrs, Avrupa ve ocuk ilii gibi Corafya
konularnda; Yurttalk eitimi (getiimiz yzyldan bu yana ocuk iiliiyle
ilgili yasalarn ve alglarn deimesi); ve farkl meslekler ile zaman iinde
geirdikleri deiim-dnm tartlrken Dil derslerinde kullanlabilir.
Antoniou, L. (2004). Mikra heria: H sinisfora ton pedion sta metallia

tis Kuprou ton 20o aiona [Kk eller: 20. yzylda Kbrs madenlerine
ocuklarn katks]. Lefkoa: ocukluk ve Ergenlik nceleme Merkezi,
s.22-23.
Antoniou, yukarda belirtilen kitap s.41-42
Paketteki dier konularla ilikisi
Bu konu altndaki ou kaynak, sekizinci balk olan Kbrsta Eitim konusu

iin de nemli olabilir.
Antoniou, yukarda belirtilen kitap s.26
Tarihi dnem
Bu konu altndaki tm kaynaklar yirminci yzyln sava sonras dnemiyle
ilgilidir. Ancak, tarihsel olarak ocuk iiliinin bu dnemden nce de var
olduu bilinmektedir. retmenler bu konuyu rencilerine anlatrken dier
tarihi dnemlere de gndermeler yapabilirler.
GEMMZE BR BAKI
CHILDREN IN THE MINES IN CYPRUS / / KIBRISTA MADENLERDEK OCUKLAR

KAYNAK KARTI 1

Source D: Poverty
Kaynak D: Yoksulluk
Ahmet Hasanbuli who started working in mines when he was 14

says: I decided to come because we were poor I could not
make it in the village and his wife continues, We did not eat
enough bread to our hearts content; we were drying figs to eat.
,
14 :
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14 yandayken madende almaya balayan Ahmet Hasanbulli:

...Gelmeye karar verdim nk fakirdik ve kyde yapamadm diyor
ve kars devam ediyor: Doru dzgn karnmz doyacak kadar
ekmek yemedik, incir kurutup yerdik.
Source E: Task distribution

Children who went with their parents to stay and work in the
Amiantos Mine worked with their parents in the section of the
mine (the so-called minia) that was assigned to them. After the
father [] had dug out the minerals, the mother and the children
collected them with spades and big buckets, loaded the wagons
that were on the tracks and forwarded them to the next crew.
Source F: Difficulties in mines

Pantelis Varnava who had been a miner says: it was very hot
30, 35, 40 degrees we were working in our underwear, naked.
When someone was about to get the shovel, the wagon or the
spade, he had to use a wet cloth to stand the heat. The water we
drunk was hot. Because of the fact that the pyrites were causing
fires [] every now and then, the smoke was going up from the
opening of the mine, making it look like a volcano
Ahmet Latif states: Some people were dying (from accidents) or
becoming crippled. Like my father who damaged his leg, his toes.
He tried to pull the bucket and a sharp metal cut his toes.
Kaynak E: Grev dalm

E:

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Amyant (Amiyando) Madenine aileleriyle birlikte almaya ve

orada yaamaya giden ocuklar, onlara ayrlan maden blmnde
(o zaman minia denirdi) ailelerinin yannda alrd. Baba []
madenleri kazp kardktan sonra, anne ve ocuklar kreklerle ve
byk kovalarla toplayp tren hatt zerindeki yk arabalarna
yklerler ve bir sonraki ekibe gnderirlerdi.
Kaynak F: Madendeki zorluklar

Eski madencilerden Pantelis Varnava: ...ok scakt, 30, 35, 40 derece,
biz sadece i amarlarmzla alrdk. Biri krei, el arabasn
veya fara tutacanda scaa dayanabilmek iin slak kuma
paras kullanrd. tiimiz su scakt. Piritlerin srekli yangna yol
amasndan dolay [] , duman, madenin azndan darya
ykselir, bir volkan gibi grnmesine neden olurdu...
Ahmet Latif anlatyor: Baz insanlar (kazalar sebebiyle) lyor ya
da sakatlanyordu. Tpk bacan ve ayak parmaklarn sakatlayan
babam gibi. Kovay ekmeye alt ve keskin bir metal ayak
parmaklarn kesti.

Source G: Why working in the mines was preferred
The mines which were opened during the British colonial period
were attractive to adults and minors who were seeking a job,
because they were offering regular income to the workers. The
workers in farms were waiting for a landlord or a widow to call
them for work for a few days or weeks every year. In contrast, the
mines were offering regular daily allowances to the workers. Many
children chose to work in mines, instead of becoming carpenters
or tailors or shoemakers, because during the two-year period of
their apprenticeship [for these crafts] they were not paid. In addition, they had to do other works for their master. [I was like] a
slave says Mr Andreas, I had to wash dishes, mop the floor, and
then go to the shop.
Source H: How a young miner saw his job

Mr Xenis Louca tells us how he considered himself: I considered
working in a mine to be a great accomplishment for myself,
because I could work with people five and ten years older than
me At that time you had to work to support yourself and your
family and to be able to buy clothes, it was a shame to be dressed
in old and torn clothes. Young people of those times were welldressed and I had to be like that too
Mr Costas Rigas tells us that: [] it was the feeling; it was a period
when we should consider ourselves capable of working in order
to live, because we did not have anything else, no education, no
nothing, we only went to primary school.
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Kaynak G: Maden iilii neden tercih ediliyordu?

ngiliz smrge dneminde alan madenler, dzenli bir gelir
salad iin i arayan yetikinlere ve ocuklara cazip gelirdi.
iftlik iileri, arazi sahiplerinin veya bir dulun ylda birka gn
veya birka haftalna onlar armalarn beklerlerdi. Buna karn madenler, iiye dzenli yevmiye salyordu. Birok ocuk, iki
yl yl raklk dnemi gerektiren ve bu dnemde yevmiye denmeyen marangoz, terzi veya kundurac olmak yerine madende
almay seerdi. stelik, raklk dneminde ocuklar, ustalar
iin dier ileri de yapmak zorundayd. Bay Andreas Kle gibiydim
diyor ve ekliyor bulaklar ykamak, yerleri silmek ve sonra da
dkkana gitmek zorundaydm.
Kaynak H: Gen madenci iini nasl grrd?

Xenis Louca bize kendini nasl grdn anlatyor: Madende
almann kendim iin byk bir baar olduunu dnrdm;
nk, kendimden be-on ya byk kiilerle alabilirdim O
zamanlarda kendiniz ve aileniz iin almak zorundaydnz. Eski
ve ypranm kyafetler giymek utan vericiydi; kyafet alabilmek
iin ise almak zorundaydk. Genler o zamanlarda ok iyi giyinirdi;
ve ben de yle olmak zorundaydm...
Costas Rigas bizlere unu sylyor : hissedilen uydu; yle bir
dnemdi ki kendimizi yaayabilmek iin almak zorunda hissederdik, baka hibir eyimiz yoktu, eitim yok, hibir ey yok,
sadece ilkokula gittik.

Source J: By-passing the law
Kaynak J: Yasalar devre d brakmak
The number of under-aged children working in Cypriot mines is

not easily defined due to various reasons, one of which is the
concealment of the actual age of teenage boys. The teenagers
were registered as being 18 years old older than their actual
age in order to secure a job at the mines. This happened because
there was a British law prohibiting juveniles from working. That
is why the adolescent boys went to the authorities of their village
(muktaris) and, as Pantelis Varnava states, the muktari gave them
a document stating that they were older than their actual age.
He was paid to do this. Mehmet Bayraktou, a miner who got a
job when he was under age at the Mavrovouniou-Xerou mines,
told us that the amount paid to get the aforementioned document
was two pounds. If this amount is compared to the average daily
salary that was about two to three shillings at mines and much
less elsewhere, it was extremely high.

,

.
- -
.
,
.
() ,

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. , ,
.
.
,
,
.
Kbrs madenlerinde alan ya kk ocuklarn saysnn belirlenmesi, eitli nedenlerden dolay kolay deildir. Bu nedenlerden
biri, onlu yalardaki erkek ocuklarnn gerek yann gizlenmesiydi.
ocuklar madendeki ilerini garantiye almak iin kendi
yalarndan daha byk 18 yanda olarak kaydedilirdi. ngiliz
yasalarna gre ocuklarn almas yasak olduu iin ocuklarn
ya gizlenirdi. Ergen erkekler, kylerinin muhtarna giderler ve
Pantelis Varnavann dediine gre, muhtar onlara gerek
yalarndan daha byk olduklarna dair bir belge verirdi. Belgeyi
almak iin muhtara para denirdi. Ya tutmazken MavrovouniouXerou madeninde i alan madenci Mehmet Bayraktar, yukarda
bahsedilen belgeyi almann iki sterlin olduunu syledi. Bu miktar, maden iisinin ortalama gnlk yevmiyesi olan iki- ilinle
ve baka yerlerde ok daha dk olan yevmiye ile kyaslandnda
ok yksekti.
Securing this document does not appear to have been the case
in all mines, and not even in the ones where the document was
necessary or not everyone paid to get it. Mr Hasan Haloushi, who
decided to work for the mine when he was 16, got the document
from the president of his village but he was not asked to pay,
probably because the president was a friend of his family as he
himself states, but this possibly happened with others as well.
After the end of World War II, the companies did not accept the
documents coming from village presidents. Documents certifying
ones age could only be obtained from the British Administrative
Authority in Nicosia, something that was very difficult to achieve.
,
,
. . , 16
,
, ,

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. ,

.

,
.
Bu belgeye sahip olunmas gereklilii btn madenlerde dikkat

edilen bir durum deildi. Hatta bu belgenin gerekli olduu madenlerde bile bu belgeye sahip olmayan iiler vard. Belgeyi almak
iin herkes para vermezdi. 16 yanda madende almaya karar
veren Hasan Halui, belgeyi ky muhtarndan aldn, muhtemelen muhtarn, kendisinin de syledii zere- ailesinin arkada
olmasndan dolay para istemediini belirtiyor. Ancak, muhtemelen bu gibi eyleri bakalar iin de yapyordu. kinci Dnya Sava
sonrasnda, irketler, ky muhtarlarndan gelen belgeleri kabul
etmedi. Artk birinin yan belgeleyen dkmanlar sadece
Lefkoadaki ngiliz dari Makamlarndan alnabiliyordu; ki bu
olduka zordu.

Why do we no longer accept that children
should work in mines?
Neden artk ocuklarn madende almas

fikrini kabul etmiyoruz?
To begin this enquiry you need to look at Source A on

Source Card 1.
,
1.
Bu soruyla balamak iin kaynak kart 1deki Kaynak

Aya bakmalsnz.
First describe what you see and give the photograph

a title.
nce ne grdnz tarif edin ve resme bir balk

koyun.
Dnlecekler:
Does the person look happy?
Does the work he is doing look dangerous?
Next, try to answer these questions:
What is the age of the person?

Where is he?
What is he doing?
What questions would you like to ask this person?
How can we learn more about what he is doing?
,
:
;
;
;
;

;
Resimdeki kii mutlu grnyor mu?

Yapt i tehlikeli grnyor mu?
Ardndan, u sorular yantlamay deneyin:
Bu kii ka yanda?
Nerede?
Ne yapyor?
Bu kiiye neler sormak isterdiniz?
Ne yaptyla ilgili nasl daha ok ey renebiliriz

Source A shows a young miner carrying a wagon with
asbestos for processing in the mills. It was taken in
1956.
A . 1956.
Kaynak Ada, gen madenci yk arabasyla ilenmesi

iin tesise asbest tayor. Bu fotoraf 1956da ekilmitir.
Now read Sources D, E and F on Source Card 2. These

sources are all adapted from a book by Mr Loukas
Antoniou called The contribution of children in the
mines of Cyprus in the 20th Century.
, E
2.
.
20 .
imdi Kaynak Kart 2deki D, E ve F Kaynaklarn okuyun.

Bu kaynaklarn hepsi Loukas Antoniounun 20.yzylda
Kbrstaki madenlere ocuklarn katks adl kitabndan
uyarlanmtr.
Answer these questions:
u sorular yantlayn:
Why did some families end up working in the

mines?
Baz aileler neden madende almak durumundayd?
In what ways did children help their parents?
ocuklar ailelerine ne ekilde yardmc oluyordu?
Madenciler ne gibi zorluklarla karlayordu?
What kind of difficulties did miners face?

What were the benefits of working in mines?
To complete your work, draw a picture of children

working in the mines in the twentieth century and
give it a title.
Tip: Use the sources you have read to get inspiration.
,

20 .
:
.
Madende almann faydalar nelerdi?
almanz tamamlamak iin, yirminci yzylda

madende alan ocuklarn resmini izin ve resme bir
balk koyun.
pucu: lham almak iin okuduunuz kaynaklar kullann.

Neden artk ocuklarn madende almasn

kabul etmiyoruz?
To begin this investigation, choose one of the photographs on Source Card 1. Look closely at the photograph and describe what you see.
,
1. .
Aratrmaya balamak iin Kaynak Kart 1deki resimlerden birini sein. Resme yakndan bakp ne grdnz tarif edin.
Write a caption for the photograph and then write a

few sentences to say what you feel about the photograph and why.
Resim iin bir balk yazn ve resme bakarken ne hissettiiniz ve neden byle hissettiinizle ilgili birka
cmle yazn.
To continue the investigation you will need to look at

Source Cards 2, 3 and 4 (all are extracts from a book
by Mr Loukas Antoniou called The contribution of
children in the mines of Cyprus in the 20th Century)
as well as Source Card 1. Consider the following questions about children in mines in the early twentieth
century:
,
2, 3 4 ( .

20 ),
1.
20 :
Aratrmaya devam etmek iin kaynak kartlar 2, 3 ve

4e (tm Loukas Antoniounun 20. yzylda Kbrsta
madenlere ocuklarn katks adl kitabndan alnmtr)
ve Kaynak Kart 1e bakmalsnz. Yirminci yzyln balarnda madenlerdeki ocuklarla ilgili aadaki sorular
dnn:
What activities did children do in mines?
What was the position of children in a family

in those days?
What was positive and what was negative about

child labour in that period?
What has changed and what has remained the

same?
Write down which sources helped you answer each

of these questions.
Madendeki ocuklar neler yapard?
Ne deiti ve ne ayn kald?
O gnlerde ocuklarn aile iindeki yeri neydi?

O dnemde ocuk iiliiyle ilgili neler olumlu
neler olumsuzdu?
Bu sorularn her birini yantlarken hangi kaynaklarn

size yardmc olduunu yaznz.

Look again at the sources to help you answer the following questions:
Aadaki sorular yantlamak iin yine kaynaklara

baknz:
Explain the child labour system under British

Law.
ngiliz yasalarna gre ocuk iilii sistemini

aklayn.
How was the British Colonial Law by-passed?
ngiliz Koloni Yasalar nasl devre d braklrd?
Why was it by-passed?

Do you think it was right to by-pass the law?
Explain which sources you selected to help you with

these questions.
To complete the investigation prepare a short PowerPoint presentation explaining how you have used
sources to find out about child labour. Say whether all
the sources agreed about whether child labour was a
good thing or a bad thing. And finally say why you
think we no longer think it is a good idea to have child
labour.
;

;
.
,
Power Point,

.

. ,
.
Bunun nedeni neydi?

Sizce yasalarn bu ekilde devre d braklmas
doru muydu?
Bu sorular yantlamada size yardmc olmas iin hangi

kaynaklar setiinizi aklayn.
Aratrmay tamamlamak iin, ocuk iiliini incelerken,
kaynaklar nasl kullandnz anlatan ksa bir power
point sunumu hazrlayn. Kaynaklarn, ocuk iiliinin
kt m yoksa iyi mi olduu konusunda ayn fikirde
olup olmadn syleyin. Son olarak da, artk neden
ocuk iilii fikrinin iyi bir fikir olmadn dndmz anlatn.

Neden artk ocuklarn madende almas

fikrini kabul etmiyoruz?
Using any of the sources write brief answers to each of

these questions:
1. What were the negative aspects of children working
in the mines?
2. What were the positive aspects of children working
in the mines?
Read carefully Sources D, E, F, G, H and J (on Source Cards
3 and 4); then write a paragraph in answer to each of
these questions:
3. Is it possible to know exactly how many children under
18 were working in the mines in the period before
World War II? Give your reasons.
4. Why is a law prohibiting solely child labour not a
guarantee that children will not work?
5. Explain why Cypriot families by-passed the law and
encouraged their children to work in the mines.
Looking at Sources A, B and C, consider the following:
Where do you think the children are?
What are they asking for?
What can be inferred from the fact that the pickets are
written in Greek and Turkish?
,
:
1.
;
2.
;
, E, , , (
3 4). ,
:
3.
18 ;
.
4.

;
5.
.
A, B ,
:
;
;

;
Kaynaklardan herhangi birini kullanarak aadaki sorularn her biri iin ksa cevaplar yazn:
1. Madenlerde alan ocuklar iin olumsuz olan eyler
nelerdi?
2. Madenlerde alan ocuklar iin olumlu olan eyler
nelerdi?
Kaynaklar D,E,F,G,H ve Jyi (Kaynak kartlar 3 ve 4teki )
dikkatle okuyun; sonra da aadaki sorular cevaplamak
iin birer paragraf yaz yazn.
3. II. Dnya Sava ncesi dnemde, madenlerde, 18 ya
alt ka ocuun altn tam olarak bilmek mmkn
mdr? Gerekelerle aklaynz.
4. Neden ocuk iiliini yasaklayan bir yasa tek bana,
ocuklarn almayacann bir garantisi deildir?
5. Kbrsl ailelerin neden yasalar dikkate almayarak
ocuklarn madenlerde alma konusunda desteklediklerini aklayn.
Kaynaklar A, B ve Cye bakarak aadakiler zerine dnn:
Sizce ocuklar nerededir?
Sizce ne istiyorlar?
Pankartlarn Rumca ve Trke yazlm olmasndan ne
gibi bir anlam karlabilir?

Looking again at the written sources (they are all by the
same author, Mr Loukas Antoniou from a book called The
contribution of children in the mines of Cyprus in the
20th Century) consider the following questions:
( , .
,
20 ),
:
When was the author writing?

What can you say about the perspective adopted
by the author?
Who do you think the author was writing for?
How reliable do you think the information is? Give reasons

for your answer.
Explain how these sources are useful to an historian who
is investigating:
Social conditions in the early twentieth century
The advent of education for all Cypriots
Industrialisation in Cyprus
The relationship between Cypriots and the British
administrators
The relationship between different communities

in Cyprus.
Imagine you were living in 1950. Write a letter to a newspaper advocating that all children should attend school
rather than work in the mines.
;

;
;
;
.

, / / :
1950.

.
Yazl kaynaklara (hepsi ayn yazar tarafndan yazlm olup,

Loukas Antoniounun 20. yzylda Kbrsta madenlere
ocuklarn katks kitabndan alnmtr) tekrar bakarak
aadaki sorular zerinde dnn:
Yazar bunlar ne zaman yazd?
Sizce yazar bunlar kimler iin yazmtr?
Yazarn benimsedii bak asyla ilgili ne dnyorsunuz?
Sizce verilen bu bilgiler ne kadar gvenilirdir? Cevabnzn

nedenlerini yaznz.
Aadaki konular aratran bir tarihi iin, bu kaynaklarn
ne kadar yararl olduunu aklaynz:
Yirminci yzyln balarndaki sosyal koullar.

Kbrsta sanayileme.
Kbrsllar ile ngiliz idareciler arasndaki ilikiler
Tm Kbrsllar iin eitimin gelimesi
Kbrstaki farkl toplumlarn birbirleriyle ilikileri
1950de yaadnz hayal edin ve bir gazeteye ocuklarn madende almak yerine okula gitmeleri gerektiini
anlatan bir mektup yazn.
TOPIC 3
BAZAARS IN C YPRUS AS SEEN BY TRAVELLERS

TEACHER NOTES
During the second half of the nineteenth century several travellers visited
Cyprus and left important records of their visits in diaries, journals, letters
and books. Writing about their experiences and reactions to the bazaars in
Cyprus were a popular part of the travellers accounts. There are also some
historic photographs and engravings which faithfully record scenes in Cyprus
at the time. Many of these sources are accessible to pupils through careful
selection by teachers. Several sources are available on the internet for private
exploration.
This topic and Topic 4 Life in bazaars in Cyprus introduce pupils to the idea
of bazaars as they were in the nineteenth century onwards. It may be
worthwhile before starting work on bazaars to establish that bazaars were
first and foremost places where people shop. For primary pupils it would
then be a good idea to ensure that they had an understanding that we now
commonly call such places markets. The idea of a shopping mall could also
be discussed.
This topic is interesting because, through the eyes of travellers, Cypriots

were seen as one people with diversity; their interactions in places such as
markets and bazaars were observed by several travellers and these travellers
accounts are valuable historical sources. Through a consideration of the
sources suggested, pupils can explore several important historical and social
concepts including: continuity and change; interdependency of peoples;
the importance of place; the meanings people attach to place; and multiperspectivity. Historical skills can also be developed through this topic: skills
such as distinguishing fact from opinion; empathy with the writers viewpoint;
the value of different sources; usefulness and reliability of the source; historical enquiry leading to the need for other sources to help understanding.
The study of bazaars can lead on to lessons about trade and economics;
about social position; about the role of women. Lessons in all these areas
can provide good examples of multicultural interactions and the use of
sources in general.
Learning intentions
The enquiry question for this topic is: How did travellers in the past see
Cypriots? All activities are designed to give pupils an insight into this question and to form their own views about a general answer to it. Also included
in the activities are the following learning intentions:
Describing and interpreting visual sources

Asking relevant questions to help understand the source
Understanding what changes over time and what remains the

same
Appreciating cultural diversity.
A LOOK AT OUR PAST
Ask pupils to construct a scene of a TV drama which could be

taking place in one of the photograph sources. Other forms of
role play are also useful.
In order to develop empathy, encourage discussion stimulated
by the number of different groups of people that go to a bazaar.
These could be different ethnic groups; different jobs that people
do; or simply different reasons to go to the bazaar.
Photograph of Nicosia bazaar in the early 1920s. Image found on

a postcard.
Modern Nicosia market.
Photograph of market place by J. P. Foskolo, the official photographer of the British forces at the time (c. 1878). Cited in Malecos
A. (Ed.) Cyprus of J.P. Foscolo (photo album) By permission of Laiki
Group Cultural Centre of Marfin Popular Bank.
Engraving of bazaar in front of St Sophia-Selimiye Mosque 1878.

Illustrated London News, 1878.
Understanding the interdependency of different groups of people

Understanding the multicultural nature of Cypriot society
Using a photograph source of an old bazaar, but without mentioning bazaars, ask the pupils to describe what the people in the
picture are doing, what they are thinking, and what they are feeling. Ask the pupils to add a caption to the picture.
Learning to work co-operatively

Considering the different meanings that different groups invest
in the same place
Use one of the photographic sources as a warming-up activity. If

possible, project the photograph onto a screen and ask the pupils,
working in pairs, to play hide and seek. This is an instant warm-up
activity that motivates pupils to look at the source. Pupils take
turns to hide somewhere in the picture; their partner has to find
out where they are by asking questions which describe what they
see in the source.
BAZAARS IN CYPRUS AS SEEN BY TRAVELLERS

E
Archduke Louis Salvator of Austria (1881) Lefkosia, the capital of

Cyprus, Kegan Paul and Co. London. Reprinted 1983 by Trigraph,
pp. 4954.
Samuel Baker (1879) Cyprus as I saw it in 1879. Accessed 28 April
2006 from http://explorion.net/s.w.baker-cyprus-1879/index.html
Links to curriculum
The curriculum area of history is Social history of Cyprus during the Ottoman
and British periods. The theme can also be linked to the curriculum subjects
of social studies, civics, citizenship, geography, economics, language and art.

Historical period
The sources available that relate to this theme are from the latter period of
the Ottoman Empire and the beginning of British Rule: the period from 1870
through to about 1920.
A LOOK AT OUR PAST
There is a natural link to Topic 4 Life in bazaars in Cyprus. Many of the sources
in this topic could be valuable in studying Topic 5 Buildings in walled Nicosia and Topic 6 Coffee shop traditions in Cyprus.
,
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1920.
J. P. Foscolo, (
1878). . (.) J.P. Foscolo
( ).
Marfin Popular Bank.
1878
( ). Illustrated London News
1878.
Louis Salvator (1881) , Kegan Paul .. .

1983 Trigraph. . 49-54.
Samuel Baker
(1879)
1879.
28 2006 http://explorion.net/
s.w.baker-cyprus-1879/index.html

:
1870 1920 .

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5: 6: .
KONU 3
GEZGNLERN GZYLE
KIBRISTA PAZAR YERLER
RETMENLERE NOTLAR
Konuya giri
Pedagojik yaklamlar
19. yzyln ikinci yarnsnda birok gezgin Kbrs ziyaret etmi ve gnlklerinde, gazetelerde, mektuplarda ve kitaplarda ziyaretleriyle ilgili nemli
kaytlar brakmlardr. Kbrsta edindikleri tecrbeleri ve Pazar yerleriyle ilgili
izlenimlerini yazmak, gezginlerin anlatlarnn popler bir parasyd. Kbrsta
o dnemdeki grntleri tam olarak yanstan baz tarihi fotoraflar ve
gravrler de vardr. Bu kaynaklarn ou retmenlerin ve eitmenlerin
dikkatli seimiyle renciler iin eriilebilir olup, birou zel aratrmalarda
ulalabilecek ekilde internette de mevcuttur.
Bu ve bir sonraki konu (4.Konu: Kbrsta Pazar Yerlerinde Yaam) rencilere

19. yzyl ve sonrasnda Pazar yeri kavramn tantmaktadr. Pazar yerleriyle
ilgili almaya balamadan nce, Pazar yerlerinin insanlarn alveri yaptklar
ilk ve en ncelikli yer olduunu ortaya koymak nemli olabilir. lkokul
rencilerinin anlayabilmesi iin bu gibi yerlere artk yaygn olarak ak pazar
dediimizi sylemek de iyi bir fikir olabilir. Alveri merkezi fikri de
tarttrlabilir.
Bu konu olduka ilgintir; nk gezginlerin gzyle Kbrsllar eitlilik ve

farkllklaryla tek halk gibi grnyorlard; pazar yeri ve ak pazarlar gibi
yerlerde birbirleriyle karlkl etkileimleri birok gezgin tarafndan
gzlemlenmi olup, gezginlerin anlatlar deerli tarihsel kaynaklardr. nerilen kaynaklar gz nnde bulundurarak renciler; sreklilik ve deiim,
halklarn karlkl olarak birbirine bamll, mekann nemi, insanlarn bir
mekana ykledii anlamlar, oklu bak as gibi nemli birok tarihi ve
sosyal kavramlar kefedebilirler. Ayn zamanda bu konunun allmas yoluyla
tarihsel beceriler gelitirilebilir: gr ile gerei birbirinden ayrt etmek,
yazarn bak asyla empati kurmak, farkl kaynaklarn deeri, kaynaklarn
kullanlabilirlii ve gvenilirlii, anlamaya yardmc olmak iin baka kaynaklara
ihtiya duyulmasna neden olan tarihsel aratrmalar gibi.
rencilerin renme sreci, kartlardaki aktiviteler ve sorularla ynlendirilecektir. Ancak, renciler, uyarc materyallere duygusal olarak ilgi
duyduklarnda ve aktif bir ekilde katlm gsterebildiklerinde en iyi
Pazar yerlerinin allmas; ticaret ve ekonomi, sosyal konum ve kadnn

rolyle ilgili ders konularnda yol gsterici olabilir. Bu alanlardaki btn
dersler, ok kltrl etkileimlere ve genel kaynak kullanmna iyi rnekler
oluturur.
renme Amalar
Bu konunun aratrma sorusu: Gemite gezginler Kbrsllar nasl gryordu?

Btn aktiviteler ocuklara bu soruyla ilgili anlay gelitirmeleri ve genel
cevap hakknda kendi grlerini oluturmalar iin tasarlanmtr. Aktivitelerin dier renme Amalar yledir:
grsel kaynaklar tasvir etme ve yorumlama
Isnma aktivitesi olarak kaynak fotoraflardan birini kullann. Mmknse resmi projektrle bir ekrana yanstn ve rencilerden ikili
gruplar halinde saklamba oynamalarn isteyin. Bu, rencileri
kaynaa bakmak iin motive eden hzl bir snma aktivitesidir. kili
renci gruplar sralar gelince, rencilerden biri resimde saklanr
ve ei resimde grdkleriyle ilgili sorular sorarak arkadann resmin
neresinde saklandn bulmaya alr.
Pazar yerlerinden bahsetmeden eski bir pazar yerinin resmini
gsterin ve rencilerden resimdeki kiilerin ne yaptn, ne
dndn, ne hissettiini tarif etmelerini ve resme bir altyaz
koymalarn isteyin.
rencilerden, kaynak resimlerden birinde geebilecek bir televizyon sahnesi canlandrmalarn isteyin. Farkl rol oynama biimleri
de faydal olacaktr.
Empati gelitirmek iin rencilerinizi pazar yerine giden farkl
gruplardan insanlar olarak tartmaya tevik edin. Bunlar farkl etnik
gruplar, farkl mesleklerle uraan kiiler veya en basiti, farkl maksatlar iin pazar yerine giden insan gruplar olabilir.
rencilerin kaynak kartlarnda bulunan kaynaklar
kayna anlayabilmek iin ilgili sorular sorma

A.
1920lerin banda Lefkoa Pazarnn fotoraf. Resim bir kartpostaldan alnmtr.
ayn yerde farkl gruplarn farkl anlamlar kardklarn gz nnde

bulundurma
B.
Modern Lefkoa Pazar.
zaman getike neyin deitiini ve neyin ayn kaldn anlama
C.
Pazar yerinin fotoraf, J. P. Foscolo, zamann ngiliz kuvvetleri resmi

fotorafs tarafndan ekilmitir (yaklak 1878). Malecostan alnt,
J.P. Foscolonun Kbrs, A(Ed) (Cyprus of J. P. Foscolo) (fotoraf
albm). Marfin Popular Bankasnn Laiki Group Kltr Merkezinin
izniyle.
ibirlii iinde almay renme
farkl insan gruplar arasndaki karlkl bamll anlama

Kbrs toplumunun ok kltrl doasn anlama
kltrel eitlilii takdir etme
GEMMZE BR BAKI
GEZGNLERN GZYLE KIBRISTA PAZAR YERLER

D.
1878 Aya Sofya-Selimiye Camii nndeki Pazar yerinin gravr.

Illustrated London News 1878.
E.
Avusturya Aridk Louis Salvator (1881) Lefkoa, Kbrsn bakenti

(Lefkosia, the capital of Cyprus) Kegan Paul ve Co. Londra. 1983te
Trigraph tarafndan yeniden basld. Ss. 4954.
F.
Samuel Baker (1879) Grdm ekliyle Kbrs (Cyprus as As I saw it)

28 Nisan 2006da http://explorion.net/s.w.baker-cyprus-1879/
index.htmlden alnmtr.
Tarihi Dnem
Bu konuyla ilgili mevcut kaynaklar, Osmanl mparatorluunun son dnemi
ile ngiliz Ynetiminin balangc : 1870ten balayp 1920lere kadar olan
dnemi kapsamaktadr.
GEMMZE BR BAKI
Mfredatla ilikisi
Tarih ders mfredatnda bulunan Osmanl ve ngiliz dnemlerinde Kbrsn
sosyal tarihi konusuyla ilgilidir. Tema, ayn zamanda, sosyal bilgiler, vatandalk,
corafya, ekonomi, dil ve resim dersleriyle de ilikilendirilebilir.
Paketteki dier balklarla olan ilikisi

Drdnc konuyla doal bir balants vardr: Kbrstaki Pazar Yerlerinde
Yaam. Bu balk altndaki kaynaklarn bir ou, beinci balkta : Lefkoa
Surlariindeki binalar, ve altnc balk : Kbrsta kahvehane gelenekleri
konularn ilerken de yararl olabilir.
BAZAARS IN CYPRUS AS SEEN BY TRAVELLERS / /

KAYNAK KARTI 1

Source D / / Kaynak D

Source E: Archduke Louis Salvator writing about
the bazaar in Nicosia in 1873 (adapted):
E: Louis Salvator
1873.():
At Levkosia, as in all Turkish towns, the Bazaars are the centres of social life:
they extend between the gates of Famagusta and Paphos, and in this manner cut the town fairly in half. [ ... ]
, ,
. , . ..
The [] largest [Bazaar] is for [] Manufactures, covered with a gable-roof.

[] With the exception of some silk stuffs made on the island, all other
articles sold there come from abroad. By the side of it is a small one [] in
which peasant boots are made. [] Opposite [...] is the Yikko Bazaar, with a
cross and the date 1866. This large new Bazaar [] is mostly occupied by
merchants and street letter writers. [] It is followed by other, half-covered
Bazaars, until we come to the tailors, some of whom are even working with
sewing machines.
() ,
... ,
.
... ......
.... Yikko,
1866. ,
,
.
The Bazaar for European Shoes is adjoining. [] Following the Manufacture

Bazaar in the direction of the Paphos Gate, we come into the Makri Bazaar
(Long Bazaar), in which we find first some shops with Rumelian fishers cloaks,
some Greek tailors, and further on tin-plate and copper-ware makers. []
Then we come into the Calico Bazaar, where men, mostly Turks, manufacture
this article. []
A little further on we find leather merchants. [] On the right stands a
coffee-house. [] This Street of the Bazaars contains near the end some
shops for provisions [] and the little Mosque of Mehemmed Seid Djami.
[] Following up this lane we come to little places where [] Turkish slippers
may be procured in shops.
If we turn straight back now at the point we started from, we are led to the
great Provision Bazaar. Here we see citrons, bread, kolokasias, Jerusalem
artichokes, carrots, long radishes, turnips, raisins, dates, chestnuts, filbert nuts,
big almonds, confections, poppy-seed for soothing children to sleep, linseed,
pulse, vegetables of all kinds [], pinetree gum for barrels, which the Turks
like to chew also. [] By the side of these are tobacconists, sitting with their
legs crossed under them and cutting fine tobacco with sharp knives on
horseshoe-shaped iron.
........
,
, , , ........ ,
, , ,
.......

. ,
...... .
,
. , , ,
, , , , ,
, , , , , ,
, , , ,
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.
Kaynak E: 1873te Aridk Louis Salvatorun

Lefkoadaki pazar yeriyle ilgili yazsndan
(uyarlanmtr):
Lefkoada tm Trk kasabalarnda olduu gibi pazar yerleri sosyal hayatn
merkezidir: Mausa ve Baf kaplar arasndan uzanp ehri adil bir biimde
ikiye blerler
En... by [Pazar yeri] olup malatlar iindir ve zeri kubbeli atyla
kapaldr... Adada yaplan baz ipek ileri haricinde, orada satlan dier tm
rnler yurt dndan gelir. Onun yannda bir de ifti botlarnn yapld...
daha k var... Karsnda... zerinde bir ha olan ve 1866 yazan Yikko
Pazar var. Bu yeni byk pazar...tccarlarla ve sokakta mektup yazanlarla
doludur... Bu pazar yar kapal dier pazarlar takip eder. lerisinde de, terzilerin hatta diki makinasyla alanlarn olduu yerler bulunmaktadr.
Avrupa ayakkablarnn satld Pazar bitiiktedir... malat Pazarndan Baf
kaps ynne doru ilerleyince Makri Pazarna (Uzun Pazar) geliyoruz. Buradaki ilk dkkanlar Rumeli balklarnn mantolarn satanlardr. Birka Rum
terzi ve daha tede de kalayclar ve bakr ileriyle uraanlar vardr... Sonra,
ounlukla Trk erkeklerinin bu maddeyi imal ettii Calico Pazarna geliriz...
Biraz daha ilerde deri tccarlarn buluruz...Sa tarafta bir kahvehane.... Bu
Pazar Soka, sonuna doru erzak satan birka dkkan barndrr... ve Muhammed Said Cami adnda kk bir Cami vardr...Bu izgiyi takip ederken Trk
terliklerinin alnabilecei kk dkkanlar buluruz.
imdi baladmz noktaya geri dnersek, byk Erzak Pazarna karz. Burada
aakavunu, ekmek, kolokas, yerelmas, havu, uzun turplar, algam, kuru
zm, hurma, kestane, fndk, byk bademler, ekerleme, ocuklarn uyumas
iin onlar rahatlatan haha, keten tohumu, bakliyat, her trl sebze ve
Trklerin inemeyi de sevdii, flar iin am sakz grebiliriz. Bunlarn
yannda bada kurmu, at nal eklindeki demirlerin zerinde keskin baklarla ttn kesen ttncler oturur.

Source F: Samuel Baker visited Cyprus in 1879 and
wrote this about the bazaar in Larnaca (adapted):
I walked through the bazaar of Larnaca; this is situated at the west end
of the town near the fort, close to which there is a public fountain supplied
by the aqueduct. [] Brass taps were arranged around the covered stone
reservoir, but I remarked a distressing waste of water, as a continual flow
escaped from an uncontrolled shoot which poured in a large volume
uselessly into the street.
[]
Although the crowd was large, and all were busied in filling their jars and
loading their respective animals, there was no jostling or quarrelling for
precedence, but every individual was a pattern of patience and good
humour. Mohammedans and Cypriotes thronged together in the same
employment, and the orderly behaviour in the absence of police supervision formed a strong contrast to the crowds in England. []
The shops of the bazaar were all open, and contained the supplies usually
seen in Turkish markets: vegetables, meat, and a predominance of native
sweets and confectionery, in addition to stores of groceries, and of
copper and brass utensils. An absence of fish proved the general indolence of the people; there is abundance in the sea, but there are few
fishermen.
[] The native Cypriote does not purchase at European shops; his wants
are few; the smallest piece of soap will last an indefinite period; he is
frugal to an extreme degree; and if he has desires, he curbs such temptations and hoards his coin. Thus, as the natives did not purchase, and
all Europeans were sellers without buyers, there was no alternative but
to shut the shutters. This was a species of commercial suicide which
made Larnaca a place of departed spirits; in which unhappy state it
remains to the present hour. Even the club was closed.
: Samuel Baker
1879
: ()
Kaynak F: 1879da Kbrs ziyaret eden Samuel

Bakerin Larnakadaki Pazar yeriyle ilgili yazsndan
(uyarlanmtr):
,
,
, ...

, ,

[] .
Larnaka Pazarnda yrdm; buras ehrin en batsnda surun yannda,

su kemerinden su alan bir halk emesine yakn bir yerdi. Pirin musluklar, tala kaplanm haznenin etrafna diziliydi. Ancak, zc bir ekilde
suyun boa harcandn fark ettim. Su srekli olarak kontrolszce darya
fkryor, bol miktarda su sokaa tayordu.
[]

,
,
.

. []

, ,
,
.
,
, .
[] .
.
, , ;
. ,
,

. ,

.
.
[]
Kalabaln byk olmasna ve herkesin testileri doldurmakla ve kendi
hayvanlarna yklemekle megul olmasna ramen, ne gemek iin
itiip kakma ve tartma yoktu. Her birey sabrl ve gler yzlyd.
Mslmanlar ile Kbrsllar ayn eyi yapmak iin toplanmlard ve
ngilteredeki kalabalklarn aksine, polis gzetimi olmadan da birbirlerine
dzgn davranyorlard. []
Pazardaki tm dkkanlar akt ve genellikle Trk ak pazarlarnda bulunan sebze, et, yerli tatl ve ekerleme arlkl yiyecekler satan dkkanlarn
yannda manavlar ve pirin kapkacak satan yerler de bulunuyordu. Balk
satnn olmamas insanlarn tembelliini gsteriyordu; denizde bolluk
var, ancak ok az kii balklk yapyor.
[] Aslen Kbrsl olanlar Avrupa dkkanlarndan bir ey almaz; onlarn
istekleri azdr; en kk bir sabun paras bile onlara ok uzun bir sre
yeterdi ve para konusunda ar derecede idareliydiler. Eer istedikleri bir
eyler varsa, bu arzularn gemlerler, paralarn biriktirirlerdi. Bylelikle,
yerliler bir eyler almadndan ve Avrupallar da alclar olmayan satclar olduklarndan kepenkleri indirmekten baka areleri yoktu. Bu,
Larnakay halihazrdaki mutsuzluuna terk edilmi hale getiren ticari bir
intihard. Kulp bile kapanmt.

How did travellers in the past see Cypriots?
For this first activity you will need to work in pairs or
groups. Choose one of the photographs on Source
Card 1 (Source A or Source B); then write down exactly
what you see.
Now give your description to your partner or read it
to the group. Can your classmates guess which photograph you were describing? Did your description fit
the photograph you chose?
Sources A and B are both photographs of bazaars in
Nicosia. Look at them again and write down the
answers to these questions:
Which do you think is the older photograph?

What can you see that tells you about the age
of the photograph?

;

.
1. (
A B)
.
/ /
.
/
;
;
A B
.
:
What are the people wearing?

Where is the activity taking place?
What do the buildings look like?
;
;
;
;
;
Gemite gezginler Kbrsllar nasl grrd?

Bu ilk aktivite iin ya ikili olarak ya da daha byk gruplar halinde almalsnz. Kaynak Kart 1i bulun. Karttaki
resimlerden birini seip (Kaynak A ya da B) tam olarak
ne grdnz yazn.
imdi yaptnz tanm arkadanza ya da gruba okuyun. Snf arkadalarnz hangi resmi tarif ettiinizi tahmin edebiliyor mu? Yaptnz tanm, setiiniz resimle
uyumlu mu?
Kaynak A ve B Lefkoadaki pazarlara ait resimlerdir.
Resimlere tekrar bakn ve aadaki sorularn cevaplarn yazn:
Sizce hangi resim daha eskidir?

Resimde, resmin ne kadar eski olduuyla ilgili
fikir verecek neler gryorsunuz?
zerinde dnlecekler:
nsanlar ne giyiyor?
Olay nerede gerekleiyor?
Binalar nasl grnyor?

Look again at Sources A and B and think about these
questions:
A B :
Kaynak A ve Bye tekrar bakarak aadaki sorular dnn:
Which things about the photographs are similar? Which are different?
; ;
Bu iki resim arasndaki benzerlikler ve farklar

nelerdir?
What are the people in the photographs doing?
Resimlerdeki kiiler ne yapyor?
Now look at Sources C and D on Source Card 2. These

are also pictures of bazaars in Nicosia. Think about all
the questions above and answer them, thinking about
all four pictures.
2.
.

, / .
imdi Kaynak Kart 2deki kaynak C ve Dye baknz.

Bunlar da Lefkoadaki pazarlarn fotoraflardr. Yukardaki btn sorular dnn ve drt resme bakarak
sorular yantlayn.
Work with your partner. Choose two people from any

one of the pictures and imagine that each of you is
one of them. Write down your conversation. Perhaps
you have come to the bazaar to buy something or sell
something or to find someone. Make your conversation
into a short scene of a play and then perform it for the
rest of the class.
/ / .

.
.
.

.
Arkadanzla birlikte aln. Resimlerin herhangi birinden iki kii sein ve bu iki kiinin sizler olduunu dnn. Oradaki karlkl konumanz yazn. Muhtemelen
pazara bir ey almak, bir ey satmak ya da birini bulmak
iin geldiniz. Karlkl konumanz bir oyunun ksa bir
sahnesi olarak yazn ve bu rolleri snftakilere canlandrn.
Talk to your grandparents and ask them to tell you

what they remember about their visits to bazaars and
market places.
Bykannenize ve bykbabanza Pazar yerleri ve ak

pazarlara gittikleri zamana ait ne hatrladklarn sorun.

Choose one of the pictures of a bazaar from either
Source Card 1 or 2 Look closely at the photograph or
the engraving and answer the following questions:
1. What sort of people can you see? What different
groups of people are there?
2. What are the people thinking? What do they think
about the place they are in?
3. What questions would you like to ask the people
in these pictures?
Use Sources E and F for these activities.
Prepare a list of positive and negative things

the writers say about Cyprus when describing
the bazaars in the nineteenth century.
How did foreigners interact with Cypriots in the

bazaars at this time? Why do you think they
interacted in these ways?
Gemite gezginler Kbrsllar nasl

gryordu?

1 2.
:
Kaynak Kart 1 veya 2den bir resim sein, fotorafa veya

gravre yakndan bakarak aadaki sorular yantlayn:
1. ;
;
2. ;
;
3.
;
E .

;

;
1. Ne tr insanlar gryorsunuz? Resimde ne gibi farkl

insan gruplar var?
2. nsanlar ne dnyorlar? Olduklar yerle ilgili ne
dnyorlar?
3. Bu resimlerdeki kiilere ne sormak isterdiniz?
Bu aktiviteler iin kaynak E ve Fyi kullann.
Yazarlarn 19.yzyldaki pazarlar anlatrken Kbrs ile ilgili olumlu ve olumsuz olarak neler sylediklerinin bir listesini hazrlayn.
Tarihin o dnemlerinde yabanclarla Kbrsllar

arasnda nasl bir etkileim vard? Sizce neden
bu ekillerde bir etkileimleri vard?

Use any of the Source Cards to help you answer the
following questions:
Aadaki sorular yantlamanza yardmc olmas iin

kaynak kartlarndan herhangi birini kullann:
1. Was the Nicosia bazaar more extensive or less extensive than it is now?
1. , ;
1. Lefkoa Pazar imdiyle kyaslandnda daha m ok,

yoksa daha m az kapsamlyd?
2. Do people still go to bazaars or markets for the same

reasons that they did in 1873? Give reasons for your
answer.
2. 1873;
.
2. nsanlar halen Pazar yerlerine ya da ak pazarlara

1873de olduu gibi, ayn nedenlerle mi gidiyorlar?
Cevabnz gerekelerle aklayn.
You will need to find a map of modern Nicosia for this

next activity. A Google map will be suitable; or a copy
of the map on the notice boards of the Nicosia Master
Plan throughout the walled city.

.
Google Earth

.
Bir sonraki aktivite iin yeni bir Lefkoa haritas bulmanz gerekecek. Bir Google haritas ya da sur iindeki
Lefkoa mar Plan bilgi panolarnda asl olan haritann
bir kopyas sizin iin uygun olacaktr.
Look at the sources again and try to work out where

the Nicosia bazaars were at the time these travellers
were writing.
Then write a few paragraphs explaining the changes
in the way people shop now compared to the late
nineteenth century. (Look at Sources C, D, E and F)

.

,
. (
, , E )
Kaynaklara yeniden bakn ve gezginlerin yazlarn yazd dnemlerde Lefkoa Pazar yerlerinin nerede olduunu bulmaya aln.
Sonra da gnmz insanlarnn alveri yapma biimlerinin 19.yzyl sonlarna kyasla nasl deitiini aklayan birka paragraf yazn. (Kaynak C, D, E ve Fye bakn)

Using any of the sources, write brief answers to each of
these questions:
1. How important were bazaars for the Cyprus economy?
2. How important were bazaars for social interaction in
Cyprus?
Consider all the sources again. Explain how these sources
are useful for an historian who is considering:
trade in the region;

urban development;
roles of men and women;
home life, and social and cultural life in Cyprus;
food;
the relationship between different communities.
Do these sources tell you the whole story in relation to each

of the above? What other sources might you want to look
at? What other information and knowledge do you need
(if any)?
Choose one or two topics from the list above and prepare
a presentation justifying your ideas. Title your presentation
Using historical sources.
Based on the information you have acquired during these
activities, prepare a presentation describing how the economy brought people together in Cyprus in the nineteenth
century.
Gemite gezginler Kbrsllar nasl

gryordu?
,
:
1.
;
2. ;
Aadaki sorulara ksa cevaplar yazmak iin kaynaklardan

herhangi birini kullann:
.
, :
,
,
,
,
,
,
.

;
; () ;
. .

,

.
1. Pazarlar Kbrs ekonomisi iin ne kadar nemliydi?

2. Pazarlar Kbrsta sosyal etkileim iin ne kadar nemliydi?
Tm kaynaklar yeniden gzden geirin. Aadaki konular
aratran bir tarihi iin bu kaynaklarn ne kadar yararl olduunu aklayn.
blgedeki ticaret;
kentsel geliim;
kadn ve erkein rolleri;
Kbrsta aile ii, sosyal ve kltrel yaam
gda;
farkl toplumlar arasndaki iliki
Bu kaynaklar, size yukardaki konularla ilgili her eyi anlatyor

mu? Baka ne gibi kaynaklara bakmak isterdiniz? Baka ne
tr veri ve bilgiye ihtiya duyuyorsunuz (varsa)?
Yukardaki listeden bir veya iki konu seip fikirlerinizi aklayan bir sunum hazrlayn. Sunumunuza Tarihsel kaynaklarn kullanlmas baln verin.
Bu aktiviteleri yaparken edindiiniz bilgiye dayanarak, 19.
yzylda Kbrsta ekonominin insanlar nasl bir araya getirdiiyle ilgili bir sunum yapn.

Referring to Sources E and F write short answers to each of
the following questions:
E , :
E ve F kaynaklarna atfta bulunarak aadaki sorulara ksa

cevaplar yazn:
1. What can you say about the perspective adopted by

each of the two authors?
1. ;
1. ki yazarn benimsedii bak alaryla ilgili neler syleyebilirsiniz?
2. For whom were they writing?
2. ;
2. Kimler iin yazyorlard?
3. How might the narrative be different if the situation

were described by someone living in Nicosia at the time?
3.

;
3. Yazlar o dnemde Lefkoada yaayan biri tarafndan

yazlsayd, hikayede ne gibi farkllklar olurdu?
4. How reliable do you think the sources are? Give your

reasons.
Again referring to Sources E and F, investigate the relationship between fact and opinion for each of the writers. First,
identify what you think are facts and what are opinions.
Mark up a photocopy of the text and mark it showing facts
in one colour and opinions in another colour.
Compare the views of Samuel Baker, who was British, with
that of Archduke Salvator, who was an Austrian. How do
they differ? Why do you think there are differences? Present
your findings in a short PowerPoint presentation.
Based on Source D (which was published in the Illustrated
London News as one of the first images of Cyprus created
by British officers and published in the British press) imagine you are a traveller at the time and write an article which
would accompany the picture in a newspaper.
4. ; .
E ,

.
. ,
.
Samuel Baker,
, Louis Salvator (
). ;
;
PowerPoint.
(
London Illustrated News

),

.
4. Sizce kaynaklar ne kadar gvenilirdir? Nedenlerini syleyin.

Yine E ve F kaynaklarna atfta bulunarak, her iki yazar iin
de gerek ve kiisel gr arasndaki fark aratrnz. lk olarak neyin yazar gr ve neyin gerek olduunu dndnz belirleyin. Metinlerin birer fotokopisini alp yazar
gr olduunu dndnz yerleri bir renkle, gerek
olduunu dndnz yerleri de baka bir renkle iaretleyin.
ngiliz olan Samuel Baker ve Aridk Salvatorun (Avusturyal)
grlerini karlatrn. Aralarndaki farklar nelerdir? Neden
farkllklar olduunu dnyorsunuz? Bulgularnz ksa bir
power point sunumuyla anlatn.
Kaynak Dye dayanarak (London Illustrated Newsde yaynlanm, ngiliz memurlar tarafndan ekilen ve ngiliz basnnda yer alan ilk Kbrs fotoraflarndan biri), o dnemde
yaayan bir gezgin olduunuzu dnn ve gazetede yaynlanmak zere bu resme elik edecek bir makale yazn.
TOPIC 4
LIFE IN BAZAARS IN C YPRUS

TEACHER NOTES

Bazaars are public places; public places are characterised by diversity. This
topic gives great opportunity to teach about cultural diversity and about
the contributions that different groups of people make to society. Through
a study of the life in bazaars pupils can learn about multicultural Nicosia in
the past and present. The goods sold in bazaars come from a diversity of
sources; learning about the interactions of people in supplying goods to
the needs of people also helps pupils understand different cultures. The
development of empathy can be encouraged through studying this topic.
Learning intentions
The enquiry question for this topic is: What can we learn about the multicultural nature of Cypriot society by studying the activities that take place
in bazaars at different times in history? All activities are designed to give
pupils an insight to this question and to form their own views about a
general answer to it. Specifically pupils will be expected to be able to
understand:
what a bazaar is;
As initial motivation to the topic, pupils could listen to voice recordings

made in a bazaar today. Recordings would be of people selling their wares
at the bazaars of Nicosia in north and south. Various languages could be
presented (Arabic, Greek, Turkish, Pakistani, etc.). Pupils would be asked to
identify the cultural and ethnic background of the people on the recordings.

A
Archduke Louis Salvator of Austria, (1881) Lefkosia, the capital of

Cyprus, Kegan Paul and Co, London, reprinted 1983 by Trigraph,
p. 52.
Ermou Street, Nicosia. Photograph by Haigaz Mangoian (19071970) by kind permission of Avo Mangoian.
Nicosia Street 1928. National Geographic, July 1928, Unspoiled

Cyprus, National Geographic Society, Washington DC, p. 10.
Extracts from interview with Turkish Cypriot lady who works at

the Belediye Pazari /Municipal Market, Nicosia north, 2009.
Sarah Fenwick, Nicosia 2009.
Cyprus 1878, the journal of Sir Garnet Wolseley.
Archduke Louis Salvator of Austria (1881) op. cit. p. 54.
Mahda Ohnefalsch-Richter (2006) Greek Customs and Mores in

Cyprus. Laiki Group Cultural Centre of Marfin Popular Bank, Nicosia. pp. 163, 25960.
G.H. Lane, A bazaar at Larnaka, engraving from the The Graphic, 1878.
that different people go to the bazaar for different reasons;

that different products were sold at Nicosia bazaars and that products
came from a variety of sources;
that different activities take place at a bazaar.
This topic and Topic 3 Bazaars in Cyprus as seen by travellers introduces
pupils to the idea of bazaars as they were in the nineteenth century and
onwards. It may be worthwhile before starting work on bazaars to establish
that bazaars were first and foremost places where people shop. For primary
pupils it would then be a good idea to ensure that they had an understanding that we now commonly call such places markets. The idea of a shopping mall could also be discussed.
Pupil learning in this topic will be guided by the questions and activities on
the Activity Cards. The main pedagogical approaches to this topic are active
learning based on group work and interaction with the questions. Teachers
should encourage pupils to look carefully at the sources, comparing them
with what they might have thought. Some specific techniques in looking
at the sources include:
What happened next? In this approach pupils can be asked to say

what they think happened next in the scene of a picture or description of an event.
What are the people thinking? Speech or thought bubbles can
be superimposed on pictures for pupils to fill in. This technique
helps pupils look more closely at the depiction.
A LOOK AT OUR PAST
Historical period
The sources available that relate to this theme are from the latter period of
the Ottoman Empire and the beginning of British Rule: the period from 1870
through to about 1920.
Links to curriculum
The curriculum area of history is Social history of Cyprus during the Ottoman
and British periods. The theme can also be linked to the curriculum subjects
of social studies, civics, citizenship, geography, economics, language and art.

There is a natural link to Topic 3 Bazaars in Cyprus as seen by travellers.
Many of the sources in this topic could be valuable in studying Topic 5
Buildings in walled Nicosia and Topic 6 Coffee shop traditions in Cyprus.

.

. , /

.
.
,
/ .

.

:
,

;
/ /

. / /
:
,
.
:
; /

.
; (
)
/ /.
/ /
.
, /
.

.
(, , , ..).
/
.
Louis Salvator , (1881) ,

, Kegan Paul .., ,
1983 Trigraph, . 52
, . Haigaz Mangoian
(1907-1970) Avo Mangoian.
National Geographic, 1928, , National

Geographic Society, Washington DC, .10
,
Belediye/ , . ,
2009
Sarah Fenwick, 2009
1878, Sir Garnet Wolseley.

Marfin Popular
Bank
Louis Salvator (1881), .. . 54
Mahda Ohnefalsch-Richter. (2006)

. Marfin Popular
Bank . 163, 259-60
G.H. Lane, , The

Graphic, 1878
,

,

( 3:
) / /
.
,

. /

.
.

.

. / /

: 1870 1920 .

.

, , , ,
.

3:
.
5:
6:
.
KONU 4
KIBRISTAK PAZAR YERLERNDE YAAM

RETMENLERE NOTLAR
Konuya giri
Pazar yerleri halka ak yerlerdir; bu tr kamusal alanlar eitlilikleriyle bilinir.
Bu konu, kltrel eitlilii ve farkl insan gruplarnn topluma yapt katky
retmek asndan nemli bir olanak salamaktadr. Pazar yerlerindeki
yaam alan renciler, bu yolla, ok kltrl Lefkoann dnn ve
bugnn renebileceklerdir. Pazarlarda satlan rnler eitli kaynaklardan
gelir; halkn ihtiyalarna gre halka rn sunan insanlar arasndaki etkileimi
renmek de, rencilerin farkl kltrleri anlamasna yardmc olacaktr. Bu
balk altnda, renciler, empati gelitirmeye ynlendirilebilirler.
renme Amalar
Bu konunun aratrma sorusu udur: Tarihin farkl dnemlerindeki pazar
yerlerinde gerekleen faaliyetleri inceleyerek Kbrs toplumunun ok kltrl
doasyla ilgili neler renebiliriz? Btn aktiviteler, ocuklara bu soruyla
ilgili anlay gelitirmeleri ve genel cevap hakknda kendi grlerini
oluturmalar iin tasarlanmtr. rencilerden zelde aadakileri anlayabilmeleri beklenecektir:
pazar yerinin ne olduu;

farkl insanlarn farkl nedenlerden dolay pazara gittii;
Lefkoa pazarlarnda farkl rnlerin satld ve bunlarn eitli
kaynaklardan geldii;
Konuya girite motivasyon olarak renciler, gnmzn pazar yerlerinde

kaydedilmi ses kaytlarn dinleyebilirler. Bunlar, Lefkoann kuzeyi ile gneyindeki Pazar yerlerinde sat yapan kiilerin kaytlar olabilir. Farkl diller (Arapa,
Rumca, Trke, Urduca vs.) sunulabilir. rencilerden kaytlardaki kiilerin
etnik ve kltrel altyaplarn belirlemeleri istenebilir.
rencilerin Kaynak kartlarnda bulunan kaynaklar:

A.
Avusturya Aridk Louis Salvator, (1881) Levkosia, the capital of

Cyprus (Lefkoa, Kbrsn bakenti), Kegan Paul and Co., Londra,
Trigraph tarafndan 1983te yeniden basld, s. 52.
B.
Ermu Soka, Lefkoa. Avo Mangoiann izniyle Haigaz Mangoiann

fotoraf (19071970).
C.
National Geographic, Temmuz 1928,Unspoiled Cyprus(Bozulmam

Kbrs), National Geographic Society, Washington DC, s. 10.
D.
Belediye Pazarnda alan Kbrsl Trk bir kadnla rportajdan

alntlar/Belediye Pazar, kuzey Lefkoa, 2009.
E.
Sarah Fenwick, Lefkoa 2009.
F.
Kbrs 1878, Sir Garnet Wolseleyin seyir defterinden.
G.
Avusturya Aridk Louis Salvator (1881), yukarda belirtilen kitap,

s.54.
H.
Mahda Ohnefalsch-Richter. (2006) Greek Customs and Mores in

Cyprus. (Kbrsta Rum gelenek ve adetleri) . Marfin Popular Bankas
Laiki Grup Kltr Merkezi, Lefkoa, s.163, 25960.
J.
G.H Lane, Larnakada bir pazar yeri. The Graphic ten gravr, 1878.
pazar yerinde farkl faaliyetlerin yapld.
Pedagojik yaklamlar
Bu ve bir nceki konu (3. konu: Gezginlerin gzyle Kbrsta pazar yerleri),
rencilere, 19. yzyl ve sonrasndaki pazar yeri anlayn tantmaktadr.
Pazar yerleriyle ilgili almaya balamadan nce, pazar yerlerinin, alveri
iin ilk ve en ncelikli yerler olduunu belirtmek faydal olabilir. lkokul
rencilerinin anlayabilmesi iin bu gibi yerlere artk yaygn olarak ak pazar
dediimizi sylemek iyi bir fikir olabilir. Bir alveri merkezi fikri de tartlabilir.
rencilerin renme sreci, kartlardaki aktiviteler ve sorularla ynlendirilecektir. Bu konunun ilenmesinde esas alnan pedagojik yaklamlar, grup
almasna dayanan aktif renme ve sorularla etkileim salamadr.
retmenler rencileri, kaynaklara dikkatle bakarak, onlar kendi
dnceleriyle kyaslamalar iin tevik etmelidir. Kaynaklara bakmak iin
kullanlan birka teknik yledir:
Sonrasnda ne oldu? Bu yaklamla rencilere, resimdeki grntden sonra onlara gre ne olduu sorulabilir veya onlardan olay
tanmlamalar istenebilir.
nsanlar ne dnyor? Resmin zerine rencilerin doldurmas
iin konuma veya dnce baloncuklar izmek yararl olacaktr.
Bu teknik, rencilerin resme daha yakndan bakmalarna yardm
edecektir.
GEMMZE BR BAKI
Tarihi Dnem
Bu konuyla ilgili mevcut kaynaklar, Osmanl mparatorluunun sonlar ile
ngiliz Ynetiminin balangcndan itibarenki dneme aittir: 1870ten balayp
1920lere kadar olan dnem.
Mfredatla ilikisi
Tarih ders mfredatnda bulunan Osmanl ve ngiliz dnemlerinde Kbrsn
sosyal tarihi konusuyla ilgilidir. Tema; sosyal bilimler, vatandalk, corafya,
ekonomi, dil ve sanat ders konularyla da balantldr.

nc konu olan Gezginlerin gzyle Kbrstaki pazar yerleri konusuyla
dorudan bir balants vardr. Bu balk altndaki kaynaklarn ou beinci
konu olan Lefkoa Surlariindeki Binalar ve altnc konu olan Kbrsta Kahvehane Gelenekleri allrken de yararl olabilecektir.
LIFE IN BAZAARS IN CYPRUS / / KIBRISTAK PAZAR YERLERNDE YAAM

KAYNAK KARTI 1
Source A:
A:
Kaynak A:
When Archduke Louis Salvator visited Cyprus in 1873, he wrote

about bazaars. This is adapted from part of what he wrote:
Louis Salvator
1873, .
:()
Aridk Louis Salvator, 1873te Kbrs ziyaretinde pazar yerleri

hakknda yazlar yazd. Yazdklarndan bir blm aadadr:
There are twenty-three bazaars in all:

Manufactures
Toplam yirmi tane pazar yeri vardr.

malatlar
Tailors
Terziler
Calico, rugs, hides
European shoemakers
, ,
Pamuklu bezler, hallar, hayvan derisinden yaplan malzemeler
Shoemakers
Avrupal ayakkabclar
Turkish shoes
Ayakkabclar
Yarns
Trk ayakkablar
Cabinet-makers
Pamuk iplikleri
Carriages
Doramaclar
Copper articles
At arabalar
Silversmiths
Bakr malzemeleri
Ironware
Gmler
Earthenware
Demir eyalar
Haberdashery
anak mlekiler
Taverns
Tuhafiye
Vegetables and meat
()
Tavernalar
Fish
Sebze ve et
Halav (sweets)
Balk
Women
Helva (tatllar)
Cotton
Kadn
Flour
Pamuk
Wheat and barley
Un
Mules.
Arpa ve buday
Katr.

:
Source D:
People come to the bazaar to socialise, to sell their products and
to buy products typical of Cyprus. You know, products in the
bazaar are mostly cheaper than in the supermarkets or other
shops. Going to the bazaar is an activity for the people who are
not going anywhere or do not have enough money to do
something else.
,

.
, .
.
Kaynak D:
nsanlar sosyallemek, rnlerini satmak ve Kbrsa zg rnler
almak iin pazara gelirler. Bildiiniz gibi, pazarlarda satlan rnler
marketlerdeki veya dier dkkanlardaki rnlere gre daha ucuz
olur. Pazara gitmek, baka bir yere gitmeyen veya baka trlsn
yapmaya paras yetmeyen kiilerin yapt bir eydir.
:
Source E:
My friend, who is a 75-year-old woman from a mountain village
in the Limassol area, goes to the [] open market [] in Nicosia
every Wednesday morning. She mainly goes to see her friends
who have stalls and sell produce there. They are her lifelong social
contacts and also come from villages in her region, so she goes
to have fun and keep in touch with them. My friend also enjoys
the shopping.
, 75
, []
[] .
.
,
,
.
.
Kaynak E:
Limasol blgesindeki bir kyde yaayan 75 yandaki kadn
arkadam her aramba sabah Lefkoadaki [...] ak pazara [...]
gider. Oraya genellikle tezgahlar olan ve rn satan arkadalarn
grmeye gider. Onlar arkadamn, hayat boyunca sosyal iletiimde
olduu ve kendi blgesinden olan kiilerdir. Dolaysyla arkadam
oraya elenmek ve o kiilerle ban koparmamak iin gider.
Arkadam ayn zamanda alveri yapmaktan da holanr.

Source F: Excerpt from the book Cyprus 1878,
the journal of Sir Garnet Wolseley
: 1878,
Sir Garnet Wolseley
Kaynak F: Kbrs 1878, Sir Garnet Wolseleyin seyir

defteri kitabndan alnt
Started with Gifford a little after 6 a.m. for Nicosia to see the Fair
which comes everyday Friday. The scene was a curious one and
well worth seeing, the variety of colour and costume being very
pleasing to the eye. [...] It is curious what a number of Negro
women there are in Nicosia.
Gifford 6 .. ,
.
, . []
.
Giffordla birlikte sabah 6y biraz gee, Lefkoada her Cuma kurulan Panayra gitmek iin yola ktk. Manzara ok ilgin ve grlmeye deer olup, renklerin ve kyafetlerin eitlilii gze ok ho
grnyordu. [....] Lefkoada bu kadar ok siyahi kadn olmas da
ilgin.
Source G: Description of Nicosia Bazaar by Archduke

Louis Salvator, 1873, (adapted)
In all these places the most motley crowd in the world is hurrying
up and down, especially before noon; peasants in showy dresses,
veiled Turkish women, boys with widely opened eyes. Here we
knock against an ambulant salep shop (a kind of tea which people drink on winter mornings) [...] The most varied scene is every
where before our eyes; the shopkeepers alone are like statues,
motionless, smoking in deep silence. Here and there you see a
towel hanging from a stick, which is the characteristic signboard
of all barbers, most of them Greeks; all coffee-house keepers
(kafedjis) are Turks, lying about lazily on their benches waiting for
guests. From one or the other shop round cages with turtle-doves
or red-legged partridges are hanging over the pavement.
:
Louis Salvator, 1873 ()

, .
,
, .
(
)
, .
,
, .
()
.

.
Kaynak G: Aridk Louis Salvatorun Lefkoa Pazarn

tarifinden uyarlanmtr, 1873 (uyarlanmtr)
Tm bu yerlerde, dnyann en eitli kalabal tela iinde gidip
geliyor, zellikle leden nce; gsterili elbiseler iindeki kyller, rtl Trk kadnlar ve gzleri fal ta gibi alm olan ocuklar... te seyyar salep (k sabahlarnda iilen scak bir iecek)
satcsna rastlyoruz....... Gzmzn nnden eitli enstantane
geiyor; dkkan sahipleri heykel gibi, hareketsiz, sessizce sigara
iiyor. Orada burada, her yerde ou Rum olan berberlerin karakteristik iareti olan kazklara asl havlular grrsnz; btn kahvehane sahipleri (kahveciler) Trk olup, banklarnda tembelce
uzanm, mteri gelmesini beklerler. Baz dkkanlarn kelerinde,
veyik ve krmz ayakl kekliklerin bulunduu yuvarlak kafesler
kaldrmn zerinde asldr.

Source H: Magda Ohnefalsch-Richter who was in
Cyprus from 1897 to 1912 wrote (adapted):
Every Friday, the traditional holiday of the Turks, a weekly market
is held in Nicosia, which is visited by a lot of people. In the square
in front of the Konaki the horse market takes place and elsewhere
the grain, fruit and vegetable market. In a third site on one of the
main streets of Nicosia, women sit and sell locally-grown produce.
This is the womens bazaar.
Fairs, which are markets sanctioned by the Church, are also very
popular, during which people with extraordinary powers are put
on show.
: Magda Ohnefalsch-Richter,
1897 1912,
():
, ,

.
,
.
,
. .
, ,

-.
Source J / / Kaynak J
Kaynak H: 18971912 yllarnda Kbrsta bulunan

Magda Ohnefalsch-Richter yle yazmt:
Trklerin geleneksel tatili olan Cumalar, Lefkoada birok kiinin
ziyaret ettii haftalk ak pazar kurulur. Konan nndeki meydanda at pazar, onun dndaki dier yerlerde ise tahl, meyve ve
sebze pazarlar... Lefkoann ana caddelerinden birinde nc
bir alanda, kadnlar yetitirdikleri yerli rnleri satarlar. Buraya
kadnlar pazar denir.
Kilisenin desteiyle kurulan ak pazarlar ve panayrlar da ok
poplerdir. Panayrlarda olaand gleri olan kiiler gsteriler
yaparlar.

What can we learn about the multicultural
nature of Cypriot society by studying the
activities that take place in bazaars at
different times in history?
To start this activity you need to draw three columns
on your paper. In the first column write down a list of
things you can buy in a market or bazaar today. Do not
make your list too long.
Which special things would you go to a market

for?
What do things cost?
In the second column put a tick beside those things

you think you could have bought in a bazaar 100 years
ago.
Then in the third column add some things you think
you could have bought 100 years ago that you cannot
buy now.
When you have finished your lists look at Source Card
A. This is a list of bazaars seen by a traveller to Cyprus
in 1873. Look at the list and check whether your second
and third columns were right.

,

;

.
.
.
:
-;
;

100 . ,
100 ,
.
,
1.

1873.
.
Tarihin farkl dnemlerinde pazar yerlerinde

yaplan faaliyetleri inceleyerek, Kbrs
toplumunun ok kltrl doasyla ilgili
neler renebiliriz?
Bu aktiviteye balamak iin kadnza stun izmelisiniz. lk stuna, gnmzdeki pazar yerlerinden veya
ak pazarlardan neler alabileceinizi yazn. Listeniz ok
uzun olmasn.
zerinde dnlecekler:
Ak pazara zellikle ne almak iin gidersiniz?

Aldnz eylerin maliyeti ne olur?
kinci stunda, listenizin iinden, 100 yl nce de pazardan alabileceinizi dndnz eyleri seerek iaretleyin.
Sonra da nc stuna, 100 yl nce pazardan alabileceinizi dndnz; ancak imdi alamadnz
eyleri yazn.
Listelerinizi bitirdiiniz zaman kaynak kart Ay bulun.
Bu kaynakta, 1873te Kbrs ziyaret eden birinin pazar
yerinde grdklerinin bir listesi var. Bu listeye bakn ve
sizin ikinci ve nc stunlarnzn doru olup olmadn kontrol edin.

Now think about going shopping today in a mall.
Describe the differences and similarities you think there
are between todays malls and bazaars in the past.
Make two columns: one headed Malls today and the
other Bazaars in the past.

.

.
:
.
imdi byk bir alveri merkezine gittiinizi dnn.

Gnmzn alveri merkezleriyle, gemiteki pazarlar arasnda olduunu dndnz benzerlikler ile
farkllklar tanmlayn. Biri gnmzn alveri
merkezleri, dieri ise gemiteki pazar yerleri iin
ayrlm iki stun hazrlayn.
zerinde dnlecekler:
What are the buildings like?

What are the people like?
Where are bazaars and malls situated?
What about the cost of things?
Sources F, G, H, and all the picture sources might help

you think about bazaars in the past.
To complete your activity think again about all the
people who visit bazaars, markets and malls. Draw a
picture of activity at a bazaar and include as many
different people as you think you would see there.
;

;
Binalar nasld?
Peki ya aldklarnzn maliyeti nedir?
nsanlar nasld?
Pazarlar ve alveri merkezlerinin yerleri nerelerdedir?
, , ,
,
.
F, G, H ve kaynaklar ile dier tm resim kaynaklar,

gemiteki pazarlar dnmeniz iin size yardmc
olabilir.

,
.

.
Aktivitenizi tamamlamak iin pazara, ak pazara ve

alveri merkezlerine giden kiileri dnn. Pazarda
geen bir faaliyetin resmini izin ve iine aklnza
gelebildii kadar, orada grebileceiniz farkl insanlar
da ekleyin.

What can we learn about the multicultural
nature of Cypriot society by studying the
activities that take place in bazaars at
different times in history?
For this enquiry you will need to refer to all the Source Cards.
You may also want to look at the sources in Topic 3 Bazaars
in Cyprus as seen by travellers.

,

;

. 3:
.

. ;
People go to bazaars for many different reasons. How many

reasons can you find in the sources?
What are people going to do when they get to the

bazaar?
Who are they going to meet?
How long are they going to be there?
Make a list of the different reasons and keep it.

Now think about all the people at the bazaar. Look again
at the sources and find out how many different ethnic
groups are mentioned in the accounts?
Why do you think there are several ethnic groups?

Are some groups engaged in special activities?
Do different ethnic groups remain separate or mix
together?
;
;
;
.

.

.
:

;

;

;
Tarihin farkl dnemlerindeki pazar

yerlerinde yaplan faaliyetleri inceleyerek,
Kbrs toplumunun ok kltrl doasyla
ilgili neler renebiliriz?
Bu soru iin tm kaynak kartlarna atfta bulunmanz gerekir.
nc konu olan gezginlerin gzyle Kbrstaki pazar
yerleri konusuna ait kaynaklara da bakmak isteyebilirsiniz.
nsanlar pazarlara farkl nedenlerle giderler. Kaynaklarda
buna rnek olarak ka neden bulabilirsiniz?
zerinde dnlecekler:
Pazara geldiklerinde insanlar ne yapacaklar?

Kiminle buluacaklar?
Pazarda ne kadar kalacaklar?
Farkl nedenlerin listesini yapp, muhafaza edin.

imdi pazardaki tm insanlar dnn. Kaynaklara tekrar
bakarak, anlatlarda ka farkl etnik gruptan sz edildiini
bulun.
zerinde dnlecekler:
Sizce neden birok etnik grup vardr?

Baz gruplar, zel faaliyetlerde bulunuyorlar m?
Farkl etnik gruplar, ayr ayr m, yoksa karma bir ekilde
birlikte mi duruyorlar?

Make a list of all the different ethnic groups and alongside
each group write all the different things each person or
group is doing. Keep your list.
Now consider the range of products sold in the bazaar in
the past and now. Where do, or did, all these products come
from?
Which products are found in Cyprus?

Which products come from other countries?
Find out about the trade Cyprus had with these other countries in the nineteenth century. Does Cyprus still trade with
the same countries?
Make a list of all the places you think products came from
in Cyprus bazaars. Keep your list.
Imagine you were a traveller to Cyprus in the past watching
the activity in a bazaar. Write a letter to a friend at home
describing all the activity you see. Use your lists to help you,
and tell your friend what you found most interesting.

.
.

.
;
:
;
;

.
;
.
.

. / /
, . / /
.
Btn etnik gruplarn listesini yapn ve her bir grubun veya

kiinin yanna farkl olarak ne yaptklarn yazn. Listenizi
muhafaza edin.
imdi, gemite ve gnmzde pazarlarda satlan rn
eitlerini dnn. Bu rnler nereden gelmekteydi veya
gelmektedir?
zerinde dnlecekler:
Kbrsta hangi rnler bulunur?

Hangi rnler baka lkelerden gelir?
19. yzylda Kbrsn hangi lkelerle ticaret yaptn aratrn.

Kbrs, halen ayn lkelerle ticaret yapyor mu?
Kbrstaki pazar yerlerine nerelerden rnler gelmekte olduunu dnerek, bunun bir listesini yapn. Listenizi muhafaza
edin.
Farz edin ki, gemite Kbrsa gelen ziyaretilerden birisiniz
ve pazarda yaananlar izliyorsunuz. Kendi lkenizdeki bir
arkadanza grdnz faaliyetleri anlatan bir mektup
yazn. Size yardmc olmas iin listelerinizi kullann ve arkadanza sizin iin en ilgin olan eyi anlatn.
TOPIC 5
BUILDINGS IN WALLED NICOSIA

TEACHER NOTES
Learning intentions
What can the architecture of walled Nicosia tell us about the people who
lived here at different times? The area is defined by its walls which were
built by the Venetians. However, before that, the Lusignan period left a
heritage of the Gothic churches and some of the characteristic chapel
buildings of the Byzantine period are still standing. There is also evidence
of a Roman legacy. From the sixteenth century onwards the adoption of
Ottoman building style is felt very strongly in Nicosia, with baths, mosques,
bazaars and khans, and houses with the characteristic overhanging upper
floors. The British architectural style can be seen in civil service buildings
within the city.
The enquiry question for this topic is: Can you discover the multicultural
character of the walled city of Nicosia through the study of its architectural monuments? All activities are designed to give children an insight into
this question and to form their own views about a general answer to it.
The main learning intention linked to this broad enquiry is for pupils to see
walled Nicosia as a single unified city. Included in the activities are several
other learning intentions such as:
Walled Nicosia is a place where people with different cultures have lived
together in a unified city, but it is also a place with memories of conflict.
Studying the architecture and the monuments within the walls will
help show how the lives of various ethnic groups were intimately interconnected.
In the first activity, some pupils will classify the buildings according to age.
This gives the chance to show some chronological aspects of the history
of the city, introducing the various groups that have joined the population
at different times and are still there.
Other groups may classify according to use of the building. This gives the
opportunity to discuss concepts such as shelter, comfort, community, and
notions of hospitality, trade, and the fact that these are common to all
peoples. Other buildings represent religion and the differences and similarities between styles of worship can be seen in the architecture of different religious groups: for example, the focal point in churches and mosques
(the altar, the icon screen, the mihrab); the celestial architectural dome; the
spires, towers and minarets reaching upwards.
Another possible classification may be the location of the building, such
as being central, peripheral or in a certain quarter. This may lead to a discussion of the concepts of wealth and poverty, and of power, control,
subjects and citizens. The relative size of buildings could be another classification, and several concepts may be associated with this such as (again)
wealth, power and community.
The overarching historical concepts of continuity and change are well
illustrated by the study of a selection of architectural monuments.
Teachers can supplement the suggestions on the Activity Cards by introducing, for example, photographs of modern buildings and asking the pupils
to think about the differences between the monuments in walled Nicosia
and the modern buildings often outside the walls. Connections can be
made according to the types of classification pupils adopt for buildings.
A LOOK AT OUR PAST
Think about the differences between the modern and old architecture of Nicosia.
Recognise some of the most important monuments of walled
Nicosia and learn about their history, construction, function and
importance.
Classify the monuments in categories according to a particular
criterion; find similarities and differences between them.
To appreciate the concept of Nicosia as a unified city: realise the
multicultural character of Nicosia; appreciate and respect the
monuments of other cultures.
Pupil learning in this topic will be guided by the questions and activities
on the Activity Cards. However, as pupils learn best when they are actively
and emotionally engaged with the stimulus material, teachers should adopt
active learning strategies to encourage critical and creative thinking and
discussion by the pupils.
For example, several approaches could be taken with Source Card 1:
Pupils can discuss in groups what they think each of the buildings
is;
Teachers can prepare a set of labels which pupils can try to match
to the photographs;
Teachers can photocopy the card, cut it up and pupils can arrange
the buildings in their own categories.
For comparison, the teacher could obtain a set of photographs of modern

buildings and ask pupils to compare each modern building with an older
one using the same classification. An interesting exercise can also be done
asking pupils for the locations of both the modern buildings and historic
buildings on the cards. All the historic buildings are within walled Nicosia,
while the modern buildings (for the most part) are outside the walls.
BUILDINGS IN WALLED NICOSIA


Cyprus, Kegan Paul and Co. London, reprinted 1983 by Trigraph,
p. 42.
Archduke Louis Salvator of Austria (1881) op. cit., p. 49.
Michaelidi, M. A. op.cit. pp. 879 (Translated by M. Mavrada).
Visual sources
1
Buyuk Khan
Venetian Column
Omeriye Baths
Hadjigeorgakis Kornesiios
Mansion
Kyrenia Gate
Casteliotissa
Law Court Buildings
10
Selimiye Mosque (St Sophia

Cathedral)
Zahra Street
11
St John Cathedral
Chrysaliniotissa Church
12
Tahtakale Mosque
Historical period
The discovery of different architectural types and influences brings pupils
into contact with the major periods in the history of Cyprus from the Lusignan
to the British and then independent Cyprus. The topic can be the basis of
a broad study through time if supplemented with other material. In the
selection of particular monuments for exploration, the Ottoman period is
most often used.

Written sources
A
Michaelidi, M. A. (1985) Chora, the Old Nicosia, Nicosia, pp. 7980

(Translated by M. Mavrada).
Jeffery, G. (1983) A Description of the Historic Monuments of Cyprus,

London, pp. 989.
Parthog, G. (1994) Byzantine and Medieval Cyprus: A Guide to the

Monuments, pp.1823.
A LOOK AT OUR PAST
There is a natural link to Topic 9 Housing traditions in Cyprus. Sources given

in Topic 3 Bazaars in Cyprus as seen by travellers and Topic 4 Life in bazaars
in Cyprus could be useful additional sources for exploration in a scheme
about architecture and buildings in walled Nicosia.

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Louis Salvator (1881) ,

Kegan Paul ... .
1983 Trigraph. . 42.
Louis Salvator (1881) ,

Kegan Paul ... .
1983 Trigraph. . 42.
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KONU 5
LEFKOA SURLARNDE BNALAR

RETMENLERE NOTLAR
Konuya giri
renme Amalar
Lefkoa Surlariinin mimarisi, farkl dnemlerde burada yaam olan insanlarla ilgili bize neler anlatabilir? Bu blge, Venedikliler tarafndan ina edilmi
olan surlarla tanmlanmakla birlikte, bundan nce burada, Lzinyan dneminden kalma Gotik bir katedral ve Bizans dneminin zelliklerini tayan
kk kiliseler bulunmaktadr. Binalarda, Roma dneminden kalma izler de
vardr. 16. yzyldan itibaren Lefkoadaki binalarda; hamamlar, camileri,
Pazar yerleri, hanlar ve tipik da doru kntl asma st katlar bulunan
evleriyle Osmanl tarz arlkl ve gl bir ekilde hissedilmektedir. ngiliz
mimari tarz ise ehirdeki kamu binalarnda grlebilmektedir.
Bu konunun aratrma sorusu udur: Mimari antlar inceleyerek Surlarii

Lefkoann ok kltrl karekterini kefedebilir misiniz? Tm aktiviteler,
ocuklara bu soruyla ilgili anlay gelitirmeleri ve bununla, aratrma
sorusuna verilecek genel cevap hakknda kendi grlerini oluturmalar
iin tasarlanmtr. Bu geni aratrma sorusuna bal temel renme hedefi,
rencilerin Surlarii Lefkoay tek ve btn bir ehir olarak grmelerini
salamaktr. Bu aktivitelerin birka renme amac daha vardr:
Lefkoa Surlarii, hem farkl kltrlerden insanlarn tek bir ehirde birlikte
yaad hem de atmaya dair anlarn olduu bir yerdir. Surlariindeki
mimarinin ve binalarn incelenmesi, farkl etnik gruplardan olan insanlarn
hayatlarnn nasl birbirine derinden bal olduunu ortaya koymaya yardmc
olacaktr.
lk aktivitede baz renciler, binalar yalarna gre snflandracaklardr. Bu
bize, ehrin tarihini biraz kronolojik adan gsterme ve farkl dnemlerde
nfusa katlm olup bugn halen burada olan deiik gruplar tantma
olana salayacaktr.
Dier renci gruplar, binalar, kullanm alanlarna gre snflandrabilirler.
Bu bize barnak, konfor, toplum, konukseverlik gibi kavramlar, baz binalarn
ticaretle ilikili olduunu ve bunlarn, btn insanlarn ortak kullanm iin
olduu gereini tartma frsat verecektir. Dier baz binalar dini temsil
eder; eitli ibadet tarzlarndaki farkllk ve benzerlikler ise farkl dini gruplarn
farkl mimarilerinde grlebilir. Mesela, kiliseler/camilerde odak noktas
(sunak, ikonostaz, mihrap); mimaride kubbe, uca doru sivrilen kule, kule
ve yukar doru ykselen minareler.
Baka bir muhtemel snflandrma ekli ise binann konumuna gre, yani
merkezde, tarada veya belli mahallelerde olup olmadklarna gre yaplabilir.
Bu, zenginlik ile fakirlik, g, kontrol, tebaa ve vatandalar gibi kavramlarn
tartlmasn salayabilir. Binalarn bykl de bir dier snflandrma
yntemi olabilir ve bununla ilikili (yine) zenginlik, g ve toplum gibi birok
kavram ele alnabilir.
Tarihle ilgili sreklilik ve deiim kavramlar, seilmi mimari yaplarn
allmasyla iyi bir ekilde ortaya konulmutur.
rencilere ynelik aktivite kartlarndaki bilgilere ek olarak etmenler,
modern binalarn fotoraflarn sunarak, rencilerden Lefkoa Surlariindeki
tarihi binalar ile genellikle surlarn dnda bulunan bu modern binalar
arasndaki farkllklar zerinde dnmelerini isteyebilirler. rencilerin binalarla ilgili yapm olduklar snflandrmalara gre de balantlar kurulabilir.
GEMMZE BR BAKI
Lefkoann eski ve yeni mimarisi arasndaki farkllklar zerinde

dnmek.
Lefkoa Surlariinin en nemli binalarndan bazlarn tanmak,
onlarn tarihi, yapm, ilevi, nemi hakknda bilgi edinmek, bugn
olanlarla kyaslama yapmak ve onlar tarihi eser veya uygarln
rn olarak dnmek.
Herhangi bir kritere gre binalar snflandrarak kategoriler
oluturmak ve bunlar arasndaki benzerlikler ile farkllklar bulmak.
Lefkoay bir btn olarak dnebilmek, Lefkoann ok kltrl
karakterini tanmak, kendi kltrne deil de, dier kltrlere ait
olan antlar anlamak ve onlara sayg duymak.
Pedagojik yaklamlar
rencilerin renme sreci, aktivite kartlar zerindeki sorularla ynlendirilecekdir. Ancak, renciler, uyarc materyallere duygusal olarak ilgi
duyduklarnda ve aktif bir ekilde katlm gsterebildiklerinde en iyi
rnein Kaynak Kart 1de birok yaklam ele alnabilir:
renciler, her bir binayla ilgili dndklerini gruplar halinde

tartabilirler;
retmen, bir dizi etiket hazrlayabilir ve renciler de bunlar
kartlarla eletirmeye alabilir;
retmen, kart fotokopiyle oaltp keser ve renciler de
binalar kendi kategorilerine gre yeniden dzenleyebilir.
Karlatrma yaptrmak iin retmen, modern binalara ait bir dizi fotoraf
sunup, rencilerden ayn snflandrma kriterlerini kullanarak her bir
modern binay eski bir binayla kyaslamalarn isteyebilir. Bir dier ilgin
aktivite de kartlar zerinden bir taraftan rencilere modern binalarn
yerini sorarak, dier taraftan da tarihi binalarn yerini sorarak yaplabilir.
Tm tarihi binalar Lekoa Surlariindeyken, modern binalar ise ounlukla
Surlar dndadr.
LEFKOA SURLARNDE BNALAR

D.
Archduke Louis Salvator of Austria (1881) Levkosia, the capital of

Cyprus (Lefkoa, Kbrsn bakenti) Kegan Paul and Co. Londra.
Tpk basm, 1983, Trigraph. s. 42.
Grsel Kaynaklar:
1
Byk Han
Venedik Stunu
E.
Avusturya Aridk Louis Salvator (1881), yukarda belirtilen kitap,

s. 49.
meriye Hamam
Hacdjigeorgakis Kornesiios
Kona
F.
Michaelidi, M. A. yukarda belirtilen kitap, s. 8789.
Girne Kaps
Casteliotissa
Tarihsel dnem
Mahkemeler
10
Selimiye Camii (Aya Sofya

Katedrali)
Zahra Soka
11
St John Katedrali
Chrysaliniotissa Kilisesi
12
Tahtakale Camii
Yazl Kaynaklar:
A.
Michaelidi, M. A. (1985) Chora, the Old Nicosia (ehir, Eski Lefkoa),

Lefkoa, s. 7980.
B.
Jeffery, G. (1983) A Description of the Historic Monuments of Cyprus

(Kbrsn Tarihi Yaplarnn Bir Tasviri), Londra, s. 9899.
C.
Parthog, G. (1994) Byzantine and Medieval Cyprus, A Guide to the

Monuments (Kbrsn Bizans ve Orta a Dnemi Tarihi Eserleri Rehberi)
s.182183.
GEMMZE BR BAKI
Farkl mimari trlerin ve etkilerin kefedilmesi, rencilerin, Lzinyanlardan

ngilizlere ve Kbrsn bamszlna kadar Kbrs tarihinin nemli dnemleriyle ba kurmalarn salar. Baka materyallerle desteklenmesi halinde bu
konu, zaman iinde yaplabilecek geni bir almann temelini oluturabilir.
almalar yapmak zere seilen antsal binalarda, Osmanl dnemi arlkl
olarak kullanlmaktadr.

Bu blmn, 9. konu olan Kbrsta konut gelenekleriyle doal bir ilikisi
vardr. Lefkoa Surlariindeki mimariyle ve binalarla ilgili daha fazla bilgi
edinebilmek iin, 3. konu olan Gezginlerin gzyle Kbrsta Pazar yerleri ve
4. Konu Kbrstaki pazar yerlerinde yaam faydal ek kaynaklar olabilir.
BUILDINGS IN WALLED NICOSIA / / LEFKOA SURLARNDE BNALAR

KAYNAK KARTI 1
Photograph / / Fotoraf 1

Buyuk Khan
Source A: From the older times the Big Khan, or the Buyuk Khan []
was considered to be the best. In this khan stayed Giovanni Mariti, when
he visited the town during the eighteenth century. As he describes, he
was excited by the great hospitality of the beautiful khan. It is still preserved and is now a popular motel. In the yard you can still see the
penthouses with the mangers for the animals. In the centre of the yard
you can see the covered hanses a pond with springs (fountains) around.
Over that is built a small mosque. Upstairs there is a line of rooms, which
open in a verandah with arches watching to the central yard.
In the yards of the khans the presence of the kallikades, i.e. the blacksmiths, was necessary [] with [their] pincers, heavy nails and metal
horseshoes. They sat at the side with the mules and the donkeys, with
the approval of the owner, who was offering this service to his clients.
In the khans, you could meet people from all around the island, who
came to the town to sell their products or buy things they needed for
their family or their work. The different local clothes, as well as the different local dialect, gave a picturesque tone to the yards of the khans.
Source B: The Buyuk Khan is also built of old stones brought from
elsewhere and clumsily adapted. In the centre of the court is a small
octagonal mosque. On the outside wall of the Buyuk Khan, facing north,
a very singular row of four octagonal chimneys may be observed rising
above the parapet of the roof. These very exceptional features in a Cyprus
building are about 1m 50cm high, of medieval plan. The fire-places with
which they at one time communicated have been closed up but may
be traced within the chambers. Considering the well-known dislike to
fire-places in apartments on the part of Turks and Levantines generally,
the presence of these foreign features in a building seems to suggest a
medieval origin. This part of the Khan may perhaps be made from some
older building.

A: ,
Byk Han
Kaynak A: Byk Han, eski zamanlarda () hanlarn en iyisi olarak
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bilinirdi. Giovanni Mariti 18. yzylda bu kasabay ziyaret ettii zaman bu

Handa kalmt. Handa grm olduu misafirperverlik ve gzellik karsnda ok heyecanlandn anlatt. Byk Han gnmze kadar muhafaza edilebilmitir ve u anda da popler bir motel olarak faaliyet gstermektedir. Bahesinde hl hayvan yemlikleri ve odalar vardr. Bahenin
ortasnda ise zeri kapal hazneler, bir havuz ve evresinde de emeler
bulunmaktadr. Bunun zerinde ise kk bir mescit vardr. st katta,
ortadaki baheye bakan kemerli verandaya alan, bir sra oda vardr.
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Hanlarn bahelerinde; kskalar, ar ivileri ve nallaryla kallikadeslerin

(yani nalbantlarn) olmas gerekliydi. Bunlar, bir tarafta oturuyor ve sahiplerinin onayyla katrlar ve eeklerle mterilerine hizmet sunuyorlard.
Hanlarda, adann eitli yerlerinden gelen insanlarla karlamak mmknd. Bunlar kendi rnlerini satmaya veya aileleri ya da kendi ileri iin
rnler almaya gelirlerdi. Farkl kyafetler, farkl yerel diyalektlerle hanlarn
avlularnda resimsel bir manzara yaratrlard.
Kaynak B: Byk Han, baka yerlerden getirilmi ve beceriksizce

yerletirilmi talarla ina edilmitir. Bahesinin ortasnda kk sekizgen
bir mescit vardr. Byk Hann kuzeye bakan d duvarnn zerinde at
duvarndan ykselen tek sra halindeki drt adet sekizgen baca grlmektedir. Bir Kbrs yaps iin ok sra d olan bu unsurlar, 1 metre 50cm
yksekliinde olup, Orta aa aittir. Bu bacalarn bir zamanlar balantl
olduklar mineler kapatlmtr; ancak odalarn iinde bunlar grebilmek
mmkndr. Genelde Trkler ve Levantenlerin bina iinde mine
sevmedikleri iyi bilinmektedir. Bu nedenle, bu yabanc unsurlarn varl
Orta aa ait olabileceklerine iaret etmektedir. Hann bu ksm daha
eski bir bina zerine ina edilmi olabilir.

Hrisaliniotissa Kilisesi
Source C: Queen Helen Paleologina is said to have been the founder
Kaynak C: Kralie Helen Paleologinann burada bir Yunan Manastrn
in 1450 of a Greek Monastery on the site, and this was its church. The
oldest Byzantine church remaining in Nicosia, Chrysaliniotissa kept
its monastery walls into the present century. It has survived a number
of rebuildings and repairs. [] Venetian remodelling is responsible
for the strangely elongated south transept, [see] the marble plaque
on the wall, bearing a coat of arms of the period. The icon screen is
a patchwork of styles and periods. The church was a repository for a
valuable collection of icons, now in the Byzantine Museum. Chrysaliniotissa is also the name of the surrounding district. [] Its mediaeval streets and alleys have a deserted look. Recently the municipality has undertaken a program of repair and rehabilitation, with the
aim of bringing family life back to an area that modern developers
have not harmed.
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1450 ylnda kurdurduu ve bunun da onun kilisesi olduu sylenmektedir. Lekoada ayakta kalan en eski Bizans kilisesi olan
Khrysaliniotissann manastr duvarlar, bu yzyla kadar ayakta kalabilmitir. Zaman iinde bir dizi tadilat ve tamirat almalarna tabi
tutulmutur. Venedik dneminde yaplan deiiklik nedeniyle, garip
bir biimde daha uzun olan gney tarafndaki apraz nef ve duvarda
o dneme ait armann bulunduu bir mermer plaka bulunmaktadr.
konostaz birok farkl tarz ve dnemin birleimi gibidir. Bu kilise,
deerli bir ikon koleksiyonunun tutulduu yerdi. imdi ise bu ikonlar
Bizans Mzesinde bulunmaktadr. Hrisaliniotissa ayn zamanda civar
blgenin de addr. () Orta adan kalma sokak ve pasajlarnn terk
edilmi bir grnm vardr. Yakn zamanda belediye, modern mteahhitlerin bozmad bu alana aile yaantsn yeniden getirebilmek
amacyla tamirat ve rehabilitasyon almalar ieren bir program
uygulamaya balamtr.
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Kaynak D: Hrisaliniotissann iki yuvarlak kubbesi, bir ak at kemeri
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ve yeni an duvar, 8 kemerden oluan avlusu ve sslerle bezeli olan

Gotik kemerli bir ana kaps ile iki yan girii bulunmaktadr. erisi
olduka ilgintir. Ana kubbeyi evreleyen gl, devasa dz kemerler vardr. bir dier gl kemer de aty tar ve yan kanatlar veya
kollarda ise farkl ekillerde at kemerleri bulunur. niten yalnzca
bir tanesinin mihrab ve bir de baldakeni vardr. Sa tarafta bir tane
daha at kemeri bulunmaktadr. Etraf, biraz Trk tarzn andran,
kadnlar iin yaplm gzel oymalarla dolu st kapal balkonlarla
evrelenmitir. Kilisede 6, 9 ve 10 kemerli bir avlu ile rahiplerin kulland olduka byk bir han vardr.
Source D: Chrysaliniotissa, with two round cupolas, an open vault,

and a new bell-gable, has a court formed of eight arches and a
portal with a Gothic arch ornamented with some finials, and two
side entrances. The interior is very peculiar; strong, massive, flat arches
surround the principal cupola, another strong arch carries the roof,
and the side wings or arms have irregular-shaped vaults. Of the three
niches, only one has an altar with a baldachin. On the right there is
an additional vault. Handsomely carved galleries for the women,
which remind one a little of the Turkish style, are crowded all around.
The church has a large courtyard of six, nine, and ten arches, and also
an extensive inn kept by the monks.

Omeriye Baths
meriye Hamam
Source E: There are eight hot-air baths altogether at Levkosia: they
E: ,
Kaynak E: Lefkoada toplam sekiz tane scak hava hamam bulunmak-
are got up in the usual Turkish fashion and have small bathing cells with
the well-known glass light-holes on the top of the vault, in each of them
a marble floor and an octangular water-tank in the middle of the principal hall (Djeamekeann). The hours before noon are appropriated to the
men; in the afternoon the women are admitted, on Mondays and Thursdays Turkish women, on Tuesdays and Saturdays those of Greek nationality.

,
(Djeamekeann).
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tadr. Hepsi de bilinen Trk tarznda dzenlenmilerdir. Kk banyo

odalar ile at kemeri zerinde n girmesini salayan nl cam delikler,
her birinde mermer zemin ve ana odann (Camekan) ortasnda sekizgen
bir su tank bulunmaktadr. leden nceki saatler erkeklere; leden
sonraki saatler ise kadnlara ayrlmt. Pazartesi ve perembeleri Trk
kadnlarnn, sal ve cumalar ise Rum kadnlarnn hizmetine sunulmutu.
Source F: The women of Nicosia, when they were going to the baths
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with their families, considered it as a matter of prestige to take from their

homes whatever was needed. First of all, the kkili which was a substitute
of soap for the hair. The kkili was prepared in every house and every
housewife prepared it in her own special way.
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olan her eyi evden gtrmeyi bir prestij meselesi olarak grrlerdi.
Bunlardan birincisi, sa ykamas iin sabun yerine kkili idi. Kkili, her evde
her ev hanmnn kendine zg yntemiyle hazrlanrd.
The day the family went to the baths, they put the box with the kkili, the
polished brass mug, and the scent soaps into a big bronze bowl, the
leeni. On the top of it they placed a big colourful bundle with clean
clothes and towels. They also took dry foodstuff, fruits and sweets with
them, in big baskets, a practical and necessary custom for the long stay
at the baths. An oriental rug, to have some rest, was also necessary.
Transportation to baths usually was in groups. Two to three friendly
families set off with chariots, creating a joyful picture [] Their friends
wished them farewell and blessed them on return.
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At the bath, the woman who was working there willingly helped the
company and then, altogether, washed and clean, were sitting on their
own benches covered with their oriental rugs for some rest, eating or
talking. The baths, besides cleaning, had another important role. It was
a place of show for the housewives, to show their beautiful and colourful clothes, their laces and inside, white, clothes, as well as the food
carried with them.
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Kaynak F: Lefkoal kadnlar, aileleriyle hamama giderken ihtiyalar
Ailenin hamama gittii gn kkilinin bulunduu kutu, parlatlm pirin tas

ve kokulu sabunlar, leeni ad verilen bronz bir kaseye konulurdu. zerine
ise temiz kyafetler ve havlulardan oluan byk bir yn yerletirilirdi.
Ayrca, hamamda uzun sre kalnacaksa pratik olduundan, byk sepetlerde kuru yiyecek, meyve ve tatl gtrlrd. Dinlenebilmek iin ark
kilimi de gtrmek gerekirdi. Hamama genellikle gruplar halinde gidilirdi.
Arkada olan iki ya da aile at arabalaryla yola kar ve neeli bir grnt
olutururlard (). Arkadalar onlar, yollarnn ak olmas dileiyle uurlarlar, sa salim geri dnmelerini dilerlerdi.
Hamamda alan kadnlar, gelenlere hevesle yardm ederler ve sonra da
birlikte ykanr, temizlenir, biraz dinlenebilmek iin ark kilimleriyle rtnerek minderlerinde biraz oturur, yemek yer ve sohbet ederlerdi. Hamamlarn temizlenmek dnda baka bir nemli grevi daha vard. Hamama
gitmek, ev hanmlar iin gzel ve renkli kyafetlerini, dantellerini, i giysilerini, elbiselerini ve yanlarnda getirdikleri yiyecekleri gstermek iin bir
frsatt.

Can you discover the multicultural character
of the walled city of Nicosia through the
study of its architectural monuments?
Source Card 1 has photographs of a number of buildings within walled Nicosia. In your groups, name all
those that you know. Exchange your list with your
friends. Do you know them all? Make a list and fill in
all those you know.
Some tips:
Ask your teacher for the book of the Nicosia

Master Plan called Walled Nicosia. Most of the
buildings are in this book.

;

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/
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:
Search some internet pages.

Take a day to walk around walled Nicosia to
find all these buildings.
Now that you know all the buildings, you are ready for
the next part of the investigation. For this your teacher
will give you a photocopy of Source Card 1 so that you
can cut out each photo.
/ /
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Mimari eserlerini inceleyerek, Lefkoa

Surlariinin ok kltrl karakterini kefedebiliyor musunuz?
Kaynak Kart 1de, Lefkoa Surlariinde bulunan birok
binann resimleri vardr. Gruplar halinde, bildiklerinizin
isimlerini belirtiniz. Listelerinizi arkadalarnzla deitiriniz. Bu binalarn hepsini tanyor musunuz? Bir liste
yaparak bildiklerinizi yaznz.
Birka ipucu:
retmeninizden Lefkoa Master Plann kitab

olan Walled Nicosia/Lefkoa Surlariini isteyiniz. Bu binalarn ou bu kitapta mevcuttur.
nternet sayfalarna bakabilirsiniz.

Tm bu binalar bulabilmek iin bir gn ayrp,
Lefkoa Surlariinde yryerek geziniz.
Artk tm bu binalar biliyorsunuz ve almann bir

sonraki safhas iin hazrsnz. Bir sonraki alma iin
retmeniniz size birer fotokopi verecek ve sizler de
buradan fotoraflar keserek kartabileceksiniz.

Arrange your photographs in groups according to
which buildings you think belong together. Which
buildings are similar in some way? You can choose the
way you want to group them, but you must have a
reason for your groupings.
,
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Birlikte olmas gerektiini dndnz binalar bir

araya koyarak resimleri gruplandrnz. Hangi binalar
hangi ynleriyle birbirlerine benziyorlar? Onlar ne
ekilde gruplandrmak istediinize siz karar verebilirsiniz; ancak, gruplandrmay mutlaka belli bir fikir erevesinde yapmalsnz.
zerinde dnlecekler:
The age of the buildings.

What the buildings were, or are, used for.
The size of the buildings.
What the buildings are made of.
Stick your photographs on a large sheet of paper and

write a sentence describing each group you have
chosen.
To complete the investigation look again at all the
photographs and for each one write down how many
of the multicultural groups in Cyprus today go to each
of these buildings.
.
.
.

.

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,
,

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Binalarn ya.
Binalarn ne olduu veya ne iin kullanldklar.
Binalarn bykl.
Binalarn hangi malzemelerden yapldklar.
Resimlerinizi byk bir sayfann zerine yaptrnz ve

setiiniz grubu tarif edecek bir cmle yaznz.
Bu almay tamamlamak iin tm fotoraflara tek tek
baknz ve bugn Kbrsta bulunan ok kltrl gruplarn kann bu binalara gittiini yaznz.

Read Sources A and B (on Source Card 2) and look at photograph No.1 on Source Card 1. Then write answers to these
questions:
What was the main function of the khan?
Does the description justify the word buyuk?
How many groups of professionals worked in the khan?
What services did they offer?
What was the function of each of the parts of the khan?
The outside walls of the khan give the impression of a strong

building. Why do you think it was built that way? How does
the writer of Source B explain the existence of chimneys on
the roof and what does this make us think about the character of Nicosia?
What similarities are there between the Buyuk Khan 100
years ago and modern hotels now? What differences are
there? What is the function of the Buyuk Khan building
now? Describe the activities that take place there and
discuss how varied the activities are.
Imagine you are a traveller from outside Nicosia in the
nineteenth century. You need somewhere to stay and knock
on the door of the Buyuk Khan. Write a dialogue between
you and the owner about the services he offers.

;
A B ( 2)
1. , :
;
();
;
;

;

.
; B

;
() 100 ; ; () ;

.

.
() .

.
Mimari eserlerini inceleyerek Lefkoa

Surlariinin ok kltrl karakterini
kefedebiliyor musunuz?
(Kaynak kart 2deki) Kaynak A ve Byi okuyunuz ve resim 1e
baknz. Daha sonra da aadaki sorularn cevaplarn yaznz.
Hann ana ilevi neydi?
Kaynaktaki tarif, Byk kelimesini hakl karyor mu?
Handa ka farkl meslei icra eden grup vard? Ne gibi
hizmetler salyorlard?
Hann her bir ksmnn ilevi neydi?
Hann d duvarlar gl bir bina olduu ynnde bir
izlenim yaratyor. Sizce neden bu ekilde ina edildi? Kaynak
Bnin yazar atdaki bacalar nasl anlatyor ve Lefkoann
karakteriyle ilgili bu bize neyi dndryor?
100 yl ncesinin Byk Han ile gnmzn otelleri arasnda
ne gibi benzerlikler bulunmaktadr? Farkllklar nelerdir?
Byk Hann u anki ilevi nedir? Burada gerekleen faaliyetleri tarif edin ve bu aktivitelerin ne kadar eitli olduklarn tartn.
Ondokuzuncu yzylda, Lefkoa dndan bir gezgin olduunuzu hayal edin. Kalacak bir yere ihtiyacnz var ve Byk
Hann kapsn alyorsunuz. Kendiniz ve Byk Hann sahibi
arasnda, sunulan hizmetlerle ilgili geen bir diyalog yazn.

Look at the photograph of Chrysaliniotissa Church on Source
Card 1 (No.6). Look also at photograph No.12 which shows
the Tahtakale Mosque very close to the church. What similarities and differences are there between the two buildings?
Make a table and write in one column all the similarities
and in another column all the differences you can see.

1 ( 6). 12,

. ;

.
Style of architecture.
Function of building.
Materials used to build.
Importance to people.
According to Sources C and D, how old is Chrysaliniotissa

Church and what is its original architectural style?
What other styles have been added to the church? How do
these reflect interactions with other cultures?
Write a short essay entitled: The church is very important
as a monument of the history of architecture in Cyprus.
Justify your argument by reference to the sources you have
and any others you can find.
.
.
.
.
,
;
;
;

.
.
Kaynak Kart 2de bulunan Chrysaliniotissa Kilisesinin resmine

bakn (resim 6). Ayn zamanda Resim 12ye bakn. Bu resim,
kiliseye ok yakn olan Tahtakale Camiinin resmidir. Bu iki
bina arasnda ne gibi benzerlikler ve farkllklar bulunmaktadr? Bir tablo hazrlayarak, bir stununa grebildiiniz
benzerlikleri, dierine de farkllklar yazn.
zerinde dnlecekler:
Mimari tarz.
Binann ilevi.
Bina yapmnda kullanlan malzemeler.
nsanlar asndan nemi.
C ve D kaynaklarna gre, Chrysaliniotissa Kilisesi ka yandadr ve orijinal mimarisinin tarz nedir?

Kiliseye baka ne gibi tarzlar eklenmitir? Bu dier kltrlerle
olan etkileimi nasl yanstyor?
Kilise, Kbrsn mimarlk tarihi asndan ok nemli bir
yapdr konulu ksa bir kompozisyon yaznz. Elinizdeki kaynaklara ve bulabildiiniz baka kaynaklara atfta bulunarak
argmannz destekleyin

Read Sources E and F about the baths. Which of these
statements is true and which false?
1. Anyone could visit the baths at any time of day.
2. Families used to go together to the baths.
3. The visit to the baths was like a small outing.
4. The baths provided soap for visitors.
Look at photograph No. 2 on Source Card 1 and read Source
E on Source Card 4. How does the architecture of the baths
help their function? What special features are there in the
baths and what purpose does each feature serve? Make a
list of features and alongside it write what purpose you
think they each have.
Source F describes the experience of going to the baths.
Why do you think that people did not take their baths at
home? Compare the way people used to take their bath
100 years ago with how we take baths now. What things
are better; what worse? Which things have stayed the same?
What services do the baths offer people today? (Find information from the internet or visit the baths).

;
E .
;
1.
.
2. .
3. .
4. .
2 E.
;

;

.
.

;
100
.
; ;

; (
).
Mimari eserlerini inceleyerek Lefkoa

Surlariinin ok kltrl karakterini
kefedebiliyor musunuz?
Hamamlara ilgili olan E ve F kaynaklarn okuyunuz. Aadaki
cmlelerin hangileri doru, hangileri yanltr?
1. Herkes gnn her saatinde hamam ziyaret edebilirdi.
2. Aileler hamama hep birlikte giderlerdi.
3. Hamama yaplan ziyaret bir gezi gibiydi.
4. Hamamda ziyaretilere sabun temin edilirdi.
Resim 2ye bakarak kaynak Eyi okuyunuz. Hamamlarn yaps,
ilevlerini yerine getirmelerine nasl yardmc oluyor?
Hamamlarda baka ne gibi zellikler var ve bunlarn her biri
ne ekilde ie yaryor? Bu zellikleri sralayn ve herbirinin
yanna da ne ie yaradklarn dndnz yazn.
Kaynak D hamama gidii anlatyor. Sizce neden insanlar
evlerinde ykanmyorlar? 100 yl nce insanlarn nasl ykandklar ile bugn bizim nasl ykandmz kyaslayn. Neler
daha iyi; neler daha kt? Neler ayn kalm?
Hamamlar bugn insanlara ne gibi hizmetler sunuyor?
(nternetten bilgi edininiz veya hamamlar ziyaret ediniz.).

Considering all the sources in this topic, think about how
the buildings of walled Nicosia demonstrate the multicultural nature of the city.
,

.
Bu konuyla ilgili tm kaynaklar gz nnde bulundurarak,

Lefkoa Surlariindeki binalarn ehrin ok kltrl yapsn
ne ekilde yansttn dnn.
Working with your group, prepare an exhibition of photographs with captions and text which would explain to
visitors how the architecture of walled Nicosia reflects the
multicultural nature of the city.
/ ,

.
Grubunuzla birlikte alarak, ziyaretilere, Lefkoa

Surlariindeki mimarinin, ehrin ok kltrl yapsn nasl
yansttn anlatacak aklamalaryla birlikte bir fotoraf
sergisi ve metin hazrlaynz.
Are the photographic sources the right ones to use for your
purpose?
If necessary take some of your own photographs to enhance
the exhibition and to make additional points that the sources
provided here do not demonstrate.
;
,

,
.
Fotoraflar, bu ama iin kullanlacak doru kaynaklar mdr?

Gerekirse, kendi fotoraflarnzn bazlarn da kullanarak
serginizi gelitirebilir ve bylelikle de buradaki kaynaklarn
gstermediklerini de yanstan ek bilgiler verebilirsiniz.
TOPIC 6
COFFEE SHOP TRADITIONS IN C YPRUS

TEACHER NOTES
Written sources
Coffee shops are multifunctional meeting places; they are also multicultural
venues. Through a study of the history of coffee shops in Cyprus, pupils can
learn more about the multicultural nature of Cypriot society and the interdependence of its people.
Cahit, Neriman (2001) Eski Lefkoa Kahveleri ve Kahve Kltr (Coffeeshops in Old Nicosia and Coffee Culture), AD, Kltr ve Sanat
Yaynlar, Girne, pp. 18-19, 25. (Translated to English by topic
authors).
Richter, M.O. (1913) Greek Customs in Cyprus. Greek. trans. by A.

Marangou. Laiki Group Cultural Centre of Marfin Popular Bank,
Nicosia. p.175.
Cahit, Neriman, op. cit. pp. 17, 53.
Michaelidi, M.A (1985) Chora, the Old Nicosia, Nicosia.
Hikmetaalar Hizber, (2005) Kahve Hakknda (About Coffee shops)

in Eski Lefkoada Semtler ve Anlar (Districts and Memoirs in Old
Nicosia), stanbul. (Translated to English by topic authors).
appreciating cultural diversity;
Michaelidi, M. A. op. cit.
understanding the changing role of women in Cypriot society;
Richter, M.O. op.cit. pp.1745.
Learning intentions
The enquiry question for this topic is: How do our coffee shop traditions
help us to understand our neighbours? All activities are designed to give
children an insight into this question and to form their own views about a
general response to it. The main learning intention linked to this broad
enquiry is for pupils to understand the multicultural nature of Cypriot society.
Included in the activities are several other learning intentions such as:
developing critical and creative thinking skills;
Cahit, Neriman op.cit. p. 41.
observing the multi-functions (entertainment, leisure, chatting,

business, resting, cultural events and political life) of the coffee
shops in multicultural Nicosia;
Cahit, Neriman op.cit.pp. 712.
Hikmetaalar, Hizber op.cit. p.194.
investigating the food and drinks offered in the coffee shop from
the beginning of the twentieth century until now.
Richter, M.O. op.cit.p.175.

Visual sources
1
2-6
Modern coffee shop in Larnaca. Extracted from Magda Ohnelfalsch-Richter (1994) Griechische Sitten und Gebrauche auf Cypern,
p 175. By permission Laiki Group Cultural Centre of Marfin Popular
Bank.
Photographs in coffee shops.
A LOOK AT OUR PAST

There are links to Topic 3 Bazaars in Cyprus as seen by travellers; and to Topic
4 Life in bazaars in Cyprus.
,
. , /

.
Cahit, Neriman (2001) Eski Lefkoa Kahveleri ve Kahve Kltr (

), AD,
Kltr ve Sanat Yaynlar, Girne, .. 18-19, 25.
Richter. M.O. (1913) , .

. ,
Marfin Popular Bank, . 175
Cahit, Neriman, .. .. 17, 53.
, M.A (1985), , ,
Hikmetaalar, Hizber, (2005). Kahve Hakknda ( ) in

Eski Lefkoada Semtler ve Anlar (
),
, M.A., ..
Richter. M.O. .. .. 174-5
Cahit, Neriman, .. . 41
Cahit, Neriman, .. .. 71,72
Hikmetaalar, Hizber,.. . 194
Richter. M.O. .. . 175

:
;
/ /

.

/
.

:
,
,
, ,
(, , , , ,
) ,
.
2-6
. Magda
Ohnelfalsch- Richter (1994) ,
175. Laiki Marfin Bank.
.

3:
4: .
KONU 6
KIBRISTA K AHVEHANE GELENEKLER

RETMENLERE NOTLAR
Konuya giri
Yazl Kaynaklar
Kahvehaneler ok fonksiyonlu buluma yerleri ve ayrca, birok kltrn

biraraya geldii ortamlardr. Kbrstaki kahvehanelerin tarihi zerine almakla
renciler, Kbrsn ok kltrl yaps ve insanlarnn birbirleriyle olan dayanmas hakknda ok ey renebilirler.
Cahit, Neriman (2001), Eski Lefkoa Kahvehaneleri ve Kahve Kltr

(Coffee-Shops in Old Nicosia and Coffee Culture), AD, Kltr ve
Sanat Yaynlar, Girne, s.1819, 25.
Richter. M.O. (1913), Greek customs in Cyprus (Kbrsta Rum gelenekleri), Yunanca tercme. A. Marangou, Marfin Popular Bankasnn Laiki Grup Kltr Merkezi, Lefkoa. s.175 tarafndan alnmtr.
Cahit, Neriman, s. yukarda belirtilen kitap, s. 17,53.
Michaelidi, M.A (1985), Chora, The Old Nicosia (ehir, Eski Lefkoa),
Lefkoa.
Hikmetaalar Hizber (2005). Kahvehaneler Hakknda (About Coffee Shops) Eski Lefkoada Semtler ve Anlar (Districts and Memories in Old Nicosia) iinde, stanbul.
Kbrs toplumunda kadnlarn deien roln anlamak;
Michaelidi, M. A., yukarda belirtilen kitap.
Eletirel ve yaratc dnme becerisini gelitirmek;
Richter. M.O., yukarda belirtilen kitap,s.1745
ok kltrl Lefkoada kahvehanelerin oklu fonksiyonlarn

(elence, bo vakit, sohbet, i, dinlenme, kltrel etkinlikler ve siyasi
hayat) gzlemlemek;
Cahit, Neriman,yukarda belirtilen kitap,s.41
Cahit, Neriman, yukarda belirtilen kitap, s.71,72
20. yzyldan bugne kadar olan dnemde kahvehanelerde sunulan yemek ve iecekleri aratrmak.
Hikmetaalar, Hizber, yukarda belirtilen kitap, s.194
Richter. M.O., yukarda belirtilen kitap, s.175
renme amalar
Bu konun aratrma sorusu udur: Kahvehane geleneklerimiz komularmz
anlamamzda bize nasl yardmc olabilir?Tm aktiviteler ocuklara bu soruyla
ilgili anlay gelitirmeleri ve genel cevap hakknda kendi grlerini oluturmalar iin tasarlanmtr. Bu geni kapsaml sorunun temel renme
hedefi, rencilerin Kbrs toplumunun ok kltrl doasn anlamalardr.
Aktivitelerin dier renme hedefleri arasnda aadakiler de vardr :
Kltrel eitlilii takdir etmek;
rencilerin kaynak kartlarnda mevcut olan kaynaklar

Grsel Kaynaklar:
1
2-6
Larnakada ada kahvehane. Magda Ohnelfalsch-Richter (1994),

Griechische Sitten und Gebrauche auf Cypern, p.175ten alnmtr.
Marfin Popular Bankas Laiki Group Kltr Merkezinin izniyle.
Kahvehane fotoraflar.
GEMMZE BR BAKI

Bu blm, hem nc konu olan Gezginlerin gzyle Kbrsta pazar
yerleri, hem de drdnc konu Kbrstaki pazar yerlerinde yaam ile ilikilidir.
COFFEE SHOP TRADITIONS IN CYPRUS / / KIBRISTA KAHVEHANE GELENEKLER

R
KAYNAK KARTI 1

R
Source A: In those coffee shops, starting from the clients sitting
A: ,
Kaynak A: O kahvelerde, oturma eklinden balayarak hereyin
style, you would see that everything was different. For example,
most of the clients occupied five chairs, if they are in abundance;
one for sitting, one for supporting his left arm, one for supporting
his right arm, one for laying or putting his foot on, and finally one
for putting his coffee tray on.

. , ,
: ,
, ,
, ,
.
farkl olduunu greceksiniz. rnein, ou mteriler, eer fazla

sandalye varsa, sa ve sol kolunu dayamak iin birer, ayaklarn
uzatmak, ya da basmak iin bir ve kahve tepsisinin konmas iin
de ayr bir sandalye igal ederlerdi.
In old coffee shops there was a typical corner where the coffee
was cooked. Coffee cooker, water and washbasin were here. Coffee was cooked by hot water taken from a water cup located on
a cooker. The pots (cezve) for a single or two coffees were located
on sand which was always hot on the cooker.
There were very interesting pictures on the coffee shop wall. [...]
Yes; you could see various pictures hung on the wall; pictures
reflecting the British periods statesmen such as governor, king
and queen. Later, pictures reflecting Turkish statesmen. [] beside
these, colourful posters of Arabic female singers [] were hung
on the walls.
As you know, until the 1960s there was television neither in houses
nor in coffee shops. During that time the most important source
of entertainment was radio operated by huge batteries. [...] at
news time the coffee shops became more crowded and everybody
gathered around the radio, and not making the slightest noise,
listened to the news.
Source B: A small corner of the coffee shop is enough for the

owner to prepare the coffees on a coal fire. The furniture is mostly
many chairs, but sometimes small tables are scattered.
. ,

.
() ,
.

,
, , . ,
. [] , [] .
, 1960 , .
,
. ,
,
,
, .
B:
.
,
.
Eski kahvehanelerde kahvelerin piirildii tipik bir ke vard. Kahve

oca, su ve tekne bu kelerde bulunurdu. Kahveler, ate yanan
bir ocak zerine yerletirilmi bir su kabndan alnan scak suda
piirilirdi. ki kahvelik veya tek kahvelik cezveler, yine ayn ocak
zerinde devaml scak olarak bulunan kumun zerine konarak
piirilirdi.
ok ilgin resimler vard kahve duvarlarnda... Evet; kahve duvarlarnda ok eitli posterler grebilirdiniz. ngiliz dnemini yanstan vali, kral, kralie gibi ngiliz byklerinin fotoraflar, daha
sonralar ise Trk byklerini yanstan fotoraflar [...] Bunlarn
yannda [...] Arap antzlerinin renkli posterleri de aslrd.
Biliyorsunuz Kbrsta 1960l yllara kadar ev ve kahvehanelerde
televizyon yoktu. O gnlerde en byk elence kayna kocaman
bataryalarla alan radyolard. zellikle haber saatleri, kahvelerde
her ey durur, havadis saatlerinde kahveler daha kalabalklar ve
herkes radyonun etrafna toplanarak ts karmadan haberleri
dinlerdi.
Kaynak B: Kahveci iin dkkann kk bir kesi, kmr ateinde

kahveleri hazrlamak iin yeterlidir. Eyalarn ou genellikle sandalyelerden oluur, fakat bazen de dank halde yaylm kk
masalar bulunur.

R
Source C: [] in old coffee shops things offered were different. [...]
Turkish delight, sweet, periskan, ayran [watered yoghurt], lemonade, rose
syrup, tea in water glass, and foamy coffees served in special kahveci(kafeci)
cups. [...] Coffee was made according to the taste of the clients; sugared
(ekerli), medium (orta), not much sugared (az ekerli), and plain (sade).
Some regular clients described their coffees while they were ordering,
such as plain, boiled, haa!, medium and foamed!, sugared and foamed!.
[...] Besides coffee there were cola, lemonade, lokum, sumada, tea, milky
tea, ayran. My wife made the lemonade at home. Later on, she started
to make ekmek kadayf (a sweet bread dough baked and soaked in sugar
syrup) as well. The clients liked it at afternoon prayer time.
Source D: After 1892 the law allowed coffee shops within the limits of
Nicosia to stay open until midnight during the summer so that the
residents would enjoy magical and refreshing nights. There was even
permission granted to serve alcoholic beverages.
Located outside of the walls, the coffee shop Anemomylos was a popular place for excursions. Men went there during the summer, because
the garden of Anemomylos was cool and its water refreshing. When they
ordered a biscuit, the waiter would usually also bring a glass of the
refreshing water. Families often joined together to take their afternoon
stroll to the Anemomylos. They took with them dry foods and salads and
ordered refreshing water and sweets from the shop.
Source E: [...] Burcis at Paphos Gate, Envers at Hisarst, Sakkas at

Sarayn, Kahveci Dervis at Jeweler Street, were the coffee shops famous
for their Nargiles. Like the Turks who were fond of it, Greeks as well, even
some regular priests, used to go to Dervi Dayis Coffeshop for an excellent Nargile. In the past, at the coffee shops Turkish delight (lokum),
lemonade, sumada (almond syrup) and rose syrup were offered. Since
these light drinks were homemade, they were excellent.
: .
Kaynak C: Eski kahvelerde ikramlar farklyd tabii... Dediiniz gibi lokum,
, , , , periskan, ( ), , ,
).
: ,
, .
, !, !, !...
, , , ,
, , .
. , (
).

.
eker, periskan, ayran, hazr limonata, gl urubu, nargile, cam su bardanda ay, zel kahveci fincanlarnda sunulan kpkl kahveler... Tabii
herkesin damak zevkine greydi kahvesi de: ekerli, orta, az ekerli, sade
gibi. Hatta baz tiryakiler kahvesini sylerken tarifini de yaparlard: Sade,
kaynasn ha..., orta ekerli kpkl, ekerli bol kaymakl olsun gibi...
Gahvenin yannda kola, leymonadda, lokum, sumada, ay, stl ay, ayran
vard. Leymonadday hanm evde yapard. Daha sonralar hanm evde
ekmek kadeyifi yapard, ikindinleri mteriler ok severdi...
: 1892

,
. ,
.
,
.
, . . ,

. .
E: (...) , , ,
, .
, , ,
,
. ,
, , ( ) .
, .
Kaynak D: 1892den sonra, yasayla, Lefkoa snrlar ierisindeki kahvehanelerin yaz boyunca geceyarsna kadar ak kalmalarna ve bylelikle
Lefkoa sakinlerinin gzel ve dinlendirici gecelerin tadn karmalarna
izin verildi. Alkoll ieceklerin servis edilmesine bile izin verilmiti. Surlarn dnda bulunan Anemomylos kahvehanesi, gezinti yaplabilecek bir
yer olarak nitelendirilirdi. Yazda erkekler oraya giderdi, nk Anemomylos bahesi serindi ve suyu ferahlatcyd. Bir biskvi spari ettiklerinde,
garson mutlaka bir kap da ferahlatc su getirirdi. Birok kez iki veya
aile akamst gezmelerini Anemomylosa yapmaya karar verirlerdi.
Yanlarnda kuru yiyecekler ve salatalar getirirler, ferahlatc su ve tatllar
da bu kahveden spari ederlerdi.
Kaynak E: (...) Baf Kapsnda Burcinin, Hisarstnde Enverin,

Saraynnde Sakkann ve Kuyumcular Sokanda Kahveci Derviin
kahvehaneleri Nargile Kahvesi olarak nl idiler. Nargile merakls Trkler gibi birok Rumlar da, hatta tiryaki baz papazlar bile nefis bir nargile
iin Kahveci Derviin kahvesine giderlerdi. Eskiden kahvelerde lokum,
sumada (badem urubu), limonata ve gl urubu ikramnn nemli bir
yeri vard. zellikle bu hafif ikiler evlerde zenle yapldndan ok nefis
olurlard.

R
Source F: At the same time in many coffee shops music was introduced.
: , ..
Kaynak F: Birok kahvehaneye ayn zamanda mzik de eklenmiti. 1908
[...] In the year 1908 at the coffee shop Acropolis the orchestra of the
musician Thomas performed regularly, without raising the prices of cakes
and soft drinks. But if the coffee shop was hosting a theatre group, then
the price of soft drinks was raised. [...]
1908, ,
,
.
, .
ylnda Acropolis kahvehanesinde, keklerin ve alkolsz ieceklerin fiyatlar

artrlmakszn, mzisyen Thomasn orkestras dzenli olarak almaya
balamt. Fakat eer kahve bir tiyatro grubuna ev sahiplii yapyorsayd,
o zaman alkolsz ieeklerin fiyat artrlrd...
A coffee shop that was serving the town for many years was that of
Hatzisavvas. In the mornings it was frequented by people coming from
other towns in order to have a coffee and rest before they departed for
their place of residence. In the afternoons it was frequented by all sorts
of people professionals, scientists, teachers. [...] Men preferred to sit in
coffee shops that offered music and even more if they hosted a female
singer.
,
.

.
, , , .
Hatzisavvasn kahvehanesi ehirde uzun yllar hizmet vermiti. Buras,

sabahlar dier ehirlerden kahve imek ve kalacaklar yere gitmeden nce
dinlenmek iin gelen insanlarn urak yeriydi. Akam zerileri ise her eit
insan gelirdi. Profesyonel meslek sahipleri, bilim adamlar, retmenler....
Erkekler, mzik olan, zellikle de kadn arkclarn bulunduu kahvehanelerde oturmay tercih ederlerdi.
Source G: And while the Cypriots spend money and lots of time in the
coffee shops drinking, smoking nargile and playing cards, at the same
time they manage to gain a lot of money in that same place. Because in
the coffee shops, they conclude the most important deals. For the
merchants the coffee shop is the meeting point, where deals for products
prices are made and therefore these places take the character of the
stock-exchange. In times of political turbulence or pre-elections campaigns, the coffee shops are the meeting points. The coffee shops are
frequented by magicians, actors, dancers, musicians and singers of both
sexes. Recently some coffee shop owners have built small stages in their
coffee shops and are using amateurs and theatre groups from Greece
for shows.
, , , ,
, . , , ,
. (
),
. , , , , . ,

.
In the coffee shops many marriages are decided and here deals between
fathers for the engagement of their children are concluded, starting with
the determination of the dowry. For this matter they behave as ancient
Greeks.
Public orders and notifications are posted on the walls of the coffee
shops and on Sundays auctions take place.
. , .

,
.
.

, .
Kaynak G: Kbrsllar kahvelerde iki ve nargile ierek, kart oynayarak ok

zaman geirip, para harcarken ayn zamanda da buralarda ok para kazanmann yolunu da buluyorlard. nk kahvehanelerde en nemli pazarlklar neticelendirirlerdi. Tccarlar iin kahvehaneler, rn fiyatlar iin
anlamalarn yapld ve bu yzden de borsa nitelii tayan bir buluma
noktasyd. Siyasal alkantlarn yaand dnemlerde veya seim ncesi
kampanya (bizim dnemimize ngilizlerin getirdii ve problem tekil eden
bir yenilik) zamannda kahvehaneler buluma noktalaryd. Kahvehaneler
sihirbazlar, aktrler, danslar, mzisyenler ve hem kadn hem de erkek
arkclar tarafndan ziyaret edilirdi. Son zamanlarda baz kahvehane sahipleri dkkanlarna ufak sahneler kurup gsteriler iin Yunanistandan amatrleri ve tiyatro gruplarn davet ederlerdi..
Kahvehanelerde bir ok evlilik kararlatrlr ve babalar ocuklar iin burada
eyiz belirlemekle balayan anlamalar neticelendirirlerdi. Bu davranlar
eski Yunanllara benziyor. Asayi kurallar ve bildiriler kahvehanelerin
duvarlarna aslrd ve pazarlar ak arttrma yaplrd.

R
Source H:
Kaynak H:
He sighed and lamented yesterday

He kept a secret
My useless husband
passed the whole night at the coffee shop
Dn ahlad vahlad
Bir giz bir sr saklad
Benim hayrsz gocam
Gavede sabahlad.
(Turkish folk song)
( )
(Trke manilerden)
Source J: I worked as ocakci, and my husband served. In our coffee
Kaynak J: ... Ocagclg yapardm, gocam da dadrd... Bizde nargile
shop there was no nargile. Coffee, milk, lemonate, sweet, lokum, ayran,
tea and milky tea. I used to make macun of water melons, pumpkin,
solanum melongena and walnut.
. , , ,
, , ,
macun , , .
youdu. Gahve, st, leymonadda, datl, lokum, ayran, ay, stl ay... ...
macun yapardm... Karpzn, gaban, patlcann, cevizin...
When my husband died (1959), I remained alone with four children. [...]
Until that day my husband did not let me go to coffee shops. [...] our
conditions (economical) did not allow us to employ anybody. [...] I continued to work on my own. [...]I cooked coffee and served [...] my mother
was with me [...] she used to wash the cups and glasses [...] I shall ask you
something. Didnt it, as a woman running a coffee shop, create unpleasant situations for you? No, no [...] such things did not happen [...] I did
not have any difficulty [...] I knew most of the clients since my husbands
time, they were his friends. They even waited for me till I close the shop
and go home.
(1959),
, ()

, .
; ,
... ...
.
.
Source K: Coffee shops were known as meeting and leisure places for
men. Villagers and townsmen, after work, convinced themselves that

they had no other responsibility or duty; as soon as they had eaten
something, they escaped to coffee shop.
. , ,
, ,
.
Source L: Long before the first Viennese coffee shops that conquered
the world appear, the Cypriot as all Orientals had its own coffee shop.
There they passed their free time both the town people as well as the
farmers. They were frequented only by men. No woman could enter,
even if she was accompanied by her husband.
, , , .

. .
, .
Gocam lnca (1959) galdm drt ocuunan... O gne gadar gocam

bragmazd beni kaym ocagdan da gahvenin iine geleyim... Yardmc
falan dutacag halimiz youdu, tek bama ie devam etdim. Hem gahveyi
yapar, hem da dadrdm... Rahmetli anacm da vard yanmda, o da
fincannar, gadefleri ikard... Bir ey soraym, kadn olarak yalnz banza
bir kahveyi altrmak... banza naho eyler getirmedi mi? Yog yog...
Olmad yle aksi eyler... Hibir zorlug ekmedim ben... Mterilerimin
ou gocamn zamanndan tandgd, arkadalaryd. Hatda beklellerdi
ta kapadaym da gideyim eve.
Kaynak K: ...Kahvehane erkeklerin bir buluma ve vakit geirme yeri

olarak bilinegelmitir. Kylyse kydeki, kentliyse kentteki kii, gnlk
iinden paydos ettikten sonra, sanki baka sorumluluklar ve yaplacak
baka grevleri olmadna kendini inandrdndan, evde acele yedii
bir ka lokmadan sonra soluu kahvede alr.
Kaynak L: Dnyay fetheden ilk Viyanal kahvehanelerden ok nce,

tpk tm Doulularn olduu gibi Kbrsllarn da kendi kahvehaneleri
vard. Hem kasaballar hem de iftiler bo zamanlarn burada
geiriyorlard. Sadece erkeklerin urak yeriydiler. Kocasyla birlikte bile
olsa hibir kadn kahvehaneye giremezdi.

How do our coffee shop traditions help us to
Start by looking at Photograph 1 on Source Card 1.
Describe exactly what you see.

What sort of people do you see?
What are the people doing?
When do you think these photographs were taken?

Give reasons for your answer.
If you had to choose to go to one of these places, which
one would you go to? Why? What sort of clothes would
you wear?

;
1
1.
.
;
;
;
.

, ; ;
;
Kahvehane geleneklerimiz komularmz

anlamamza nasl yardmc olur?
Kaynak kart 1deki resim bakarak balayn.
Tam olarak ne grdnz tarif edin.

Ne eit insanlar gryorsunuz?
nsanlar ne yapyorlar?
Bu fotoraflar sizce ne zaman ekildiler? Cevabnz

gerekeleriyle belirtiniz.
Bu yerlerden bir tanesine gidecek olsaydnz, bu hangisi
olurdu? Neden? Nasl kyafetler giyerdiniz?

Now look at all the photographs on Source Card 1.
Choose one of the pictures and imagine you were
visiting that coffee shop. Describe the coffee shop you
have visited both on the inside and outside. What
would you order?

1.
.
. ;
Now ask your friends in the class what they ordered in

their chosen shop.
/ /
.
Decide which of the coffee shops shown in the photographs you think is the oldest? Which is the newest?

.
;
Make two columns. Write in one column all the things

that have changed from your oldest picture to your
newest. In the other column write down all the things
that have stayed the same.
.

. .
Think about:
The furniture
The decoration
The utensils.
imdi Kaynak kart 1deki btn resimlere bakn. Bu

resimlerden birini sein ve o kahveyi ziyaret ettiinizi
farzedin. Ziyaret ettiiniz kahvenin hem dn, hem de
iini anlatnz. Ne sipari ederdiniz?
imdi snfnzdaki arkadalarnza kendi setikleri kahvehanelerde ne sipari ettiklerini sorunuz.
Fotoraflarda grdnz kahvehanelerin en eskisi
sizce hangisi? En yeni olan hangisi?
ki stun yapnz. Birincisine, setiiniz en eski fotoraftan en yenisine kadar nelerin deimi olduunu
yazn. kincisine ise ayn kalan eyleri yazn.
zerinde dnn:
Mobilya
Dekorasyon
Mutfak malzemeleri.

How do our coffee shop traditions help us to
Kahvehane geleneklerimiz komularmz

anlamamza nasl yardmc olur?
Read Sources A and B on Source Card 2 and refer to

the photographs on Source Card 1. Now answer these
questions:
A B 2
1.
:
Kaynak Kart 2deki Kaynak A ve Byi okuyunuz ve Kaynak Kart 1deki resimlere baknz. imdi de u sorular
cevaplaynz:

.
; (
).
A B; ;
, E 3.
:
List at least two ways in which coffee was prepared

in the old coffee shops.
What were some of the reasons that people went
to coffee shops (other than to drink coffee)?
Which of the photographs do not fit with the
descriptions in Sources A and B? Why?
Read Sources C, D and E on Source Card 3. Now answer

each of these questions:
What would you order if you visited a coffee shop

in the beginning of the twentieth century and
what would you order if you visited now?
Who do you think prepared the beverages and
sweets at the beginning of the twentieth century
and where?
Does the same occur today?
Can you give an explanation about the ingredients
they used?
To what extent have these beverages and sweets
changed over the time?

;

;
;
;
;
Eski kahvehanelerde kahvenin nasl yapldyla

ilgili en az iki yntem yaznz.
nsanlarn kahvehaneye gitme sebeplerinden bazlar nelerdi? (kahve imenin dnda).
Kaynak A ve Bdeki tasvirler, hangi resimlerle uyumuyor? Neden?
Kaynak Kart 3teki kaynak C, D ve Eyi okuyunuz. imdi

aadaki her bir soruyu cevaplaynz:
Yirminci yzyln balarnda bir kahvehaneyi ziyaret

ediyor olsaydnz ne sipari ederdiniz? imdi ne
sipari edersiniz?
Sizce yzyln balarndaki merubatlar ve tatllar
kimler, nerede hazrlarlard?
Gnmzde de ayn durum sz konusu mu?
Kullandklar malzemelerle ilgili aklama yapabilir
misiniz?
Zaman ierisinde bu merubatlar ve tatllar ne
kadar deiti?

Looking at any of the sources, think about each of the
following questions and write a short note about each.
What is the main idea of the Turkish folk song given

in Source H?
What was the position of women in coffee shops?
How did this situation affect women in relation to
their social and cultural life?
To what extent do you think the position of women
within the coffee shops has changed from earlier
times until now?
If you were a coffee shop owner at the beginning
of our century what actions would you take in
order to attract people to your coffee shop?
Do you think that nowadays coffee shops function
similarly to the past in order to attract customers?
To conclude your investigation into coffee shops in

Cyprus, work in groups to prepare a presentation showing how coffee shops have always helped different
communities in Cyprus to understand each other and
meet together.
,
.
Kaynaklar gz nnde bulundurarak aadaki her

soru zerinde dnn ve her biri iin ksa birer not
yazn.
;
;

;

;
/
,
;

,
;
, ,

.
Kaynak Hde verilen Trk manisinin ana fikri nedir?

Kahvehanelerde kadnn konumu neydi? Bu durum,
kadnn sosyal ve kltrel yaantsn nasl etkiledi?
Sizce eski zamanlardan bugne, kadnlarn kahvehanelerdeki konumu ne lde deiti?
Bizim yzylmzn banda bir kahvehane sahibi
olsaydnz, kahvehanenize insanlar ekmek iin
ne gibi eyler yapardnz?
Sizce gnmzn kahvehaneleri daha fazla mteri ekmek iin gemiteki kahvehanelere benzer
ekilde mi alyor?
Kbrstaki kahvehanelerle ilgili aratrmanz tamamlamak iin grup olarak alp, Kbrstaki farkl toplumlarn birbirlerini anlamalarna ve birbirleriyle bulumalarna kahvehanelerin nasl yardmc olduunu konu alan
bir sunum hazrlayn.
TOPIC 7
FASHION IN CYPRUS
TEACHER NOTES

This topic focuses on how people in Cyprus have dressed over the last 500
years. The topic will provide opportunities for pupils to explore this important aspect of Cypriot culture. A range of knowledge and skills will be
developed. The focus of this topic is the development of cultural understanding and empathy. Pupils will also have opportunities to develop their understanding of concepts such as change and continuity, similarity and difference.
The amount of time needed for each of the Activity Cards will depend on
the age and ability level of the pupils and on the nature of supplementary/
active learning strategies chosen by the teacher.
Learning intentions
The enquiry question for this topic is: What does what we wear teach us
about ourselves? Specific learning intentions for each age group are:
Primary level pupils will:
Interpret primary sources.

Respond to sources and explain their feelings.
Reflect on the issue of stereotyping.
Assess utility and reliability of sources.

Understand the cultural significance of aspects of fashion.
Respond to sources and explain their feelings.
Empathise with others.
Upper Secondary level pupils will:
Lines of interpretation: Using this strategy, pupils work in groups to examine a range of sources. A key enquiry question is set and a relevant source
is provided for each group. The words No and Yes are placed at each end
of a washing line. Each group has to decide where to place their source on
the line and must defend their decision by referring to key evidence in the
source which has influenced their decision. The same source is given to the
next group who analyse it and agree or disagree with the original decision.
The benefit of this methodology is that it encourages pupils to analyse the
sources closely and develops their capacity to construct and support
arguments.
Appreciate similarity and difference.
Lower Secondary level pupils will:
In each of the boxes, an open question invites a pupil response. The first
box might ask: what does the source tell me?; the second: what does the
source suggest?; the next box might ask what does the source not tell
me? and the final one: what questions do I need to ask?. At each level the
questions are progressively more challenging and help pupils move from
basic comprehension of the source to more challenging analytical and
evaluative work.
Assess the relative utility of sources.

Explore the perceptions of contemporary travellers and modern
historians.
Assessment
It is expected that assessment will be by a combination of teacher observation and professional judgement, and pupil self-assessment. The focus of
these materials is cultural understanding and empathy, therefore as well as
assessing the more traditional historical skills, assessment must also explore
the extent to which the pupil is aware of, or sensitive to, the ideas of others
and accepts the validity of different perspectives.
As pupils progress through the topic, they are invited to create lengthier
responses which can be evaluated according to criteria which they help
establish. For a fuller discussion of pupil self-assessment, please see the
General Notes for the Teacher. In this topic the teacher should try to ensure
that:
Identify the key factors that impacted on fashions in the past.

Create a presentation, giving due consideration to diversity of
background, culture and beliefs of the audience.
learning intentions are shared with the pupils;

pupils know what they are trying to achieve;
pupils are involved in assessing their own work and that of others;
pupils and teachers work together to assess the learning.
Pupil learning in this topic will be guided by the questions and activities on
the cards. However, as pupils learn best when they are actively and emotionally engaged with the stimulus material, teachers should adopt active
learning strategies to encourage critical and creative thinking and discussion
by the pupils. Among the strategies that can be used are:
Layers of inference: This places the picture, photograph or text at the
centre of a supportive frame which can be presented as a series of boxes.
A LOOK AT OUR PAST
Sources available for this topic on the pupil Source Cards:

A
Painting: Friday Bazaar close to St Sophia Church, 1936. By Arthur

Legge, a romantic artist with special interest in everyday scenes.
Rita Severis (2000) Travelling rtists in Cyprus 17001960, image 252,
p. 208.
Bourgeoisie family of Nicosia, 1900. Photographic album, Leventis

Municipal Museum of Nicosia.
FASHION IN CYPRUS
C
Couple in their festive cloths at the festival of St Herakleidios

Monastery, end of the nineteenth century. A photograph by Max
Ohnefalsch-Richter, cited in Marfin Laiki Bank Cultural Centre, 1993,
Studies in Cyprus, image no.70a.
Group of Nicosia citizens in front of St Sophia. A photograph by

John Thomson cited in Marfin Laiki Bank Cultural Centre (1984)
Through Cyprus with a Camera in the Autumn of 1878, p. 47.
E. Rizopoulou, Hegoumenidou (1996) The urban costume of Cyprus

during the 18th and 19th century, p. 22.
Abbe Mariti, (1769) Viaggi per l isola di Cipro, (published on the

internet: http://www.cyprusexplorer.globalfolio.net/eng/history/
mariti/index02.php).
A LOOK AT OUR PAST

Cyprus, Kegan Paul and Co., London, reprinted 1983 by Trigraph,
p. 58.
Cahit, Neriman (2009) Turkish Cypriot Women in Historical Perspective, Limassol, pp. 53-5
E. Rizopoulou, Hegoumenidou op. cit., pp. 412.

There is a strong link to Topic 1 Wedding traditions in Cyprus.

500 .
/ /
. .
.
/
, .
/,
,
/ .

:
;
:
: / :
: / :
, (
) . ,
/ /.
: ;
; ( ;). ; ,
;. ,
/ /
,
.
,
/ .
,
.
.

,
. ,
.
/ /
.

,
/ /.
,
,
/ /

.
: / :
,

/. :

, .

. /
/ , , .
/, .
. , :
. John Thompson, Marfin Laiki Bank Cultural

Centre (1984) 1878, . 47.
E. -, (1996)
18 19 , . 22.
Mariti, Viaggi per l isola di Cipro, 1769 (

: , ).
Louis Salvator (1881) , , Kegan Paul .. . A

1983 Trigraph, . 58.
, , (2009)
, .. 534-535
E. -, . ., .. 41-42.
/
,
/
.
:
, 1936. Arthur Legge,
. Rita Severis
(2000) 1700-1960,
252, 208.
, 1900.
, .

. , 19 .
Ohnefalsch-Richter Marfin Laiki Bank Cultural
Centre (1993) , no.70a.

4: .
KONU 7
KIBRISTA MODA
RETMENLERE NOTLAR
Konuya giri
Bu blmdeki kaynaklar ve aktiviteler, gemi 500 yl iinde Kbrstaki insanlarn nasl giyindiklerine odaklanmaktadr. Bu konu rencilere, Kbrs kltrnn bu nemli ynn kefetmeleri ve bu yolla eitli bilgi ve beceriler
gelitirebilmeleri iin olanaklar salayacaktr. Konunun odak noktas, kltrel
anlay ve empati gelitirilmesidir. renciler ayrca deiim, sreklilik, benzerlik ve farkllk gibi kavramlar daha iyi alglama imkan yakalayabileceklerdir. Her aktivite kart iin gerekli olan zaman, rencilerin yana, beceri
dzeyine ve retmen tarafndan seilen destekleyici/aktif renme stratejilerine bal olacaktr.
renme amalar
Bu konunun aratrma sorusu udur: Giydiklerimiz, kendimizle ilgili bize
neler retir? Her ya grubuna zel renme hedefleri:
lk retim dzeyi: renciler,
Birinci el kaynaklar yorumlayacak.

Kaynaa karlk vererek duygularn aklayacak.
lme-Deerlendirme
Genellemeler ve basmakalp klieler zerine dnecek.
Deerlendirmenin, retmenin gzlemi ve profesyonel muhakemesi ile

rencinin z-deerlendirmesinin bir birleimi olmas beklenmektedir. Bu
materyallerin odakland nokta, geleneksel tarih becerileri olduu kadar
empati ve kltrel anlay olduundan, deerlendirme, rencinin bakalarnn fikirlerine ynelik farkndal veya duyarlln ve farkl bak alarnn
geerliliini ne kadar kabul ettiini lmelidir.
Kaynaklarn ie yararlln ve gvenilirliini deerlendirecek.

Moda unsurlarnn kltrel nemini anlayacak.
Kaynaklara karlk vererek duygularn aklayacak.
Dierleriyle empati kuracak.
Lise dzeyi: renciler,
Yorumlama Hatt Bu stratejiyi kullanarak, renciler, eitli kaynaklar incelemek iin gruplar halinde alrlar. Her bir grup iin ana aratrma sorusu
belirlenir ve gerekli kaynak salanr. Evet ve hayr kelimeleri bir amar
ipinin iki ucuna yerletirilir. Her grup, kaynan ipin hangi ucuna yerletireceine karar vermek zorunda olup, kararlarna etkide bulunan kaynaktaki
kanta dayanarak vermi olduklar karar savunmaldr. Ayn kaynak, bunu
analiz eden bir sonraki gruba da verilir ve esas kararla ayn fikirde olup
olmadklar sorulur. Bu yntemin yarar, hem rencilerin kaynaklar yakndan
analiz etmelerini, hem de argmanlarn oluturma ve destekleme kapasitelerini gelitirmelerini tevik etmesidir.
Benzerlik ve farkll anlayp takdir edecek.
Orta retim dzeyi: renciler,
tirir. Her bir kutuda ak ulu bir soru rencilerin cevap vermesini tevik
eder. lk kutu unu sorabilir: Bu kaynak bana ne sylyor? kincisi, Bundan
ne karabilirim? (veya bu kaynak ne anlama geliyor? ). Bir sonraki kutuda
u sorulabilir: Kaynan bana sylemedii ey nedir?Ve son olarak: Sormam
gereken sorular nelerdir? Her bir kademedeki sorular giderek zorlamakta
ve rencilerin, kayna basit ekilde anlamalarndan balayarak, kaynaa
daha zor olan analitik ve deerlendirici ekilde yaklamalar salanmaktadr.
Kaynaklarn greceli ie yararlln deerlendirecek.

ada gezginlerin ve modern tarihilerin alglarn kefedecek.
rencilerin, konuyla ilgili ilerledike, daha uzun cevaplar vermeleri beklenecektir. Bylece bu uzun cevaplar, oluturulmasnda yardmc olduklar
kriterlere gre deerlendirilebilecektir. rencilerin kendi kendilerini deerlendirmeleriyle ilgili daha geni bilgi iin ltfen retmenler iin Genel
Notlara baknz. Bu konuda retmen unlar salamaya almaldr:
Gemite moday etkileyen ana faktrleri belirleyebilecek.
Hedef kitlenin gemileri, kltrleri ve inanlarnn eitliliini

dikkate alarak sunum hazrlayacak.
Pedagojik Yaklamlar
rencilerin renme sreci, kartlardaki aktiviteler ve sorularla ynlendirilecektir. Ancak, renciler, uyarc materyallere duygusal olarak ilgi duyduklarnda ve aktif bir ekilde katlm gsterebildiklerinde en iyi rendiklerinden,
retmenler rencilerin eletirel ve yaratc dnmeleri ile tartmalarn
destekleyecek aktif renme stratejileri benimsemelidir. Kullanlabilecek
stratejiler arasnda unlar vardr:
karsama Kademeleri Bu aktivite; bir fotoraf, resim (veya yazy) bir dizi
kutucuk eklinde sunulabilecek kademeli bir erevenin merkezine yerle-
GEMMZE BR BAKI
rencilerle renme hedefleri paylalmal;

renciler neyi baarmaya altklarn bilmeli;
renciler hem kendi hem de dierlerinin almalarn deerlendirmede yer almal;
renme srecini deerlendirmede retmenler ve renciler
beraber almal.

A
Resim: Aya Sophia Kilisesine yakn Cuma Pazar, 1936. Arthur

Leggeden; gndelik yaam manzaralarna zel ilgisi olan romantik bir sanat. Rita Severis (2000) Travelling Artists in Cyprus 1700
1960 (1700-1960 Kbrsa Seyahat eden Ressamlar), resim 252 s. 208.
KIBRISTA MODA
B
Lefkoal bir burjuva ailesi, 1900. Fotorafik albm, Lefkoa Leventis Municipal Mzesi.
Abbe Mariti, Viaggi per 1 isola di Cipro, 1769 ( nternet yayn:

GIOVANNI MARITI, Kbrs adasnda gezinti, mht).
19. yzyln sonunda, St. Herakleidios Manastr festivalinde, festival

kyafetleriyle bir ift. Max Ohnefalsch-Richterin (1895) fotoraf
albmnden. Marfin Laiki Bankas Kltr Merkezi, 1993, Kbrs
almalar, imaj no. 70a.
Archduke Louis Salvator of Austria (1881) Levkosia, the capital of

Cyprus (Lefkoa, Kbrsn Bakenti), Kegan Paul and Co. Londra.
Trigraph. Tekrar bask 1983 p.58.
Bir grup Lefkoa sakini, Aya Sophiann nnde. John Thompsonun

fotoraf, 1878, Marfin Laiki Bankas Kltr Merkezi, 1984, Through
Cyprus with a Camera in the Autumn of 1878 (1878 Sonbaharnda
bir fotoraf makinesiyle Kbrsa), s.47.
Cahit, Neriman(2009) Turkish Cypriot Women in Historical Perspective

(Tarihsel Perspektiften Kbrsl Trk Kadnlar), Limasol s. 534,535.
E. Rizopoulou, Hegoumendou, yukarda belirtilen kitap, s s. 41,42
E. Rizopoulou, Hegoumenidou, (1996) The urban costume of Cyprus

during the 18th and 19th century (19.ve 20. yzyllar boyunca Kbrs
ehir kyafetleri), s.22
zellikle birinci konu olan Kbrsta dn gelenekleriyle yakndan ilikilidir.
GEMMZE BR BAKI
FASHION IN CYPRUS / H / KIBRISTA MODA

KAYNAK KARTI 1
Source A / A / Kaynak A

Source E: During the Ottoman period, for political and religious
E: , -
reasons, especially because of the need of distinguishing the subjects

from the dominant Ottomans, there were imposed restrictions in
using some cloths or colours. Every new sultan introduced new
provisions on costume. Murat the Third (15741595) had imposed
black cloths on all Christians. In 1703 a firman was issued forbidding
Greeks, Armenians and Jews of the empire to wear coloured cloths,
yellow shoes and expensive fur coats.
,

.
.
(1574-1595) . 1703
, , , ,
. 1806,
.
. 1745, Drummond

.
. ,

, .
In 1806, another sultans order distinguished the Greeks (rums) in

three social classes, each to wear distinct cloths. Green was the colour
of the Prophets race and its special characteristic was the head-dress
(sariki). In his enumeration of the Nicosia officers in 1745, Drummond
mentions that the green head-dress was a privilege only for the
ancestors of Mohammed. These distinctive characteristics were not
an invention. During Byzantine times, cloths, head-dress and shoe
colour signified office, though not social class.
Abiding by the costume restrictions was compulsory in Istanbul but
in other regions of the empire it depended on local traditions and
the character of local authorities. In the Mediterranean islands, including Cyprus, there was great freedom. Turner (1815) noted that the
head-dress of Greek villagers in Cyprus was commonly white, without
provoking any reaction by the Ottomans, although white head-dress
was generally forbidden to non Muslims. [] Peter Texeira noted in
1605 that Cyprus was the only place subject to the Ottomans where
he saw Christians wearing hats. Everywhere else, they were only
allowed to wear a cap with fur or blue head-dress, except for Greeks
and Armenians whose head-dress was red.
, . ,
, .
. Turner (1815)

, ,
.... Peter Texeira 1605
. ,
.
Kaynak E: Osmanl dnemi boyunca, siyasi ve dini sebeplerden,

zellikle, tebaay hkmran Osmanllardan ayrt edebilme ihtiyacndan dolay, baz renklerin ve kyafetlerin kullanlmasnda kstlamalar
vard. Baa geen her yeni sultan, kyafetle ilgili yeni hkmler getirmiti. 3. Murat (15741595), tm Hristiyanlara siyah renkli kyafet
giyme zorunluluu getirdi. 1703te yaynlanan fermanda, imparatorluktaki Yunanllarn, Ermenilerin ve Yahudilerin renkli kyafetler, sar
ayakkablar ve pahal krk ceketler giymeleri yasakland.
1806da baka bir sultan, Yunanllarn (Rumlarn) farkl sosyal snf
ierisinde ayrlmalarn ve her birinin, sz konusu snfa zel, farkl bir
renk giymelerini emretti. Her snf farkl bir renk giyecekti. Yeil, peygamber soyundan olanlarn rengiydi ve onlarn zel bir sarklar vard.
1745teki Lefkoa grevlilerinin saymnda, Drummond, yeil sarn
sadece Muhammedin soyundan gelenlere ynelik bir ayrcalk olduundan bahsediyordu. Bu ayrc zellikler, yeni bir icat deildi. Bizans
zamannda kyafetler, sark ve ayakkab rengi, sosyal snfn olmasa
bile mevkinin gstergesiydi.
Kyafet kstlamalarna uymak stanbulda mecburiydi; fakat imparatorluun dier blgelerinde durum, yerel gelenee ve yerel otoriterelerin karakterine balyd. Kbrs dahil, Akdeniz adalarnda muazzam
bir zgrlk vard. Beyaz sarklar genellikle Mslman olmayanlara
yasakt; ancak Turner (1815), Kbrstaki Rum kyllerinin sarklarnn
ounlukla beyaz olduunu ve bunun Osmanllar arasnda herhangi
bir tepki uyandrmadn belirtmiti... Peter Texeira, 1605te Osmanlya bal olup da, Hristiyanlarn apka taktn grd tek yerin
Kbrs olduunu vurgulamt. Dier her yerde, sar krmz olan Rum
ve Ermeniler dnda, sadece krkl balk veya mavi sark takmalarna
izin vard.

Source F: The Cypriots are generally well formed, tall and good-looking,
: ,
sober and temperate. The women have mostly good eyes, but ugly
features, and few are seen of any special beauty: they are tall, spirited,
little industrious, and luxurious: they are long-lived, and often re-marry
when they are already great-grandmothers. [] The men dress alla Turca,
like those of Constantinople, and so too the women of any position,
except for the adornment of the head, which is high and striking, a
fashion of very ancient date. Their general costume, alla Cipriotta is more
scanty than the other alla Turca ; it consists of a kind of tight vest, and a
skirt of red cotton cloth. The outer garment which they call binish is
of cloth, velvet or other silk stuff. This is a long mantle, which starts from
the shoulders, and passing over the arms, almost reaches the ground.
Cypriot women like sweet odours about their heads, and to this end
adorn them grotesquely with flowers.
.
: , ,
:
.
.
, . ,
, , .
.
.
, .
,
.
.
Source G: The Turks of Levkosia often have strangely shaped eyebrows,

growing upwards about the middle of the forehead, a broadly cut mouth,
large dark-brown eyes with long lashes and the hair shorn in the Turkish
fashion. Most of them have sea-green shirts, which suit them very well
and are distinguished by their wide white trousers and many-coloured
garments. The women wear in the streets upper [outer] garments of a
snowy whiteness and underneath frequently rich silk dresses. The Armenian women dress in the same style, the men alla Franca that is, in the
European fashion.
The Greeks are a fine race, but are often disfigured by big noses. They
wear long shaped bag-trousers, which are often fastened to the belt
behind to prevent them from swinging about at every step they make:
stockings and boots in winter only. Nearly all the women have a fez or
red cap which is fastened to the forehead by a band and a handkerchief
over it, sometimes the latter only. If their hair is getting grey they dye it
red with sheuna as the Turkish women do their nails.
: ,

, ,
,
.
,
.
, .
,
alla franca, .
,
. ,
,
.

, . ,
, .
Kaynak F: Kbrsllar genelde dzgn vcutlu, uzun ve iyi grnl,

arbal ve lmldrlar. Kadnlarn ounlukla gzel gzleri, fakat irkin
hatlar vardr ve ok aznn zel bir gzellie sahip olduu sylenebilir.
Uzun boylu, canl, biraz alkan ve gsterilidirler. Uzun mrl olup,
byk-bykanne olduklarnda genellikle tekrardan evlenirler. [...] Erkekler, stanbuldakiler gibi, alaturka (Alla Turcha) giyinirler. Yksek ve arpc,
eski moda baa yaplan ssleme hari, herhangi bir konumdaki kadn da
byle giyinir. Kadnlarn genel kyafeti olan Alla Cipriotta (Kbrs tarz),
alaturkaya gre daha dardr. Bu kyafet dar bir yelek ve krmz pamuklu
kumatan bir etek, bini olarak bilinen stten giyilen, kadife veya dier
ipek kumatan olur. Bu uzun bir gmlek olup, omuzlardan balayarak,
kollar geer ve neredeyse yere kadar uzanr. Kbrsl kadnlar balarnn
gzel kokmasn severler ve bu nedenle tuhaf bir ekilde iceklerle donatrlar.
Kaynak G: Lefkoal Trklerin alnlarnn ortasndan yukarya doru
kan, genellikle acayip ekillenmi kalar, geni biimli azlar, uzun
kirpiklerle byk koyu kahve gzleri ve Trk modasna uygun kesilmi
salar vardr. ou kendilerine ok yakan deniz yeili bluz giyer ve geni
beyaz pantolonlar ve ok renkli giysileriyle ayrt edilirler. Kadnlar sokakta
kar beyaz st giysileri ve alttan da sklkla zengin ipek elbiseler giyerler.
Ermeni kadnlar da ayn tarzda giyinirken, erkekleri Avrupa modasna
uygun yani alla franca giyinirler.
Yunanllar gzel bir rktr; fakat genelde ok byk burunlar onlar irkinletirir. Uzun ekilli alvar tarzda pantolonlar giyerler ve her atlan
admda salnmasn engellemek iin bele kemerle tuttururlar. oraplar
ve botlar sadece kta kullanlr. Neredeyse her kadnn, alnna bir bantla
sabitlenmi ve zerine bir mendil konulmu bir fesi veya krmz bal
vardr. Bazen sadece ikincisi olur. Eer salar beyazlamsa, Trk kadnlarnn trnaklarnda yapt gibi knayla krmzya boyarlar.

Source H: In Cyprus, women lived through a covered phase in accord-
: , ( )
Kaynak H: Kbrsta kadnlar, Osmanl gelenek ve greneklerinden
ance with Ottoman customs and traditions. Confined behind the veil,
outer garment and bay window at home, Turkish Cypriot women were
able to add colour, excitement and creation to their lives through colourful embroidery on their headscarf, dress and even underwear [] the
linens woven on the loom, the wool obtained from the flock, the silk
derived from the silkworm, and all the clothing sown from this material.
[]
.
, ,
,

, , .....
,
,
...
kaynaklanan kapal bir dnem yaadlar. Evde peenin, st giyeceklerin

ve cumbal pencerenin arkasna kapatlm Kbrs Trk kadn, renkli
naklarla sslenmi ba rtleri, elbiseler ve hatta i amarlaryla yaamlarna renk, heyecan ve yaratclk katyorlard. Tm giysiler dokuma tezgahnda dokunmu ketenlerden, hayvanlardan elde edilen ynden ve
ipek bceinden elde edilmi ipekten dikilirdi...
Dressing-attire has been shaped by the geography, climate, customs

and traditions of a country. [] Alongside Turkish women, Greeks also
used the headscarf. This was due to religious, traditional reasons, in addition to the fact that Cyprus had a hot and dry climate. [] Covering the
head carried two practical meanings in those days: 1) To wear over a
garment 2) To agree to marriage [] It reflected in particular the propensity for men to control, to restrict and to feel jealous.
, , . ...
, .
,
.
: 1) 2)
....
, .
Source J: Larnaca was the place of tradesmen and consulates in Cyprus.

There took place ostentatious receptions by consuls with gunfire from
the port castle, formal visits to the administration centre in Nicosia, strict
formalities and majestic appearances by the consuls and the other officers. [] Drummond describes the visit of the English consul to the Pasha
of Nicosia in the middle of the eighteenth century. The families of consuls
and rich tradesmen have established a European lifestyle including social
gatherings, ceremonial visits and festivities. Their appearance and decoration of their houses set standards for the local ascending bourgeoisie
class. Travellers of the time have written about the graphic lifestyle of
these people (Franc Levantines), noting some Anatolian influence.
According to von Richter (1816), hats stood higher and put aside the
Turkish head-dress sariki in Larnaca. Corancez (1809) has stressed the
freedom in relationships, the pleasant manners and the appearance of
women without the veil.
: ,

,
,
, ,
, , ( ),

.
, 18 ,
Drummond.
, , .

.
,
.
, , von Richter (1816),
, . Corancez (1809)
,
.
Giyinip kuanmak uzun bir srete corafyaya, mevsime, gelenek ve

greneklere gre ekillenmitir... Trk kadnnn yansra Rum kadnlar da
ba rts kullanrlard. Bu, dini ve geleneksel sebeblere ek olarak, Kbrsn
scak ve kuru ikliminden de kaynaklanyordu... Ba rtmek o dnemde
iki pratik anlam tayordu. Bunlar: 1) Giysinin zerine takarak, kyafeti
tamamlamak, 2) Evlilii kabul etmek... Barts, zellikle, erkeklerin
kadnlar zerinde kontrol etme, kstlama ve kskanma tutumunu yanstrd.
Kaynak J: Larnaka, Kbrsta tccarlarn ve konsolosluklarn yeriydi. Liman

kalesinden yaplan top atlaryla konsoloslarn gsterili resepsiyonlar,
konsoloslar ve dier grevliler tarafndan Lefkoadaki ynetim merkezine
resmi ziyaretleri, kat formaliteler ve grkemli gsteriler yer alrd... Drummond, 18. yzyln ortalarnda ngiliz Konsolosunun Lefkoada Paaya
yapt ziyareti anlatr. Konsoloslarn aileleri ile zengin tccarlar; sosyal
etkinlikler, merasim eklindeki ziyaretler ve elencelerle Avrupal bir yaam
tarz kurdular. Onlarn grn ve evlerinin dekorasyonlar, ykselen
yerli burjuva snf iin bir standart getirdi. Zamann gezginleri, bu kiilerin (Frank Levantinlerin) biraz Anadolu etkisi altndaki canl yaam tarzn
yazya dkmlerdir. Von Richtere gre (1816), Larnakada apkalar daha
nemliydi ve Trk sar bir kenara kaldrlmt. Corancez (1809) de ilikilerdeki bamszl, peesiz kadnlarn grnlerini ve gzel tavrlarn
vurgulad.

What does what we wear teach us about
ourselves?
Giydiklerimiz bize kendimizle ilgili neler

retir?
Choose the picture (A, B, C or D) from Source Card 1 that

you find most interesting and complete the activities below:
- (A, B, )
:
En ilgin bulduunuz resmi sein (A, B, C veya D) ve aadaki

aktiviteleri tamamlayn:
1. Describe what the people in the picture are wearing.

2. What can you tell about the people in the picture from
the clothes they are wearing?
3. What does the picture not tell you?
4. How does the picture make you feel? Explain why it
makes you feel that way.
1. .
2.
;
3. ;
4. ;
.
Is the picture a photograph or a drawing?

Are the people posing for the picture?
What group do they belong to?
Now, pair up with a partner who has chosen a different

picture and share your ideas.
1. Resimdeki kiilerin ne giydiini anlatnz.

2. Resimdeki kiilerin giydiklerine bakarak onlar hakknda
neler syleyebilirsiniz?
3. Resim size neyi sylemez?
4. Resim size ne hissettirir? Neden byle hissettiinizi
aklaynz.
zerinde dnn!
;
;
;
/
.
Resim bir fotoraf m yoksa bir izim mi?

nsanlar resim iin poz mu veriyorlar?
Hangi gruba aitdirler?
imdi, farkl bir kaynak seen kiiyle elein ve dncelerinizi

paylan.

Sources A and D are of the same location the St Sophia
Church (later the Selimiye Mosque) but they were made
at different times: one was created in the 1870s, the other
in the 1930s. Looking at the two together:
1. What is the same? What is different?
A ,
( ), . 1870
1930. :
2. Which do you think is the oldest? Why?
1. ;
;
3. How did fashion change in the time between these two

pictures?
2. ; ;
Now choose one of the people in Sources A or D. Write a

few sentences about what they might be thinking.
Who are they? What are they doing? Why are they dressed
in this style? What does their clothing say about them? What
do they think about themselves? What do they think about
others in the picture?
Think about all the answers you have given so far.
Now, in a small group, talk about:
3.
;
A .
.
:
; ;
; ;
;
;
1. Is it easy to judge people by the way they dress?
2. Is it right to judge people by the way they look?
, , :
1.
;
2.
;
Kaynak A ve D ayn yere aittir: St. Sophia Kilisesi (daha sonra

Selimiye Camii oldu). Farkl dnemlerde oluturuldular: Biri
1870lerde, dieri ise 1930larda. kisine beraber bakalm:
1. Ayn olan nedir? Farkl olan nedir?
2. Hangisi sizce daha eski? Neden?
3. Moda, bu iki resimin ekildii zaman aralnda nasl
deiti?
imdi Kaynak A veya Ddeki kiilerden birini seiniz. Ne
dnebilecekleriyle ilgili birka cmle yaznz.
zerinde dnn!
Kimdirler? Ne yapyorlar? Niye bu ekilde giyinmiler?
Kyafetleri kendileri hakknda ne sylyor? Kendileri hakknda
ne dnyorlar? Resimdeki dier kiilerle ilgili ne
dnyorlar?
imdiye kadar vermi olduunuz cevaplar zerinde dnn.
imdi, kk gruplar halinde unlar tartnz:
1. nsanlar giyimlerine gre yarglamak kolay m?
2. nsanlar grnlerinden dolay yarglamak doru mu?

ourselves?
Giydiklerimiz kendimizle ilgili bize neler

retir?
Study Sources A-D and answer these questions:
A
:
A-D arasndaki kaynaklar inceleyin ve aadaki sorular

cevaplayn:
1. ;
1. Gemite insanlar nasl giyinirlerdi?
2. ;
2. Sizce neden bu ekilde giyinirlerdi?
3. ;
3. Kendi giyim tarzlar hakknda neler sylyorlar?
4. , . .
4. Her kayna srayla ele alarak, buradaki kiilerle ilgili nasl

hissettiinizi ifade edin. Neden bu ekilde hissettiinizi
aklayn.
Kaynak F ve G, yabanc gezginler tarafndan Kbrs hakknda

yazlmtr:
1.
;
1. Kaynaklar, o dnemde Kbrstaki moda hakknda neler

sylyor?
3. Are they reliable sources? Why?
2. ; .
2. Olumlu mu yoksa olumsuz grler mi ortaya koyuyorlar? Cevabnz aklaynz.
4. How do you think a person who lived in Cyprus would

react to the views expressed here?
3. ; ;
3. Bu kaynaklar gvenilir mi? Neden?
Discuss in groups:
4.
;
4. Sizce Kbrsta o dnem yaam bir kii, bu anlatlan

grlere nasl bir tepki gsterirdi?
What would a traveller to Cyprus think about the way we

dress today?
Gruplar halinde tartn:
Is it right to judge people by the way they look?
Kbrsa gelen bir gezgin, bugnk giyim tarzmz hakknda

ne dnr?
nsanlar grnlerine gre yarglamak doru mu?
1. How did people dress in the past?

2. Why do you think they dressed in these fashions?
3. What are they saying about themselves by the way they
are dressed?
4. Taking each source in turn, describe how you feel about
the people here. Explain why you feel that way.
Sources F and G were written by foreign travellers to Cyprus:
1. What do the sources tell you about the fashions worn
in Cyprus at the time?
2. Do they present positive or negative views? Explain your
answer.

For this activity you need to work in groups to create a
presentation on fashion in Cyprus in the past. You may create a poster, a short piece of writing, a PowerPoint or present
your learning in some other way. Your work must include:
How we know about fashions in the past.

What different people wore.
Why people dressed the way they did.
How these people viewed themselves.
How others viewed them.
To create your work:

1. Decide on the format what are the advantages/disadvantages of the various types of presentation?
2. Summarise the information you will include agree
what you have gained from the sources, what you know
already and what you need to research.
3. Assign tasks to group members.

.
, ,
PowerPoint
.
:
;
;
;
;
;
:
1. .

;
5. Review it to make sure you have included everything

and to see if you can improve it.
2. .

,
.
6. Present it to your class!
3. .
4. Draft your presentation.
4. .
5.

.
6. !
Bu aktivite iin gruplar halinde almalsnz ve Kbrsta

gemiteki modayla ilgili bir sunum hazrlamalsnz. Afi,
ksa bir yaz, power point veya baka bir yntemle
rendiklerinizi sunabilirsiniz. almanz unlar iermelidir:
Gemie ait moda hakknda nasl bilgi edindiimiz.

Farkl insanlarn ne giydikleri.
nsanlarn niye bu ekilde giyindikleri.
Bu kiilerin kendilerini nasl grdkleri.
Bakalarnn onlar nasl grd.
almanz hazrlamak iin:

1. Sunum eklinizin ne olacana karar verin eitli sunum
trlerinin avantajlar/ dezavantajlar nelerdir?
2. Vereceiniz bilgiyi zetleyin Kaynaklardan neler
rendiiniz, daha nceden neler bildiiniz ve ek olarak
neleri aratrma ihtiyacnda olduunuz zerine hemfikir
olun.
3. Grup yelerine grevler verin.
4. Sunumunuzun taslan hazrlayn.
5. Her eyi dahil ettiinizden emin olmak ve
iyiletirebileceiniz noktalarn olup olmadn grmek
iin zerinden geiniz.
6. Sunumunuzu snfnzla paylan!

ourselves?
Giydiklerimiz bize kendimizle ilgili neler

retir?
Study Source E.
1. What does it tell you about how Cypriot dress changed
during the Ottoman period?
2. To what extent does the author believe that dress codes
were:
a. new?
b. enforced?
3. How useful is this source?
E.
1.
;
2. :
. ;
. ;
3. ;
.
4.
;
5.
;
6. ;

:
.
.
.

;
,
, ,
. ,
, ,
.
Kaynak Eyi inceleyin:

1. Osmanl dneminde, Kbrsllarn giyiminin nasl deitiiyle
ilgili bize ne anlatyor?
2. Yazar kyafet kurallarnn ne derece
a. Yeni
b. Zorunlu olduunu dnyor?
3. Bu kaynak ne kadar faydal?
Study Sources F and G.

4. What do they tell us about the travellers perceptions of
Cypriot dress?
5. To what extent are these sources reliable?
6. How far do the views expressed support those of Source
E?
Study Sources H and J
What do the sources say about the impact of the following
on fashions in the past?
a. customs
b. trade
c. foreign visitors.
In Source H, the author states that, dressing-attire has been
shaped by the geography, climate, customs and traditions of
a country. Using the sources and your own knowledge, explain
whether or not this is a fair interpretation of why people in
Cyprus dressed as they did in the past.
Kaynak F ve Gyi inceleyiniz.

4. Gezginlerin, Kbrsllarn kyafetleriyle ilgili ne dndkleri
hakknda bize neler sylyorlar?
5. Bu kaynaklar ne kadar gvenilirdir?
6. Belirtilen fikirler, kaynak Edeki fikirleri ne kadar destekler?
Kaynak H ve Jy inceleyiniz.
Gemite, aadakilerin moda stnde ne gibi etkileri olduu
hakknda kaynaklar ne diyor?
a. gelenekler
b. ticaret
c. yabanc ziyaretiler
Kaynak Hde yazar, giyim kuamn lkenin corafya, iklim, gelenek ve greneklerine gre ekillendiini belirtiyor. Kaynaklar
ve kendi bilginizi kullanarak, bu yorumun, insanlarn neden bu
ekilde giyindiklerini aklamak iin doru bir yaklam olup
olmadn aklayn.

For this activity you need to work in pairs to deliver a short talk
on fashions in Cyprus in the past. The audience will be a group
of older people from a diverse range of backgrounds. Your
presentation must be balanced and include information on:
What people wore in the past.

The influences on fashions.
Reference to first-hand observations of dress in the
past.
Creating your talk:
You must decide what you want your audience to

learn. Bear in mind the nature of the group.
Summarise the information you need including

what you have learned from the sources, what you
know already and what you need to research.
Draft your presentation.

Review it to make sure you have covered everything
that is needed.

,
.
.

:
.

.

. .
,
,
.
.

.
Bu aktivite iin ikili gruplar halinde alarak, gemite Kbrstaki

modayla ilgili ksa bir konuma yapmalsnz. Dinleyiciler, yalar
daha byk olan ve farkl tecrbelere sahip eitli kesimlerden
oluacak. Sunumunuz dengeli olmal ve unlar iermelidir:
Gemite insanlarn neler giydikleri.

Moday etkileyen faktrler.
Gemiteki kyafetlerle ilgili ilk elden yaplan gzlemlerden yararlanlmas.
Konumanz hazrlarken:
Dinleyicilerinizin ne renmesini istediinize karar

vermelisiniz. Grubun yapsn gz nnde bulundurun.
Gerekli olan bilgiyi zetleyiniz kaynaklardan topladnz eyleri bir araya getiriniz, neleri daha nceden
biliyordunuz ve neler zerinde aratrma yapma ihtiyacndasnz.
Sunumunuzun taslan hazrlayn.

Gerekli olan her eyi ierip iermediini kontrol etmek
iin gzden geirin.
TOPIC 8
EDUCATION IN C YPRUS
TEACHER NOTES

The topic explored in this set of sources and activities is how schools and
attitudes towards young people in Cyprus have changed over the last 100
years. Within this context, the focus is on:
(i) The development of pupils enquiry skills
(ii) Formative assessment as a strategy for aiding pupils progress.
The amount of time needed for each of the Activity Cards will be dependent
on the age and ability level of the pupils and on the nature of supplementary/active learning strategies chosen by the teacher.
Learning intentions
The enquiry question for this topic is: How have schools and attitudes to
our young people changed during the last 100 years? All activities are
designed to give children an insight to this question and to form their own
views about a general answer to it. Specific learning intentions for each age
group are:
Primary level
To interpret visual sources

To explore ways of dating sources
To consider issues of similarity and difference
To empathise with others.
Lower Secondary
To interpret both visual and documentary primary sources

To develop understanding of chronology
To construct narratives which describe and suggest reasons for
changes over time
To consider the interaction between education and the wider
society.
Upper Secondary: In addition to the above:
To test hypotheses against a given body of evidence

To consider the possible limitations of historical sources.
A useful starting point is to consider the various ways in which a pupil might
find a question or activity in history difficult. The dimensions of difficulty
include: the nature of the source material; how the task is presented; the
nature of the response required; and complexity of the knowledge to be
recalled. In this topic, for example, on Activity Card 1 pupils are given Things
to think about which gives guidance and makes the task easier. On Activity
Card 2, in order to complete the task on Thinking about chronology, pupils
need some background knowledge.
A further consideration is establishing progression within a specific concept
or skill. On Activity Card 1, the first two questions in Things to think about
ask pupils to extract relevant information from sources. Later questions (e.g.
How old do you think the students are? and Do you think the students are
pleased to be in school and having their photograph taken?) require pupils
to go beyond what is given in the sources and to make inferences from
them. The final three questions introduce pupils to the notion of putting
forward hypotheses and matching them to the available evidence. The tasks
on Activity Cards 2 and 3 follow a similar hierarchy in terms of the particular
skill, but in the context of a wider variety of more complicated sources, with
more limited guidance and in ways that require pupils to apply recalled
knowledge. In addition pupils are asked to produce arguments both for
and against a given hypothesis.
Formative assessment may focus upon progress within a specific concept
or skill, or may be concerned with the broader development of pupils historical knowledge and understanding. In addition to investigation, undertaking an historical enquiry also requires an understanding of the nature of
evidence, including assessing issues of reliability and utility, and the ability
to communicate the findings.
As a way of extending the activities on Activity Card 1, in order to address
other elements of historical enquiry, the teacher could ask pupils to consider, for example, whether the photographs are a reliable representation of
how young people at the time looked; or, more generally, how true is it that
The camera never lies?

A
Korovia Village Elementary School, 1981 2.
Nicosia Idadi School students with their teachers in 1889. Meryem

Okszolu, Rtiyeden Gnmze Lefkoa Trk Lisesi (1862-2002),
(Rtiye to present Nicosia Turkish Lycee), (2002) Ajans Yaynlar,
Lefkoa, Annex picture 10 p. 212.
School-yard at Ankara Street in 1949 in front of the windows of

the vaulted houses. zay&Seluk Akif (2008). Echoes From The Past.
The Turkish Community of Limassol and its Heritage, Terra Cypria,
Nicosia p. 97.
The particular focus of the work associated with this topic is on formative
assessment, or assessment for learning. Here teaching, learning and assessment combine in order to help pupils make progress, and to identify and
help pupils to overcome any barriers that may be hindering such progress.
For a fuller discussion of formative assessment please refer to the General
Teacher Notes.
A LOOK AT OUR PAST
EDUCATION IN CYPRUS
D
zay Akif-Seluk Akif (2008) Echoes From The Past. The Turkish Community of Limassol and its Heritage, Terra Cypria, Nicosia p. 89.
W.W. Weir (1952) Education In Cyprus, Cyprus, p. 36.
Gven Uluda-Koral zen (co-ordinators) (2008) Unutmadan ...

Sesimiz Kslmadan (Before forgetting ... Before lowering our voice ...),
BTAD, Lefkoa, p. 89. (Translated).
Pancyprium Gymnasium. One hundred years 18931993, 1993,

Livadiotis Nicosia, pp. 199, 201202.
A LOOK AT OUR PAST
W.W. Weir op. cit. p. 43.

There is a natural link with Topic 8 Children in the mines in Cyprus.

100 .
()
/ ()
.

/,
,
/ .

:
100
; /
/

.
:
: / :
/ :
: , / :

,
.
,
/. ,

..
, . .

/ /
. :
, ,
.
, , 1, /
/ ,
. 2,

, / .

.
1,
, / /
. (..
/; /
;),
/ /
.
/ /
.
2 3
,
,
/ /
. , / /
.

/.
,

, , ,

.

1,
, , , /
/
. ,
;
, 1981-1982.
(dadi)
1912. Meryem Okszolu, Rtiyeden
Gnmze Lefkoa Trk Lisesi (1862-2002)- Rtiye
, Ajans Yaynlar, Lefkoa, 2008.
() 10 . 212.

(1949),
(), zay & Seluk Akif, .
, Terra
Cypria, Nicosia, 2008 . 97.
zay Akif-Seluk Akif (2008) , Terra Cypria,.Nicosia
. 89.
W.W. Weir (1952) . , . 36.
Gven Uluda-Koral zen () (2008) Unutmadan...

Sesimiz Kslmadan ( ...
...), BTAD, , .89.
()
W.W. Weir, . . . 43.
W.W. Weir, . . . 54-55.
W.W. Weir, . . . 55-56.

8:
.
KONU 8
KIBRISTA ETM
RETMENLERE NOTLAR
Konuya giri
Bu blmdeki kaynak ve aktiviteler, Kbrsta, getiimiz 100 yl ierisinde
okullarn ve genlere ynelik tutumlarn nasl deitiini ele almaktadr. Bu
balamda odaklanlan unsurlar:
(i) rencilerin sorgulama yeteneklerinin gelimesi.
(ii) rencilerin geliiminin desteklenmesi iin strateji olarak biimlendirici
deerlendirmenin kullanlmas.
Her aktivite kart iin gerekli olan sre, rencilerin ya ile beceri dzeylerine
ve retmen tarafndan seilen destekleyici/aktif renme stratejilerine bal
olacaktr.
renme amalar
Bu konunun aratrma sorusu udur: Getiimiz 100 yl iinde okullar ve
genlere ynelik yaklamlar nasl deiti? Tm aktiviteler ocuklara bu soruyla
ilgili anlay gelitirmeleri ve genel cevap hakknda kendi grlerini
oluturmalar iin tasarlanmtr. Her ya grubuna zel renme hedefleri:
lk retim dzeyi
Grsel kaynaklar yorumlamak.

Kaynaklar tarihlendirme yntemlerini incelemek.
Benzerlik ve farkllk konularn incelemek.
Dierleriyle empati kurmak.
Ortaokul dzeyi
Grsel ve yazl belgelerden oluan birinci el kaynaklar yorumlamak.

Kronolojiyi anlamak.
Zaman ierisinde gerekleen deiimleri tasvir edecek ve nedenler ortaya koyacak anlatlar ina etmek.
Eitim ile toplumun geneli arasndaki etkileimi deerlendirmek.
Lise dzeyi: Yukardakilere ek olarak:
Verilmi kantlar karsnda hipotezleri test etmek.
Yararl bir balang noktasnn, tarihle ilgili bir soru veya aktivitenin renciye
zor gelecei eitli ekillerini dnmek olduunu grebilirsiniz. Zorluk
boyutlar unlardr: kaynak materyalin doas, aktivitenin nasl sunulduu,
gereken cevabn nitelii ve anmsanmas gereken bilginin karmakl. Bu
konuda rnein, rencilere Aktivite Kart 1de zerinde dnlecekler
verildi. Bunlar, rencilere yol gsterir ve ilerini kolaylatrr. Aktivite Kart
2de, kronoloji hakknda dnn grevini tamamlayabilmeleri iin
rencilerin biraz n bilgiye ihtiyalar vardr.
Bir sonraki deerlendirme belli bir kavram veya beceriyle ilgili ilerlemenin
salanmasyla alakaldr. rencilerin Aktivite Kart 1deki zerinde
dnlecekler blmnn ilk iki sorusunda, kaynaklardan gerekli grdkleri
bilgileri seip ayrmalar istenir. Daha sonra (rnein Sizce renciler ka
yanda? ve Sizce renciler okulda bulunmaktan ve fotoraflarnn ekilmesinden memnun mu?) sorular rencilerin kaynaklardan rendiklerinden
daha da teye gitmelerini ve bunlardan sonu karmalarn gerektirir. Son
soru rencilere hipotezler ne srmeyi ve bunlar bulunan kantlarla
eletirmeyi retir. Bu beceri gz nne alnarak, aktivite kartlar 2 ve 3 de
ayn dzeni izliyor; fakat daha karmak ve geni kapsaml kaynaklar erevesinde, daha az ynlendirmeyle rencilerin anmsadklar bilgileri
uygulamalarn gerektiriyor. Ek olarak, rencilerden verilen hipotez lehine
ve aleyhine argmanlar retmeleri isteniyor.
Biimlendirici deerlendirme belirli bir kavram veya beceri ile ilgili ilerleme
zerine odaklanabilir veya daha geni anlamda, rencilerin tarih bilgisi ve
anlaynn geliimiyle birlikte ele alnabilir. nceleme/sorgulamann yansra
bir tarih aratrmas yapmak, asgari olarak, kaynaklarn gvenilirlii ile
yararlln deerlendirebilmek ve bulgular ilikilendirebilmek gibi beceriler
de dahil olmak zere, kantn doasn anlamay da gerektirir.
Aktivite Kart 1de yer alan etkinlikleri gelitirmenin bir yolu olarak, retmen
tarihsel aratrma/sorgulamann dier unsurlarn ele almak amacyla
rencilerden, rnein, fotoraflarn, o zamanlarda genlerin nasl grndklerini gvenilir bir ekilde yanstp yanstmadn dnmelerini isteyebilir; veya daha genel anlamda, Fotoraf makinesi hibir zaman yalan sylemez? sznn ne kadar doru olduunu sorabilir. Baka konu balklar
altnda da buna benzer rnekler gelitirilebilir.
Tarihsel kaynaklarn olas zaaflarn gz nnde bulundurmak.
Pedagojik Yaklamlar
Bu konuyla ilikilendirilmi almann esas odak noktas biimlendirici
deerlendirme veya renme amal lme-deerlendirmeyle alakaldr.
Burada, rencilerin, ilerleme kaydetmesine ve bu ilerlemeye mani olabilecek engelleri belirleyip bunlar amalarna yardmc olmak amacyla retim,
renim ve deerlendirme birletirilmitir.
Biimlendirici deerlendirmeyle ilgili daha fazla bilgi ve tartma iin ltfen
retmenlere Genel Notlar ksmna baknz.
GEMMZE BR BAKI
rencilerin Kaynak Kartlarnda bulunan kaynaklar:

A
Kuruova Ky lkokulu, 19811982.
Lefkoa dadi okulu rencileri, retmenleriyle birlikte, 1889.

Meryem kszolu, Rtiyeden Gnmze Lefkoa Trk Lisesi
(18622002), Ajans Yaynlar, Lefkoa, 2008. Ek resim 10, s. 212.
Ankara Soka okul bahesinde 1949 ylnda Kemeralt Evlerinin

pencereleri nnde ekilmi bir resim. Gemiten Yanklar. Leymosun Kbrs Trk Cemaati ve Miras, Terra Cypria. Nicosia s. 97
KIBRISTA ETM
D
zay Akif-Seluk Akif (2008) Echos From The Past. The Turkish
Community of Limassol and its Heritage (Gemiten Akis. Limasol
Kbrs Trk Toplumu ve Miras), Terra Cypria, Nicosia s. 89.
W.W. Weir (1952) Education In Cyprus (Kbrsta Eitim), Kbrs, s. 36.
Gven Uluda- Koral zen (koordinatrler) (2008) Unutmadan...

Sesimiz Kslmadan, BTAD, Lefkoa, s.89.
Pancyprian Gymnasium. One Hundred Years 18931993 (Pancyprian

Gymnasium. Bir Asr 1893-1993), 1993 Livadiotis, Lefkoa, s.199,
201202.
GEMMZE BR BAKI
W.W. Weir, a.g.y s. 43.
W.W. Weir a.g.y s. 5455.
W.W. Weir a.g.y s. 5556.

Kbrsta madenlerdeki ocuklar balkl ikinci konuyla doal bir ilikisi vardr.
EDUCATION IN CYPRUS / / KIBRISTA ETM

KAYNAK KARTI 1

A School Certificate awarded to a student at Limassol Girls Elementary School. On the
certificate it states that the subjects taught in the school were: Quran, Turkish dictation,
arithmetic, geography, reading in Turkish, Ottoman history, rules of conduct (lm-i Hal),
health and calligraphy.
(Source: Akif and Akif, Echoes From the Past, 2008, p. 89).
.
, , , ,
,
(: Akif Akif, , 2008, .89).
Limasol Kz lkokulundan bir renciye verilen karne. Bu karnede retilen derslerin unlar
olduu yazyor: Kuran, Trke imla, aritmetik, corafya, Trke okuma, Osmanl tarihi,
davran kurallar (lm-i Hal), salk ve gzel yaz.
(Kaynak: Akif ve Akif, Echoes From the Past, 2008, s.89).

Source E: The Department of Education report for 193435 (of the British)
indicates the chief changes brought about by new regulations:
E: ( ) 1934-35
1. That for the first time all pupils, whether taught in Greek or Turkish,
will follow the same lessons in all subjects but their own language
and religions;
1. ,
, ,
,
2. That history and geography, taught in parallel courses, are no longer

dominated by Greece and Turkey but proceed outwards from Cyprus,
through the Near East and the Mediterranean area, to the rest of the
world: as each country is reached in geography the outlines of its
history are briefly studied;
2. , ,
,

.
, ,
3. That English is introduced as an integral part of the curriculum in

the top two classes of the larger schools (62 Orthodox-Christian, 18
Moslem and 2 Maronite).
Source F: My grandfather began school in 1946. He said that he will

never forget the first day in school, especially the word his father said to
the teacher, flesh is yours, bone is mine.
Source G: S.S. is expelled from school for two days because he went
to the movies without the permission of the schools director. (23 March
1933)
J.S. is expelled one day from school because he was seen sitting at
Chatzisavas coffee shop with his parents. (27 May 1933)
The Discipline Council of the school expels for eight days the student
P.M. because he was seen bicycling while he had no permission to
bicycle. (17 June 1933)
Professor Mr C saw at the public park student number 519 with a girl.
[...] we identify him from the students register book. The student apologised and said that it was not his fault. She kept sending him messages
with another student D. and he was carried away. (24 January 1936)
3. (62
, 18 2
).
: 1946.
,
: ,
.
: ...
. (23 1933)
..
. (27 1933)
..
. (17 1933)
. .
519 ..
.
. ,
., . (24 1936)
Kaynak E: Eitim Dairesi, 193435 yllarna ait raporda (ngilizlerin) yeni

ynetmeliklerle getirilen balca deiiklikleri belirtiyor:
1. lk kez tm renciler, Yunanca veya Trke eitim grseler de, kendi
dilleri ve dinleri hari tm konularda ayn dersleri takip edecekler;
2. Birbirlerine paralel okutulan tarih ve corafya dersleri artk Yunanistan
ve Trkiye eksenli deil, Kbrsn dna doru, dnyann geri kalanndan, Yakn Dou ve Akdeniz blgelerinden bahsedecek. Sras geldike
her lkenin corafyas ve tarihine ana hatlaryla ksaca deinilecek;
3. Byk okullarn (62 Ortodoks-Hristiyan, 18 Mslman ve 2 Maronit)
son iki snfnda mfredatn bir paras olarak ngilizce okutulacak.
Kaynak F: Bykbabam 1946da okula balad. Okuldaki ilk gnn,

zellikle babasnn retmene syledii ilk eyi hi unutamayacan
sylyor: Eti senin, kemii benim.
Kaynak G: S.S okul mdrnn izni olmadan film izlemeye gittii iin
okuldan iki gn uzaklatrld. (23 Mart 1933).
J.S, Chatzisavann kahvesinde, ailesiyle birlikte otururken grld iin
okuldan bir gn uzaklatrma cezas ald. (27 Mays 1933).
P.M isimli renci, izinsiz bisiklet srerken grld iin ,okulun disiplin
kurulu tarafndan sekiz gn okuldan uzaklatrld. (17 Haziran 1933).
retmen C Bey 519 numaral renciyi parkta bir kzla otururken grd
[...] renci kaytlarndan onu tespit ettik. renci zr diledi ve kendisinin sulu olmadn syledi. Kz ona, renci D.yle srekli mesaj gnderiyordu ve o da buna kapld. (24 Ocak 1936).

Source H: The census of 1911 revealed that 73 per cent of the popula-
H: 1911 73%
Kaynak H: 1911de yaplan nfus saym, Kbrs nfusunun %73nn
tion of Cyprus were illiterate. This led to some agitation in favour of

Compulsory Education but no Compulsory Education Law was passed
until 1930. The latest law dealing with the problem was passed in 1933;
it makes provision for the gradual introduction of compulsion, it being
left to the Governor to declare certain areas subject to the law [...] The
Report on Education for 193435 states that: Although the school age is
nominally from six to twelve years, probably 75 per cent of the village children
do not continue in attendance after ten years of age, as in a country of peasant proprietors, where all the cultivation is performed by the owner and his
family. This does not apply to the same extent in the towns, in which compulsory education should soon be a practical proposition.
.
, ,
1930.
1933 ,

1934-35 :
, 75
,
,
.
,
.
okuma yazma bilmediini ortaya kard. Bu, zorunlu eitim lehine alkalanma yaratt; fakat, 1930a kadar hibir zorunlu eitim yasas gemedi.
Bu sorunla ilgili son yasa 1933te yrrle girdi. Bu yasa, zorunlu eitime
aamal olarak gemeyi beraberinde getirdi ve baz konularn yasaya bal
olduunu beyan etme ii valiye kald [...] 193435 tarihli eitim raporu
unlar belirtiyor: mal sahiplerinin kyl olduu ve tm ziraat ilerinin mal
sahibi ve ailesi tarafndan yapld bir lkede, okul ya alt ile on iki yalar
arasnda olmasna ramen, byk ihtimalle ky ocuklarnn yzde 75i on
yandan sonra okula devam etmiyordur. Zorunlu eitimin yaknda uygulamaya konaca kasabalarda, bu problem ayn boyutta geerli deildir.
Source J: Only 38 per cent of the children in the Island were under
instruction in 1901 [...] with the growth of population making more
schools necessary and with the steady increase in the percentage of
school age children attending school, it was difficult for the Government
to secure funds with which to meet demands. The result was overcrowding. By 1913 it was reported that there were several cases, mostly
in Greek Schools, where a head teacher is confronted with the impossible task of controlling and teaching, single-handed, as many as 80, 90
or 100 or even, in one or two cases, 110 children, of age varying from six
to twelve.
Source K: When the British Government took over the administration

of the Island in 1878 there was only one secondary school in the whole
of Cyprus the dadi School for Moslems, in Nicosia. [...] 1n 1902 the
inspector reported that the enrolment was about 70; the curriculum
included Mathematics, History, Geography, and the following languages:
Turkish, Persian, Arabic, English and Modern Greek. [...] In the early days
one who had completed the work in this school was entitled to teach
in a Moslem elementary school. [...] By the turn of the century there were
a few more than 500 students attending secondary schools.
: 1901, 38

,

. . 1913
, 80, 90 100, - ,
110 , .
: 1878, ,
(dadi) , ... 1902,
70 .
, , : , , ,
,
,
, 500
.
Kaynak J: 1901de Adadaki ocuklarn sadece %38i eitim gryordu

[...] Nfusun ve okul ana gelmi ocuklarn saysnn artmas, daha ok
okul olmasn gerektiriyor ve bu durum hkmet iin talebi karlayacak
denekleri salamay zorlatryordu. Sonuta okullar ar kalabalklat.
1913te, ounlukla Rum okullarnda birok defa, ba retmenin yalnz
bana 80, 90 veya 100 kadar renciyi kontrol etmek, retmenlik yapmak veya bir iki durumda da ya altyla on iki arasnda deien 110
renciyle baa kmak gibi imkansz bir grevle kar karya kald rapor
edilmitir.
Kaynak K: ngiliz hkmeti 1878de Adann ynetimini aldnda, tm

Kbrsta sadece bir ortaokul vard. Bu okul, Lefkoada bulunan ve Mslmanlar iin olan dadi okuluydu. [...] 1902de mfetti okula kayt
yaptranlarn yaklak 70 kii olduunu ve mfredatn Matematik, Tarih,
Corafya derslerinden ve Trke, Farsa, Arapa, ngilizce ve modern
Yunanca dillerinden olutuunu rapor etti. [...] Eskiden okulda bu dersleri
tamamlayan kiiler, Mslman ilkretim okullarnda retmenlik yapmaya hak kazanrd. [...] Yzyln sonunda ortaokula devam eden renci
says 500n hemen zerindeydi.

How have schools and attitudes to our young
people changed during the last 100 years?

100 ;
Getiimiz 100 yl iinde okullar ve genlere

ynelik yaklamlar nasl deiti?
To begin this enquiry you need first to look at the three

photographs (Sources A, B, C) on Source Card 1 and decide
which is the oldest and which is the most recent. Give
reasons for your choice.
,

( A, B, ) 1
.
.
almaya balamadan nce, Kaynak Kart 1deki fotorafa

(Kaynaklar A, B, C) bakarak en eski ile en yeni fotorafn
hangileri olduunu belirleyiniz. Yaptnz seimlerin sebeplerini belirtiniz.
What are people wearing?

Are there only girls or only boys in the photograph?
Next, in the two photographs that you have chosen:
How many students and how many teachers are

there?
How old do you think the students are?
Describe the different sorts of clothes the teachers
are wearing.
Do you think the students are pleased to be in
school and having their photograph taken?
If you were one of the students in the earlier photograph,

how would you be feeling?
zerinde dnlecekler:
;

;
, :
/ /
;
/;

.
/
;
/ /
, ;
nsanlar ne giyiyor?
Fotorafta sadece kzlar m yoksa sadece erkekler
mi var?
Sonra, semi olduunuz iki fotorafta:
Ka renci ve ka retmen var?

Sizce renciler ka yandadr?
retmenlerin giymi olduu deiik trdeki kyafetleri tarif ediniz.
Sizce renciler okulda olmaktan ve fotoraflarnn
ekiliyor olmasndan memnun mu?
Eer nceki fotoraftaki rencilerden biri olsaydnz, nasl

hissediyor olurdunuz?

Now, look at all the photographs on Source Card 1 again.
Choose the two that you think:
have the most in common

are the most different
Give reasons for your answer.
How the students are standing

The clothes the students are wearing
/
/
Here are some statements about the photographs. Match

each statement to one of the photographs:
.
:
1. The students are all wearing smart uniforms
1. / /
2. The teachers look very important
2. /
3. This was taken at a small country school

To complete your enquiry, now think about which of the
photographs is most like your school today, and which is
least like your school today. Explain why you think this.
3.
,

.
.
imdi, Kart 1deki tm fotoraflara tekrardan baknz.
En fazla ortak noktas olan

En farkl olan
ki tanesini, aadaki sorulara gre sein ve cevabnzn

nedenlerini belirtin.
zerinde dnlecekler:
renciler nasl duruyor?

renciler nasl kyafetler giyiyor?
Burada fotoaflarla ilgili baz aklamalar var. Her cmleyi

bir fotorafla eletirin
1. Tm renciler k niformalar giyiyorlar.
2. retmenler ok nemli grnyorlar.
3. Bu kk bir ky okulunda ekildi.
almanz tamamlamak iin hangi fotoraflarn, sizin imdiki
okulunuza en ok ve en az benzediini belirleyin. Cevabnzn
sebebini aklayn.


100 ;
Getiimiz 100 yl iinde okullar ve genlere

ynelik olan yaklamlar nasl deiti?
In carrying out this investigation you will need to consider

all of the sources AK.
,
A A.
Bu sorgulamay yaparken A-K arasndaki kaynaklarn tmn

incelemelisiniz.
Thinking about the chronology
Kronolojiyle ilgili dnn
What is the earliest date, and what is the most recent

date, that the sources give information about education
in Cyprus?
None of the photographs (Sources AC) has a date.
Which one do you think is the earliest? Why have you
decided this?
In the description of the School Certificate (Source D)
the date of the academic year is missing. Which of the
following do you think is the most likely date: (a) 1899
1900; (b) 19121913; (c) 19561957; (d) 19651966?
Explain your decision.
Making sense of the sources
,
;
( -) . ;
;

.
: () 1899-1900,
() 1912-1913, () 1956-1957, () 1965-1966; .
In Source H it says that The census of 1911 revealed that

73 per cent of the population of Cyprus were illiterate.
H :
1911 73
.
What is a census and why might a historian find one

useful?
How accurate do you think the figure of 73 per cent is
likely to be?
Look at Sources HK in particular. What reasons do they
suggest for the high level of illiteracy in 1911?
Which of the sources do you find (a) the most difficult; and
(b) the least difficult to understand.

/ ;

73 ;
H .

1911;
() () ;
Kbrsta eitimle ilgili bilgi salayan kaynaklarn verdii

en eski ve en yeni (gnmze en yakn) tarih nedir?
Kaynak A-C fotoraflarnn hibirinde tarih yoktur. Sizce
en eski olan hangisi? Neden?
Okul karnesinin aklamasnda akademik yln tarihi
eksiktir. Sizce aadaki tarihlerden hangisi en olas
tarihtir? (a) 18991900; (b) 19121913; (c) 19561957;
(d) 1965 1966. Kararnzn sebebini aklayn.
Kaynaklardan anlam karn

Kaynak H 1911 ylnda yaplan nfus saym Kbrsn %73nn
okuma yazma bilmediini belirtir.
Nfus saym nedir ve bir tarihi iin bu neden yararl

olabilir?
Sizce % 73 says ne kadar dorudur?
zellikle kaynak H-Kye bakn. 1911 ylnda okuma yazma
bilmeyenlerin orannn bu kadar yksek olmasnn
sebebi olarak neler ne srlmtr?
Hangi kaynaklarn anlalmas sizce (a) en zor, (b) en kolay
olmutur?

Interpreting the sources
Why do you think the photographs (Sources AC)

were taken? Might the reasons differ for each of the
photographs?
According to Source E various changes to education
in Cyprus were introduced in 193435. What were
these changes? Why do you think they were introduced?
Look at Sources D, F, G and K in particular. What do
they tell you about what the purposes of education
were considered to be at the time?
What do the sources tell you about the attitudes of
parents and teachers towards young people at the
time?
Making comparisons
What were the main changes that took place in

education in Cyprus during the last quarter of the
nineteenth and the first half of the twentieth centuries?
How do you think the experience of a pupil at school
in the 1930s compares with your experience? What
do you think was (a) different; and (b) the same or
similar?
( A );
;
E, 1934-35.
; ;
, , , I.
;

;
Kaynaklarn Yorumlanmas
Karlatrma yaplmas

;

/ /
1930 ; () ()
;
Sizce fotoraflar niin ektirilmiti? (Kaynaklar A-C).

Her fotoraf iin nedenler farkl olabilir mi?
Kaynak Eye gre, eitime 193435 yllarnda eitli
deiiklikler getirildi. Bu deiiklikler nelerdi? Sizce
bu deiiklikler neden getirilmiti?
zellikle kaynak D, F, G ve Kye baknz. O dnemde
eitimin amacnn ne olarak dnld hakknda
ne sylyorlar?
Kaynaklar o dnemde ailelerin ve retmenlerin
genlere ynelik tutumlar hakknda ne sylyor?
Ondokuzuncu yzyln son eyreinde ve yirminci

yzyln ilk yarsnda, Kbrstaki eitimde gerekleen
ana deiiklikler nelerdi?
Sizce rencilerin 1930larda yaadklar deneyimlerle, sizin imdiki deneyimleriniz nasl kyaslanabilir? Sizce (a) deiik olan, (b) ayn veya benzer olan
neydi?


100 ;
Getiimiz 100 yl iinde okullar ile genlere

ynelik yaklamlar nasl deiti?
This completes the investigation started on Activity Card 2.

In completing this investigation you will need to consider
all of the sources AK

2. , A .
Bu, Aktivite Kart 2de balanlan almay tamamlar. Bu

almay tamamlamak iin A-Kye kadar olan tm kaynaklar
dikkate almalsnz.
Testing hypotheses
Hipotezlerin test edilmesi
Consider each of the following statements and from the

sources put forward evidence to both support and challenge them.
Aadaki cmlelerin her birini deerlendirin ve bu cmleleri hem desteklemek hem de onlara kar kmak iin kantlar ortaya koyun.
In the early part of the twentieth century the main

purpose of education in Cyprus was to promote religious faith.
Education in Cyprus in the first half of the twentieth
century was more rigorous than it is today.
During the period covered by the sources both the
quality of education and societys attitude towards
young people greatly improved.
The main factor driving change in education and the
position of young people in Cyprus has been the move
from a predominantly agricultural to a predominantly
urban society.
,
.

.
,

.

,
, .
Going beyond what is given
Do you think these sources give a representative picture

about the state of education at the time they were
written?
What other sorts of information would you look for in
order to get a more complete picture?
;
;
20. yzyln ilk yarsnda Kbrsta eitimin ana amac

dini inanc tevik etmekti.
20. yzyln ilk yarsnda Kbrsta eitim, bugn olduundan daha katyd.
Kaynaklarn kapsad dneme gre, eitimin kalitesi ve toplumun genlere ynelik tutumu fazlasyla
geliti.
Kbrsta eitim ve genlerin durumuyla ilgili deiimi
getiren ana faktr, tarm arlkl toplumdan kent
toplumuna gei oldu.
Verilenin tesine geilmesi
Sizce bu kaynaklar yazldklar dnemdeki eitimi

doru aktaran bir tablo iziyorlar m?
Daha iyi bir tablo elde edebilmek iin baka ne gibi
bilgiler arardnz?
TOPIC 9
HOUSING TRADITIONS IN C YPRUS

TEACHER NOTES

This topic focuses on housing traditions and what can be learned about
peoples lives in the past from a study of the houses they lived in. The topic
provides opportunities for pupils to compare their home life with that of
people in the past and to gain an understanding of continuity and change.
It also enables pupils to understand the different functions of houses;
comparing town life with country life, rich homes with simple homes; and
the way houses reflect the real lives of ordinary people male and female,
young and old.
History studied in schools often concerns topics and issues far away from
pupils own experiences dealing with events on a national or global level.
The study of housing traditions provides a view into the past that is local
rather than national and fixed on the lives of ordinary people (including
young people) in the context of familiar cultural traditions.
Through a consideration of the sources suggested, pupils can explore
several important historical skills and concepts including:
Knowledge of local history and culture in the context of change

over time.
Improved sense of chronology.
Skills of observation and comparing similarities and differences.
Understanding of the feelings of people in other communities
who share similar traditions.
The ability to synthesise an overview from a range of different
sources.
Lower secondary
To help pupils interpret a mixture of visual and documentary

sources
To develop the skill of telling a story based on the range of sources
presented and on the results of group discussion and individual
research.
Upper secondary
To evaluate viewpoints and to make judgements in the light of

contradictory evidence.
Pupil learning will follow the questions and activities suggested on the cards,
but this should not be mechanical or rushed. If certain activities arouse
particular engagement and enthusiasm, this should be allowed for. The aim
should be to maximise active learning and interaction between pupils, not
only with the teacher. Getting pupils to work in pairs or in small groups of
three or four can be very productive. It is also important to allow time for
students to think and to make mistakes, and not to push forward the right
answer too soon. Key questions from the teacher might be, according to
the specific context, Why do you think that? or How does this source make
you feel?

Visual Sources
A
Dervis Pasha House
Learning intentions
Modern concrete house
The enquiry question for this topic is: What do our homes tell us about our
past? All activities are designed to give children an insight into this question
and to form their own views about a general answer to it. Included in the
activities are several other learning intentions such as:
Hybrid Galley House
Venetian Lion House
Traditional faade (Old Nicosia)
Mens room, noblemans house
To help pupils learn to inspect and interpret visual sources
Womens room, noblemans house
To develop an improved sense of time and place, dealing with

questions about when? and where? and in what order did things
happen?
Interior, noblemans house
Interior, rural house
Painting of domestic life, Making Pitta Bread, Kassalos M.
Primary level
To develop skills of comparing similarities and differences

To encourage a sense of empathy with those who may seem far
away in time or place.
A LOOK AT OUR PAST
HOUSING TRADITIONS IN CYPRUS

Written Sources
Floridou, A., Igoumenidou, F. (1988) The Fikardou Village-Architecture, Works for Preservation and Restoration, Report of the
Department of Antiquities, Cyprus, (Part 2), Nicosia.
Michaelidi, M.A (1985) Chora, the Old Nicosia, Nicosia, pp. 445.
Floridou, A., Igoumenidou, F. (1967) Report of the Department of

Antiquities, Cyprus, pp. 989.
Links to other topics
Michaelidi, M. A. op.cit. pp. 467.
There is a natural link to Topic 5 Buildings in walled Nicosia. Topic 7 Fashion

in Cyprus, considers very visual sources in a very similar overall context.

Cyprus, Kegan Paul and Co., London, reprinted 1983 by Trigraph,
pp. 1922.
A LOOK AT OUR PAST

. / /

. , / /
,
, ,

(, , ).

/, .
,
, ( ) .
, /

:
.
.
.
, .
.
.

.

.

,
.

, .
,
.
/
/ . /
,
. ,
/ / ,
.
/ ,
, ; ;

:
;
/ /
. :
:
.
,
;, ;
;.
(Dervish Pashia)
(Galley)
(Lion)
( )
, , .
Louis Salvator (1881) , , Kegan Paul ... .

1983 Trigraph, ..19-22
, A., , . (1988)
, , , ( 2), .
, M.A (1985), , , , ..
44-45
, A., , . (1967) , ..98-99
, M. . .. .. 46-47
4:
. 7: ,
.
KONU 9
KIBRISTA KONUT GELENEKLER

RETMENLERE NOTLAR
Konuya giri
Bu konu, konut gelenekleriyle ve gemiteki insanlarn yaadklar evleri
inceleyerek onlar hakknda neler renilebilineceiyle ilgilidir. Bu konu,
rencilere kendi ev hayatlaryla, gemiteki insanlarn ev hayatlarn karlatrma frsat tanyacak, sreklilik ve deiimi anlamalarna yardmc olacaktr. Konu ayn zamanda, ehir yaamyla ky yaamn, pahal evlerle basit
evleri karlatrarak rencilerin evlerin farkl ilevlerini ve de evlerin, kadn
ve erkek, yal ve gen gibi, bir toplumun sradan bireylerinin gerek hayatlarn nasl yansttn anlamalarna olanak salayacaktr.
Okullarda verilen tarih dersleri ou zaman rencilerin kendi tecrbelerinden olduka uzak konular, ulusal ve kresel dzeydeki olaylar ele alr. Konut
gelenekleriyle ilgili inceleme, ulusaldan ziyade yerel gemie dair bir gr
salayp, ayn zamanda tandk kltrel gelenekler erevesinde gen bireyler de dahil olmak zere sradan insanlarn hayatlarn ele alr.
nerilen kaynaklarn incelenmesiyle renciler, aadakiler de dahil olmak
zere, nemli birok tarihi beceri ve kavram renebilirler:
Zamana bal olarak deiim erevesinde yerel tarih ve kltrle

ilgili bilgi.
Sunulan eitli kaynaklara ve grup tartmas ile bireysel aratrma

sonularna dayal hikaye anlatma becerisini gelitirmek.
Lise dzeyi
Bak alarn deerlendirmek; elien ve kart kantlar nda

muhakemede bulunmak.
Pedagojik yaklamlar
rencilerin renme srecinde, kartlarda nerilen aktiviteler ve sorular
takip edilecektir; ancak bu, mekanik bir ekilde veya aceleyle yaplmamaldr.
Eer baz aktiviteler rencileri zellikle heveslendiriyor ve ilgilerini ekiyorsa,
bunlar yapmalarna olanak ve sre tannmaldr. Ama, aktif renmeyi ve
rencilerin sadece retmenle deil, birbirleriyle olan etkileimlerini de
maksimum dzeye karmak olmaldr. rencilerin ikili veya /drt kiiden
oluan kk gruplar halinde almasn salamak ok verimli olabilir. Ayn
zamanda, rencilere dnmeleri iin zaman vermek ve doru cevab
onlara hemen sylemeyerek hata yapmalarna izin vermek de nemlidir.
Konuya bal olarak retmenlerin soraca anahtar sorular, peki neden yle
dnyorsun? veya bu kaynak sana ne hissettiriyor? olabilir.
Kronoloji alg ve anlaynn gelitirilmesi.

Gzlemleme ve farkllklarla benzerlikleri karlatrma becerileri.
Benzer geleneklere sahip dier toplumlardaki bireylerin hissettiklerini anlamak.
Grsel Kaynaklar
A
Dervi Paa Kona
Modern beton ev
renme amalar
Hybrid Galley evi
Bu konunun aratrma sorusu udur: Evlerimiz bize gemiimizle ilgili ne

anlatyor? Tm aktiviteler ocuklara bu soruyla ilgili anlay gelitirmeleri ve
genel cevap hakknda kendi grlerini oluturmalar iin tasarlanmtr.
Aktivitelerin dier renme hedefleri arasnda unlar vardr:
Venedik Aslanl ev
Geleneksel n cephe (Eski Lefkoa)
Erkekler odas, bir soylu evi
lk retim dzeyi
kadnlar odas, bir soylu evi
Bir soylu evi, i mekan
Bir dizi farkl kaynaktan elde edilecek bilgileri sentezleyerek genel

bir baka ulaabilme becerisi.
rencilere grsel kaynaklar yorumlama ve sorgulamay renmelerinde yardmc olmak.
Ky evi, i mekan
Ne zaman?, nerede? ve olaylar hangi sray takip ederek yaandlar? gibi sorular ele alarak zaman ve mekan algsn gelitirmek.
Ky evi, i mekan
Benzerlikler ile farkllklar karlatrma becerilerini gelitirmek.
Ky evi, i mekan
Zaman veya yer olarak ok uzakta gibi grnen kiilerle empati

kurabilmeyi tevik etmek.
Ev yaantsndan bir resim, Bidda (ekmek) yapm Khassialos M.
Ortaokul dzeyi
rencilerin grsel ve yazl kaynaklar birlikte yorumlamalarna

yardmc olmak.
GEMMZE BR BAKI
Yazl kaynaklar
N
Michaelidi, M.A (1985), Chora, the Old Nicosia (ehir, Eski Lefkoa),
Lekfoa, s. 4445.
KIBRISTA KONUT GELENEKLER

P
Floridou, A., Igoumanidou, F. (1967) Kbrs Eski Eserler Dairesi Raporu,

s. 9899.
Michaelidi, M. A. yukarda belirtilen kitap, s. 4647.
Avusturyal Archduke Louis Salvator (1881) Levkosia, the capital of

Cyprus (Lefkoa, Kbrsn bakenti), Kegan Paul and Co. Londra.
Trigraph tarafndan 1983te yeniden basld. S. 1922
Floridou, A., Igoumenidou, F. (1988) The Fikardou Village-Architecture,

Works for Preservation and Restoration, Kbrs Eski Eserler Dairesi
Raporu, (2.Ksm), Lefkoa
GEMMZE BR BAKI

5. konu olan, Lefkoa Surlariindeki Binalar konusuyla doal olarak bir ilikisi
vardr. Ayrca, 7. konu Kbrsta Moda, genel balamda ok benzer grsel
kaynaklar iermektedir.
HOUSING TRADITIONS IN CYPRUS / / KIBRISTA KONUT GELENEKLER

KAYNAK KARTI 1
Source D / / Kayank D
Source E / E / Kaynak E

Source F / / Kaynak F
Source G / / Kaynak G
Source H / / Kaynak H
Source J / / Kaynak J
Source K / / Kaynak K
Source L / / Kaynak L

Source M / / Kaynak M

Source N: At the end of the yard you could find the washing
room and the store for the wood and charcoal. Near them was a
clay oven for baking of wheat bread, sesame round crullers and
the eastern flaounes. In the yard, away from the rest of the house,
there was a kitchen. It needed a lot of effort from the housewife
to present hot food at the dining room after all that distance from
the yard. The kitchen was the pride and the torture of the landlady
of that time. Cooking with wood and later on with charcoal,
preparing and conserving sweets and sausages and other foodstuff was not an easy job. As for the brass vessels, called lavezia,
they needed special treatment and polishing so that she and her
friends could be proud seeing them on the shelves.
Source P: The interior of the Cypriot popular residence. [] The
floor of the long room (makrynari or dichoro) is made of soil, well
pressed and paved with flagstones, especially in the mountains
and in some special houses. The fireplace was frequently framed
by walled cupboards and decorated by gypsum ornaments. []
In a corner of the long room one can see the loom (voufa or
argastirin). Special characteristics of the Cypriot popular house
are the sente and the souvantza.
In the yard [] we find the characteristic oven [] the chickencoop, the pigeon house, the stable and the well with the calendar.
Sometimes a wine press and an olive mill are preserved.
Kaynak N: Bahenin sonunda amar odas ve odun ile km-
.
, ,
. ,
, .
,
.
, .
,
,
, . ,
, ,

.
rn bulunduu ambar grebilirdiniz. Onlarn yannda, buday

ekmei, yuvarlak susaml gulluri ve pilavuna piirmek iin kilden
frn vard. Bahede, evin dier ksmlarndan uzakta mutfak vard.
Evin hanmnn yemek odasna o kadar uzaktan scak yemek
servis etmesi iin byk bir aba sarf etmesi gerekirdi. Mutfak, o
zamann ev hanmlarnn hem iftihar hem de ikencesiydi. Odunda
ve sonra da kmrde yemek piirmek, tatllar, sosisleri ve dier
yiyecekleri hazrlamak ve muhafaza etmek hi de kolay bir i
deildi. Lavezia denilen pirin kaplar ise, ev hanmnn ve arkadalarnn raflarda onlar gururla izleyebilmeleri iin, zel muamele
ve parlatma gerektirirdi.
:
,
( )
.

, ( ).
.
, , ()
().
.
Kaynak P: Kbrsllarn gzde evlerinin i mekanlar [] zellikle

dalarda ve baz zel evlerde makrynari ya da dichoro diye bilinen
uzun odann yerleri iyice sktrlm topraktan yaplr ve byk,
yass talarla denirdi. mine, genellikle duvar dolaplaryla erevelenir ve aldan yaplm ss eyalaryla dekore edilirdi. [...]
Uzun odann kesinde (voufa veya argastirin diye bilinen) dokuma
tezgahn grebilirsiniz. Kbrsllarn evlerinin en belirgin zellii
sende ve souvantzadr.
Bahede [] karakteristik bir frn gryoruz. [] tavuk kmesi,
gvercin yuvas, ahr ve kuyu. Bazen bir zeytin deirmeni ve bir
zm cenderesi de bulunuyor.

Source Q: Some houses were made of stone, but the majority
: ,
Kaynak Q: Baz evler tatan ina edilse de, ounluu kilden
were built with clay. Clay had a lot of advantages. [] The houses
of the rich were made of stone: they paid for the expensive famous
yellow stone. The floor was covered with Cypriot marble. Every
landlord showed special care when he was building his house.
They [] worked so hard to make the house solid, so that there
still exists a traditional proverb: Whoever has not built a house or
endowed a daughter, doesnt know what the fear of God is. To
make the house solid, they used to slaughter a cock at that
moment and pour its blood into the foundations of the house.
.
,
. .
.
, : ,
. ,
, .
yaplmt. Kilin birok avantaj vard. [] Zenginlerin evleri tatand.

Mehur ve pahal olan sar talar satn alabiliyorlard. Zemin, Kbrs mermeriyle kaplyd. Her ev sahibi, evini ina ederken zel bir
itina gsterirdi. Onlar [...] evin salam olmas iin ok urard.
Bununla ilgili, halen geerli olan geleneksel bir atasz de var: Ev
yapmayan ya da kz vermeyen, Allah korkusu nedir bilmez. O
zamanlarda, evin salam olmas iin horoz kesip kann evin temeline aktrlard.
Source R: Now let us step in. The doors of the Turkish houses
: , , .
, , . ,
. ,

. ,
.
iyice kilitlenir ve kap aldnda ierisinin grnmemesi iin

kapnn arkasnda bir kafes (delikli ahap) olurdu. Kafesi geerek
ieriye giren ziyareti, ounlukla baheye veya avluya bakan,
zemini denmi bir salona girerdi. Salonun ats genellikle yuvarlak stunlu Gotik kemerler ve kare eklindeki Bizans stun balklar zerine otururdu. Giriteki tm pencereler, Fas ii (apraz
rgl) kafeslerle kaplyd.
are in most cases carefully locked, and a screen stands behind,

so that, when the door is opened, no one can see in; having
passed the screen the visitor enters the paved hall, usually facing
a garden or a courtyard. The roof of the hall frequently rests on
Gothic arches with round pillars and Byzantine square capitals.
[] All the windows in the hall are provided with Moorish latticework.
Source S: Among the houses of Fikardou [] the house of

Katsinioros [] is distinguished. It is a rich rural type house, made
of stone with architectural traits that go back to the sixteenth
century. The main part of the house is two stories and covered
by a wooden sharp shaped roof, similar to that of the church. []
The other areas of the house, dichora, with wooden pillars are
covered with doma[] The main room is situated on the upper
floor. The areas of the ground floor were used for the press of the
grapes, storage of wine and other agricultural products [] and
for the various household works such as cooking, kneading and
baking in the oven.
:
. , ,
16
.
,
,
, .
.
,

, .
Kaynak R: imdi ieriye girelim. Trk evlerinin kaplar ounlukla
Kaynak S: Fikardou evleri arasnda [] Katsinioros evi [] fark

edilirdi. Bu ev, tatan yaplm, mimari zellikleri 16. yzyla giden
zengin bir ky evidir. Evin ana ksm kilisedeki gibi tahtadan yaplan keskin ekilli tavanla kapl ve iki katldr. [] Evin dier alanlarndan dichora, domayla kapl tahta direklere sahiptir. [] Ana
oda st kattadr. Zemin kattaki alanlar zm skmak, arap ile dier
tarm rnlerini depolamak iin kullanlr [] ve burada yemek
yapma, hamur yourma, frnda hamur ileri piirme gibi eitli
ev ileri yaplr.

What do our homes tell us about our past?
Start by looking at the photographs of the outside of houses

in Nicosia on Source Card 1 (Sources A, B, C, D, and E). Which
of these houses do you think is the most beautiful? Give
reasons for your answer.

, 1. ( A, B, , E).
; .
Look at Source D. Describe the image above the door. What

can you learn about the house from this image?
.
.
;
Ask your teacher for the captions which identify the houses.
In your group decide which label to put with each house.
Try to work out the age of each of the houses. Put them in
order starting with the oldest.
The style of the windows.

The building materials.
Compare Sources B, C and E. Make a list of three ways in

which they are similar and three ways in which they are different.
/ /
.
.
.
, .
Evlerimiz bize gemiimiz hakknda neler

anlatr?
Kaynak kart 1deki Lefkoa evlerinin dtan ekilmi fororaf
larna bakarak ie balaynz. (Kaynak A, B, C, D, ve E). Sizce
bu evlerin en gzeli hangisidir? Cevabnzn nedenini belirtin.
Kaynak Dye baknz. Kapnn zerindeki grnty tarif
ediniz. Bu resme bakarak, evle ilgili neler renebilirsiniz?
Evleri tanmlayan etiket paketini retmeninizden isteyin.
Grubunuzla birlikte, her bir eve hangi etiketi koyacanza
karar verin.
Evlerin yan bulmaya aln. En eskisinden balayarak onlar
sralayn.
zerinde dnlecekler:
.
.
B, E. ,

pencerelerin modeline bakn.

bina yapmnda kullanlan malzemelere bakn.
B, C ve E kaynaklarn karlatrn. Aralarndaki benzerlii

ve fark bulup yazn.

Now look at the photographs of the inside of old houses,
on Source Card 2. Look at Sources F and G. In what ways
are these rooms different? Make a list of the differences.
Why do you think they are different?

. . ;
. ;
imdi eski evlerin i mekan fotoraflarn bulun. F ve G

kaynaklarna bakn. Bu odalar hangi alardan birbirinden
farkldr? Bu farkllklar bir liste halinde yaznz. Neden farkl
olduklarn dnyorsunuz?
Compare Sources H and J. In what ways are these sources

similar? Why do you think the similarities exist?
. ; ;
H ve J kaynaklarn karlatrn. Bu kaynaklar hangi ynlerden

birbirine benziyor? Bu benzerlikler sizce neden var?
What can you learn about the way houses were built by
looking at Sources H, J and K?
What is the item of furniture in Source L? What do you think
it was used for? Do you know what it is called in Greek and
Turkish language?
Write a few sentences to explain what life was like in old
Cyprus houses. How do you think life was different then
from now? Make a list of the differences.
Find an older person among your family or neighbours. Ask
them to tell you more about the life shown in the photographs.

, , ;

; ;
;

.
; .

.
.
Kaynak H, J ve Kye bakarak, evlerin ina edili ekliyle ilgili

neler renebilirsiniz?
Kaynak Ldeki mobilya nedir? Sizce ne iin kullanlrd? Rumca
veya Trke olarak buna ne denildiini biliyor musunuz?
Eski Kbrs evlerinde yaamn nasl olduuyla ilgili birka
cmle yazn. Sizce eskiden hayat, bugn olduundan ne
ekilde farklyd? Bu farkllklar bir liste halinde yazn.
Komularnzdan veya ailenizden yal bir kiiyi bularak,
resimlerde grlen hayatla ilgili size daha ok bilgi vermelerini isteyin.

Read Sources N and P and look at the photographs of the

inside of homes (Sources F, G, H, J, K, and L). Make a list of
points that describe what life was like in Cyprus at the time
these sources were written. How do you think life was different then from now? Make a list of the differences.

( , , , , , ).

100 .
; .
Read Source Q about the structure of some old houses.

Make two lists: one listing the advantages of living in such
houses; the other listing the disadvantages.

. ,
.
The house we live in is connected to the kind of life we

lead. Do you agree with this statement? Think about your
house and write a paragraph saying whether or not you
think this is true about your house.
Think back to the lists you wrote about Source Q and write
another paragraph saying why you agree or disagree with
the statement for living in houses 100 years ago.

. ;
,
.
,

100 .
Evlerimiz bize gemiimiz hakknda neler

anlatr?
N ve P kaynaklarn okuyun ve evlerin i mekanlarna bakn
(Kaynaklar F, G, H, J, K ve L). Yaklak 100 yl nce, Kbrsta
hayatn nasl olduunu tanmlayan noktalar bir liste halinde
yazn. Sizce gemiteki hayat bugnk hayattan ne ekilde
farklyd? Bu farkllklar liste halinde yaznz.
Baz eski evlerin yapsyla ilgili olan Q kaynan okuyun. ki
liste yaparak birincisine, bu tip evlerde yaamann faydalarn,
ikincisine ise bu tip evlerde yaamann dezavantajlarn yazn.
Yaadmz ev, yaadmz hayat tarzyla balantldr. Bu
cmleyle hemfikir misiniz? Evinizi dnn ve sizin evinizle
ilgili olarak bu cmlenin doru olup olmadn savunan bir
paragraf yazn. Kaynak Qyla ilgili yazdnz liste hakknda
dnn ve 100 yl nceki hayatlar dndnzde yukardaki cmleyle neden hemfikir olup olmanz belirten
baka bir paragraf yazn.

Look at Source R. What does this source tell you about the
way houses were built? What does the source tell you about
the interactions Cyprus had with other cultures?
Look at the picture shown in Source M. Describe what is
happening in the picture. Make a list of five details in the
picture that help you understand what is going on. Invent
a title for the picture.
Referring to all the sources, what can you learn about the
life of women and girls in Cyprus about 100 years ago?
Imagine you were a young girl living in Nicosia about
100 years ago. Using any of the sources and any other
information you have already learned, write an entry in your
diary telling how you have spent a usual day at your house,
how your mother needed your help and what difficulties
you faced.
.
;
;
.
. 5
,
. .
,

100 ;

100 .

,
, / ,
.
Kaynak Rye baknz. Bu kaynak size evlerin nasl ina edildiiyle ilgili neler sylyor? Peki, bu kaynak size Kbrsn dier
kltrlerle etkileimi hakknda neler sylyor?
Kaynak Mde gsterilen resme bakn. Resimde ne yapldn
tarif edin. Resimde neler yapldn anlamanza yardmc
olan 5 detay yazn. Bu resim iin bir balk bulun.
Tm kaynaklara bakarak, 100 yl nce Kbrsta kz ocuklar
ile kadnlarn yaamlaryla ilgili neler renebilirsiniz?
100 yl nce Kbrsta yaayan gen bir kz olduunuzu farzedin. Herhangi bir kayna ve edindiiniz bilgiyi kullanarak,
gnlnze, evinizde geirdiiniz sradan bir gnnz,
annenizin ne gibi konularda yardmnza ihtiya duyduunu
ve ne gibi zorluklarla karlatnz yaznz.

Evlerimiz bize gemiimiz hakknda neler anlatr?
In the written sources (N, P, Q, R and S) on Source Cards 4

and 5, there are several words which might be new to you.
Explain the meaning of each word in the list below:
Flaounes
Lavezia
Dichoro
Sente
Souvantza
Doma
Argastirin
Makrynari
Voufa
(, , , , ) 4 5
,
. :

4. ve 5. kartlarda bulunan yazl kaynaklarda (N, P, Q, R, S)

muhtemelen sizin iin yeni olan birok kelime bulunmaktadr. Aadaki listede bulunan her bir kelimenin anlamlarn aklaynz.
Pilavuna
Lavezia
Dichoro
Makrynari
Voufa
Argastirin
Sende
Souvantza
Doma
kili alma:

/ / .
, .
.
Modern bir tarihi iin, yazl kaynaklar arasnda en deerli

olduunu dndnz kayna tartn. Grnz
zetleyen bir cmle yazn. Cevabnzn nedenlerini de belirtin.

. / /
.

;
, .
Evlerin nasl ina edildiiyle ilgili tasvirlere bakn. Arkadanzla

birlikte eski Kbrs evlerinin inaatnda hangi malzemelerin
kullanldyla ilgili bir sunum hazrlayn. Lefkoadaki daha
varlkl kiilere ait evlerin ve krsal kesimlerdeki evlerin inasnda kullanlan malzemeler ayn myd? Eer daha ok
bilgiye ihtiyacnz olduunu dnyorsanz baka kaynaklar bulunuz.
Work in pairs:
Discuss which of the written sources you think would be
most valuable to a modern historian. Write a sentence summarising your opinion. Give reasons for your answer.
Look at the descriptions of how homes were built. With
your partner prepare a presentation to explain what materials were used in the construction of old Cyprus houses.
Were the same materials used in the construction of rural
houses and houses for the rich in Nicosia? Find other sources
if you think you need more information.

Source M is a painting. When do you think it was painted?
Suggest a title for the picture. What similarities can you find
between the picture and the descriptions of daily life in
Sources N and P?
. ; .
;
Kaynak M bir resimdir. Sizce bu resim ne zaman yaplmtr?

Resim iin bir balk neriniz. Resim ile gnlk hayat anlatan
N ve P kaynaklar arasnda ne gibi benzerlikler olduunu
dnyorsunuz?
Write a paragraph about your findings.
, .
Bulgularnzla ilgili bir paragraf yazn.
What can you tell about the life of women and girls from
all the sources available?
Mevcut tm kaynaklardan hareketle kadnlarn ve kz ocuklarnn hayatyla ilgili neler syleyebilirsiniz?
What aspects would you like to know more about?
Hangi ynleri hakknda daha fazla bilgi edinmek istersiniz?
Where could you find more information?

An old woman in Nicosia was interviewed about her life in
a traditional house. She was asked whether she would like
to go back to such a life. What do you think her answer was?
Write down what you imagine and say why you think she
would have answered this way.
;

.
.
;
.
Nereden daha ok bilgi edinebilirsiniz?

Lefkoada yaayan yal bir kadnla, geleneksel bir evdeki
hayat hakknda bir rportaj yapld. Ona, yine yle bir hayata
dnmeyi isteyip istemedii soruldu. Sizce cevab ne oldu?
Cevabnn ne olabileceini ve neden byle dndnz
yazn.
(1,1) -1- Chemise-MILKO.indd 18/05/11 09:31
Education in Cyprus
Kbrsta moda
Fashion in Cyprus

travellers

women in Cyprus
Konular:
Topic:
retmenlere
Genel notlar
Acknowledgements
Introduction 2
Introduction 1
Preface
indekiler
Contents
Gemiimize Bir Bak
A Look at our Past
Kbrsta eitim
yerleri
kadnn rol
Teekkr
Giri 2
Giri 1
nsz
A Look at our Past
Gemiimize Bir Bak


materyal seti
2011


2011 :

F-67075 Cedex

Yaym Tarihi: 2011
First edition
Birinci Bask
...............
..
Basm ve derleme:
: Brian Carvell

General
Editor:
Brian
Car vell

publication:
: . () .
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() . , .
()

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: 1 A, B, 7 A

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yanstmayabilir.
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reconciliation.
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(1,1) -1- Chemise-MILKO.

indd 18/05/11 09:31

Housing traditions in Cyprus

Kbrsta konut gelenekleri

Kbrsta kahvehane gelenekleri

Coffee shop traditions in Cyprus

Lefkoa Surlariinde binalar

Buildings in walled Nicosia

Life in bazaars in Cyprus

Bazaars in Cyprus as seen by

Children in the mines in Cyprus

Wedding traditions and the role of

General notes for the Teacher

Gemiimize Bir Bak

A Look at our Past

A Look at our Past

Gemiimize Bir Bak

A set of supplementary teaching

Yardmc eitim ve retim

Text Council of Europe 2011

Metin Avrupa Konseyi 2011

This publication may be photocopied for use in

Published in 2011 by:

Bu yayn okul ve dier eitim kurumlarnda

Printed and bound in. by..

Editrler: Barry Page (ngilizce); Dr Stavroula

Editors: Barry Page (English); Dr Stavroula

Genel Editr: Brian Carvell

Dzeltmenler: Dr Chara Makriyianni, Dr Kyriakos

The Council of Europe has 47 member

Avrupa Konseyi neredeyse btn ktay

Wedding traditions and the role of

Kbrsta evlilik gelenekleri ve

Children in the mines in Cyprus

Kbrsta madenlerdeki ocuklar

Bazaars in Cyprus as seen by

Gezginlerin gzyle Kbrsta pazar

Life in bazaars in Cyprus

Kbrstaki pazar yerlerinde yaam

Buildings in walled Nicosia

Lefkoa Surlariinde binalar

Coffee shop traditions in Cyprus

Kbrsta kahvehane gelenekleri

Housing traditions in Cyprus

Kbrsta konut gelenekleri

(1,1) -1- Chemise-MILKO.indd 18/05/11 09:31

Gemiimize Bir Bak

Bu yayn okul ve dier eitim kurumlarnda

Published in 2011 by:

This publication may be photocopied for use in

Metin Avrupa Konseyi 2011

Text Council of Europe 2011

Yardmc eitim ve retim

A set of supplementary teaching

A Look at our Past

Printed and bound in. by..

General notes for the Teacher

Editors: Barry Page (English); Dr Stavroula

Translations: Maria Louca, Yiola Klitou (Greek);

The opinions expressed in this publication are those

Rita Severis: Topic 1 Sources A, B, Topic 7 Source A;

Gemiimize Bir Bak

Every effort has been made to contact copyright

A Look at our Past