aristotle educates muslim scholars step-by-step 33...

Chapter 10, Section 3 Page 317

Chapter 10 Section 3 317

SECTION

Vocabulary Builder

33 Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Describe the role of trade in Muslim civilization.

! Identify the traditions that influenced Muslim art, architecture, and literature.

! Explain the advances Muslims made in centers of learning.

Prepare to Read

Build Background KnowledgeAsk students what they recall about the Abbassid dynasty, its golden age, and the splendors of Baghdad. Then ask students to predict what kinds of achievements were made in economics, art, literature, and science.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, Inspiration from Aristotle

Ask What can you tell about Caliph al-Mamun from his dream? (He loved learning and philosophy, even from non-Muslim sources.) Why was it important at this time to have a House of Wisdom? (to collect rare works, learn from them, and protect them from invaders)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 3 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read this section using the Structured Read Aloud strategy (TE, p. T21). As they read, have students fill in the chart categorizing advances made during Muslim civilization’s golden age.

Reading and Note Taking Study Guide, p. 92

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 66; Teaching Resources, Skills Handbook p. 3

High-Use Word Definition and Sample Sentence

anecdote, p. 320 n. a short entertaining story, often historicalJorge told a funny anecdote about accidentally falling into a lake the first time he went out with Jenny.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

33

Muslim Civilization’s Golden Age

Muslim Achievements

EconomicsArtsLiteraturePhilosophySciences

Terms, People, and Placessocial mobilityFirdawsiOmar KhayyámcalligraphyIbn Rushd

Ibn Khaldunal-KhwarizmiMuhammad al-RaziIbn Sina

Reading Skill: Categorize Copy the chart below. As you read, fill in the categories of the advances made during the golden age of Muslim civilization.

Under the Abbasids, Muslim civilization absorbed traditions frommany cultures. In the process, a flourishing new civilization arosein cities from Baghdad to Córdoba. It incorporated all the peoplewho lived under Muslim rule, including Jews and Christians. Thegreat works produced by scholars of the Abbasid period shapedMuslim culture and civilization. Through contacts in Spain andSicily, Christian European scholars began to study Muslim philos-ophy, art, and science. Muslim scholars also reintroduced knowl-edge of Greco-Roman civilization to later Europeans.

Social and Economic AdvancesMuslim rulers united diverse cultures, including Arab, Persian,Egyptian, African, and European. Later, Mongols, Turks, Indians,and Southeast Asians joined the Muslim community. Muslim civi-lization absorbed and blended many of their traditions.

Muslims Build an International Trade Network Merchantswere honored in Muslim culture, in part because Muhammad hadbeen a merchant. A traditional collection of sayings stated:

Primary Source

“ I commend the merchants to you, for they are the couriers of the horizon and God’s trusted servants on Earth.”—Sayings of the Prophet

Aristotle educates Muslim scholars (foreground); a Greek medical text translated into Arabic (background)

Inspiration from AristotleOne night, Caliph al-Mamun had a vivid dream. There in his chambers he came upon a balding, blue-eyed stranger sitting on the low couch.

“Who are you?” the caliph demanded.“Aristotle,” the man replied.The caliph was delighted. He plied the great Greek

philosopher with questions about ethics, reason, and religion. After al-Mamun awoke, his dream inspired him to action. He had scholars collect the great works of the classical world and translate them into Arabic. By 830, the caliph had set up the “House of Wisdom,” a library and university in Baghdad. During the Abbasid period, scholars made advances in a variety of fields.

Focus Question What achievements did Muslims make in economics, art, literature, and science?

Objectives• Describe the role of trade in Muslim civilization.• Identify the traditions that influenced Muslim

art, architecture, and literature.• Explain the advances Muslims made in centers of

learning.

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318

Muslim Civilizations

Solutions for All Learners

Teach

Social and Economic Advances

Instruct

!

Introduce

Have a student read the primary source on the previous page aloud and discuss why Islam valued merchants. Then Display

Color Transparency 59: The Silk Road, Muslim Trade Routes, and Trading Centers.

Name pairs of cities, and have students say what route they would take and what items they would trade. Using the Think-Write-Pair-Share strategy (TE, p. T23), discuss how trading helped spread Islam.

Color Transparencies,

59

!

Teach

Ask

Where did Arabic numerals and paper come from?

(India and China, brought by Muslim traders)

Why were branch banks and checks important?

(On long journeys, bandits could steal coins; each area had its own money.)

How was manufacturing organized?

(in guilds)

How did Muslims promote farming?

(by irrigating and draining swamps)

Have students give an exam-ple of social mobility.

!

Quick Activity

Assign students to three groups: trade, manufacturing, and agriculture. Have each group work together to create a poster with pic-tures and text describing Muslim advances and products in their subject area. Have them explain their posters to the class.

Independent Practice

Have students write a diary entry from a merchant, trader, artisan, farmer, nomad, slave, ex-slave, slave-soldier, or rich person shopping in the marketplace in a Muslim region.

Monitor Progress

!

Ask students to explain how each of the economic and social advances strength-ened the Muslim empire.

!

As students fill in their charts, circu-late to make sure they are listing eco-nomic achievements. For a completed version of the chart, see

Note Taking Transparencies,

89

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Have students write down each of the section head-ings. Then have them examine the pictures and cap-tions and extract information to be noted below each heading. Ask them what each picture tells them about Muslim attitudes toward learning and art and about advances in trade, culture, and science. Have them add definitions of terms and people.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 92

!

Adapted Section Summary, p. 93

L3

Between 750 and 1350, merchants built a vast tradingnetwork across Muslim lands and beyond. Camel caravans—the “ships of the desert”—crossed the Sahara into WestAfrica. Muslim, Jewish, and Christian traders traveled theSilk Road toward China and were a vital link in theexchange of goods between East Asia and Europe. Monsoonwinds carried Arab ships from East Africa to India andsoutheast Asia. Some traders made great fortunes.

Trade spread products, technologies, knowledge, andculture. Muslim merchants introduced an Indian num-ber system to the Western world, where they becameknown as Arabic numerals. Traders also carried sugarfrom India and papermaking from China, introducingIslam to many new regions. As more people convertedand learned Arabic, a common language and religionhelped the global exchange grow and thrive.

Extensive trade and a money economy led Muslims topioneer new business practices. They created partnerships,bought and sold on credit, formed banks to change currency,and invented the ancestors of today’s bank checks. TheEnglish word check comes from the Arabic word sakk.Bankers developed a sophisticated system of accounting.They opened branch banks in all major cities, so that acheck written in Baghdad might be cashed in Cairo.

Manufactured Goods Are Highly Valued As in medieval Europe,handicraft manufacturing in Muslim cities was typically organized byguilds. The heads of the guilds, chosen by their members, often had theauthority to regulate prices, weights and measures, methods of produc-tion, and the quality of the product. Most labor was done by wage work-ers. Muslim artisans produced a wealth of fine goods. Steel swords fromDamascus, leather goods from Córdoba, cotton textiles from Egypt, andcarpets from Persia were highly valued. Workshops also turned out fineglassware, furniture, and tapestries.

Agriculture Thrives Outside the cities, agriculture flourished across awide variety of climates and landforms. Both Umayyad and Abbasid rul-ers took steps to preserve and extend agricultural land. Small farmingcommunities in desert areas faced a constant scarcity of water. Toimprove farm output, the Abbasids organized massive irrigation projectsand drained swamplands between the Tigris and Euphrates rivers. Inaddition to crops raised for food, farmers cultivated sugar cane, cotton,medicinal herbs, and flowers that were sold in far-off markets. Farmersbegan to grow crops that came from different regions.

The deserts continued to support nomads who lived by herding. Still,nomads and farmers shared economic ties. Nomads bought dates andgrain from settled peoples, while farming populations acquired meat,wool, and hides from the nomads. Pastoral groups also provided packanimals and guides for the caravan trade.

Social Structure and Slavery Muslim society in the eighth and ninthcenturies was more open than that of medieval Christian Europe. Mus-lims enjoyed a certain degree of social mobility, the ability to move upin social class. People could improve their social rank through religious,scholarly, or military achievements.

A Muslim Market and Its WaresAt bottom, Muslim merchants sold local goods and goods from distant lands. Persian weavers were known for their beautiful carpets, such as the one shown above.

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Chapter 10, Section 3 19

Chapter 10 Section

3

319

Muslim Art, Literature, and Architecture

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term. Explain that an

anec-dote

is a brief, often amusing story—such as the anecdote about Harun al-Rashid’s awarding a favorite poet with a robe of honor, a splendid horse, and 5,000 dirhams. Ask students what kinds of anecdotes a caliph might enjoy.

!

Teach

Ask

Why did the Quran for-bid portrayal of God or human figures?

(to avoid creation of idols like those in the Kaaba)

How did this affect Muslim art?

(artists perfected geometric designs and calligraphy)

Where did human and animal fig-ures appear?

(in nonreligious art, literature, and science illustrations)

Name four great works of Muslim literature.

(Quran, Firdawsi’s

Shah Namah,

Omar Khayyám’s

Rubáiyát,

and

The Thousand and One Nights).

!

Analyzing the Visuals

Have students go back and examine every page since the beginning of the chapter and iden-tify aspects of Muslim art and architec-ture, such as domes, minarets, horseshoe arches, geometric patterns, calligraphy, and arabesques.


Link to Literature

To help students better understand Muslim literature, have them read the excerpt from

The Thousand and One Nights

and answer the questions on the worksheet.

Teaching Resources, Unit 2,

p. 70

Monitor Progress

To check student understanding, ask them to explain what calligraphy is and where they might find it.

(beautiful writ-ing; in books, on buildings)

Answers

partnerships, credit, banks, bank checks, accounting system, branch banks

PRIMARY SOURCE

He was strong enough to defeat his enemies, but his feet broke through the ground.

Shah Namah

The Muslim invasion of Persia enriched both cultures. Persian language and litera-ture incorporated Arabic script, vocabulary, and poetic forms to create a rich poetic tradition. The

Shah Namah

, or “Book of Kings,” is an epic poem of 60,000 rhyming couplets, seven times the length of Homer’s

Iliad

, which took Firdawsi 35 years to write. Com-pleted in 1010, the

Shah Namah

, one of the world’s

masterpieces, celebrates the glories of Persia’s kings and heroes at a time when they were being eclipsed by Arab rule. A treasured copy resides in many homes in Iran. Illustrating the

Shah Namah

led to the devel-opment of Persian miniature painting. These tiny, exquisite works are painted with brushes made of a few baby squirrel hairs.

Link to Literature

L3

As in many earlier societies, slavery was a common institution in Mus-lim lands, though Islamic law encouraged the freeing of slaves as an actof charity. Slaves were often from conquered lands because Muslims werenot supposed to enslave other Muslims. Some slaves bought their free-dom, often with the help of charitable donations or even state funds.However, if non-Muslim slaves converted to Islam, they did not automat-ically become free. A female slave who bore a child by her Muslim ownergained freedom upon her master’s death. Children born of a slave motherand free father were also considered freeborn.

Most slaves worked as household servants, while some were skilledartisans. To help break down the tribal system, Abbasid caliphs also cre-ated a class of Turkish slave-soldiers who were loyal only to the caliph.Often educated in Islamic law and government, some of these men roseto high positions in the government, such as vizier. This set the stage forthe Turks to become powerful later in the Abbasid era.

What business practices were pioneered by merchants in Muslim lands?

Muslim Art, Literature, and ArchitectureMuslim art and literature reflected the diverse traditions of the variouspeoples who lived under Muslim rule, including Greeks, Romans, Per-sians, and Indians. As in Christian Europe and Hindu India, religionshaped the arts and literature of Muslim civilization. The great work ofIslamic literature was the Quran itself. Because the Quran strictlybanned the worship of idols, Muslim religious leaders forbade artists toportray God or human figures in religious art, giving Islamic art a dis-tinctive style.

Poetry and Tales of Adventure Long before Muhammad, Arabs hada rich tradition of oral poetry. In musical verses, poets chanted the dan-gers of desert journeys, the joys of battle, or the glories of their clans.Their most important themes—chivalry and the romance of nomadiclife—recurred in Arab poetry throughout the centuries. Later Arab poetsdeveloped elaborate formal rules for writing poetry and exploredboth religious and worldly themes. The poems of Rabiah al-Adaw-iyya expressed Sufi mysticism and encouraged the faithful to wor-ship God selflessly without hope of reward. “If I worship Thee inhope of Paradise / Exclude me from Paradise,” she wrote in oneprayer poem.

Persians also had a fine poetic tradition. Firdawsi (fur DOW see)wrote in Persian using Arabic script. His masterpiece, the ShahNamah, or Book of Kings, tells the history of Persia. OmarKhayyám (OH mahr ky AHM), famous in the Muslim world as ascholar and an astronomer, is best known for The Rubáiyát (roo byAHT). In this collection of four-line stanzas, Khayyám meditates onfate and the fleeting nature of life:

Primary Source

“ The Moving Finger writes; and having writ,Moves on; nor all your Piety nor WitShall lure it back to cancel half a line,Nor all your Tears wash out a word of it.”—Omar Khayyám, The Rubáiyát

A Hero’s Super PowersThe illustration above is from Firdawsi‘s Shah Namah,which tells the story of many Persian heroes—among them, Rustam. Why was Rustam’s strength both an advantage and a disadvantage?

Primary Source

“ The tale is told that Rustam had at firstSuch strength bestowed by Him who giveth allThat if he walked upon a rock his feetWould sink therein. Such [power] as thatProved an abiding trouble, and he prayedTo God in bitterness of soul to [diminish]His strength that he might walk like other men.”—Firdawsi, Shah Namah




320



Muslims Seek Knowledge

Instruct

!

Introduce

Read, play, or refer back to the Witness History audio for this sec-tion. Ask students why Muslims were so open to learning from non-Muslims. Explain that, just as Muhammad saw himself as the last of many prophets and built on earlier Jewish and Chris-tian texts, Muslim thinkers embraced and built on earlier knowledge.

!

Teach

Ask

Why were large libraries so precious?

(With no printing press, each manuscript was hand-copied.)

Tell students that some Greek classics were later destroyed elsewhere by invaders and survived only in their Arabic trans-lations. Ask

What did Ibn Rushd write about?

(medicine, astronomy, law, and philosophy, especially Aristotle)

What Arab thinker set standards for history?

(Ibn Khaldun)

Who pio-neered algebra?

(Al-Khwarizmi)

Write a simple arithmetic problem on the board in Roman numerals to show stu-dents what an important advance Ara-bic numerals were.

!

Quick Activity

Display

Color Trans-parency 58: Medieval Doctor With Patients.

Ask students how Muham-mad al-Razi changed the way doctors treated patients. Point out that modern medicine has rediscovered (and proven) in the last twenty years the importance of treating the mind as well as the body. Have students name other advances in medicine and list them on the board. Then go back and check off all the ones that are still being practiced today.

Color Transparencies,

58

Answers

elaborate abstract, geometric, and arabesque patterns and calligraphy

BIOGRAPHY

He wrote books on medicine, astronomy, law, and philosophy.

L4

Gifted and Talented Students

also led to innovations in architecture, especially arches. Omar Khayyám, in addition to being a poet, wrote a classic text on algebra and made advances in cubic equations. A scholar named al-Kindi made advances in cryptography and code-breaking. Have students research one of these topics and design an illustrated poster or web page about it.

L3

L4

Advanced Readers

Muslim scholars made enormous advances in mathe-matics. The adoption of Hindu numerals from India allowed not only addition, subtraction, multiplication, and division but also decimals, exponents, and square roots. The three Musa brothers, or Banu Musa, made contributions to geometry, which advanced develop-ments made by the Greeks. Advances in geometry

Arab writers also prized the art of storytelling. Along with ancientArab tales, they gathered and adapted stories from Indian, Persian,Greek, Jewish, Egyptian, and Turkish sources. The best-known collectionis The Thousand and One Nights, a group of tales narrated by a fictionalprincess. They include romances, fables, adventures, and humorousanecdotes, many set in Harun al-Rashid’s Baghdad. Later versions fil-tered into Europe, where children heard about “Aladdin and His MagicLamp” or “Ali Baba and the Forty Thieves.”

Religious Buildings Domed mosques and high minarets dominatedMuslim cities. Adapted from Byzantine buildings, domes and archesbecame symbolic of Muslim architecture. For example, the Dome of theRock in Jerusalem was built around 688. Inside, the walls and ceilings ofmosques were decorated with elaborate abstract, geometric patterns. Inaddition, Muslim artists perfected skills in calligraphy, the art of beau-tiful handwriting. They worked the flowing Arabic script, especiallyverses from the Quran, into decorations on buildings.

Nonreligious Art Some Muslim artists painted human and animal fig-ures in nonreligious art. Arabic scientific works, including those on thehuman body, were often lavishly illustrated. Literary works sometimesshowed stylized figures. Later Persian, Turkish, and Indian artistsexcelled at painting miniatures to illustrate books of poems and fables.

What elements characterized Muslim art?

Muslims Seek KnowledgeAlthough Muhammad could neither read nor write, his respect for learn-ing inspired Muslims to make great advances in philosophy, history,mathematics, and the sciences. Both boys and girls received elementaryeducation, which emphasized reading and writing. Muslims neededthese skills to study the Quran. Institutions of higher learning includedschools for religious instruction and for the study of Islamic law.

Centers of Learning Al-Mamun and later caliphs established Bagh-dad as the greatest Muslim center of learning. Its libraries attracted wellpaid and highly respected scholars. Other cities, like Cairo, Córdoba, andTimbuktu were also known as centers of learning. In these places, schol-ars made advances in philosophy, mathematics, medicine, and otherfields. They also preserved the learning of earlier civilizations by trans-lating ancient Persian, Sanskrit, and Greek texts into Arabic.

Philosophy and History Muslim scholars translated the works of theGreek philosophers, as well as many Hindu and Buddhist texts. Scholarstried to harmonize Greek ideas about reason with religious beliefs basedon divine revelation. In Córdoba, the philosopher Ibn Rushd—known inEurope as Averroës—put all knowledge except the Quran to the test ofreason. His writings on Aristotle were translated into Latin and influ-enced Christian scholastics in medieval Europe.

Another Arab thinker, Ibn Khaldun (IB un kal DOON), set standardsfor the scientific study of history. He stressed economics and social struc-ture as causes of historical events. He also warned about common causesof error in historical writing, such as bias, exaggeration, and overconfi-dence in the accuracy of sources. Ibn Khaldun urged historians to trustsources only after a thorough investigation.

BIOGRAPHYBIOGRAPHYIbn Rushd (Averroës)

While growing up in Spain, Muslimscholar Ibn Rushd (1126–1198)—known to Europeans as Averroës—wasinterested in almost every subject andprofession. He focused first on medicineand became chief physician to theMuslim ruler in Spain. Later, he studiedastronomy and wrote several importantbooks on the subject. Ibn Rushd alsostudied law, became a famous judge,and wrote a digest of Islamic law.

Ibn Rushd is best known as a philos-opher. Muslims, Jews, and Christiansalike have studied his commentaries onAristotle for centuries. For part of his life,however, Ibn Rushd lived in exile outsideSpain because some Muslim religiousleaders felt that his writings contradictedthe teachings of Islam. What role didIbn Rushd play in increasing theknowledge of people during theMiddle Ages?

Vocabulary Builderanecdote—(AN ik doht) n. a short, entertaining story, often historical




Chapter 10 Section

3

321


Have the class work together to design a Web site on Muslim knowledge. Each student should research, design, and write one page: the home page, pages introducing each subject area, or pages detailing individual people or contribu-tions. The pages can be created on paper and mounted on a bulletin board or posted on an actual Web site.

Monitor Progress

!

Ask students why learning was prized in the Muslim empire. (because people needed learning to study the Quran and because Muhammad respected it)

!

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

Caption

globes, astrolabes, quadrants, rulers

Thinking Critically

1.

The observatories are elaborate. The astronomers’ tools are intricate.

2.

advanced trade and exploration

Public Health Specialist

Muslims made far-reaching advances in public health, a field that is still very important today. Public health specialists man-age clinics and hospitals, monitor diseases, monitor environmental hazards, assemble health statistics, bring health resources to rural and disadvantaged communities, monitor the health of mothers, provide health education and advocacy on special issues such

as HIV, offer nutritional counseling, provide immuni-zations, monitor health standards, work to eliminate substance abuse, and respond to health crises. Some work overseas; others work at the local, state, or national level. Many public health jobs do not require a medical degree, but some college and/or advanced training are often necessary.

Careers

A Greek invention, the astrolabe is ▲ a projection of the sky as seen from a specific position on earth. Muslim astronomers added more information to it and made it more accurate.

◀ An astronomical illustration

The quadrant was an early navigation instrument. By measur-ing the height of a star, sailors could determine their latitude. ▶

The Jaipur Observatory In Jaipur, India, was built in the 1700s. Astronomers there used Indian scientific knowledge as well as ideas from Muslims.

The picture above shows astrono-mers at a Turkish observatory with their instruments. What tools are they using?

▼ ▲

During the Muslim Golden Age, scientists and mathematicians in Muslim regions made great advances in the field of astronomy. At observatories from Baghdad to Central Asia, astronomers studied eclipses, observed Earth’s rotation, and calculated the circumference of Earth to within a few thousand feet. When overland trade along the Silk Road became disrupted in the 1400s, new navigation tools paved the way for seafaring explorers like Christopher Columbus.

Thinking Critically1. Analyze Information What

evidence do you see that astronomers were respected?

2. Draw Inferences What were some benefits of advances in astronomy?

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Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 63

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

41

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 93

Adapted Reading and Note Taking Study Guide,

p. 93

Spanish Reading and Note Taking Study Guide,

p. 93

Extend

See this chapter’s Professional Develop-ment pages for the Extend Online activity on Muslim civilization.

Answer

by collecting them into libraries, translating them into Arabic, and expanding on the ideas in them

Section 3 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

pioneered new business practices; created forms of calligraphy, art, and architec-ture; wrote poetry and stories; and made advances in math, science, and medicine

3.

Slaves could buy their freedom, or female slaves could marry a Muslim owner.

4.

Partnerships made it easier to start busi-nesses; credit and banks made it easier to conduct trade even in distant locations.

5.

The central themes were religion (the Quran), chivalry, the romance of nomadic life, and the glory of kings and heroes.

6.

He stressed economics and social struc-ture and warned about common errors in historical writing, including bias, exag-geration, and untrustworthy sources.

"

Writing About History

Responses should include three topics for comparison, discuss points about each sub-ject in the same order, and use similar sen-tence structures for each point. Comparisons should be clear and well supported.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-1031.

L3

L3

L2L1

L2

L4

L1

L2

33

Mathematics One of the greatest Muslim mathematicians wasal-Khwarizmi (al KWAHR iz mee). He pioneered the study of algebra(from the Arabic word al-jabr). In the 800s, he wrote a book that wastranslated into Latin and became a standard mathematics textbook inEurope. Like many scholars of the time, al-Khwarizmi contributed to otherfields too. He developed a set of astronomical tables based on Greek andIndian discoveries.

Medicine Building on the knowledge of the ancient Greeks, Muslimsmade remarkable advances in medicine and public health. Under thecaliphs, physicians and pharmacists had to pass a test before they couldpractice their professions. The government set up hospitals, where injuredpeople could get quick treatment at a facility similar to today’s emergencyroom. Physicians traveled to rural areas to provide healthcare to thosewho could not get to a city, while others regularly visited jails.

One of the most original medical thinkers was Muhammad al-Razi,head physician at Baghdad’s chief hospital. He wrote many books onmedicine, including a pioneering study of measles and smallpox. He alsochallenged accepted medical practices. Treat the mind as well as thebody, he advised young doctors. He theorized that if doctors were hopefulwith their patients, recovery would be faster.

The famous Persian physician Ibn Sina (IB un SEE nah) was known inEurope as Avicenna. By the age of 16, he was a doctor to the Persiannobility. His great work was the Canon on Medicine, a huge encyclopediaof what the Greeks, the Arabs, and he himself had learned about diag-nosing and treating diseases. The book includes many prescriptions,made with such ingredients as mercury from Spain, myrrh from EastAfrica, and camphor from India.

Other Muslim surgeons developed a way to treat cataracts, drawingfluid out of the lenses with a hollow needle. For centuries, surgeonsaround the world used this method to save patients’ eyesight. Arab phar-macists were the first to mix bitter medicines into sweet-tasting syrupsand gums. Eventually, European physicians began to attend Muslim uni-versities in Spain. Arabic medical texts were translated into Latin andthe works of Avicenna and al-Razi became the standard medical text-books at European schools for 500 years.

How did Muslim scholars preserve and build on the learning of earlier civilizations?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1031

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Categorize Use your completed chart to answer the Focus Question: What achievements did Mus-lims make in economics, art, literature, and science?

Comprehension and Critical Thinking3. Summarize How could slaves gain

their freedom in Muslim society?4. Recognize Cause and Effect How

did business methods of Muslim mer-chants encourage trade and industry?

5. Make Generalizations What were the central themes of Muslim literature and Arab poetry?

6. Determine Relevance How did Ibn Khaldun improve the study and writing of history?

" Writing About HistoryQuick Write: Use Parallel StructureCompare or contrast at least three similari-ties or differences between Muslim society under the Abbasids and European society in the early Middle Ages. Discuss the points about each subject in the same order. For example, you could contrast the attitude toward merchants first in Muslim society and then in European society. Use similar sentence structures to emphasize the points being compared.

Arabic numerals originally developed in India and changed as traders introduced them to Muslim lands and, eventually, to Europe.

Origin of Arabic Numerals

EasternMuslimRegions

WesternMuslimRegions

ModernWestern

1234567890


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History Background

ART

Islamic ArtObjectives! Describe achievements in the arts of

Islam’s golden age.! Understand key Islamic decorative

themes and art forms.

Build Background KnowledgeAsk students to recall what they know about the patterns, themes, and forms of Muslim art. Ask them to explain what calligraphy is and why it was important.

Instruct! Ask What is an arabesque? (an intri-

cate design of flowery lines) Point out the arabesques framing the page. Ask How were calligraphers treated? (They were honored as great artists.) Point out the calligraphy pictured on objects on this page and earlier in the chapter; ask students how it differs from regular Arabic. (more flourishes and extended lines) Ask What is a mosaic? (a decorative pattern made of small pieces of glass, ceramic, and stone tiles)

! Ask How did each of these art forms fulfill a religious purpose? (Arabesques and mosaics showed the infinity of God and the unity of Islam—many small, diverse pieces contributing to a whole. Calligraphy was often used to illustrate passages from the Quran as decoration.)

Monitor ProgressDiscuss with students whether the pro-hibition on depicting figures ultimately detracted from or improved Islamic art.

Thinking Critically1. Muslim religious leaders feared that portraying

God, human figures, or animals in religious art would lead to idol worship.

2. Many mosques were huge structures with heavy domes requiring thick, supportive walls and few windows. Light-reflecting mosaics and flowing arabesques would counteract this heaviness and help to illuminate the interior.

Islamic Art Limits on representing figures chan-neled Islamic art into an astonishing array of decora-tive patterns. Because Islamic leaders discouraged use of precious metals or gems, artists used simple mate-rials such as tile. For mosaic, tiles of each color were fired separately to achieve brilliant color. As in other areas of knowledge, Muslims built upon other tradi-tions. They adopted porcelain from China, but created

creamy white and blue glazes, which led to China’s later blue and white porcelain. Art adorned not only mosques but also the homes of middle class Muslims. Islamic religious buildings have little furniture; instead, all surfaces are decorated, with rugs and cushions on the floor. The arches and decor create a feeling of space, coolness, and awe.

L3

L3

Flowering Patterns !The arabesque appears in rugs, textiles, and glassware. The arabesque style has religious purposes, among them to show the infinity of God and the unity of Islam. Even the areas that are left empty are carefully planned to project a feeling of weightlessness.

The Art of Beautiful WritingCalligraphers want to make both words and the writing of them works of art. Like great European artists, gifted calligraphers were honored in Muslim society and have been studied by scholars world-wide. Some of the most elaborate examples, such as the Quran page from the 1700s above, use calligraphy to reinforce the sacred nature of the text. The fifteenth-century inkwell at left shows calligraphic designs worked in metal.

Patterns of Glass and Stone "Many mosques in the Muslim world are decorated with elaborate mosaics—thousands of small pieces of colored glass, ceramic, and stone tiles arranged to create decorative patterns and arabesques. An artist patiently fits the pieces tightly together into a concrete surface, slightly tilting each piece so that it catches the light.

#

Islamic Art

Most Islamic art shares distinctive characteristics. One reason for this was the prohibition on depicting humans or animals in religious art. As a result, many Muslims use a style known as arabesque, which focuses on floral and geometric shapes. Other artists created an elaborate style of calligraphy, turning the words themselves into works of art.

Thinking Critically1. Recognize Ideologies Why did Islam

prohibit the depiction of people or animals in religious art?

2. Determine Relevance Why would the visual elements of light and space be important artistically for the interior of mosques?

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324 Muslim Civilizations

Vocabulary Builder

44SECTION

Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Describe the impact the Delhi sultan-ate had on India.

! Explain why Muslim and Hindu tradi-tions clashed and how they blended.

! Summarize the policies of Akbar that strengthened Mughal India.

Prepare to Read

Build Background KnowledgeAsk students to recall what they know about the peoples and religions of India, and the fate of India’s earlier empires. Then ask them to predict what would happen when Muslims invaded India.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, Akbar the Great

Ask Why was it suprising that Akbar became such a great ruler? (He had learned how to hunt and fight, but had no education or training in being a ruler.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Sec-tion 4 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read the section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students complete the outline with information about India’s Muslim empires.

Reading and Note Taking Study Guide, p. 94

Use the information below and the following resources to teach the high-use words from this section. Teaching Resources, Unit 2, p. 66; Teaching Resources, Skills Handbook, p. 3

High-Use Words Definitions and Sample Sentences

onslaught, p. 326 n. a vigorous attackThe troops could not hold their line against the onslaught of enemy forces.

usurp, p. 328 v. to seize and hold by force without legal rightWith the help of the military, she usurped power and declared herself queen.

L3

L3

44

Objectives• Describe the impact the Delhi sultanate

had on India.• Explain why Muslim and Hindu traditions

clashed and how they blended.• Summarize the policies of Akbar that

strengthened Mughal India.

India’s Muslim Empires

Terms, People, and PlacessultanDelhirajahSikhismBabur

MughalAkbarNur JahanShah JahanTaj Mahal

Reading Skill: Identify Supporting Details Copy the outline below. As you read, finish it following the organization in the example.

The arrival of Islam brought changes to India as great as thosecaused by the Aryan migrations 2,000 years earlier. As Muslimsmingled with Indians, each civilization absorbed elements fromthe other.

The Delhi SultanateAfter the Gupta empire fell in about 550, India again fragmentedinto many local kingdoms. Rival princes battled for control of thenorthern plain. Despite power struggles, Indian culture flour-ished. Hindu and Buddhist rulers spent huge sums to build anddecorate magnificent temples. Trade networks linked India to theMiddle East, Southeast Asia, and China.

The Sultan of Delhi Defeats the Hindus Although Arabsconquered the Indus Valley in 711, they advanced no farther intothe subcontinent. Then around 1000, Muslim Turks and Afghanspushed into India. They were fierce warriors with a tradition ofconquest. Sultan Mahmud of Ghazni pillaged much of the north,but he did not settle there. In the late 1100s, though, the sultan,or Muslim ruler, of Ghur defeated Hindu armies across the north-ern plain and made Delhi his capital. From there, his successorsorganized a sultanate, or land ruled by a sultan. The Delhi sultan-ate, which lasted from 1206 to 1526, marked the start of Muslimrule in northern India.

Akbar rides an elephant.

Akbar the GreatThirteen-year-old Akbar had grown up learning to hunt, run, and fight. Raised in the rugged country of Afghanistan, he never found the time to read and write. Now it was the year 1556, his father was dead, and the boy became padshah—“ruler of the empire.” Under the guidance of his regent, Akbar immediately began seizing territory lost after his father’s death. To seek knowledge, he had books read aloud to him. To promote unity between the Muslims and Hindus in his empire, he married a Hindu princess.

Akbar’s father had foretold a bright future for his son, and Akbar fulfilled that prophecy. Many historians view Akbar as the greatest ruler in Indian history.

Focus Question How did Muslim rule affect Indian government and society?

I. The Delhi Sultanate A. The Sultan of Delhi Defeats the Hindus 1. 2.

WITNESS HISTORYWITNESS HISTORY AUDIO

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Chapter 10 Section

4

325


Teach

The Delhi Sultanate

Instruct

!

Introduce

Ask students to describe the state of India before the Muslims arrived.

(many small kingdoms, mag-nificent temples, extensive trade)

!

Teach

Using the Numbered Heads strategy (TE, p. T23), ask

Who were the Muslims who invaded India?

(Turkish and Afghan warriors)

Why were they successful?

(Their horses were faster than elephants; Hindus did not unite against them, and many low-caste Hindus converted to Islam.)

What peoples contributed to Delhi’s golden age?

(Turks, Persians, Arabs, Indians)

Who was Tamerlane?

(Mon-gol warrior whose armies destroyed Delhi)

!


Point out the painting of Tamerlane invading India. Ask students what forms of battle, mounts, and weapons are portrayed. Ask whether the painting shows much violence. Ask who probably commis-sioned the painting and what point of view it shows.


Have students access

Web Code nap-1041

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions in the text.

Monitor Progress

!

As students fill in their outlines, circu-late to make sure they are identifying supporting details. For a completed version of the outline, see

Note Taking Transparencies,

90

!

Check answers to map skills questions.

Answers

Muslim government replaced Hindu rule; Turks, Arabs, and Persians migrated to India; trade increased; Persian art and architecture flourished

Map Skills

1.

Review locations with students.

2.

Tamerlane came from the northwest, through the Hindu Kush, across the northern plain.

3.

India, Pakistan, Bangladesh, and Nepal

To help students organize and understand this sec-tion, have them create an annotated timeline. Have them clearly identify each person or group on the timeline and add notes to help them remember key information associated with each event (e.g., “1398: Tamerlane, Muslim Mongol, invades India. Delhi Sul-tanate fragments into small states.”)

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

!

Note Taking Study Guide, p. 94

!

Adapted Section Summary, p. 95

L3

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

D E C C A NP L AT E A U

H I M A L A Y A S

H I N D U K U S H

Brahmaputra R.

Ganges R.

Narmada R.

In

dus R.

A r a b i a nS e a B a y o f

B e n g a l

I n d i a nO c e a n

N

Tropic of Cancer

Goa(Portuguese)

AgraDelhi

Lahore

N

S

EW

2000 400 mi

2000 400 km

Miller Projection

Delhi sultanateabout 1300Route of Tamerlane’sinvasion, 1398Mughal empire, 1526Lands added to theempire by 1605Lands added to theempire by 1707Taj Mahal

Delhi Sultanate and Mughal Empire

Why did the Muslim invaders triumph? They won on the battlefield inpart because Muslim mounted archers had far greater mobility thanHindu forces, who rode slow-moving war elephants. Also, Hindu princeswasted resources battling one another instead of uniting against a com-mon enemy. In some places, large numbers of Hindus, especially fromlow castes, converted to Islam. In the Hindu social system, people wereborn into castes, or social groups, from which they could not change.

Muslim Rule Changes Indian Government and Society Muslimrule brought changes to Indian government and society. Sultans intro-duced Muslim traditions of government. Many Turks, Persians, andArabs migrated to India to serve as soldiers or officials. Trade betweenIndia and Muslim lands increased. During the Mongol raids of the 1200s,many scholars and adventurers fled from Baghdad to India, bringingPersian and Greek learning. The newcomers helped create a brilliant civ-ilization at Delhi, where Persian art and architecture flourished.

The Sultans Lose Power In 1398, Tamerlane invaded India. He plun-dered the northern plain and smashed into Delhi. “Not a bird on the wingmoved,” reported stunned survivors. Thousands of artisans wereenslaved to build Tamerlane’s capital at Samarkand. Delhi, an emptyshell, slowly recovered. The sultans no longer controlled a large empire,however, and northern India again fragmented, this time into rivalHindu and Muslim states.

What changes did Muslim rule bring to Indian government and society?

For: Audio guided tourWeb Code: nap-1041

Map Skills Two Muslim dynasties ruled much of the Indian subcontinent. The Delhi sultanate lasted more than 300 years before the Mughal dynasty replaced it.1. Locate (a) Delhi (b) Hindu Kush (c) Ganges River2. Movement Describe Tamerlane’s route into India.

3. Applying Information Use the map of Asia in the Atlas and Geography Handbook to identify the present-day countries that now occupy the lands of the Mughal empire.

Tamerlane’s forces invade India. !

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326



Muslims and Hindus Clash

Instruct

!


Have students read the Vocabulary Builder term and definition. Ask stu-dents which groups were likely to launch violent

onslaughts

during this period.

(Muslims, Mongols)

What hap-pened to Buddhism in India?

(declined drastically)

Why was this surprising?

(India was Buddhism’s birthplace.)

!

Teach

Ask

Which religious group(s) believed in many gods?

(Hindus)

In one god?

(Muslims, Sikhs)

What were rajahs?

(local Hindu rulers)

Why did some Hindus convert?

(rejected caste system, accepted Muslim beliefs, wanted to serve in government, or attracted to Muslim trade networks)

In what aspects of culture did Hin-dus and Muslims blend?

(ideas about marriage and caste, language, art, music, dance, Sikhism)

!


Point out the picture of Ganesha, a Hindu deity with an elephant’s head, human body, and four hands; god of knowledge, wisdom, and wealth; destroyer of evil and obsta-cles. Ask how Muslims would respond to Ganesha and why.


Divide the class in thirds. Assign each third to represent Islam, Hinduism, or Sikhism. Have students create a poster illustrating the major beliefs, common practices, and history of their assigned religion.

Monitor Progress

Discuss whether religious conversion is more effective by force or by persuasion, and how the Delhi sultans exemplified both methods.

Answer

Chart Skills

belief in reincarnation; belief in one God and that all believers are equal

Sikh

means “disciple,” and Sikhs follow Nanak and the nine gurus who succeeded him. Nanak dreamed of eliminating the caste system and uniting India under a single religion that was simple and accessible to all. Sikhs practiced nonviolence at first, but the tenth and last guru created a military force called the Khalsa (“pure”), in which men wore their hair and beards

uncut, did not smoke or drink, and took the surname

Singh

(“lion”). Sikhs have periodically used violence since then, including in modern times. Have students research and write an essay on the history of the Sikhs and their role in the violence between religious groups that has often torn India apart.

L3

L4

Gifted and Talented Students L4

Advanced Readers

Chart Skills This chart shows some teachings of Hinduism, Islam, and Sikhism. Which teachings of Sikhism are similar to those of Hinduism? Which teachings of Sikhism are similar to those of Islam?

Sikhism: A Blend of Religious Beliefs

• Belief in many gods, all part of Brahman• Emphasis on religious and moral duties, or dharma• Belief in a cycle of birth, death, and rebirth

• Belief in one God• Religious and moral duties defined in Five Pillars• Belief in Heaven and Hell, and a Day of Judgment• No priests; all believers are religious equals

• Belief in the “Unity of God”• Belief in reincarnation• Rejection of caste

HinduismIslam

Sikhism

Muslims and Hindus ClashAt its worst, the Muslim conquest of northern India inflicted disaster onHindus and Buddhists. The widespread destruction of Buddhist monas-teries contributed to the drastic decline of Buddhism as a major religionin India. During the most violent onslaughts, many Hindus were killed.Others may have converted to escape death. In time, though, relationsbecame more peaceful.

Hindu-Muslim Differences The Muslim advance brought two utterlydifferent religions and cultures face to face. Hinduism was an ancientreligion that had evolved over thousands of years. Hindus recognizedmany sacred texts and prayed before statues representing many godsand goddesses. Islam, by contrast, was a newer faith with a single sacredtext. Muslims were devout monotheists who saw the statues and carv-ings in Hindu temples as false gods.

Hindus accepted differences in caste status and honored Brahmans asa priestly caste. Muslims taught the equality of all believers before Godand had no religious hierarchy. Hindus celebrated religious occasionswith music and dance, a practice not found in Muslim worship.

A Blending of Cultures Eventually, the Delhi sultans grew more tol-erant of their Hindu subjects. Some Muslim scholars argued that behindthe many Hindu gods and goddesses was a single god. Hinduism wasthus accepted as a monotheistic religion. As a protected subject group,Hindus were allowed to practice their religion as long as they paid a polltax. Some sultans even left rajahs, or local Hindu rulers, in place.

During the Delhi sultanate, a growing number of Hindus converted toIslam. Some lower-caste Hindus preferred Islam because it rejected thecaste system. Other converts came from higher castes. They chose toadopt Islam either because they accepted its beliefs or because theyserved in the Muslim government. Indian merchants were attracted toIslam in part because of the strong trade network across Muslim lands.

Indian Muslims also absorbed elements of Hindu culture, such asmarriage customs and caste ideas. Urdu, a new language, combined Per-sian, Arabic, and the Indian language spoken in Delhi. Local artisans

Vocabulary Builderonslaught—(AHN slawt) n. a vigorous attack

A Sikh man prays (below left) and a statue of the Hindu god Ganesh (below right)

0324_wh2011se_Ch10s4_s.fm Page 326 Tuesday, May 19, 2009 3:41 PM



Chapter 10 Section

4

327

History Background

Mughal India

Instruct

!


Have students read the Vocabulary Builder term and definition. Ask stu-dents why someone might

usurp

power from a sultan in this period.

(desire for power, religious or cultural differences)

!

Teach

Have a student read the quote from Babur aloud. Ask

What do you know about Babur from the quote?

(He was religious [Muslim].)

What does

Mughal

mean?

(Mongol)

How did Akbar promote religious har-mony?

(by including Hindus in govern-ment, ending the tax on non-Muslims, and marrying a Hindu)

Who was Nur Jahan?

(Jahangir’s wife, who ruled his empire)

!

Quick Activity

Display

Color Trans-parency 61: Illustration from the

Babur Nama.

Have students study the picture. Ask them to describe the scene. Ask

How are the people por-trayed?

Tell them that

Babur Namah

is the collection of the leader’s memoirs. Ask

How might this affect the por-trayal of different groups?

(Answers will vary.)


Have students fill in the Outline Map

Muslim Empires in India

and label areas controlled by the Delhi Sultunate and those controlled by the Mughal Empire.


p. 74

Monitor Progress

!

To check students’ understanding, ask them to summarize the accomplish-ments of the Mughal Empire.

(exten-sion of territory, stronger government, religious tolerance, Taj Mahal)

!

Circulate to make sure students are filling in their outline maps accurately.

Answer

They clashed due to vast differences in their religions and cultures. Hindus believed in many gods, castes, and reincarnation; Muslims believed in one God, equality of all believers, and an afterlife.

Nur Jahan

The daughter of Persian exiles, Nur Jahan was a 34-year-old widow with a child when Jahangir made her his twentieth wife. He named her Nur Jahan, “Light of the World,” and let her rule his kingdom from behind the curtains of the harem. Her father and brother were given high offices and carried out her orders. She was intelligent, shrewd, generous, and encouraged arts and commerce. She wrote

poetry, painted, and designed architecture, gardens, and fashions. She ran her own cloth and trading com-pany. When her husband was seized by a rebel gen-eral, Nur Jahan led troops to free him, seated behind curtains on an elephant. The lovely tombs she designed for her husband and father influenced the Taj Mahal, built to honor her niece, whose royal mar-riage she had helped arrange.

L3applied Persian art styles to Indian subjects. Indian music and dancereappeared at the courts of the sultan.

An Indian holy man, Nanak, sought to blend Islamic and Hindubeliefs. He preached “the unity of God, the brotherhood of man, the rejec-tion of caste, and the futility of idol worship.” His teachings led to the riseof a new religion, Sikhism (SEEK iz um), in northern India. The Sikhslater organized into military forces that clashed with the powerfulMughal rulers of India.

How did Muslim and Hindu cultures clash and then blend?

Mughal IndiaIn 1526, Turkish and Mongol armies again poured through mountainpasses into India. At their head rode Babur (BAH bur), who claimeddescent from Genghis Khan and Tamerlane. Babur was a militarygenius, poet, and author of a detailed book of memoirs.

Babur Founds the Mughal Dynasty Just north of Delhi, Babur meta huge army led by the sultan Ibrahim. “I placed my foot in the stirrup ofresolution and my hands on the reins of confidence in God,” recalledBabur. His force was small but had cannons, which he put to good use:

Primary Source

“ The sun had mounted spear-high when the onset began, and the battle lasted till midday, when the enemy was completely broken and routed. By the grace and mercy of Almighty God, this difficult affair was made easy to me, and that mighty army . . . was crushed in the dust.”—Babur, Memoirs

In little time, Babur swept away the remnants of theDelhi sultanate and set up the Mughal dynasty, whichruled from 1526 to 1857. (Mughal is the Persian word for“Mongol.”) The map in this section shows you that Baburand his heirs conquered an empire that stretched from theHimalayas to the Deccan Plateau.

Akbar the Great The chief builder of the Mughal empirewas Babur’s grandson Akbar. During his long reign, from1556 to 1605, he created a strong central government, earn-ing the title Akbar the Great.

Akbar was a leader of unusual abilities. Although a Mus-lim, he won the support of Hindu subjects through his policyof toleration. He opened government jobs to Hindus of allcastes and treated Hindu princes as his partners in rulingthe vast empire. Akbar ended the tax on non-Muslims, andhe married a Hindu princess.

Akbar could not read or write, but he consulted leaders ofmany faiths, including Muslims, Hindus, Buddhists, andChristians. Like the early Indian leader Asoka, he hoped topromote religious harmony through tolerance. By recogniz-ing India’s diversity, Akbar placed Mughal power on a firmfooting.

Akbar strengthened his empire in other ways as well. Toimprove government, he used paid officials in place of

Akbar (center) with his son, Jahangir, and grandson, Shah Jahan




328


L1 L2

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 64

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

42

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 95

Adapted Reading and Note Taking Study Guide,

p. 95

Spanish Reading and Note Taking Study Guide,

p. 95

Extend

Primary Source

To help students bet-ter understand how the Mughal empire began, have them read

Babur’s Army Crosses the Mountains

and complete the worksheet.


p. 71

Answer

He created a strong central government with paid officials, recognized and tolerated diver-sity, modernized the army, encouraged trade, standardized weights and measures, and intro-duced land reforms.

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

Muslims created a strong central govern-ment, increased trade, tolerated diversity, discouraged the caste system, encouraged arts and culture, modernized the army, and introduced land reforms.

3.

Muslim archers on horses were faster than Hindus on elephants, Hindus

battled each other instead of uniting, and many low-caste Hindus converted to Islam.

4.

At first, Muslims killed many Hindus, but over time, Muslims became more toler-ant, many Hindus converted, and Mus-lims adopted elements of Hindu culture.

5.

Sample:

It probably led to increased animosity between followers of the two religions.

"

Writing About History

Responses should indicate understanding of Islam and Hinduism and the differences between them. They should include compar-isons or contrasts with linking words. Each paragraph should have a developed topic sentence.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-1041.

L3

L3

L2

L2

L4

L1

44

hereditary officeholders. He modernized the army, encouraged interna-tional trade, standardized weights and measures, and introduced landreforms.

Akbar’s Successors Akbar’s son Jahangir (juh HAHN geer) was aweaker ruler than his father. He left most details of government in thehands of his wife, Nur Jahan. Fortunately, she was an able leader whoseshrewd political judgment was matched only by her love of poetry androyal sports. She was the most powerful woman in Indian history untilthe twentieth century.

The high point of Mughal literature, art, and architecture came withthe reign of Shah Jahan, Akbar’s grandson. When his wife, MumtazMahal, died at age 39 after having borne 14 children, Shah Jahan wasdistraught. “Empire has no sweetness,” he cried, “life itself has no relishleft for me now.” He had a stunning tomb built for her, the Taj Mahal(tahzh muh HAHL). Designed by a Persian architect, it has spectacularwhite domes and graceful minarets mirrored in clear blue reflectingpools. Verses from the Quran adorn its walls, and pleasant gardens sur-round the entire structure. The Taj Mahal stands as perhaps the greatestmonument of the Mughal empire.

Shah Jahan planned to build a twin structure to the Taj Mahal as atomb for himself. However, before he could do so, his son Aurangzebusurped the throne in 1658. Shah Jahan was kept imprisoned until hedied several years later.

What policies did Akbar follow to strengthen his empire?

Looking AheadIn the late 1600s, the emperor Aurangzeb rejected Akbar’s tolerant poli-cies and resumed persecution of Hindus. Economic hardships increasedunder heavy taxes, and discontent sparked revolts against Mughal rule.This climate of discontent helped European traders gain a foothold in theonce powerful Mughal empire.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1041

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Supporting Details Use your completed outline to answer the Focus Question: How did Muslim rule affect Indian government and society?

Comprehension and Critical Thinking3. Recognize Cause and Effect Why

were the founders of the Delhi sultan-ate able to conquer northern India?

4. Analyze Information How did rela-tions between Hindus and Muslims evolve over time?

5. Predict Consequences Rulers after Akbar rejected the policy of toleration of other religious beliefs. How do you think this rejection of toleration affected relations between Hindus and Muslims?

" Writing About HistoryQuick Write: Add Transition Words Write two paragraphs comparing the major beliefs of Islam and Hinduism. Use compar-ison or contrast linking words—such as similarly, in the same way, in contrast, and instead—to connect your ideas as well as to highlight similarities and differences.

The Taj MahalShah Jahan began construction on this tomb for his wife in 1632, a year after her death. It took 22,000 workers about 20 years to complete the structure.

Vocabulary Builderusurp—(yoo SURP) v. to seize and hold by force without legal right



aristotle educates muslim scholars step-by-step 33...

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